Inscribed Themes Aligning Actors' Interests to Influence M-Learning Readiness in Higher Education

This study looks at factors influencing m-learning readiness in a developing country and was conducted in three South African universities. It considers prerequisite strategies recommended by the students, lecturers and nonacademic staff members, using actor network theory (ANT). Hence, the paper explains how certain perceived prerequisites assist in the future adoption and sustained use of m-Iearning, provided they are adequately inscribed in actors (particularly the m-Iearning policy). The paper argues that policies need to address issues relating to actors' skills, availability of technology, documentation of end-users' requirements, design and presentation of content, funding, communication of benefits including evidence of positive return on investment, reward strategies, and application ease of use (relating to development strategies) if the university is to be e-ready. By inscribing these factors in m-Iearning policy, they become visible and hence assist in aligning actors' interests within the m-Iearning readiness actor network. The scope of this paper was limited to the inscription concept rather than a full discussion of ANT concepts (identifying of actors and their relationships). The findings of this study can be used by institutions of higher education as a reference point to improve their planning for m-Iearning project implementation, usage and adoption, within their various contexts. Theoretically, this paper expands the literature on the use of ANT to underpin information systems (IS) research, specifically m-Iearning readiness.