INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
Office Information Systems and Service-Delivery Efficiency in  
Federal Universities: Evidence from South-East Nigeria  
1Dr. Bernard Olu Okoro*., 2Dr. Magnus Chioma Orjiako  
1Department of Office Technology and Management, Imo State Polytechnic, Omuma Imo State, Nigeria  
2Department of Office Technology and Management, Imo State Polytechnic, Omuma, Imo State Imo  
State, Nigeria  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000328  
Received: 26 October 2025; Accepted: 04 November 2025; Published: 21 November 2025  
ABSTRACT  
This study investigated the influence of Office Information Systems (OIS) on service-delivery efficiency in  
federal universities in South-East Nigeria. Anchored on the DeLone and McLean Information Systems Success  
Model (2003) and the Technology Acceptance Model (Davis, 1989), the research focused on two critical  
dimensions: system quality and integration, and user competence and utilization. The study adopted a descriptive  
survey design and covered a population of 118 senior administrative officers responsible for records  
management in the registry departments of five federal universities—University of Nigeria, Nsukka; Nnamdi  
Azikiwe University, Awka; Federal University of Technology, Owerri; Alex Ekwueme Federal University,  
Ndufu-Alike; and Michael Okpara University of Agriculture, Umudike. Due to the manageable population size,  
a census approach was used, yielding 111 valid responses (94% return rate). Data were analyzed using mean and  
standard deviation for the research questions, and multiple regression analysis for hypothesis testing. Findings  
revealed that OIS in the universities exhibit high system quality and integration (M = 4.02) and that users  
demonstrate strong competence in OIS utilization (M = 3.88). Service-delivery efficiency was rated very high  
(M = 4.16). Regression results indicated that OIS significantly enhance service delivery (R² = 0.661, F = 105.36,  
p < .001), with both system quality (β = 0.493) and user competence (β = 0.428) exerting statistically significant  
positive effects. The study concludes that robust OIS infrastructure and sustained user competence are vital to  
administrative efficiency and service improvement in Nigerian universities. It recommends regular system  
upgrades, continuous staff digital training, and stronger policy support for full OIS integration across  
administrative operations.  
Keywords: Office Information Systems, System Quality, User Competence, Service-Delivery Efficiency,  
Federal Universities,  
INTRODUCTION  
Across the globe, universities are re-engineering their administrative processes through the adoption of Office  
Information Systems (OIS)—integrated platforms that support digital record-keeping, workflow automation, and  
interdepartmental communication. The growing demand for efficiency, accountability, and responsiveness in  
public institutions has made these systems a cornerstone of modern university administration (DeLone &  
McLean, 2003; Egoeze, Misra, Maskeliūnas, & Damaševičius, 2018). OIS enable administrators to process  
records faster, reduce duplication, and enhance transparency, ultimately improving service quality delivered to  
students, staff, and other stakeholders.  
The DeLone and McLean Information Systems Success Model (2003) highlights system quality, use, and net  
benefits as central constructs explaining how information systems create organizational value. In  
parallel, Davis’s (1989) Technology Acceptance Model (TAM) emphasizes that users’ perceived ease of  
use and perceived usefulness drive technology utilization and performance outcomes. Together, these  
frameworks explain why OIS effectiveness depends not only on technical infrastructure but also on user  
competence and sustained engagement.  
Page 3812  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
Empirical evidence from developing contexts underscores these dynamics. Studies show that information  
systems can significantly enhance administrative efficiency when they are reliable, integrated, and effectively  
used by competent personnel (Egoeze et al., 2018; Olasina, 2021). However, Nigerian universities often face  
persistent challenges—poor interoperability, inadequate ICT infrastructure, limited staff digital literacy, and  
inconsistent institutional support—that inhibit the translation of digital investments into measurable service  
improvements (Ajah, 2019; Olasina, 2021). Even where systems exist, many administrative processes such as  
payroll management, admissions, and transcript processing remain partly manual, undermining timeliness and  
data accuracy.  
Recent regional research confirms that while office information technologies have been deployed in many  
tertiary institutions in South-East Nigeria, their contribution to organizational performance is uneven and  
sometimes marginal (WJARR, 2023). Scholars argue that sustainable efficiency gains in higher-education  
administration require not only robust systems but also continuous staff training, system integration across  
departments, and management commitment (Eze, Chinedu-Eze, & Bello, 2020). This interplay of technological  
and human factors situates OIS as both an enabler and a potential bottleneck of administrative transformation.  
Despite growing scholarship on ICT adoption in higher education, comprehensive studies linking system quality  
and integration, user competence and utilization, and service-delivery efficiency within the Nigerian federal  
university system remain scarce. Consequently, there is limited empirical evidence on how these interrelated  
constructs jointly influence administrative performance in the region. Addressing this gap is essential for guiding  
evidence-based digital-transformation policies and improving accountability mechanisms in Nigeria’s public  
universities.  
Statement of the Problem  
The deployment of Office Information Systems in Nigerian federal universities was intended to modernize  
administrative operations, eliminate delays, and improve service quality. However, the expected efficiency  
dividends remain only partially realized. Persistent complaints from staff and students about slow service, data  
inaccuracy, and opaque procedures indicate that OIS investments have not fully translated into administrative  
effectiveness (Ajah, 2019; WJARR, 2023). Tasks such as transcript issuance, personnel management, and  
interdepartmental correspondence often experience delays despite the presence of digital tools, suggesting  
systemic weaknesses in either system integration or user application.  
Evidence from studies in Nigerian universities points to systemic challenges: frequent downtime, poor  
interoperability, inadequate maintenance, and limited technical support (Olasina, 2021; Eze et al., 2020). Equally  
critical are human-capacity constraints—many administrative personnel lack advanced digital literacy or have  
not received continuous OIS training, reducing utilization and efficiency (Egoeze et al., 2018; Al-Emran,  
Mezhuyev, & Kamaludin, 2018). International research similarly confirms that without user competence and  
organizational support, even sophisticated systems fail to yield meaningful performance gains (Siyam, 2019).  
Despite these insights, few empirical studies have simultaneously examined the relationship between system  
quality and integration, user competence and utilization, and service-delivery efficiency in Nigerian federal  
universities. Most existing work treats these factors independently or focuses on isolated ICT platforms, leaving  
a theoretical and practical gap regarding their combined effect on administrative outcomes. As a result, university  
managers and policymakers lack robust evidence on which aspects of OIS implementation most strongly predict  
efficiency improvements.  
This study therefore seeks to address this gap by empirically analysing how system quality and  
integration and user competence and utilization influence service-delivery efficiency in federal universities in  
South-East Nigeria. The study’s findings will provide actionable insights for improving administrative  
performance, optimizing digital-transformation strategies, and informing higher-education policy in emerging  
economies.  
Page 3813  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
Objectives of the Study  
The main objective of this study is to examine the influence of Office Information Systems (OIS) on service  
delivery efficiency in federal universities in South-East Nigeria.  
The specific objectives are to:  
1. To determine the extent to which system quality and integration of Office Information Systems influence  
service delivery efficiency in federal universities in South-East Nigeria.  
2. To assess the effect of user competence and utilization of Office Information Systems on service delivery  
efficiency in federal universities in South-East Nigeria.  
3. To examine the combined (joint) effect of system quality and integration, and user competence and utilization  
on service delivery efficiency in federal universities in South-East Nigeria.  
Research Questions  
1. To what extent do system quality and integration of Office Information Systems influence service delivery  
efficiency in federal universities in South-East Nigeria?  
2. How do user competence and utilization of Office Information Systems affect service delivery efficiency in  
federal universities in South-East Nigeria?  
3. What is the combined effect of system quality and integration, and user competence and utilization on service  
delivery efficiency in federal universities in South-East Nigeria?  
LITERATURE REVIEW  
Concept of Office Information Systems (OIS)  
The digitalization of administrative processes has renewed attention to Office Information Systems (OIS) as a  
foundation for efficiency and service excellence in higher education. OIS refer to the combination of hardware,  
software, networks, and procedures used to collect, process, store, and disseminate information for  
administrative decision-making and workflow management (Amaravadi, 2014). In practice, these systems  
include databases, word processors, workflow software, and document-management platforms that enhance  
communication, recordkeeping, and responsiveness. Egoeze, Misra, Maskeliūnas, and Damaševičius (2018)  
found that ICT-based office systems in Nigerian universities have improved record accuracy, reduced transaction  
times, and strengthened decision-making in student-records management.  
The evolution of OIS aligns with broader information systems (IS) theories. DeLone and McLean’s (2003) IS  
Success Model emphasizes system quality, information quality, use, and user satisfaction as determinants of  
organizational benefits. Similarly, Davis’s (1989) Technology Acceptance Model (TAM) posits that perceived  
usefulness and ease of use drive adoption and performance outcomes. Together, these frameworks affirm that  
both technical and human components of OIS underpin administrative efficiency. In universities, where  
accuracy, timeliness, and transparency are critical for functions such as admissions, payroll, and records  
management, OIS serve as vital tools for effective governance (Olasina, 2021; WJARR, 2023).  
System Quality and Integration of Office Information Systems  
System quality denotes an information system’s performance attributes—reliability, response time, usability,  
and interoperability (DeLone & McLean, 2003). In higher education, a high-quality OIS enables seamless data  
flow between departments, minimizing duplication and delays. System integration extends this by ensuring that  
subsystems exchange data automatically through unified interfaces. Zeng and Xiao (2017) demonstrated that  
integrated office-automation systems based on modern architectures enhance efficiency by consolidating  
Page 3814  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
document tracking, workflow approvals, and interdepartmental communication into a single platform.  
Conversely, poor integration leads to redundant data entry, inconsistent records, and decision delays.  
Empirical studies reveal persistent challenges in developing contexts. Egoeze et al. (2018) reported that although  
Nigerian universities have invested in digital systems, interoperability issues and downtime hinder their  
effectiveness. Similarly, Olasina (2021) identified unreliable networks, limited automation, and inadequate  
technical support as constraints. These findings indicate that system quality and integration are crucial yet under-  
optimized determinants of service efficiency in public universities, emphasizing the need for sustained technical  
upgrades and interoperability standards.  
User Competence and Utilization of Office Information Systems  
Technological capability alone cannot guarantee OIS success; user competence determines whether systems are  
effectively utilized. According to Davis (1989), perceived ease of use and usefulness shape user adoption  
behavior. Administrative staff who are digitally literate and trained are more likely to exploit OIS capabilities to  
enhance accuracy and service speed. However, studies indicate that limited ICT skills and minimal training often  
impede full system utilization in Nigerian universities. Eze, Chinedu-Eze, and Bello (2020) and Olasina (2021)  
observed that many personnel revert to manual processes despite the availability of digital tools. Egoeze et al.  
(2018) further identified user training, management support, and perceived usefulness as significant predictors  
of ICT adoption and administrative performance.  
Globally, Al-Emran, Mezhuyev, and Kamaludin (2018) confirmed that user competence mediates the  
relationship between technological availability and organizational productivity. Thus, staff competence and  
system utilization are strategic variables linking technology investment to performance outcomes. Strengthening  
user competence through continuous professional development and management support can substantially  
enhance OIS effectiveness and service quality.  
Office Information Systems and Service-Delivery Efficiency  
Service-delivery efficiency in universities refers to the ability to provide timely, accurate, and responsive  
services to stakeholders. The efficiency gains from OIS derive from automation, streamlined workflows, and  
accessible information. Ng’ang’a (2014) observed that ICT adoption in public administration improves  
transparency, reduces delays, and fosters accountability by ensuring faster data access. In Nigeria, Ajah (2019)  
and WJARR (2023) found that integrated office systems improve processing speed and stakeholder satisfaction  
compared with manual procedures. Yet, infrastructural limitations—such as unstable power supply, poor  
maintenance, and fragmented data systems—still hinder uniform performance outcomes (Olasina, 2021).  
Empirical evidence indicates that OIS can either enhance or constrain efficiency depending on implementation  
quality. Well-integrated and competently used systems streamline operations, while poorly maintained systems  
may create new inefficiencies. Consequently, the effectiveness of OIS as a performance driver depends on the  
interaction of system quality, user competence, and institutional readiness.  
Research Gap  
The literature underscores a multidimensional relationship among system quality and integration, user  
competence and utilization, and service-delivery efficiency. DeLone and McLean’s (2003) model and Davis’s  
(1989) TAM collectively provide a robust framework linking technical and behavioral factors to organizational  
outcomes. Within Nigerian higher education, however, most prior research has examined either infrastructure  
quality or user attitudes in isolation (Egoeze et al., 2018; Olasina, 2021). Few studies have empirically analyzed  
how these dimensions jointly influence service-delivery efficiency. Addressing this gap, the present study  
investigates the combined effects of system quality/integration and user competence/utilization on administrative  
service efficiency in Nigerian federal universities. The findings aim to inform policy and capacity-building  
strategies for sustainable digital transformation in higher education.  
Page 3815  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
METHODOLOGY  
This study adopted a descriptive survey design to examine the influence of Office Information Systems  
(OIS) on service-delivery efficiency in federal universities located in South-East Nigeria. The design was  
deemed appropriate because it facilitates the quantitative description and analysis of relationships among  
variables within an existing system, without manipulation of conditions or behaviors (Creswell & Creswell,  
2018).  
The study covered all five federal universities in South-East Nigeria—University of Nigeria, Nsukka; Nnamdi  
Azikiwe University, Awka; Federal University of Technology, Owerri; Michael Okpara University of  
Agriculture, Umudike; and Alex Ekwueme Federal University, Ndufu-Alike. These institutions were chosen  
because they have adopted varying levels of Office Information Systems in administrative operations,  
particularly in their registry departments.  
The population of the study consisted of 118 senior administrative officers responsible for records management  
within the registry departments of the selected universities. These officers were considered appropriate  
respondents because they are directly involved in office information processing, documentation, and service  
delivery functions. Given the relatively small and manageable size of the population, the study adopted a census  
approach rather than sampling. Consequently, all 118 administrative officers were included in the survey. Out  
of the 118 copies of the questionnaire distributed, 111 were properly completed and returned, representing  
a response rate of 94 percent, which is considered adequate for reliable statistical analysis (Mugenda &  
Mugenda, 2012).  
Data were collected using a structured questionnaire titled Office Information Systems and Service Delivery  
Efficiency Questionnaire (OIS-SDEQ). The instrument was designed to capture data on the key study  
variables: system quality and integration, user competence and utilization, and service-delivery efficiency.  
Section A of the questionnaire obtained demographic information about respondents, while Section B contained  
18 items—six items for each of the three constructs—measured on a five-point Likert scale ranging  
from Strongly Disagree (1) to Strongly Agree (5).  
The instrument underwent content and face validation by three academic experts in Office Technology  
Management, Measurement and Evaluation, and Information Systems. Their feedback ensured that the items  
were relevant, clear, and comprehensive. A pilot test was subsequently conducted among ten administrative  
officers in a nearby federal polytechnic, and the responses were analyzed for reliability using Cronbach’s alpha.  
The coefficients obtained were 0.87 for system quality and integration, 0.83 for user competence and utilization,  
and 0.89 for service-delivery efficiency, with an overall reliability index of 0.86. These values exceeded the 0.70  
threshold recommended for social science research (Hair, Black, Babin, & Anderson, 2019), indicating that the  
instrument was internally consistent and reliable.  
Data collection was carried out in person by the researcher and trained assistants, ensuring clarity of responses  
and a high retrieval rate. Respondents were assured of confidentiality and informed that their participation was  
voluntary. Ethical approval was obtained from the research ethics committee of one of the participating  
universities, in line with institutional requirements for studies involving human subjects.  
The data generated were analyzed using both descriptive and inferential statistics with the aid of the Statistical  
Package for the Social Sciences (SPSS, Version 25). Descriptive statistics, including means, standard deviations,  
and frequencies, were used to summarize respondents’ demographic characteristics and item responses. For  
hypothesis testing, multiple regression analysis was employed to determine the predictive influence of system  
quality and integration and user competence and utilization on service-delivery efficiency. The hypotheses were  
tested at a 0.05 level of significance. The decision rule was that any variable with a p-value less than 0.05 would  
be considered to have a statistically significant effect on the dependent variable.  
Page 3816  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
RESULTS  
This chapter presents the analysis of data obtained from the field survey conducted among senior administrative  
officers responsible for records management in the registry departments of five federal universities in South-  
East Nigeria. The data were analyzed using descriptive and inferential statistics to answer the research questions  
and test the study’s hypotheses. Mean and standard deviation were used to answer the research questions, while  
multiple regression analysis was employed to determine the influence of system quality and user competence on  
service-delivery efficiency.  
Out of 118 copies of the questionnaire distributed, 111 were correctly filled and returned, representing a 94%  
response rate. This high response rate was attributed to the proximity of the institutions and the respondents’  
understanding of the importance of the study.  
Answering Research Questions  
Research Question 1: What is the effect of system quality and integration on service-delivery efficiency in federal  
universities in South-East Nigeria?  
To answer this question, five items were used to measure system quality and integration. Table 1 presents the  
results.  
Table 1 Mean and standard deviation of system quality and integration items (n = 111)  
Item  
Statement (abbreviated)  
M
SD  
1
2
3
4
5
The OIS used are reliable (minimal downtime)  
OIS platforms are accessible to staff when needed  
Systems are interoperable across departments  
System response time is satisfactory  
Security and backup mechanisms are adequate  
Aggregate mean  
4.10  
3.95  
4.05  
4.00  
3.98  
4.02  
0.70  
0.75  
0.68  
0.72  
0.70  
Note. Response scale: 1 = Strongly disagree to 5 = Strongly agree.  
The results in Table 1 show a composite mean of 4.02, indicating that respondents agreed that their OIS are  
reliable, secure, and interoperable across departments. The highest mean (4.10) reflects confidence in system  
reliability, while accessibility and integration also scored high (M = 3.95–4.05).  
These results imply that the universities have developed reasonably effective OIS infrastructures, ensuring data  
flow, system interoperability, and operational stability. This aligns with DeLone and McLean’s (2003) model of  
IS success, which identifies system quality as a critical determinant of performance. It also supports Olasina  
(2021), who reported that digital work systems in Nigerian universities improve coordination, efficiency, and  
responsiveness in administrative operations.  
Research Question 2: What is the effect of user competence and utilization on service-delivery efficiency in  
federal universities in South-East Nigeria?  
Table 2 presents the descriptive statistics for user competence and utilization.  
Page 3817  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
Table 2 Mean and standard deviation of user competence and utilization items (n = 111)  
Item  
Statement (abbreviated)  
M
SD  
1
2
3
4
5
I have adequate training in OIS use  
I regularly use OIS for routine administrative tasks  
I find OIS easy to use for my duties  
I can troubleshoot common OIS problems  
Management provides opportunities for OIS skills upgrade  
Aggregate mean  
3.90  
3.85  
3.88  
3.80  
3.95  
3.88  
0.80  
0.78  
0.74  
0.82  
0.69  
Note. Higher means indicate greater user competence and utilization of OIS.  
The composite mean of 3.88 indicates that staff members generally agree they possess sufficient competence to  
use OIS effectively. The highest mean (3.95) shows management support for capacity building, while the lowest  
mean (3.80) highlights a need for improved troubleshooting skills.  
These findings demonstrate that user competence substantially contributes to system utilization and operational  
effectiveness. This is consistent with the Technology Acceptance Model (Davis, 1989), which posits that  
perceived ease of use and user skill determine technology adoption. It also supports Egoeze et al. (2018), who  
found that ICT literacy and usage levels significantly affect administrative efficiency in Nigerian universities.  
Research Question 3: What is the level of service-delivery efficiency in federal universities in South-East  
Nigeria?  
Table 3 Mean and standard deviation of service-delivery efficiency items (n = 111)  
Item  
Statement  
M
SD  
1
2
3
4
5
Administrative tasks are processed in a timely manner  
Records and documents are accurate and reliable  
Stakeholder requests are responded to promptly  
Workflow transparency has improved due to OIS  
Overall satisfaction with administrative services  
Aggregate mean  
4.20  
4.10  
4.05  
4.25  
4.18  
4.16  
0.60  
0.62  
0.65  
0.55  
0.58  
Note. Response scale: 1 = Strongly disagree to 5 = Strongly agree.  
With a composite mean of 4.16, respondents strongly agreed that OIS have improved the speed, accuracy, and  
transparency of administrative processes. This reflects significant efficiency gains in document handling,  
communication, and workflow management.  
The results are consistent with Ajah (2019) and Toyo (2017), who found that ICT integration enhances  
productivity and service quality in Nigerian public institutions. According to DeLone and McLean (2003), such  
outcomes indicate high information and service quality—core measures of IS success.  
Page 3818  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
Hypothesis Testing  
The study hypothesized that:  
H₀₁: System quality and user competence have no significant joint effect on service-delivery efficiency in federal  
universities in South-East Nigeria.  
To test this, multiple regression analysis was performed.  
Table 4 Multiple regression model summary predicting service-delivery efficiency (n = 111)  
Model summary  
R
R²  
Adjusted R² Std. Error  
0.346  
System Quality & User Competence → Service Efficiency  
0.813 0.661 0.655  
The R² value of 0.661 indicates that 66.1% of the variance in service-delivery efficiency is jointly explained by  
system quality and user competence, showing a strong predictive capacity of the model.  
Table 5 Analysis of variance (ANOVA) for regression model  
Source  
SS  
df  
MS  
F
p
Regression 32.44  
2
16.22 105.36 < .001  
0.154  
Residual  
Total  
16.64  
49.08  
108  
110  
The model is statistically significant (F = 105.36, p < .001), confirming that system quality and user competence  
jointly influence service-delivery efficiency.  
Table 6 Regression coefficients for predictors of service-delivery efficiency  
Predictor  
B
SE B  
0.144  
0.071  
0.068  
β
t
p
Constant  
0.621  
0.464  
0.387  
—
4.31  
6.54  
5.69  
< .001  
< .001  
< .001  
System Quality & Integration  
User Competence & Utilization  
0.493  
0.428  
Both predictors are significant (p < .001). System quality (β = 0.493) slightly outweighs user competence (β =  
0.428) in predicting service efficiency. This suggests that robust, reliable systems combined with skilled users  
produce optimal administrative performance.  
DISCUSSION OF RESULTS  
The results show that system quality and integration significantly improve service-delivery efficiency in  
university administration. This supports DeLone and McLean’s (2003) Information Systems Success Model,  
which highlights system reliability and integration as key drivers of organizational performance. Empirical  
studies within Nigeria similarly found that ICT-enabled record systems enhance administrative coordination and  
turnaround time (Egoeze et al., 2018; Toyo, 2017).  
The study further established that user competence and utilization exert a strong positive influence on service-  
delivery efficiency. This finding aligns with Davis’s (1989) Technology Acceptance Model and subsequent  
Page 3819  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
research showing that digital literacy and skill acquisition among administrative staff directly affect technology  
uptake (Olasina, 2021). Nigerian universities often face challenges of uneven staff competence and resistance to  
digital transition; however, institutions with consistent ICT capacity-building programs report improved  
workflow efficiency (Ajah, 2019).  
The joint explanatory power (R² = 0.661) demonstrates the synergy between technological and human factors.  
Effective service delivery requires not only high-quality systems but also trained personnel capable of exploiting  
Office Information System (OIS) functionalities (Al-Emran et al., 2018). Similar conclusions were drawn in  
other regional studies indicating that organizational efficiency emerges from an intersection of system design  
and user readiness (Adeoye, 2013; Olasina, 2021).  
Comparatively, studies across Africa and globally reinforce this dual-dependency model. In a pan-African  
review, Yidana and Akuna (2025) observed that academic record management systems significantly improve  
accuracy and accessibility when well-integrated and supported, but weak infrastructure and inadequate user  
skills undermine success. Similarly, at the Open University of Tanzania, Oreku (2021) reported that ICT  
innovations enhanced administrative convenience and processing efficiency only when coupled with continuous  
user training. In South Africa, Shibambu (2024) found that digital transformation efforts in public universities  
increased transparency and responsiveness where technical investments were matched with governance and staff  
development. Globally, enterprise system studies have shown that reliable system quality and user competence  
must evolve together to sustain performance. For example, Sholeh, Samodra, and Widodo (2025) and Abejo  
(2023) reported that higher education institutions with comprehensive ERP integration and active training  
programs achieved notable gains in efficiency, transparency, and service timeliness.  
Overall, these findings reinforce the argument that the success of Office Information Systems in higher education  
depends on both system quality and user capability—a perspective consistent with analyses of administrative  
digitalization in African and global contexts (Yidana & Akuna, 2025; Oreku, 2021; Shibambu, 2024; Sholeh et  
al., 2025). In the Nigerian setting, these results indicate that OIS are progressively transforming administrative  
service delivery through improved record accuracy, timely communication, and workflow transparency.  
Despite the robustness of its findings, this study is limited by its geographic and institutional scope, which  
focused on selected universities within Nigeria. Consequently, the results may not fully represent other African  
or global higher-education contexts with different technological infrastructures or policy environments. In  
addition, the reliance on self-reported data may introduce response bias, as participants could overstate system  
usage or competence. Future research should adopt a longitudinal or cross-national design incorporating both  
quantitative and qualitative data to better understand how institutional culture, resource allocation, and change  
management practices influence the long-term success of Office Information Systems in university  
administration.  
CONCLUSION  
The study concludes that the effectiveness of Office Information Systems in promoting service-delivery  
efficiency depends on the synergy between system functionality and user capability. Federal universities in  
South-East Nigeria that have implemented integrated and reliable OIS platforms experience improved  
communication flow, faster document retrieval, and reduced administrative bottlenecks. However, the full  
potential of these systems is only realized when administrative staff possess adequate ICT competence and are  
motivated to utilize the systems effectively. Thus, OIS success is both a technological and managerial  
achievement—requiring continuous system upgrades, staff development, and supportive organizational culture.  
RECOMMENDATIONS  
Based on the findings, the following recommendations are proposed:  
1. Enhance System Quality and Integration: University administrators should invest in secure, interoperable,  
and user-friendly OIS platforms that seamlessly connect various departments, facilitating real-time data  
exchange and eliminating redundant manual processes.  
Page 3820  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
2. Strengthen User Competence and Utilization: Regular ICT training and retraining programs should be  
institutionalized to build technical proficiency among administrative officers. Incentive mechanisms should  
encourage consistent use of digital tools in service delivery.  
3. Institutionalize ICT Governance Frameworks: Federal universities should develop clear OIS governance  
policies defining user roles, access control, data security, and performance standards to ensure accountability  
and sustainability.  
4. Integrate OIS in Quality Assurance and Evaluation: The National Universities Commission (NUC) should  
incorporate OIS utilization metrics in accreditation and monitoring processes, ensuring that universities align  
administrative performance with digital transformation goals.  
5. Promote Research and Continuous Assessment: Further research should evaluate the longitudinal effects of  
OIS implementation on administrative productivity and decision-making quality across other Nigerian higher  
institutions.  
ACKNOWLEDGEMENTS  
The author gratefully acknowledges the cooperation of administrative staff in federal universities across South-  
Eastern States who participated in this study. Their responses provided valuable insights for this research.  
The author also acknowledges the use of Artificial Intelligence (AI) tools, specifically ChatGPT (GPT-5-mini),  
to assist with drafting, organizing, and formatting the manuscript. All analyses, interpretations, and conclusions  
were independently conducted by the author to ensure accuracy, integrity, and originality.  
Ethics Statement  
Ethical approval for this study was obtained from the research ethics committee of the participating institutions.  
All respondents were fully informed about the purpose of the study, and participation was voluntary, with the  
right to withdraw at any time. Respondents’ identities and responses were kept confidential, and the data were  
used solely for academic purposes.  
Conflict of Interest Statement  
The author declares that there is no conflict of interest regarding the conduct, authorship, or publication of this  
research. The study was carried out independently, without any financial or personal relationships that could  
have influenced the results or interpretations presented in this work.  
REFERENCES  
1. Abejo, M. C. B. (2023). Enterprise resource planning (ERP) system implementation framework for  
selected state universities. International Journal of Computing Sciences Research, 7, 2450–2477.  
https://doi.org/10.25147/ijcsr.2017.001.1.170  
2. Adeoye, A. O. (2013). The influence of information and communication technology (ICT) on the  
performance of secretaries in government parastatals in Oyo State, Nigeria. Journal of Emerging Trends  
in Educational Research and Policy Studies, 4(4), 661–667.  
3. Ajah, I. A. (2019). ICT and administrative effectiveness of universities in Nigeria: A connect between  
leadership and knowledge. African Journal of Education and Technology, 9(1), 40–  
53. https://www.ajol.info/index.php/ajet/article/view/188450  
4. Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology acceptance model in education: A  
systematic  
review. Computers  
&
Education,  
125,  
389–  
412. https://doi.org/10.1016/j.compedu.2018.06.008  
5. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods  
approaches (5th ed.). SAGE Publications.  
Page 3821  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
6. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information  
technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008  
7. DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems  
success:  
A
ten-year update. Journal of Management Information Systems, 19(4), 9–  
30. https://doi.org/10.1080/07421222.2003.11045748  
8. Egoeze, M. L., Misra, S., Maskeliūnas, R., & Damaševičius, R. (2018). Impact of ICT on universities’  
administrative services and management of students’ records in Nigerian universities. Computer  
Applications in Engineering Education, 26(6), 1885–1900. https://doi.org/10.1002/cae.22028  
9. Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2020). The utilization of e-learning facilities in higher  
institutions in Nigeria: Implications for sustainable education development. Studies in Higher Education,  
45(3), 569–586. https://doi.org/10.1080/03075079.2018.1543260  
10. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.).  
Cengage Learning.  
11. Mugenda, O. M., & Mugenda, A. G. (2012). Research methods: Quantitative and qualitative  
approaches. Nairobi: ACTS Press.  
12. Ng’ang’a, D. W. (2014). The impact of ICT in service delivery. KDI School Working Paper  
Series. https://doi.org/10.2139/ssrn.2473445  
13. Olasina, G. (2021). Digital work and digitalization of higher education administration in  
Nigeria. Education and Information Technologies, 26(6), 7393–7411. https://doi.org/10.1007/s10639-  
021-10582-3  
14. Oreku, G. S. (2021). Adopting the ICT innovation to administrative and activity procedures in a  
university. Interdisciplinary Journal of Education Research, 3(2), 60–73. https://doi.org/10.51986/ijer-  
2021.vol3.02.07  
15. Shibambu, A. (2024). Transformation of digital government services in the public sector in South Africa.  
Africa’s  
Public  
Service  
Delivery  
and  
Performance  
Review,  
12(1),  
a753.  
https://doi.org/10.4102/apsdpr.v12i1.753  
16. Sholeh, M. B., Samodra, R. F., & Widodo, A. P. (2025). Benefits and challenges of ERP implementation  
in higher education institutions: A systematic literature review. Jurnal Sistem Informasi Bisnis, 15(1),  
21–33. https://doi.org/10.14710/vol15iss1pp21-33  
17. Siyam, N. (2019). Factors impacting the adoption and use of ICT in higher education: An empirical study  
in  
Gulf  
universities. Education  
and  
Information  
Technologies,  
24(1),  
489–  
503. https://doi.org/10.1007/s10639-018-9780-6  
18. Toyo, C. A. (2017). ICT application in records management among university administrators in South–  
South Nigeria. Nigerian Journal of Business Education, 4(2), 89–100.  
19. World Journal of Advanced Research and Reviews (WJARR). (2023). Office information technologies  
and performance of tertiary institutions in South-East Nigeria. World Journal of Advanced Research and  
Reviews, 19(1), 168–179. https://wjarr.com/content/office-information-technologies-and-performance-  
tertiary-institutions-south-east-nigeria  
20. Yidana, P., & Akuna, E. (2025). Academic records management practices in Africa higher education  
institutions: Empirical review. British Journal of Contemporary Education, 5(1), 93–113.  
https://doi.org/10.52589/BJCE-JRYJWENT  
21. Zeng, F., & Xiao, J. (2017). The development of office automation system of basic affairs in university  
and college based on J2EE. In Advances in Computer Science Research (Vol. 59, pp. 265–268). Atlantis  
Press. https://doi.org/10.2991/icemit-17.2017.58  
Page 3822  
www.rsisinternational.org