Using ICT in tertiary education: Do we dare to compare?

02:01
2004, Mar

Christo Potgieter
Waikato Institute of Technology, New Zealand
itbcp@wintec.ac.nz

Marlien Herselman
Technikon Pretoria, Republic of South Africa
herselmanm@techpta.ac.za

Potgieter, C. and Herselman, M. (2004). Using ICT in tertiary education: Do we dare to compare?. Bulletin of Applied Computing and Information Technology, 2(1). Retrieved May 20, 2012 from http://www.citrenz.ac.nz/bacit/0201/2004Potgieter_SA.html

Abstract

Information and Communication Technologies (ICT) are major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come, including having dramatic effects on the way tertiary education institutions carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to tertiary institutions. The purpose of this article is then to describe a high-level framework that could be used to assess tertiary institutions’ use of ICT towards improvements in the tertiary sector. The empirical study has already commenced in South Africa and the comparative study in New Zealand will start near the end of the year.

Keywords

IT management, academic management

1. INTRODUCTION

As countries increasingly become knowledge-based societies, there will be a greater demand for continuing and life-long education. With this development the need for even more flexible learning, available anywhere, anytime and on any topic will increase. The impact of technology puts South African institutions of higher education (Higher Education Institutions - HEIs) under pressure to provide learners with technological skills in order to adapt to all the challenges of a competitive economic environment. The shift from the Paper age to the Information age requires that the user-centered models replace provider-centered ones in which learners construct their own knowledge (Cronje & Clarke, 1999).

Policies for South African higher education acknowledge the imperatives posed by Information and Communication Technology (ICT). So is the integration of ICT in course content and delivery emphasized by The National Plan for Higher Education (April 2001). This document emphasizes the role ICT can play in enhancing students’ mobility, delivering information and to provide broader access to knowledge. However, South African HEIs still have a long way to make optimal use of ICT in the learning process. Although some institutions have made progress in this regard, there are a number of institutions and academics for which the new knowledge based era has not yet dawned.

The purpose of this article is then to depict ICT and its evolution, and identify reasons why it is currently one if not the most important areas focused on and the basis for assessing the application of ICTs in HEIs. It is hoped that through this paper HEIs can be guided to develop programmes with effective integration and utilization of ICTs in their multidimensional functions and stimulate academics to explore opportunities posed by ICT much more. Lastly, the authors provide guidelines on how to compile an institutional ICT profile to determine the readiness and maturity of an institution to apply ICT. The application of the suggested maturity tool will assist HEIs to develop a ICT profile as well as the important ICT policy document, the strategic directive of ICT implementation of an institution.

2. THE EVOLVEMENT OF ICT

IT (Information Technology) is originally a technology of “storing and retrieving knowledge or data – i.e., “on computers”, whereas CT (Communication Technology) is a technology of both/either ‘as a process [or transmission], by which A sends a message [voice and/or data] to B upon whom it has an effect’ and/or ‘as a negotiation and exchange of meaning’, which is widely known or separately evolved as broadcasting or mass communications and telecommunications. The very critical technology to realise a convergence is the advent of Internet (i.e., Internetworks), which enables to transmit, record, store, retrieve knowledge, data, images (e.g., broadcasting) and even voice (e.g., telecommunication), particularly worldwide on an instant or real-time base as two-way communications for both a one-to-one and one-to-multiple (Kim, 2002).

According to Rijsenbrij (1997), ICT (Information and Communications Technology) can then be seen as the technologies that support the communication and co-operation of “human beings and their organizations” and the “creation and exchange of knowledge”. The Association of African Universities (2000) defines ICT as “a shorthand for the computers, software, networks, satellite links and related systems that allow people to access, analyse, create, exchange and use data, information and knowledge in ways that, until recently, were almost unimaginable. It refers to the infrastructure that brings people together in different places and time zones, with multimedia tools for data, information, and knowledge management in order to expand the range of human capabilities” (Heeks, 1999). In a nutshell, it involves the electronic means of capturing, processing, storing and communicating information.

3. PRIORITIES FOR THE IMPLEMENTATION OF ICT IN HEIS

In a case study research project it was found by Ajayi (2002) that almost all African universities have some form of ICT set-up ranging from dial-up to full Internet connectivity with various bandwidths. The case studies presented are those that were readily available. There are both success and failures stories of ICT in HEIs in Africa. The case studies, however, have provided premise to map out strategic plans for the development of ICT in HEIs in Africa. Four Foundations, namely the Carnegie Corporation of New York, the Ford Foundation, MacArtur Foundation and the Rockefeller Foundation have announced a HEI initiative of $100 million for Africa, which will include ICT.

For South Africa in particular, priorities for the implementation of ICT in the first place include the formulation of strategic policies, plans and strategies for implementation as the availability of such documents can attract external international funding. Prioritisation of ICT for funding and declaring ICT a priority project in the University is also important, where ICT should even be recognised as a necessary utility such as water and electricity in the development of the university. Particular priority is required for Human Resources development (HRD) for sustainability as well as organisational, structural and financial sustainability. Integration of technology into the new learning and research paradigm whilst staff and students are trained for this new academic environment is important.

Also identified as priorities are the coordination of donor support for cost effectiveness and economies of scale, as well as the development of a campus-wide area network with fibre optics cable backbone and /or wireless radio techniques (an inter-connection of the various Land Area Networks (LANs) in the university), and the use of digital PABX for expansion of local connectivity within the campus. Finally is the establishment of an Information Communication Technology Unit for ICT provision and development recommended as high priority, with a Consultancy Unit for income generation, which can help in supplementing the staff salary to reduce or prevent brain-drain.

4. ASSESSMENT OF INSTITUTIONAL NEEDS FOR ICT

This is an aspect that should be well managed especially in the strategic planning for any ICT project or policy. The needs’ assessment has to take into account all areas of activity of the institution, including teaching, research, administration and management, curricula development and library and archival services. In addition should possible needs be considered regarding the integration of technology into the learning and research processes and the transformation of the university into the modern education paradigm offered by the ICT and its pervasive working environment of the students after graduation. The process should take into consideration and reconcile the “NEED” and the ”WANT”. The usual actors in the assessment of needs in ICT are for example academics, the senior administrators, top management, donor agents, local champions and leaders, and innovators.

Two basic questions, should be addressed about the ICT needs of HEI in any ICT policy document. The first is: Who should define the ICT needs of the institution? Adubifa (2001) proposes two scenarios that are applicable when determining institutional needs:

Scenario 1: Players/Actors driven

A full and coherent picture of the ICT needs can be obtained in an ideal case when almost all the players or actors are involved - a well-designed and managed approach can also greatly increase the outcome of the exercise. The lecturers, researchers, students, administrators, ICT technical team, the library and academic and administrative senior managers would constitute the relevant internal audiences, but an external audience may also be taken into consideration in order to serve a larger community. This will be a natural approach followed by HEIs with a high level of ICT maturity.

Scenario 2: The champion’s approach

The few champions or leaders, really interested and willing to invest time and energy are the main actors. This approach is more advantageous with a balanced output if the champion is part of the senior management. Care must be taken to ensure that it is in the long-term interest of the institution as a whole. This is usually the case for relatively low ICT maturity institutions. Quality of needs’ assessment is crucial for this class of institutions. If the ICT development starts with Scenario 2, it is necessary at a stage for Scenario 1 to be applied in order for the institution to take optimal advantage of the facilities and potentials of ICT. In order to promote innovation, there is a need for a “self organising” process to complement assessments. This scenario recognises successful innovations, rewards the innovators to stimulate more innovation and replicates the successes.

The second question considers the level at which ICT needs should be defined. It is necessary to realise that the old “ivory tower” concept of the university has given way to the “market type-information age” university concept, which is open to the outside world and open internally. Some aspects need careful consideration, for example the necessity to define HEI higher-level needs first and then identify how ICT can make valuable contributions, as well as how far the bottom-up process with ICT champions in the lead should continue, and at what moment management should take over to integrate and coordinate initiatives in the best interest of the institution as a whole. The setting of priorities across the institution is important, because resources in terms of staff and fund are scarce and must be optimally utilise. The role of donors that may support vendor interest over institutional interests is relevant, because they may be leaving institutions in the long run with high maintenance and replacement costs.

Whatever direction HEIs take, they will always need access to ICT in one way or the other. he minimum requirement for any HEI therefore is access to Internet, a university-wide network, and ICT applications in teaching professional skills and research.

In order to meet above requirements and to account for the implications of ICT it can be helpful to develop a current ICT profile of the HEI.

5. DETERMINE MATURITY REGARDING ICT

At a conference of Rectors, Vice Chancellors and Presidents of African Universities held in Arusha, Tanzania in February 1999, the Association of African Universities (AAU) was mandated to undertake a survey and assessment of the ICT capacities of African universities with the objective of synthesizing the knowledge base of how African universities are using ICT to improve their teaching methods, enhance learning, strengthen research functions and manage library and other academic information services.

The Carnegie Corporation funded the study. A Working Group of Experts (WGE) of some thirty selected African and international scholars and donor representatives was established. John Daly, an independent consultant, was commissioned to synthesise the knowledge base of global trends of ICT applications in academic settings, with case studies of experiences and best practices. A three-week on-line-discussion was carried out by the WGE in April 2000. The report of the on-line-discussion by the WGE was presented at the meeting of the WGE held in May 2000 at the University of Dar Es Salaam, Tanzania. Several key issues were identified (AAU, 2000), indicating that a broad scope of further study is required.

One of the key issues is that an assessment should be undertaken of the present state of ICT in HEIs on the one hand and the future needs, on the other hand, in order to give an indication of the existing gap and also point at some critical issues. In addition should the adequacy of the ICT infrastructure to address the training needs of students to use the available ICTs in the Africa workplace after graduation be researched. Study is also recommended for curricula development to ensure that all graduates are ICT literate, to research appropriateness of ICTs to increase the efficiency of education delivery and adequate response to a new learning paradigm and the adequacy of the ICT for research and development in the light of globalization. They also recommend that studies should be done about the provision of Internet facilities to the community and being in the forefront of ICT development in the country, identification and development of ICT models that can be utilized from the experiences gathered from the case studies, and curricula development for optimal utilization of African academics and possible credit transfer for on-line courses. And finally did they recommend that steps are taken to ensure that the HEI could perform the roles expected of them in ICT innovations and that the necessity for institutional ICT policy, plans and strategies for implementation are promoted.

ICT is used in a wide range of applications in HEIs. Clearly one should be aware of the possible innovations with ICT when formulating high-level strategies and policies. Innovation can be achieved by the integration of ICT in teaching, learning, research, academic information services and other key support processes (AAU, 2000). For this purpose the AAU' developed an ICT Maturity Tool. This “ICT maturity tool” is a guide for studying a HEI's planning and integration of ICT resources. The purpose of this tool is to set benchmarks and goals, support application for technology related grants and create self-assessment goals. The tool can be used as framework to assess a HEI’s maturity regarding the use and integration of ICT.

6. APPLYING THE MATURITY TOOL

The tool suggests looking at nine sets of variables. At high level one should consider the planning and monitoring tools, in specific the availability of an institutional strategic plan for technology, derived information policy plan, derived information master plan, and derived information project plans. Then consideration is required regarding the application of ICT in teaching and learning, covering objectives for using ICT, professional development of academic staff, technology access and usage patterns of academic staff, and technology access and usage patterns of students. Application of ICT in research is a separate consideration, including the research objectives of academic staff and students for using ICT.

Slightly removed from the core academic matters is the application of ICT in academic information services (Library), including the extent of access to online public access catalogue, services in academic information management, and training in academic information management. Then the application of ICT in administration and management: extent of ICT application for administration and management is covered, as well as ICT infrastructure (type of infrastructure, accessibility and usage patterns) and ICT organizational/support infrastructure (staff responsibilities in technical as well as functional areas). Finally should the financing of ICT be considered (funding for ICT internally and via fundraising; with distinction within budget votes or budget line items), as well as Training, Research and Development in ICT.

At overall level institutions could be at any of five stages of ICT development. At the entry stage, they teach students to use the technology. At adoption stage, they use technology to support traditional instruction. At adaptation stage, they use technology to enrich curriculum. At appropriation stage, they integrate technology and use it for its unique capabilities. And at invention stage, they are prepared to develop entirely new learning environments that use technology as a flexible tool; learning becomes collaborative, interactive, and customised. Depending on the variable, institutions may vary very much, while in the institution the differences could also be very large.

Apart from applying the maturity tool to institutions in order to understand current uses, the question arises as to how one would promote further consideration of the use of ICT at HEIs. This is of course assuming that the use of ICT in HEIs should be promoted as a key element of strategy to ensure African universities do not fall behind too much. The report of Ajayi (2002) also proposed that certain strategies and actions could be embarked on to promote the use of ICT by institutions:

Table 1. Strategies and actions by HEIs (Ajayi, 2002).

These strategies with their action plans are useful to all HEIs in South Africa and Africa to make use of and to become part of this initiative. “African universities have to run very fast to avoid falling very far behind” (Kim, 2002). This is perhaps a good starting philosophy. The dynamic nature of ICT will be taken into consideration in setting time periods in view of the rapid development in the field.

7. CONCLUSION

Various aspects of ICT capacity building for HEIs in Africa were discussed. These institutions must develop further, using ICT and integrating it into teaching, learning, research and development and support systems. The digital divide can be transformed into digital opportunities if the emerging technologies are utilised to leapfrog into the modern information society. The development of an ICT profile with an ICT policy document should be viewed by any HEI as the first step. Useful advice on using the maturity tool and applying the actions with a strategy is the starting point. It is anticipated that New Zealand will gain from the initiative by participating in the pilot projects in order to apply improved frameworks for local benefit in a relative short time period.

8. ACKNOWLEDGEMENTS

 Prof H R Hay of the University of the Free State (South Africa) was investigator and co-author of the draft research report from which this paper was developed.

The project is funded by the National Research Foundation of South Africa, Technikon Pretoria and Waikato Institute of Technology (2003-2005).

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