Digitala Vetenskapliga Arkivet

Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.ORCID-id: 0000-0001-9614-7936
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
2016 (engelsk)Inngår i: European Journal of Open, Distance and e-Learning, ISSN 1027-5207, Vol. 19, nr 2, s. 46-62Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

Abstract [fr]

Avec le développement et la prolifération des nouvelles technologies de l’information au 21eme siècle, beaucoup des systèmes éducatifs tentent d’intégrer ces nouveaux instruments dans l’amélioration de l’enseignement-apprentissage et l’administration. Dans des universités, Il devient de plus en plus important de renforcer les capacités humaines et de l’infrastructure en terme des TIC, du niveau de la politique ainsi que de la mise en œuvre. Basée sur une analyse critique de discours, cet article examine l’articulation entre les stratégies nationales de développement des nouvelles technologies de l’information et les politiques subséquentes développées par les institutions d’enseignement supérieurs au Rwanda. Douze documents de politique guidant le développement des nouvelles technologies de l’information ont été analysés pour en inférer les capacités institutionnelles visées. L’étude montre que les capacités de base en nouvelles technologies de communication et de l’information sont clairement mises en évidence dans les politiques nationales, mais ne transparaissent que dans deux documents institutionnelles analysées (KIST et UNR). Parmi les 25 composantes clés du développement des nouvelles technologies de l’information, celles en rapport avec le développement des capacités humaines ne sont pas suffisamment mis en évidence dans les documents analysés. On remarque également que ni les politiques nationales, ni celles développées à l’échelle institutionnelle ne mentionnent la création d’un système de financement permettant aux étudiants d’accéder plus facilement aux outils informatiques leur permettant d’utiliser ces nouvelles technologies. En outre, on remarque qu’aucun de ces documents guides ne font référence à des mesures incitatives encourageant des personnes innovantes à s’impliquer à fond dans la promotion de nouvelles technologies de la communication et de l’information dans l’enseignement supérieur. 

sted, utgiver, år, opplag, sider
2016. Vol. 19, nr 2, s. 46-62
Emneord [en]
ICT Capacity building, ICT policies, Higher education system, Technology integration, Critical Discourse Analysis
HSV kategori
Forskningsprogram
data- och systemvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-136624OAI: oai:DiVA.org:su-136624DiVA, id: diva2:1055506
Forskningsfinansiär
Sida - Swedish International Development Cooperation AgencyTilgjengelig fra: 2016-12-12 Laget: 2016-12-12 Sist oppdatert: 2019-12-04bibliografisk kontrollert
Inngår i avhandling
1. Improving IT Integration for Higher Education Institutional Performance: Towards a Contextualised IT-Institutional Alignment Model
Åpne denne publikasjonen i ny fane eller vindu >>Improving IT Integration for Higher Education Institutional Performance: Towards a Contextualised IT-Institutional Alignment Model
2019 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management.

sted, utgiver, år, opplag, sider
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2019. s. 131
Serie
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-008
Emneord
IT integration, IT alignment, Alignment practices, Design science research, Innovation diffusion, Technology adoption, Institutional performance, Higher education, Artefact Evaluation
HSV kategori
Forskningsprogram
data- och systemvetenskap
Identifikatorer
urn:nbn:se:su:diva-168811 (URN)978-91-7797-741-4 (ISBN)978-91-7797-742-1 (ISBN)
Disputas
2019-09-06, L70, NOD-huset, Borgarfjordsgatan 12, Kista, 14:00 (engelsk)
Opponent
Veileder
Forskningsfinansiär
Sida - Swedish International Development Cooperation Agency
Tilgjengelig fra: 2019-08-14 Laget: 2019-05-09 Sist oppdatert: 2020-05-18bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Free full text

Søk i DiVA

Av forfatter/redaktør
Byungura, Jean ClaudeHansson, HenrikKarunaratne, Thashmee
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 56 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf