Digitalization of Higher Education Delivery Processes and the Effectiveness of State University in Cameroon

  • Momenyi Mirabel Tangmo University of Buea, South West Region of Cameroon
  • Prof. Fonkeng Epah George University of Buea, South West Region of Cameroon
  • Dr. Nyenty Stephen Atem University of Buea, South West Region of Cameroon
DOI: https://doi.org/10.17605/ijie.v4i6.2028
Keywords: Digital of Higher Education, Administrative Processes, Curriculum Processes, Effectiveness, State Universities, Digitalization, Digitalization Processes

Abstract

This study focused on the digitalization of Higher Education delivery processes and the effectiveness of state University in Cameroon. The purpose of the study was aimed at investigating the effect of the digitalization of higher education delivery processes on the effectiveness of states Universities. The study was guided by two objectives which are to: investigate the extent to which digitalization of administrative processes affect the effectiveness of State Universities, and to find out to what extent does digitalization of curriculum processes affects the effectiveness of State Universities. The study was equally guided by two hypotheses that stated that digitalization of administrative processes, and digitalization of curriculum processes significantly affects the effectiveness of state Universities in Cameroon. The survey research design using a triangulation approach was adopted for the study. The population constituted of all academic staff and administrators of the 8 states universities in Cameroon. A total of 2718 academic staff in four of the state Universities constituted the accessible population of the study. Sample size constituted of 371 academic staff and 24 administrators. The purposive, convenient and proportionate sampling techniques were adopted for the study. Questionnaire and interview guides are the instruments adopted for the study. The quantitative data were analysed using SPSS version 25 with the aid of descriptive and inferential statistics while the qualitative data were analysed thematically. The findings showed that the digitalization of administrative process (R= 0.553**, P= 0.000, far and digitalization of curriculum processes (R= 0.384**, P= 0.000, far less than 0.05) have a very significant and positive relationship with the effectiveness of State Universities. In conclusion, it was observed that there is a positive link between digitalization of higher education delivery processes and the effectiveness of state Universities in Cameroon. Based on this, it was generally recommended state Universities should digitalize their delivery processes to enhance the effectiveness of states Universities.

References

1. Aduwa-Ogiegbaen, S. E., & Lyamu, E. S. (2005). Using information and communication technology in secondary schools in Nigeria: Problems and prospects. Educational Technology and Society, Lagos State 8(1), 104-112.
2. Aduwa-Ogiegbaen, S. E., &Lyamu, E. S. (2005). Using information and communication technology in secondary schools in Nigeria: Problems and prospects. Educational Technology and Society, Lagos State 8(1), 104-112.
3. Alenezi, H., Tarhini, A., & Masa’deh, R. (2015). Investigating the Strategic Relationship between Information Quality and Government Benefits: A Literature Review. International Review of Social Sciences and Humanities, 9 (1), 33- 50.
4. Angie O., & Rita, N. U. (2013). The Place of ICT (Information and Communication Technology) in the Administration of Secondary Schools in South Eastern States of Nigeria. University of Nigeria, Enugu State, Nigeria. US-China Education Review A, 3(4), 231-238.
5. Barry, H. (2006). Word Summit on the Information Society (WSIS). Seminar paper presented in Tunis sponsored by United Nations.
6. Bates, T. (2015). Teaching in a Digital Age (Open Textbook).:Http://Opentextbc.Ca/ Teaching in a Digital Age.
7. Ben-Zion, B. (1995). Information Technology in Educational Management. Chapman and Hall, London.
8. Bert Van Der, Z. (2017). Haalt De Universiteit 2040? Een Europees Perspectief Op Wereldwijde Kansen En Bedreigingen. (Will Universities Make It To 2040? A European Perspective on Opportunities and Threats Worldwide.’) Amsterdam University Press.
9. Bikas C., & Sanyal, D. (2001). New functions of higher education and ICT to achieve education for all”. Paper prepared for the Expert Roundtable on University and Technology-for- Literacy and Education Partnership in Developing Countries, International Institute for Educational Planning, UNESCO, September 10 to 12, Paris 2001.
10. Billon, M., Lera-Lopez, F., & Marco, R. (2010). Differences in Digitalization Levels: A Multivariate Analysis Studying the Global Digital Divide. Review World Economy, 146, 39-73. Doi:10.1007/S10290-009-0045-Y.
11. Callan, V. J., Bowman, K., & Framework, A. F. L. (2010). Sustaining E-Learning Innovations: A Review of the Evidence and Future Directions. Final Report, November 2010.
12. Castells, M. (2010). The Rise of the Network Society. Massachusetts: Blackwell Publishing. Https://Doi.Org/10.2307/1252090.
13. Chin, R., & Benne, K. D. (1985). General Strategies For Effecting Changes In Human Systems, In W. G. Bennis, K.D. Benne and R. Chin (Eds.). The Planning Of Change (Fourth Edition), Holt, Rinehart & Winston, New York.
14. Conole, G. (2014). A New Classification Schema for Moocs. INNOQUAL: International Journal for Innovation and Quality in Learning, 2(3), 65–77.
15. Desai, S. (2010). Role of Information Communication Technologies in Education. Bharati Vidyapeeth’s Institute of Computer Applications and Management, New Delhi.
16. Dwyer, D., Barbieri, K., & Doerr, H. (1995). Creating a Virtual Classroom for Interactive Education on the Web. The Third International World Wide Web Conference. Http://Www.Igd.Fhg.De/Www/Www95/.
17. Fonkeng, G. E., & Ntembe, A. (2009). Higher Education And Economic Development In Africa: The Case of Cameroon. Https://Www.Researchgate.Net/ Publication/228612810.
18. Fullan, M. (2006). Turnaround Leadership. Jossey Bass: San Francisco.
19. Harasim, L. (2000). Shift Happens: Online Education As A New Paradigm In Learning. Internet and Higher Education, 3, 41-61.
20. Hitt, L., & Brynjolfsson, E. (1996). Productivity, Business Profitability, and Consumer Surplus: Three Different Measures of Information Technology Value. MIS Quarterly, 2(20), 121–142.
21. Hossein, Z. (2008). Administration of Faculties by Information and Communication Technology and Its Obstacles. International Journal of Education and Information Technologies 2(1).
22. Hughes, M., & Bush, T. (1991). Theory and Research as Catalysts for Change’, In W. Walker, R. Farquhar and M. Hughes (Eds), Advancing Education: School Leadership in Action. London: Falmer Press.
23. Khalid, J., Ram, B.R., Soliman, M., Ali, A.J., Khaleel, M., & Islam, M.S. (2018). ‘Promising Digital University: A Pivotal Need for Higher Education Transformation’. International Journal of Management in Education, 12(3), 264–75.
24. Kim, K-J., & Bonk, C. J. (2006). The Future of Online Teaching and Learning in Higher Education. Educause Quarterly, 22-30.
25. Krishnaveni, R., & Meenakumari J. (2010). International Journal of Environmental Science and Development, 1(3). ISSN: 2010-0264.
26. Kwaku, O. T. (2004). Practical Application of ICT to Enhance University Education in Ghana.
27. Law No. 005 Of 16 April 2001 On The Orientation Of Higher Education Retrieved FromHttp://Www.Spm.Gov.Cm/Fr/Documentation/Textes-Legislatifset-Reglementaires/Article/Loi-N-005-Du-16-Avril-2001-Portant-Orientation-Delenseignement-Superieur.Html.
28. Law No. 005 of 16 April 2001 on the Orientation Of Higher Education: Http://Www.Spm.Gov.Cm/Fr/Documentation/Texteslegislatifs-Et-Reglementaires/Article/Loi-N-005-Du-16-Avril2001-Portant-Orientation-De-Lenseignement-Superieur.Html.
29. Law No. 2005/342 Of 10 September To 2005 Modify and Complete Certain Dispositions of Decree No. 93/027 of 19 January 1993 to Define Common Conditions for the Operation of Universities In Cameroon.
30. Law No. 2005/342 Of 10 September To 2005 Modify And Complete Certain Dispositions Of Decree No. 93/027 Of 19 January 1993 To Define Common Conditions For The Operation Of Universities In Cameroon.
31. Lekhi, R. (2007), Public Service Innovation, A Research Report For The Work Foundation’s Knowledge Economy Programme, The Work Foundation, London.
32. Medlin, B.D. (2001). The Factors That May Influence a Faculty Member's Decision to Adopt Electronic Technologies in Instruction (Doctoral Dissertation, Virginia Polytechnic Institute and State University, 2001). Proquest Digital Dissertations. (UMI No. AAT 3095210).
33. Mustea, A., Muresan, M., & Herman, C. (2013). Integrating E-Learning into The Transdisciplinary Methodology As A Solution To The Challenges Of 21st Century Society. Procedia Social and Behavioural Sciences, 128, 366-372.
34. Newell, S., & Marabelli, M. (2015). Strategic Opportunities (And Challenges) Of Algorithmic Decision-Making: A Call for Action on the Long-Term Societal Effects of ‘Datification’. Journal Of Strategic Information Systems, 24 (1),3-14.Doi: 10.1016/J.Jsis.2015.02.001.
35. OECD (2019d). Measuring the Digital Transformation: A Roadmap for the Future, OECD Publishing, Paris, Https://Doi.Org/10.1787/9789264311992-En.
36. OECD (2019a). Going Digital: Shaping Policies, Improving Lives. OECD Publishing, Paris,Https://Doi.Org/10.1787/9789264312012-En.
37. Oliver, B., & Jorre De St Jorre, T. (2018). Graduate Attributes for 2020 and Beyond: Recommendations for Australian Higher Education Providers. Higher Education Research and Development, 1–16. Https://Doi.Org/10.1080/ 07294360.2018.1446415.
38. Parsad, B., Lewis, L., & Tice, P. (2008). Distance Education at Degree-Granting Postsecondary Institutions: 2006-07. Washington D.C.: National Center for Education Statistics Institute of Education Sciences.
39. Pînzaru, F. (2015). Managing In the Digital Economy: An Introductive Discussion. Pannon Management Review, 4(2), 9-31.
40. Redecker, C. (2017). European Framework for the Digital Competence Of Educators. Luxembourg: Publications Office of the European Union. Https://Doi.Org/10.2760/159770.
41. Rogers, E. (2003). The Diffusion of Innovations (5th Ed.). New York: The Free Press.
42. Rogers, E. M. (1983; 1995) Diffusion of Innovations, (3th Edition; 4th Edition). New York: Free Press.
43. Seemann, K. (2003). Basic Principles in Holistic Technology Education. Journal of Technology Education, 14(2), 28-39.
44. Selwyn, N. (2016). Education and Technology: Key Issues and Debates. London: Bloomsbury.
45. Sherry, L. (1997). The Boulder Valley Internet Project: Lessons Learned. THE (Technological Horizons in Education) Journal, 25(2), 68-73.
46. Stolterman, E., & Croon A. F. (2006). Information Technology and the Good Life”, In Information Systems Research, Pp. 687-92, Https://Doi.Org/10.1007/1-4020-8095-6_45.
47. UNESCO (2005). World Declaration for Higher Education for the 21St Century: Version and Action. Paper Presented At World Conference on Higher Education.
48. Van Dijk, J. (2005). The Network Society: Social Aspects of New Media. London: Sage.
49. Viljoen, J (1994). Strategic Management-Planning And Implementing Successful Corporate Strategies (2nd Ed.). Melbourne: Longman Australia Pty Ltd.
50. Yang, Y. (2008). Examining University Students’ and Academics’ Understandings of ICTs in Higher Education. In proceedings of the Annual Meeting of the Australian Association for Research in Education. Http://www.Aare.Edu.Au /08pap/Yan08183.Pdf
Published
2021-07-04
How to Cite
[1]
Tangmo, M.M., George, P.F.E. and Atem, D.N.S. 2021. Digitalization of Higher Education Delivery Processes and the Effectiveness of State University in Cameroon. International Journal on Integrated Education. 4, 6 (Jul. 2021), 300-320. DOI:https://doi.org/10.17605/ijie.v4i6.2028.
Issue
Vol. 4 No. 6 (2021): IJIE
Section
Articles

Copyright (c) 2021 Momenyi Mirabel Tangmo, Prof. Fonkeng Epah George, Dr. Nyenty Stephen Atem

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:

  • Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.