Impact of ICT Infrastructure on Academic Staff Productivity: Evidence from Eastern Technical University, Sierra Leone

Abstract

This study examined the impact of Information and Communication Technology (ICT) infrastructure on the productivity of academic staff at Eastern Technical University (ETU), Sierra Leone. Guided by three objectives: to examine the availability and types of ICT infrastructure, to assess the extent of its utilization, and to evaluate its impact on teaching, research, and related activities, the study adopted a descriptive survey design. Data were collected from forty-nine academic staff using a structured, five-point Likert-scale questionnaire and analyzed with descriptive statistics (frequencies and percentages) in SPSS and Microsoft Excel. The findings reveal a clear paradox. Availability of ICT infrastructure was limited and inconsistent, with unreliable electricity and the absence of digital learning platforms (both 44.9% disagreement) identified as the weakest areas, while utilization was moderate to low and fewer than half of respondents (44.9%) reported adequate ICT skills. In sharp contrast, an overwhelming majority affirmed that ICT strongly enhances productivity improved teaching effectiveness (91.9%), faster task completion (91.8%), and improved overall job performance (89.8%). Respondents also strongly affirmed persistent barriers, including unreliable internet connectivity (83.7%), inadequate training (85.7%), and lack of technical support (83.7%). The study concludes that although staff clearly recognize the value of ICT, its realization is constrained by infrastructural, skills-related, and support-related gaps. It recommends targeted investment in reliable electricity and internet, deployment of digital learning platforms, regular capacity-building, and a dedicated technical support unit. Keywords: higher education; ICT infrastructure; academic staff productivity; Technology Acceptance Model; Sierra Leone