Quality and uses of ICT at Universities

Over the past two decades, and with varying degrees of swiftness and insight, universities have introduced information and communication technologies into their administrative and educational activities. The analysis of the relationship between higher education institutions and the information and knowledge society is the main focus of our editorial line and our journal has presented a variety of research results and analysed this reality in several of its monographic issues. However, until now, no monographic has been dedicated to the analysis of something as crucial as quality evaluation at universities, with a special emphasis on ICT use. As we have already argued and analysed in several previously published articles, the introduction and use of ICT in universities does not, in itself, imply any innovation or improvement in the quality of the university system, but the adequate use of necessary and inevitable technologies, as a base or a complement for management and learning processes in higher education, certainly can help to improve the learning process and performance. Recent studies demonstrating this are often being published in RUSC. Technology is an instrument, a base upon which to operate, a means which, if properly understood and handled, can help us to improve the processes and the results of our academic undertakings. The presence of technology or its use in the classroom does not, however, come with an inherent guarantee of quality. Quality and its evaluation go beyond the mere use of technology and require an analysis of objectives, processes, agents and, of course, results. Several of these topics are part of the monographic we present here in the second issue of volume 6 of RUSC. In our opinion, guaranteeing quality in higher education today, in the 21st century society of knowledge, must consider the appropriate use of technology. With the emphasis on “appropriate”. Otherwise, we would not be taking into account the reality of our society, and, even worse, the reality of our students as regards communication, experience and customary information access. Therefore, while technology must be present, it should not eclipse the main objectives of higher education institutions, which include training, research and divulgation of knowledge. In an interesting recent article in Edge (www.edge.org), entitled The Impending Demise of the University, Don Tapscott analyses the challenges universities face in the digital era. Among other things, he stresses the need to overcome traditional classroom techniques. Tapscott argues that universities should be spaces more for learning than for teaching, and ICT are doubtless of great help in achieving this, but understanding and making good use of students’ current way of learning helps even more. Universities now face the challenge of being able to adapt to the new generations of students. For this, the university must operate online in shared knowledge networks, together with other institutions and people: a network of networks, a great structure of nodes of knowledge. These are the current challenges of higher education institutions and they presuppose an understanding of information and communication technologies as a tool for cultural change, communication and transformation of learning processes. Quality and Uses of ICT at Universities