Relevant bibliographies by topics / Education, Higher – Information technology – Lesotho

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, Higher – Information technology – Lesotho'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Education, Higher – Information technology – Lesotho"

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Fan, Mae. "INFORMATION TECHNOLOGY IN HIGHER EDUCATION." Pedagogy of the formation of a creative person in higher and secondary schools 66, no. 1 (2019): 75–78. http://dx.doi.org/10.32840/1992-5786.2019.66-1.15.

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Fruehling, Donald L. "Information Technology and Higher Education." Change: The Magazine of Higher Learning 19, no. 1 (February 1987): 7. http://dx.doi.org/10.1080/00091383.1987.9937089.

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Ahmed, Hersi, Tugrul Daim, and Nuri Basoglu. "Information technology diffusion in higher education." Technology in Society 29, no. 4 (November 2007): 469–82. http://dx.doi.org/10.1016/j.techsoc.2007.08.011.

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Fatt, James Poon Teng. "Perceptions of Information Technology in Higher Education." Journal of Educational Technology Systems 31, no. 2 (December 2002): 115–42. http://dx.doi.org/10.2190/1ah7-kv1h-tk5e-38ea.

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Considering the relentless pace at which information technology (IT) is shaping the global environment, this study aims to determine the impact of IT on university students from their attitudes toward IT. The areas examined in this study are the educational, personal and social aspects of the students toward the impact of IT. A survey was conducted on 201 undergraduates from two local universities, Nanyang Technological University and National University of Singapore, with almost equal numbers of engineering and non-engineering undergraduates. The results show that although all the respondents felt the impact of IT, their attitudes toward IT were varying with respect to the three areas of study. Contrary to common belief, non-engineering undergraduates were found to have a more positive disposition toward the impact of IT.
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Patel, Sandip C., David R. Shetterly, and Anand Krishnamoorthy. "Information-technology security in higher-education curricula." International Journal of Information and Operations Management Education 2, no. 4 (2008): 378. http://dx.doi.org/10.1504/ijiome.2008.023440.

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McLaughlin, Don. "Information Technology User Devices in Higher Education." New Directions for Higher Education 2001, no. 115 (2001): 29. http://dx.doi.org/10.1002/he.24.

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Elsie Seotsanyana, 'Malimpho, and Mafa Maiketso. "Impact of Rurality on Students’ Educational Transition in Lesotho." Humanities and Social Science Research 2, no. 4 (November 26, 2019): p47. http://dx.doi.org/10.30560/hssr.v2n4p47.

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The students’ views, from the secondary education in the rural areas in Lesotho, have been sought on the impact of rurality in relation to their transition from secondary education to higher education (in this regards, the National University of Lesotho (NUL). The students’ views were sought through their autobiographies. Autobiographical narratives were employed because it was assumed that they are a good tool for knowing oneself better. The study was qualitative, with the adoption of a case study research design. The participating students were drawn from three of the ten Lesotho districts that are situated in the rural areas. The purpose of the research study was to find out whether studying at the university has an impact on the students who have transited from secondary education in the rural areas and whether university education assists and prepares them to achieve their intentions and to reach a successful outcome. A purposively selected number of eleven (11) students from the rural areas formed the sample of the study. A one question questionnaire was designed to collect information on the students’ experiences from their NUL studies in relation to the transition from secondary education to higher education. An interpretative analysis was employed to unveil the results of the study. The research study finds that the students have deficiencies. Secondary education has not moulded them to have a sudden engagement with their studies in higher education. Many of them still require further training in study skills in order to cope with the academic demands of higher education. It is therefore recommended that NUL should have a programme that serves as a bridge between secondary and higher education.
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Turugare, Mukai, and Norman Rudhumbu. "Integrating technology in teaching and learning in universities in Lesotho: opportunities and challenges." Education and Information Technologies 25, no. 5 (February 6, 2020): 3593–612. http://dx.doi.org/10.1007/s10639-019-10093-3.

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Frogeri, Rodrigo Franklin, Daniel Jardim Pardini, and Gustavo Rodrigues Cunha. "Information Technology Governance in a Higher Education Institution." International Journal of Human Capital and Information Technology Professionals 11, no. 1 (January 2020): 31–46. http://dx.doi.org/10.4018/ijhcitp.2020010103.

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This study characterizes and analyzes information technology governance in a Brazilian institution of higher education. The methodological aspects included the quantitative approach, with application multivariate analysis, clusters and descriptive statistics from a sample of 62 individuals, and qualitative by means semi-structured interviews of ten professionals responsible for institution IT sectors. Analysis are presented a scenario in which IT governance can be characterized as a non-adopted practice and without planning for adoption. Aspects such as, lack of personnel, training, and planning of projects were observed as critical factors to IT governance implantation success. A bidirectional communication absence between IT and organizational management has led the institution to responsibilities dispersion and lacks horizontal integration with possible investments without adding value. The governance model identified was considered anarchic.
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Maddux, Cleborne D., and D. LaMont Johnson. "Information Technology in Higher Education: Tensions and Barriers." Computers in the Schools 27, no. 2 (May 28, 2010): 71–75. http://dx.doi.org/10.1080/07380561003801574.

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Dissertations / Theses on the topic "Education, Higher – Information technology – Lesotho"

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Lefalatsa, Limakatso. "Analysis of information literacy training at the National University of Lesotho." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/30178.

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Information literacy skills are a necessity among university students, hence information literacy instructors should keep abreast with the 21st century information literacy curriculum, its delivery and assessment. The study investigated information literacy training and its needs at NUL. The purpose was to investigate information literacy curriculum, delivery and assessment at the National University of Lesotho. Guided by the Association of College and Research Libraries (ACRL) information literacy framework for higher education, the study sought to establish the extent to which the NUL information literacy programme considers ACRL frames or any other standard of relevance. The study adopted a qualitative approach using a phenomenology research design. Data was collected from NUL Subject Librarians through focus group discussions and one on one interview with the Lecturers. Data was generated from structured interview questions; analysed manually and presented in an interpretative form such that participants’ responses were tabulated under subheadings corresponding to the items from the research instruments that were formulated from the research questions. Major findings are that there is no information literacy programme in place hence there is no specific curriculum at NUL, as a result there is also no benchmarking. NUL Subject Librarians take initiative to improvise information literacy content; they use lecture mode and library tours as their predominant mode of information literacy teaching and learning. Although there is a Communication Skills Course meant to assist students with information and communication skills, students struggle to search for information; they are even unable to consult a variety of information sources. The study therefore recommends NUL Library to establish a clear information literacy training programme that is delivered in collaboration with academic staff. It is further recommended that Subject Librarians should contribute to the content of the Communication Skills Course.
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Dlamini, Reuben S. "The Evolution of Information Technology Executive Position in Higher Education: The Strategic and Adaptive Chief Information Officer in Higher Education." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1314804055.

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Creasey, Wendy McDowelle James O. "The influences of information technology organizational performance in higher education." [Greenville, N.C.] : East Carolina University, 2008. http://hdl.handle.net/10342/1077.

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Thesis (Ed.D.)--East Carolina University, 2008.
Presented to the faculty of the Department of Educational Leadership. Advisor: James McDowelle. Title from PDF t.p. (viewed Apr. 23, 2010). Includes bibliographical references.
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Kalake, Matsitso. "Factors enabling and constraining ICT implementation in schools: a multiple case study of three secondary schools in Lesotho." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004539.

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This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
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Carraway, Deborah Louise. "Information technology governance maturity and technology innovation in higher education| Factors in effectiveness." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591474.

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Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education.

Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.

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Van, der Schyff Karl Izak. "Cloud information security : a higher education perspective." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011607.

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In recent years higher education institutions have come under increasing financial pressure. This has not only prompted universities to investigate more cost effective means of delivering course content and maintaining research output, but also to investigate the administrative functions that accompany them. As such, many South African universities have either adopted or are in the process of adopting some form of cloud computing given the recent drop in bandwidth costs. However, this adoption process has raised concerns about the security of cloud-based information and this has, in some cases, had a negative impact on the adoption process. In an effort to study these concerns many researchers have employed a positivist approach with little, if any, focus on the operational context of these universities. Moreover, there has been very little research, specifically within the South African context. This study addresses some of these concerns by investigating the threats and security incident response life cycle within a higher education cloud. This was done by initially conducting a small scale survey and a detailed thematic analysis of twelve interviews from three South African universities. The identified themes and their corresponding analyses and interpretation contribute on both a practical and theoretical level with the practical contributions relating to a set of security driven criteria for selecting cloud providers as well as recommendations for universities who have or are in the process of adopting cloud computing. Theoretically several conceptual frameworks are offered allowing the researcher to convey his understanding of how the aforementioned practical concepts relate to each other as well as the concepts that constitute the research questions of this study.
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Reilly, Catherine A. "Information and Communication Technology Use in the College Classroom| Adjunct Faculty Perspectives." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618691.

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The role of Information and Communication Technology (ICT) in higher education has increased in recent years, and most university administrators consider ICT important in effective teaching practices. While administrators encourage the use of ICT, many teachers do not use technology. Most studies regarding ICT have been concerned with the practices of full-time faculty. This is problematic, since adjunct faculty members are becoming a growing and influential presence on college campuses, and research suggests that factors unique to adjuncts may create barriers to ICT implementation. A review of the available literature indicates that the body of knowledge regarding adjunct faculty members' perceptions toward ICT implementation is limited. The purpose of this quantitative, non-experimental study was to investigate the degree to which differences or variations in gender, teaching discipline, average number of courses taught per semester, and perceived barriers to ICT use are related to adjunct faculty members' reported ICT integration into teaching and perceptions of ICT use to improve teaching. Data were collected via an anonymous, Internet-based survey administered to a random sample (n = 186) of part-time faculty who were on the contact list of New Faculty Majority: The National Coalition for Adjunct and Contingency Equity. Multiple linear regression analysis was conducted, one for each dependent variable. Statistically significant correlations were found between reported ICT integration into teaching and average number of courses taught per semester, (β = .17, t(141) = 2.12, p = .04), as well as perceived barriers to ICT use (β = -.22, t(141) = -2.72, p =.01). Statistically significant correlations also were found between perceptions of ICT use to improve teaching and perceived barriers to ICT use, (β = .49, t(152) = 7.05, p =.00), as well as teaching discipline, (β = .23, t(152) = 3.32, p = .00). Based on the results, it is recommended that institutions implement mentoring and training policies to encourage best practices in ICT implementation. To expand the results of the study, future research is recommended to replicate the study using a larger sample, compare perceptions of adjunct faculty members with full-time, and examine differences in low-level and high-level ICT use.

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Killeen, Martin P. "The acquisition of information and learning technology skills by FE teachers." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10823/.

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The core of this thesis is to investigate the perceptions of teachers in Further Education (FE) when dealing with the continuous change caused by the expansion of information and learning technology (ILT). This thesis also identifies the potential links between the increase in the range and availability of learning technology and the development of self- directed and student-centred learning. It explores the perceptions of practicing teachers with reference to their personal development and if such development indicates compliance with adult learning theory. It also analysis the external pressures placed on FE colleges and their teaching staff due to the development of ILT and the related governmental policy. The thesis regards teachers in the FE sector as a unique group of adult learners with a wide range of experience, qualifications and entry routes into the profession. It investigates a sample of teachers using questionnaires and focus groups analysing their perceptions of ILT, preferred learning styles, identified needs and self evaluation techniques and analysis any correlation between these factors and the biographical parameters obtained from the questionnaire responses. An aspect of the investigation was to analyse how teachers became proficient in the use of ILT, routes staff use to obtain the skills and knowledge required and if the aspects of adult learning theory are being applied. A related aspect of this research is the investigation of whether the perceptions of teacher of their personal development experiences related to ILT indicate if an FE college is or can become a “learning organisation” and if such a concept is valid for the FE sector.
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Wood, Scott. "Required Skill Sets of Information Technology Workers in Managed Hosting Environments in Higher Education." Thesis, Baker College (Michigan), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622500.

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Through the rise of online learning, the playing field has been leveled for colleges across the globe. As costs continue to increase, greater emphasis is being placed on higher education institutions to maximize existing resources while adapting to technological advances. Building on Christensen's theory of disruptive innovation, and further considering Lunenberg’s work on higher education as an open system that must adapt to its changing environment, the researcher aimed to understand the realities of a shifting information technology (IT) landscape on IT professionals. A mixed method sequential exploratory approach was used to investigate if additional skills were required of IT professionals in managed hosting environments. The study further investigated if a change in organizational staffing would be required or a change in career trajectory would be possible. The quantitative phase, which included responses from 28 participants across 25 institutions, suggested that participants did not find that managed hosting environments required additional skills, different staffing models, or additional career trajectories. The qualitative phase uncovered additional insights. Via responsive interviewing of five interviewees, the researcher found HEIs that utilize managed hosting for IT applications places an emphasis on soft skills and increased user communication. Further, there was a consensus that managed hosting for IT applications changes the responsibilities of IT staff. However, the overall impact of a managed hosting strategy on a HEIs workforce will depend heavily on leadership and the organizational culture of the institution.

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Rowett, Stephen. "Effective communications and information technology support for professional higher education and development." Thesis, University of Leeds, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407441.

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Books on the topic "Education, Higher – Information technology – Lesotho"

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Adman, Peter. Information systems management: Perspectives for higher education. Colne: Mimir, 1996.

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Mâță, Liliana, ed. Ethical Use of Information Technology in Higher Education. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-1951-9.

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author, Bartholomew Paul, and Nygaard Claus author, eds. Technology-enhanced learning in higher education. Faringdon, Oxfordshire: Libri Publishing, 2015.

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1942-, Saber Al, and Saber Sherry 1944-, eds. Information technology education in the new millennium. Hershey, PA: IRM Press, 2002.

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Teaching geographic information science and technology in higher education. Chichester, West Sussex: Wiley Blackwell, 2011.

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Unwin, David J., Kenneth E. Foote, Nicholas J. Tate, and David DiBiase, eds. Teaching Geographic Information Science and Technology in Higher Education. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119950592.

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1967-, Pollock Neil, ed. Putting the university online: Information, technology, and organisational change. Phildelphia, Pa: Society for Research into Higher Education & Open University, 2003.

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Association of College and Research Libraries. Information literacy competency standards for higher education. Chicago, IL: ACRL, 2000.

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Massachusetts. Board of Higher Education. Statewide information technology planning project: Massachusetts Board of Higher Education. [Boston, Mass.]: Coopers & Lybrand, 1998.

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Whiteman, Senga. Making I.T. happen: A review of some of the issues which need to be addressed by policy-makers in institutes of higher education. Coventry: NCET, 1991.

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Book chapters on the topic "Education, Higher – Information technology – Lesotho"

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Colbran, Stephen, and Nadia Al-Ghreimil. "The Role of Information Technology in Supporting Quality Teaching and Learning." In Higher Education Dynamics, 73–82. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6321-0_7.

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Patil, Shankar M., Vijaykumar N. Patil, Sonali J. Mane, and Shilpa M. Satre. "Knowledge Engineering in Higher Education." In Information and Communication Technology for Intelligent Systems, 177–91. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7062-9_18.

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McAndrew, Patrick. "What is Needed For Global E-Learning in Higher Education." In Comparative Information Technology, 49–64. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9426-2_4.

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Glantz, Edward J. "Higher Education Classroom Community Game." In Innovative Practices in Teaching Information Sciences and Technology, 53–62. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03656-4_6.

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Buettner, Yvonne, Charles Duchâteau, Catherine Fulford, Pieter Hogenbirk, Mike Kendall, Raymond Morel, and Tom van Weert. "Information and Communication Technology in Higher Education." In IFIP The International Federation for Information Processing, 217–41. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/1-4020-7843-9_15.

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Calitz, André P., Margaret D. M. Cullen, and Samuel Bosire. "Sustainability Reporting by South African Higher Education Institutions." In Information Technology in Environmental Engineering, 113–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25153-0_10.

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Al-Qirim, Nabeel, Kamel Rouibah, Mohamad Adel Serhani, Ashraf Khalil, Ali Tarhini, Mahmoud Maqableh, and Marton Gergely. "Smart Board Technology in Higher Education Institutions." In Encyclopedia of Education and Information Technologies, 1–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_221-1.

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Al-Qirim, Nabeel, Kamel Rouibah, Mohamad Adel Serhani, Ashraf Khalil, Ali Tarhini, Mahmoud Maqableh, and Marton Gergely. "Smart Board Technology in Higher Education Institutions." In Encyclopedia of Education and Information Technologies, 1500–1512. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_221.

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Scholtz, Brenda, André P. Calitz, and Blessing Jonamu. "A Framework for Environmental Management Information Systems in Higher Education." In Information Technology in Environmental Engineering, 29–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25153-0_3.

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Yokkhun, Atcharaporn, Khanittha Inthasaeng, Fudailah Duemong, Wichian Chutimasakul, and Borworn Papasratorn. "Cultural Difference and Perceived CIO Role Effectiveness in Higher Education in ASEAN." In Advances in Information Technology, 191–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35076-4_18.

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Conference papers on the topic "Education, Higher – Information technology – Lesotho"

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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.
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"ICT in higher education." In 28th International Conference on Information Technology Interfaces, 2006. IEEE, 2006. http://dx.doi.org/10.1109/iti.2006.1708489.

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Bills, Dianne P. "Marketing higher education in information technology." In the 5th conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1029533.1029559.

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David, Fatima, and Rute Abreu. "Information technology in education: Recent developments in higher education." In 2014 9th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2014. http://dx.doi.org/10.1109/cisti.2014.6876950.

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Muljo, Hery Harjono, Anzaludin Samsinga Perbangsa, and Bens Pardamean. "Online learning prototype for higher education." In 2017 International Conference on Information Management and Technology (ICIMTech). IEEE, 2017. http://dx.doi.org/10.1109/icimtech.2017.8273510.

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Hong-Mei, Li, and Han Dan. "Ideological and political education in university in higher engineering education." In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit131602.

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Mahamatov, Nurilla, Avaz Kuvnakov, and Bakhtiyor Yokubov. "Application of Blockchain Technology in Higher Education." In 2020 International Conference on Information Science and Communications Technologies (ICISCT). IEEE, 2020. http://dx.doi.org/10.1109/icisct50599.2020.9351424.

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Prupis, Sheri L. "The reorganization of higher education through information technology." In the 20th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/143164.143307.

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Abdillah, Leon Andretti, Arif Ainur Rofiq, and Dian Eka Indriani. "Information Technology Utilization in Environmentally Friendly Higher Education." In Built Environment, Science and Technology International Conference 2018. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008908303500355.

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Maulani, Galih Abdul Fatah, and Teten Mohammad Sapril Mubarok. "Information Technology and Organizational Climate in Higher Education." In 5th Global Conference on Business, Management and Entrepreneurship (GCBME 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210831.051.

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Reports on the topic "Education, Higher – Information technology – Lesotho"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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Abstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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