scholarly journals Intercultural Competencies for Fostering Technology-Mediated Collaboration in Developing Countries

2021 ◽  
Vol 13 (14) ◽  
pp. 7790
Author(s):  
Albert Kampermann ◽  
Raymond Opdenakker ◽  
Beatrice Van der Heijden ◽  
Joost Bücker
Keyword(s):  
Developing Countries ◽  
Point Of View ◽  
Early Years ◽  
Ict Skills ◽  
Intercultural Competencies ◽  
Information And Communication ◽  
Key Competencies ◽  
Different Cultures ◽  
And Diffusion ◽  
Successful Technology

With the rapid global spread and application of Information and Communication Technology (ICT), the question is whether every culture makes similar use of the ideology that often underlies its creators’ design. ICT applications are designed with underlying beliefs or principles about e.g., work, communication, and individuality. These beliefs or principles are invisible and hidden in software and, as such, in many instances not recognized by users in other cultures. These hidden principles might even frustrate the understanding, use, knowledge-sharing, and e-collaboration between people from different cultures. In this article, we aim to explore, from a historical point of view, the early years of adaptation of ICT in developing countries, and we will highlight the importance of the use of intercultural (ICT-)skills to learn to recognize cultural differences from a relationship-based definition in technology-mediated collaboration. A semi-systematic or narrative review approach is used that is particularly suitable for topics that have been conceptualized differently. Our review firstly summarizes and categorizes the cultural factors impacting the adaptation and diffusion of ICT, especially in developing countries, and investigates which factors could hinder and/or facilitate the collaboration with other countries. Secondly, the findings of a thorough comparison between different intercultural competencies’ frameworks indicate that intercultural competencies show a combination of motivation, knowledge (-management), and skills, which are key competencies in the light of successful technology-mediated collaboration.

scholarly journals Key competencies in the labour market from the perspective of higher education students

e-mentor ◽  
2021 ◽  
Vol 92 (5) ◽  
pp. 69-80
Author(s):  
Agata Matuszewska-Kubicz ◽  
Keyword(s):  
Labour Market ◽  
Social Intelligence ◽  
Point Of View ◽  
Education Students ◽  
Self Assessment ◽  
Learning And Teaching ◽  
Intercultural Competencies ◽  
Key Competencies ◽  
The University ◽  
Creativity And Innovation

The subject of key competencies in the labour market has been discussed in many publications and reports in recent years, presenting the point of view of researchers and employers on the issue. However, the perspective of future employees also seems to be worth discussing; hence this research covers university students currently entering the labour market. Ten competencies identified as key in the labour market are examined: problem-solving, creativity and innovation, analytical and critical thinking, active learning and teaching, interdisciplinarity, emotional intelligence, social intelligence, intercultural competencies, virtual cooperation, digital competency. The study aimed to determine the respondents’ opinions and beliefs about selected key competencies on the labour market, their willingness to develop them, and their declared level of these competencies. The survey was carried out using the quantitative method, using the CAWI technique, on a sample of 352 respondents – students of the University of Lodz. The results indicate that the students mostly share the view that the competencies indicated as being key will be expected by employers in the labour market in the next five years. Moreover, for most of the competencies being studied, they assess their current level to be high and see the need to develop them for professional purposes. Discrepancies are also indicated between the students’ self-assessment of their competencies and their employers’ assessment.

Unfulfilled need

2016 ◽  
Vol 34 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Melih Kirlidog ◽  
Charles van der Vyver ◽  
Malie Zeeman ◽  
Wilma Coetzee
Keyword(s):  
South Africa ◽  
Developing Countries ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Industrialized Countries ◽  
Prospective Students ◽  
Ict Skills ◽  
Skilled Personnel ◽  
Information And Communication ◽  
Negative Perceptions

The ubiquity of information and communication technologies (ICT) in all aspects of life has an important consequence in today’s world: shortage of skilled personnel in this area. Although the dotcom bubble in 2000 had an adverse effect in the requirement for ICT skills in industrialized countries, this is not applicable for many developing countries, where ICT skills are in high demand. Even though South Africa is one of these countries, ICT enrolments and graduations do not meet ICT skills demand. An important reason for the skills gap in this area is the negative perceptions of university students about ICT. It was found that there were substantial differences in the perceptions of ICT and non-ICT students about the ICT profession. Some of the differences are subjective, such as perceiving the ICT profession as boring, while some other are ungrounded, such as that ICT jobs are less secure and the unemployment rate is high. The findings may be pertinent not only for South Africa, but also other developing countries where negative perceptions about ICT hinder prospective students to enrol to computer-related programs.

REVAMPING TEACHER EDUCATION THROUGH ICT INFUSION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Lalit Kumar ◽  
Kavita Batra
Keyword(s):  
Teacher Education ◽  
Developing Countries ◽  
Teacher Education Program ◽  
Sole Source ◽  
Educational Systems ◽  
Effective Technology ◽  
Technology Infusion ◽  
Information And Communication ◽  
Many Sources ◽  
Ict Revolution

ICT revolution has influenced almost every aspect of public life including education. Educational systems around the world are under increasing pressure to use the new Information and Communication Technology to teach students the knowledge and skills they need in the 21st century. Teacher education curricula in developing countries need a revamp to incorporate IT/ICT for effective technology infusion into classrooms. Teachers in India need to be prepared for imparting the new age education, and hence teacher education program in India should integrate ICT component in such a way that teachers are enabled to face the new demands in the profession. ICT Recommendations are made for effective technology infusion in developing countries in spite of prevalent handicaps. It implies a shift in the teachers’ role from being the sole source of knowledge and instruction to being a facilitator of students’ learning that is acquired from many sources.

The procurement process in the Virtual Vertical Enterprise scenario: the point of view of Large Enterprises

1999 ◽  
Vol 18 (3-4) ◽  
pp. 187-191
Author(s):  
Roberto Santoro
Keyword(s):  
Supply Chains ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Small And Medium Enterprises ◽  
Point Of View ◽  
Delivery Time ◽  
Procurement Process ◽  
Information And Communication ◽  
Medium Enterprises ◽  
Large Enterprises

The extraordinary development of the Information and Communication Technology (ICT) allows for innovative relationships among enterprises, organised in extended networks and regardless of their location. In this scenario, Large Enterprises can re-organise their traditional supply chains (generally formed by Small and Medium Enterprises) according to VIrtual Vertical Enterprise concepts and methodology, in order to obtain: (1) better control of subcontractors activities; (2) cost and delivery time reduction; (3) decrease of subcontractors number.

scholarly journals ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (4) ◽  
pp. 1711
Author(s):  
Maja Batez
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Online Communication ◽  
Communication Technologies ◽  
Ict Skills ◽  
Information And Communication ◽  
Use Of The Internet ◽  
Novi Sad ◽  
Important Basis

Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p < 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p < 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p < 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities.

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