Legacy Information Systems: A Case Study on the Impact of Student Information System Replacement and Stakeholder Experiences in a South African Higher Education Institution

This study reviews a technological renewal project at a large, research-intensive university in South Africa. The focus is on the impact of replacing legacy information systems within the context of higher education institutions (HEIs) and exploring the experiences of employees during this student information system change. The system replacement forms part of the university’s broader digital transformation and knowledge management efforts. It explores how modernising outdated systems can improve efficiency, strengthen institutional capacity, and better prepare the university to operate in an environment marked by social and economic constraints and increasing demands on resources. Drawing on the Technology Acceptance Model (TAM), Diffusion of Innovations (DOI) theory, and Wiig’s Knowledge Management (KM) Model, the study applies an integrated analytical framework to understand how new systems are adopted, shared, and used within the university context. These frameworks are used to evaluate user acceptance, perceived ease of use, and the role of knowledge processes in supporting digital transformation. The study also considers how these outcomes contribute to scalability, operational efficiency, and alignment with South Africa’s National Development Plan (NDP) 2030. The research adopted a qualitative research approach. Data were collected through semi-structured interviews with institutional staff involved in, or affected by, the transition from legacy systems to new information systems. At the same time, the findings show that successful technology acceptance and effective knowledge sharing depend on stakeholder engagement, inclusive planning, and strong support structures. By relating these institutional experiences to broader trends in the higher education sector, the study demonstrates that well-governed digital transformation initiatives can modernise technological infrastructures while also fostering innovation, institutional resilience, and improved educational outcomes. Ultimately, this work contributes to ongoing discussions about creating sustainable, data-driven educational environments. Its insights emphasise the importance of aligning theoretical frameworks with real-world practices, particularly for institutions navigating digital transformation in pursuit of equity, excellence, and adaptability. The study contributes context-specific insights that can inform how higher education institutions understand and approach the adoption of new information systems, offering knowledge that may support future research and institutional learning.

Grantor dc:publisher

Stellenbosch : Stellenbosch University

Year dc:date.issued

2026

Author dc:creator

• Britz, Elizabeth

Advisor dc:contributor.advisor

• Parry, D. A.

Language dc:language.iso

en

Repository record dc:identifier.uri

https://scholar.sun.ac.za/handle/10019.1/135642

OAI identifier oai:identifier

oai:scholar.sun.ac.za:10019.1/135642