A Framework Strategy to Overcome Trust Issues on Cloud Computing Adoption in Higher Education

A Framework Strategy to Overcome Trust Issues on Cloud Computing Adoption in Higher Education

Mohammed Banu Ali (Alliance Manchester Business School, The University of Manchester, UK), Trevor Wood-Harper (Alliance Manchester Business School, The University of Manchester, UK) and Ronald Ramlogan (Alliance Manchester Business School, The University of Manchester, UK)
Copyright: © 2020 |Pages: 22
DOI: 10.4018/978-1-7998-1082-7.ch008
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Cloud computing has the potential of adding strategic value to the higher education domain owing to exemplary growth in ubiquitous data and communication services ranging from student access to educational materials to developing teaching and research practices. Despite the wide adoption of CC in HEIs, there is a paucity of research that specifically addresses the issue of trust in cloud adoption in the UK HEI context, as well as identifying smarter and more efficient strategies to overcome the existing CC trust issue in this domain. The authors propose a five-stage strategic roadmap to address the trust issues impacting the uptake of cloud services in UK universities. They conclude that IT and management participation and support are the keys to the success of the strategic framework.
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Literature Review

In this section, the key literature pertaining to cloud computing (CC) issues are reviewed. Here, a logical connection between various secondary sources are drawn, including journals, books, white papers and other scholarly resources. In particular, our review also focuses on the trust issues of CC adoption in the higher education domain.

Cloud Computing (CC)

There are number of CC definitions cited in the existing body of literature. A well-known definition cited by Sultan (2010) refers to CC as a cluster of data centers that offers a range of on-demand resources and services over the internet. CC also refers to the scalable IT resources that are offered to users over a network as an alternative to hosting these resources in-house. Therefore, there is a much wider concept of unified and centralised technology and shared services (Metheny, 2017).

Supporters of CC claim that organisations do not have to face burden of upfront infrastructure costs and allows them to focus their attention towards their core business practices if they adopt the technology (Armbrust et al., 2010; CSA, 2011; Hesarlo, 2014; Thilakarathne & Wijayanayake, 2014). CC is also a good method to rapidly deploy applications with minimal management and maintenance. This allows organisational information communication technologies (ICT) to be rapidly adapted to meet an organisation’s changing and unanticipated business needs and demands (Willcocks et al., 2014). For higher education, it can exploit this opportunity to enhance IT agility and ultimately facilitate a number of institutional practices such as teaching, research and innovation activities via the cloud (Encalada & Sequera, 2017).

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