Definitions and Measures of ICT Impact on Growth: What is Really at Stake?

Many innovations have been introduced in national accounts in order to better gauge the information and communication technologies (ICT) diffusion impact: new ICT definitions; recognition of business and government software expenditures as fixed investment; hedonic price index. Nevertheless, there still does not exist any clear consensus about the magnitude of the ICT impact on growth. Our aim is to propose some explanations of this relative failure and also show that the debate should not be exclusively centered on quantitative methods. To this end, we take a close look at the two main questions concerning the debate surrounding the measure of the ICT impact: 1) Are there any substantial total factor productivity (TFP) gains generated by ICT diffusion or is it only a classic story of capital deepening increase ? 2) If there are indeed TFP gains, are they limited to ICT producers, as Robert J.Gordon claims, or is there any diffusion to ICT users ? The answer to the first question is really important only if it determines the length and the extent of an eventual growth cycle impulsed by ICT. The possibility that productivity gains mainly due to capital deepening generate strong and durable growth has been theoritically demonstrated by Greenwood and Jovanovic (1998), thanks to a vintage capital model. We precise the conditions under which this result can be obtained and discuss their empirical relevance. According to this approach, the true debate concerns the durability of the present technological shock, instead of its capacity to generate an autonomous technical progress. The answer to the second question is crucial because it could guide industrial policy choices. If TFP gains are limited to ICT producers, should a country always be an ICT producer, or will it anyway grow at a strong pace thanks to the fall of ICT prices ? The relevance of this economic debate is unfortunately poised by the shortcomings of available statistical tools. On one hand, the distinction between ICT users and producers is purely discretionary. On the other hand, TFP measure is completely distorted by the method used to evaluate the value of capital (cost-based prices against adjusted-quality prices). That is why we argue that the international diffusion of growth gains due to ICT essentially depends on the capacity of ICT producers' countries to stay in a rent keeping situation. The text is divided into two parts. The first one first makes a quick assessment of the adaptation of american national accounts to the " new economy ", and then underlines the limits of these changes. The second one shows that the economic debate on the importance of TFP gains acceleration and where they occur, although more complex because of these limits, can quite ignore them thanks to the implications of some endogeneous growth and international trade models.ICT; multifactor productivity; national accounts; hedonic prices

On the Presence of Green and Sustainable Software Engineering in Higher Education Curricula

Nowadays, software is pervasive in our everyday lives. Its sustainability and environmental impact have become major factors to be considered in the development of software systems. Millennials-the newer generation of university students-are particularly keen to learn about and contribute to a more sustainable and green society. The need for training on green and sustainable topics in software engineering has been reflected in a number of recent studies. The goal of this paper is to get a first understanding of what is the current state of teaching sustainability in the software engineering community, what are the motivations behind the current state of teaching, and what can be done to improve it. To this end, we report the findings from a targeted survey of 33 academics on the presence of green and sustainable software engineering in higher education. The major findings from the collected data suggest that sustainability is under-represented in the curricula, while the current focus of teaching is on energy efficiency delivered through a fact-based approach. The reasons vary from lack of awareness, teaching material and suitable technologies, to the high effort required to teach sustainability. Finally, we provide recommendations for educators willing to teach sustainability in software engineering that can help to suit millennial students needs.Comment: The paper will be presented at the 1st International Workshop on Software Engineering Curricula for Millennials (SECM2017

Effect of Tuned Parameters on a LSA MCQ Answering Model

This paper presents the current state of a work in progress, whose objective is to better understand the effects of factors that significantly influence the performance of Latent Semantic Analysis (LSA). A difficult task, which consists in answering (French) biology Multiple Choice Questions, is used to test the semantic properties of the truncated singular space and to study the relative influence of main parameters. A dedicated software has been designed to fine tune the LSA semantic space for the Multiple Choice Questions task. With optimal parameters, the performances of our simple model are quite surprisingly equal or superior to those of 7th and 8th grades students. This indicates that semantic spaces were quite good despite their low dimensions and the small sizes of training data sets. Besides, we present an original entropy global weighting of answers' terms of each question of the Multiple Choice Questions which was necessary to achieve the model's success.Comment: 9 page

What is the teacher’s role in promoting online collaborative dialogue in a self-organised learning environment?

This EdD seeks to illuminate teachers’ perceptions of the challenges and opportunities of promoting online collaborative dialogue in a self-organised educational program primarily to question if online learning changes the role of the teacher. It is underpinned by theoretical and philosophical frameworks that address the relationship between humans and technology and uses a phenomenological approach to, firstly, explore teachers’ perceptions of their experiences about online dialogue and, secondly, to examine three examples of online dialogues, in order to understand more fully, what the role of the teachers is when a curriculum is delivered online in a self-organised learning environment. The methodology of this project is a single case study of what I have termed ‘Class X’. Class X is a unique programme, where teaching and learning is predominantly conducted via the use of technology and, in particular, online discussions forums. The methods used include interviews with teachers (n=3), and analysis of asynchronous discussions (n = 3; these are representative of the online discussions conducted by students in Class X). Analysis of the interview data yielded four themes. Firstly, that the teacher’s believed that online collaborative dialogue is more successful with students who have had prior technology experience. Secondly, that teachers believed that online collaborative dialogue is more successful when students have a higher academic base. Thirdly, that time, speed of process and choice of software were key factors that the teachers believed influence successful online collaboration. Fourthly, that the role of the teacher in Class X is more peripheral as children who can self-organise through technology are more autonomous learners. Analysis of the three asynchronous discussions revealed one primary finding. That teachers were critical to the process of online collaborative dialogue in Class X. Each of these themes was explored in further depth and the final analysis suggested that the perceptions of teachers about online collaborative dialogue was linked to the teachers’ faith in technology. The teachers’ views imply that the technology was the most important factor to online collaborative dialogue and not their guidance or instruction. Consequently, this research contributes to the active debate over how far technology has a hold on the ways human beings think and interact with each other, as well as the question of what human beings are coming to value and to see as valuable in the ‘technological’ age

Can Risk Aversion Explain Schooling Attainments?: evidence from Italy

Using unique Italian panel data, in which individual differences in behavior toward risk are measured from answers to a lottery question, we investigate if (and to what extent) risk aversion can explain differences in schooling attainments. We formulate the schooling decision process as a reduced-form dynamic discrete choice. The model is estimated with a degree of flexibility virtually compatible with semi- parametric likelihood techniques. We analyze how grade transition from one level to the next varies with preference heterogeneity (risk aversion), parental human capital, socioeconomic variables and persistent unobserved (to the econometrician) heterogeneity. We present evidence that schooling attainments decrease with risk aversion, but despite a statistically significant effect, differences in attitudes toward risk account for a modest portion of the probability of entering higher education. Differences in ability(ies) and in parental human capital are much more important. in the most general version of the model, the likelihood function is the joint probability of schooling attainments, and post-schooling wealth and risk aversion.dynamic discrete choices ; education ; human capital ; risk aversion

What is digital transformation? Investigating the metaphorical meaning of digital transformation and why it matters

open access articlePurpose: This study used a visual research approach to investigate how small business (SB) entrepreneurs in Nigeria, a low-income country, perceive digital transformation (DT). The study aims to improve and broaden the understanding of DT by uncovering its metaphors. Making metaphorical sense of DT will increase its knowledge among populations who are unfamiliar with digital technology concepts, as well as communicating and collaborating with them to develop future research and strategies on the subject of DT. This study is significant because scholars have paid little attention to social imaginations of DT depicted through metaphors, more so when considered from a worldview of SBs in low-income countries. Design/methodology/approach: The uniqueness of the research objective motivated the use of social theory to frame the research approach, and picture-elicitation techniques to drive data collection through in-depth interviews with 17 SB entrepreneurs and business owners in Nigeria. Data were analyzed using a content analysis procedure known as metaphor analysis. Findings: The study revealed three metaphors of DT: a drama, a war and a pregnant elephant. A triangulation of the metaphors with English lexicon, extant literature and interview excerpts supported the war and drama perceptions of DT but opposed “DT as a pregnant elephant.” Practical implications: It argued that the social perception of DT can improve the sustainable, purposeful and successful execution of DT strategies for SB DT. As a result, this study pushes the boundaries of DT, particularly for SB entrepreneurs in low-income countries. Social implications: Metaphors pervade our daily lives, not only in our language and communications, but also in how we think and act; as such, they can play an important role in understanding and implementing DT, a concept that has received little attention in the SB settings. Originality/value: This is one of the first empirical studies to figuratively explain DT and its implications for literature and practice in SB entrepreneurship and information systems domains