Prof. S.H. von Solms

Information and Communication Technologies (ICTs) play a crucial role in creating access to information sources through the library networks. When academic libraries integrate ICTs in their services they play an important role in teaching and learning. It is for such reasons that KENET sought to establish an ICT infrastructure to network Higher Education Institutions (HEIs) in Kenya, and to facilitate the use of Internet Technology in teaching, learning, research and sharing of information resources at an affordable cost. The University of Eastern Africa, Baraton (UEAB) and Kenyatta University (KU) libraries in Kenya are both members of the Kenya Education Network (KENET). This study investigates the main features of ICT use by a public and a private university library in Kenya in support of formal and informal teaching and learning. The study includes three target groups, namely: third year undergraduate students, library committee members, and library managers. Data was collected through self-administered questionnaires, interviews, and site visits. The four main issues considered were: ICT infrastructure, access and use of ICTs, ICT usage patterns, and students learning outcomes. The study concludes that: <ul><li>There is inadequate ICT infrastructure, specifically library networks and computers, at Kenyatta University.</li> <li>Access to and use of ICTs is affected by the lack of access skills, and there is a need for training in this area.</li> <li>ICT usage differs, with Kenyatta University students lagging behind UEAB students. </li> <li>Student learning outcomes are diverse; UEAB students benefited from the use of library e-resources to meet their formal and informal learning needs, and Kenyatta University students did not benefit at all.</li></ul> The study also concludes that the implementation of ICTs in Kenyan HEI libraries, through the provision of adequate infrastructure and funding, the development of ICT policies, and the development of Information Literacy (IL) programmes for students, will ensure that ICTs play an important role in academic support for formal and non-formal teaching and learning. A model for the implementation of an IL programme is proposed as a means to advance the process. / Dissertation (MIS)--University of Pretoria, 2008. / Information Science / unrestricted

The purpose of this study is to identify, describe, and compare the use of computers in the various types of public universities in Thailand utilizing as factors (a) the general use of computers in administration, instruction, and research, (b) the budgeting allocation and accounting of computer resources, (c) the administrative organizational structure of computing facilities, (d) the policy formulation regarding computer use, and (e) the utilization of hardware systems and computer languages. All twelve public universities plus the eight campuses of Srinakharinwirot University in Thailand were sent questionnaires. The following major findings and conclusions are based on the information gained from the study: 1. The average number of years computers have been used by Thai public universities is seven years; 2. A greater emphasis is placed on instructional use of the computer than on other uses; 3. The majority of institutions have special funds allocated and budgets established for computer usage; 4. More money is spent for research computing; 5. The majority of the institutions have one centralized computing center that either provides the services without charge or charges only for a part of the services and software costs; 6. Directors of computing centers are primarily and directly responsible for computing, followed by vice presidents for administration; 7. The most frequently reported computing policy formulators are vice presidents, computing center directors, computer usage committees, and ad hoc committees; 8. The computer hardware systems used by Thai public universities vary both in size and in manufacturer, and there is no standardized use of computer languages. Since more importance is placed on instructional uses of the computer, budgets for computer usage should be reviewed for appropriate financial allocations. In addition, increases in computer course offerings and in computer literacy requirements in Thai public universities may result in serious faculty shortages.

(The importance of universities for the development of regions, possible benefits and risks) In the framework of this thesis, the present state of Czech university education system will be described in the opening chapter. After defining the methodology of research, the relation between universities and the particular regions will be analysed and possible forms of cooperation described. Within the investigation the level of cooperation between universities and companies in the region Hradec Králové will be evaluated, based on outcome of the research problematic areas of cooperation defined and steps toward future effective cooperation proposed.

This study is a follow-up to a study completed by Dr. Thomas Barker in 1994 entitled The Status of the Implementation of International Education in Texas Four-year Colleges and Universities: A Comprehensive Study. A survey of 35 Texas universities and 6 out-of-state benchmark universities revealed information regarding the international programs at these universities in four areas. The four areas surveyed include: (a) administrative, (b) instructional, (c) international student support services, and (d) outreach. A summary of the survey results includes 34 tables detailing the university responses for the 2004 survey compared with the responses obtained from the original, Barker (1994). The results from the 2004 participating benchmark institutions were also reviewed. Texas universities continue to work toward the internationalization of the curriculum with increased numbers supporting an international focus in their mission statements and staffing patterns. Benchmark institutions continue to lead Texas institutions in a majority of areas surveyed. Funding for international education continues to be an issue for both the benchmark and Texas institutions. Changes in attitudes and immigration policies continue to affect the implementation of international programs on the university level. While universities continue to provide support to community and businesses in the area of international education, the extent of this support has decreased in the ten years since the Barker (1994) survey.

Magister Educationis - MEd / The debate around the roles of universities is not new. One of the debated issues relates to who defines the role and priorities of universities. A number of authors (Ashby, 1964; Yesufu, 1973; Court, 1980; Sherman, 1990; Saint, 1992; Ajayi, Goma & Johnson, 1996; Lulat, 2003; Van Wyk & Higgs, 2007) have taken into account the colonial legacy when approaching the topic of higher education establishment in post-colonial Africa. What may seem clear is that universities have roles to play. Those roles are often stated in higher education legislation, policy and plans, by universities themselves or even by their stakeholders. Although studies on higher education in Mozambique (Chilundo et al., 2000; Mário et al., 2003; Brito, 2003; Langa, 2006; Beverwijk, Goedegebuure & Huisman, 2008; Cloete et al., 2011) have attempted to address post-colonial higher education in Mozambique, none addresses, in depth, the purpose of establishment or the debates around the role of universities. That is the gap this study has identified and intends to address by investigating the way in which the roles of the Eduardo Mondlane University (UEM) were defined. Taking into account the relationship between state, university, society and market, the roles of the university are understood as both what universities are expected to do and what the university perceives it should do. The university’s roles are located at both macro-level and institutional level. At the macro-level, university’s roles are clearly outlined by state legislation and policy on higher education (Cloete & Maassen, 2006: 10-12). At the institutional level, however, the university’s roles are defined by the university itself and relevant stakeholders (Clark, 1983: 140-145). Apart from having located university’s roles at these two levels, a conceptual analytical framework was drawn from the work of Clark (1983) and Cloete and Maassen (2006) to analyse role formation using three model types: state control, market steering and academic oligarchy. The data collection, consisting of document collection and interviews, was undertaken from December 2010 to May 2011. Documents, archival records, universities’ policies and government policies on higher education in Mozambique were collected. Semi-structured interviews were conducted with UEM and Ministry of Education staff.

This study is designed to try to determine if faculty productivity as measured by the average number of student credit hours produced by each faculty member in selected units of two private universities of similar size is a significant variable in the financial conditions of the two institutions. The data are collected from the two institutions. The data are collected from the two institutions for the second semester of the 1970-71 academic year.

This study examined international education programs in Texas 4-year colleges and universities to determine how they compare to models found in the literature. A second purpose of the study was to compare Texas 4-year colleges and universities with out-of state benchmark institutions with a history of international education programs for over a decade. Areas examined in the study were: (a) administration of international education; (b) instructional activities of international education; (c) international student support services; and (d) outreach both in the community and abroad.

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No description available.