Factors Influencing the Acceptance and Utilisation of Open Educational Resources by Faculty Members in Higher Education Institutions

Abstract

Open Educational Resources (OERs) play an immensely valuable role in higher educational institutions. However, few studies have explored OERs adoption by academics, especially in non-anglophone countries. This study therefore investigated the factors affecting OERs adoption among Saudi academics. Three of Hofstede’s cultural dimensions (power distance, collectivism, and uncertainty) and two additional variables: information quality and sharing, were added to the UTAUT. To validate the newly-named CUTAUTS, I hypothesised that age, gender, and the cultural dimensions would mediate the main factors. A three-stage mixed-methods approach was employed. Firstly, a random sample of 375 Saudi academics completed CUTAUTS-based questionnaires. Quantitative data were analysed using descriptive statistics and PLS-SEM. Secondly, semi-structured interviews were conducted with a purposive sample of twelve academics to explore OERs adoption and usage, and three Saudi OERs platform representatives to illuminate their role in supporting OERs adoption. Interview data were analysed using thematic analysis. The qualitative findings largely corroborated the quantitative findings, revealing significant relationships between several core constructs and OERs use. The most important predictor of OERs adoption was OERs effectiveness, followed by OERs information quality. Effort needed to use OERs and the extent of usage in immediate social contexts were related to OERs sharing, and both intentions to use and actual use. The quantitative analysis confirmed the moderating role of culture and age in OERs use. Five main barriers impeding OERs adoption were also explored. The results highlighted the importance of OERs information quality. Because participants misconstrued this, Saudi higher education stakeholders must establish a quality assurance policy to improve OERs adoption. Moreover, participants need to know where to share their teaching materials. Therefore, higher education stakeholders must enhance OERs awareness and devise training programmes to equip academics with tools to deploy OERs. Finally, institutional managers should develop policies to promote OERs creation and usage.