Perceived Effectiveness Of Ict Interventions Among Management Students: The Role Of Institutional Infrastructure And Support Systems

Abstract

The rapid integration of Information and Communication Technology (ICT) in higher education has transformed teaching and learning practices, particularly within business schools where digital competency is increasingly vital. However, the effectiveness of ICT interventions is not uniform across institutions and is often shaped by the quality of infrastructure, the availability of technical support, and the institutional environment. This study examines the perceived effectiveness of ICT interventions among management students in Indian B-Schools, with a specific focus on the role of institutional infrastructure and support systems.

Drawing on student-centric perspectives, the study investigates how ICT infrastructure—such as access to reliable internet, digital classrooms, and e-learning platforms—along with technical support mechanisms, influences the learning experience. Using a structured survey approach, data were collected from management students across select public and private B-Schools in India. The analysis, conducted through Partial Least Squares Structural Equation Modeling (PLS-SEM), explores both the direct and mediated effects of ICT infrastructure and support systems on perceived ICT effectiveness.

The findings are expected to highlight that robust ICT infrastructure and timely technical support significantly enhance students’ perception of ICT effectiveness. Furthermore, the study anticipates that technical support mediates the relationship between infrastructure and perceived outcomes, suggesting that infrastructure alone is insufficient without adequate operational assistance. The results also provide insights into variations across institutional categories, pointing towards potential gaps between Tier-1 and Tier-2 B-Schools in India.

This research contributes to the ongoing discourse on digital transformation in management education by offering an evidence-based evaluation of ICT effectiveness from the learners’ perspective. The implications extend to policymakers, administrators, and educators, emphasizing the need for sustained investments in infrastructure, efficient technical support models, and student-focused ICT policies. By addressing both the structural and operational dimensions of ICT adoption, the study advances a holistic understanding of how digital interventions can be optimized to foster effective learning outcomes in Indian business schools.