Transnational Higher Education Programs for Facilitating Interuniversity Knowledge Transfer - Research Proposal Example

?Proposed of the study Factors that serve as barriers to communication between the universities and which adversely affect knowledge and information publications from the institutions. Purpose of the study Communications is the means of transferring knowledge between two sources. It enables the flow of information from source to receiver and vice versa. In modern world of today, the educational standards have been raised quite high and developed countries are improving their educational facilities to produce future leaders. Communication enhances the sharing of ideas and research findings for mitigation of education (International Institute for Educational Planning, 1-3; Agustian, Djoko and Hitendra, 1-4). However, breakdown in communication especially between universities in third world countries have been blamed a lot in that it contributes to lack of informational development as shown by such features as low publications as compared to the publications from the first world where communication between the universities is quite effective (Ogunsola, para 1-5; Aubert, 2). Firstly, the collaboration between universities is highly dependent upon their joint ventures and projects. It is not necessary that each university is rich in all kinds of resources. They need to rely on other universities for completing joint projects. Third world countries are not supporting collaborative projects between universities. Secondly, information sharing is boosted by organizing various seminars, meetings and conferences. Such events play a great role in exploring new research ideas. When people of same field from different universities gather, they exchange their minds and come up with great ideas for the future. This transfer of knowledge is highly deficient in third world countries. Thirdly, the collaboration between students is also lacking. Students are not willing to share their ideas and information outside their universities. Knowledge flourishes with sharing and spreading. Third world countries are lagging quite a bit in this regard. Fourth, modern tools for communication are not being employed. Nowadays, you don’t need to physically go to meetings and teleconferencing facilities provide valuable remote communication opportunities. Students and faculty members can arrange their conferences and meetings using teleconferencing features with other universities. Unfortunately, these services are scarce in third world countries due to lack of resources and funding. Fifth, social and cultural factors impede the sharing of knowledge between universities. The traditions are restricted to the domains of one’s institution and don’t look beyond the conventional boundaries. Lastly, Information and Communication Technology (ICT) is vital source for providing the collaboration between universities. The governments of third world countries are not promoting ICT. These tools are scarce in modern day education among third world countries and they are not being able to compete with the leading countries in the world. Lack of ICT is hindering communication between vital sources of knowledge in backward countries. Background literature Inaccessibility or difficulties in sharing and accessing research information have had great attention in the past and it is widely accepted that universities in such countries have poor frameworks to enhance the sharing of information, which is a critical factor to consider in education development (Torero and Braun, 1-4). Burnett argues that despite the many problems that countries such as many of Arab countries face are continued problems in poverty, high illiteracy levels as well as limited opportunities of education among others. However, through a qualitative study, he reasons that the most efficient way to address such problems as they face the countries is not through donor aid but rather through educational empowerment of such countries. He points out that the long-term effect of enabling easy flow of information as well as knowledge in the institutions of learning is creation of empowered workforce through education and skills, which would be useful in shaping the course of the nations. The sharing of knowledge and information between the universities enable them to find appropriate solutions to their own problems. This is therefore the importance of enhancing information sharing especially within the research institutions such as the universities. The study affirms that many of the third world countries are gradually acknowledging the importance of development of formal cannels for sharing information especially concerning higher education information (Burnett, 1-10). A report by Hennessy and team presents the comprehensive findings from literature review by Aga Khan University and other institutions in East Africa confirms the importance of ICT in the entire system of education with special attention to higher education. Among other findings from the literature reviewed was that incorporation of ICT in education institutions would facilitate aids I establishing e-learning resources, which in actual sense would ease the mechanism of sharing of information from one institution to another. ICT is a critical instrument that has been exploited by developed countries to enhance sharing of information as well as the e-learning resources and as such has been proven effective concerning the exchange of information (Hennessy et al, 10-11). Information technology especially in communication has greatly revolutionized the education sector as shown through research studies. In one such a study, Khan, Hassan and Clement sought to study the challenges that are faced by institutions in their efforts to embrace ICT into the education sector. The study held that information technology aids in enhancing productivity by students through among other ways the collaborative efforts between different universities and other institutions of learning. However, the study found the following to be the barriers to adoption of ICT into higher education in universities; lack of resources and supportive infrastructure, insufficient funding, poor planning and vision as well as political factors. Other factors are social cultural factors, believes and attitude, corruption, lack of necessary skills and knowledge as well as lack of sufficient time as a necessary resource. The challenges to adopt the information technology are pointed to negatively affecting the ease with which information and knowledge flows between the institutions within the world (Khan, Hassan and Clement, 61-73). Teaching as well as learning environments in the modern day largely depend on the ease of exchange of knowledge and information. The process of sharing of information is not only necessary between the students and teachers within the same institution but also across board with other institutions. The sharing of information between different universities has been acknowledged in that it enables higher learning and comprehensive research through the collaborative efforts. However, as pointed out, many of the Arab countries suffer communication challenges especially between universities. Despite the fact that technological advancement has taken over the world, the third world countries continue to large behind in adopting the practices, which would be otherwise used to aid in intervarsity communication. In yet another of such a study to determine the challenges that such institutions face in adopting ICT in teaching and learning environment, Bingimlas carried out a qualitative study based on literature review. The study found out that despite the great desire that teachers within these institutions has had in adopting technology in learning, some strategic challenges have always been encountered which in actual sense have effect in hindering such communication, not only within the respective universities but also with other universities within the like region. Leading in the factors found to inhabit adoption of technology were lack of competence, low resource endowment as well as poor confidence in the technology (Bingimlas, 235). Research questions This research study will be based the question as to what actual factors act to inhibit communication between universities especially within Arab countries? Moreover, what is the significance of such barriers in sharing of information and knowledge between these institutions? Hypothesis The communication barriers are caused by Lack of projects and joint ventures between different universities Scarcely arranged conferences and seminars to enhance collaboration between students and teachers of different institutions Lack of information exchange between students of different institutions Modern tools for communication are not being employed Conventions and traditions are not supporting communication between different universities ICT sources are not utilized properly Methodology This part describes the procedure that will be used during the testing of the hypothesis, collecting of data and management of data upon which this study is based. The chapter additionally explains the methods that will be used during data analysis and the description entailing the scope of the procedure that will eventually lead to the answering of the hypothetical question that was generated from the review of the literature. This study will wholly depend on qualitative analysis of literature from selected universities within Arab countries such as found within countries in Asia. Therefore, data to be used will be qualitative and not quantitative and will be collected from the published studies concerning the barriers. The analysis of the findings from the literature to be used will be instrumental in answering the questions as postulated and will be instrumental in confirming or otherwise refuting the hypothesis guiding the study. The study therefore adopts pure qualitative descriptive study design in the analysis of these factors/barriers to communication between the universities under analysis (Shuttleworth, para 1-3). Ethical considerations Ethical approval to conduct the investigation using past literature from the respective universities will be sought from the university ethical review board/committee. Significance of the research The study aims at bleaching the existing gap in information from past studies concerning specific factors that inhibit intervarsity communication. Moreover, the study will recommend possible future studies especially in quantitative manner regarding the topic of the effects of the specific factors to be identified in inhibiting communication between universities. Resources required for the research The basic resources that are essential to the success of the study will be adequate past research study findings together with respective varsity publications. Internet will therefore serve a necessary tool for the success of the study through which such materials will be sought. Financial resources will also be necessary to facilitate visiting some selected universities to have physical correspondence with the relevant departments and libraries. Conclusion This research study proves to be less capital intensive as limited resources are required and hence the viability. Moreover, the relevance of the study topic cannot be overlooked and thus the timeliness. Works cited Agustian S., Djoko H. and Hitendra P., “Transnational higher education programs for facilitating interuniversity knowledge transfer: University of Indonesia’s experience” ISANA International Academy Association Conference - Full paper submission template. 2012. 1-4 Print. 14 September, 2013. < http://eprints.qut.edu.au/56348/2/56348.pdf> Aubert J. E., “Promoting innovation in developing countries: a conceptual framework” 2004. 2. Print. 14 September, 2013. < http://info.worldbank.org/etools/docs/library/137729/0-3097AubertPaper%5B1%5D.pdf> Bingimlas K. A., “Barriers to successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia Journal of mathematics, science and technology education, 2009 5(3); 235-245. Burnett P., “Overcoming the barriers to accessing research collections in the developing world: an international collaborative approach” 2011. 1-10. 4 Print. 14 September, 2013. < http://conference.ifla.org/past/2011/113-burnett-en.pdf> Hennessy S. et al, “Developing the Use of Information and Communication Technology to Enhance Teaching and Learning in East African Schools: Review of the Literature”. 2010. 10-11. Print. 14 September, 2013. < http://www.educ.cam.ac.uk/centres/cce/publications/CCE_Report1_LitRevJune0210.pdf> International Institute for Educational Planning, “Capacity development in education” International Institute for Educational Planning newsletter, XXIV( 4),2006. 1-16 Khan S. H., Hassan M. and Clement C. K., “Barriers to the introduction of ICT into Education in developing countries: the example Of Bangladesh” International Journal of Instruction, 2012, 5(2); 61-80 Ogunsola L. A., “Information and Communication Technologies and the Effects of Globalization: Twenty-First Century "Digital Slavery" for Developing Countries--Myth or Reality?” Electronic Journal of Academic and Special Librarianship,2005.6 (1-2) para 1-5 Shuttleworth M., “Qualitative research design is a research method used extensively by scientists and researchers studying human behavior and habits” 2008. para 1-3. Print 14 September, 2013. < http://explorable.com/qualitative-research-design> Torero M. and Braun J. V., “Information and Communication Technologies for the Poor” ICTs. 2005.1-4 Print 14 September, 2013. < http://www.ifpri.org/sites/default/files/pubs/pubs/ib/ib40.pdf> Read More