Impact of ICT on Universities Administrative Services and Management of Students' Records: ICT in University Administration

Impact of ICT on Universities Administrative Services and Management of Students' Records: ICT in University Administration

Fidelis Egoeze, Sanjay Misra, Rytis Maskeliūnas, Robertas Damaševičius
DOI: 10.4018/IJHCITP.2018040101
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This article describes the issue of governance in higher education, of which administration is key, is saddled with numerous challenges, as such, new approaches are being sought out to enhance the process. It is obvious that Information and Communication Technology (ICT) is a tool that enhances administrative activities of higher education institution. This article is based on descriptive survey design which investigates the impact of ICT on the administrative services/management of students' records in Nigerian universities. A questionnaire was the research instrument employed, and questionnaire items were developed through a review of related literature. A total of 200 respondents participated, comprising students, lecturers and administrators were randomly selected from ten universities in Nigeria. Data collected was analyzed using ANOVA. The major impacts of ICT in administrative services/management of students' records in Nigerian universities were identified and discussed. Suggestions are made on the need for Nigerian universities to widen the scope of ICT application in administrative services to fully reap the benefits of ICT.
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1. Introduction

Information technology is described as the gathering, processing, storing or retrieval of information. A more general term, ICT emphasizes the role of communication in modern information technology, in the transmission or transfer of the information from place to place and over a distance. According to UNESCO (2006), ICT is a term used to describe a range of hardware equipment (personal computer, scanners, digital camera), computer software (database programs, multi-media programs) and the telecommunication infrastructure (phones, faxes, videoconferencing equipment and web cameras) that allow us to access, retrieve, store, organize, manipulate, present, send material and communicate locally and globally through digital media. In the opinion of Newhouse (2002), ICT typically refers to computer technologies, but strictly speaking should also include other technologies used for the collection, storage, manipulation and communication of information. Eadie (1999) stated that ICT is a diverse set of technological tools and resources used to communicate, and create, disseminate, store and manage information.

Generally, ICT is used to encompass all forms of telecommunication networks, including telephone, radio, and television. However, the driving power of ICT is obviously the internet, a world-wide computer network built on telecommunication media, and which is usually the focus of discussions on ICT. According to Achimugu et al (2010), the internet has emerged as a major driving force of this dynamic development of information and communication technologies, which has impacted positively in virtually every sector. ICT has been fundamental for improving productivity and the development of knowledge-intensive products and services (Soto-Acosta et al 2010), which is one of the main aspirations of all countries in the world, since it brings overall prosperity for countries and regions (Hanafizadeh et al, 2009). It has been adopted by different sectors including business, manufacturing and agriculture and health (Dzombeta, Stantchev, Colomo-Palacios, Brandis & Haufe, 2014).

The field of education has been affected by these positive impacts of ICT. According to Lemke and Coughlin (1998), Davis and Tearle (1999), cited in Yusuf (2005), ICT has the potential to accelerate, enrich, and deepen skills, motivate and engage students in teaching, helps to relate school experiences to work practices, helps to create economic viability for tomorrow’s workers, contributes to radical changes in school, strengthens teaching, and provides opportunities for connection between the school and the world. According to Angeli & Valanides (2009) technology has extensive pedagogical affordances and great potential for transforming the teaching and learning environment when it is used appropriately.

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