無線寬頻網路（Mobile Internet Broadband Network）的出現對於無線通訊產業、傳播媒體產業與影音內容產業產生了相當程度的影響，而數位化的科技發展更帶來通訊、傳播及平面媒體產業融合的可能性，無線寬頻影音串流（Mobile Internet Video Streaming）是一架構在此無線通訊媒體匯流後的新產物，透過觀察和分析它的演進發展，可以說明和解釋網路新媒體匯流造成傳統影音產業價值鏈的改變。 吾人將以無線通訊之影音播放技術之演進與發展，以及相對最先發生變化之影音產業經營環境，產生之影響，做產業價值鏈分析研究，進而了解產業經營環境之改變，新的價值創造流程及技術平台的關聯性。並藉由日本NTT DOCOMO之經驗，及對其供應商之觀察，了解台灣產業發展之可能趨勢，及策略建議藍圖。 本研究採P.W. Bane、S.P. Bradley & D.J. Collis (1998)三人提出之寬頻產業五層模式作為分析工具。五層模式分為內容(content)、包裝(package)、傳輸網路(transmission)、操作(manipulation) 及終端設備(terminal)五層架構。主要目的為以整體網路頻寬及技術演進的觀點進行分析五層間價值消長之關係，及整體網路之價值之改變。 我們發現在新的技術導入既有影音市場，由於網路之雙向特性，會產生網路效應及網路外部性，這些地方將產生新的價值所在，而擁有網路外部性的影音操作平台可獲得較高的價值。完整而消費者導向的影音操作平台，將首先累積產業之價值所在，影音操作平台的擁有者將成為產業的領導者，最終將成為標準的制定者。 影音內容的價值獲得來自網路外部性是經由更多人與內容來源(內容提供者)互動，造成下一次消費或其他使用者的外部性以及生產外部性，這樣的外部性是由虛擬連結產生．價值聚集於內容包裝層。 無線寬頻影音操作平台是服務成功的關鍵，有效的整合價值鏈及應用是必須在產業發展前完成，而完整的影音操作平台包含：內容製作壓縮平台、串流平台、訊息平台、及手機之用戶播放平台。 我們發現，新的技術導入市場，需要事先將價值鏈重新定義，整合出可行之新的商業模式，再依據新的價值鏈，新的服務流程去整合新的操作平台，投入服務後，由於是消費者導向的服務設計，可以降低消費者對新科技及新服務的學習門檻及進入障礙，而獲得市場認同。 / “Unlimited boundary & Ubiquitous content” Because of the improving the bandwidth & compression technology of mobile Internet, there are a very extremely industrial convergency in communication, broadcasting, & video audio content industry. There are several new technology including streaming, MPEG, multi media message, 3G which push the whole world going to a new Ubiquitous environment & totally change the old value chain of video audio industry, but we still have no ideal where it should go & what will happen next. We will try to research the technical evolution of video broadcasting which really influence our movie, TV industry. It will change the customer behavior of watching TV, or going to the movie. We especially want to find out where is the new value in the mobile Internet multi media industry. We will use the 5 liars analysis model of broadband industry (P.W. Bane、S.P. Bradley & D.J. Collis (1998))as our basic methodology to find out how the three vertical industries became a new 5 horizontal industries, which are content, package, transmission, manipulation, & terminal. We also want to know how they work internally & externally. We find that the video audio manipulation platform will become the key solution for this value chain, because of its network externality & network effect. The content providers also very important to provide the quality of contents to service the end customers. How to consolidate a new valuable services process & user friendly interface is the big issue here for whom will invest a large of money to creat the new mobile internet portal & new audio vedio manipulation platform. They must think not only the user interface of handset, but also the mechanism of profit sharing between these different providers who never work together in the history.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.