Kaisu Mumuni

Vasty A. Adomako, Kaisu Mumuni, Eugene M. Akoto et al.

As institutions increasingly depend on Information Systems (ISs), ensuring compliance with Information Systems Security Policies (ISSPs) is critical, especially among contingent employees, whose engagement differs from that of permanent staff. This study examines how Subjective Norm, Deterrence (certainty of detection and severity of punishment), and involvement mechanisms (knowledge sharing and collaboration) influence contingent employees Attitudes Toward ISSPs and, ultimately, their Compliance Intentions. Drawing on data from Ghanaian universities and analyzed using PLS-SEM, the findings confirm that all proposed factors significantly shape attitudes, with knowledge sharing having the strongest effect. Attitude toward ISSPs also strongly predicts compliance intentions. The results support integrating social, cognitive, and collaborative factors into existing ISSP compliance models. Practical implications emphasize fostering inclusive and supportive environments alongside enforcement. This study advances theory and provides a foundation for future research into ISSP behavior among temporary academic staff.

Lois Fajuyigbe, Kaisu Mumuni, Felix Nti Koranteng

As higher education increasingly adopts blended learning, understanding students preferences for online interaction platforms becomes critical for effective course delivery and engagement. This study investigates the platforms undergraduate students prefer for academic communication and explores the underlying reasons for these choices. Data were collected from 37 students enrolled in two summer courses at a Ghanaian university using a structured questionnaire consisting of both closed and open-ended items. Quantitative results revealed a strong preference for instant messaging platforms such as WhatsApp and Telegram over institutional learning management systems. Qualitative content analysis of the open-ended responses identified five key factors influencing platform preference: convenience and familiarity, ease of use, accessibility, popularity among peers, and support for real-time interactions. These findings highlight a significant mismatch between students communication habits and institutional platform offerings. The study highlights the importance of aligning digital learning strategies with students lived digital experiences to enhance interaction, collaboration, and learner satisfaction in blended learning environments.