Higher Education ICT Integration in Africa

This multidisciplinary, edited volume examines higher educations' ICT integration in Africa, contributing a new and inclusive change readiness framework to better understand how to manage ICT or other technological disruptions in resource-restrained contexts. Tackling ICT incorporation in HEIs from different levels, chapters document case studies from countries such as Uganda, South Africa, Rwanda, Eswatini and Zimbabwe to demonstrate both the complexity of integration but also the successes it has enabled and under which conditions. The cases included in this book also exhibit better incorporation of both change content and process, while some cases also make explicit reference to other technology adoption models. Ultimately, the book highlights conceptual and empirical research to inform practices and policy development in Africa, improving multi-level success or change readiness in ICT incorporation in HEIs in Africa. Addressing various gaps in existing literature and proposing innovative solutions like the multilevel change readiness model, this book will therefore be of interest to scholars, researchers and academics in the fields of higher education, ICT integration, and educational technology more broadly. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Ke Yu is Associate Professor at the Department of Education Leadership and Management, Faculty of Education, University of Johannesburg, South Africa. Reuben Dlamini is Associate Professor and Head of Science and Technology at the Wits School of Education, University of the Witwatersrand, South Africa.

Introduction Chapter 1: Digital-Centric Higher Education an African Perspective Chapter 2: Multilevel change readiness: theoretical exploration of existing models and proposal Chapter 3: Absence of a National Policy: ICT Incorporation in Uganda's Higher Education Institutions Chapter 4: Policy imperatives for ICT in South African Higher Education Chapter 5: ICT Readiness, Implementation and Trajectory in Higher Education in Rwanda Chapter 6: Data-driven decision making through PowerHEDA: the case for multilevel data architecture in South African higher education institutions Chapter 7: Exploring Academic Readiness for ICT Intergration Pedagogy at the University of Eswantini Chapter 8: The Evolution of ICTs Incorporation at the University of Johannesburg Chapter 9: Rethinking ICT integration in teacher education curricula at Diploma Level in Zimbabwe Chapter 10: Transforming assessment in teacher education programmes: from static, conventional assessment to flexible e-assessment Conclusion: Higher Education ICT Integration in Africa