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Project Title: Information and Communication Technology (ICT) research, dissemination and utilization in Southern African Universities.

By Dr. Luckson M. Kaino (Project Leader) Department of Mathematics & Science Education Faculty of Education University of Botswana, BOTSWANA P.O. Box 70025, Gaborone, BOTSWANA Tel: +267 355 2175 (Office); +267 3133201 (H/se); Cell: +267 7214 8826 Email: kainol@mopipi.ub.bw or Kaino_dr@hotmail.com

Executive Summary The proposed project intends to analyze the contribution of academic research in ICTs towards improvement of economic and social development of societies in the countries of three sampled universities in the South African region. These universities are the University of Botswana, the University of Namibia, and the University of Zimbabwe in the three neighbouring countries of Botswana, Namibia and Zimbabwe respectively. The study will target ICT projects undertaken by these universities and how the projects are benefiting or intend to benefit the communities in these countries as contribution to realisation of Millennium Development Goals (MDGs) by year 2015. The focus will be on MDGs educational goals which if attained are believed to alleviate poverty in society. This study premises that access to ICT by people in community can increase access and participation in educational, social and economic activities that can contribute to well being of the people involved. With ICTs in place, it has been realised that the interaction nature of these facilities provide a conducive environment where people of both sexes can participate. The participation aspect is crucial (if access is availed) especially to gender imbalances where females have historically been disadvantaged. Specifically, the study will focus on the contribution of ICTs to MDGs educational goals on expanded access in higher education, advanced life-long learning, improved quality of education and gender equality programmes in education in the three sampled countries. Specific objects targeting the above will be to (i) identify the nature of ICT research projects undertaken by universities in the sample, (ii) find out the processes used to dissemination research findings to community, (iv) determine how research findings have benefited the community (where disseminated) or can benefit community (where not disseminated), (iv) suggest ways of utilization, dissemination to communities among

universities sampled in the study, and (v) provide the plan of collaboration among universities in the sample and beyond.

The study will be descriptive in nature using both qualitative and quantitative techniques. The conceptual framework of the study will be guided by research production and utilization function models knowledge outlined in the literature of this study. Data will be collected by researchers in the three universities assisted by recruited assistant researchers in these countries. Questionnaires, interviews and observation schedules will be used in data collection. Data will be analysed by three main researchers who will compile the project report. Questionnaires and interviews will be conducted to researchers in ICT in targeted projects, offices of research at the three universities, policy makers on ICTs in departments and ministries concerned in sampled countries, and people in communities directly benefiting from ICTs projects. At completion of the study, six dissemination workshops and one seminar are planned. Three are planned for the three universities (1 each) and these will involve researchers and research bodies at the universities. The other three workshops will target ICT policy makers in the three countries (1 each). The planned seminar will draw researchers and sponsors of the project to draw up a future strategic plan of action as it is believed by the project leader that without an action plan all the efforts and resources invested in the project could become redundant. This action plan will be drawn after dissemination workshops.

Background information and Literature Review The contribution of academic knowledge to economic and social development of societies is widely emphasized. This recognition has raised attention to the role of higher learning institutions such as universities in research outputs and their relevance to society. Universities have the role not only to teach and carry out research but also to contribute directly to economic growth of the society in which they were embedded (Etzkowitz, 2002). University research has a potential in the contribution to achievement of Millennium Development Goals such as Education for All (EFA) goals and expanded access to secondary, vocational and higher education by 2015. Set for the year 2015, the MDGs are an agreed set of goals that can be achieved if all actors work together and do their part (MDGs, 2008). The challenges faced by countries in increasing access to post-primary education, improving quality of education and addressing threats to education systems from pandemics, natural disasters and civil conflicts, need participation of all parties which include higher education institutions. Countries need to strengthen the management of education systems, provide better teaching materials and increase expenditure for training, hiring and management of teachers. For example, an estimated 4.5 million teachers needed in Africa to achieve the MDGs by 2015 (MDGs 2008 ibid.) is a challenge to try to achieve within time left.

The contribution of ICTs in achieving these goals and the participation of higher learning institutions in particular cannot be over emphasized as a number of ICT projects are carried out by these institutions. The significance of ICTs is realized in many aspects such as improved access to learning by all (Kaino, 2007), creation of conducive learning environment by gender (Kaino; 2004, 2006, 2007, and 2008), quality of knowledge delivery (Kaino, 2008), expanded

secondary and post secondary education, reduction of expenditure on training and many others. This is to the advantage of advances in Information Technology (IT) that have changed ways of communication in education and delivery of knowledge to society. Some new delivery technologies using for example electronic learning (e-learning) in virtual programs, internet courses delivery strategies, audio and video communications have changed and challenged ways of knowledge delivery in the education sector. The current trend in Information and Communication Technology (ICT) has brought a phenomenon which can be termed a fourth revolution in IT. The first revolution comprised of films, radio, television and satellite broadcasting, while the second comprised telecommunications and microcomputers (Paisley, 1985). The integration of telecommunications and microelectronic technology in computing was termed a third revolution and came to be what is called Information Technology (IT). The third revolution was said to promise not only a more productive person, a problem- solver and a lifelong learner, but also a better informed, rational and participative citizen, a modern renaissance person, living in the web and network of a worldwide electronic community (Papagiannis et al, 1987). This latter revolution came at a time when there was increasing financial and economic stress in many countries of the world. At this time, there was increasing unemployment and stagnation of economic growth affecting many sectors of life and the introduction of this technology had some policy implications that had to be tackled (Papagiannis et al, 1987). The current fourth revolution in ICT has a globalization component force that has replaced other revolutions and accelerated its influence worldwide. Globalization has been described as the intensification of interconnectedness (McGrew, 1992), a process of elimination of economic borders and increase in international exchange and transnational interaction (Dolan, 1993), and a process by which peoples of the world are incorporated into a single global society (Wallerstein,

1995). The advantages of ICTs have been recognized worldwide and national policy makers have realized the potential of these to restructure organizations, promote collaboration, increase democratic participation of citizens, improve the transparency and responsiveness of governmental agencies, make health care more widely available, foster cultural creativity and enhance the social integration of individuals with different abilities and groups of different cultural background (Kozma, 2005). The policies crafted should aim at programs that promote economic and social growth in societies.

In education, the delivery of knowledge using ICTs has influenced the design of various curricula programmes nationally and globally in launching of different educational programmes. The current technology for example, allows learners interaction with the computer screen rather than the teacher. Through the computer network, learners were able to communicate with the instructor on the material and could discuss assignments involved. In this process learners were able to attend lectures online. Current technologies in e -learning such as AulaNet tend to provide a groupware for creation, participation and maintenance of Web-based courses emphasizing group learning where individuals shared ideas online (Gay & Lantini, 1995 and Fuks, 2000). It has been argued that ICT was a way to move from elite to mass education through digital media where more learners could get access to education for both campus and distance-learning students Kennedy (2001). ICT is seen as a way to promote educational change, improve the skills of learners and prepare them for the global economy and information society (Haddad & Draxler, 2002; Kozma & Wagner, 2005; McNamara, 2003; UNESCO, 2002). ICT is used to improve delivery of and access to education. ICT as focus of learning, it tends to improve the understanding of the learner, increase quality of

education thereby increase the impact of education on the economy. While basically ICTbased innovations can occur in classrooms, their linkage to national policies is essential to achieve intended social and economic outcomes.

While the benefits of these technologies have been acknowledged there have been some constraints of adoption especially in developing countries. The constraints are many and include, access to computers (email and internet), affordability of computers and connectivity, telephone and electricity infrastructure, computer literacy, expertise, etc. (Davis & Danning, 2001; Oliver et al, 2001; Knowlton & Knowlton, 2001; Sibiya, 2003; Gumbo, 2003). While such problems have been acknowledged, the main reasons behind the slow pace of adoption have been identified as lack of effective policies on ICTs (Kaino, 2004). Many countries have outlined the significance of these technologies and much of these policies have remained on paper without committing enough resources to policies. Some countries like Egypt have acknowledged the significance of investing in ICTs where the influence on nations educational and economic developments have been realized (NDP, 2003). In developing countries, there has been some cases where ICT resources have been abundant but remained underutilization (Kaino; 2004, 2005). The issue of utilizing a fraction of the capacity of existing ICT facility in developing countries has been noted in past studies (Cawthera, 2002).

A number of studies on ICTs have been done by universities and the relevance of production of such knowledge to society has been in current debates on how universities should be engaged in not only research but also on utilization and dissemination of generated knowledge to the market needs. The production of knowledge by universities can be analyzed into two types. The first, involves the pursuit of scientific truth by scientists described by Huff (2000) to contain many

epistemic traditions that involve disciplined based work, university centered and dominated by highly trained individuals. Such type of work was basically cognitive in nature, validated by peer review and documented in libraries, published in proceedings, journals, etc. The output of the work could be applied later or never used at all. Many universities emphasized this type of knowledge production where recruitment and promotions were based on published research outputs. However, there has been a shift (mainly in developed countries) on knowledge produced by universities and its role in society. The second is a radically different style that characterizes knowledge in an application approach. In this type of knowledge production, the work is described to be heterarchical and not hierarchical as in the first type (Huff, 2000 ibid.); it tends to be transdisciplinary. While the former was described to focus on individual work for certification, the later is said to be group based and critical of response time. Furthermore, it is argued that in the second type, knowledge was validated in use and thus tends to be transitory. With current ICTs, the second type could easily transmit knowledge that can be applied where required.

Recent changes in universities in developed countries suggest an entrepreneurial model of academic research. The key feature of this model is said to be accepted by universities that have the responsibility not only to provide teaching and carry out research, but also to contribute directly to economic growth of the society (Etzkowitz, 2002 ibid). The triple helix model (of academic-industry-government relations) by Etzkowitz, et al (2000) outlines the entrepreneurial paradigm that describes an entrepreneurial university as the one that encompasses a thirdmission of economic development in addition to teaching and research. This model involves both internal development of the university and external influences on academic structures associated with the emergence of knowledge based innovations (outlined in appendix).

Problem statement The significance of ICTs in economic and social development of societies is now widely recognised and the need for higher learning institutions to contribute knowledge in this area is emphasized. There are many ICT studies that have been conducted by these universities, and how the projects have benefited or intend to benefit the communities in these countries is not yet explored and disseminated to researchers in neighbouring universities. Also how this knowledge has been disseminated for the benefit of the people in the region is not known. The university research on ICTs has place in realization of Millennium Development Goals (MDGs) by year 2015 which would alleviate poverty if they are achieved. Dissemination of ICTs knowledge to targeted groups in community can increase access and participation in educational, social and economic activities that are believed to contribute to well being of society. Currently, it is proper to take the advantage of the versatility of ICTs that provide a conducive interaction nature for participation of both sexes. While the latter has been extensively done in developed countries, it is yet to be encouraged and popularized in developed countries where some traditional approaches have to be innovated with current technologies for development. Sharing of

knowledge on ICTs research, dissemination and utilization as well as ICTs policies as they contribute to educational, social and economic development to society, in realization of MDGs educational goals, is important to linkage of researchers in neighbouring higher learning institutions and the region as a whole. Some case studies such as from Finland indicate that knowledge creation, technological innovativeness, organizational networking and knowledge sharing can support both sustained economic growth and social development (Kozma, 2005).

Justification for the project The contribution of university research on ICTs to achievement of MDGs goals is of significance not only to universities in the sample but would have impact for further activities in the region. Such ICT studies targeting expanded access in higher education, advanced life-long learning, improved quality of education and gender equality programmes in education are rare in the region and will not only provide collaboration among university researchers on ICTs but also underline the contribution to achievement of MDGs 2015 goals. Also important, the project will promote capacity building in the universities under study by encouraging academic entrepreneurship in the region if intended plan of action succeeds.

Theoretical framework

ICTs policies (i) Implementation constraints in ICT policy framework One of the main obstacles to adoption of ICTs in developing countries in particular, has been identified as ineffective policies in government departments (Kaino, 2004). While much efforts have been made to stipulate ICT policies, not much have been done on the implementation side and especially on the structures and processes in place. For example, the structure of Science and Technology (S&T) policy in Botswana (fig.1 below) does not specifically stipulate the ICT policy in schools, colleges and other learning institutions/satellites. Different institutions and departments interpret the policy in various forms for implementation. For example, the Department of Curriculum Development and Evaluation (DCD&E), (Ministry of Education) develops curricula and translates the policies, and presents them in the school syllabi for implementation. DCD&E is under the Government and Parastatal Institutions in the S&T policy structure. DCD&E stipulates three forms of ICT knowledge involving computers at basic education (primary and junior school levels) and senior school level. From the policy structure, the MoE seems not to be in control of the implementation of the policy and it was the duty of the Ministry of Communication Science and Technology (MCST) to effect the process through government departments. Furthermore, the policy has no gender dimension not only on ICT but on education as a whole. The latter aspect was observed in many countries in the region as shown by data on access, participation and expenditures on education (Kaino, 2007). To realize

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full impact of ICTs, educational policies and programs need to be coordinated with those in other ministries, such as economic development, human resource development, telecommunications, agriculture, rural and urban development. Countries like Singapore and Finland have national plans for implementing ICTs in education. Typically the plans describe the hardware, software, and networking that will be implemented in schools as well as technical support and training of teachers. The national plans should specify measurable goals, authorize and fund specific programs and projects to advance the vision and provide the resources needed to implement them. The plans should indicate how technology would be coordinated with change in curriculum, pedagogy, assessment, teacher professional development and school restructuring. Policy leadership is key to any successful development strategy, particularly if these efforts are to contribute to economic and social transformation.. for example in Finland, successful development was guide by a clear vision of how the availability of new technologies could increase economic productivity, improve the quality of life and enrich the culture (Kozma, 2005). Fig1 : ICT policy flow structure in Botswana

Ministry of Communications, Science and Technology

National Centre for Scientific and Industrial Research

National Commission for Science & Technology

Secretariat NCS & NCRST

National Council for Research, Science and Technology

R&D Institution

Professional institutions and Private sector

Govt. and Parastatal institutions

NGOs, S&T service and Financial institutions 11

(ii) Addressing Dissemination and Utilization strategies Dissemination of produced knowledge to users and utilization by the same are basically affected by ICTs policies in place and the process to assess or measure their outcomes is quite important. Studies in the field of knowledge utilization are based on two designs: the discrete event design and the decision-making process design. In the first design, respondents are asked to identify how the findings of a single study affect a discrete decision by the users of research. The conceptualization and operation of utilization in terms of instrumental use transform utilization into events. According to Weiss (1980), instrumental use is rare and when observed, it would tend to be more frequent in private than in public organizations (Dunn, 1980; Caplan, 1975). In the second design, respondents are asked to identify how the knowledge produced across all stages of the research process influence all the spectrum of the stages of the decision-making process of the users (Lomas 1997; Landry, Amara and Lamari, 2000). An assumption that a discrete decision can be attributed to the use of a discrete research report has been considered to be simplistic because research findings generate many effects, not a single effect (Mandell and Sauter, 1984), and because decisions do not depend on a single piece of research, but on a series of research results converging toward one direction (Booth, 1990; Rich, 1997; Amara et al 2001). This study will be based on a decision-making process design based on above argument. The scale to be used in the study involves six stages: reception, cognition, discussion, reference, effort, and influence. The scale is cumulative in the sense that cognition builds on reception, discussion on cognition, reference on discussion, effort on reference, and influence on effort. Although it may not be proper to restrict to a single measure of utilization as a dependent variable, we assume that the cumulative advancement of scholarly knowledge in the field of knowledge utilization would be more facilitated by several applications of the same specifications of use than by single applications of different specifications of use in every study of knowledge utilization.

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Empirical evidences regarding the particular categories of factors that explain the utilization of knowledge in a statistically significant manner has been debated for a number of years (Dunn, Holzner & Zaltman, 1985; Amara et al 2001). Many pioneering studies on utilization of knowledge paid attention to variables related to the characteristic of research products (see for example Caplan, 1977; Conner, 1981; Weiss, 1981). Later on, a number of scholars began to stress the importance of policy contextual factors (see for example Lester & Wilds, 1990; Webber, 1984; 1987; Amara, 2001). And more recently, the importance of other exploratory factors such as dissemination and linkage and exchange between researchers and users of research output is stressed (Huberman, 1994; 1999; Landry, Amara & Lamari, 200; Lomas, 2000; Amara et al 2001). In order to facilitate the discussion and the cumulative growth of knowledge in the field of knowledge utilization, the categories of variables employed in conceptual and empirical studies should be derived both from prior studies and then integrated in general conceptual frameworks which would become heuristic devices predicting what factors determine knowledge utilization.

In this category of explanations, university research is the source of new or improved knowledge. Specifically, these explanations predict knowledge utilization with the recourse to two determinants: the types of research results and the dissemination effort. In many cases, the products of research never get widely disseminated and thus have little significant impact (MacLean, 1996). Furthermore, the one-way flow of information and traditional dissemination approaches have not proven to be effective in encouraging the adoption and implementation of new research results. Scholarly journals have been said to be inconvenient since they neglect to adapt to content, calendar, form, and mode of diffusion to meet the particularity of the users (Lomas, 1997; Oh and Rich, 1996). The mere reception of knowledge by the potential user does not imply in its use. Huberman and Thurler (1991) developed valid and interesting indicators of adaptations of research products for users. Adaptation includes factors such as efforts to make reports more readable and easier to understand, efforts to make conclusions and recommendations more specific, more operational, efforts to focus on variables amenable to interventions by users, efforts to make reports more appealing. When researchers invest resources to adapt their products as to

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facilitate their appropriation by users, it increases the use of research. In terms of transaction cost economics, it means that the higher the costs supported by researchers to adapt their products, the lower the costs supported by the users and, as a consequence, the higher the use of research. Acquisition efforts are made when users engage resources into the acquisition of research knowledge, more precisely, when they have meetings to discuss the subject and scope of research projects with researchers, to discuss results with researchers and to acquire knowledge results from researchers. One may deduce that the more resources researchers engage in dissemination activities, the higher the research use (Amara 2001).

The lack of interaction between researchers and their potential audiences has been identified as the main problem in under-utilizing research findings (Oh and Rich, 1996; Leung, 1992; Huberman, 1987; Lomas, 1997). This diagnostic has given rise to the interaction explanations (Dunn, 1980; Yin and Moore, 1988; Huberman and Thurler, 1991; Landry, Amara et Lamari, 2000; Nyden and Wiewell, 1992; Oh, 1997). It suggests that knowledge utilization depends on various disorderly interactions occurring between researchers and users rather than on linear sequences beginning with the needs of the researchers or the needs of the users. The supporters of these explanations predict that the more sustained and intense the interaction between researchers and users, the more likely there will be utilization. Unlike prior explanations, this perspective suggests giving greater attention to the relationships between researchers and users at different stages of knowledge production, dissemination and utilization. Huberman and Thurler (1991) devised one of the most interesting sets of indicators of mechanism linking researchers and users. The mechanisms considered include informal personal contacts, participation in committees, and transmission of reports to nonacademic organizations. It was premised that the more resources the users and researchers invest in these types of linkage mechanisms, the higher the use of research.

Contribution of ICTs policies to education, social and economic development

The contribution of ICTs policies to education, social and economic development are premised on ICT policy framework structure illustrated below in fig.2. The framework illustrates how the development framework and a systematic approach to policy formulation can align economic,

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social and educational strategies. Resulting strategies would differ from country to country. Aligning policies and programs across factors and sectors, application of framework supports educational, social and economic transformation.

Fig. 2: ICT policy development strategy framework

Growth Factors Economic Development Knowledge Creation and Technological Innovation Organizational Networking and Knowledge Sharing
Support of invention of new products and services in targeted clusters; research in agriculture, tourism etc. Develop participation of SMEs in light industry, tourism, entertainment, and agriculture. Support networking between urban, rural, and regional resources and markets. Expand agricultural extension services. ICT infrastructure and support the deepening of private capital, targeting e.g. agriculture, tourism, light industry, entertainment, Upgrade labour; develop technology use, application, and production skills.

Types of Development Social Development


Increase knowledge and best practices information on education, adult literacy, and modern farming practices, etc. Develop community knowledge sharing and collaboration; open government and education organizations to community and parent participation.

Educational Development
Increase pedagogical knowledge and best practices on teaching for understanding and problem solving and on technology use. Decentralize decision making; foster teacher professional development communities and knowledge sharing, particularly between urban and rural schools.

Deepening of Physical Capital

Improvement of Human Capital

Monitoring and Evaluation

Monitor effectiveness of government policies on key economic indicators.

Target rural areas; build community technology centers; support private acquisition of ICT; facilitate internet cafes and hotspots. Strengthen education and social services, particularly employment transition and community development in rural areas targeting the poor and marginalized groups. Monitor effectiveness of government policies on social equity indicators; obtain community feedback.

Build and modernize school facilities, particularly in rural areas. Community technology centers in rural areas.

Focus curriculum and pedagogy on understanding, real world problem solving and creativity. Include technology skills. Upgrade teachers content, pedagogical, and technological knowledge.

Monitor indicators of highlevel student learning; assess application of knowledge to solve problems.

Modified from Kozmas (2005) development framework

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Role of ICT in accelerating MDGs

ICTs are to be used to address social and economic inequalities by extending the ICT infrastructure to rural areas and establish community technology centres. For example, the internet would allow for inexpensive distribution of resources to remote areas, and for example rural teachers would have access to materials as well as distance learners. Emphasis sould be given to deeper understanding of developing technological skills. Equipped with these skills and knowledge, rural learners could be better prepared to use modern agricultural practices or to work in the nearby eco-tourism industry and the like. Remote access to experts can also support adult literacy programs. The plan to succeed should have the policy formulation that aligns economic, social and educational strategies to leverage strengths, coordinate investments, advance national goals and visions.

ICT policy framework based on the Millennium Development Goals

The ICT policy framework should basically have an ICT for development approach. The study will develop this approach derived mainly from two ICT principles adopted by FAOs (2001) Magic Box and DFIDs (2003) Sustainable Information and Communication Technology documents. The ICT for development approach is to analyze objectives, institutional frameworks, local capacity and development benefits of ICT. The ICT policy principles to be considered in the framework, to increase impact on MDGs, by targeting poor communities and marginalized groups are:

i)

Policy decisions on the type and location of technology by local community, introduction of communication and technology needs of the target groups

ii)

Nature of dialogue with target groups about information they wish to communicate, the most appropriate communication of this information, and impact an ICT project have on cultural and social norms of the community

iii)

Understanding of different ways in which people learn, communicate and use information when designing an ICT program

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iv)

Incorporation of monitoring and evaluation during project design, and impact assessment and ensuring these components are implemented.

v)

Design process of holistic projects: incorporating the social, economic, and communication systems already in place in the target group.

vi)

Nature of creation of partnership with public and private institutional infrastructures; building on existing formal and non-formal organisations and communication networks.

vii)

Nature of provision of ICT skills at all levels, according to community need. Paying attention to youth, women and marginalized groups. [Ref.: Michiels, A.I. & Van Crowder, (2001). The Magic Box: Local appropriation of ICTs. Rome, Italy.FAO]

i) ii)

Objectives: objectives accepted by majority stakeholders Target groups: the focus on the majority poor to have an increase impact on MDGs. Target group characteristics essential, e.g. womens groups, agricultural cooperatives, small miners, etc.)

iii)

Intermediaries: the need for re-intermediation by incorporating middlemen into ICT projects due to both social and cultural norms

iv)

Policy environment: how can government policies on ICT affect the day-to-day operation of ICT projects

v)

Institutional arrangements: links between institutions and target groups on projects for sustainability

vi)

Linkages: linking of ICT projects to local authorities and other organizations working in relevant areas.

vii) viii)

Project process: planning and involvement of target group for sustainability Capacity: human capital and technical and organizational capacity for sustainability

ix)

Technology: use of locally available equipment, ability to overcome technical difficulties, matches the style and quantity of equipment to its users.

x)

Finance: sustainability of ICT projects and the use cost-recovery mechanisms

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xi)

Development benefits: use of ICT to support other development objectives where it can have an immediate and identifiable benefit.

[Ref.: Batchelor, S. & Norrish, P. (2003). Sustainable Information and Communication Technology. London, DFID]

Proposed work plan Activity Review of study and Preparations of research materials by 3 researchers Pre test of instruments Validation of materials by 3 researchers Review of constructed materials, typing and preparation for data collection Research assistants seminars in three countries Data collection Data analysis (coding and computations) Preparation of report draft Presentation seminars in three countries Report writing Report preparation and presentation Dissemination seminars in three countries Final Report writing and presentation 6&7 8&9 10, 11 &12 13 &14 15 16 & 17 18 & 19 20 21 & 22 23 &24 1&2 3 &4 5&6 Month

Expected outputs (i) Identified ICTs research projects undertaken by universities in the sample: to be identified through interviews and checklists designed by researchers. These will be administered to ICTs researchers at universities.

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(ii)

Determined processes used to disseminate ICT research findings by universities to community: to be determined through interviews and questionnaires administered through university researchers, administrators, research departments at universities and communities where they are disseminated.

(iii)

Determination of projects that benefit the communities (where disseminated): to be determined through observation schedules, interviews and questionnaires. Where not disseminated: to be determined through analysis of intended objectives and interviews with researchers.

(iv)

Dissemination workshops: to be conducted to ICTs researchers in sampled universities, communities where disseminated and ICTs policy makers in these countries. These will be facilitated by researchers of the study.

(v)

Provision of the plan of collaboration among universities in the sample and beyond. This is to be drafted by researchers of the study after dissemination workshops which will have identified the needs and possibilities of action.

Projected outputs against Challenge Funds Outputs

i)

Contribution of university research in ICTs in realization of MDGs educational goals of expanded access in higher education, advanced life-long learning, improved quality of education and gender equality programmes in education.

ii)

Collaboration of research among researchers in universities on ICTs as an encouragement to disseminate and utilize produced knowledge in higher education institutions in the region and promote entrepreneurship in academic research in higher education institutions.

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iii)

To bring together researchers on ICTs and policy makers and share knowledge on utilization and dissemination of produced knowledge for the benefit of community in which these institutions are embedded and thus contribute to MDGs (2015) vision.

iv)

Sharing of knowledge on ICTs policies in sampled countries of study as also a strategy of capacity building being part of MRCI program initiated by AAU.

BUDGET Materials: papers, files, etc (for 3 countries).....P 24000 Secretarial Services: Typing [interview , observation schedules (pre-test and main data papers); photocopies of papers for data collection]..P56000 Pre-test and Validation (travel and subsistence)....P60000 Data collection in three countries (travel, accommodation & subsistence)..P90000 Data coding and Entry ..P15000 Computation of data ...P18000 Data analysis (travel, accommodation & subsistence)..............P33000 Seminars in three countries . ......P32000 Report writing & typing.....P16000 Dissemination in three countries.......P48000 Production of final Report..P8500

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TOTAL (approx.).P 388850.00 (approx.). 28804 (1 = Pula 13.5)

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APPENDIX 1

Useful websites for reference:

Universities in knowledge production:

http://www.google.com/search?hl=en&q=the+role+of+universities+in+knowledge+production& btnG=Google+Search

The future of universities:

http://www.google.com/search?hl=en&q=the+future+of+universities&btnG=Google+Search

Academic entrepreneurship:

http://www.google.com/search?hl=en&lr=&q=academic+entrepreneurship&btnG=Search

The Triple helix Model:

http://www.google.com/search?hl=en&lr=&q=triple+helix+model&btnG=Search

The Production model The model comprises of two component functions: (i) the production function of knowledge, and (ii) the utilization function of knowledge. (i) Production function produced at a

The dependent variable of production function is defined as output knowledge

particular time through a particular research project, activity or study. Pi are affected by different variables, (Xi), such as university funding, external funding/grants, type of research

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area, gender, consultancy, promotion, publications, expertise and others which will be selected.[Quantification of variables will adopt Landry, Amara & Rherrad, 2006s process]. So the knowledge production function can be defined as: where ; and are coefficients

that explain the magnitude of effect by the respective explanatory variable (Xi).

(ii)

Utilization function

Adopting the views of Lester and Wilds, (1990); Lester (1993); Landry, Amara and Lamari (2000), the dependent variable constitutes stages of utilization of produced knowledge as defined by Knott-Wildavsky (1980) scale of knowledge utilization. It is determined as an index derived from this scale which includes six cumulative stages of knowledge utilization: reception, cognition, discussion, reference, effort, and influence generating. The general utilization function is defined as: where and , . being coefficients and

are identified explanatory variables such as dissemination, demand, education of users, marketing, availability of information, resources, availability of substitutes, and other selected variables.

APPENDIX 2 Description of the Applicant The project leader, Dr. Luckson M. Kaino, is a senior lecturer and currently the Head of Department of Mathematics and Science Education (at the University of Botswana, Botswana). He has researched widely in the education field and especially in ICTs as shown in literature.

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The Department of Mathematics and Science Education at the University of Botswana, which the project leader heads, offers degree programmes at undergraduate and graduate levels. It has the responsibility of training quality mathematics, science and computer studies teachers for Botswana's rapidly growing education section. It provides quality instruction and professional support to both pre-service and in-service mathematics, science and computer teachers at undergraduate and postgraduate levels. Proposed Co-Researchers are Dr. David Mtetwa of the Department of Mathematics and Science Education (University of Zimbabwe) and Prof. Choshi Kasanda of the Department of Mathematics, Science and Sport Education (University of Namibia). Both are senior academics, active in science and technology research and well versed with ICTs developments in their countries and the region. They are committed academics reliable in forming a working team for the project.

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