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Information Technology Skills Maturi...

Myatt, Timothy S.

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Information Technology Skills Maturity: Examining the Moderating Effect on IT Effectiveness Relationships in Independent Higher Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Information Technology Skills Maturity: Examining the Moderating Effect on IT Effectiveness Relationships in Independent Higher Education./
Author:	Myatt, Timothy S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	217 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10804205
ISBN:	9780355804591

Information Technology Skills Maturity: Examining the Moderating Effect on IT Effectiveness Relationships in Independent Higher Education.
Myatt, Timothy S.

Information Technology Skills Maturity: Examining the Moderating Effect on IT Effectiveness Relationships in Independent Higher Education. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 217 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (D.B.A.)--Anderson University, 2017.

To extend the body of knowledge and practical understanding of the antecedents of information technology (IT) effectiveness, this dissertation describes an empirical study of IT effectiveness (ITE) in independent colleges and universities of fewer than 5,000 students. The antecedents researched were IT strategic alignment maturity (SAM) and IT flexibility (ITF). Moreover, the skills maturity of the IT leadership and organizational unit was examined for moderating effects on the SAM-ITE and ITF-ITE relationships. The primary impetuses were: (a) academic research established higher education as one of the least strategically aligned industries, and (b) a guild of higher education IT professionals consistently identified strategy alignment, staffing capabilities, and cultures of innovation and agility as challenges impacting effectiveness. Anchored in theories of general systems, the resource-based view of the firm, and dynamic capabilities, the study was modelled after prior research that simultaneously evaluated ITE, SAM, and ITF. The study hypothesized positively correlated main effects, a stronger explanatory effect of IT flexibility over IT strategic alignment, and positive moderating effects of skills maturity. The cross-sectional study used an online survey based on established reliable and valid instruments. The survey was administered to senior-level IT leaders of 527 independent colleges and universities with 105 responses (19.9%). Multiple regression techniques and analysis showed positive correlations of the main effects, but no moderation of those effects by skills maturity. Furthermore, IT strategic alignment showed stronger explanatory effect than IT flexibility when both were present, contradicting prior studies. The results have threefold applicability: (a) evidence that IT leaders should consider the simultaneity of aligning around adaptability for ambidextrous enablement, (b) indication that intangible attributes like strategic alignment and flexibility impact IT effectiveness beyond the delivery and support of products and services, and (c) the skills maturity of the IT leader and organizational unit, though important, does not affect the strength of the relationships of strategic alignment and flexibility to IT effectiveness.

ISBN: 9780355804591Subjects--Topical Terms:

516664
Management.

Information Technology Skills Maturity: Examining the Moderating Effect on IT Effectiveness Relationships in Independent Higher Education.
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520 $a To extend the body of knowledge and practical understanding of the antecedents of information technology (IT) effectiveness, this dissertation describes an empirical study of IT effectiveness (ITE) in independent colleges and universities of fewer than 5,000 students. The antecedents researched were IT strategic alignment maturity (SAM) and IT flexibility (ITF). Moreover, the skills maturity of the IT leadership and organizational unit was examined for moderating effects on the SAM-ITE and ITF-ITE relationships. The primary impetuses were: (a) academic research established higher education as one of the least strategically aligned industries, and (b) a guild of higher education IT professionals consistently identified strategy alignment, staffing capabilities, and cultures of innovation and agility as challenges impacting effectiveness. Anchored in theories of general systems, the resource-based view of the firm, and dynamic capabilities, the study was modelled after prior research that simultaneously evaluated ITE, SAM, and ITF. The study hypothesized positively correlated main effects, a stronger explanatory effect of IT flexibility over IT strategic alignment, and positive moderating effects of skills maturity. The cross-sectional study used an online survey based on established reliable and valid instruments. The survey was administered to senior-level IT leaders of 527 independent colleges and universities with 105 responses (19.9%). Multiple regression techniques and analysis showed positive correlations of the main effects, but no moderation of those effects by skills maturity. Furthermore, IT strategic alignment showed stronger explanatory effect than IT flexibility when both were present, contradicting prior studies. The results have threefold applicability: (a) evidence that IT leaders should consider the simultaneity of aligning around adaptability for ambidextrous enablement, (b) indication that intangible attributes like strategic alignment and flexibility impact IT effectiveness beyond the delivery and support of products and services, and (c) the skills maturity of the IT leader and organizational unit, though important, does not affect the strength of the relationships of strategic alignment and flexibility to IT effectiveness.
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