ICT Maturity of HEIs in Selected Regions in the Philippines

8/22/2019 ICT Maturity of HEIs in Selected Regions in the Philippines

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International Journal of Modern Education Forum

IJ MEF Volume 1, Issue 1, August 2012 PP.1-13

ISSN(online)ISSN(print)www.ij-mef.org

IJ MEF Volume 1, Issue 1 August 2012 PP. 1-13 www.ij-mef.org Science and Engineering Publishing Company- 1 -

ICT Maturity of HEIs in Selected Regions in the

PhilippinesCecilia Mercado, Randy Domantay, Reynold Villacillo, Saturnina Nisperos, Emmalou Pimentel

School of Computing and Information Sciences, Saint Louis University, Baguio City, Philippines

Department of Computer Science, College of Arts and Sciences, Mariano Marcos State University, Ilocos Norte, Philippines

College of Computer Studies and Engineering, Lorma College, San Fernando La Union, Philippines

Emails: [email protected], [email protected], [email protected], [email protected],

[email protected]

(Abstract) Over the past decade, the structure of Higher Educational Institutions (HEIs) have dramatically changed and

this is partly attributed to some of factors like continuing developments in information and technology , shifts in learners as

well as teachers expectations and internationalization of program offerings. Information Communication Technologies (ICT)

continue to have a significant impact on the way HEIs deliver academic content and learning activities as well as howeducational managers deliver their respective functions. Recognizing the role of ICT, the goal of this research is to provide a

maturity assessment of the application of ICT in HEIs offering Information Technology Education (ITE) programs in two

northern regions in the Philippines: Region I and the Cordillera Administrative Region (CAR). This study made use of the

descriptive analytical method to analyze and compare the ICT maturity level of HEIs in both regions. The ICT maturity was

initially measured along the domains of core academic matters and the institutional support services. Further, a comparison was

done according to institutional clusters which include locale, organizational structure, and doctrinal adherence. The study showed

that the applications of ICT in the HEIs in both regions are moderately mature which implies that it falls under the adaptation

stage category. This means that most HEIs are still consolidating their ICT resources, strategies, and implementation plans. There

are slight variations in the maturity level considering indicators within the same ICT application areas, however, in general, the

respective clustering of HEIs did not show any significant difference in the level of maturity.

Keywords: ICT Maturity; Core Academic Matters; Institutional Support Service; Adaptation Stage; Adoption Stage;

Appropriation Stage; Entry Stage; Invention Stage.

1. INTRODUCTION

Universities and other HEIs continue to embrace new

technologies in most aspects of the teaching and learning

process [1]. Information and Communications Technologies

(ICT) continue to have a profound impact on the way higher

education institutions carry out their functions as countries

become more knowledge-based societies. The undeniable

impact of ICT sets pressure to these institutions to integrate

the required technologies in teaching, learning, research,

academic information services, administration and

management as it meets the changing requirements of the

society.

The Philippine government recognizes the impact posed by

ICT integration as evidenced by changes in national

educational policies for HEIs. It acknowledges the realities

that access to information and awareness of the potentials of

the effective use and integration of ICT in the delivery of

educational functions and services are requisites to evolve as

universally competitive in the higher education arena.

Such competition is brought about by the inevitable

internationalization and globalization of academic disciplines.

Thus, HEIs should play a more pro-active role in addressing

the demands of education. One of the targets of the Philippine

Millennium Development Goals [2] seeks to make available

the benefits of ICT to a greater number of Filipinos. This

target coincides with the IT Plan for the 21st century [3] to

transform the country as a knowledge hub in the Southeast

Asian Region. The Commission on Higher Education (CHED)

is the major agency responsible for ensuring that this target is

attained. Consequently this situation mandates all HEIs to

address the challenges of attaining this target and one way by

which the HEIs can achieve this is by enhancing theirrespective institutional ICT maturity.

Dooley et al [4] defined maturity as the degree to which a

process is defined, managed, measured and continuously

improved. Nowadays, maturity models are used as tools to

improve the management and development of organizations.

In the field of education, ICT maturity refers to the extent to

which the functions of educational institutions are defined,

managed, measured and continually improved through the
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International Journal of Modern Education Forum IJMEF


effective integration and efficient utilization of ICT. An ICT

maturity assessment of HEIs initially presents the landscape

of the ICT status and capability. Such will guide the HEIs to

develop their respective institutional programs in effectively

integrating and utilizing ICT in their functions. Moreover,

respective institutions can use the assessment results as a way

to identify their current state against existing benchmarks and

goals usually set by the maturity tool.Over the last three decades many models explain the

processes involved in the adoption and use of ICT in

education [5]. According to Trinidad [5] there are stages

which an educator must go through in the adoption and use of

ICT and these stages include the period of familiarization,

utilization, integration, reorientation and evolution [5].

These stages correspond to the model of the Apple Classroom

of Tomorrow (ACOT) project [6]. The model contains five

stages: entry, adoption, adaptation, appropriation, and

invention [7]. The familiarization or the entry stage

represents the baseline exposure to technology. The

utilization or the adoption stage occurs when teachers try or

use the technology. Integration or the Adaptation marks the

beginning when teachers appropriately use ICT. Following the

adaptation stage is the reorientation or the appropriation stage

where ICT becomes a part of the learning context. Lastly, the

evolution or revolution or otherwise categorized as the

invention stage is where changes in methods and media to

facilitate learning takes place.

Broadly, this maturity model explains how ICT evolves

over time along the aspect of its integration in education.

While this model is initially intended to model the integration

of ICT by the teacher, such has been extended to cover some

maturity perspectives along other applications of ICT.

The maturity model framework used in this study allows arich description of ICT intervention across various

applications in the education. This framework presents

whether the designated institutions have the resources and

structures to deliver effective educational experiences using

ICT in core academic services and institutional support

services.

Prior to giving emphasis on the maturity model as adopted

from ACOT, there had been several maturity models also

considered. Their measures are not disregarded in this

research as they also served as basis in the development or

refining of measures identified in the ICT maturity model.

One model is BECTA[8] Maturity Modeling Institutional

Self Assessment which covers ICT in learning and teaching,ICT in leadership and management, ICT in workforce

development, ICT in inter-institution collaboration, and ICT

in institutional links with home and community. While several

ICT maturity models exist, the framework of the research

conducted by The Association of African Universities [9]

served as the major basis of this study.

At the regional level, certain programs by the Philippine

government to assist the HEIs along the effective use of ICT

has been established through the identification of institutions

as centers of excellence and centers of development in

Information Technology Education (CODE in ITE). This is

initiated by CHED to support the development of HEIs within

their region to effectively use and integrate ICT in instruction

and research. This can be through development support

programs that these centers are initiating.

While the initiative and desire to keep in pace withglobal academic changes appear to be present, initial

dilemmas that HEIs encounter are the realities that they do not

know where to start and they do not know the status of the

integration and use of ICT in the academic functions and

administration. In instances where they are aware of such

conditions, the wide array of technology solutions and

innovative processes pose additional confusions on

identifying the next steps or choosing appropriate

solutions. This can also be complicated with the lack of

knowledge of the position of the institution relative to existing

standards.

This study aims to present the state of the ICT maturity of

HEIs offering Information Technology Education (ITE)

programs in Region 1 and Cordillera Administrative Region

(CAR) excluding centers of development and excellence in

ITE. Specifically, the study provides an assessment profile

of the ICT maturity along the application of ICT in core

academic matters, and application in institutional support

systems. The study will also present a comparative analysis of

ICT maturity along regional clusters and various institutional

types that are present in both regions.

At the regional level, the results can be used by the CHED

to determine support programs and funding priorities to

elevate the level of ICT maturity of HEIs within the region.

The results of this study likewise serve as baselineinformation for future program innovation and enhancements

in the academic sector. This information can serve as a basis

in determining certain strategies and actions that can be

employed by educational policy makers as well as the

institutional administrators. Likewise, the study will serve as a

reference for ICT related ventures and collaborations among

the different clusters of HEIs which are present in the region:

Non- Government Organizations (NGOs), Local Government

Units (LGUs), business and technology firms, and potential

investors in these regions. Access to this key information will

facilitate further improvements in the use of ICT resources

and provide decision makers and planners on vital

information on how to come up with strategic initiatives forthe social, economic, technological, and political development

of these regions.

2. METHODOLOGY

This study made use of the descriptive analytical method

supported by unstructured interviews. The primary instrument

used in the data collection is the questionnaire. The


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customized questionnaire was guided by the variables set by a

similar study conducted by the Association of African

Universities AAU [10]. The ICT Maturity tool developed by

the AAU aimed to set benchmarks and goals, support

application for technology related grants and create

self-assessment goals. The tool was also used as a framework

to assess an HEIs maturity on its use and integration of ICT.

The respondents of the study included only institutionswhich have offered any ITE program within the last five years.

There are five (5) institutions clustered under the CODE in IT,

two (2) institutions in CAR and three (3) institutions in

Region I. Forty three (43) institutions are non-center HEIs.

There are twenty eight (28) HEIs in Region I and fifteen (15)

HEIs in CAR. At the institutional level, the respective

respondents on areas measured are facilitated by the

institutional leadership in coordination with those who are

directly involved in the ICT application areas.

The clustering of institutions was based on the institutional

types which include locale, private, and government, sectarian

and non sectarian. Such clustering is also used by the CHED

in their reports. The level of maturity on ICT application in

core academic matters was measured along the areas of 1)

teaching and learning, 2) research, and 3) administration and

management. On the other hand, the level of ICT maturity on

application in institutional support system covers the areas on

1) academic information services, 2) planning and monitoring

tools, 3) ICT infrastructure, 4) ICT organizational support, 5)

ICT financing and 6) training, research and development in

ICT.

For each area, several indicators were measured.

Corresponding statistical treatment and evaluation scheme

were used to treat the aggregated data. For all indicators

measured , a 5 point Likert scale was used to assess thematurity level. The scale ranges from not mature to

extremely mature. Resulting mean determines the level of

maturity which is interpreted using a 5 stage maturity model.

The stages correspondingly follow the entry stage, adoption

stage, adaptation stage, appropriation stage and invention

stage. Ideally, the benchmark for maturity for the institution

is the invention stage.

3. RESULTS AND DISCUSSION

ICT is a mainstream issue in higher education [5]. However,

when it comes to education, ICT seems to have only a

moderate impact when it comes to change, and this can be

attributed to the level of ICT maturity across the operations at

the institutional level. The study included nine areas in the

ICT maturity in higher education which was grouped in either

of the two domains namely: applications in core academic

matters or applications in institutional support systems.

In measuring the level of ICT maturity along the

applications in core academic matters, these include three

areas: 1) teaching and learning, 2) research and, 3)

administration and management.

In the area of teaching and learning, the level of ICT

maturity is measured along the type and focus of ICT training

for teachers as well as the level of institutional technology

access. On research, the indicators measured include the

technology access, the usage pattern and access to information

sources as well as how ICT is used to collaborate. Theautomation of systems and its integration are the indicators

for maturity of ICT along administration and management.

On the other hand, six areas are clustered along

applications in institutional support system domain which

include 1) academic information services, 2) planning and

monitoring tools, 3) ICT infrastructure, 4) ICT organizational

support, 5) ICT financing, and 6) training, research and

development in ICT.

The presence and use of an Online Public Access Catalog

(OPAC), the manner in which academic information

management information services is provided and the

coverage of training in academic information management are

indicators measured to check ICT maturity in terms of the

academic information services.

To measure the maturity in the area of planning and

monitoring tools the following indicators were taken into

account: a) the use of ICT in implementation of university

strategic plans, b) the alignment of IT with business goals of

the university, c) decision on hardware acquisitions, and

d) the improvement of services through the use of ICT.

On infrastructure, the following measures were considered

a) backbone, b) carrier technology, c) coverage of ICT

support, d) the computer-to-student ratio and the computer-to-

faculty ratio, e) the actual use of IT and, f) the operating

systems.Items considered in the area of ICT organizational support

cover the support for students in the use of ICT tools in

learning and research, availability of support for IT programs

and concerns, and the presence of staff for ICT technical and

functional areas of the university.

The area of ICT financing includes the funding or

investments on ICT as well as budget appropriations on

resources. Lastly, the area on training, research and IT

development measures the type training, the kind of IT

research conducted and the coverage of IT developments

being conducted.

3.1 ICT Maturity Profile of HEIs

Table 1 highlights the overall mean of all HEIs in Region 1

and CAR along the nine areas. The areas on administration

and management and academic information services areas are

clustered as slightly mature with an overall mean o f 2.19 and

2.50 respectively. This result generally positions the

institutions at the adoption stage in the respective ICT

application areas. This means that along these respective areas


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measure ICT is being used however the level of usage is not

yet established.

Along administration and management, most of the HEIs

have some automated systems and these systems are atomic

or stand alone. Most of them are still in the process of

automating their administrative and academic processes and

are beginning to slowly integrate their different information

systems. Even if these HEIs do not operate under a fully

automated or a fully integrated environment, they are still able

to perform their basic administrative and academic functions

with minimal ICT support. This indicated that most of the

administrators do not yet treat information systems as critical

to the delivery of services to students and the administrative

and academic staff. Many of these administrative functions

that use information systems are not considered to be

data-intensive and not process-driven activities. They existTable 1: ICT Maturity of HEIs in Region 1 and CAR

ApplicationDomain

ICT Maturity Area

Overall

Mean PerArea

ICT

MaturityLevel

Stage

Overall

Mean PerDomain

ICT

MaturityLevel

Stage

Core AcademicMatters

Administration andManagement 2.19

SlightlyMature

Adoption Stage

2.98Moderately

MatureAdaptation

StageTeaching andLearning

3.49HighlyMature

AppropriationStage

Research 3.27Moderately

MatureAdaptation

Stage

Institutional

Support Services

Planning andMonitoring Tools

3.82HighlyMature

AppropriationStage

3.12

ModeratelyMature

AdaptationStage

Academic Information

Services 2.50

Slightly

Mature Adoption StageICT Infrastructure

3.04Moderately

MatureAdaptation

Stage

ICT OrganizationalSupport

2.83Moderately

MatureAdaptation

Stage

ICT Financing3.41

HighlyMature

AppropriationStage

Training, Researchand Development inICT

3.13Moderately

MatureAdaptation

Stage

only to provide strategic support and provide data storage and

management. In order to improve coordination processes

between functions or organizational units, educational

institution must be motivated to introduce integration ofinformation systems to reach new levels of efficiency and

effectiveness. Given the current state, educational managers

of these HEIs can attain an improved level and can have a

better ability to approach issues related to information

systems when they are able to use and treat information in a

consistent and conscious way [11]. At the same time they

are also able to analyze structure and manage their own

information flows [11].

As per result, the application of ICT in academic

information services positions the HEIs in the adoption stage

which means that the level of application of ICT is slightly

mature or not yet fully explored. Most of the HEIs do not

have OPAC. Information services of some HEIs are made anddelivered through CD-ROMs and through the Internet with

the assistance of the library staff. This implies further that ICT

resources are not adequate and established enough to cater to

all the information service needs of the academic staff and

students. The privilege of information management training is

usually available only to library and academic staff, however,

and for some institutions these are extended to selected

students only. This implies that the HEIs usually prioritize

trainings that are required along their immediate concerns.

Haliso [12] presented some of the opportunities of ICTs to the

library and these include: organization of information for use,capacity building, management information systems, digital

libraries and resource sharing and document delivery.

To improve the level of ICT maturity along academic

services, the administrators of academic libraries must realize

the important role that information and communication

technologies (ICTs) play in their job performance and make

information and communication technologies (ICTs) available

to their workforce [13].

Four application areas were classified as moderately mature

in its ICT applications and thus categorized under the

adaptation stage. These include a) research, b) ICT

infrastructure, c) ICT organizational support and d) training,

research and IT development. Being moderately mature in itsICT application, these HEIs can therefore be inferred as

appropriately using the ICT in these application areas.

Along research, the mean of 3.27 implies that students in

most of the HEIs have limited access to information which is

both available through the Internet and CD_ROMS. Aside

from using ICT to collect information, ICT is likewise used to

disseminate information generated by the academic and


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administrative staff, researchers, and students. Some

universities have their own websites for information

dissemination while some faculty innovate on their teaching

strategies by using open sources tools as a means of

disseminating information.

A strategy that can be promoted to enrich ICT maturity of

HEIs in research is to highly encourage them to use ICT in

research and to include ICT as a topic of research [14].These can be achieved by disseminating information on the

best use of ICT for research, facilitating provision of funds for

research in ICT, by using ICT to prepare and maintain a

research database or to support the creation and use of

online journals.In terms of the ICT infrastructure, the results show an

overall mean of 3.04 implying that most of the HEIs have

various local area networks located in the different buildings

of their respective institutions. Along the type of carrier

technologies used and communication services supported,

some HEIs are utilizing combination of various technologies

including PSTN, coaxial, UTP, fiber optic cable, VSAT. They

have communication services limited to support email,

Internet access and group work tools. General results show

that the actual use of ICT is low for students and medium for

staff. The HEIs also have medium computer student ratio, and

medium computer staff ratio. In terms of operating systems,

Windows 98/2000/XP/Vista or higher versions are commonly

used to support their ICT infrastructure. This signifies that

HEIs in both regions have enough computers that are being

utilized by staff and students, however, not all essential

communication services are supported by the infrastructure.

According to the Gartner Group, more than 70% of the

Information Technology budget in todays enterprises is

destined to maintenance. The IT (Information Technology)infrastructure in schools is not different. Deployment,

management and performance are the main problems [14].

Developing and improving the ICT infrastructure in

educational institutions would mean substantial investments.

HEIs must therefore be prepared to allocate funds for these

activities. At the same time the HEIs must also be creative

in making efficient use of existing resources and come up

with sustainability programs to ensure effective and efficient

use of ICT infrastructure.

The study results show that there is a moderate maturity

along ICT organizational support. Depending on the size of

the HEIs, the presence , the responsibilities and the number

of support staff to ICT organizational infrastructure varies.In general, the more explicit the tasks and responsibilities are,

the more mature the support infrastructure is. Thus, a small

but mature institution may do all the things under

appropriation , but with only a limited number of staff [15].

Under the area of training, research and development in

ICT, the study results show a moderate maturity. This means

that there is an availability of short ICT course training or

certificate courses for its personnel. This also means that the

HEIs conduct basic and applied research on ICT and also the

HEIs are engaged in software development. To improve the

level of maturity along this area, HEIs must extend ICT

course training of its personnel to ICT professional degrees

both in the undergraduate and the graduate programs.

Research in ICT can likewise be expanded to include research

on ICT policy development and the possibilities of

collaborative researches on ICT be considered. The softwaredevelopment must also be expanded to include hardware and

network development.

Out of the nine areas of ICT applications, only three were

categorized as highly mature or in the appropriation stage

which is the fourth level in the maturity scale. These areas

include a)teaching and learning, b) planning and monitoring

and c) ICT financing.

In the areas of teaching and learning, the registered mean of

3.49 confirms the high maturity of ICT application. Along

this level, HEIs affirms that the ICT training they usually

conduct or attend to is focused on generating skills for

enhancing both instructional and management aspect of

different academic disciplines. Training content also covers

integration of technology into the curriculum and how to use

technology in classroom management. As part of technology

access and usage patterns of these HEIs, most academic staff

use ICT for enabling teamwork.

Another area classified as highly mature as evidenced by

having a mean of 3.82 is the planning and monitoring tools. In

this scenario, ICT is considered as a major and important

strategic resource in the strategic plan of the HEIs. This is

rightfully so, as some of the institutions have ITE programs as

their focus. Information Systems, computers and applications

provide most of the support for services related to the core

functions of these HEIs. For most of them, they consider thatthe future goals of improving research and teaching

capabilities drive the ICT support structure and acquisition

decisions of the HEIs. They also consider that the expanding

goal of their institutions is built around the use of ICT as a

catalyst for reform.

A requisite in the implementation of any successful

technology based program is a strong financial support by the

institution itself. Given that the operation of an ITE program

requires heavy investments on ICT equipment and its

maintenance, the funding of such should be considered a

priority. A mean of 3.41 signify that along ICT financing, the

ICT maturity is classified as highly mature or it is classified

under the appropriation stage. While classified as such,most HEIs have modest budget and investments in ICT.

Modest means that these investments are just enough to meet

the needs of the community. This further means that the

budget in ICT is equals most the institutions funding

programs. There are institutions which focus on ITE programs

alone, therefore this can be a factor for such results. The

extent of ICT budget appropriations covers hardware,

software and its licenses, communication fees, hardware


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maintenance, system development and ICT staff salaries and

costs for technical training.

Even while the areas on teaching and learning, planning

and monitoring and ICT financing yielded a high maturity

result, the HEIs must not slacken their attention in these areas.

It must be noted that technology and its application are

continuously changing, thus HEIs must be ever mindful of the

preparations to meet the challenges of change.Considering the respective mean results of 2.98 and 3.12

for the academic core services domain and institutional

support services domain, the HEIs for both regions are

considered as moderately mature. This means that they are

in the adaptation stage and that a great deal of effort has still

to be done to enhance the identified application areas.

Based on results, the priority areas considered for ICT

application enhancement are as follows and are ranked

accordingly: 1) administration and management, 2) academic

information services, 3) ICT organizational support, 4) ICT

infrastructure, 5) training, research and development, and 6)

research.

3.2 Comparative Analysis on HEIsThe potential for using ICT in education and in building

human capital depends on a number of factors that differ from

one institutions to another. It is important to bear in mind

these differences in making investments and identifying

strategies. What works in a particular type of institution, may

not necessarily work in another type of institution. It is the

objective of this study to check whether there is a remarkable

Table 2: Comparative ICT Maturity of HEIs in Region 1 and CARAPPLICATION

AREAS

REGION I CAR

Mean

Maturity Level

(Stage)

Mean

Per

Domain

Maturity

Level per

DomainMean

Maturity Level

(Stage)

Mean

Per

Domain

Maturity

Level Per

Domain

CoreAcademic

Matter

Administration

& Management 2.29

Slightly Mature

(Adoption Stage)

3.04

Moderately

Mature

Adaptation

Stage)

2.00

Slightly Mature

(Adoption Stage)

2.87

Moderately

Mature

(Adaptation

Stage)

Teaching and

Learning 3.47

Highly Mature

(Appropriation Stage) 3.53

Highly Mature

(Appropriation Stage)

Research3.37

Moderately Mature

(Adaptation Stage) 3.09

Moderately Mature

(Adaptation Stage)

InstitutionalSupp

ortServices

Planning and

Monitoring 3.82

Highly Mature


3.13

Moderately

MatureAdaptation

Stage

Highly Mature


3.11

Moderately

Mature

(AdaptationStage)

Academic

Information

Services 2.53

Slightly Mature

(Adoption Stage)

2.45

Slightly Mature

(Adoption Stage)

ICT

Infrastructure 3.04

Moderately Mature

(Adaptation Stage) 3.03

Moderately Mature

(Adaptation Stage)

ICT

Organizational

Support 2.80

Moderately Mature(Adaptation Stage)

2.88

Moderately Mature(Adaptation Stage)

ICT Financing3.41

Highly Mature

(Appropriation Stage) 3.41

Highly Mature


Training,

Research, and

Development in

ICT 3.18

Moderately Mature

(Adaptation Stage)

3.04

Moderately Mature

(Adaptation Stage)

Overall Mean 3.10 3.03

difference in the maturity level of the organization based on

its cluster. In this study, the HEIs are clustered along its locale,

its organizational structure and its doctrinal adherence.

3.2.1 HEIs in Region I and CAR

Under the domain of application of ICT in core academic

matters, 28 HEIs in Region I and 15 HEIs in CAR resulted

into an overall respective mean of 3.04 and 2.87 as reflected

in Table 2. These results place these institutions in both

regions at the adaptation stage which classify them

moderately mature along application of ICT in core academic

matters. Regardless of the locale of the institutions, their

adaption to an ICT driven academic environment appears to

be moderate. Most of the HEIs have not reached higher level

of maturity along the application of ICT in the area ofadministration and management, teaching and learning as well

as research. Table 2 also reflects the overall ICT maturity

level of 3.13 and 3.11 for Region 1 and CAR respectively on

institutional support service. As such, the HEIs in both

regions are similarly positioned under same adaptation stage.

This means that regardless of locale, HEIs have not yet fully


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utilized ICT for most of their support and development

programs.

3.2.1.1 Core Academic Matters

A slight maturity in application of ICT in administration and

management resulted for both regions denoting that

automation of processes and transactions supporting core

business of the educational institution need more attention. It

was observed that some HEIs in the region still rely on

manual processing such as manual enrolment, manual

payment of fees, and manual students records management.

Even HEIs with large number of student population find it

difficult to use an integrated information system in their

processes and transactions.

On the ICT application in teaching and learning, both

regions also are classified as highly mature. This affirms the

mandate of CHED Memorandum Order (CMO) for ITE in

terms of providing the students a wider range of experience in

their field of study. This must be coupled with enough

training or professional development for faculty to cope withthe ever changing nature of ICT. Professional development

can partly be attributed to institutional as well as individual

membership of IT teachers to professional ICT groups in the

Philippines. Some of these groups are aggressive in increasing

its memberships and promoting its activities. They even

partner with CHED to optimize and strategically position their

respective organization the IT community of the Philippines.

Membership to such organization raises awareness and

provides updates to IT educators. In general, there is evidence

to show that most HEIs exert effort to cope with the demands

of the ever changing nature of ICT. However, some indicators

must still be addressed so that better alternatives can be created

such as integration of e-learning paradigm for the optimalutilization of the ICT resources particularly in instruction.

On both regions, research poses a critical area that needs

prioritization. This is confirmed by moderate maturity of ICT

in this level. While ICT access is appropriate for some of

these institutions, its usage along the conduct of research is

still limited. Some reasons provided by the faculty

interviewed are the lack of preparation and the limited

orientation of their institutions in research. At the same time,

the number of preparations that the faculty usually handles

deters them from conducting research. Others also mentioned

that there are no incentives that would motivate the teachers

as well as students to engage in such activity. HEIs must

therefore address these valid concerns to upgrade their levelof ICT maturity along research.

3.2.1.2 Institutional Support Services

Six (6) application areas measured in this domain include a)

planning and monitoring, b) academic information services, c)

ICT infrastructure, d) ICT organizational support, e) ICT

Financing and f) Training, Research and Development in ICT.

The ICT application in planning and monitoring includes the

integration of ICT in the formulation of strategic plan

information policy plan, information master plan, and project

plans. The high maturity along this area indicates that ICT is

given priority which is just fair to claim as the institutions are

offering ITE programs. The essential element of ICT in the

formulation of plans must be included for proper

implementation of ITE programs. While these are not evidentfor some HEIs, the study results still show that in general the

level of ICT application in this area is highly mature. This

implies that most HEIs use ICT in planning and monitoring.

The slight ICT maturity level on academic information

services in both regions reflects that a great deal has to be

done by these HEIs along access to on-line public access

cataloguing, services in academic information management,

and training of staff in academic information management.

For HEIs to be extremely mature, electronic publishing of

materials must be established. Also, trainings on information

services should also include the public.

A moderate maturity on ICT Infrastructure resulted for both

regions. The result indicates that there is provision of various

local area networks (LANs) in different buildings which is the

most basic interconnection architecture available.

This also implies that the HEIs still lack the necessary

network backbone to be able to implement a campus and

multi-campus network backbone. The lack of skilled network

specialists and administrators and the huge costs of building

such as infrastructure hinder most of the HEIs to fully

implement this. Carrier technology is limited to cabled and

small aperture only since these are just some of the cheapest

cabling and connection mediums in a network. Also, ICT

supports email, Internet access, and conferencing/group work

tools. Computer to student staff ratio is described as mediumand actual use of ICT by both students and staff is low. All

these are contributory factors as to why HEIs are slow in

adopting new and incremental ways to communicate with

their stakeholders.

The accessibility of ICT among students and staff is

moderately high implying that a vast majority of ICT is

allotted for student and staff use. Students and staff have rated

their actual use of ICT as medium. In terms of the operating

systems, a majority of HEIs still rely on the use of Windows

and have not yet really tried adopting operating systems from

different vendors and organizations. This means that most

HEIs have limited capacity to experiment and learn from

different platforms, and thus, have decided to stick to a singleplatform for all of their computing needs. To be able to

expand experimentation, a vital requirement is to have more

options in choosing the platform that suits the varying needs

of the HEIs.

In the application of ICT as organizational support for HEIs

in both regions, the study revealed a moderate maturity. On

special roles of mandated committees, most HEIs revealed

that their ICT committees carry limited responsibility for the


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management and maintenance of shared ICT infrastructure.

This implies that there is limited ICT staff to cater to the

different ICT needs of the HEIs. In terms of the level of ICT

support, on the average there is only one central committee

which handles university wide ICT programs and concerns. In

some HEIs, while they have adequate number of ICT staff,

these staff however lack the proper training and orientation,

and depth of knowledge and experience in handling ICTconcerns. Justifying specialization and segregation of duties

are critical to a more effective ICT usage. When it comes to

the presence of ICT technical staff in the various technical,

functional, and service areas, these staff are only limited to

handling network management concerns, systems analysis,

hardware troubleshooting and repair, database management,

and for providing first line of user support. This implies that

the staff has limited competencies in handling the usual

technical and functional areas of the universities.

From ICT financing perspective, a mean of 3.41 resulted

for both regions. This result situates these HEIs in the

appropriation stage. Consequently, they are characterized as

being highly mature. Along funding, most HEIs have budget

and investments in ICT. The extent of ICT budget

appropriation usually covers the purchase and maintenance of

hardware, software, software licenses, communication fees,

systems development and ICT staff salaries.

In the area of training, research, and development in ICT.

a mean of 3.04 resulted for CAR and 3.18 for Region I. This

places these HEIs in both regions in the adaptation stage.

When it comes to training for ICT, the HEIs are limited to

sending their personnel to attend short courses, certification

courses, and diploma courses only. This implies that the

budget for human resource development programs cannot

sustain advance programs or training beyond those mentionedabove. Some HEIs cannot afford to send their ICT staff to

complete graduate degrees, thus the faculty and staff are more

or less dependent on scholarships available

Along research on ICT, most HEIs conduct only basic ICT

research. This implies that HEIs support capabilities for ICT

research are not well established and that no clear cut ICT

research policies are in place to guide ICT research activities

and research. Along ICT design and development, HEIs

faculty and students conduct software development activities

only and do not have enough capabilities to conduct further

projects related to hardware and network development.

Mostly, the researches they conduct are within the curricular

requirements. This implies that although HEIs recognize theimportance of research they still lack the design and

development initiatives mainly due to lack of experienced

staff to handle or mentor students on such projects, and lack

of equipment.

Overall, the mean of 3.10 for Region 1 and 3.03 for CAR

as reflected in Table 2 shows remarkably that the

geographical locale of HEIs is not a factor in the maturity

level of the institutions. Exploring further the indicators per

application area, there are only four indicators where there is a

difference on the level of maturity based on mean results. This

is reflected in Table 3.

Three of these indicators show that HEIs in Region I have

slightly higher means compared to HEIs in CAR thus it

follows it has a higher ICT maturity. These indicators

include the use of ICT in research, the actual use of ICT by

both students and staff and the type of research activitiesconducted.

The only indicator where HEIs in CAR yielded a higher

mean compared to HEIs in Region I resulting to a maturity

level difference is the OS installed in offices and laboratory.

The mean of 2.07 for HEIs in CAR against 1.50 for HEIs in

Region I gave a slightly mature level for CAR and a not

mature level in Region I. In fact, across all indicators, the

resulting mean of 1.50 is the lowest resulting mean.

3.2.2 Government HEIs vs. Private HEIs

In this study, there are seven (7) government HEIs against

thirty six (36) private HEIs. Table 4 shows that the alongthe domain on core academic matters, both the government

HEIs and private HEIs are classified as moderately mature

implying that they are in the adaptation stage. While the

institutions in the private education yielded a slightly higher

mean of 3.03 against the mean of HEIs in government which

is 2.74, generally, this still does not make a difference in its

maturity classification.

On the other hand, along the institutional support services

domain, the HEIs in government yielded a slightly higher

mean of 3.38 against the mean of private HEIs which is 3.08.

However, such results also position both cluster in the

adaptation stage or moderate ICT maturity level.

Out of the nine applications areas, three areas resulted tomeans that ranks the maturity level of the HEIs in government

higher than the HEIs in the private structure. These areas

include the academic information services, the ICT financing

and the training , research and development n ICT.

Exploring further the indicators for each application area,

Table 5 presents the indicators that show different maturity

levels for both government and private HEIs .

Table 3: Mean Values for Measured Indicators Per Region

Applicati

on Area

(ICT)

INDICATORS MEASURED Region

1

CAR

Administration

&

Management

Integration of different information

systems used in the university

/college

2.29 2.00

Teaching and

Learning

Role of ICT in the teaching and

learning process

3.73 3.40

Professional development of

academic staff (training)

3.92 4.13

Access and usage of ICT among the

academic staff of the university /

2.75 3.07


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Technology access and usage

patterns of students

3.96 3.60

Planning and

Monitoring

Use of ICT in research activities of

the university/college

2.78 2.57

Use of ICT in the implementation of

the university/college strategic plan

3.89 3.87

Sharing of information and

integration of information system

3.86 3.67

ICT support structure and acquisition

decision

3.86 4.07

Information project plans and ICT

projects

3.65 3.67

Academic

Information

Services

(Library)

Information services 2.29 2.15

ICT Services for the information

management services

2.78 2.79

Availability of information

management training

2.52 2.40

ICT

infrastructure

Type of ICT infrastructure 3.11 2.47

Carrier technology existing 2.89 2.71

Communication services

supported by the ICT infrastructure.

2.96 3.36

Accessibility of ICT 3.52 3.47

Actual use of ICT by both students

and staff

4.26 4.13

Installed OS in offices and

Laboratory

1.50 2.07

ICT

Organizational

Support

Infrastructure

Roles of the different ICT

Committees

2.86 2.93

Level of ICT support 2.70 2.87

ICT assigned in the different ICT

technical areas.

3.00 3.00

Availability of ICT technical staff

assigned in the different ICT

2.64 2.73

ICT Financing Level of internal funding provided 3.54 3.47

Provision of ICT budget

appropriation

3.29 3.36

Training,

Research, and

Development

in

ICT

Training usually attended by ICT

personnel.

3.39 3.27

Type of ICT research activities

conducted in university/college.

2.70 2.27

ICT design and development

initiatives

3.43 3.60

Table 4: Comparative ICT Maturity of Government HEIs and Private HEIsAPPLICATION

AREAS

GOVERNMENT PRIVATE

Mean

Maturity Level

(Stage)

Mean

Per

Domain

Maturity

Level per

DomainMean

Maturity Level

(Stage)

Mean

Per

Domai

Maturity

Level Per

Domain

CoreAcademic

M

atter

Administration

& Management 2.00

Slightly Mature

(Adoption)

2.74

Moderately

Mature

(Adaptation)

2.22

Slightly Mature

(Adoption )

3.03

Moderately

Mature(Adaptation)

Teaching and

Learning 3.04

Moderately Mature

(Adaptation) 3.57

Highly Mature

(Appropriation )

Research3.17

Moderately Mature

(Adaptation) 3.29

Moderately Mature

(Adaptation)

Institu

tionalSupportServices

Planning and

Monitoring 3.93

Highly Mature

(Appropriation)

3.38

Moderately

Mature

(Adaptation)

3.80

Highly Mature

(Appropriation)

3.08

Moderately

Mature

(Adaptation)

Academic

Information

Services 2.97

Moderately Mature

(Adaptation)

2.44

Slightly Mature

(Adoption)

ICT

Infrastructure 3.14

Moderately Mature

(Adaptation ) 3.02

Moderately Mature

(Adaptation )

ICT

Organizational 3.14

Moderately Mature

(Adaptation) 2.78

Moderately Mature

(Adaptation )

ICT Financing

3.56

Highly Mature

(Appropriation) 3.39

Moderately Mature

(Adaptation )Training,

Research, and

Development in

ICT

3.57

Highly Mature

(Appropriation) 3.04

Moderately Mature

(Adaptation)

Overall All

Mean

3.17

Moderately Mature

3.06

Moderately Mature

A number of indicators position the government HEIs one

stage higher or an ICT maturity level higher than the private

HEIs. The indicator measured as extremely mature for the

HEIs in the government and highly mature in private HEIs


10/13



include 1) information services, 2) communication services

supported by the ICT infrastructure, 3) ICT assigned in

technical areas, 4) provision of ICT budget appropriation, and

5) training attended by ICT personnel.

Indicators showing moderate maturity in government HEIs

and slight maturity in private HEIs include 1) availability of

ICT technical staff assigned in the different ICT functions and

2) the type of ICT research activities conducted. Operating

systems installed in offices and laboratory as an indicator

measured reflects slight maturity for HEIs in government and

not mature in privates HEIs.

The government follows a standard structure on requisition,

acquisition, budget appropriation, staff plantilla and positions,

training policies and sometimes even research directions. As

part of the system, HEIs are mandated to implement such

directives. Unlike in private HEIs, which can be any structure

as family owned, corporations, partnerships , or sectarian , the

procedures and structures varies and would depend on the

organizational set-up. Such difference in structure attributed

to the difference in terms of provision of ICT fund betweenprivate and government HEIs.

Table 4 shows the data that private institutions are having

more difficulty in coming up with appropriate funds for their

IT projects and activities. While government HEIs pose a

more relaxed budget, concerned unit expressed that ICT

budget is still given a meager portion of the institutions

general budget. For government HEIs therefore, they have

their ICT appropriation. Systems and procedures are in place

to rationalize the acquisition process including engagements

in services such as software products and third party contracts.

The results along the aspect of professional development also

affirm the capability of the government institutions to provide

support through the allocation of funds primarily for this

purpose.

On the other hand, seven indicators also revealed that the

private HEIs are a stage higher in ICT maturity level than

government HEIs. The actual use of ICT of student and staff

resulted to extreme maturity for private HEIs, thus a high

level of maturity for government HEIs. The following

indicators resulted to high maturity: 1) role of ICT in teaching

and learning, 2) technology access and usage patterns of

students, 3) accessibility of ICT 4) level of internal funding

provided. This means that for government HEIs these

indicators resulted to a moderate maturity.

Indicators that resulted to moderate maturity for privateHEIs and slight maturity for government HEIs include 1)

access and usage of ICT among .the academic staff in

teaching and learning and 2) roles of the different ICT

committees in the HEIs.

Procedures and structures are areas where the government

HEIs seem to have yielded higher maturity over the private

HEIs. Access and usage elements along teaching and

learning are areas where the private HEIs have yielded

higher maturity results than the government HEIs.

Apparently, the use ICT in teaching and learning is given

preferential treatment by most private HEIs than most

government HEIs. Along all the indicators on planning and

monitoring, there is no difference in the level of ICT

maturity level. In general the ICT application in planning

and monitoring yielded high maturity for government and

private HEIs. The result in this area indicates that strategic

visions are meeting expanding goals of the government and

private HEIs and ICT is defined as one of the their

respective institutions strategic resources. Likewise, this

result proves that government as well as the private HEIs are

formulating and monitoring the implementation of their ICT

plans. With regards to their information policy plan, their

expansion goals are built around the functions of theinformation and communications services anchored on the

business agenda of the institution.

On the side of government HEIs, such finding is justified

as HEIs submit their individual strategic plans prior to the

approval of their budget allocations.

3.2.3 Sectarian vs. Non Sectarian HEIs

Out of the 36 private HEIs surveyed, 77.78% are

non-sectarian while the remaining 22.22% are sectarian. From

the previous section, it was confirmed that there are more

indicators where the government-funded HEIs seem to have

higher maturity levels than that of private HEIs. These

indicators made an impact on the structures that are inherent

in the government organization. In order to explore further the

reasons why HEIs in the private sector have lesser ICT

maturity in the different indicators, a comparison between the

ICT maturity of sectarian and the non-sectarian private HEIs

has been done.

Table 6 reveals that along the domain of core academic

matters including the areas on administration and

management, teaching and learning and research, a moderate

maturity is measured for both sectarian and non-sectarian

HEIs.

Table 7 shows the ICT maturity of the indicators in the

different areas that have scored different maturity levels.The indicators along 1) information project plans, and 2)

accessibility of ICT yielded a high maturity level on ICT

application from non sectarian HEIs and moderate ICT

maturity level for sectarian HEIs.

Table 5: Summary of Indicators with Different Maturity Levels for Government and Private HEIs


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DOMAIN APPLICATION AREAGOVT

MATURITYLEVEL PRIVATE

MATURITYLEVEL

Teaching andLearning

Role of ICT in the teaching and learningprocess 2.83 Moderately Mature 3.74 Highly Mature

Access and usage of ICT among theacademic staff of the university/college in 2.29 Slightly Mature 2.97 Moderately

Application of

ICTin Research

Technology access and usage patterns ofstudents 3.33

Moderately Mature3.92

Highly Mature

ICT support structure and acquisitiondecision 4.29

Extremely Mature3.8

Highly Mature

AcademicInformationServices(Library)

Information services in theuniversity/college 3.80

Highly Mature2.03

Slightly Mature

Communication services supported by theICT infrastructure in the university/college. 3.40

Highly Mature3.06

ModeratelyMature

Accessibility of ICT 3.17 Moderately Mature 3.56 Highly Mature

Actual use of ICT by both students and staff 4.00 Highly Mature 4.25Extremely

Installed OS in offices and laboratory 2.29 Slightly Mature 1.58 Not Mature

ICTOrganizationalSupport

Roles of the different ICT Committees 2.57 Slightly Mature 2.94 Moderately

ICT assigned in the different ICT technicalareas. 3.83

Highly Mature2.86

ModeratelyMature

Availability of ICT technical staff assignedin the different ICT functions of the 3.14

Moderately Mature2.58

Slightly Mature

ICT FinancingLevel of internal funding provided 3.29 Moderately Mature 3.56 Highly Mature

Provision of ICT budget appropriation 3.83 Highly Mature 3.22 Moderately

Training,Research andDevelopment inICT

Training usually attended by ICT personnel3.86

Highly Mature3.25

ModeratelyMature

Type of ICT research activities conducted 3.14 Moderately Mature 2.43 Slightly Mature

Table 6: Comparative ICT Maturity of Sectarian HEIs and Non-Sectarian HEIsAPPLICATION AREAS

SECTARIAN NON-SECTARIAN

Mean

Maturity Level

(Stage)

Mean Per

Domain Maturity Level

per Domain Mean

Maturity Level

(Stage)

Mean Per

Domain

Maturity

Level Per

Domain

CoreAcademic

Matter

Administration

& Management 2.00

Slightly Mature

(Adoption)

2.95

Moderately

Mature

(Adaptation)

2.29

Slightly Mature

(Adoption)

3.05

Moderately

Mature

(Adaptation

)

Teaching and

Learning 3.54Highly Mature

(Appropriation ) 3.58Highly Mature(Appropriation)

Research 3.31

Moderately Mature

(Adaptation )

3.29 Moderately Mature

(Adaptation)

InstitutionalSupp

ortServices

PlanningandMonitoring 3.75

Highly Mature(Appropriation)

2.87Moderately

Mature(Adaptation

Stage)

3.81 Highly Mature(Appropriation)

3.14

Moderately

Mature(Adaptation)

AcademicInformation

Services2.50 Slightly Mature(Adoption Stage) 2.42

Slightly Mature(Adoption)

ICTInfrastructure 2.85

Moderately Mature(Adaptation) 3.07

Moderately Mature(Adaptation)

ICTOrganizational

Support2.50 Slightly Mature

(Adoption)2.86 Moderately Mature

(Adaptation)

ICT Financing 3.13 Moderately Mature(Adaptation) 3.46Highly Mature(Appropriation)

Training,Research, and

Development inICT

2.50Slightly Mature

(Adoption ) 3.20 Moderately Mature(Adaptation )

Overall MeanLevel of Maturity

(Stage)

2.90Moderately Mature

(Adaptation)

3.11Moderately Mature

(Adaptation)


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A high maturity level is also reflected for ICT projects and

ICT design and development initiatives for non-sectarian

HEIs. Sectarian HEIs registered a slight maturity level in

these areas, and evidently, this is two stages lower in terms of

the maturity level.

In an interview conducted for this research, a religious

administrator [16] generalized that support for activities along

the application of ICT is provided by school administrators

and usually there are no questions asked. However, there is

a certain peculiarity along their investment approach. For

sectarian schools, ICT investment is already considered part

of their overall investment. The religious sector tend to be

very careful and discerning when it comes to their

investments.

Table 7: Summary of Indicators with Different Maturity Levels for Sectarian and Non- Sectarian

AREA Description SectarianMaturity

LevelNon-Sectarian Maturity Level

Planning andMonitoring

Information projectplans and ICT projects

3.25Moderately

Mature3.70 Highly Mature

Application ofICT in

AcademicInformation

Services

(Library)

Information services inthe university/college

2.63Moderately

Mature1.86 Not Mature

Availability ofinformation

management training2.25 Slightly Mature 2.56 Moderately Mature

Accessibility of ICT 3.38Moderately

Mature3.61 Highly Mature

ICT assigned in the

different ICT technical 2.50 Slightly Mature 2.96 Moderately MatureAvailability of ICT

technical staff assigned 2.00 Slightly Mature 2.75 Moderately Mature

Training,Research, andDevelopment

in ICT

Training usuallyattended by ICTpersonnel of the

2.50 Slightly Mature 3.46 Moderately Mature

ICT design anddevelopment 2.50 Slightly Mature 3.71 Highly Mature

Sometimes, this can be attributed to their religious culture

which promotes conservativeness and frugality, and the value

of discipline when it comes to handling money matters. To a

certain extent, this might be contributory to the results for the

non-sectarian HEIs. Basically, they are yielding lowermaturity results in some areas. Sometimes, due to the nature

of their organization, decisions are still referred to the

congregation. An example: modernization of equipment and

introducing new learning/delivery systems are conferred to

the congregation or the religious affiliation of the HEIs.

On the other hand, follow-up interviews with instructors

and program heads of non-sectarian HEIs revealed that

institutions are incorporated and operated by private

individuals or corporations, and that they use ICT in education

to improve the teaching and learning process through

integration of ICT into existing curricula. As long as returns on

investments are clearly justified, funding and support is

provided.In addition to the support given by their management, these

non-sectarian HEIs have active Management Information

Systems Department assisting executives and the general

workforce in performing tasks related to the management of

data resources, information processing, decision making,

people management and project management applications and

other computerized processes.

4. CONCLUSION

In general, the ICT maturity of HEIs in Region I and CAR are

moderately mature and this indicates that most HEIs have

already taken the initial steps towards attaining higher levels

of ICT maturity. The different clusters revealed only minor

differences in some indicators of the ICT application areas.

However, when considered generally, similar maturity level is

still very much evident regardless of the measure of

comparison. The implications of this study are profound in

many ways.

Reflecting on the comparisons done, one can generalize

that the maturity level of HEIs are not basically affected by

the locale, the structure (whether it is a government HEI or a

private HEI) and the doctrinal adherence (whether the

institution is sectarian and non sectarian).

The HEIs are moderately mature or in the adaptation stage

along the core academic matters which includes theapplication of ICT in administration and management,

teaching and learning and research. Likewise, the HEIs are

moderately mature or in the adaptation stage along the

institutional support service which include the ICT

application on planning and monitoring, academic

information services, ICT infrastructure, ICT organization


13/13



support, ICT financing and training, research and

development in ICT.

For THE HEIs involved in this study, these results

practically provide useful insights on the respective ICT

maturity status of the HEIs. Such insights help HEIs

formulate better change management strategies. For

policy-makers and regulators like CHED, a better

understanding of the overall ICT profile of each region has

been provided. After, the identification of the current ICT

maturity state, viable solutions and strategies to help address

the challenges posed by inadequate access to information and

academic content, and the challenges brought about by slow

and inefficient administration and management in the

different HEIs can be realized. However, given the overall

results, it is concluded that the HEIs still need to go a long

way in achieving this goal. The HEIs need to institute better

and more modern approaches in using ICT along the

application areas identified in order to be truly competitive in

the global knowledge-based economy.

5. ACKNOWLEDGEMENT

The study is undertaken under the Commission on Higher

EducationZonal Research Funding. The results presented

constitute only a portion of the entire study output.

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ICT Maturity of HEIs in Selected Regions in the Philippines

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