It is evident, many complex factors contribute to the success of ICT implementation, commonly such factors include; organisational structure, funding source, characteristics of staff, timelines and goals for implementation. Additionally, such factors determine complexity of stakeholder engagement at the micro, meso and macro levels. For instance, National policies for ICT integration within education, are influenced by Ministers of Education, Employment, Skills, Small and Family Business, Industry, Science and Technology, and within the VET sector, the Assistant Minister for Vocational Education, Training and Apprenticeships (Parliament of Australia, 2020). When ICT policies are implemented Nationally, smaller organisations can experience difficulty in departmentalizing larger tasks and developing ICT plans that are achievable within the organisational scope. Smaller organisations are impacted immensely by micro, macro and meso levels of policy and when demands are intense at a macro level, micro level interactions often are neglected, as frequently not recognised as high priority. Within small not-for-profit organisations, funding can be difficult to obtain and sustain at a micro level as guidelines may be presented at a macro level (Hauge, 2015, p. 398). Frequently hindered by incapacity to obtain expertise both in recruitment and retainment of skilled workers. Whereas. Younie (2006), also highlights multi-agency approaches as problematic due to lack of expertise (p. 385).
Mihai and Nieuwenhuis (2015) discuss, ICT integration as requiring innovative managers and leaders, and the necessity of both being complimentary of each other (p. 2). A view supported by Hauge (2015), who discusses leadership as imperative in driving ICT implementation, ensuring that set outcomes are achieved, whilst maintaining “student-centred learning climate and instructional guidance systems” (p. 341). Younie (2006), also discusses that there is often a lack of suitable ICT professional development, a common theme among organisations, thus hindering ICT integration into educational pedagogies. Thus, causing a lack of expertise and understanding in how to incorporate ICT and enhance educational outcomes (p. 398). In supposition, the evidence accurately reflects the key difficulties I have experienced working within small not-for-profit organisations attempting to implement ICT.
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