ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education

Chinyere Onyemaechi Agabi; Comfort Nkogho Agbor; Nwachukwu Prince Ololube

doi:doi:10.11648/j.ajnc.20150405.11

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ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education

Chinyere Onyemaechi Agabi, Comfort Nkogho Agbor, Nwachukwu Prince Ololube

Published in American Journal of Networks and Communications (Volume 4, Issue 5)

Received: 17 September 2015 Accepted: 24 September 2015 Published: 10 October 2015

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Abstract

The prologues of Information Communication Technology (ICT) usage including its integration and diffusion kicked off a new era in educational processes and has fundamentally changed the conventional methods of teaching and learning in higher education institutions (HEIs) around the world, and have transformed contemporary processes of teaching and learning experiences of both lecturers and students. The debates here are made with reference to (1) the contexts of ICT and knowledge integration (2) the challenges of ICT usage and knowledge integration, and (3) ICT policy outcomes and national development. A qualitative research method was adopted; the use of document and observation were indispensable part of the methods for data gathering. The study found that the lofty hopes, keenness and enthusiasm for ICT and knowledge integration and management are obstructed as the nation is faced with inadequacies in essential ICT infrastructures and services such as telecommunication services, electricity, incompetent ICT personnel, inadequate funding, poor economic situation, poverty, high ICT literacy rate and so on. However, there is an ongoing moves and development to ensure effective ICT knowledge integration and management in education resources in Nigeria and Africa higher education institutions. This novel study recommends that higher education should become expansive, positive and proactive actors in ICT knowledge integration and management in teaching, learning and research for academics, non-academics to foster admirable academic environment aimed at meeting national development. This learned debate has implication for education practitioners, curriculum developers and designers, policy makers, planners and the government.

Published in	American Journal of Networks and Communications (Volume 4, Issue 5)
DOI	10.11648/j.ajnc.20150405.11
Page(s)	104-111
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

ICT, Knowledge Integration, Management, Diffusion, Higher Education, Policies, National Development

References

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Chinyere Onyemaechi Agabi, Comfort Nkogho Agbor, Nwachukwu Prince Ololube. (2015). ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education. American Journal of Networks and Communications, 4(5), 104-111. https://doi.org/10.11648/j.ajnc.20150405.11

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Chinyere Onyemaechi Agabi; Comfort Nkogho Agbor; Nwachukwu Prince Ololube. ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education. Am. J. Netw. Commun. 2015, 4(5), 104-111. doi: 10.11648/j.ajnc.20150405.11

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Chinyere Onyemaechi Agabi, Comfort Nkogho Agbor, Nwachukwu Prince Ololube. ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education. Am J Netw Commun. 2015;4(5):104-111. doi: 10.11648/j.ajnc.20150405.11

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@article{10.11648/j.ajnc.20150405.11,
  author = {Chinyere Onyemaechi Agabi and Comfort Nkogho Agbor and Nwachukwu Prince Ololube},
  title = {ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education},
  journal = {American Journal of Networks and Communications},
  volume = {4},
  number = {5},
  pages = {104-111},
  doi = {10.11648/j.ajnc.20150405.11},
  url = {https://doi.org/10.11648/j.ajnc.20150405.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajnc.20150405.11},
  abstract = {The prologues of Information Communication Technology (ICT) usage including its integration and diffusion kicked off a new era in educational processes and has fundamentally changed the conventional methods of teaching and learning in higher education institutions (HEIs) around the world, and have transformed contemporary processes of teaching and learning experiences of both lecturers and students. The debates here are made with reference to (1) the contexts of ICT and knowledge integration (2) the challenges of ICT usage and knowledge integration, and (3) ICT policy outcomes and national development. A qualitative research method was adopted; the use of document and observation were indispensable part of the methods for data gathering. The study found that the lofty hopes, keenness and enthusiasm for ICT and knowledge integration and management are obstructed as the nation is faced with inadequacies in essential ICT infrastructures and services such as telecommunication services, electricity, incompetent ICT personnel, inadequate funding, poor economic situation, poverty, high ICT literacy rate and so on. However, there is an ongoing moves and development to ensure effective ICT knowledge integration and management in education resources in Nigeria and Africa higher education institutions. This novel study recommends that higher education should become expansive, positive and proactive actors in ICT knowledge integration and management in teaching, learning and research for academics, non-academics to foster admirable academic environment aimed at meeting national development. This learned debate has implication for education practitioners, curriculum developers and designers, policy makers, planners and the government.},
 year = {2015}
}

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TY  - JOUR
T1  - ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education
AU  - Chinyere Onyemaechi Agabi
AU  - Comfort Nkogho Agbor
AU  - Nwachukwu Prince Ololube
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T2  - American Journal of Networks and Communications
JF  - American Journal of Networks and Communications
JO  - American Journal of Networks and Communications
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EP  - 111
PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.ajnc.20150405.11
AB  - The prologues of Information Communication Technology (ICT) usage including its integration and diffusion kicked off a new era in educational processes and has fundamentally changed the conventional methods of teaching and learning in higher education institutions (HEIs) around the world, and have transformed contemporary processes of teaching and learning experiences of both lecturers and students. The debates here are made with reference to (1) the contexts of ICT and knowledge integration (2) the challenges of ICT usage and knowledge integration, and (3) ICT policy outcomes and national development. A qualitative research method was adopted; the use of document and observation were indispensable part of the methods for data gathering. The study found that the lofty hopes, keenness and enthusiasm for ICT and knowledge integration and management are obstructed as the nation is faced with inadequacies in essential ICT infrastructures and services such as telecommunication services, electricity, incompetent ICT personnel, inadequate funding, poor economic situation, poverty, high ICT literacy rate and so on. However, there is an ongoing moves and development to ensure effective ICT knowledge integration and management in education resources in Nigeria and Africa higher education institutions. This novel study recommends that higher education should become expansive, positive and proactive actors in ICT knowledge integration and management in teaching, learning and research for academics, non-academics to foster admirable academic environment aimed at meeting national development. This learned debate has implication for education practitioners, curriculum developers and designers, policy makers, planners and the government.
VL  - 4
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Author Information

Chinyere Onyemaechi Agabi

Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
Comfort Nkogho Agbor

Department of Environmental Education, Faculty of Education, University of Calabar, Calabar, Cross River State, Nigeria
Nwachukwu Prince Ololube

Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria

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Chinyere Onyemaechi Agabi, Comfort Nkogho Agbor, Nwachukwu Prince Ololube. (2015). ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education. American Journal of Networks and Communications, 4(5), 104-111. https://doi.org/10.11648/j.ajnc.20150405.11

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ACS Style

Chinyere Onyemaechi Agabi; Comfort Nkogho Agbor; Nwachukwu Prince Ololube. ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education. Am. J. Netw. Commun. 2015, 4(5), 104-111. doi: 10.11648/j.ajnc.20150405.11

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AMA Style

Chinyere Onyemaechi Agabi, Comfort Nkogho Agbor, Nwachukwu Prince Ololube. ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education. Am J Netw Commun. 2015;4(5):104-111. doi: 10.11648/j.ajnc.20150405.11

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@article{10.11648/j.ajnc.20150405.11,
  author = {Chinyere Onyemaechi Agabi and Comfort Nkogho Agbor and Nwachukwu Prince Ololube},
  title = {ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education},
  journal = {American Journal of Networks and Communications},
  volume = {4},
  number = {5},
  pages = {104-111},
  doi = {10.11648/j.ajnc.20150405.11},
  url = {https://doi.org/10.11648/j.ajnc.20150405.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajnc.20150405.11},
  abstract = {The prologues of Information Communication Technology (ICT) usage including its integration and diffusion kicked off a new era in educational processes and has fundamentally changed the conventional methods of teaching and learning in higher education institutions (HEIs) around the world, and have transformed contemporary processes of teaching and learning experiences of both lecturers and students. The debates here are made with reference to (1) the contexts of ICT and knowledge integration (2) the challenges of ICT usage and knowledge integration, and (3) ICT policy outcomes and national development. A qualitative research method was adopted; the use of document and observation were indispensable part of the methods for data gathering. The study found that the lofty hopes, keenness and enthusiasm for ICT and knowledge integration and management are obstructed as the nation is faced with inadequacies in essential ICT infrastructures and services such as telecommunication services, electricity, incompetent ICT personnel, inadequate funding, poor economic situation, poverty, high ICT literacy rate and so on. However, there is an ongoing moves and development to ensure effective ICT knowledge integration and management in education resources in Nigeria and Africa higher education institutions. This novel study recommends that higher education should become expansive, positive and proactive actors in ICT knowledge integration and management in teaching, learning and research for academics, non-academics to foster admirable academic environment aimed at meeting national development. This learned debate has implication for education practitioners, curriculum developers and designers, policy makers, planners and the government.},
 year = {2015}
}

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TY  - JOUR
T1  - ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education
AU  - Chinyere Onyemaechi Agabi
AU  - Comfort Nkogho Agbor
AU  - Nwachukwu Prince Ololube
Y1  - 2015/10/10
PY  - 2015
N1  - https://doi.org/10.11648/j.ajnc.20150405.11
DO  - 10.11648/j.ajnc.20150405.11
T2  - American Journal of Networks and Communications
JF  - American Journal of Networks and Communications
JO  - American Journal of Networks and Communications
SP  - 104
EP  - 111
PB  - Science Publishing Group
SN  - 2326-8964
UR  - https://doi.org/10.11648/j.ajnc.20150405.11
AB  - The prologues of Information Communication Technology (ICT) usage including its integration and diffusion kicked off a new era in educational processes and has fundamentally changed the conventional methods of teaching and learning in higher education institutions (HEIs) around the world, and have transformed contemporary processes of teaching and learning experiences of both lecturers and students. The debates here are made with reference to (1) the contexts of ICT and knowledge integration (2) the challenges of ICT usage and knowledge integration, and (3) ICT policy outcomes and national development. A qualitative research method was adopted; the use of document and observation were indispensable part of the methods for data gathering. The study found that the lofty hopes, keenness and enthusiasm for ICT and knowledge integration and management are obstructed as the nation is faced with inadequacies in essential ICT infrastructures and services such as telecommunication services, electricity, incompetent ICT personnel, inadequate funding, poor economic situation, poverty, high ICT literacy rate and so on. However, there is an ongoing moves and development to ensure effective ICT knowledge integration and management in education resources in Nigeria and Africa higher education institutions. This novel study recommends that higher education should become expansive, positive and proactive actors in ICT knowledge integration and management in teaching, learning and research for academics, non-academics to foster admirable academic environment aimed at meeting national development. This learned debate has implication for education practitioners, curriculum developers and designers, policy makers, planners and the government.
VL  - 4
IS  - 5
ER  -

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