The use of ICT in public and private institutions of higher learning, Malaysia

This study examines the extent of ICT utilization among the members of Faculty A of four public higher learning institutions (IPTA) and seven private higher learning institutions (IPTS) in Northern Malaysia. Its focus is on a) to investigate the extent of ICT resources provided by universities authorities, b) focus on types and extent of ICT usage in daily activities, c) to explore the ICT proficiencies level and d) to investigate the level of ICT integration in teaching activities. A total of 76 responses out of 77 from IPTA and only 105 out of 108 responses of IPTS are usable for further analysis in this study. Findings indicate that in the IPTA, though the facilities provided are not as plenty as in IPTS, the level of usage is quite encouraging. While in the IPTS, the levels of ICT usage among the educators are still not satisfactorily. Results also indicated that usage frequencies are more prone on informative in nature, besides integrating computer technology. Furthermore, the study also indicates that there were considerable differences in the use of ICT by educators in their perceived proficiencies and integrating computer technology. This study could be improved by expanding the total sampling population to all faculties in both universities. Methods of analysis could also be varied beyond the descriptive analysis done. Factors that could hinder the level of ICT usage by the educators could also be studied

Ubiquitous Learning for the 21st Century: Implications for Higher Education

Being on the verge of yet another ICT "revolution" we are seeing other ways to learn, gain information and communicate. Social media and mobile devices such as tablet computers and smart phones have the potential to help bring new and exciting changes to higher education. Unlike before, Asian countries are more ready and excited with these developments. Malaysia, for example, has designated e-Learning as a critical agenda in both public and private higher education institutions. The Ministry of Higher Education wishes to see e-Learning succeed as one of the learning approaches and it is hopeful that with reducing infrastructural and technology costs, e-Learning will lead to ubiquitous learning in the next decade. However, for the success of any agenda, implementation is key. A model for the implementation of 21st Century learning is crucial in providing a framework that will contribute towards effective use of mobile technologies. The model as well other implications will be part of Zoraini's presentation

Innovative Asia: Advancing the Knowledge-Based Economy - Highlights of the Forthcoming ADB Study Report

[Excerpt] The development of knowledge-based economies (KBEs) is both an imperative and an opportunity for developing Asia. It is an imperative to sustain high rates of growth in the future and an opportunity whereby emerging economies can draw from beneficial trending developments that may allow them to move faster to advance in global value chains and in position in world markets. Over the last quarter of a century, driven mostly by cheap labor, developing countries in Asia have seen unprecedented growth rates and contributions to the global economy. Sustaining Asia’s growth trajectory, however, requires developing economies to seek different approaches to economic growth and progress, especially if they aspire to move from the middle-income to the high-income level. KBE is an important platform that can enable them to sustain growth and even accelerate it. It is time for Asia to consolidate and accelerate its pace of growth. Asia is positioned in a unique moment in history with many advantages that can serve as a boost: to name a couple, an expanding middle of the pyramid—Asia is likely to hold 50% of the global middle class and 40% of the global consumer market by 2020; and the growing importance of intra-regional trade within Asia, increasing from 54% in 2001 to 58% in 2011. Many developing economies are well placed to assimilate frontier technologies into their manufacturing environment

Knowledge cluster formation in Peninsular Malaysia: The emergence of an epistemic landscape

Knowledge clusters are central places within an epistemic landscape, i.e. in a wider structure of knowledge production and dissemination. They have the organisational capability to drive innovations and create new industries. Examples of such organisations in knowledge clusters are universities and colleges, research institutions, think tanks, government research agencies and knowledge-intensive firms with their respective knowledge workers. The following paper will look at Malaysia and its path towards a Knowledge-based economy. We first describe the development strategy of the Malaysian government which has emphasized cluster formation as one of its prime targets. We then provide evidence of the current state of knowledge cluster formation in Peninsular Malaysia and try to answer the following questions. If the formation of a knowledge cluster (especially in the ICT and multimedia industry) has been the government policy, what has been the result? Has Malaysia developed an epistemic landscape of knowledge clusters? Has the main knowledge cluster really materialised in and around Cyberjaya in the MSC Malaysia? Data collected from websites, directories, government publications and expert interviews have enabled us to construct the epistemic landscape of Peninsular Malaysia. Several knowledge clusters of a high density of knowledge producing institutions and their knowledge workers have been identified and described. The analysis of the knowledge output, measured in terms of scientific publications, patents and trademarks show that existing knowledge clusters have, indeed, been productive as predicted by cluster theory. On the other hand government designed development corridors do not always coincide with the distribution of knowledge assets. The analysis of our data pertaining to Cyberjaya, the MSC Malaysia and the “corridors” needs to be developed further to produce more robust results.Malaysia; Cyberjaya; knowledge and development; knowledge-based economy (KBE); knowledge clusters; knowledge corridors; epistemic landscape; development strategy

Knowledge cluster formation as a science policy: lessons learned

Regional science policy aims at the creation of productive knowledge clusters, which are central places within an epistemic landscape of knowledge production and dissemination, K-clusters are said to have the organisational capability to drive innovations and create new industries. The following paper will look at Malaysia, Indonesia and Vietnam and their path towards a Knowledge-based economy. All governments have used cluster formation as one of their development strategies. Some evidence on the current state of knowledge cluster formation is provided. If the formation of a knowledge cluster has been the government policy, what has been the result? Is there an epistemic landscape of knowledge clusters? Has the main knowledge cluster really materialised? Data collected from websites, directories, government publications and expert interviews have enabled us to construct the epistemic landscape of Peninsular Malaysia and the Mekong Delta of Vietnam. Several knowledge clusters of a high density of knowledge producing institutions and their knowledge workers have been identified and described. An analysis of the knowledge output, measured in terms of scientific publications, patents and trademarks show that knowledge clusters have, indeed, been productive as predicted by cluster theory, though the internal working of clusters require further explanation.Science policy; knowledge and development; knowledge-based economy; knowledge clusters; knowledge corridors; Malaysia; Vietnam

Future Community-Based Ecotourism (CBET) development

Ecotourism is an alternative form of tourism and is usually confused with natural and cultural tourism.CBET is fast becoming a popular biodiversity conservation tool that develops and benefits the local community. Based on the context of conservation theory and practice, Community-Based Ecotourism (CBET) is a form of community-based natural resource management. However, a sustainable CBET development through Community Capacity Building (CCB)programs is not something that it easily achievable. Local community’s capacity varies from one culture to another. It takes a high level of community participation, in order for it to come to a level where the community members themselves are motivated to participate and contribute to the development of the program. This fully qualitative research involved 15 respondents from the community of Kg. Selai, Bekok in Johor, Malaysia. The result show there are five factors that sustained the ecotourism development based for Orang Asli Community in Kg. Selai, namely, existing CBET development, past CBET development, local community participation in planning stage of tourism, local participation in implementation stage of tourism and participation in nature conservation

Offshore education : offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education

This report presents a study on offshore education conducted by a consortium of Dutch higher education researchers and commissioned by the Digital University (DU). The study explored the extent to which Dutch higher education institutions are involved in offering their educational services abroad (offshore education). After thoroughly embedding offshore education in the wider contexts of internationalisation and ICT policies, the study particularly explores the practical experiences with a number of real-life offshore activities of Dutch higher education. As a warm-up to this report, a few interesting cases are briefly touched upon below

The Role of US Higher Education in the Global E-Learning Market

This paper analyzes system and institutional level responses to the growing demand for e-learning in the US in comparison with a number of other countries\ud and regions. It reviews the external forces and factors that are driving institutions to introduce and use ICT in this area and investigates in particular the role of globalisation and increasing competition. The responses of institutions to the changing (global) environment are discussed with respect to e-learning models and international strategies. Finally, a number of future scenarios are presented as well as an outline for research on the strategic pathways institutions may choose in planning for the future

Global Innovation Policy Index

Ranks fifty-five nations' strategies to boost innovation capacity: policies on trade, scientific research, information and communications technologies, tax, intellectual property, domestic competition, government procurement, and high-skill immigration

ICT and education in Indonesia

This article describes about the development of Information, Communication and Technology in Indonesia and its use in Education in Indonesia. Indonesia as a third world country has a difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Regulation and government effort