1.ictanddistanceeducation Literaturereviewmbjan June23 2

Madhya-Bharti-Humanities and Social Sciences (Print Only)
Peer Reviewed Half Yearly Research Journal
ICT AND DISTANCE EDUCATION-LITERATURE REVIEW

Dr. Amarjit Deshmukh
Associate Professor, Bharati Vidyapeeth (Deemed To Be University) Institute of
Management and Research New Delhi
Dr. Megha Sehgal
Assistant Professor, Bharati Vidyapeeth (Deemed To Be University) Institute of Management
and Research New Delhi
Mr. Yashwant Kumar
Assistant Professor, Bharati Vidyapeeth (Deemed To Be University) Institute of Management
and Research New Delhi
Dr. Arvind Rehalia
Associate Professor, Bharati Vidyapeeth College of Engineering, New Delhi
ABSTRACT
This paper aims to study the role of Information Communication Technology (ICT) in
Distance Education context. It also aims at identifying the need for changes in Distance
Education and institutes for implementing ICT. Another objective of the study is to evolve a
model for ICT outcomes, which can serve as a guiding framework of learning for
implementing ICT within the institutes. In this paper author made a literature review and has
identified important dimensions characterizing supportive environment for ICT. Information
and communication technologies (ICT) have become common place entities in all aspects of
life.
KEYWORDS: ICT, Distance education, Software
INTRODUCTION
Student–teacher and student–student interactions in purely asynchronous distance learning
courses are much lacking compared to similar interactions found in face-to-face teaching,
causing learners to experience feelings of isolation, thus reducing motivation and increasing
dropout rates. We used Pal Talk, an Internet text and audio chat client from AVM Software,
Inc. (New York, NY), to offer the students live virtual classroom sessions within a unit of our
online distance learning M.Sc. program in Healthcare Informatics. On-demand replays of
audio excerpts from the sessions were also provided to accommodate absenteeism and for
student review. Five students completed an evaluation questionnaire. The results highlighted
the potential merits of using synchronous conferencing to assist in fostering a sense of
belonging to one supportive learning community among distance learners and improve
educational outcomes. Students were very positive toward the real-time human interaction
and voted for a 95/5 (asynchronous/synchronous percentages) blended delivery approach for
a typical unit in our program. They also praised Pal Talk's voice quality and ease of use. This
paper presents educational and technological perspectives about this experiment in the form
of a state-of-the- art review, without intending to be statistically rigorous.
However, robust research evidence is still required to convince educators fully about the
benefits of synchronous communication tools and help them decide on the most suitable
solutions for their particular circumstances (Kamel Boulos, Taylor, and Breton, 2005).
Madhya Bharti-83, January-June, 2023, ISSN 0974-0066, UGC Care List, (Multidisciplinary) 1
FRAMEWORK OF LEARNING S OF ICT
The purpose of this paper aims to bring together the findings and key points from a review of
significant part of the available literature associated with ICTs for Education and ICTs in
Education. This review set out to identify and evaluate relevant strategies in national and
international research and initiatives related to measuring and demonstrating the effective use
of ICT for education with regard to the teaching learning process; ICT and quality and
accessibility of education; ICT and learning motivation, ICT and learning environment, and
ICT to enhance the scholastic performance.
Information and communication technologies (ICT) have become commonplace entities in all
aspects of life. Across the past twenty years the use of ICT has fundamentally changed the
practices and procedures of nearly all forms of endeavour within business and governance.
Education is a very socially oriented activity and quality education has traditionally been
associated with strong teachers having high degrees of personal contact with learners.
Information communication technologies (ICT) at present are influencing every aspect of
human life. They are playing salient roles in learning places, business, education, and
entertainment. Moreover, many students recognize ICTs as catalysts for change; change in
learning conditions, handling and exchanging information, teaching methods, learning
approaches, scientific research, and in accessing information.
The use of ICT in education lends itself to more student-centred learning settings. But with
the world moving rapidly into digital media and information, the role of ICT in education is
becoming more and more important and this importance will continue to grow and develop in
the 21st century. In this paper, a literature review regarding the use of ICTs in education was
provided. Effective use of ICT for education, along with ICT use in the teaching learning
process; quality and accessibility of education; learning motivation. Learning environment,
and ICT and scholastic performance are important factors.
Education is one of the main keys to economic development and improvements in human
welfare. As global economic competition grows sharper, education becomes an important
source of competitive advantage, closely linked to economic growth, and a way for countries
to attract jobs and investment. In addition, education appears to be one of the key
determinants of lifetime earnings. Countries therefore frequently see raising educational
attainment as a way of tackling poverty and deprivation.
In developing countries, education is also linked to a whole batch of indicators of human
development.
Education of women influences the health of children and family size. The experience of
Asian economies in particular in the past two decades has demonstrated the benefits that
public investment in education can bring. In richer countries, education is seen as important
not just in the early years, but also in later life. As the pace of technological change quickens
and as the learning force in many rich countries grows older, education offers a way to
improve and update the skills and capabilities of the learning force.
There are, however, many constraints on delivering education to the right students at the right
time. In developing countries, there is frequently a shortage of qualified college teachers.
Students may live in scattered communities in rural areas. Money for books and teaching
materials may be scarce. In wealthier countries, money is also a problem: in particular, the
cost of university education has risen sharply, and students are increasingly expected to meet
all or part of the cost directly. But, at the level of higher education and training, the problem
is often also one of time. Students who are already in full-time employment find it hard to
take part in a university course offered at conventional times of day. Finally, employers, keen
to train staff, are often acutely conscious of the costs of taking students away from their main
job in order to attend training courses. They are therefore eager for more efficient and flexible
ways to deliver information to students.
All these factors have encouraged an interest in the use of information and communications
technologies (ICT) to deliver education and training. Computers began to appear in college
and university classrooms in the more advanced countries around the early 1980s. Broadband
connections to institutes and universities became commonplace in wealthier countries in the
second half of the 1990s. In developing countries, experience is more limited. This is not
necessarily a bad thing, as it should allow those countries to learn from the investments of
richer countries. Initially, educators saw the use of ICTs in the classroom mainly as a way to
teach computer literacy. Most now see a broader role: that of delivering many kinds of
learning at lower cost and with higher quality than traditional methods of teaching allow. In
addition, institutes and universities increasingly use ICTs, as do other large organizations, to
reduce the costs and improve the efficiency of administration.
By far the largest investments so far in ICTs have been in the United States. The United
States‟ budget for the use of technology in institutes is enormous: since 1989, the US
Department of Education has invested almost US$1 billion in the use of technology in public
education.
Not surprisingly, most of the learning developing educational ICTs and their most
widespread applications are in the United States. And, as a result, many of the evaluations of
ICTs have been carried out in the United States. Some lessons from American experience
will be universal. Others will be peculiar to that country‟s education system, which at the
higher level involves more private money and enterprise than does higher education in most
other countries.
In examining the development of ICTs in institutes, universities and training, an important
distinction should be made. In the case of institutes, teachers primarily use ICTs in the
college as an instructional device. “Distance” learning is rarely part of college teaching. In
the case of higher education and training, students are more likely to use ICTs partly to learn
at a distance from the instructor. Different teaching techniques are thus probably required in
the two areas of education. Also important to remember is the fact that most investment in
education is publicly financed. Indeed, some has been driven more by politics than education
policy. Computers and broadband connections have a high level of visibility; that makes them
an attractive way for politicians to claim to be upgrading education with public money.
SUPPORTIVE FACTORS FOR ICT
ICTs are making dynamic changes in society. They are influencing all aspects of life. The
influences are felt more and more at institutes. Because ICTs provide both students and
teachers with more opportunities in adapting learning and teaching to individual needs,
society is, forcing institutes aptly respond to this technical education.
Tinio (2002), states the potentials of ICTs in increasing access and improving relevance and
quality of education in developing countries. Tinio further states the potentials of ICT as
follows:
ICTs greatly facilitate the acquisition and absorption of knowledge, offering developing
countries unprecedented opportunities to enhance educational systems, improve policy
formulation and execution, and widen the range of opportunities for business and the poor.
One of the greatest hardships endured by the poor, and by many others, who live in the
poorest countries, in their sense of isolation, and ICTs can open access to knowledge in ways
unimaginable not long ago.
Pelgrum and Law (2003) state that near the end of the 1980s, the term „computers‟ was
replaced by „IT‟ (information technology) signifying a shift of focus from computing
technology to the capacity to store and retrieve information. This was followed by the
introduction of the term „ICT‟ (information and communication technology) around 1992,
when e-mail started to become available to the general public (Pelgrum, W.J., Law, N.,
2003).
According to UNESCO (2002), information and communication technology (ICT) may be
regarded as the combination of „Informatics technology‟ with other related technology,
specifically communication technology. The various kinds of ICT products available and
having relevance to education, such as teleconferencing, email, audio conferencing, television
lessons, radio broadcasts, interactive radio counseling, interactive voice response system,
audiocassettes and CD ROMs etc. have been used in education for different purposes.
In Watson‟s (2001) description, ICTs have revolutionized the way students learning today
and are now transforming education systems. As a result, if institutes train children in
yesterday‟s skills and technologies they may not be effective and fit in tomorrow‟s world.
This is a sufficient reason for ICTs to win global recognition and attention. For instance,
ICTs are dependable tools in facilitating the attainment of one of the Millennium
Development Goals (MDGs), which is achievement of universal primary education by the
year 2015.
Kofi Anan, the former United Nations Secretary General, points out that in order to attain the
goal of Universal Primary Education by the year 2015; we must ensure that information and
communication technologies (ICTs) unlock the door of education systems. This indicates the
growing demand and increasingly important place that (ICTs) could receive in education.
Since ICTs provide greater opportunity for students and teachers to adjust learning and
teaching to individual needs, society is, forcing institutes to give appropriate response to this
technical education.
Even though ICTs play significant roles in representing equalization strategy for developing
countries, the reality of the digital divide- the gap between those who have access to, and
control technology and those who do not, make a huge difference
ICT ENHANCING TEACHING AND LEARNING PROCESS
The field of education has been affected by ICTs, which have undoubtedly affected teaching,
learning and research (Yusuf, 2005) .ICTs have the potential to accelerate, enrich, and deepen
skills, to motivate and engage students, to help relate college experience to learning practices,
create economic viability for tomorrow's learning ers, as well as strengthening teaching and
helping institutes change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by
Yusuf, 2005). In a rapidly changing world, basic education is essential for an individual be
able to access and apply information. Such ability must find include ICTs in the global
village.
Conventional teaching has emphasized content. For many years course have been written
around textbooks. Teachers have taught through lectures and presentations interspersed with
tutorials and learning activities designed to consolidate and rehearse the content.
Contemporary settings are now favouring curricula that promote competency and
performance. Curricula are starting to emphasize capabilities and to be concerned more with
how the information will be used than with what the information is.
Contemporary ICTs are able to provide strong support for all these requirements and there are
now many outstanding examples of world class settings for competency and performance-
based curricula that make sound use of the affordances of these technologies (Oliver, 2000).
According to Cabero (2001), "the flexibilization time-space accounted for by the integration
of ICT into teaching and learning processes contributes to increase the interaction and
reception of information. Such possibilities suggest changes in the communication models
and the teaching and learning methods used by teachers, giving way to new scenarios which
favour both individual and collaborative learning”. The use of ICT in educational settings, by
itself acts as a catalyst for change in this domain. ICTs by their very nature are tools that
encourage and support independent learning. Students using ICTs for learning purposes
become immersed in the process of learning and as more and more students use computers as
information sources and cognitive tools (Reeves & Jonassen, 1996), the influence of the
technology on supporting how students learn will continue to increase.
ICT ENHANCING THE QUALITY AND ACCESSIBILITY OF EDUCATION
ICT increases the flexibility of delivery of education so that learners can access knowledge
anytime and from anywhere. It can influence the way students are taught and how they learn
as now the processes are learner driven and not by teachers. This in turn would better prepare
the learners for lifelong learning as well as to improve the quality of learning. In concert with
geographical flexibility, technology-facilitated educational programs also remove many of
the temporal constraints that face learners with special needs (Moore & Kearsley, 1996).
Students are starting to appreciate the capability to undertake education anywhere, anytime
and anyplace. One of the most vital contributions of ICT in the field of education is- Easy
Access to Learning. With the help of ICT, students can now browse through e-books, sample
examination papers, previous year papers etc. and can also have an easy access to resource
persons, mentors, experts, researchers, professionals, and peers-all over the world. This
flexibility has heightened the availability of just-in-time learning and provided learning
opportunities for many more learners who previously were constrained by other
commitments (Young, 2002). Wider availability of best practices and best course material in
education, which can be shared by means of ICT, can foster better teaching. ICT also allows
the academic institutions to reach disadvantaged groups and new international educational
markets. As well as learning at any time, teachers are also finding the capabilities of teaching
at any time to be opportunistic and able to be used to advantage. Mobile technologies and
seamless communications technologies support 24x7 teaching and learning. Choosing how
much time will be used within the 24x7 envelope and what periods of time are challenges that
will face the educators of the future (Young, 2002).
Thus, ICT enabled education will ultimately lead to the democratization of education.
Especially in developing countries like India, effective use of ICT for the purpose of
education has the potential to bridge the digital divide.
ICT ENHANCING LEARNING ENVIRONMENT
ICT presents an entirely new learning environment for students, thus requiring a different
skill set to be successful. Critical thinking, research, and evaluation skills are growing in
importance as students have increasing volumes of information from a variety of sources to
sort through (New Media Consortium, 2007). ICT is changing processes of teaching and
learning by adding elements of vitality to learning environments including virtual
environments for the purpose. ICT is a potentially powerful tool for offering educational
opportunities. It is difficult and maybe even impossible to imagine future learning
environments that are not supported, in one way or another, by Information and
Communication Technologies (ICT).
ICT provides opportunities to access an abundance of information using multiple information
resources and viewing information from multiple perspectives, thus fostering the authenticity
of learning environments. ICT may also make complex processes easier to understand
through simulations that, again, contribute to authentic learning environments. Thus, ICT
may function as a facilitator of active learning and higher-order thinking (Alexander, 1999;
Jonassen, 1999). The use of ICT may foster co-operative learning and reflection about the
content (Susman, 1998). Furthermore, ICT may serve as a tool to curriculum differentiation,
providing opportunities for adapting the learning content and tasks to the needs and
capabilities of each individual pupil and by providing tailored feedback (Mooij, 1999; Smeets
& Mooij, 2001).
INTELLIGENCE GENERATION BY STUDENTS THROUGH ICT
Intelligence generation has inertial tendency in education in education. Intelligence
generation has been conceptualized as a dialectical process, in which various contradictions
are synthesized through dynamic interactions among individuals, the institutes, and the
environment (Nonaka and Toyama, 2002). Wiig (1997) defined intelligence generation as
understanding, focusing and managing systematic, explicit and deliberate intelligence
building, renewal and application. The use of intelligence generation to gain performance
advantage has also been emphasized. The term “intellectual capital” encompasses all forms
of student intelligence that can be converted into profit, including know-how and processes,
patents and copyrights, as well as the skills and experience of students and relationships with
students and suppliers. The resource-based view of the institute has led to an increasing
interest in the idea that intelligence is a key resource that institutes must proactively manage
if they are to sustain competitive advantage over the long haul. Theory of intelligence-
generating institutes provides for institutes to propose that intelligence generation is critical
for CE (Nonaka and Takeuchi, 1995). Further, he also addressed the question of how
institutes organize the process of intelligence generation and dissemination and use it to
design new products, services or systems (Barringer and Bluedorn, 1999; Covin, 1991).
Moreover, learning institutes tend to engage in greater level of information-scanning
activities (Hambrick, 1982; Narver and Slater, 1990; Jawaroski and Kohli, 1993; Barret and
Weinstein, 1998; Nonaka and Toyama, 2002; Ramachandran and Ray, 2006).
Maintaining good communication with external constituents, especially students, facilitates
the flow of information and other resources that are crucial for education (Barringer and
Bluedorn, 1999; Fiol, 1996; Hornsby et al., 1993; Kanter, 1982; Lumpkin and Dess, 1996;
von Hipple, 1978; Zahra, 1991). Christensen (1997) and Utterback (1994) pointed to the
danger of allowing student to dictate education. Given an insight into the deficiencies of
intelligence processes and their causes, it becomes possible to analyze whether changes in the
structure, the information and communication technology or the human resource management
of the institutes are needed to resolve them.
INTELLIGENCE DISSEMINATION, KNOWLEDGE SHARING AND ICT
Institutes act on the basis of their market intelligence including their intelligence of students
and competitors. The concepts of intelligence dissemination have also been emphasized for
CE outcomes. Appropriate infrastructure and processes are the instruments for improving
intelligence dissemination (Ruggles, 1996) (i.e., selecting, training and motivating students to
share intelligence) and institutional measures (i.e., self-regulating teams to enhance
dissemination intelligence).
It has been found that person‟s interactions result in greater trust, self-disclosure, and
commitment between them (Frances and Sandberg, 2000), which increases the mutual
predictability of team members‟ actions and increases mutual trust using ICT. Familiarity
with one another fosters a safe environment facilitating the generation of alternative views
leading to more effective decision-making processes (Nonaka and Takeuchi, 1995; Sheshadri
et al., 2003).
Education is a key differentiator at all levels. Just as it can change the complete worldview
and lifestyle at the level of an individual, at an aggregate level of a community, state or
country, it can determine both the direction and rate of economic development. Effective
teaching, therefore, has always been considered a sine qua non of good societal–– and within
a society good human development. In this article we analyze what determines the extent and
nature of use of information and communication technologies (ICT) in classroom teaching of
management subjects and also how the use of ICT can impact the effectiveness of classroom
teaching of management. The abbreviation ICT is used in this article as an umbrella term that
includes any single information or communication technology, a combination of many of
these or any technology based on the convergence of these.
Because of its importance, education has been a subject of intense research among academics
from various disciplines. Buffa and Sarin (1987) present a four-category modified version of
the classification scheme of Baumol (1984) in which he categorized education as a stagnant
personal service––the category having the least potential of productivity enhancement and
cost reduction through use of technology. In fact, the next category of substitutable personal
services can have a great leap in productivity through technological education but while the
substitutes for the personal services are less costly, they are often also inferior. The remaining
two categories, namely progressive services and explosive services, both have a huge
potential of productivity enhancement through technological education, although the overall
effects are quite different for each. Later, Baumol (1995) defended the case for subsidizing
such public goods as education and arts––else not enough quantity will be produced in the
economy. His comments were obviously restricted to the classroom teaching mode and it
therefore appears that technology may have a role in improving the effectiveness of
classroom teaching and not so much its efficiency.
At another level, the purpose, pedagogy and performance of education at primary, secondary
and tertiary levels are quite different from each other thus suggesting that the use of
technology in general or that of ICT in particular should also be different. According to Punie
et al. (2006) the use of ICT for learning is most widespread in the tertiary education. Even
within tertiary education, the use and role of technology in higher education and in
professional education are quite different. Finally, as a category of professional education,
management education has been influenced by technology both as a driver and as an enabler.
ICT has had a major role in the delivery of educational programmes at the tertiary level––
particularly in management education. In fact, this phenomenon has been referred to as
technology mediated learning (TML) in the literature (Alavi and Gallupe, 2003). Technology
drives the complete delivery of education in these applications. However, in this article we
focus on the use of technology in classroom teaching, i.e., using the conventional delivery
mode.
Thus, we study the use of technology as an enabler and not as a driver of the
teaching/learning processes. Evans (2001) differentiates between traditional classroom
education and technology-enhanced classroom education. Traditional Classroom Education
involves regular class meetings and face-to-face faculty lectures with limited use of
technology (such as transparencies). In Technology- Enhanced Classroom Education, the
dominant mode of learning remains regular class meetings and face-to-face faculty lectures.
However, technology plays a significant role inside and outside the classroom (via
PowerPoint slide presentations and computer-related faculty presentations, computer
simulations, e-mail, chat groups, bulletin boards, CD-ROMs, online learning materials at
faculty Web pages, etc.). (Evans, 2001, p. 2) One can perhaps add DVDs, streaming videos,
blackboard discussion boards, and other learning management system based ones to this list
today. Cohen (1997) observed that as compared to traditional ones, technology-rich
classrooms offered more fluid social interactions between teachers and students, and learning
was seen as a more natural process. Of course, his observations were made on a small sample
of secondary college students. Landen (1997) questions whether technology is suitable for all
types of students or for all types of learning and cautions that educators need to be
knowledgeable and selective in their use of technology. Some other authors have also
cautioned against the overuse, under-use and misuse of ICT, while at the same time giving a
very clear message that ICT has provided us a great opportunity that has to be harnessed
(UNESCO, 2002).
An international comparative survey conducted in six European countries and in USA on the
use of ICT in higher education (Collis and van der Wende, 2002) found that higher education
institutions neither expect nor are adopting radical change related to the use of ICT. Although
use of ICT is widespread in the campus as part of the teaching and learning process, the
lecture remains the most valued instructional form. In the absence of a clear institutional
policy or any systemic reward or punishment for ICT use, actual use depends on the
instructors‟ views on teaching and learning and on their actual learning load and job
satisfaction.
A similar picture was presented by Stottinger and Schlegelmilch (2002) when they studied a
sample of 221 Austrian students and found that while the students had a positive attitude
towards the use of ICT, institutions in tertiary education were only reluctantly using ICT and
its intensive use was rather limited. In another survey, Nooriafshar (2005) found that visually
enriched learning environments were considered very effective by students and he suggests
that this idea can be used in globalizing education by creating learning environments with a
lower text dependency to suit students whose native language is different from the medium of
instruction. A review of studies of ICT impact on institutes in Europe (Balanskat et al., 2006)
found that all the studies reviewed had identified a range of important wider benefits of ICT
on learning, including the positive impact of ICT on students‟ motivation and skills,
independent learning and team learning.
VARIABLES IDENTIFIED FROM LITERATURE SURVEY
The institute level ICT issues having dominant influence on ICT outcomes as supported by
multiple research evidences from the literature have been identified for empirical
investigation under the study. Variables having similarity of concepts, or those contributing
to the same result(s), have been grouped together in terms of macro variables. These
antecedents are listed below:
1. ICT enhancing teaching and learning process Measured by potential to accelerate,
enrich, and deepen skills, to motivate and engage students, to help relate college
experience to learning practices, create economic viability for tomorrow's learning ers,
as well as strengthening teaching and helping institutes change (Davis and Tearle, 1999;
Lemke and Coughlin, 1998; cited by Yusuf, 2005).
2. ICT enhancing the quality and accessibility of education Measured by increase in
the flexibility of delivery of education so that learners can access knowledge anytime and
from anywhere. It can influence the way students are taught and how they learn as now
the processes are learner driven and not by teachers and seamless communications
technologies support 24x7 teaching and learning (Moore & Kearsley, 1996).
3. ICT enhancing learning Environment Measured in terms of enhancing critical
thinking, research, and evaluation skills are growing in importance as students have
increasing volumes of information from a variety of sources (New Media Consortium,
2007).
4. Provides Learning Discretion to students and faculty Measured by (i) freedom to
develop ideas, (ii) own boss, (iii) autonomy of learning methods, (iv) autonomy of
judgment, (v) autonomy of abilities, (vi) autonomy in selection of business ideas, (vii)
autonomy of decision-making and (viii) autonomy of job (Hornsby et al. 2002).
5. Provides Flexibility to students to learn at their ease Measured by (i) learning
performance (in terms of time, amount, quality, and timeliness), (ii) clarity of standards
of performance, (iii) absence of standard operating procedures, (iv) written rules and
procedures and (v) administrative processes (Burgelman and Sayles, 1986).
6. Intelligence Generation by students through ICT Measured by (i) good
communication, (ii) polling end users, (iii) intelligence generated independently (by
different departments), (iv) periodical review, (v) collection of macroeconomic
information, (vi) maintaining contacts (with regulatory bodies), (vii) evaluating
information on social trends, (viii) spending time with suppliers and (ix) few students
collecting information (Jawaroski and Kohli, 1993; Nonaka and Toyama, 2002).
7. Intelligence Dissemination by students through ICT Measured by (i) spending
time discussing student needs, (ii) periodical study material circulation, (iii) cross
functional meetings, (iv) inter-departmental meetings, (v) spending time sharing
information about technology and (vi) information spreading at all levels (Nonaka and
Toyama, 2002; Jawaroski and Kohli, 1993).
8. Time Availability through ICT Measured by (i) not too heavy learning load (design
of learning methods), (ii) plenty of time, (iii) right amount of time and learning load, (iv)
little time to think about wider institutional problems, (v) learning ing with time
constraints and (vi) time for long-term problem solving (Slevin and Covin, 1997).
CONCLUSION
The review of literature suggests that the recent trend in ICT is towards the management of
students‟ activities. Numbers of traditional concepts are fast changing to make place for new
concepts accepting the need to address the requirements of fast changing global markets.
Apparently, the new trend indicates towards „adoption of ICT‟ for successful product,
service, market and process development.
The changes in the market environment are affecting both advanced countries and developing
countries. The net result of the changes can be summed up as: rapidly advancing technology,
globalization of business, rising competition, rising number of new competitors, shrinking
product life-cycle, world-wide sourcing, new products being introduced at faster pace than
before, students expecting higher quality products and services at lower prices, market
saturation leading to search for newer markets and implementation of better and more
efficient processes for meeting better students requirements.
Flexibility in institutes has now acquired a newfound important status in ICT. A closer look
on published literature indicates that organisational flexible boundary as a separate stand-
alone strategy is rapidly changing. The supportive environment including the design of
rewards and HR practices has already acquired a level of flexibility in actual institutes
through the implementation of ICT. Inter-departmental collaboration in developmental
activities can also be enhanced through ICT. HR practices/policies particularly related to
management support, learning discretion emerging out of specially designed structure, time
availability, interdepartmental collaboration for knowledge sharing and risk-taking have
important role in creating implementing environment for better education facilities for the
students. Without the supporting environmental drivers, implementing ICT becomes an
oxymoron.
Management support has very significant influence on the ICT outcomes. The research
evidences from the literature suggest that success in the ICT process is largely the
consequence of three levels of strategies. The first level strategies relate to the institute level
decision including joint ventures, acquisitions, mergers, vision and organisational objectives
and goals. The second level includes departmental level strategies such as management
support and flexible boundary. The third level of strategies relate to the functional level
strategies for students including intelligence generation and dissemination, rewards, learning
discretion and time availability for pursuing education.
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