Mobile digital library service could make students’ lives easier and may help academic libraries to enhance their image by offering their services through smartphones, which are very popular among students nowadays. However, the literature lacks a comprehensive theoretical framework to understand factors affecting the adoption of such a service. This research focused on factors affecting the intention to use a mobile digital library within the context of the UAE and explored features and services that would encourage students to adopt such technology. The research design considered users’ perspectives, comprised a number of phases and employed mixed methods. The first phase involved designing a preliminary prototype and framework based on the literature and the technology acceptance model (TAM). This prototype was used in the second (exploratory) phase as a stimulus material when students and librarians were interviewed in 10 focus groups. Based on their comments and views, factors that affect their intention were explored and hypotheses were generated. This exploratory phase allowed the development of a theoretical framework for mobile digital library adoption. Focus group results, card sorting methodology and usability testing produced a final prototype that was sent to all students at Zayed University within UAE with an experiential online questionnaire through e-mail. This testing phase was conducted to test the hypotheses and confirm the importance of the same factors extracted in the second phase. The results obtained from the 211 respondents supported a number of paths in the proposed theoretical framework. First, Perceived usefulness, Perceived ease of use, Mobile and web experience, Distinctiveness/prestige, and Trust were found significantly affecting the Behaviour intention directly. Second, Mobility, Library assistance, Interface design, and Social influence were found to affect the intention to use indirectly through Perceived ease of use. Finally, the relationship between Perceived ease of use and Perceived usefulness was found significant. The results lead for producing a final framework for mobile digital library acceptance consisting of seven external factors falling in the three general categories: interface characteristics, personal characteristics and system characteristics. It consists of Interface design, Social influence, Mobility, Library assistance, Distinctiveness/prestige, Mobile and web search experience and Perceived trust. This research contributed in understanding factors affecting mobile digital library adoption within the developing world.

In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.