Objective: This study examines the factors that influence information system (IS) interoperability of e-Government focusing on IS Interoperability as the key concept to reach successful e-Government implementation in Jordan. Methodology: Use of qualitative methods of inquiry has been made to explore study variables and their relationships. A variety of published literatures related to scope of the study has been reviewed along with analyzing the e-Government strategy in Jordan during period 2014-2016. The interoperability levels of e-Government IS have been discussed in this paper. Finally, significant barriers that affect IS interoperability have been identified along with the factors that can drive it successful implementation. Findings: Technical, semantic, and organizational interoperability are main stages for successful e-Government IS interoperability. Information and Communication Technology (ICT) infrastructure, top management support, human resources, data and information, security and privacy, and business process have been found as the major obstacles. Whereas, high level interoperability goals, commitment of government bodies, and customer focus have been identified as main success factors that lead to e-Government IS interoperability. The study suggests that strategies and work process should be aligned, common standards and knowledge should be shared to move towards e-transformation in Jordan. Implications: This study can be starting point for the real life practical solutions for successful implementation of e-Government conceptual frame work. Finding of the study can be used to generalize about the factors that lead to success of IS interoperability within government agencies in other developing countries. This study enriches existing literature in this context. On practical side, the study contributes by identifying IS interoperability success factors and barriers within government agencies. The proposed conceptual model is first stage in the process of understanding factors that influence e-Government IS interoperability. Further studies may be needed to empirically evaluate the proposed conceptual model.

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PurposeThis study aims to examine the effect of accreditation on higher education performance, directly and indirectly, through the quality culture as a mediator in the context of higher education, based on the perceptions of administrative and quality managers.Design/methodology/approachThis is a quantitative study using stratified random sampling techniques to collect data through a nationwide survey of universities in Pakistan. Of the 150 questionnaires distributed, 105 are found to be valid, while the data are analyzed by partial least squares structural equation modeling (PLS-SEM).FindingsThe results provide interesting insights, including significant effects of accreditation on quality culture and higher education performance, significant effects of quality culture on higher education performance and the mediating role of quality culture in relation to accreditation and higher education performance.Research limitations/implicationsLimitations of the study include a relatively smaller sample size and the selection of administrative managers as the sole respondents. This study extends the theoretical understanding by introducing several linkages, including the link between accreditation and higher education performance, accreditation and quality culture, and by introducing quality culture as a mediator. Furthermore, the study also provides empirical evidence for all proposed links in the university setting. This study has implications for administrative and quality managers, in terms of effectively implementing accreditation standards by cultivating a quality culture at their respective universities, resulting in improved university performance.Originality/valueThis study is the first to introduce quality culture as a mediator between accreditation and higher education performance and examines the effect of accreditation and quality culture on higher education performance in the university context. Also, the interdisciplinary nature of the study makes it relevant and interesting to administrative and quality managers in the fields of higher education and quality management.

The purpose of this study is twofold: first, to gain insight into the direct effect of accreditation on motivation and higher education performance, and the direct effect of motivation on higher education performance. Second, to examine the indirect effect of accreditation on higher education performance through motivation in the university setting. The study uses a quantitative research approach and collects data from administrative managers at 105 Pakistani universities through face-to-face and online survey methods, and the said data is subsequently analyzed using PLS-SEM. The findings reveal that accreditation has a substantial effect on motivation and higher education performance, and motivation has a considerable effect on higher education performance. Also, accreditation has an indirect effect on higher education performance through motivation. The study contributes empirically by examining the effects of accreditation on motivation and higher education performance and broadens theoretical understanding by introducing motivation as a mediator related to accreditation and higher education performance. Policymakers, administrators, and quality managers can leverage the findings of this study by motivating their academic staff to effectively implement accreditation standards. Furthermore, operationalizing higher education performance through teaching, research, and service will assist policymakers in bringing excellence to their universities by emphasizing these three roles/missions equally.

This study intends to investigate the effects of intrinsic and extrinsic motivation of faculty on higher education performance through quality culture in public and private universities of Pakistan. The study uses a nationwide survey approach, while data are collected from administrative managers through online and in-person questionnaires using stratified random sampling techniques. Of the 150 questionnaires distributed, 111 were received, however, 105 are considered valid while the data are analyzed by PLS-SEM. The results revealed the significant effect of intrinsic motivation and quality culture on higher education performance, and of intrinsic and extrinsic motivation on quality culture; however, the effect of extrinsic motivation on higher education performance is not empirically supported. Besides, quality culture is found to be a statistically significant mediator in the relationship between intrinsic motivation and higher education performance, and extrinsic motivation and higher education performance. The relatively smaller sample size and reliance on administrative managers as the sole respondents are the possible weaknesses of this study. This study has expanded the theoretical and empirical understanding by introducing intrinsic motivation and extrinsic motivation as predictor variables in relation to higher education performance and implicating quality culture as a mediator. This study has important implications for policymakers, administrators, and quality managers to focus on employees’ motivation to create a quality culture, which in turn will improve the performance of their respective organizations.