A Framework To Enhance Financial Benefits Of Implementing Web Technologies At Central University Of Technology (Cut), Free State

Abstract

The implementation of various generations of web technologies worldwide and in South Africa (SA) is continuously replacing the traditional e-learning methods. These changes are charging elearning with greater potentials such as the ability to enable learning and access to educational material without the limitations of space and time. The primary preoccupation of traditional elearning was to allow a one-way sharing of material and information with students using electronic tools. However, current web technologies have augmented this with collaborative core functions, which have the ability to transform teaching and learning into a participative reality among all stakeholders. Collaborative and participative benefits of web technologies allow for a flexible interaction between students and lecturers in ways that defy physical boundaries. However, Universities including the CUT have not been able to fully take advantage of the potentials of web technologies that are available within and outside their current Learning Management Systems (LMSs). This fact is noted in their underutilisation, where they use web tools to fulfil one-way publicity of information and content sharing. Moreover, a lack of institutional approaches has resulted in staff members at SA universities utilising the tools in self-directed ways. The current reality where operational costs are escalating while external funding for universities has been declining, and the trend marked by a rise in demand for higher education, presents universities with the need to optimally utilise the tools that address a greater capacity with less resources. Since web technologies help institutions to administer education to a large number of people with less costly efforts, lack of proficient utilisation will make it impossible to address the ever-increasing demand for higher education. Consequently, underutilisation of web tools means that universities cannot reap significant financial benefits. It is similarly difficult to benefit and measure the impact of the tools that are utilised in self-directed ways without a holistic institutional approach. In the midst of these underutilisation within the educational sector, operational costs that could be mitigated by web tools have been rising. The financial sustainability of universities will also be at stake if cost efficient core business does not become a priority. Moreover, the current disturbances in SA educational sector indicate that the time has come for universities to adopt approaches that will safeguard resources from being damaged and ensure that educational processes remain uninterrupted all the time. The main purpose of this study was therefore to develop a framework that could assist CUT to implement web technologies in a manner that will achieve cost efficient core business without compromising quality education. A case study design was followed in which CUT is used as a critical case. Since the study aims at exhausting field generated data to unravel the phenomenon of web technologies and its impact, and because the nature of financial impact of web technologies in education has not been significantly researched, the field work of the study employs qualitative techniques. The qualitative techniques employed are documentary reviews which are supplemented by one focus group discussions and analysed through thematic analysis. It was found out that at CUT, web technologies are being underutilised; there is no holistic institutional approach that guarantees growth of web technologies; fragmented styles of utilisation by staff members make it impossible for an institution to experience a detectable financial impact; the main reason for adopting web tools is to enhance learning which is viewed as incongruent with financial benefit imperative; and the policies that drive teaching and learning are not in congruence with financial sustainability imperatives embodied within the vision and strategic goals of the University. All this is in spite of the University’s rising operational cost, ever increasing number of student populace and regular disturbances which are continuously interrupting teaching and learning. It is therefore recommended that the University implements a framework that guarantees a holistic implementation of web tools over a specified period of time. Such a framework should target specific operational costs and the ability to identify them. Since the benefits of web tools are not so visible owing to fragmented utilisation within the University, there is a need for an implementation approach that will guarantee wide institutional usage and impact. The unique contribution of the study is a framework that demonstrates that the possibility of detecting the financial benefits of web technologies lies in formalising the implementation thereof and establishing clear standards of technology utilisation.