Abstract
This chapter focuses on the impacts of ICT in the connection, transformation, creation and transfer of knowledge in Sudan. Our findings in this chapter are consistent, agree with and add a new case study to contribute to the international literature on ICT, higher education institutions and universities as we explain in Chap. 3. Our results in this chapter verify the fifth and sixth hypotheses in Chap. 1 on the importance and impacts of ICT in facilitating the creation and transfer of knowledge in Sudanese universities. Our results are consistent with the results in theoretical and empirical literature. We show that the use of ICT, namely Internet, facilitates connections, networks and communication inside knowledge institutions, namely Sudanese universities, facilitates connections with other institutions in Sudan, with regional and international institutions, collaboration between Sudanese universities and international universities, northern institutions and integration of Sudanese universities in the system of global knowledge production. Our findings support the hypothesis that the use of ICT introduces ‘positive-negative’ effects by providing opportunities for the production, creation and transfer of knowledge, but simultaneously also creating hazards to production, creation and transfer of knowledge in Sudanese universities: the positive effect is enhancing access, production and dissemination of knowledge, building connections and organisational changes; the negative transformation is building disconnections for those who do not share the knowledge and do not know how to use ICT. Our results show that the most important advantage related to the use of Internet for facilitating connection and transformation and enhancing the production, creation and transfer of knowledge includes increasing digital knowledge for academic and researchers by finding information that was earlier not available or accessible, rapid quantitative (in number) and qualitative (efficiency and speed) increase in transferring available information. In addition to development of a new model for disseminating and distributing electronic information, where the information moved towards the user and not the other way around, increased creation and transfer of knowledge and increased free access to electronic publications for academic purposes. Our findings indicate that the top problem related to the use of Internet is the lack of or inadequate regular budget for university libraries to pay for access to scientific and technical information, licenses and subscriptions. The major policy implication from our findings is that it is essential for policy making in Sudan and Sudanese universities to enhance the use and impacts of ICT, mainly by motivating the effective use of ICT for creation and transfer of knowledge, enhancing quality and accumulation of human capital and skill and offering adequate budget for enhancing ICT in Sudanese universities.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
As indicated by 73 %, 70 %, 68 % and 59 % of the respondent all universities academic staff respectively.
- 2.
As indicated by 74 %, 70 %, 68 % and 58 % of respondent public university academic staff respectively.
- 3.
As reported by 81 %, 71 %, 65 %, 59 % of respondent private university academic staff respectively.
- 4.
As indicated by 80 %, 60 %, 60 %, 60 % of the respondent support staff respectively.
- 5.
As reported by 65 %, 69 %, 69 %, 69 % of the respondent students respectively.
- 6.
As indicated by 100 %, 100 %, 99 %, 99 % and 99 % of the respondent all universities academic staff respectively.
- 7.
As reported by 97, 97, and 96 % of the respondent all universities academic staff.
- 8.
As indicated by 96 % of the respondent all university academic staff.
- 9.
As reported by 95 % of the respondent all university academic staff.
- 10.
As indicated by 93 % of the respondent all university academic staff.
- 11.
As indicated by 93 % of the respondent all university academic staff.
- 12.
As reported by 92 and 91 % of academic staff in all the respondent universities.
- 13.
As reported by 86 %, 83 %, 83 % of the respondent all universities academic staff respectively.
- 14.
As indicated by 80 % of the respondent support staff.
- 15.
As reported by 60 % of the respondent support staff.
- 16.
As indicated by 40 % of the respondent support staff.
- 17.
As reported by 100 % of the respondent students.
- 18.
As indicated by 100 % of the respondent students.
- 19.
As reported by 96, 95, 95, 95 and 95 % of the respondent students.
- 20.
As indicated by 95, 95, 95 and 95 % of the respondent students.
- 21.
As indicated by 91 % of the respondent students.
- 22.
As indicated by 91 % of the respondent students.
- 23.
As reported by 91 % of the respondent students.
- 24.
As reported by 86 %, 82 % and 65 % of the respondent students respectively.
- 25.
As indicated by 96 % of the respondent all universities academic staff.
- 26.
As indicated by 94, 94, 93, 93, and 93 % of the respondent all universities academic staff.
- 27.
As reported by 92 % of the respondent all universities academic staff.
- 28.
As reported by 92 % of the respondent all universities academic staff.
- 29.
As reported by 90 % of the respondent all universities academic staff.
- 30.
As indicated by 89 % of the respondent all universities academic staff.
- 31.
As indicated by 88, 87, 86, 86 and 85 % of the respondent all universities academic staff.
- 32.
As reported by 82 %, 81 %, 81 %, 79 % and 73 % of the respondent all universities academic staff respectively.
- 33.
As indicated by 80 % of the respondent support staff.
- 34.
As reported by 60 % of the respondent support staff.
- 35.
As indicated by 40 % of the respondent support staff.
- 36.
As reported by 100 % of the respondent students.
- 37.
As reported by 96 %, 95 %, 95 % and 95 % of the respondent students respectively.
- 38.
As indicated by 95 % of the respondent students.
- 39.
As indicated by 91 % and 90 % of the respondent students respectively.
- 40.
As indicated by 90 % of the respondent students.
- 41.
As indicated by 89 % of the respondent students.
- 42.
As reported by 85, 85, 85 and 83 % of the respondent students.
- 43.
As indicated by 79, 79, 77, 75, 74 and 73 % of the respondent students.
- 44.
As indicated by 97 %, 96 %, 86 %, 97 %, 95 %, 88 %, 97 %, 96 %, 94 %, 94 %, 93 % and 93 % of all respondent staff respectively. As indicated by 96 %, 95 %, 88 %, 98 %, 95 %, 86 %, 98 %, 95 %, 92 %, 92 %, 93 % and 93 % of respondent public staff respectively. As indicated by 100 %, 100 %, 81 %, 94 %, 94 %, 94 %, 94 %, 100 %, 100 %, 100 %, 94 % and 94 % of respondent private staff respectively. As indicated by 100 %, 95 %, 86 %, 100 %, 100 %, 74 %, 96 %, 95 %, 100 %, 95 %, 100 % and 95 % of respondent students respectively. As indicated by 80 %, 80 %, 80 %, 80 %, 80 %, 0 %, 40 %, 80 %, 80 %, 40 %, 80 % and 40 % of respondent support staff respectively.
References
Ahfad University. http://www.ahfad.org/computer_unit.html. Accessed 10 May 2009
Hamdy A (2007) ICT in education in Sudan: survey of ICT and education in Africa: Sudan Country Report (June 2007), pp 3–5. www.infodev.org. Accessed 11 May 2009
Computerman University. http://www.computerman.edu/. Accessed 10 May 2009
Elamin AK (2004) Promoting ICT for Human Development in Sudan, ICS portal for technology transfer. http://www.ics.trieste.it/Documents/Downloads/df2124.doc. Accessed 11 May 2009
Khartoum University Engineering Association Scientific Secretariat Magazine (April, 2009), p. 3
Khartoum University. www.uofk.edu. Accessed 16 June 2009, Khartoum, Sudan
Khartoum University Engineering Association Scientific Secretariat Magazine (2009) 30 % only supports the dependence on the new on-line or electronic registration system. Khartoum University Engineering Association Scientific Secretariat Magazine, Issue of April 2009, p 3
Juba University. http://www.juba.edu.sd/. Accessed 12 May 2009
Sudan. Internet World Stats. http://www.Internetworldstats.com/africa.htm#sd. Accessed May 2009
Sudan Ministry of Education. Education Statistic Yearbook 2004–2005, 2002–2003, Khartoum
Sudan Ministry of Higher Education and Scientific Research: http://www.mohe.gov.sd/. Accessed: 11 May 2009, Khartoum, Sudan
Sudan University of Science and Technology (SUST). http://www.sustech.edu/. Accessed 12 May 2009
Sudanese Universities Virtual Library (SUVL). http://www.suvl.edu.sd/content_1/about.htm. Accessed 11 May 2009, Khartoum, Sudan
Sudan Virtual Engineering Library Sustainability Knowledge Network. http://www2.uofk.edu/SudVEL/Contents/reports.htm. Accessed 11 May 2009
United Nations Economic Commission for Africa (UNECA). http://www.uneca.org/aisi/nici/Sudan/sudan.htm. Accessed 11 May 2009
University Survey (2009, April) The impacts of ICT in connections, transformation and production of knowledge in Sudanese Universities, Khartoum
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Mohamed Nour, S. (2015). The Effect of ICT in Knowledge in Sudanese Universities and the Labour Market. In: Information and Communication Technology in Sudan. Contributions to Economics. Springer, Cham. https://doi.org/10.1007/978-3-319-13999-9_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-13999-9_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-13998-2
Online ISBN: 978-3-319-13999-9
eBook Packages: Business and EconomicsBusiness and Management (R0)