Digital Technology Investment, Educational Technology, and Innovation Capacity in Egyptian Entrepreneurial Universities: An Integrated IPO Governance Framework with Quality Assurance
DOI:
https://doi.org/10.12776/qip.v30i2.2351Keywords:
digital technology investment, educational technology, entrepreneurial university, innovation capacity, quality assuranceAbstract
Purpose: This study investigates associations between Digital Technology Investment (DTI), Educational Technology (EdTech), Quality Assurance (QA), Innovation Capacity (IC), and Entrepreneurial University Characteristics (EUC) across twelve Egyptian universities within an integrated Input-Process-Output (IPO) governance framework.
Methodology/Approach: A cross-sectional survey used PLS-SEM (SmartPLS 4) with 5,000-subsample bias-corrected and accelerated (BCa) bootstrapping.
Findings: DTI was positively associated with IC (β = 0.421) and EUC (β = 0.305). EdTech partially mediated both associations (VAF = 41%; 38%), confirming pedagogical embedding as the value-generation mechanism. QA showed no moderation and a robust direct association with IC (β = 0.269, p < 0.001). IC predicted EUC (β = 0.547).
Research Limitation/Implication: The cross-sectional design precludes causal inference. Administrators should co-invest in EdTech alongside digital infrastructure and explore joint QA-digital governance structures.
Originality/Value of paper: This study offers the first integrated empirical test of a five-construct DTI-EdTech-IC-EUC governance chain with QA in a dual role, deriving a three-tier governance alignment model for emerging-economy higher education.
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