A

RESEARCH PROPOSAL
ENTITLED

A
COMPARATIVE OF ICT
IMPLEMENTATION IN ADMINISTRATION OF
SELECTED MANAGEMENT INSTITUTES IN
SATARA, SANGLI AND KOLHAPUR
DISTRICT

SUBMITTED TO

UNIVERSITY OF PUNE

FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY
IN
COMPUTER MANAGEMENT
BY

SHRI. ABHIJIT SHANKARRAO DESAI

UNDER THE GUIDANCE OF

DR. YASHWANT S. PATIL

VAIKUNTH MEHTA NATIONAL INSTITUTE OF CO-OPERATIVE

MANAGEMENT, PUNE
UNIVERSITY ROAD, PUNE-7

MAY 2011

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INTRODUCTION:

Education system always runs with the objective of providing knowledge to

learners by all possible ways using all types of mediums available. Information and

Communication Technology [ICT] has the potential to play a vital role in every

educational institutes teaching learning process. Implementation of ICT has an

impact on some key areas such: redesign and presentation of curriculum, uses of

available resources and the way current activities of teaching-learning process are

being reconfigured.

As management institutions of higher learning involved in the education of

current and future managers, we are committed to engaging in a continuous process of

improvement with the help of principles and their application, reporting on progress

to all our stake holders and exchanging effective practices with other academic

institutions such as, developing the capabilities of students to be future generators of

sustain able value for business, incorporating into academic activities and curricula

the values of global social responsibility, to create educational frameworks, materials,

processes and environments with the help of technological advancements that enable

effective learning experiences for responsible leadership, engaging in conceptual and

empirical research that advances our understanding about the role, dynamics, and

impact of corporations in the creation of sustainable social, environmental and

economic value, interacting with managers of business corporations and facilitate

dialogue between stakeholders.[1]

Information and Communication Technology (ICT):

Information and communications technologies (ICT) are a diverse set of technological

tools and resources used to communicate, and to create, disseminate, store, and

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manage information. Communication and information are at the very heart of the

educational process, consequently ICT-use in education has a long history. ICT has

played an educational role in formal and non-formal settings, in programs provided by

governmental agencies, public and private educational institutions, for-profit

corporations and non-profit groups, and secular and religious communities.[2]

The new digital ICTs are combinations of hardware, software, media, and delivery

systems. Today, ICT in education encompasses a great range of rapidly evolving

technologies such as desktop, notebook, and handheld computers, digital cameras,

local area networking, the Internet2 and the World Wide Web, CD-ROMs and DVDs;

and applications such as word processors, spreadsheets, tutorials, simulations,

electronic mail (email), digital libraries, computer-mediated conferencing,

videoconferencing, and virtual reality.

The advantages of ICT implementation in education are integration of multiple media,

interactivity, usage flexibility, better connectivity, new pedagogical methods, remote

resource access, enabling collaborations amongst online experts to deliver best

possible knowledge to learners, etc.

There are some difficulties faced in implementing such innovations, and due to rapid

evolution in technologies, the present technology used for ICT implementation in

education may quickly become outdated. [3]

Implementation of Information and communications technology applications (ICT) is

a fruitful consequence of technological advancement. ICT means delivering content to

various destinations using the advancements of computing technologies effectively. It

is possible to develop a greater understanding of its applicability in educational

institute operations by having an insight at its origin and the principles that drives its

development.

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The UNESCO institute for statistics (UIS) has published the Guide to measuring

Information and communication Technologies (ICT) in education, which represents

internationally standardized concepts and indicators measurement specification that

will ensure consistent use and interpretation of ICT in education. The proposed ICT

indicators are based on data that can be generated within existing official

administrative sources.[4] The guide to easurement2009

Significance and need for the study

This study aims to undertake an extensive research study to be carried out in

selected management institutes from western Maharashtra to assess the impact of ICT

implementation on academic and administrative processes of selected management

institute. In addition, a range of practical solutions in overcoming the universal

problems of staff and student access to computers, professional development for

educators, and internet access will be revealed.

In India, National Mission on Education through ICT has already started

taking steps to start a virtual university, which will impart education to all parts of the

nation, especially for the deprived sectors of the society. In this context, Management

education is one of the rapidly growing faculties of education, which requires to

undertake a study which will help to assess the present status of ICT implementation

and its impact on various academic and administrative processes of a management

institute.

Keeping in view, a detailed study to assess current status of ICT

implementation in management institute has assumed greater importance. Hence,

researchers intend to undertake a study on impact of ICT implementation on academic

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and administrative processes of select management institutes in western Maharashtra.

Findings of the study will be of immense use to policy makers of the management

institutes.

REVIEW OF LITERATURE:

Review of relevant literature, an important factor in research process. In early stages

of research process, it helps to present an authoritative statement explaining the need

of the research. In the viewpoint to understand the research gap in chosen research

area and earlier research work done in the area of ICT implementation in education

sector. The literature selected for the purpose of review was selected on the basis of its

relevance to the research area of the study.

UNESCOs World Communication and Information Report(1999), New

Direction of ICT in education, In this report, the UNESCO accessed the possibilities

of ICT use in education and found that use of ICT in education is inviting

transformations which gives promise for the improvement of the lives of human being

worldwide. Although there was a focus on existing, widespread uses of ICTs in

education, but technological advances in wireless telecommunications, virtual reality,

pervasive computing, artificial intelligence, speech recognition, and next generation

networking technologies promised to remodel todays educational applications.[8]

Franois Larose et al ( 1999) presented relatively extensive review of the literature

on the epistemological issues in their research study entitled Information and

Communication Technologies in Educational institute Teaching and in Teacher

Education: Journey in a Major Qubec Educational institute's Reality that underlies

the integration of information and communication technologies (ICTs) in educational

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institute teaching. On one hand, researcher observed that the presence of an

ideological trend portraying the integration of ICTs essentially as a way to render

educational institute operations more profitable, allowing for the increase of

teacher/student ratios through larger-sized classes, published in Electronic Journal of

Sociology.[6]

Asifiwe Collins Gyavira Rubanju (2002), in his article reviewed the impact of ICT

on Educational institutes: Classroom/Lecture theatre Design and Curriculum Delivery.

Researcher found that Information and communication technologies are beginning to have

an impact on curriculum and classroom/lecture room design in each of the three educational

institutes visited. However there was still need of transformation of the traditional lecture

room design and curriculum delivery methods to those where ICT will be a necessity. The use

of the information gained during this research was directed to drive organizations and

individuals towards differing solutions in response to the needs of their students and learning

communities. It was important that educators and administrators collaborate and learn from

the mistakes, discoveries and best practice from other educational institutes and researchers.

It has also been noted that where rigorous examination systems and prescribed learning

outcomes control the curriculum, it was much harder for innovative use of technology in the

curriculum to occur.[10]

Teay Shawyun(2003) has proposed an integrated performance management model

for performance measurement and management for education excellence. In this

research paper, researcher tried to propose an integrated performance management

system by referring models of Malcolm bald ridge 2003 national quality criteria for

education, the strategy focused organization(2001) and EFQM self assessment

guidelines(200). In the proposed model, researcher has suggested some key

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performance indicators to assess the performance of an education institution. Finally,

the researcher has applied this model to various institute in Thailand. [5]

Daniel A. Wagner et al (2005) has published core indicators for monitoring and

evaluation studies in ICTs for education. By the way of providing this research paper

at infodev, authors has provided option for decision makers to monitor and evaluate

ICT in eduation. In their research paper

Yolande R Mc Nicoll et al(2006) has studied various aspects of developing key

performance indicators for designing measurement for faculty in an educational

institute. The researcher has studied the criteria for determining KPI and creating

awareness of the need for explicit attention to organizational learning.[6]

Areti Valasidou(2008) in his research study on topic The impact of ICT s in

education: The case of Educational institute of Macedonia students. analyzed how

familiar are the students of international and political studies with the use of ICTs on

and off campus. The second purpose of the research was to examine the possible

relationship between the use of ICTs and the gender and the students performance

(marks) at the Introduction to Computers module, a part of their programme of

studies. The results revealed that male students are more favourable toward ICT usage

and the students that scored high at the module Introduction to Computers were

more likely to find that the use of ICTs help them at their studies with various ways.

The educational institute academic and administrative personnel was highly

recommended to find ways in order the students to be motivated and maintain positive

students attitudes to use ICTs.[7]

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National mission on Education through Information and communication

Technology(2009), Department of higher education, Ministry of Human Resource

Development, Government of India , in their policy document suggests that mission in

envisioned for purpose like content generations, connectivity along with provision for

access devices for institutions and learners. The mission would create content for

target group and simultaneously seeks to extend computer infrastructure and

connectivity to over 18000 colleges including department of 400 educational institutes

nationwide. Hence a initiative has started on the side of Government of India, which

has set an objective of implementation of ICT in education sector to bring the new age

technology for delivering knowledge in Indian education system.[11]

After reviewing the selected literature, it is come to know that there is a need for

research study in the area of management education in Western Maharashtra.

STATEMENT OF PROBLEM:

In a todays education system, the learner has occupied the central position. A large

number of activities are directed towards benefits of learner in education system in

order to help them to gain knowledge. Management institutions worldwide are paying

special attention towards implementation of ICT in their operations and have changed

their mode of operation of imparting education.

Information and Communication Technology (ICT) gained recognition in the recent

time, primarily driven by its perception as computerization of operations of

educational institutes. There is immense need of evaluating the impact of ICT

implementation on various academic and administrative processes, especially students

perceptions about the merits of an ICT innovations are valuable. But unfortunately

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there is no unique internationally standardized performance measurement indicators

were available for long time. In 2009, UNESCO Institute of statistics has published

guidelines for measuring ICT implementation in education. There is no such

exhaustive study is being undertaken in the field of management studies to measure

the impact of ICT implementation.

Hence this research study titled A Study on Impact of Information and

Communication Technology (ICT) Implementation on academic and

administrative processes of Select Management Institutes in Western

Maharashtra, which strives to explain how ICT implementation brings change in

effectiveness of teaching-learning process. It establishes a relationship between ICT

implementation and performance of management institute as well as students.

OBJECTIVES OF THE STUDY:

This study sets out the following objectives:

1. To assess the current status of ICT implementation in academic and administrative

processes of management institutes.

2. To identify key performance indicators for measuring impact of ICT

implementation in academic and administrative processes of management

institutes.

3. To measure the impact of ICT implementation in academic and administrative

processes of selected management institutes.

4. To study the impact of ICT implementation on development of students ICT

competence.

5. To suggest ICT implementation strategy and framework for ICT implementation

in management institutes.

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HYPOTHESES:

1. There is significant correlation exist between ICT implementation and

improvement in academic processes.

2. There is significant correlation exist between ICT implementation and

improvement in administrative processes.

3. There is significant correlation between ICT usage and basic computer skills of

administrative staff.

4. Development of Students ICT competence does not depend upon ICT

implementation.

RESEARCH DESIGN & METHODOLOGY

Location of the Study Area:

The study area is proposed to confine to the management institutes in western

Maharashtra, which includes pune, satara, sangli, kolhapur and solapur district. These

five districts together have accounted more than 250 management institutes offering

MBA/MCA programmes.

SCOPE OF THE STUDY:

Geographical Scope: this study is confined to the western

Maharashtra region (Pune, Satara, Sangli, Kolhapur and Solapur Districts).

Topical Scope: The focus of this study is on the ICT implementation in the

selected management institutes in western Maharashtra region.

Analytical Scope: The data collected as a part of study will be analysed to

fulfill the objectives and test the hypotheses.

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 Functional Scope: This research study aimed to propose an

Integrated framework for ICT implementation in management institutes.

SAMPLE:

The sample for the study will consist of management institutes from western

Maharashtra. The statistics maintained by AICTE, New Delhi and Directorate of

Technical Education, Maharashtra brought out the existence of 250 management

institutes in Western Maharashtra and it covers Pune, Satara, Sangli, Kolhapur,

Solapur districts. Out of 250, 190 are offering MBA/PGDM programmes and

remaining 60 are offering MCA programmes. Further these institutions are classified

depending upon their status as University Department, Government Institution,

Autonomous Institutes, Un-aided institutes, Un-Aided - Linguistic Minority and Un-

Aided - Religious Minority.

Number of Management Institutes in Western Maharashtra:

Sr.No Name of the Course Type of Management Institute Numbers

1 MBA University Department 03

Un-aided 142
Un-aided Linguistic Minority 10
Un-aided Religious-Minority 03
2 MCA Government Institute 01
Un-aided 52
Un-aided Linguistic Minority 06
Un-aided Religious-Minority 01
3 PGDM Un-aided 29
Government Institutions 03
The sampling method will be stratified proportionate random sampling

method in which sample units are divided into six stratums. Each category of

institutes status is considered as stratum.

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Selection of Respondents: In order to select respondents, various stakeholders the

management institutes will be selected for the purpose of data collection. The

respondents are grouped into students, faculty, administrative staff and management.

DATA COLLECTION METHODS:

The above mentioned objectives of the study will be fulfilled by adopting the

following methodology.

Survey Method:

The survey method will be adopted to obtain the relevant information

pertaining to the ICT implementation in the management institutes with the help of

structured questionnaire and interview schedule administered to high-ranking

authorities of the management institutes.

Types of Questions & Scaling Techniques:

Following types of questions will be used in the questionnaire.

1. Open-ended questions

2. Dichotomous questions

3. Multiple-choice single response

4. Multiple-choice multiple response

In addition, a Likert Scale will be used for obtaining rankings.

Primary Data:

The primary data will be collected through a structured questionnaire that will

be mailed to the respondents and also through interviews with the help of a schedule.

(a) Structured Questionnaire:

A structured questionnaire will be prepared, suitably amended after

pre-testing and mailed to the educational institute authorities, faculty

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 members, various department heads, students and other key persons of

the selected educational institutes.

(b) Structured and Unstructured Interviews:

With the help of questionnaire, some data and information required to

fulfill few objectives cannot be collected. In such cases, an in-depth

interview with the help of a structured and unstructured interview

schedule will be administered by the researcher.

Secondary Data:

The secondary data will comprise of existing published and unpublished

literature such as Documentary data, training material, library sources will be used for

laying the conceptual framework.

SELECTION OF ACADEMIC AND ADMINISTRATIVE PROCESSES

According to various assessment manuals of UGC, NAAC, AICTE, DTE, research

would like to select following academic and administrative processes.

Academic processes include Curriculum design & delivery, classroom ICT resources,

Teaching staff development, students ICT competency development and thematic

social networking services.

Administrative processes include Admission & eligibility related services,

Examination related services, Student support services, Institute administration related

services and Administrative staff development.

The guidelines given by UNESCO Institute for Statistics, a total 45 new indicators are

proposed to measure the impact of ICT implementation. These indicators are further

classified into categories as learning and teaching, student activities, infrastructure,

administration, teaching staff development, usage of ICT, etc.

DATA ANALYSIS:

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The statistical primary data will be processed on a Personal Computer (PC) with the

help of spreadsheet application software like MS Excel to generate tables, charts and

graphs. For the analysis of data, various statistical tools will be used such as measures

of central tendency, correlation coefficient etc. scores of ICT implementation( Before

and After) on academic processes and administrative processes will be calculated for

each management institute, from which we can measure overall impact of ICT

implementation, and possible correlation between ICT implementation and academic

& administrative processes.

PROPOSED CHAPTER SCHEME:

A brief outline of the chapters of proposed study is as below

Chapter 1: Introduction to ICT and ICT Applications

Chapter 2: Research Methodology
Chapter 3: Literature Review
Chapter 4: Profile of Management Institutions in Western Maharashtra
Chapter 5: Data Analysis and Interpretation
Chapter 6: Findings and Suggestions
Bibliography
Annexure

References:

1. UN Global Impact (2007), The Principles for Responsible Management Education,

UN global impact Office.
2. Victoria L. Tino(2002) ICT in Education, UNDP-APDIP

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3. Mary Hayes, David Whitebread(1996) ICT in early years, Tata McGraw hill
Education New Delhi, ISBN: 9780335208098
4. Maria Del Mar Camacho Marti (2006), Teacher Training In ICT-Based Learning
Settings: Design And Implementation Of An On-Line Instructional Model For
English Language Teachers, Universitat Roviera I Virgili, Doctoral Thesis,
Available at ww.tdr.cesca.es/TESIS_URV/.../TDX.../tesiMarCamacho.pdf,
accessed 31 March 2011.
5. Gunmala Suri(2006), Organizational Culture in ICT Implementation and Knowledg
Management in Spanish and Indian Educational institutes: A Conceptual Model
Available at www.csi-sigegov.org/3/1_280_3.pdf, accessed on 1 March 2011.
6. Franois Larose (1999), Information and Communication Technologies in
Educational institute Teaching and in Teacher Education: Journey in a Major
Qubec Educational institute's Reality, Electronic Journal of Sociology (1999)
ISSN: 1198 3655, http://www.sociology.org/content/vol004.003/francois.html ,
accessed on 15 April 2011
7 Areti Valasidou(2008), The Impact Of ICTs In Education:The Case Of
Educational institute Of Macedonia Students, Journal of Business Case
Studies March 2008 Volume 4, Number 3, available at www.cluteinstitute-
onlinejournals.com/PDFs/691.pdf, accessed on 3 March 2011
8. Prof. c Burton(1999), New Directions of ICT-Use in Education, UNESCOs
World communication and Information Report 1999, available at
www.unesco.org/education/educprog/lwf/dl/edict.pdf, 4 February 2011.
9. G.S.Vidyashankar and L.Prakash Sai(2006), ICT-based Education inSchools:
Emerging Business Models in India, available at
www.unescobkk.org/.../3.A.3._Vidyashankar_Gourishankar.pdf, 2 January 2011.
10. Asifiwe Collins Gyavira Rubanju (2002), The impact of ICT on Educational
institutes: Classroom/Lecture theatre Design and Curriculum Delivery. Available
at www.uv.uio.no/docs/TheimpactofICTonEducationalinstitutes.doc, 1 Feb, 2011
11 National mission on Education (2009), synopsis of National Mission on
Education through ICT, available at http://www.education.nic.in/dl/SYNOPSIS-
NME.pdf, accessed on 10 March 2011.

Abhijit S Desai Dr.Yashwant S. Patil

(Research Student) (Research Guide)

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