Barriers and Enablers to Artificial Intelligence (AI) Adoption in Administrative Functions in Public Universities in Ghana: A Case Study of the University of Education, Winneba
DOI:
https://doi.org/10.53103/cjess.v5i4.377Keywords:
Artificial Intelligence, Higher Education, Technology Adoption, Digital Transformation, Institutional BarriersAbstract
The adoption of Artificial Intelligence (AI) in higher education holds substantial potential to enhance administrative efficiency, decision-making, and resource management. Yet, in many public universities in developing countries, including Ghana, AI integration remains limited due to a complex interplay of technological, institutional, and socio-cultural barriers. This study investigates the barriers and enablers to AI adoption in administrative functions at the University of Education, Winneba (UEW), employing a convergent mixed methods design. Quantitative data were collected through structured surveys administered to administrative staff (n=70), while qualitative insights were generated through semi-structured interviews with university administrators (n=10) and document analysis. The study is grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), which provided a framework for interpreting both individual and institutional factors influencing AI adoption. Findings reveal significant barriers such as inadequate digital/technological infrastructure, limited AI literacy, ambiguous policy frameworks, and resistance to change. However, enablers identified include strong perceived usefulness of AI tools, leadership support, and departmental readiness in select units. The mixed methods approach allowed for a nuanced understanding of how institutional culture, perceived performance benefits, and facilitation conditions converge to shape adoption dynamics. The study recommends a phased, capacity-driven AI implementation strategy that prioritizes infrastructure investment, continuous staff training, and ethical AI governance tailored to the local context. These insights contribute to the limited body of literature on AI adoption in higher education administration in the Global South and offer practical implications for institutional leaders and policy-makers.
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