Thesis (Ph.D.)--Ohio University, November, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains x, 369 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 316-318).

Thesis (Ph. D.)--Ohio University, June, 2004. / Includes bibliographical references (p. 176-180).

Thesis (Ph. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 13, 2005. Dissertation Committee: Edward Hines (chair), John McCarthy, G. Alan Hickrod, Ronald Halinski, David Franklin. Includes bibliographical references (leaves 251-258) and abstract. Also available in print.

Thesis (Ph.D.)--Ohio University, June, 2005. / Includes bibliographical references (leaves 180-191)

Thesis (Ph.D.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 176-180)

Thesis (Ed.D.)--University of West Florida, 2002. / Title from title page of source document. Document formatted into pages; contains 199 pages. Includes bibliographical references.

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.

Philosophiae Doctor - PhD / Like many universities across the globe, African universities were not exceptional in so far as they were under the control of their nation states. While studies have explored the relationship between the State and the universities, this thesis argues that notwithstanding the debate around the issues of universities’ continuous demand for autonomy as against the pressure for accountability, universities in Africa can also challenge the state in hidden ways especially around issues of higher education policy. In substantiating this argument, this researcher has employed Foucault's (1979) concept of governmentality as the 'conduct of conduct' - and its subcomponent of power which points to the multiplicity or fluidity of power as originating from diverse sources. Within the exercise of power, institutions have to make the choice of freedom and resistance to state expectations. In this study, the public universities in Tanzania are expected to be responsive to a national priority poverty reduction policy (the MKUKUTA) that reflects the access and quality initiatives for the reform of higher education institutions. However, there is evidence in literature that wide consultation is one major aspect of the policy formulation, especially the poverty reduction policy paper. This researcher argues that in spite of the evidence in literature in respect of wide consultation, the case of public universities in Tanzania was quite different at systemic level. Aside from the issue of co-ordination at systemic level, this study also argues that the state is interested in regulating public universities to ensure their responsiveness to the MKUKUTA objectives. Drawing on a Foucauldian discourse, this researcher understand the state's choice of using funding for universities as a form of surveillance or panopticon to regulate institutional activities to fit the policy objectives. Even though the state uses funding as a form of surveillance, this researcher argues that the public universities, in their exercise of power, within the fluidity or multiplicity of power can choose to freely regulate their institutional activities that are aligned to the MKUKUTA objectives to their own advantage to raise an additional internal funding stream. This study is based on a qualitative research approach and indirectly also draws on the methodological framework of social constructionism. Being a qualitative study, it utilized structured interviews to engage respondents from three public universities, state agencies, international aid partners and the policy secretariat to understand the extent of responsiveness of the public universities to the mandate of the MKUKUTA for higher education.