In 2003 the World Summit on Information Society made a call for measuring the state of Information Society (IS) building between countries. The purpose of the measuring was to assess and compare IS practices around the globe as well as share best practices. A number of measurement tools have since been developed, and a number of previously constructed tools have been employed to fulfil this goal. Even though many variations in terms of indicators have been employed, the construction of measurement tools is subject to certain limitations. One limitation is that they do not incorporate these indicators on the actual levels of Information and Communication Technology (ICT) usage off the country's stakeholders. This paper analyses the most currently used indices for measuring the state of Information Society building from the perspective of their constituent indicators. Based on the analysis, an alternative framework for IS measurement, addressing the important aspects of ICT usage quality, is developed based on data from the EU member states. By applying the framework on measuring of ICT usage quality at Romania, Cyprus and Estonia, the usefulness is tested positive, and the need to evaluate the actual levels of ICT usage for the purpose of better policy-making, while establishing an information society, is accentuated. 相似文献
Small businesses face numerous issues in regard to the management of their knowledge, including potential loss of knowledge due to high employee turnover and the willingness and ability of employees to share their knowledge. This case study examines two small ICT companies in Vietnam to determine how knowledge transfer was conducted with and without the use of ICT. A knowledge transfer framework for small businesses was used as a lens to analyse the results. The findings showed differences in knowledge transfer approaches in both cases. It was observed that employees whose jobs required less flexibility needed more explicit knowledge, but if their working procedures were more flexible they were more likely to need tacit knowledge. Tacit knowledge was mainly transferred by non-ICT methods, with explicit knowledge being transferred via a combination of methods. The cases differed in regard to the existence of knowledge transfer guidelines – as well as the willingness and ability of employees to share knowledge with others in the business. Both case businesses lacked appropriate measures to determine the level of success of knowledge transfer activities. 相似文献
This JLA column posits that academic libraries and their services are dominated by information technologies, and that the success of librarians and professional staff is contingent on their ability to thrive in this technology-rich environment. The column will appear in odd-numbered issues of the journal, and will delve into all aspects of library-related information technologies and knowledge management used to connect users to information resources, including data preparation, discovery, delivery and preservation. Prospective authors are invited to submit articles for this column to the editor at kenning.arlitsch@montana.edu.
The cost of building library collections continues to increase, forcing librarians to think differently about their budget models. Increasing costs of IT infrastructure needed to connect to information resources also adds to budget concerns. The idea of changing the emphasis of collections budgets to one of broader access is not new, but formally acknowledging the need to support local technology infrastructure and other means of access may offer a new way of promoting the collections budget to university administrators. We propose a budget model that acknowledges these broader requirements and includes concepts of surfacing and discovery, provision, creation, and acquisition. 相似文献
Focusing on the process of “technology transfer”, this paper aims to critically examine the production and usage of the information and communication technology (ICT) curriculum, and discusses its possibilities. It is found that the goals in both of the two stages of the ICT curriculum in Taiwan were rather “rhetorical”. Three problems are then discussed: an “inevitable” discourse, but opposed to its original intention, the exclusion of instructional issues, and the exclusion of students' life experience and reflection. Finally, three possibilities for the ICT curriculum are proposed: expanding educators' understanding of the ICT curriculum, developing an ICT curriculum beyond the dominance of ICT experts, and rethinking the role of teachers in the implementation of the curriculum. 相似文献