scholarly journals Function of Cloud Computing in Digital Library Perspective: In Case of Ethiopia Higher Education Institution; Critical Review

2019 ◽  
Vol 7 (4) ◽  
pp. 88
Author(s):  
Gizealew Alazie Dagnaw ◽  
Sisay Ebabye Tsigie
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Digital Library ◽  
Critical Review ◽  
Education Institution ◽  
Higher Education Institution

scholarly journals Factors influencing cloud computing adoption in higher education institution

2020 ◽  
Vol 17 (1) ◽  
pp. 412
Author(s):  
Wan Abdul Rahim Wan Mohd Isa ◽  
Ahmad Iqbal Hakim Suhaimi ◽  
Nurulhuda Noordin ◽  
Afdallyna Fathiyah Harun ◽  
Juhaida Ismail ◽  
...  
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Data Privacy ◽  
Education Institution ◽  
Public University ◽  
Ease Of Use ◽  
Relative Advantage ◽  
Higher Education Institution ◽  
Factors Influencing ◽  
Cloud Computing Adoption

<table width="593" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="387"><p>There are few studies on factors influencing cloud computing adoption in higher education institutions. However, there are lacks of understanding of the cloud computing adoption issues in the university. The main objective of this study is to investigate factors influencing cloud computing adoption in a higher education institution. The research method involved using qualitative interviewing with relevant stakeholders and case study at one public university in Malaysia. The analysis was done by using Atlat.ti. There are eighteen factors that have been coded into three main categories of Technological, Organizational and Environmental. These are among factors to influence the decision of cloud computing adoption for a public university. The first category (Technological) consists of nine factors; (i) relative advantage, (ii) cost reduction, (iii) ease of use, (iv) compatibility, (v) operational requirement, (vi) security, (vii) sustainability, (viii) trialability and (ix) complexity, The second category (organizational) consists of four factors; (i) infrastructure readiness, (ii) top management, (iii) knowledge and IT skillset and (iv) financial. The third category (environmental) consists of five factors; (i) Cloud Service Provider, (ii) Geographical, (iii) Data Privacy, (iv) Guideline and Policy, (v) Service Level Agreement (SLA). The result may provide a reference for the adoption of cloud computing in the area of mobile learning or mobile computing. Future work involves conducting similar studies at other case studies including public and private universities in Malaysia.</p></td></tr></tbody></table>

scholarly journals Exploring Cloud Computing Readiness and Acceptance in Higher Education Institution: A PLS-SEM Approach

2021 ◽  
Vol 17 (4) ◽  
pp. 367
Author(s):  
Nur Hidayah Md Noh ◽  
Mohd Talmizie Amron
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Technology Acceptance ◽  
Education Institution ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Technology Readiness ◽  
Computing Technology ◽  
Higher Education Institution

Abstract: The COVID-19 pandemic has altered nearly every aspect of life, including education. Technology has replaced face-to-face teaching and learning nearly totally. This health disaster has accelerated digitization in the world of education, which was previously only available without a repulsive factor. Cloud computing technology has been widely used in education, including higher education, enabling teaching resources, educational information, notes, lectures, and academic assessments to be accessed and shared online. Yet, in celebrating the greatness of technology, are users ready to accept an explosion of information resources and access openly online through cloud-based services? Thus, this research will investigate the Higher Education Institution (HEI) users' readiness and acceptance of cloud computing. The research employs the Technology Acceptance Model (TAM) and Technology Readiness Index (TRI) model together with Structural Equation Modeling (SEM) to investigate 470 individuals from HEIs in Malaysia. Perceived Ease of Use and Perceived Usefulness are found to be positively significant in explaining why a user decides to use cloud computing. Optimism and innovativeness have found to affect the factors of technology acceptance significantly. In contrast, discomfort and insecurity do not affect technology acceptance factors, except for insecurity that negatively impacts Perceived Usefulness. This study contributes to another finding to studying technology readiness and acceptance, especially in higher education.   Keywords: Cloud Computing, Technology Readiness, Technology Acceptance, HEI, SEM

How (Not) to Lead Academia

2019 ◽  
Author(s):  
Miguel Abambres
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Social Engagement ◽  
Student Assessment ◽  
Education Institution ◽  
Academic Leadership ◽  
Academic Department ◽  
Higher Education Institution ◽  
Role Assignment ◽  
Professional Career

This work reports several issues found by the author throughout his professional career, concerning academic leadership. Topics like (i) out-of-field teaching/researching, and (ii) time management in faculty hiring or new role assignment, are addressed. Besides, the author describes which fundamental decisions he´d take if he could manage a higher education institution or academic department. The topics covered are crucial for the success of any higher education institution, such as (a) hiring, (b) social engagement, (c) student assessment, (d) open mindedness, (e) prompt communication, (f) passion in work, and (g) freedom / trust.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

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