Leveraging Google Docs for Effective Dissertation Supervision: A Case Study of a Zimbabwean University

Erick Nyoni
Midlands State University
Email: nyonie@staff.msu.ac.zw

Abstract: This study investigates the effectiveness of Google Docs for enhancing dissertation supervision at a university in Zimbabwe. It employed the Technology Acceptance Model (TAM) as the framework. The research focused on identifying lecturers’ knowledge gaps and attitudes toward Google Docs integration in the supervision process. A quantitative survey was conducted using Google Forms, targeting faculty members from four departments in the Faculty of Education at a Zimbabwean university. The survey evaluated their familiarity with Google Docs and their views on its ease of use and utility for collaborative writing and feedback. Findings show a positive correlation between perceived ease of use and acceptance of Google Docs, indicating a readiness among lecturers to adopt the tool. However, significant knowledge gaps were found, particularly regarding advanced features that could optimize collaboration and streamline supervision. Although many lecturers acknowledge Google Docs’ benefits, insufficient training and support hinder its effective implementation. The study recommends developing professional training programs to enhance digital literacy among faculty. Addressing these gaps will enable universities to better leverage Google Docs for a more collaborative dissertation supervision process, ultimately enriching academic mentorship in Zimbabwe. This research adds to the literature on technology integration in higher education, especially in contexts where digital tools can address traditional supervisory challenges.