International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 Volume 2 Issue 2, March 2013 www.ijsr.net Subjective Norms and Information Systems Implementation: A Case of Higher Education Institutions in a developing country Wambugu G. Mariga 1 , Wausi A. Nduku 2 1 Laikipia University, Faculty of Science and Applied Technology, P.O. Box 1100-20300, NYAHURURU, KENYA gmariga@laikipia.ac.ke 2 School of Computing and Informatics, University of Nairobi, P.O. Box 30197-(0)20 318262 NAIROBI, KENYA wausi@uonbi.ac.ke Abstract: The implementation of Information Systems (IS) raises important challenges to organizations. One of the constructs of the implementation context in the process is subjective norms. A study of selected Higher Education Institutions (HEIs) in Kenya focuses on subjective norms to validate its relationship with Information Systems (IS) implementation process. In this study, data was collected from identified respondents in some selected HEIs that have implemented IS or are in the implementation process, analyzed and the outcomes presented, thereby validating relationships in an adopted framework. Judgmental and convenience sampling design was used to select HEIs. A questionnaire based on a seven point Likert scale was administered to different participants of IS implementation in selected HEIs in Kenya and confirmatory factor analysis (CFA) used to determine regression coefficients between constructs of interest. The Chi-square goodness-of-fit test was used to test model adequacy together with other goodness of fit statistics. To test the hypothesis, correlation coefficients were found, hypothesis tested and coefficient of determination calculated for explanation purposes. The paper illustrates that the relationship between subjective norms and implementation process is valid as indicated on the Organizational Implementation of Information Systems Innovations (OIISI) framework. Keywords: Subjective norms, Implementation Context, Higher Education Institutions (HEIs) 1. Introduction As the complexity and dynamics of the business context and markets increase, the need for accurate, pertinent and immediate information will continue to grow (Shuliang Li, 2004). This supports the need for a continued use of Information Systems (IS) to support planning, decision- making, operations and management. Farrell (2007) notes that Kenya has placed considerable emphasis on the importance of ICT in its Education Sector Support Programme as evidenced in the promulgation of the National ICT Strategy for Education and Training. Farrell (2007) continues to note that the Ministry of Education has taken steps to support the implementation of the strategy either by direct action or through the various institutions and agencies with which it works. In addition, there are many other organizations not involved directly with the Ministry of Education that continue to be active in implementing and supporting projects involving ICT in education. Most institutions of higher learning in Kenya have started computerizing. That is, there is rapid technological evolution. The government through the Ministry of Education is also educating government institution’s stakeholders like Board of Governors (BOGs), Heads of Departments (HODs), Principals, Registrars and other stakeholders through workshops to ensure that they appreciate the role of IS in the much anticipated growth of knowledge economy and their use in management of the institutions. The organizational context within which an information system is implemented forms an integral part of that system. According to Hardon et al., (2001) in Indeje (2010) ideas, practices, organizational arrangements, roles and statuses in the information system reflect the wider socio-cultural and political economic context in which they occur and are influenced by that context. Wausi (2009) developed OIISI framework guided by a modification of Gallivan’s framework [Gallivan 2001]. This framework identifies implementation context as consisting of the following constructs: Managerial Interventions; Subjective Norms; Facilitating Conditions and Others. The focus of this paper is Subjective Norms. The Theory of Reasoned Action (TRA) signals that attitude and subjective norm can explain people’s behavioral intention and further predict their actual action. According to Chi et. Al., (2012), Subjective norm includes normative belief and motivation to comply. Normative belief refers to perceived expectations of specific individuals or groups, and motivation to comply is the willingness to comply to specific individuals’ or groups’ opinions. Magutu et al., (2010) observed that despite numerous methodologies having been proposed, Kenyan parastatals still fail to effectively deal with IS implementation and related challenges. Magutu et al., (2010) further observed that, IS implementation in parastatals is significantly influenced by cultural, political and power behavioral situations within parastatals. Many HEIs in Kenya like parastatals face numerous challenges in the implementation 65