Communication Barriers between Universities in the Third World Countries - Research Proposal Example

? Proposal: Communication Barriers between Universities in the Third World Countries Problem ment The developing world has demonstrated signs of poor communication between most of their institutions of higher learning. There appears to be reasons behind all these issues that need to be unearthed. This proposal puts into perspective the need to understand these barriers and recommending appropriate remedies. In the spheres of education, knowledge sharing is inevitable, especially in the current generation. Universities are centres of research where researchers should combine effort to produce results due to the synergistic nature of research. Again, technology is growing rapidly, if the aspect of knowledge sharing lacks, then it means that an institution is likely to lag behind. Ideas shape human development, and these ideas cannot be generated and implemented in isolation, communication is vital (International Institute for Educational Planning, 2006; Agustian, Djoko and Hitendra, 2012). Third world countries are characterized by limitation in resources, therefore the available resources should be used constructively, being economized to ensure that the limitation does not hamper development. As a demonstration of the laxity by the institutions to promote communication, it is apparent that the level of publications and research are far much below that of the developed countries (Ogunsola, 2005; Aubert, 2004). If communication is deficient or is weak between these universities, then resource sharing is an illusion. In addition, student participation in knowledge sharing is very weak as characterized by the few platforms that are available for such integrations. In view of the above concerns, there must be issues that require to be addressed that are an impediment to sharing of knowledge among the Universities in developing countries. The research will attempt to find the reasons behind these impediments by bringing to light all the possible factors that hinder communication between institutions. It shall further, endeavour to find lasting solutions to the issue by making recommendations that may be of benefit. Literature Review Education is a key pillar to development in a country. It helps people and institutions share and generate knowledge. Inaccessibility or difficulties in sharing and accessing research information are a great impediment to global development of the economic sectors in the developing countries. The problems that countries such as Arab countries face are continued problems in poverty, high illiteracy levels as well as limited opportunities of education among others. According to Burnet (2011), donor aid is not the solution to the problems in the third world countries but rather through educational empowerment of researchers, learners and teachers. 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, 2011). Education based on technology is a powerful tool for disseminating and sharing knowledge in an appropriate way. The world is revolutionizing with information and communication technologies taking centre stage in many spheres of education systems. Latest research indicates that ICT has shaped research by facilitating synergistic research among individuals from different locations. A report by Hennessy confirms the importance of ICT in the entire system of education with special attention to higher education. He mentions that incorporation of ICT in education institutions would facilitate the establishment of e-learning resources, which in actual sense would ease the mechanism of sharing of information from one institution to another (Hennessy et al., 2010). 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. Without sharing of information, it becomes difficult for knowledge to grow and for new developments to be achieved. Education development encompasses the adoption of good and stringent frameworks across the universities that enhance the sharing of information (Torero and Braun, 2005). Third world countries are confronted with many challenges that threaten the sharing of knowledge not only across the borders but also within the internal institutions. This presents as a limitation to the growth of the existing body of knowledge. Researchers support each other in elucidating and comprehending some of the complex facts that could not have been achieved by a person working alone. It is also likely that researchers from different universities or regions may engage in work that has already been concluded. Knowledge sharing prevents this aspect and facilitates research into other areas. Institutional collaborations between the learners and the teachers strengthen learning as well as its applications. In the developed countries, the networks between the lecturers in different universities ensure that the information taught to the students is up to date and that they are at par with the latest developments. On the other hand, student networks facilitates sharing of knowledge that helps them to learn as well as question some of the things, this promotes research and development in the learning institutions. Burnet (2011) has pointed out that many of the Arab countries suffer communication challenges especially between universities. Teaching as well as learning environments in the modern day largely depends 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. Despite the fact that technological advancement has taken over the world, the third world countries continue to lag behind in adopting these practices, which would be otherwise used to aid in intervarsity communication. Embracing change has been a key factor that has greatly affected the institutions of learning in developing countries. As much as ICT has very beneficial input in the inter-university communication, its adoption has come with resistance from several quarters. The need to retain the status quo is a weakness higher learning institutions in theses countries. 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. They concluded that barriers to adoption of ICT into universities are lack of resources and supportive infrastructure, insufficient funding, poor planning and vision as well as political factors. In addition, social cultural factors, believes and attitude, corruption, lack of necessary skills and knowledge as well as lack of sufficient time have been influential factors in the adoption of ICT (Khan, Hassan and Clement, 2012). It is apparent that these challenges have an impact on the communication between universities in the third world countries. 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, 2009). Research Questions What are the factors that hinder knowledge sharing among the universities in the third world countries? What is the state of interuniversity communication in the Arabian countries? What are the strengths and weaknesses of the thereof? What is it that can be done to improve the state of communication among students and staff from different universities in the third world countries? Hypothesis H1; The communication barriers in the institutions of higher learning in the developing countries is caused by poor management of institutions and lack of adequate resources. Research Methodology Firstly, the problem identification is done by identifying the need to conduct the research. This proposal has put forward the problem under investigation to be the poor communication between universities in the third world countries. Secondly, gathering of information about the problem is done by reviewing the available literature on the causes of the communication barrier among the institutions in the third world countries. Thirdly, development of a concrete research question that is objective, testable and purpose driven. The research questions covers the entire scope under study. By answering the questions, we will have conclusively achieved the goals of the research. Fourthly, the hypothesis is formulated. The hypothesis developed is testable and is specific, it can only be declared true or false. Fifthly, qualitative data will be collected from various sources containing information for institutions of higher learning in the developing countries. The sixth thing is to analyze the collected data and to test the hypothesis and finally, from the tested hypothesis and the data collected, the deductions will be made and an appropriate conclusion made. Ethical Considerations Intellectual property rights protection Importance of the Research To elucidate the factors that makes communication among universities in the developing countries difficult and underdeveloped. To provide possible ways that can facilitate inter-university communication for the benefit of research and development. Resources Library materials such as books, journals, periodicals, publications and other peer reviewed materials. Internet resources and databases Time Conclusion Education is very beneficial and its development is vital. To keep abreast with the changes in the educational systems, research, improvement and general development there should be sharing of information among institutions. While most of the developed countries have fully fledged institutions with departments that specifically deals with knowledge sharing, the developing and underdeveloped countries are still struggling with knowledge sharing. This proposal seeks initiation of research into the impediments of research in the developing countries and the potential solutions. Works cited Agustian, S., Djoko, H. and Hitendra, P. (2012) “Transnational higher education programs for facilitating interuniversity knowledge transfer: University of Indonesia’s experience” ISANA International Academy Association Conference - Full paper submission template. 1-4 Print. 20 December, 2013. Aubert, J. E. (2004). “Promoting innovation in developing countries: a conceptual framework”. 2. Print. 20 December, 2013. < http://info.worldbank.org/etools/docs/library/137729/0-3097AubertPaper%5B1%5D.pdf> Bingimlas, K. A. (2009). “Barriers to successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia Journal of mathematics, science and technology education, 5(3); 235-245. Burnett, P. (2011) “Overcoming the barriers to accessing research collections in the developing world: an international collaborative approach”. 1-10. 4 Print. 20 December, 2013. Hennessy S. et al, (2010). “Developing the Use of Information and Communication Technology to Enhance Teaching and Learning in East African Schools: Review of the Literature”. 10-11. Print. 20 December, 2013. http://www.educ.cam.ac.uk/centres/cce/publications/CCE_Report1_LitRevJune0210.pdf International Institute for Educational Planning. (2006). “Capacity development in education” International Institute for Educational Planning newsletter, XXIV( 4). 1-16 Khan S. H., Hassan M. and Clement C. K., (2012) “Barriers to the introduction of ICT into Education in developing countries: the example Of Bangladesh” International Journal of Instruction, 5(2); 61-80 Ogunsola, L. A. (2005). “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,.6 (1-2)para 1-5 Torero M. and Braun J. V. (2005). “Information and Communication Technologies for the Poor” ICTs.1-4 Print 20 December, 2013. http://www.ifpri.org/sites/default/files/pubs/pubs/ib/ib40.pdf Read More