Leveraging AI for Administrative Excellence: Assessing the Digital Readiness of UCC’s Tech-Savvy Administrators

Abstract

This study assesses the readiness for artificial intelligence (AI) adoption in administrative processes at the University of Cape Coast (UCC), Ghana, focusing on digital literacy, infrastructure, and policy frameworks. Using an explanatory sequential mixed-methods approach, the research combines surveys (n=311), interviews, and document analysis to evaluate current AI capabilities and institutional barriers. Findings reveal significant gaps: only 19.6% of female and 16.7% of male administrative staff have AI training, while infrastructural constraints (e.g., unreliable internet and power supply) hinder tool adoption. The study identifies high-potential AI applications, including automated student records and chatbot-driven inquiries, which could reduce administrative costs by 20-30%. It highlights the absence of institutional AI policies and proposes a framework for sustainable integration, emphasizing staff training, infrastructure upgrades, and policy alignment with Ghana’s National AI in Education Policy. The research contributes to the limited scholarship on AI adoption in African universities by offering a context-specific model that bridges theoretical frameworks (UTAUT, Task-Technology Fit) with practical challenges in resource-constrained settings. These insights provide actionable strategies for UCC and serve as a blueprint for peer institutions navigating digital transformation in higher education administration.