Web sites for every department course Gali Naveh, Dorit Tubin and Nava Pliskin Ben Gurion University of the Negev, Beer-Sheva, Israel Abstract Purpose – To study the implementation of a learning content management system (LCMS) at one department of a university in light of Rogers’ diffusion of innovation (DOI) theory and in comparison to known critical success factors (CSFs) in implementation of information systems. Design/methodology/approach – A case study approach was used to examine the implementation process. Findings – Under authority decision to adopt the system throughout the department, the diffusion was quick and without resistance, not in line with authority adoption decision in Rogers’ DOI theory. Some of the CSFs found are consistent with implementation CSFs mentioned in the literature. Research limitations/implications – To complement the qualitative research, quantitative research is needed regarding administrative measures taken in implementation processes at other academic departments and the success in terms of system adoption. Originality/value – Successful LCMS implementation in an academic environment is rather rare and studying the successful authority decision in this case is of value to researchers and to practitioners. To adopt the system might imply that administrative measures could expedite implementation in other academic institutions. Keywords Innovation, Worldwide web, Internet, Information systems, Critical success factors, E-learning Paper type Case study Introduction Many universities worldwide have developed various web-based environments (Collis and Moonen, 2001; Macchiusi and Trinidad, 2001; Harasim, 2000; Mason, 2000; Noble, 2001; Bennett and Bennett, 2003). According to The Campus Computing Project (2004), the use of web-based information systems (IS) in instruction was considered by most academic institutions as one of the most important issues during the past few years. Yet, according to The Campus Computing Project (2004), the adoption of IS innovations in academia has been only partially successful. In the US, e-mail and course web sites were used in less then 10 percent of academic courses in 1994 and in 1995, respectively. Surprisingly, in 2004, while the use of e-mail in academic courses rose to about 75 percent the use of course web sites increased as well but has remained below 40 percent. Lynch (2002) ascribes this state of affairs to lack of interest among professors in adopting innovations that could contribute to academic teaching. Berge (1998) also found that faculty resistance to change was main inhibitor to online teaching. Maguire (2005) presents a literature review of drivers and inhibitors of online teaching, with lack of technical support cited most frequently by faculty and administrators as an institutional barrier. In view of the slow diffusion of web sites at academic campuses, despite their perceived importance, it is essential to find out why the use of web sites as an The current issue and full text archive of this journal is available at www.emeraldinsight.com/1065-0741.htm CWIS 23,2 68 Campus-Wide Information Systems Vol. 23 No. 2, 2006 pp. 68-75 q Emerald Group Publishing Limited 1065-0741 DOI 10.1108/10650740610654456