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INVESTMENTS IN INFORMATION COMMUNICATION TECHNOLOGY ON
SELECTED TERTIARY INSTITUTIONS
IN UGANDA: TRADEOFFS, BENEFITS,
AND SUSTAINABIL~~Y
A Thesis Report
Presented to the School of
Postgraduate Studies and Research
Kampala International University
Kampala, Uganda
In Partial Fulfillment of the Requirements for the Degree
Master of Business Administration
Information Technology
~IBy: 29~
Washeba Enock Nathan~
Reg. No.: MBA/41482/91/DU
October, 2011 ‘OS U~T~
\ 4 - A ~
~-
DECLARATION A
I, Washeba Enock Nathan, hereby declare to the best of my knowledge, that this thesis
report is my original work and has never been submitted to any University or any other
Institution for the award of any Degree. The literature and other citations from other
author’s work has been referenced and acknowledged in the text and references.
Date:
Name:
~. )h...2:.~
~.
Signature:
DECLARATION B
This thesis entitled” Investments in Information Communication Technology on
Selected Tertiary Institutions in Uganda: Tradeoffs, Benefits, and
Sustainability” has been submitted to the School of Postgraduate Studies and
Research of Kampala International University, with my approval as University
supervisor.
‘4Signature:
Names: Kibikyo David Lameck, PhD.
Date:
APPROVAL SHEET
This thesis entitled “ Investments in Information Communication Technology
on Selected Tertiary Institutions in Uganda: Tradeoffs, Benefits, and
Sustainability “ prepared and submitted by Washeba Enock Nathan in partial
fulfillment of the requirements for the Degree Master of Business Administration,
Information Technology has been examined and approved by the panel on oral
examination with a grade of PASSED.
Name and Signature of Chairman
Name and Signature of Panelist
Name and Signature of Panelist Name and Signature of Panelist
Date of Comprehensive Examination:
Grade: _________________________________
Name and Signature of Director, SPGSR
Name and Signature of Supervisor
Name and Signature of DVC, SPGSR
DEDICATION
I dedicate this thesis report to my beloved parents, my uncle Mr Nambassi Charles,
auntie Mrs Nambassi Loyce, and my family members Mrs Washeba Passie, Wajega
Nathan, Nafuna Harriet, Gizamba James, and Tumulamye Petua.
V
ACKNOWLEDGEMENTS
The researcher would like to thank God the almighty for the good things he has done
for him and motivating him spiritually to go through the Masters programme.
The researcher would like to warmly acknowledge the contribution of the following
people at Kampala International University; Mr Obilor Ben who was his lecturer for
research methods; lecturers of Master of Business Administration and Information
Technology who taught the respective subjects, report writing and presentations; the
staff of the Office of the Coordinator, Business and Management School of PostgradLiate
Studies and Research who contributed behind the scenes. Special thanks go to his
employer Mr Kyaligonza Samuel at Cooperative College-Kigumba for financial support.
The researcher is indebted to the Kampala International University Deputy Vice
Chancellor School of Post Graduate Studies and Research, Dr Novembrieta R. Sumil.
The researcher would like to warmly acknowledge the contribution of Dr Kibikyo David
Lameck (PhD) who was his supervisor for the thesis.
The researcher is also indebted to the Kampala International University Viva Voce panel
members Dr Manuel Sumil, Dr Haruna Kabir, Dr Jones Orumwense, and Mr Geoffrey
Kasozi for their academic critic and guidance throughout this study. The researcher is
indeed delighted.
Special thanks also go to the respondents who sacrificed their time and energy to fill in
the questionnaires especially the ICT lecturers of the selected tertiary institutions.
Thanks also go to classmates Wauyo F,, Ruterana S., Kabasomi D., Rubagumya C., and
Katamba M., amongst others who morale boosted during class discussions.
All those other persons who contributed in one way or the other but their names don’t
appear above are also thanked very much.
May the almighty bless them all.
vi
TABLE OF CONTENTS
Preliminaries Page
Cover page
Declaration A ii
Declaration B iii
Approval Sheet iv
Dedication v
Acknowledgement Vi
Chapter
1 THE PROBLEM AND ITS SCOPE 1
Introduction/Background Information 1
Statement of the Problem 4
Purpose of the Study 4
Research Objectives 4
Research Questions 5
Scope 5
Significance of the Study 6
Operational Definitions of Key Terms 7
2 LITERATURE REVIEW 9
Review of Related Literature 9
Related Studies 26
METHODOLOGY 32
Research Design 32
Research Population 32
Sample Size 33
Sampling Procedure 34
Research Instrument 35vii
Validity and Reliability of the Instrument 35
Data Gathering Procedures 36
Data Processing and Analysis 37
Ethical Considerations 39
Limitations of the Study 41
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 43
Demographic characteristics of respondents in selected Institutions 43
Extent of investments in ICTs in selected Institutions 47
Level of benefits and sustainability of ICTs in selected Institutions 50
Relationship between extent of investments and the level of benefits
and sustainability of ICTs in selected Institutions 55
5 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 57
Introduction 57
Findings 57
Conclusion and Recommendation 62
Further Areas of Research 65
References 66
Appendices 71
Appendix I - Clearance From Ethics Committee 71
Appendix II - Research Instrument 72
VIII
LIST OF TABLES
TABLE PAGE
3.1: Population of Tertiary Institutions in Uganda recognized by National
Council of Higher Education (NCHE). 32
3.2: Sample size of Tertiary Institutions in Uganda recognized by NCHE. 34
4.1: Age, gender and educational level of respondents of investments in
ICTs in selected Tertiary Institutions in Uganda in July 2011. 43
4.2(a): An estimate number of computers in selected Tertiary Institutions in
Uganda by Institute Type in July 2011. 47
4.2(b): Number of computers in ranges in selected Tertiary Institutions in
Uganda in July 2011. 48
4.3(a): Estimated cost of computers in selected Tertiary Institutions in
Uganda by Institution Type in July 2011. 49
4.3(b): Cost of computers in ranges in selected Tertiary Institutions in Uganda
inJuly2Oll. 50
4.4(a): ICT Benefits, mean of benefit levels and their interpretation, 51
4.4(b): Estimated annual expenditure for sustainability of computers in selected
Tertiary Institutions in Uganda in July 2011. 52
4.4(c): Estimated annual expenditure in ranges for sustainability of
computers in selected Tertiary Institutions in Uganda in July 2011. 53
4,4(d): Annual budget percentage ranges to sustain ICTs in selected
Tertiary Institutions in Uganda in July 2011. 54
4.5: Relationship between the extent of investment and the level of benefits
and sustainability in ICTs in selected Tertiary Institutions in Uganda in July 2011. 55
ix
LIST OF APPENDICES
Appendix I: Research Instrument
Appendix II: Ethical Document
x
LIST OF ACRONYMS
HEIs Higher Education Institutions
ICTs Information and Communication Technologies
KIU Kampala International University
MUK Makerere University Kampala
MUST Mbarara University of Science and Technology
KYU Kyambogo University
IUIU Islamic University In Uganda
UCU Uganda Christian University
CU Cavendish University
UMI Uganda Management Institute
MTAC Management Training Advisory Centre
UICT Uganda Institute of Information and Communication Technology
MBI Makerere Business Institute
MISD Makerere Institute of Social Development
YMCA Young Men’s Christian Association
YWCA Young Women’s Christian Association
IT Information Technology
CIT Computing and Information Technology
CS Computer Science
xi
CCNA Cisco Certified Network Associate
CCNP Cisco Certified Network Professional
CCA Certificate in Computer Applications
ICDL International Computer Driving License
IEEE Institute of Electrical and Electronic Engineers
SPSS Statistical Package for Social Sciences
ISPs Internet Service Providers
VSAT Very Small Aperture Terminal
BPO Business Process Outsourcing
NIT National Information Technology
NBI National Backbone Infrastructure
RCDF Rural Communications Development Fund
UCC Uganda Communications Commission
IICD International Institute for Communication and Development
USAID United States Agency for International Development
OECD Organization for Economic Co-operation and Development
IBM International Business Machines
UNESCO United Nations Educational, Scientific, and Cultural Organization
NUFFIC Netherlands Organization for International Cooperation
PHEA Partnership for Higher Education in Africa
xii
BID Business Initiative Directions
AVOIR African Virtual Open Initiatives and Resources
GSM Global System for Mobile communication
GPRS General Packet Radio Service
4G Fourth Generation mobile phones
GPS Global Positioning System
XIII
ABSTRACT
Despite use of ICTs in tertiary institutions, there was a lack of research regarding
investments in ICTs in tertiary institutions in Uganda and as a result the level of
tradeoffs, benefits and sustainability was not known.
The study was conducted to establish the demographic characteristics of the
respondents of investments in ICTs in terms of age, gender, and educational level; to
determine the extent of investments in ICTs; to establish the level of benefits and
sustainability of ICTs; and to determine if there was a significant relationship between
the extent of investment and the level of benefits and sustainability of ICTs in selected
Tertiary Institutions in Uganda . The instrument for the data collection was a
questionnaire. A sample size of 110 respondents was selected from a population of 151
public and private tertiary institutions recognized by National Council for Higher
Education (NCHE) using stratified proportionate sampling method.
Data processing and analysis were done using SPSS software version 16.0. The
processing was done after editing and coding of the data. Calculations were done on
the quantitative data and totals, percentages, averages, frequencies and a correlation
presented in tables and figures.
The study found that there was a significant relationship between the extent of
investment and the level of benefits and sustainability in ICTs in the selected Tertiary
Institutions in Uganda as the number of computers increased from about 783 when ICT
departments were started in the institutions to the about 4,340 in July 2011. The
findings revealed that in 66 returned questionnaires, about sh 4.8 billion had been
invested in the about 4,340 computers and that nearly sh 850 million was used in
sustaining them every year.
The study recommended that private tertiary institutions should lobby for more
ICT equipments, charge students a little ICT fee to buy some more computers and at
least 15% of each institution’s annual budget be reserved for ICTs.
Chapter 1:
THE PROBLEM AND ITS SCOPE
Background
According to Nga’mbi(2006), there is insufficient evidence to suggest a direct link
between ICTs and development in Africa. Ngwenyama et el (2006) argue that recent
studies have found a positive correlation between investment in ICTs and economic
growth in developed countries but evidence for less developed countries is not as
extensive. However, the potential for ICTs to transform the productive capacities of less
developed countries has been noted.
The accounting firm KPMG recently released research which estimates,
conservatively, that the real rate of return on ICTs investments in the education and
research functions of universities yields 15% or more for University training, and 20 to
40% for public university research according to Balasubramanian et a! ( 2009) . This
finding should give countries confidence to increase their ICT investments in higher
education as no knowledge economy can function without ICTs.
According to Horngren eta/(2000); in cost accounting which affects all the products
and services that we consume, robots and computer-assisted manufacturing methods
have helped cut labor costs from between 20 and 4O% of product costs in traditiOnal
manufacturing settings to less than 5% in many highly automated companies.
Use of LT~ in Tertiary Institutions
Adeya et el (2002) wrote that the Internet has the potential of affecting
teaching and research in Universities by providing greater student access to education,
improving curriculum and quality of instruction, and increasing productivity of academic
publications.
1
On emerging technologies and changing social practices, Hawkins (2002) agrees
that the Internet beginning with e-mail is transforming the knowledge management
practices of researchers in’ relation to the pre-Internet era and a student in Senegal
noted that teachers because of students’ participation in collaborative projects ~and
Internet access, do a better job by carefully preparing their lessons before coming to
class as students are no longer passive receivers of information but analyze and
question things.
LT. in tertiary institutions according to Katongole (2006) is also used in
computer-based training which includes Computer-Assisted Instructions, so that
teachers can use computers and other IT equipment to present teaching materials in a
more interesting way; Computer-Assisted Learning, so that students can use computers
and appropriate software to learn at their own pace; Distance learning through
computer-based and web-based training; Electronic library system for searching,
borrowing, and returning books; School Administration System for keeping records of
students and producing report cards.
Use of LT~ ~n Health Care
I.T. is used in health care whereby medical automation offers assistance in the
areas of automatic diagnosis, electro-cardiogram screening and monitoring. A doctor
needing specialized opinions can easily retrieve such information from computer
storage. Medical records on patients are today stored and retrieved from computers for
patients’ management purposes. Computers allow for access to otherwise inaccessible
or prohibitively expensive foreign expertise and makes it possible for hospitals in one
country according to Katongole (2006) to use consultants in another country thereby
reducing travelling for patients, businessmen and professionals; practicing telemedicine
through computers with videoconferencing capabilities; using computer-aided surgery
for training prior to performing surgery on live humans.
2
Uses of LT~ ~n MullUmedia
Multimedia is used in business presentations, training, information distribution,
education, and reference books. Excellent presentations are done using overhead
projectors attached to computers running slide shows, still images and digital video
chips taken using a camcorder with an overlaid voice describing the product. For large
audiences, Electronic—Point-Of-Sale kiosks that show crowds what they are about to
buy in graphics details are now used in trade shows, banks, and shops to explain and
convince customers about the products. Education and training according to Katongole
(2006) has benefited a lot from multimedia and there are currently available multimedia
discs used as teaching aid for all subjects from music through mechanics to science.
H~gh pay for LT~ Professionalls
Ralph & Reyn (1998) note that degrees in LT. have provided high starting
salaries for many students after graduation from college as for example in United
States, I.T. majors can start at salaries that are over $30,000 per annum. According to
a Coopers and Lybrand nationwide survey, the starting salary for computer
programmers was $ 29,531 per annum in 1995. Computer Systems Analysts received $34,070 per annum and software engineers started at $ 34,600. It is not uncommon for
some companies to offer an annual starting salary of $ 40,000 or more to new LT.
personnel.
Furthermore, Ralph & Reyn (1998) add that careers in I.T, promise to expand
more than other business disciplines. Strong growth is projected for I.T. occupation as
a result of the continuing spread of ICTs throughout government departments and
businesses. Employment in the computer software and services industry has increased
by 255,000 since 1990. Much of the growth has been in the packaged software
segment of the businesses, which includes Microsoft, IBM, Maxis, Intuit, and all the
other producers of shrink- wrapped software on sale at the computer store. Systems
analysts and computer scientists will be needed to meet the demand for the use of
3
computers in offices, factories, and research agencies and to support the rapid growth
of telecommü nications technology.
Statement of the Prob~em
In tertiary institutions; all diplomas, undergraduate and postgraduate students
are studying ICT, Computer Application and Research at various levels. The ICT
involves theory and practical and the practical require students to have hands-on the
software expected to be used in the offices they are to work after graduation. The
research includes literature review or related work of the topic being studied and most
of this is found on websites and academic journals on the Internet.
Despite use of ICTs in tertiary institutions, there is a lack of research regarding
investments in ICTs in tertiary institutions in Uganda and as a result the level of
tradeoffs, benefits and sustainability is not known. Given the importance of ICTs,
tertiary institutions need to have equal opportunities to access, use, and master them
for their benefit.
Purpose of the Study
The purpose of the study was to determine if there was progress in investments
in ICTs in selected Tertiary Institutions in Uganda and to establish tradeoffs, benefits,
and sustainability of ICTs to increase knowledge.
Research Objectives
Genera~ Objective
The aim of this research was to investigate the investments in ICTs in Tertiary
Institutions in Uganda and to estabUsh tradeoffs, benefits, and sustainability of ICTs to
increase knowledge.
4
Specific Objectives
(I) To establish the demographic characteristics of the respondents in terms of age,
gender, and educational level of investments in ICTs in selected Tertiary
Institutions in Uganda.
(ii) To determine the extent of investments in ICTs in selected Tertiary Institutions
in Uganda.
(iii) To establish the level of benefits and sustainability of ICTs in selected Tertiary
Institutions in Uganda.
(iv) To determine if there is a significant relationship between the extent of
investment and the level of benefits and sustainability in ICT in selected
Tertiary Institutions in Uganda.
Research Questions
This research was centered on the following questions:
1. What were the demographic characteristics of respondents in terms of age,
gender, and educational level of investments in ICTs in selected Tertiary
Institutions in Uganda?
2. What was the extent of investments in ICTs in selected Tertiary Institutions in
Uganda?
3. What was the level of benefits and sustainability of ICTs in selected Tertiary
Institutions in Uganda?
4. Was there a significant relationship between the extent of investments and the
level of benefits and sustainability in ICTs in selected Tertiary Institutions in
Uganda?
5
The Scope of the study
Geographka~ Scope
The study was conducted in Kampala, Entebbe, Jinja, Mbale, Soroti, Mbarara,
Masindi, and Gulu towns. These towns were chosen because investments in ICTs in
Tertiary Institutions were relatively higher than in other areas. The institutions included
MUST, KIU, KYU, UMI, Ndeje, IUIU, St. Lawrence, Nkumba, UCU, CU, Agakhan, and
Bugema Universities; UICT, APTEC, Mulago Health Tutors College, Mulago School of
Nursing and Midwifery, Mulago School of Dispensing, Mulago Paramedical School,
Butabika School of Psychiatric Clinical Officers, Buganda Royal Institute, MTAC, YMCA,
YWCA, MBI, MISD, Datamine Technical Business School, Multitech Business School,
Team Business College, Uganda Institute of Bankers, Kampala Evangelical School of
Theology, Institute of Survey and Land Management, and Meteorological Institute.
Content Scope
The study was restricted to ICTs investments in Tertiary Institutions: tradeoffs,
benefits, and sustainability. The focus was on investments in computers in laboratories
and offices and also Internet connection in the Universities or Colleges to improve on
teaching or lecturing and administration of the institutions.
Theoretka~ Scope
The study was based on Hesselmark(2003) who observed that the level of ICTs use
in any country was closely related to the country’s income implying that the level of
investments in ICTs in a tertiary institution was also closely related to its income.
T~me Scope
The study was conducted at selected Tertiary Institutions in Uganda covering a
period of 16 years from August 1995 to July 2011.
6
Significance of the study
(I) The study would serve as a partial fulfillment for the researcher’s award of
Master of Business Administration Degree in Information Technology of
Kampala International University.
(ii) The findings of the study would contribute useful information to that which
already exists concerning investments in ICTs in Tertiary Institutions in
Uganda.
(iii) The findings of the study would be helpful to future researchers in the field of
investments in ICTs in Tertiary Institutions in Uganda.
(iv) The findings of the study would analyze the benefits, tradeoffs, and
sustainability of investments in ICTs in Tertiary Institutions in Uganda as a tool
for better teaching in the Institutions.
(v) The diagnosis of diseases, their treatment and surgery by health workers would
be made easier by the computers and Internet.
(vi) The data collected would be of help to policy makers, planners, government
officials and NGOs involved presently in education service delivery.
Operational Definitions of Key Terms
Tradeoffs are dispositions of goods and services by barter or exchange for something
else especially as a compromise and in the case of ICTs; it includes buying using cash
of hardware, software, networks, preparing of the computer laboratory which may
require air-conditioning, and media used to collect and store data.
Benefits are things well done or good deeds, favors or gifts or advantages of having
something and in the case of ICTs; they include efficient processing of data, training,
research, communication, collaboration, entertainment, news, telemedicine, electronic
learning, electronic library, and electronic commerce amongst others.
7
Sustainabiility is the ability to be maintained at a certain rate or level and in the case
of ICTs; it includes repairs of hardware, upgrading of software, having cheaper
bandwidth for the Internet, having stand-by power in case electricity goes off, recruiting
ICTs professionals and motivating them to work in the ICTs department.
Determinants are conditioning elements or agents which decide something and in the
case of investments in ICTs; they include regulatory environment, human capital and
the sectorial composition of the economy. Among the regulatory variables, tight
regulatory conditions and high administrative burdens on start-ups have a negative
impact on ICTs investment. Among human capital variables, a high share of researchers
in total population increases ICTs investment. Among the sectorial composition of the
economy, a higher share of the services and manufacturing sector increase ICTs
investment while agriculture and public sector depress it.
Information and Communication Technobgies are the hardware, software,
people, procedures, networks, and media used to collect, store, process, transmit, and
present information in the form of text, graphics, data, voice, and images. The
technology ranges from computers, telephones, radio, television, and the Internet.
~ertiary Institutions are colleges and universities where students proceed for higher
studies after completing and passing senior secondary education. For Uganda’s case,
those who complete and pass senior secondary six or advanced level highly proceed to
university for degree courses, while those who pass the advanced level but not so
highly proceed to colleges for diploma courses. Those who complete and pass senior
secondary four or ordinary level but don’t want to proceed to advanced level secondary
go to colleges for certificates which can be used later for admission to diploma courses.
A diploma qualification can also be used for admission to a degree course at a
university.
8
Chapter 2:
LITERATURE REVIEW
Rev~ew of ReDated Literature
Makerere Univers~ty to charge ICT fee
It was stated that MUK would charge an ICT fee for both private and
government sponsored students. According to Kagolo(2007), each undergraduate would
pay sh 50,000 and post-graduate would pay sh 80,000 per academic year.’ Kadilo G.,
the MUK senior public relations officer, said the money would be used to boost the
University’s ICTs programme. Kadilo explained that the University was moving towards
internationalizing its academic programmes and this required investment in ICTs.
Kadilo added that the policy was aimed at facilitating the publication of university
research on the Internet so as to improve the international ranking of the university.
Under this arrangement, all faculties will be required to incorporate ICTs into their
curricula so that all students and staff are ICT literate according to Kagolo(2007) He
noted that the Internet would improve efficiency in service delivery and expand
opportunities for interaction on a much wider scale.
MuDtftech got shs 337mUNon computer ilaboratory
It was stated that Multitech Business School had launched a sh 337 m ICTs
laboratory. The facility, which would train over 1,000 students a year, has modern
software and hardware. According to Education Vision(2007), Multitech Board
Chairman, Mr Ssemanda A. said that the Institution had been certified as a Cisco local
academy, which allows it to offer various ICT courses during the launch of the
laboratory.
9
Makerere to use e-maHs to reach students
It was stated by Lanyero(2008) that MUK had adopted a new method to ease
communication between students and lecturers through e-mail. The University had
acquired software Finis and Aris to increase the capacity of Internet coverage.
According to the new ICTs plan, students would be able to access information from the
University web through their e-mails. The I.T. faculty had started allocating e-mail
addresses.
The Dean of students, Mr Ekudu 3. said the previous method of communicating
through notice boards was becoming ineffective, as people do not read them and yet
students need to know what goes on in the University. He said it was vital for the
University administrators to communicate with students easily.
Government ilends ~aptops to students
It was stated by Kasozi (2008) that students of higher learning would access
laptop computers on loan basis in a move to increase the use of ICTs in the country.
ICT State Minister, Mr Nsambu B. said that the initiative would allow the students from
low income backgrounds to own computers which they could pay for in installments.
Mr Nsambu B. said students would access these computers at a cost of $400 to
$450 each which was to be paid during their stay at the Universities and that a
consignment of 1 million laptop computers was already in the country.
ICT sector gets Ug0 Shs 2~6 biflion boost
It was stated in Daily Monitor of 11th June, 2010 that the ICT sector, which was
seen as a catalyst of national development and a source of thousands of new age jobs,
received Ug. Shs 2.6 billion in the 2010/2011 National budget. Also it was annbunced
that V.A.T. on software license was waived as was the case with computers in line with
government policy of promoting the use and development of the ICTs.
10
M/s Bbumba S., the Finance Minister, said the budget allocation would be
towards the BPO segment of the ICT sector. The move was aimed at creating jobs for
the educated youth and generates exports. BPO involves the provision of services by
nationals within one country to those in other countries like the USA by way of the
Internet and Telecommunication infrastructure.
M/s Bbumba said the money would be directed to priority allocation for the
operation of the NIT- Uganda, which was expected to lead to the decline of the cost of
access to ICTs related services. In Uganda, the most common ICTs tool used was the
mobile phone facilitating both basic communication and transfer of money among
millions of people. The Minister also stated that the third phase of the NBI project
involving the construction of a 1,500 km of optic fiber would start during the new
financial year. The third phase is expected to link Uganda to other East African
countries through public fiber optic cables, This would follow the end of phase two,
through which 21 districts were added to the backbone,
In the same budget presentation, sh 18 billion was provided for salary
enhancement for scientists where the salaries of scientists were to be increased by
30%. Since computer lecturers are classified as scientists, we expect them to benefit
from this sh 18 billion salary enhancements.
MUK ~ecturer designs software for Peop~e With Disabilities
It was reported in Daily Monitor of 7th June, 2010 that a MUK lecturer had
designed web accessibility guidelines that can be used by web developers creating
software for the blind and deaf. Dr Baguma R. of the Faculty of CIT developed
guidelines that can help people with disabilities to access web applications like e
learning, e-commerce and e-government without the help of a guide. She said the new
guidelines were packaged considering all necessities of web applications which include
content, navigation and user interface.
11
Education institutions advised to partner to access cheap broadband
It was said in The New Vision of 6th July, 2010 by Prof. Karshoda M. of the Kenya
Education Network Trust that education and research institutions should form
partnerships to access cheaper broadband connection for e-learning. He said most
institutions still rely on local Internet service providers to get bandwidth, which was
expensive and unreliable. He said if the institutions came together, they could
negotiate to get better bandwidth at lower costs for their on-line teaching and learning
programmes.
According to The New Vision of 6th July, 2010 Educational institutions in E. Africa
plan to increase their bandwidth capacity for online teaching, following the laying of a
17,000 km undersea fiber optic cable by SEACOM. The cable links Africa to Europe and
Asia via the Middle East and provides one of the cheapest alternatives to sharing
information across the globe.
Muyanja(2009) cited Wanyembi(2002) noting that the effects of emerging ICTs,
are being felt across the World, in various business organizations including Universities.
They will need to adapt to using ICTs. Academic institutions are now automating core
functions such as student process admission, estate management, fees payment,
examination records management and library services amongst other functions.
Muyanja(2009) cited Acosta(2004) who agreed that the demand to automate
University processes was becoming important in line with University quality assurance.
However, with the high costs of Integrated Academic Management Systems on the
market, universities must find alternative ways of meeting their customers’ expectations
within their constrained budgets.
You can get computer know~edge on credit
Serunjogi(2007) wrote that ICT professionals were much sought after on the job
market, but few Ugandans could afford the tuition fees for professional courses. Rosa
12
International, a UK based school for ICTs was to start offering lessons in ICTs in
Kampala on credit and impart skills in basic Micro Soft Office applications, Web
Designing, computer repair, net-working and programming. A student would negotiate
to pay fees in installments that he or she could sustain over the period of the course.
Upon completing the course, students would be awarded International certificates and
diplomas.
According to Serunjogi(2007); Mwanje R., the School’s Resource Officer said
there was boom in LT, jobs all over the World and Ugandans need to be given a
chance to participate in LT. and added that students were not just being made
computer literate but indeed LT. professionals who could run any companies I.T.
system on their own and also train their co-workers. Mwanje attributed the growth of
the School to the government’s tax waiver on imported computers, software and
accessories which had enabled the Institute to import the latest software.
Makerere hosts 3rd Annuall Internation& Conference on Comput~ng and ICT
research
It was reported in Sunday Vision Vol.14, No. 31, 2007 according to Prof.
Baryamureba, Dean ICT MUK Faculty, that by October 2007; the 12,000m2 computing
building, the largest on any University campus in Africa would be opened. The building
has 6 computer laboratories each equipped with 1,000 computers and 6 large lecture
theatres with a sitting capacity of 800 students each. Beginning September 2007, the
ICT Faculty shall graduate over 1,000 students per year from the different programmes.
Most impressive was that the Faculty of Computing and I.T. had been designated as an
ICT center of excellence in Sub Saharan Africa.
According to Sunday Vision Vol.14, No. 31, 2007; ICT Faculty has partnered with
IBM and Reuters to address Economic Challenges in Africa; partnered with IBM to
implement mentorship program for Africa’s future leaders; partnered with the Rockfeller
Foundation to promote software development and incubation and received a major
13
boost from the Netherlands Government. In partnering with IBM to implement
mentorship for African leaders, McLean S. said the mission of the programme was to
foster African innovation and entrepreneurship capability through the mentorship of
University students in technical disciplines. MUK’s ICT Faculty coordinates the
programme.
Eleven million one hundred thousand Euros from the Netherlands
Government grant:
Prof. Baryamureba in Sunday Vision Vol.14, No. 31, 2007; noted that in 2004,
four public universities (MUK, MUST, KYU, and Gulu) received a grant of 3.4m Euros
from the Netherlands Government to build ICTs human capacity in the computing
departments. In 2005, the Netherlands further provided a grant of 2m Euros to the four
Institutions to upgrade their ICTs teaching infrastructure and human resource.
In June, 2007; the Netherlands provided an additional grant of 5.7m
Euros for the four Universities to strengthen ICT training and research capacity.
According to Sunday Vision Vol.14, No. 31, 2007; the overall objective of the project
was to strengthen the capacity of MUK ICT Faculty, Institute of Computer Science at
MUST, the Departments of Computer Science at KYU and Gulu universities to develop,
implement and manage relevant educational research programmes for poverty
alleviation, economic development and enabling private sector growth.
ICT partnered Rockfeller Foundation to promote software development and
incubation:
Prof. Baryamureba in Sunday Vision Vol.14, No. 31, 2007; noted that the
Rockfeller Foundation had provided a grant to support MUK ICT Faculty in outsourcing
business development and software incubation. It was hoped that this grant would spur
the development of ICT industry in Uganda. The 1,000 graduates graduating every year
were expected to team up and create jobs in this area when ICTs were seen as a driver
of the service industry.14
ICT Faculty p~anned to open one million United States dollars call center:
According to Sunday Vision Vol.14, No. 31, 2007; MUK ICT Faculty was to
spend US$ 1 million to set up a modern call center to provide national directory
services and attract off shore work. The centre that would be housed inthe newly
constructed 12,000m2 complex, was scheduled to open in September 2007, Prof.
Baryamureba said. He noted that the Faculty’s strategic plan has a component of
preparing the country’s human resource to work in the outsourcing industry and setting
up a call centre was an appropriate first step in that direction,
Prof. Baryamureba disclosed in Sunday Vision Vol.14, No. 31, 2007; that of the
$lm that had been budgeted for the call centre; $700,000 would be used to acquire the
necessary technology and software with the remaining $300,000 to be spent on other
operational costs like training the call centre agents and consultancy services among
others. He said that the centre was at first envisaged to provide Business Process
Outsourcing services for offshore companies but because of the high costs of bandwidth
to facilitate cheap out-bound calls to Europe and the US, Uganda cannot compete on a
fair platform with countries like India which already have this infrastructure in place.
The call centre operations would be made in phases with more functions added
with time like customer care, data entry, indexing, and telemarketing for banks,
telecom companies, and hotels among others. According to Sunday Vision Vol.14, No.
31, 2007; the Faculty had carried out negotiations with various companies and some
had indicated a willingness to outsource a portion of their operations to the call centre,
The venture would be used to generate revenue for ICT Faculty and MUK in general but
still stay true to its mission of being a training, research and consultancy centre.
Strengthening ICT capacity of Publlc Universities
According to Daily Monitor, No. 350(2007); it was said at a National ICT
Consultative Workshop of strengthening ICT capacity of Public Universities that the MUK
ICT Faculty had received multi-million dollar equipment from AVOIR funded by USAID15
to establish E-learning. This project would provide Sun Hardware Data Center, Sun
Hardware and Software classroom containing 20 Sun Pay thin clients with LCD monitors
and a Sun Ray Server among others. MUK was selected by the African Union to be the
ICT Centre of excellence for Eastern Africa region and would oversee ICT African Union
Initiatives in 13 countries on Tele-Education project. MUK was also selected as the hub
among the 5 lead Universities in Africa on the same project. The MUK ICT would
manage and coordinate this project in Uganda and expected to acquire high-tech
infrastructure which will benefit the project activities and facilitate teaching in the
Faculty. Part of the project would avail ICT Faculty with state of the art equipment such
as production equipment, and VSAT Antenna amongst others.
At the same workshop, the African Digital Health Initiative Project — Nakaseke
started in July 2007 to promote the use of ICTs in improving Community Health Service
Delivery. The expected project outcomes included use of smart phone Technology in
Data Collection and analysis, enhancing communication between health centers and the
District Hospital, training of Health workers and students in the use of ICTs in health
care, training of ICTs students in software development for the smart phones and
strengthening the community outreach program at MUST.
KYU Department of Computer Science Connectivity for Educator Development
focused on introduction of ICTs in teacher training according to Daily Monitor, No. 350
(2007). This project had equipped KYU with a multimedia development a~,d training
laboratory and Internet connectivity to 8 Primary Training Colleges. Also KYU was one
of the centers for the IICD which specialized in ICTs as a tool for development. About
40 lecturers of KYU were trained in basic and advanced computer skills to compile and
produce ICTs based educational materials using 40 computers under this project.
A project on Building a Sustainable ICTs Training Capacity in the Public
Universities in Uganda witba grant of 3.4 million Euros started in July, 2004 and ended
in June 2008 according to Daily Monitor, No. 350 (2007). The lead institutionin the
South was MUK ICT Faculty with the aim of addressing ICT capacity building in the16
Public Universities in Uganda. The target was the staff and students in the above
institutions and mid-career ICI professionals. The main activities required expertise
from the Netherlands, for support in Curriculum Development and Implementation, in
development of research capacity and to advise in the establishment of a Centre of
Excellence for ICT Training and Research. Staffs of all the four universities we~-e and
some are still training at Master’s and PhD levels in ICT in the Netherlands and Uganda.
The specific objectives of the project were to strengthen existing educational
programmes and develop and implement new curricula for Bachelor’s and Master’s
Programmes; to build ICTs human resource capacity through staff development
programmes in M.Sc and PhD; to strengthen a joint research programme for alE Public
Universities ; to accomplish and adopt ICTs Policy and Master Plans for KYU and Gulu
Universities and strengthen network systems and ICTs infrastructure; to promote
gender balance in both the number of academic as in the number of students and to
contribute to the Uganda government’s plans to increase the number of women
participating in science; and to strengthen relations and collaboration between the ICTs
academic units of the four Public Universities, The projects maximum amount of the
grant from Netherlands Organization for International Cooperation was 5.7 million Euros
running from June 2007 to May 2011.
Gulu University had experienced growth since the inception of the project on
Building a Sustainable ICTs Training Capacity in the four Public Universities, Two
undergraduate programmes namely B.Sc in CS and B.IT were begun as a result. Plans
were under way to begin Master of Science in Computer.
In MUST, the Department of CS was established in 1997 under the Faculty of
Development Studies to run courses in CS to meet the increasing demand of ICTs and
Statistics specialists in the Country. It started running a Bachelor of CS course with a
combination of Mathematics and Statistics subjects. In July 2006 the Department of CS
was elevated to the status of the Institute of CS with a vision to be a centre of
excellence in teaching and research in applied and multidisciplinary computing and IT17
for community development. The Institute currently runs two undergraduate degree
programs namely B.IT and B.CS. In addition, the Institute runs four short courses
namely CCNA, CCNP, CCA, and ICDL.
KYU has one degree programme, B.IT and Computing according to Daily
Monitor, No. 350 (2007). The department also offered a Diploma in CS for two years
and a certificate in CS for one year. The department also offered short courses like
CCNA, IT essentials and Basic computer skills to the University community and
specialized accounting packages in collaboration with the Department of Business
Studies.
Nat~ona~ ICT project to connect schoo~s and health offices
It was said according to Olanyo(2007) that all districts up to parish level would
have access to ICTs by 2010. The project being implemented under the RCDF was
estimated to cost shs 2 billion. While addressing a workshop on the establishment of
laboratories and Internet connectivity in schools and district health offices, Mr Masambu
P., Executive Director of UCC said each school in the 80 districts would get 10
computers for the start.
Mr Masambu said 43 health offices in 43 districts would get two computers each
with Internet connectivity. He said the project would subsequently look at tëlemedicine
which was the extension of medical facilitation over the Internet. In so doing, a hospital
could be equipped with cameras so that doctors in different locations could be able to
look at the condition of a patient, discuss and advise accordingly. Officials said the
limited infrastructure, low computer to student ratios and power cuts were some of the
challenges facing schools in the country.
Benefits of ‘ICTs ~n HEIs.
ICTs are beneficial in teaching where tools are now available on the Internet to
assist both teachers and students to write assignments, detect and avoid plagiarism and
18
copyright violations and one of the great benefits of ICTs in teaching according to
Balasubramanian et a! (2009) is that it can improve the quality and quantity of
educational provision.The other benefit is promise of Open Educational Resources which
are educational materials and resources offered freely and openly for anyone to use
and under some licenses to re-mix, improve, and redistribute. They are the expression
of an Internet empowered World Wide community effort to create a global intellectual
and educational commons.
Further, according to Wentzel eta/(2005); mobile and wireless technologiesare
expanding the boundaries of higher education into anytime and or anywhere
experiences. Wireless networks and mobile communications coupled with personal
computing devices present new means for students to access classroom information
and communicate with peers and teachers and for Faculty members to alter the
concept of the classroom.
According to Balasubrarnanian eta/(2009); ICTs are beneficial in research where
the steady increase in bandwidth and computing power available have made it possible
to conduct complex calculations on large data sets. Communication links make it
possible for research teams to be spread across the World instead of concentrating in a
single institution. Communications and digital libraries are easing access to academic
resources including millions of textbooks, journals, and research reports greatly
enriching research possibilities for smaller institutions and those outside the big cities.
Balasubramanian et a! (2009) also said that ICTs are beneficial in administration
where HEIs have engaged ICT systems for student admission and records, examination
results and transcripts, finance and human resource databases, and management
information. The rapidly increasing student population in HEIs accelerated the need for
ICT5 to process, store, and retrieve data in a fast, systematic and accurate fashion.
More universities are looking into developing ICTs that will respond to the needs and
demands of the younger generation especially the digital natives for better and
increased access to university services and information through the web. For students,19
there are many benefits in terms of increased flexibility in registering for classes,
accessing course outlines and content online, interacting with instructors and other
students through chats or discussions, submitting assignments and writing
examinations online.
ICTs in community engagement is another benefit according to Balasubramanian
et a! ( 2009) where in addition to teaching and research, contributing to regional
economic growth through innovation is now perceived as the third role of Universities.
The University-Industry-Government linkage is seen as a triple-helix model through
which effective transfer of technologies leads to economic growth.
Some of the Benefits of building computing and ICT human capacity:
ICT MUK Faculty was invited to participate in the 10th Anniversary of the annual
ICT and Engineering Students Exhibition 2007 of IEEE from 14th to 15th September 2007
in Nairobi according to Sunday Vision Vol. 14, No.31. A number of World class
innovations were among the 122 entries of which 57 were in ICT, 34 in electronics and
31 in mobile technology from 18 institutions in Bulgaria, Kenya, Malawi, Sudan, and
Uganda. Innovations were inspired by the year’s theme ICT in Rural Development.
Many of the innovative projects were communication and automation solutions based
on low-cost mobile telecom technology, as well as mobile-to-web applications. 13 ICT
students with 10 projects represented the Faculty out of which 3 projects were selected
and won in different categories. The winning projects included M/s Omala D.’s project
entitled “Online Tuition transfer system” emerged winner under the Best International
Category and received the top price of a laptop.
Prof. Baryamureba received the Top ICT Educator or Academic Award in Africa
for 2007 according to Sunday Vision Vol. 14, No.31. The African ICT Achievers
Programme has built a strong foundation of recognition and reward for those ICT
individuals and organizations that have made a difference to the ICT industry in Africa.
ICT Achievers have proven achievement in business excellence, innovation,
20
0-0~~
entrepreneurship or through having touched the lives of others less fortunate. Prof.
Baryamureba was honored by IBM which stated on 4th December, 2007 in New York
that IBM had made a gift worth millions of dollars in his honor to the UN Foundation in
support of Nothing but Nets, a grassroots campaign to save lives by preventing malaria.
ICT MUK Faculty Cisco Academy received an International Award at the Cisco
Academy Conference 2007 coinciding with the 10th anniversary of the Cisco Networking
Academy program celebrations held in Turkey where MUK was hailed as the best
Regional Academy of the year in over 164 countries. The theme was strengthe~~ing
community partnership and teamwork and among the criteria considered for the Award
were outstanding performance, highest growth and high student enrollment, consistent
high percentage of female students (more than 30%), expanded Academy Program
Curriculum, excellent communication and outstanding student support initiatives.
Benefits of ICTs in Teacher Training
Uganda is emerging as a leader in African education reform. Through the
Connectivity for Educator Development project, Uganda is integrating ICTs into
professional development programs for primary school teachers, with a focus on
computer-assisted teacher-training according to Wadi & Alexand ra(2002). Through
newly created multimedia teacher training laboratories in 8 PTCs, located in both rural
and urban areas, teachers will have access to the training curriculum through
computer-mediated learning environments and digital library resources. The program is
working with Ugandan government agencies and KYU to set up multimedia training
laboratories at its facility in Kampala. The program is enhancing the curriculum with
ICTs by developing, testing, and distributing online multimedia training modules for
teachers and tutors. These teachers, in turn, will train current and future teachers at
the participating PTCs Through March 2003, PTCs in Shimoni, Gulu, Bushenyi, Mukuju,
Ndegeya, and Kibuli. With new ISPs and Internet points of presence moving into these
areas, KYU and the PTCs will go online. To ensure effective use, a new feature of the
program is the Professional Development Training Course for computer literacy, which21
will enable user groups of PTC administrators, tutors, pre- and in-service teachers, and
school staff and students to learn basic computer applications, multimedia production
methods, and Internet skills.
According to Wadi & Alexandra(2002), teachers at PTCs will learn how to
construct their own Websites, Later, interactive media such as discussion boards can be
installed for facilitating communication among educators. The computer laboratories in
these PTCs reach most of the country, serving as access points for developing teaching
curriculum electronically, teacher training, and, community use. By providing the
equipment, training users, and facilitating production of educational products, project
staff members expect teachers to find innovative ways to use ICTs for teaching and
learning.
Benefits of us~ng ICTs ~n organ~zat~ons for train~ng
Ivancevich(2001) wrote that each day more firms are using computer-assisted
instruction to train employees. The trainees are allowed to learn at their own pace,
study areas that need improvement and the training is flexible. The computer has
changed the way people at work learn. Learning is more self-initiated and
individualized, He added that the Internet offers ways to increase learning, link
resources, and share valuable knowledge inside and outside an organization. People
can use the Internet to deliver training by E-mail for accessing course material and
sharing information; bulletin boards, forums, and newsgroups for posting comments
and questions; interactive tutorials and courses that let trainees take courses online;
real-time conferencing that places all participants in the same virtual classrobm.
Trainees can download documents, tutorials, and software.
Intranets are internal electronic networks and can deliver programs that have
been developed or customized for an organization’s particular needs according to
Ivancevich(2001). Intranets are used to share information in list-serve discussion
groups and virtual-learning campuses. Some intranets can support the delivery of CD
22
ROM based training so that trainees can learn more about them using authoring
software which ranges from straight forward, to more complex applications requiring
expert programming skills. Internet literacy is a key to career success as researchers
found out that employees and job seekers must become literate on the Internet to keep
pace with businesses that are turning to the Web as a new way of doing business.
People who adopt Internet skills are more likely to advance in their fields as companies
increasingly rely on the Net to reach both internal and external audiences.
Challenges of ICTs
In Africa, there are gaps in ICTs development and according to Banard & Vonk
(2003); a greater presence of advancement in terms of the ICTs use has been noted in
the peripherals of the South and North African states, followed by the East and West
African states. Most of the Central African states have been lagging behind. The
developmental gaps are compounded by the problem of the digital divide, made worse
by lack of access to ICTs, inadequate pools of skilled persons and the use, maintenance
and rapid obsolescence of the ICTs due to continuous technological innovations and
development.
In Uganda, few people use e-mail due to either lack of computer skills or lack of
access to ICTs according to Tusubira et a! (2005). Access to e-mail is through Internet
cafes which are only available in large towns. Around 7O% of Africa’s population live in
rural areas, with many Africans lacking the basics of life, including basic telephone
services.
Another challenge according to Elijah & Ogunlade(2006) is the socio-cultural
constraints where it was reported that women in Nigeria considered the word
technology to have male connotations, even though information seemed more feminine.
Some women even believed that working with ICTs would drive them mad,
The other challenge is the high cost of acquiring, installing, operating,
maintaining, and replacing ICTs according to Balasubramanian et a! (2009). The
23
integration of IcTs into teaching is still in its infancy. ICT systems in developing
countries has a particularly high opportunity cost because installing them is more
expensive than in developed countries. Inexperience in procuring institution~wide
hardware and software and attendant services may cost institutions dearly as they may
end up with wares that are outdated and subject to unworkable but binding supplier
contracts. Using unlicensed software can be problematic legally, in maintenance costs
and if the pirated software varies in standard formats.
According to Hesselmark(2003), poor nations cannot afford to invest in ICTs yet
without such investment they are likely to continue being poor. Although development
is driven by LT. and knowledge, without corresponding investment in infrastructure and
human capital, such development would not be realized. The paradox though is that the
kevel of ICTs use in any country is closely related to the country’s income.
Online teaching has its unique challenges as not all Faculties are ICT literate and
can teach using ICTs tools. Even those who are may not be keen on teaching online
because of the extra time and elfort involved. The introduction of e-Learning and virtual
universities has failed to achieve the desired levels of sustainability and would not
survive without massive government support according to Balasubramanian et a!
(2009). The OECD’Ss 2001 Report contended that despite the investment of up to $16
billion made in eLearning by the OECD countries, there was no evidence that it led to
any improvement in teachers’ performance and students learning outcomes, In its 2005
Report, the OECD concluded that KTs in HEIs had more impact on administrative,
services than teaching. In Africa where the penetration of the Internet stands at 5~6%
compared to the World’s 26.6%, any technology deployment for learning and academic
services will need to address the issue of connectivity by students and instructors.
Other challenges according to Balasubramanian et a! (2009) are people related
as the wide adoption of ICTs calls for mindset and skill sets that are adaptive to
change. An attitude of resistance to change is often caused by the lack of appreciation
of the benefits brought by ICTs and by the fear that technology will replace jobs, which24
it should if it is to be cost-effective. Institutions investing in ICTs will need to underpin
changes with a training and capacity building plan for a workforce that is heads-on,
hearts-on and hands-on with KTs.
According to Tittel dta/(2007); there are also risks like terrorist acts, wars, civil
unrest, theft, vandalism, fires, explosions, prolonged power outages, and buihiing
collapses which can render computers non-functional. These risks require methods of
protection like computer-safe fire suppression systems, uninterrupted power supplies,
backup generator, and introducing redundant computer systems. There should be a
vital records program where critical business records will be stored, and the procedures
for making and storing backup copies of those records.
Tittel et a! (2007) added that computer systems also fail as hardware parts wear
out and refuse to perform or suffer from physical damage. Software systems contain
bugs or are given improper operating instructions and so adequate redundancy in their
systems must be provided. Due to financial constraints, maintaining fully redundant
systems is not possible and instead replacement parts should quickly be obtained and
installed. There should also be extra inventory of items with a high pilferage rate such
as random access memory chips and laptops,
Sustainabillity of ICTs
An educational software is being developed to take advantage of the broadband
connectivity and according to Nga’mbi(2006) in August 2006, 7 countries signed the
NEPAD Broadband ICT Infrastructure Network Project including the East Africa Sub
marine System in Kigali. In October 2006, more 7 countries signed the same protocol
that seeks to bridge the digital divide on the African Continent in Cape Town.
Nga’mbi(2006) added that many African institutions have partnered with the
African Virtual University (AVU) programme while sharing a mutual vision for improved
ICT education and sustainability. AVU is currently transformed from being a World Bank
project to an independent inter-governmental organization based in Nairobi and25
includes over 57 learning centers across 27 African countries. AVU helps to identify
essential programmes needed for Africa’s ICT development as it collaborates with the
African Universities and partners with other renowned World Universities. AVU students
are exposed to modern technology like WebCT, WebLearn, CD-ROM, and Video
cassettes and are assigned to specific computer laboratories where students use
computers to access online learning resources, given the inadequate access to ICTs for
the majority of learners in Africa.
On emerging Free Open Source Initiatives, the East African Centre for Open
Source Software (EACOSS) has been established in Uganda at U.I.C.T. according to
Nga’mbi(2006) to promote access to open source software and human capacity
development.
Rellated Stud~es
Cyber e~tes: a survey of Internet Café users ~n Uganda
Perhaps the biggest challenge to Internet penetration in Uganda is the very low
level of telecommunication infrastructure which is crucial to connectivity. The cost of
computers remains high together with private Internet access according to Mwesige
(2003). In 2001, connection fee for full unlimited Internet access were about US $60
while the monthly rental was US $50. The dial up Internet cost for 20 hours per month
was about US $110. Electricity supply also remains a problem to Internet diffusion,
Mwesige(2003) added that Internet access at public locations has been
suggested as an alternative, but even here the prices are beyond the reach of most
people, considering that around 9O% lives on less than 2 dollars a day (cited by Minges,
2001). In recognition of ICTs importance, the government is in the late stages of
developing ICTs policy to encourage its rapid growth.
26
The Educatbnall Use of Mobile Communication Devices
The use of mobile communication devices in education has led to the evolution
of a new paradigm in electronic learning called mobile learning according to Muy~nda et
e/(2007). M-learning, is a form of e-learning that specifically employs wireless portable
communications devices to deliver content and learning support. Advances in mobile
computing and handheld devices like ipod, cell phones, smart phones, PDA, notebooks;
intelligent user interfaces, wireless communications and networking technologies like
WI-Fl, GPS, GSM, GPRS, and 4G have precipitated mobile learning or Knowledge
Anywhere.
According to Muyinda ete/(2007); M-learning is gaining prominence because of
the increasing desire for lifelong learning which is undertaken by learners with other life
obligations related to work, family and society, Such learners are constantly on the
move and require devices that facilitate learning on the go. Typical e-learning systems
have failed to provide on-the-go learning because they are usually situated in fixed
environments, Hence m-learning comes in handy to support the on-the-move learner.
At Kinjo Gakuin University in Japan, mobile phones have been used in the teaching and
learning of English language while at the University of Pretoria, m-learning has been
used for extending administrative support to distance learners. Reminders for critical
dates and events are sent to distance learners as SMS messages, snippets of audio
messages are recorded on companies’ telecommunications servers for students to call
in and listen, textual study materials with short objective questions that students are
required to answer with real-time feedback provided.
Implementation of E-learning in HEIs in Low Bandwidth Environment
Higher Education around the world is becoming networked and fundamental
changes are taking place in HEIs and according to Suhail & Mugisa(2007) there is no
geographical isolation at the university or college level. When HEIs are in the process of
implementing e-learning, a number of factors come into play and these include
27
technology, prospective users, local context of use and the associated costs. These
further include low bandwidth and accessibility, inadequate telecommunications
infrastructure and lack of reliable power supply.
According to Suhail & Mugisa(2007); the growth in Internet has brought changes
in all walks of life including education through e-learning. The globalization of Higher
Education is increasing rapidly; students attend courses of study from all over the
world, employees work and study globally. The long-term implications are a worldwide
network and a real market place for university and college level education.
The Role of Academia in Fostering Private Sector Competitiveness in ICTs
Development
For any country to attract, maintain and benefit from private sector investment in
ICTs, it must have a critical mass of highly skilled people according to Wanyama &
Baryamureeba(2007). Therefore, it is no surprise that China and India that have a large
number of Computing and Technology institutions have taken the lead in benefiting
from private sector investment in ICTs among the developing countries. In the
computing field, it is important that HEIs adhere to discipline definitions that have
national, regional and international recognition. This assures the private sector and
foreign investors that people produced by the academia have at least the m~nimum
skills expected in their disciplines. The Government of India ensures that HEIs take into
account the concept of globalization during discipline definitions and curricula
development. This is done through the country’s agency for quality assurance in HEIs.
Wanyama & Baryamureeba(2007) added that an investor views a country
where he or she does not have to retrain workers as a better investment destination so
as to attain the minimum skill standards that the investor is familiar with, If the
discipline definitions do not adhere to any standard, foreign investors may feel obliged
to recruit workers from other countries, which reduces the competitiveness of their
28
investments, and makes the country a less attractive investment destination. Provision
of appropriate skills for fo~tering private sector competitiveness in ICTs developrñerit
requires supplementation of formal diploma and degree programs with short courses
that provide skills in specific areas, technologies, equipment, and software. It is
necessary that all forms of training be complemented with academia and industry
collaboration through joint activities such as research, industrial training, consultancies,
workshops, and conferences.
Computational Resource Optimization in Ugandan Tertiary Institutions
Insufficient computational power, caused by limited budgets is a big challenge to
hgh quality research and education in developing countries. Some institutions suffer
severe shortages while others enjoy comparatively more resources. Many institutions
therefore source for funds to procure more resources while paying less attention to
optimally utilizing what they have or creating facilities for sharing with other institutions
for mutual benefit according to Ssekibuule et a! (2007). Current developments in Grid
computing technology provide for mechanisms of consolidating isolated computing
resources to provide a high power computing environment.
He added that in financially constrained countries like Uganda, there is hardly a
tertiary institution with adequate ICT infrastructure to meet its demands throughout the
year. Some institutions have idle resources during off peak seasons but also experience
bottlenecks during peak periods, In other institutions, the shortages are experienced
throughout the year. This is caused by lack of money to procure adequate ICT
infrastructure and train the human resource. There is a high possibility of inadequate
training of students, graduating with less skill hence not able to fully explore their
potential at the work place, This leads to lower business productivity, low income, poor
remuneration and low competitiveness. This vicious circle needs to be broken to
stimulate development and transform developing countries into developed countries.
29
To address the scarcity of ICTs, tertiary institutions have put emphasis on
sourcing for funds to procure more infrastructures to reduce the deficit. Less emphasis
has been put at optimal utilization of the existing ones, identifying specifications that
can offer higher value for money in a certain situation or exploring inter-institutional
resource sharing for mutual benefit according to Ssekibuule et a! (2007). While sourcing
for extra funds can reduce the scarcity, it is believed devising ways of using new and
existing ICTs that put the resources to optimal utilization can create a substantial
impact. The main factors that motivated this project are low utilization levels where the
individual use of a microcomputer is very low with resources like Cpu usage hardly
reaching l5% for average computer users, There is need to investigate ways in which
optimal use of computer systems can be got both inside individual tertiary institutions
and across institutions. Also, there is the cost and utility mismatch where application
and operating system software is so dynamic, with windows changing nearly every two
years and linux far less. Within a few years, the software is considered outdated and a
software upgrade may not be effective since the hardware may not fit the minimum
requirements of the newer software version.
Forces Weakening the Private Network Security Perimeter Defense
The cause of this weakening process is a combination of many forces niost of
them due to rapid advances in computer technology, the falling prices of information
processing, and the development of extensive global networks according to Kizza
(2007). All these are creating an environment where the generation, collection,
processing, indexing, and storage of and access to information are made easy. In
addition, the ease of use has brought users of all characters on the global super
network, making it a real wild west where laws are followed at will and only the
stronger and most ruthless survive.
Kizza(2007) said some of these forces are a rise of malware where although the
practice of security for the private network has been constant for a good number of
30
years, the new and changing 1GTs have been peeping away on the private network
security defenses through software tools referred to as malware. Maiware is a term for
a collection of unfriendly software tools that include viruses, worms, Trojan horse, key
loggers, dialers, stealth passwords, password crackers, sniffers, web traffic generators,
advertisement pop ups, exploits, and root kits. Malware has become one of the most
effective forces in degrading the private network security perimeter defenses.
Theft is the other force where a considerable amount of information is lost via
theft of digital devices including laptops and memory sticks according to Kizza(2007).
Company secrets with network access data are always lost along with these devices.
Re-Visioning Africa’s Tertiary Education in the Transition to a Know~edge
Economy
With the arrival of ICTs came revolutionary changes in the mode of delivery of
education. Online education is growing, even within regular brick and mortar
institutions. Brick universities are increasingly becoming brick and click universities
giving students more options to learn, in addition to the traditional face-to-face lectures
according to Materu(2007). These new methods render tertiary education borderless as
students can study in a course program irrespective of their geographical location.
In the knowledge based economy, knowledge doubles every 3 to 5 years
depending on the discipline. Recently, some predictions suggest that by 2020, it will
double every 75 days or so according to Materu(2007). To keep pace with such an
extraordinary rate of development, a graduate will require continuous learning in order
to maintain professional proficiency. A knowledge-based worker will find it necessary to
earn the equivalent of several degrees in his or her lifetime through self learning. Thus,
graduates will need to keep tending their stock of knowledge and updating their skills
and competencies so that their knowledge and skills remain relevant and competitive.
31
Chapter 3:
METHODOLOGY
Research Design
The study employed descriptive research design though quantitative research
design was used to compliment. The quantitative research design was used in gathering
data on cases of accessing, retrieving, storing and disseminating information on
investments in ICTs in Tertiary Institutions.
A questionnaire was administered as a tool to collect both quantitative and
qualitative data. A questionnaire consisting of 21 questions was distributed to 110
selected Tertiary Institutions in Uganda in June and July 2011. The questionnaires were
used to collect the research data because they provided for privacy of the respondents.
At each selected Tertiary Institution, a questionnaire was handed to Head of ICTs
Department or his or her Assistant. Respondents were requested to answer the
questions and the researcher returned on a convenient day and time to pick them for
editing and coding. SPSS version 16.0 software was used to analyze the collected data.
Research Population
The population included 151 Heads of ICT Departments in Tertiary Institutions in
Uganda recognized by the National Council for Higher Education (NCHE) and was
Universities and Colleges offering Degrees, Diplomas, and Certificates. The population
was subdivided as follows:
32
Table 3d
Population of Tertiary Institutions in Uganda recognized by NCHE~
Types of Institutions Population Percentage
Public Universities 5 3.3%
Private Universities 23 15.2%
Private University Colleges 2 1.3%
Public University Colleges 1 0.7%
Public Other Degree Awarding Institutions 1 0.7%
Public Tertiary Institutions 49 32.5%
Private Tertiary Institutions 70 46.4%
Total Population 151 lOO%
Sample Size and Selection
The selection of the sample size was based on stratified proportionate sampling
method obtained from the figures in above. This method of sampling enabled the
researcher to proportionally stratify the sample size from the total population.
The sample size was determined by Sloven’s formula given by n = N
(1 + N*L12)
33
Where n is sample size, N is Population size = 151 and Li is level of significance = 0.05
Therefore, n = 151
(1 + 151*(0.05)2)
=151
1.3775
= 109.62 ~ 1141
The sample size was calculated as below and shown in Table 3.2:
Total population of tertiary institutions in Uganda recognized by NCHE = 151
Tabile 3~.2
Samø~e size of Tertiary Institutions in Uaanda recognized by NCHE
Types of Institutions Popu~ation Sampile Size Percentage
Public Universities 5 4 3.39/o
Private Universities 23 17 15.2%
Private University Colleges 2 1 1.3%
Public University Colleges 1 1 0.7%
Public Other Degree Awarding Institutions 1 1 0.7%
Public Tertiary Institutions 49 36 32.5%
Private Tertiary Institutions 70
Totall 151
51
110
46.4%
100%
34
Samphng Procedure
For each type of institution, simple random sampling was used to select
the institutions required as per the sample size tabled above. Simple random sampling
assured that each institution in the population had an equal chance of being included in
the sample. Each institution in a category was assigned a number, then each number
was written on a separate piece of paper and all the slips were placed in a box or
container. After the slips of paper had been thoroughly mixed, one was selected for
each sampling unit. Thus if the sample size was 5, the selection procedure was
repeated 4 times after the first slip had been selected. According to Zikmund(2000),
mixing the slips after each selection ensured that those at the bottom of the container
would continue to have an equal chance of being selected in the sample.
However; for public university colleges and public other degree awarding
institutions, all the institutions in their population appeared in the sample since their
sample sizes were equal to their respective population sizes for each institution type.
Research Instrument
The questionnaire was used to collect the data. The questionnaire was
researcher devised or structured by the researcher and was pre-tested to 10
respondents not included in the actual study to test its validity and reliability. The
questions were closed-ended with a few open-ended.
Closed-ended questions were considered more convenient way of collecting the
data from respondents because according to Amin(2005) they elicited specific
responses which were easy to analyze. Close-ended questions were preferred since
comparison among different groups of respondents was important for the study
because all respondents considered the same universe of content. Further, the
questions were preferred since the respondents were more competent in reading than
they were in writing because it required the respondent to tick the right alternative.
35
Some few open-ended questions were considered more convenient because they
were preferred in exploratory studies in which the researcher had limited or no clues on
the likely responses. According to Amin(2005), in case it did not make sense to
anticipate the responses of the target population, it was better to use open-ended
questions.
Validity and Reliability of the Instrument
Face validity
When little or nothing is known about the variable being measured, the level of
validity obtainable is face validity. On the face of it, according to Amin(2005) establishes
that the tool seems appropriate to find out what is being measured, Looking at the
questions the researcher had developed to ask his respondents, one can say that he
found out what he wanted to know by asking these questions.
Content validity
Content validity was determined by expert judgment by asking experts in the
area covered by the instrument to assess its content validity. The judgment was based
on whether all areas had been included in the correct proportions and then used judges
to establish a validity index for each item. There were 5 judges and 4 of them agreed
that the item was valid. The inter-judge Coefficient of Validity Index (CVI) was CVI =
number of judges declared item valid/total number of judges =4/5= 0.8
This was repeated for all the items of the instrument and an average calculated to be
0.8. For the overall instrument, CVI = number of items declared valid/total number of
items. The instrument was accepted as valid since according to Amin(2005),the
average index should be 0.7 or more.
36
RehabNity Test
5 questionnaires were pre~tested by administering to 5 respondents to test their
reliability. After 2 weeks, 5 same questionnaires were administered to 5 same
respondents. On checking the responses, it was discovered that the responses in the
second set of questionnaires were more less consistent with those in the first set of
questionnaires.
Data Gather~ng Procedures
Before the admin~strat~on of the quest~onnafres
The researcher obtained a letter of introduction from the University and used it
as proof that he was a student of School of Postgraduate Studies and Research of
Kampala International University, Kampala. He showed the letter with his identity card
before administering the questionnaires to the respondents and explained about the
study before requesting them to answer the questionnaires. He assured the
respondents of confidentiality. He selected two research assistants to assist in the data
collection; briefed and oriented them in order to be consistent in administering the
questionnaires.
Dur~ng the adm~nistrat~on of the questionnah-es
The respondents were requested to answer in full all the questions and not to
leave any portion not answered. The researcher and his assistants emphasized
retrieving of the questionnaires within 2 weeks from the date of receipt. On retrieval of
the questionnaires, the respondents were thanked for answering the questions and all
the returned questionnaires were checked.
After the adm~n~stration of the quest~onna~res
The data gathered were encoded, transferred into the computer and statistically
treated using SPSS.
37
Data Processing and Analysis
Data processing and analysis were done using SPSS software version 16.0. The
processing was done after editing and coding of the data, Calculations were done on
the quantitative data and totals, percentages, averages, frequencies and a correlation
presented in tables and figures.
Editing
Editing was done by the researcher at the closure of each working day to ~nsure
that data given by respondents was accurate, complete, readable and consistent to be
transferred to data storage. Every questionnaire from the field was scrutinized through
cross checking wrong entries and adjusting the data while checking for omissions,
legibility, and inconsistencies. The editor had to reconstruct some data as for instance a
respondent may have indicated cost per computer instead of total cost of all computers
in the institution as requested on the questionnaire. In this case, the editor had to
convert the data to total cost without adding any extraneous data.
Field editing was preliminary editing by a field supervisor on the same day as the
survey with the purpose of catching technical omissions such as a blank page on the
questionnaire, checking legibility of handwriting, and clarifying responses that were
logically or conceptually inconsistent. The number of incomplete responses to some
questions was reduced with the rapid follow-up stimulated by a field edit. The daily field
edit allowed possible re-contacting of the respondent to fill in omissions before the
situation had changed.
In-house editing investigated the results of data collection and the job was done
by centralized office staff. The in-house editor’s task also ensured that inconsistent or
contradictory responses were adjusted and that the answers were not to be a problem
for coders and keyboard operators. According to Zikmund(2000), the in-house editor
also determined if the answers given by a respondent to one question were consistent
with those given to other related questions. The editor also decided whether or not an38
entire questionnaire was usable. When it had too many answers missing, it was not
suitable for the planned data analysis and in such a case the editor simply recorded the
fact that a particular incomplete questionnaire had been dropped from the sample.
Coding
Coding was the process of identifying and classifying each answer with a
character symbol. Assigning symbols permitted the transfer of data from the survey to
the computer. Although codes were generally considered to be numerical symbols, they
are more broadly defined as the rules for interpreting, classifying, and recording data
according to Zikmund(2000). Codes allow data to be processed in a computer and
researchers organize coded data into fields, records, and files.
The final stage in the coding process according to Zikmund(2000) was error
checking and verification or data cleaning to make sure that all codes were legitimate.
For instance if gender is coded 1=male and 2=female and a 3 code is found, it was
obvious that a mistake had been made that required an adjustment.
Ethka~ Cons~derat~ons
The ethical issues covered general rights and obligations of concerned parties
namely the researcher, the sponsoring client or user, and the respondent or subject.
The interaction of each of these parties with one or both of the other parties according
to Zikmund(2000) identified a series of ethical questions and each party expected
certain rights and felt certain obligations toward the other party.
The r~ghts and oblligat~ons of the respondent
The ethical issues depended on whether or not the participant had given willing
and informed consent. Informed consent suggested the respondent understood the
reason for the research and waived his or her right to privacy when he or she agreed to
participate in the study. In return for being truthful according to Zikmund(2000), the
39
subject had the right to expect confidentiality and anonymity. Privacy was a profound
ethical issue in research.
When a subject provided willing consent to participate, it was expected that he
or she would provide truthful answers and honest cooperation was main obligation of
the respondent. The researcher had an obligation to protect the anonymity of the
respondent. When that respondent disclosed data about personal matters, it was
assumed that such data would be guarded from all people other than the researcher.
Respondeni3 felt more relaxed about privacy issues according to Zikmund(2000) if they
knew who was conducting the survey and it was recommended that field assistants
indicated that they were legitimate researchers by passing out business cards, wearing
name tags, or in other ways identifying the name of their institution.
Subjects have a right to be informed of all aspects of the research, incluaing its
purpose and sponsorship. According to Zikmund(2000), the reason for the researcher’s
obligation to protect this right was based on the academic tradition of informing and
enlightening the public. An argument for providing respondents with information about
the nature of the study concerned the long-run ability of researchers to gain
cooperation from respondents. If the public understood why survey data had been
collected and that the researchers would be trusted with private information, it would
be easier in the long run to conduct research.
R~ghts and obilgations of the researcher
Standards and operating procedures had been developed for ethical practice by
researchers and included that the purpose of research is research, objectivity, and
protecting the right to confidentiality of both subjects and clients according to Zikmund
(2000). Further, the researcher should not practice misrepresentation of research and
disseminate faulty conclusions.
In purpose of research is research, no researcher should engage in any practice
other than scientific investigation. It was illegal or unethical to use any plan or scheme
40
that misrepresents the true status of the person making the call as a door-opener to
gain admission to a prospect’s home, office, or other establishment. According to
Zikmund(2000), the researcher ensured accuracy via objectivity and scientific
investigation. The researcher maintained high standards to ensure that data were
accurate and did not intentionally try to prove a particular point for political purposes.
It was the researcher’s responsibility to ensure that the privacy and anonymity of
the respondents were preserved according to Zikmund(2000), If the respondent’s name
and address were known, this data would not be forwarded to the sponsoring
organization. Data that a researcher obtained about a client’s business affairs would not
be disseminated to other clients or third parties.
It was considered improper for a research project to be conducted and then the
researcher or decision maker disseminated conclusions from the research that were
inconsistent with or not warranted by the data. According to Zikmund(2000), such
shading of results was not in line with the obligation to report accurate findings.
R~ghts and obNgations of the sponsor~ng dent or user
After the sponsoring client had received a research proposal from the researcher,
he or she did not disclose to other researchers because these could steal the topic from
the original researcher. The rights and obligations of the sponsoring client included an
open relationship with the researcher and interested parties according to Zikmund
(2000). The sponsoring client had the obligation to encourage the researcher to seek
out the truth objectively. To encourage this objectivity, a full and open statement of the
problem, explanation of time and money constraints and any other insights that would
help the researcher anticipate costs and problems were provided.
A user of research did not knowingly disseminate conclusions from a research
that is inconsistent with the data or not warranted by it, According to Zikmund(2000),
justifying a self serving political position that is not warranted from the data poses
serious ethical questions. Further, the privacy rights of subjects created a pri~c’acy
41
obligation on the part of the client. The client as well as the researcher had the
obligation to maintain respondent’s privacy.
llJmitations of the study
(i) Not all questionnaires were returned due to circumstances on the part of the
respondents like End of Academic Year holidays which necessitated travelling
away from their Institutions and others refusing to participate.
(ii) Difficulty in accessing some respondents due to lack of time, travelling
resources, and accommodation.
(iii) The study was. limited in geographical coverage as towns like ~abale,
Fortportal, Arua, and Lira which have several tertiary institutions including
Universities recognized by National Council for Higher Education were not
studied because of the time and travelling resources constraints.
(iv) Questionnaires did not allow probing, prompting, and clarification meaning
that any item which was not clear may have been answered by guess work
thus reducing the validity of the results.
42
Chapter 4:
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Demographic characteristics of respondents in terms of age, gender, and
educationall ilevell in investments of ICTs in s&ected tertiary institutions in
Uganda~
Tab~e 4i.
Age, gender, and educationa~ llev& of respondents of investments in ICTs ins&ected tertiary institutions in Uganda in Ju~y 2011.
________________________ EDUCATION LEVEL GENDER31 - 35 1 Masters(I.T.) Female
2 Masters(C.S.) Male
3 Dip~(Eng.) Male
4 Masters(C.S.) Male
5 Dip.(LT.) Male
6 Bachelors(Secretarial) Female
7 Dip.(Accounting) Female
8 Dip.(Accounting) Female
9 Dip.(I.T.) Male
10 Dip.(Records Mgt) Female
11 Masters(LT.) Male
12 Bachelors(Secretarjal) Female
13 Masters(LT.) Female
14 Masters(Mgt.) Female
15 Masters(I.T.) Male
16 Masters(LT.) Male
17 Masters(Mgt.) Female
IQt~1 1236 - 40 1 PhD(C,S,) Male
2 Masters(C.S.) Male
3 Dip~(Eng.) Male
43
4 PhD(C.S.) Male
5 CPA(U) Male
6 B.(M.I.S.) Male
7 8.(Cartography) Male
8 Dip.(LT.) Male
9 B(Accounting) Male
10 B.(M.LS.) Male
11 Masters(M.I.S.) Male
12 Dip.(Eng.) Male
13 B.(I.T,) Male
IQ~til141 - 45 1 Masters(MJ.S.) Female
2 B.(Med. Educ,) Male
3 Mas~ers(I.T.) Male
I~i~46 - 50 1 B.Sc~(C.S~) Male
2 Dip~(Marketing) Male
3 Masters(Stat.) Male
4 Masters(Econ.) Male
lotail 4 4Over 50 1 Masters(C.S.) Male
2 B.Sc~(Eng.) Male
3 Masters(Nursing) Female
4 M.Sc.(Eng.) Male
5 Dip.(Accounting) Male
6 Masters(Counselling) Male
7 M~Sc.(Eng~) Male
[otal Z ZUnder 30 1 Masters(C.S.) Male
2 Masters(LT.) Male
3 Masters(Accounting) Male
4 8.Sc~(C.S.) Male
5 B.Sc.(C.S.) Male
6 B~(I.T.) Female
7 B.(Stat.) Male
8 B.(I.T.) Female
9 Masters(MgL) Female
10 B~(Library LS.) Female
11 B.Sc.(Meteorology) Male
44
12 Masters(I.T~) Male
13 B.(I.T~) Male
14 B.(I.T~) Male
15 Masters(C.S~) Male
16 Dip~(Accounting) Male
17 Masters(LT.) Male
18 B~(LT.) Male
19 Masters(I.T~) Male
20 Masters(I.T.) Male
21 Masters(LT~) Male
22 Dip.(Accounting) Female
IQt~11 22 22
N
Out of the 66 returned questionnaires; 22(33.3%) respondents(17 male,5
female) were under 30 years of age, 17(25~8%) respondents(8 male,9 female) were
between 31 and 35 years of age, 13(19~7%) respondents(all male) were between 36
and 40 years of age, 3(4~5%) respondents(2 male, 1 female) were between 41 and 45
years of age, 4(6J%) respondents(all male) were between 46 and 50 years of age, and
7(10.6%) respondents(6 male, 1 female) were over 50 years of age by July 2011. This
implies that 39(59%) or more than half of the respondents (25 male, 14 female) were
below 35 years of age or youthful age by July 2011.
Out of the 66 returned questionnaires, SO(7S.8%) respondents were males while
only 16(24.2%) respondents were females in July 2011,
Out of the 66 returned questionnaires; 12(18~2%) respondents(10 male, 2
female) had attained educational level of Masters in Information Technology, 6(9.1%)
respondents(all male) had attained Masters in Computer Science, 6(9.1%)
respondents(4 male, 2 female) had attained Bachelors in Information Technology,
5(7.6%) respondents(2 male, 3 female) had attained Diploma in Accounting, 3(4.5%)
respondents(all female) had attained Masters in Management, 3(4.S%) respondents(all
45
male) had attained Bachelor of Science in Computer Science, 3(4.S%) respondents(all
male) had attained Diploma in Engineering, and 3(4.5%) other respondents(all male)
had attained Diploma in Information Technology by July 2011.
2(3.0%) respondents(all male) had attained educational level of PhD in
Computer Science, 2(3.0%) respondents(all male) had attained Master of Science in
Engineering, 2(3.0%) respondents(1 male, 1 female) had attained Masters in
Management Information Systems, 2(3.O%) respondents(all male) had attained
Bachelors in Management Information Systems, and 2(3.O%) other respondénts(all
female) had attained Bachelors in Secretarial Studies by July 2011.
Only 1(1.5%) respondent(male) had attained Masters in Statistics, 1(1.5%)
respondent(female) had attained Masters in Nursing, 1(1.5%) respondent(male) had
attained Masters in Economics, l(l.S%) respondent(male) had attained Masters in
Counseling, 1(1.5%) respondent(male) had attained Masters in Accounting, 1(1.5%)
respondent(male) had attained Bachelor of Science in Engineering, 1(1.5%)
respondent(male) had attained Bachelor of Science in Meteorology, 1(1.5%)
respondent(male) had attained Bachelors in Statistics, 1(1.5%) respondent(male) had
attained Bachelors in Accounting, l(l.S%) respondent(male) had attained Bachelors in
Cartography, 1(1.5%) respondent(female) had attained Bachelors in Library
Information Systems, 1(1.5%) respondent(male) had attained Bachelors in Medical
Education, 1(1.5%) respondent(male) had attained CPA(U), 1(1.5%) respondent(male)
had attained a Diploma in Marketing and 1(1.5%) other respondent(female) had
attained a Diploma in Records Management by July 2011.
46
Extent of investments in ICTs in selected Tertiary Institutions in Uganda in
July 2011.
Table 4.2(a)
An estimate number of comøuters by Institution Tvøe in theselected 66 tertiary institutions in July 2011 and the year when
ICT ~vas started in Uganda.
NUMBER OFCOMPUTERS IN
INSTITUTE TYPE JULY 2011 NUMBER OF COMPUTERS IN YEAR1
Private N 34 34Tertiary Sum 1008 191
Mean 29.65 5.62
Variance 522.963 28.668
% of Total Sum 23.2% 24.4%
%ofTotalN 51.5% 51.5%
Public N 22 22Tertiary Sum 987 203
Mean 44.86 9.23Variance 1728.885 109.613% of Total Sum 22.7% 25.9%% of Total N — 33.3% 33.3%
University N 10 10Sum 2,345 389Mean 234.50 38.90Variance 18388.944 891.211
% of Total Sum 54.0% 49,7%% of Total N 15.2% 15.2%
Total N 66 66
Sum 4,340 783
Mean 65.76 11.86
Variance 8580.679 308.581
% of Total Sum 100.0% lOO.0%
% of Total N lOO.0% 100.0%
47
Out of 110 questionnaires given out to selected Tertiary Institutions, 66 were returned
filled with the required data. From the returned questionnaires, it was established that
about 4,340 computers were available in the 66 selected Tertiary Institutions in
Uganda in July 2011. Of these, about 2,345 (54%) computers were reported to be in
10 Universities; about 987(22.7%) computers were reported to be in 22 Public
Tertiary Institutions; and about 1,008(23.2%) computers were reported to be in 34
Private Tertiary Institutions in July 2011. On average; there were about 235
computers in each University, about 45 computers in each Public Tertiary Institution,
and about 30 computers in each Private Tertiary Institution.
Tab~e 4~2(b)
Number of computers ~n ranges ~n sellected tert~aryjpstitut~ons ~n Uganda
in July 201L
Ranges Valid Cumulative
Frequency Percent Percent Percent
Valid: 1 - 20 25 37.9 37.9 37.9
21-40 16 24.2 24.2 62.1
41 - 60 9 13.6 13.6 75.8
61 - 80 1 1.5 1.5 77.3
81 - 100 4 6.1 6.1 83.3
Over 100 ii 100.0
Total 66 100.0 100.0
48
Of the 66 returned selected questionnaires; 25(37.9%) institutions
reported to have less than 20 computers each; l6(24.2%) institutions reported to have
between 21 and 40 computers each; 9(l3.6%) institutions reported to have between
41 and 60 computers each; 1(1.5%) institution reported to have between 61 and 80
computers; 4(6.1%) institutions reported to have between 81 and 100 computers
each; and 11(16.7%) institutions reported to have above 100 computers each in July
2011.
Tabile 4~3(a)
Estimated cost of computers in s&ected Tertiary Institutions in Uganda by
Institution Type in July 201L
Institution StandardType N Sum Mean Deviation Variance Minimum Maximum
Priv. Tertiary 34 908,910,000 26,879,705 29,342,470 8.610E14 2,000,000 144,000,000
Pub. Tertiary 22 1,052,360,000 50,334,545 49,668,032 2467E15 4,000,000 150,000,000
University io 2,821,672,500 282,167,250 179,167,650 3.210E16 62,160,000 575~812,500
Total 66 4,782,942,5OO~
The estimated cost of the about 4,340 computers with their software in 66
selected tertiary institutions in Uganda was reported to be about shs 4,787,942,500 in
July 2011. The about 2,345 computers in 10 Universities were reported to cost about
shs 2,820,000,000; the about 987 computers in 22 Public Tertiary Institutions were
reported to cost about shs 1,050,000,000; the about 1,008 computers in 34 Private
Tertiary Institutions were reported to cost about shs 910,000,000 in July 2011
On average; each University spent about sh 282,000,000; each Public Tertiary
Institution spent about sh 50,000,000; and each Private Tertiary Institution spent about
sh 27,000,000 on the computers and their software as at July 2011.
49
The maximum cost on computers by a University was about sh 575,812,500;
while the same figure for a Public Tertiary Institution was sh 150,000,000; and the
same figure for a Private Tertiary Institution was sh 144, 000,000 in July 2011.
The minimum cost on computers by a University was about sh 62,160,000; while
the same figure for a Publ~ Tertiary Institution was sh 4,000,000; and the same figure
for a Private Tertiary Institution w~s sh 2,000,000 in July 2011.
Tab~e 4.3(I~
Computer cost ranges ~nj~g. Shs ~n the 66 sellected Tertiary Instftutipns ~n
~iiiy2Qi1.
Cost ~n Ranges(shs) Vaild Cumu~ative
Frequency Percent Percent Percent
Valid: 20,000,000 - 40,000,000 11 16.7 16.7 16.7
40,000,000 - 60,000,000 9 13.6 13.6 30.3
80,000,000 - 100,000,000 2 3.0 3.0 40.9
Over 100,000,000 12 18.2 18.2 59.1
Under 20,000,000 27 ~Q~9 100.0
Tota~ 66 100.0 100.0
Of the 66 selected Tertiary Institutions; 27(40.9%) of them reported their
computers costing less than shs 20,000,000 in each institution; 11(16.7%) of them
reported their computers costing between shs 20,000,000 and 40,000,000 in each
institution; 9(13.6%) of them reported their computers costing between shs 40,000,000
and 60,000,000 in each institution; 5(7.6%) of them reported their computers costing
between shs 60,000,000 and 80,000,000 in each institution; 2(3.0%) of them reported
50
their computers costing between shs 80,000,000 and 100,000,000 in each institution;
and 12(18.2%) of them reported their computers costing above shs 100,000,000 in
each institution in July 2011.
Levell of benefits and sustainabillty of ICTs in seftected tertiary institutions in
Uganda in Judy 2011.
Tab’e 4A(a)
ICT Benefits, mean of benefit ilevells and their interpretation.
N = 66
ICT BENEFITS Mean Interpretation Rank
Internet, e-mail 3.00 High 7Train 3.70 Very high 3Train, internet, e-mail 3.26 Very high 5Train, internet, e-mail, accounting s/w 3.00 High 8Train, internet, e-mail, dist learn 3.25 High 6Train, internet, e-mail, interaction learn 3.00 High 9Train, internet, e-mail, open source s/w 3.78 Very High 2Train, internet, e-mail, open source SIW1 3 67 Very high 4dist learnTrain, Internet, e-mail, vide~conference ~Q Very high 1AVERAGE MEAN 3A2 Very high
Of the selected 66 Tertiary Institutions; 31(46,9%) institutions reported benefit
of computers for training, internet and electronic mail with a very high benefit level
mean of 3.26; 10(15.2%) institutions reported benefit of computers for training only
with a very high benefit level mean of 3.70; 9(13.5%) institutions reported benefit of
computers for training, internet electronic mail and open source software with a very
high benefit level mean of 3.78; 8(12%) institutions reported benefit of computers for
51
training, Internet electronic mail and distance learning with a high benefit level mean of
3.25; 3(4.5%) institutions reported benefit of computers for training, internet electronic
mail, open source software and distance learning with a very high benefit level mean of
3.67 ; 2(3%) institutions reported benefit of computers for training, internet, electronic
mail, and video conferencing with a very high benefit level mean of 4.00 in July 2011,
Only l(l.S%) institution reported benefit of computers for internet, and
electronic mail only with a high benefit level mean of 3.00; only 1(1.5%) institution
reported benefit of computers for training, internet, electronic mail and accounting
software with a high benefit level mean of 3.00; and only 1(1.5%) institution reported
benefit of computers for training, internet, electronic mail and interaction learning with
a high benefit level mean of 3.00 in July 2011. The overall mean of benefit levels of all
ICT benefits is 3.42 which is very high.
Table 4A(b)Estimated annual exnenditure for sustainabilitv of computers in
selected Tertiary Institutions in Uaanda in July 2OlLDescriptiveStatistics
Std.N Minimum Maximum Sum Mean Deviation
Annual 66 550,000 157,724,000 844,424,000 13,205,666 27,898,955expenditureValid N 66(listwise)
52
The estimated annual expenditure for sustainability of computers in the 66
selected tertiary institutions was reported to be about shs 844,424,000 in July
2011. The mean annual expenditure for each institution was reported to be
about shs 13,000,000; with a standard deviation of about sh 28,000,000;
maximum annual expenditure of about sh 158,000,000 and minimum about sh
550,000 in July 2011.
Ta bile 4A{c)
Estimated annual expenditure in ranges for sustainability of computers
in selected Tertiary Institutions in July 2011.
Expenditure in Valid Cumulative
Ranges(shs) Frequency Percent Percent Percent
Valid: 1,000,000 - 2,000,000 17 25.8 25.8 25.8
2,000,000 - 3,000,000 13 19.7 19.7 45.5
3,000,000 - 4,000,000 2 3.0 3.0 48.5
4,000,000 - 5,000,000 3 4.5 4.5 53.0
Over 5,000,000 21 31.8 31.8 84.8
Under 1,000,000 I~Q i~2 100.0
Total 66 100.0 100.0
lO(lS.2%) institutions reported their annual expenditure to be below shs
1,000,000 each; 17(25.8%) institutions reported their annual expenditure to be
between shs 1,000,000 and 2,000,000 each; 13(19.7%) institutions reported their
annual expenditure to be between shs 2,000,000 and 3,000,000 each; 2(3.0%)
institutions reported their annual expenditure to be between shs 3,000,000 and
4,000,000 each; 3(4.S%) institutions reported their annual expenditure to be between
53
shs 4,000,000 and 5,000,000 each; and 21(31.8%) institutions reported their annual
expenditure to be above shs 5,000,000 each on the computers in July 2011.
~4d
Annual budget Dercentage ranges to sustain ICTs in selected terti~ty
institutions in Uganda in July 2011.
PERCENT Valid CumulativeRANGES Frequency Percent Percent Percent
Valid 1 1.5 1.5 1.5
1 - 5 29 43.9 43.9 45.5
11 - 15 5 7.6 7.6 53.0
16 - 20 3 4.5 4.5 57.6
6 - 10 20 30.3 30.3 87.9
OVER 20 i~J~ 100.0
Total 66 100~0 100~0
Of the annual budget; 29(43.9°/o) institutions reported reserving 1 to 5% of the
budget to sustain ICT5; 20(30.3%) institutions reported reserving 6 to 10% of the
budget to ICTs; 5(7.6%) institutions reported reserving 11 to 15% of the budget to
ICTs; 3 (4.5%) institutions reported reserving 16 to 20% of the budget to ICTs; and
9(13.6%) institutions reported reserving above 20% of the budget to ICT5 in July 2011.
54
Whether there was a significant r&ationship between the extent of
investment and the ileve~ of benefits and sustainabiflity of ICTs in sellected
Tertiary Institutions in Uganda in July 2011.
Tables 4.5
Relationship between the extent of investment and the level of benefits and
sustainability of ICTs in selected Tertiary Institutions in Uganda in July 2011,
Correlations
Cost in July Annual2011 expenditure
Cost in July Pearson Correlation 1 •739**2011 Sig. (2-tailed) .ooo
Annual Pearson Correlation ~739** 1expenditure Sig. (2-tailed) .000
Correlation is significant at the 0.01 level (2-tailed).
From the 66 returned questionnaires of selected Tertiary institutions, correlation
coefficient w~s calculated using Pearson’s method between estimated cost of computers
in July 2011 and annual expenditure of ICT department in each institution; the two
variables being indicators of extent of investment in ICTs and level of sustainability
respectively. The results indicated a positive high correlation of 0.739 between the two
variables and that the correlation was significant at the 0.01 level using the two-tailed
test. So in particular, as the cost of acquiring ICTs increases, the annual expenditure to
sustain the ICTs also increases. This implies that there is a significant relationship
between the extent of investment and the level of benefits and sustainability in ICTs in
selected Tertiary Institutions in Uganda in July 2011. The level of benefits increases
with the number of computers and the number of computers increases with the cost of
acquiring them.
55
Chapter 5:
FINDINGS, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter discusses findings, concludes, and recommends from the findings of
what was observed from the returned questionnaires and analyzed in the process of
carrying out the study on investments in ICTs on s&ected tertiary institutions in
Uganda: tradeoffs, benefits, and sustainabillity,
The discussion, conclusions and recommendations are based on the objectives
which were:
(i) To establish the demographic characteristics of the respondents in terms of age,
gender, and educational level of investments in ICTs in selected Tertiary
Institutions in Uganda.
(ii) To determine the extent of investments in ICTs in selected Tertiary Institutions
in Uganda.
(iii) To establish the level of benefits and sustainability of ICTs in selected Tertiary
Institutions in Uganda.
(iv) To determine if there was a significant relationship between the extent of
investment and the level of benefits and sustainability in ICTs in selected
Tertiary Institutions in Uganda.
Findings
Demographic characteristics of the respondents
Out of the 66 returned questionnaires; 22(33.3%) respondents were under 30
years of age, l7(25.8%) respondents were between 31 and 35 years of age,
l3(l9.7%) respondents were between 36 and 40 years of age, 3(4.5%) respondents56
were between 41 and 45 years of age, 4(6.1%) respondents were between 46 and 50
years of age, and 7(lO.6%) respondents were over 50 years of age by July 2011. This
implies that 39(59%) or more than half of the respondents were below 35 years of age
or youthful age.
Out of the 66 returned questionnaires, SO(75.8%) respondents were males while
only 16(24.2%) respondents were females July 2011.
Out of the 66 returned questionnaires; 12(18.2%) respondents had attained
educational level of Masters in Information Technology, 6(9.l%) respondents had
attained Masters in Computer Science, 6(9.1%) respondents had attained Bachelors in
Information Technology, S(7.G%) respondents had attained Diploma in Accounting,
3(4.5%) respondents had attained Masters in Management, 3(4.5%) respondents had
attained Bachelor of Science in Computer Science, 3(4.S%) respondents had attained
Diploma in Engineering, and 3(4.5%) other respondents had attained Diploma in
Information Technology by July 2011.
2(3.O%) respondents had attained educational level of PhD in Computer Science,
2(3.0%) respondents had attained Master of Science in Engineering, 2(3.0%)
respondents had attained~ Masters in Management Information Systems, 2(3.O%)
respondents had attained Bachelors in Management Information Systems, and 2(3.Q%)
other respondents had attained Bachelors in Secretarial Studies.
Extent of investments in ICTs
Each selected institution reported reserving an annual budget percentage for
ICTs. These percentages ranged from 1 to 5%, 6 to 10%, 11 to 15%, 16 to 20%, and
above 20% in July 2011. 29(43.9%) institutions reported reserving only 1 to 5% and
20(30.3%) institutions reported reserving a mere 6 to 10% of the budget to ICTs. Thus
49(74.2%) institutions reserve less than lO% of their annual budgets to ICTs which is
57
too small compared to the benefits of ICTs. This is in line with the 41(62J%)
institutions which reported having less than 40 computers in each institution.
As a result of very small ICT budgets, it was reported by Prof. Baryamureba in
Sunday Vision Vol.14, No. 31(2007) that in 2004, 4 Public universities namely MUK,
MUST, KYU, and Gulu received a grant of 3.4 million Euros from the Netherlands
government to build ICTs human capacity in the computing departments. In 2005, it
further provided a grant of 2 million Euros to the 4 universities to upgrade their ICTs
teaching infrastructure and human resource. In 2007, the Netherlands provided an
additional grant of 5.7 million Euros for the 4 universities to strengthen ICTs training
and research capacity This is in line with Muyanja (2009) who agreed that the demand
to automate university processes is becoming important in line with university quality
assurance and that with the high costs of Integrated Academic Management Systems
on the market, universities must find alternative ways of meeting their customers’
expectations within their constrained budgets.
Also this agrees with Prof. Karshoda who said in New Vision of 6th July (2010)
that if educational institutions come together, they can negotiate to get better
bandwidth at lower costs for their on-line teaching and learning programmes.
Further, it was stated by ICT State Minister, Hon Nsambu and written by
Kasozi(2008) that students of higher learning will access laptop computers on loan basis
in a move to increase the use of ICT at a cost of $400 to $450 to be paid during their
stay at the universities.
Further, it was stated by Kadilo and written by Kagolo(2007) that MUK would
charge an ICT fee for both Private and Government sponsored students. Each
undergraduate would pay shs 50,000 and postgraduate would pay shs 80,000 per
academic year to boost the University’s ICT programme.
58
Level of benefits and sustainabihty in ICT5 in selected tertiary institutions in
Uganda
Of the selected 66 Tertiary Institutions; 31(46.9%) institutions benefited from
computers for training, internet and electronic mail; 10(15.2%) institutions benefited
from computers for training only; 8(l2%) institutions used the computers for training,
internet, electronic mail, and distance learning; and other 8(12.2%) institutions used
the computers for training, internet, electronic mail, and open source software were the
top four categories of benefits of ICTs in the sampled institutions in July 2011.
This is in-line with Wadi & Alexandra(2002) who wrote that Uganda is integrating
ICTs into professional training programs with a focus on computer-assisted teacher
training. Further, Ivancevich(2001) wrote on benefits of using ICTs in organizations for
training who stated that the Internet offers ways to increase learning, link resources
and share valuable knowledge inside and outside an organization via electronic mail,
interactive tutorials and real-ti me conferenci ng.
4(6°k) institutions reported benefit of computers for training, internet, electronic
mail, open source software and distance learning; 2(3%) institutions reported use of
computers for training, internet, electronic mail, and video conferencing in July 2011.
This is in line with Balasubramanian et a! (2009) who wrote that ICTs
have eased research in that the steady increase in bandwidth and computing power
available have made it possible to conduct complex calculations on large data sets and
that communication links make it possible for research teams to be spread across the
World instead of concentrating in a single institution. He added that communications
and digital libraries provide access to academic resources including millions of
textbooks, journals and research reports greatly enriching research possibilities for
institutions.
Further; for students Balasubramanian et a! (2009) wrote that there were many
benefits in terms of increased flexibility in registering for courses or classes online,
59
accessing course outlines and content online, interacting with instructors and other
students online through chats or online discussions, submitting assignments and writing
examinations online.
From the findings, about sh 850 million was spent on sustainability of computers
per year compared to actual cost of the computers which was about sh 4.8 billion from
the sample in July 2011. What this means is that in only 6 years, the sustainability costs
of the computers will be equal to the actual buying cost of the computers. This is in-line
with Balasubramaian et a! (2009) who wrote that the first challenge of ICTs was high
cost of acquiring, installing, operating, sustaining, and replacing ICTs.
From the findings of 66 institutions, 25(37.9%) institutions had less than 20
computers each and another l6(24.2%) institutions had between 20 and 40 computers
each in July 2011 which confirms the inadequate numbers of the computers, bearing in
mind that the administration takes priority over the students. These two categories of
institutions account for 62.l% of the sampled institutions.
From the findings of 66 institutions, 27(40.9%) institutions had their computers
costing less than shs 20 million in each institution and another 11(16.7%) institutions
had their computers costing between shs 20 and 40 million in each institution in July
2011 which confirms limited funds. These two categories of institutions account for
57.6% of the sampled institutions.
Further, this is in-line with Hesselmark(2003) who wrote that poor nations
cannot afford to invest in ICTs and that although development was driven by I.T.,
without corresponding investment in infrastructure and human capital, such
development would not be realized. Furthermore, he said that the contradiction was
that the level of ICTs use in any country was closely related to the country’s income.
60
Significant relationship between the extent of investment and the level of
benefits and sustainability of ICTs,
From the 66 returned questionnaires of selected Tertiary institutions, correlation
coefficient was calculated using Pearson’s method between estimated cost of computers
in July 2011 and annual expenditure of ICT department in each institution; the two
variables being indicators of extent of investment in ICTs and level of sustainability
respectively. The results indicated a positive high correlation of 0.739 between the two
variables and that the correlation was significant at the 0.01 level using the two-tailed
test. So in particular, as the cost of acquiring ICTs increases, the annual expenditure to
sustain the ICTs also increases. This implies that there is a significant relationship
between the extent of investment and the level of benefits and sustainability in ICTs in
selected Tertiary Institutions in Uganda in July 2011.
Conclusion,’
A study to establish the demographic characteristics of the respondents of
investments in ICTs in terms of age, gender, and educational level; to determine the
extent of investments in ICTs in selected Tertiary Institutions in Uganda; to establish
the level of benefits and sustainability of ICTs in selected Tertiary Institutions in
Uganda; and to determine if there was a significant relationship between the extent of
investment and the level of benefits and sustainability in ICTs in selected Tertiary
Institutions in Uganda was conducted in Kampala, Entebbe, Mbarara, Jinja, Masindi,
Culu, Soroti, and Mbale towns in July 2011. The selected Tertiary Institutions
represented Public and Private Universities, Private University Colleges, Public Other
Degree Awarding Institution, Public Tertiary Institutions, and Private Tertiary
Institutions.
61
The sample of study had 110 tertiary institutions including some Universities
selected from a total population of 151 Tertiary Institutions recognized by NCHE. The
sample had 4 Public Universities, 18 Private Universities, 2 Private University Colleges, 1
Public Other Degree Awarding Institution, 38 Public Tertiary Institutions, and 29 Private
Tertiary Institutions. The instrument for the data collection was a questionnaire and
was mainly closed-ended with a few open-ended.
From the findings, about sh 850 million was spent on sustainability of computers
per year compared to actual cost of the computers with their software which was about
sh 4.8 billion from the sample in July 2011. There were about 4,340 computers in the
66 selected tertiary institutions in Uganda as in July 2011. Of these about 2,345
computers were in 10 Universities which reportedly cost about shs 2,820,000,000; the
about 987 computers in 22 Public Tertiary Institutions reportedly cost about shs
1,050,000,000; the about 1,008 computers in 34 Private Tertiary Institutions reportedly
cost about shs 910,000,000 in July 2011. On average; each University spent about sh
282,000,000; each Public Tertiary Institution spent about sh 50,000,000; and each
Private Tertiary Institution spent about sh 27,000,000 on the computers and their
software.
From the findings of the 66 returned questionnaires of the selected tertiary
institutions; 29(43.9%) institutions reported reserving a mere 1 to 5% and 20(30.3%)
institutions reported reserving only 6 to 10% of the annual budget for ICTs in July
2011. Thus 49(74.2%) institutions reserve less than 10% of their annual budgets to
ICTs which was too small compared to the benefits of ICTs.
Of the selected 66 Tertiary Institutions; 31(46.9%) institutions benefited from
computers for training, internet and electronic mail; 10(15.2%) institutions behefited
from computers for training only; 8(l2%) institutions used the computers for training,
internet, electronic mail, and distance learning; and other 8(l2.2%) institutions used
the computers for training, internet, electronic mail, and open source software; 4(6%)
62
institutions reported use of computers for training, internet, electronic mail, open
source software and distance learning; and 2(3%) institutions reported use of
computers for training, internet, electronic mail, and video conferencing are the top six
categories of benefits of ICTs in the sampled institutions in July 2011.
Recomniendat~ons
Students in tertiary institutions with less than 40 computers each should
contribute some little fee for ICT fees say shs 50,000 per student per year to purchase
and sustain computers. Tertiary institutions which reserve less than lO% of their annual
budget to sustain ICTs should increase it to at least 15%.
Tertiary institutions with less than 20 computers each should lobby our
development partners or donors to contribute some computers for training the students
and also for administration since their prices have come down. The few corriputers
which are available should be used optimally with institutions near each other sharing
the scarce resources since most of the time in the week the machines are idle.
Further, the ICT lecturers should continue increasing their stock of knowledge in
ICTs or upgrading because as a result of emerging new trends in ICTs, there is new
software every about 2 to 4 years on the market.
Institutions without the Internet connection should ensure that they are
connected since prices of interconnectivity are falling and also have their websites
designed.
Stand-by generators with fuel should be available in the neighborhoods of every
computer laboratory of an institution ready to be switched on in case electricity goes off
during peak periods.
63
Institutions without ICT trainers should recruit them to train all the computer
users and students including careful handling of computer equipments, ICT lecturers
should demand for their share of 30% salary increase for science teachers which were
announced in the National Budget Speech of June 2010/2011.
Further Areas of Research
The study was limited in geographical coverage because of little time and
travelling resources, Kabale, Fortportal, Arua, and Lira towns have got many tertiary
institutions including universities recognized by National Council for Higher Education
but were not studied because of the time and travelling resources constraints, Even
retrieving of questionnaires from some of the tertiary institutions in the sampled towns
was not done because of the two constraints. The researcher therefore suggests that a
wider research on the topic be done in the near future,
Further, there are emerging new trends in ICTs with better impact on service
delivery and since their acquisition costs are reducing; the researcher recommends that
more studies in investments in ICTs in tertiary institutions in Uganda be done in the
near future,
64
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Ggaba Road - KansangaP0, Box 20000, Kampala, Uganda
KAMPALA Tel: ±256- 41- 266813 / +256- 41-267634
INTERNAflONAL Fax: ±256- 41- 501974
UNIVERSITY E- mail: [email protected],Website: www.kiu.ac.ug
OFFICE OF THE COORDINATOR, BUSINESS AND MANAGEMENTSCHOOL OF POSTGRADUATE STUDIES AND RESEARCH (SPGSR)
April 14, 2011Dear Sir/Madam.
RE: REQUEST FOR WASHEBA ENOCI< NATHAN MBA/41482/91/DUTO CONDUCT RESEARCH IN YOUR ORGANIZATION
The above mentioned is a bonafide student of Kampala International Universitypursuing a Masters of Business Administration (Information Technology).He is currently conducting a field research of which the title is “Investments in ICT inSelected Tertiary Institutions in Uganda, Trade offs, benefits andSustainability.” As part of his research work; he has to collect relevant informationthrough questionnaires, interviews and other relevant reading materials.
Your organization has been identified as a valuable source of information pertaining tohis research project. The purpose of this letter is to request you to avail him with thepertinent information he may need.
Any information shared with him from your organization shall be treated with utmostconfidentiality.
Any assistance rende~ed to him will be highly appreciated
~fi~
Yours truly,
Mr. MalingaRan-a~a~n~CoordinatorBusiness and Management, (SPGSR)
APPENDIX 11
CLEARANCE FROM ETHICS COMMITIEE
Date______________________
Candidate’s Date
Name____________________________
Reg.# ________________________
Title of study
Ethical Review Checklist
The study reviewed considered the following:
Physical Safety of Human Subjects
Psychology Safety
____Emotional Security
Privacy
____Written Request for Author of Standardized Instrument
Coding of Questionnaires/Anonymity/Confidentiality
____Permission to conduct the study
_____Informed consent
____Citation/Authors Recognized
70
Results of Ethical Review
Approved
_____Conditional (to provide the Ethics committee with corrections)
Disapproved/Resubmit proposal
____Ethics Committee ( Name and Signiture)
Chairperson~
Members
71
APPENDIX III
RESEARCH INSTRUMENT
Questionnaire
KAMPALA INTERNATIONAL UNIVERSITY
THE SCHOOL OF POSTGRADUATE STUDIES
INTERVIEW QUESTIONS FOR TERTIARY INSTITUTIONS
Preamble:
The purpose of this questionnaire is to collect data regarding investments,
tradeoffs, benefits, and sustai nability of Information Communication Technologies
(ICTs) in Tertiary Institutions. The findings from this research will be used for academic
purposes only and nothing else.
Confidentiality:
All information provided in here will be treated with strict confidentiality.
Instructions:
Please kindly complete the questionnaire with as accurate data as possible. Tick
the box of your choice and fill the blank spaces.
ICT Investments Assessment Questionnaire
Name of Tertiary Institution:
72
Position of Respondent:
Demographic Characteristics of Respondent:
TickQv’) the box of whichever item is applicable to you.
1. Gender: 1 — M&e L ~1 2— Female
2. Age ofrespondentin years:
Diploma Undergraduate Postgraduate Phd Others(specify)
4. Specialization:
Accounting Mathematics Physics Statistics Engineering MIS CS IT SE
5. Working Experience (Years of work):
Below3O 31—35 36—40 41—45 46 — 50 Over 50
3. Level of education:
Others
(Specify)
73
Below 5 5 — 10 11— 15 16 — 20 21 — 25 Above 25
years years years years years years
Questions about the Tertiary Institution’s ICT Department:
Extent of investments in ICTs in Tertiary Institutions
1. (I) How many computers do you have currently in this Institution?
(a) 1-20L 1 (b) 21 - 40 [ ~ (c) 41- 60
(d) 61 - 80[_____ (e) 81 — 100 L ~ (f) Above 100
(ii) If above 100 computers, specify the exact number
2, (i) How many computers did you begin with in the Institution?
(a) 1-10 L ~ (b) 11-20 [______ (c) 21-30
(d) 31 - 40 _____ (e) 41 - 50 L ~] (f) Above so L(ii) If above 50 computers, specify the exact number
3. How did you acquire these computers?
(a) Budgeted for L ~1 (b) Donation L ~1(b)Joint Programme f (d) Others (specify)
4. If budgeted for, how much in Ug. Shs was spent on acquiring or buying the
computers?
5. If the computers were donated, (i) who were the donors? (a) Government
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(a)NGOs L 1 L ~(b) Others (Specify).
(ii) Obtain estimate cost of the computers at the time of donation in Ug. Shs
6. If the computers were acquired by joint programme, obtain their estimate total
cost by all the parties in Ug. Shs
7. Number of years ICT department has been in existence:
Below 3 3 — 6 6 — 9 9 — 12 12 — 15 Above 15
years years years years years years
Lev& of benefits and sustainab~Nty of ICTs in Tertiary Institutions
The following are benefits of ICTs in tertiary institutions. Select the level of
benefits applicable to your Institution by ticking 4(Strongly Agree), 3(Agree), 2
(Disagree), or 1(Strongly Disagree) in the boxes next to the benefits below:
1234
1. Computers are used for training only.
2. Computers are used for training, Internet, and electronic mail.
3. Computers are used for training, Internet, electronic mail, and
distance learning.
4. Computers are used for training, Internet, electronic mail, and — —
open source software.
(c) Individuals
I
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12. Which of the following did your Institution’s ICT Department spend money
on in the past year? (Tick all that apply)
(a) Increasing the number of computers ______ (b) Replacing old
computers
(c) Installing new softwareL (d) Installing an Internet connection L
(e) Setting up or improving a Network
(f) Setting up or improving a website (g) Buying computer spares
(h) Others (specify)
13. How are your computers serviced?
In-house support ________ Outsourcing 114. Any other comment on benefits concerning the use of ICTs by your
Institution?
15. Any other comment on sustainability of ICTs by your Institution?
SRAR
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