This study investigated the readiness of three higher educational institutions in Nigeria in their attempt to introduce and maintain technology-driven services to students, faculty, and support staff. The prerequisites for participation in the digital, networked economy include the affordable ICT, reliable electric supply, reliable and up-to-date infrastructure, and above all connectivity, which address the overall reliability of infrastructure. In Nigeria there appears to be steady progress in the area addressing the country's tele-density, however connectivity is yet to be a country wide phenomenon and electricity supply problems are yet to be seriously and properly addressed. This study is aimed at contributing to the solutions of two problems in particular: (a) lack of assessment of e-readiness in education; (b) Determination of number of existing tools that are geared towards assessment of some sort are tailored to the developed world and there are no tools for assessing readiness in education in developing nations. Another area where measurement of the impact of ICT needs further development is the human capital, skills and labor markets. The population for this study consisted of 74 faculty members, 55 students, and 24 support staff from two State universities in Nigeria. Descriptive statistics, exploratory and confirmatory factor analysis, and one-way ANOVA were used to analyze the data. The findings reveal that three factors were positive. Component result from Factor 1 tells us that respondents from these three universities are looking beyond e-readiness in ICT use. The score coefficient matrix revealed that Factor 1: Project Management and computer speaker loaded strongly. Factor 2: shows that spreadsheets and statistical tools also loaded strongly. Factor 3: shows that e-mail usage and Internet Browsing loaded strongly. The results confirm that there is active adoption, adaption and use of ICT in the three higher education institutions studied in Nigeria. However, it is still at a very low end of the spectrum. The study reveals absence of systematic and well articulated strategies for rapid adoption, training, and use of ICT in Nigerian Universities. There is the need to have a well articulated policy and strategies for e-readiness adoption and adaption for rapid educational development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]