Jonathan Ezer (2005) The Interplay of Institutional Forces Behind Higher ICT Education in India, Submitted in Fulfilment of the Full Requirements for the Degree of Doctor of Philosophy, Department of Information Systems, London School of Economics and Political Sciences
For several years, academics have debated the extent to which ICTs (Information and Communication Technologies) can help poor people in developing countries. The conversation contains diverse views, yet education is always given a prominent role. Education helps shape how people think about technology and in turn, how the technology is used. This dissertation examines how the idea of ICTs is constructed at Indian universities, and how this process is impacted by institutional forces. The research findings indicate that for a variety of reasons, higher ICT education in India is markedly Western-focused, instrumental and technocratic. These characteristics of higher ICT education in India are impacted by a process that can be described as institutional collaboration – several diverse institutional forces are acting in ways that a re coherent and mutually reinforcing.
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