A Big Data Analytics Adoption Model in Private Higher Education Institutions: Integrating Technology Readiness and Resource-Based Theory with the Mediation of Organizational Culture and Data Literacy

Abstract

Private higher education institutions (PHEIs) in West Java face mounting pressure to pursue digital transformation, particularly the adoption of Big Data Analytics (BDA). This adoption depends not only on technology itself but also on individual psychological readiness, organizational resources, and sociotechnical factors, which calls for a comprehensive explanatory model of the phenomenon. This study develops and empirically tests a BDA adoption model integrating the Technology Readiness Model (TRM) and Resource-Based Theory (RBT) within a Sociotechnical Systems (STS) framework, with Organizational Culture (OC) and Data Literacy (DL) as mediating variables. A quantitative survey was conducted among 285 respondents (lecturers, administrative staff, and institutional leaders) from 13 “Excellent”-accredited PHEIs in West Java. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. Results confirmed strong reliability (Cronbach's Alpha: 0.738–0.918; CR: 0.884–0.944) and adequate convergent validity (AVE: 0.703–0.870). All TRM and RBT dimensions significantly influenced OC and DL, while both mediators positively and significantly affected BDA adoption intention (R² = 0.545; Q² = 0.430). Full and partial mediation effects were confirmed across all hypothesized paths. The key finding shows Organizational Culture as the strongest predictor (β = 0.484; f² = 0.334), indicating that psychological readiness and organizational resources only effectively drive BDA adoption when supported by a conducive culture and sufficient data literacy. This study contributes to the IS literature through an integrative sociotechnical model explaining BDA adoption in higher education across developing-country contexts.