Electronic records management systems and the competency of educational institutions: Evidence from Yemen

Abstract

In the modern world, the amount of information stored in modern technology has been exponentially increasing. Access to vast amounts of information has changed how governments, institutions, organizations, and individuals conduct their business and record keeping. The increased use of cloud computing in conjunction with information and communication technologies (ICT), office automation, and digitalization has altered how electronic records are generated. Organizations should embrace this emerging environment to ensure competent operations and regulatory compliance well into the future. The absence of framework makes it difficult to implement the Electronic Records Management System (ERMS). Thus, this study proposed a framework for ERMS implementation and identified the most critical factors that are related to the ERMS characteristics and cloud characteristics. The ERMS implementation will improve Yemeni public sector educational institution competency and such implementation will be facilitated by the proposed framework. The study uses the Technology Acceptance Model 3 (TAM3) to implement a cloud Electronic Records Management System (ERMS). In addition to that, the study used a quantitative approach method and distributed questionnaires to 350 academicians and managers in the Yemeni public education sector. Variable relationships were identified using Partial Least Square-Structural Equation Modelling (PLS-SEM) through a second-order analysis method. All the identified factors were found to be essential and have a significant relationship with the behavioral intention to implement ERMS. The findings also revealed that ERMS plays a substantial and vital role in the competency of educational organizations. In other words, the study results demonstrated the importance of ERMS and Cloud dimension to ERMS implementation as well as the significant effect of ERMS implementation on public sector educational competency. These findings of the study have the potential to assist in shaping the direction of theory and empirical studies concerning the ERMS, particularly in its implementation to support the competency of educational institutions.