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Towards a Model for Auditing ICT
Infrastructure Projects in a Developing
Economy
Peter K. Oriogun
1, Andrew A. Abaye2, Alvin O. Forteta
2, Muyiwa M. Shorunke
1
1Department of Mathematics and Computer Science, Elizade University Ilara-
Mokin, Ondo State, Nigeria
2ICT Department, Elizade University Ilara-Mokin, Ondo State, Nigeria
Abstract
This article discusses and describes a model for auditing ICT infrastructure projects in a developing economy. Specifically, the model was first borne out of some preliminary work we conducted at Elizade University, Ilara-Mokin, Nigeria from March 2013 until March 2014 inclusive. We conducted an ICT infrastructure audit that covers the entire ICT installation for a campus-wide network which comprises Racks, Servers, Network Infrastructure (using a blend of proprietary systems), LAN infrastructure, Fiber backbone, backup power systems, Internet Protocol (IP) Surveillance system, Routers, Voice Over IP (VoIP) solution, computer systems, scanners and network printers. Our proposed model for auditing ICT infrastructure projects is a generic framework for developing economies, however our specific use of the model relates directly to ICT infrastructure projects in Nigerian universities.
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1.0 Introduction
There are a number of constraints in Africa in terms of its readiness for the ICT
revolution, for example, the constant lack of, or intermittently unstable supply of
electricity in Nigeria, and lack of adequate technical ICT support was cited by [1].
On the same note, [2] cautioned that, in Africa, 75% of the population live in rural
regions and are illiterate; these communities lack basic facilities enjoyed in the
developed world, and they contend that it is unrealistic to expect that such
communities will realize and utilize technologies, such as the internet, in all areas
by all the people. Africa, however, we believe should determine its own destiny, in
as much as not having to rely on the so called ‘colonial master’ having to assist us
through these technological advancements with a lot of unsavory conditions
attached. Indeed, [3] argues that modern technology plays an important role in
culture change and that a number of societies will become increasingly similar.
[10] refutes this argument, suggesting that “It would be naïve to believe that
scientific discoveries such as technology alone can have a uniform effect on all
societies” (p.7). This background regarding the readiness of ICT revolution in
Africa is a good place to introduce the rest of the sections of this paper. The next
section deals specifically with ICT infrastructure in Nigerian universities, followed
by ICT infrastructure funding in Nigerian universities; this is followed by an in-
depth description of our proposed model for auditing ICT infrastructure in a
developing economy, and finally, the conclusion and future work.
2.0 ICT Infrastructure in Nigerian Universities
The uptake of ICT in Nigerian tertiary institutions has been very slow as majority
of universities still depend largely on manual processing of academic information.
Due to the inadequate ICT infrastructure in these institutions, a large number of
students still have to supplement their meager university in-house ICT provision
with regular visits to internet cafes off campus in order to conduct research for
their university assignments and projects. The majority of universities in Nigeria
still lack basic ICT infrastructure in order to make effective use of the internet.
Recently, [4] reported that the ratio of computers to students in Nigerian
universities is 1 to 40, furthermore, [9] reported that from the university student
population of 1.4 million, distributed between 37 state universities, 37 federal
universities and 50 private universities less than 5% have access to a personal
computer (such as a laptop computer). According to [7, 8], a number of higher
education institutions in Nigeria have begun to have ICT centres with little or no
consideration for the basic ICT infrastructure.
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It has been suggested [4] that a number of strategies have been developed by the
Nigerian government to strengthen the higher education sector through the use of
ICT. According to [5, p320], in order to effectively deploy Information
Communication Technologies (ICTs) in the higher education sector, a number of
stakeholders need to be active players; these will include primarily, The Ministry
of Education collaborating with other government ministries and bodies
responsible for ICT infrastructure and associated policy planning and development.
It is, therefore, of paramount importance and necessary to create awareness, in
particular, sensitizing various stakeholders (universities’ upper echelons, the
Ministry of Education, the National Universities Commission NUC, and other
relevant bodies such as the original equipment manufacturers OEMs, computer
consultants, and ICT professional bodies, etc.) to the realities of ICT infrastructure
development through organized conferences, workshops and seminars.
3.0 ICT Infrastructure Funding in Nigerian
Universities
A number of public universities in Nigeria currently enjoy funding from different
organizations nationally and internationally in order to facilitate their current ICT
infrastructure. The private universities are funded almost totally by their founders
or proprietors. The faith based universities supplements their ICT infrastructure
funds from members donations whist those universities whose proprietors are
individual business owners and philanthropists are struggling to survive. In terms
of public-private partnership in funding ICT infrastructure, [6] reported that the
Mac-Arthur Foundation has part funded the ICT infrastructure of University of
Port Harcourt, the University of Ibadan, Ahmadu Bello University and Bayero
University. The Federal University of Technology Akure secured a donation of an
ICT centre from the Central Bank of Nigeria. [6] reported further that Shell
Petroleum Development contributed to the donation of an ICT centre for
University of Port Harcourt. The University of Lagos, the University of Ibadan and
Obafemi Awolowo University secured financial funding from Carneigie,
Rockefeller and other national and international agencies.
In almost complete contrast, privately owned universities that are not faith based
are struggling in terms of their ICT infrastructure provision. However, two
privately funded universities, owned by individual philanthropists have emerged to
have a level of investment appropriate to support a fully functional ICT
infrastructure. The American University of Nigeria in Yola, Adamawa State,
founded in 2005, is one of the private universities (funded primarily by the former
Vice-President of Nigeria, Atiku Abubakar) to have a fully wireless campus.
Elizade University in Ilara-Mokin, Ondo State, founded in 2012 (funded solely by
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Chief Michael Ade.Ojo, commonly known as ‘Baba Toyota ’ in Nigeria), is now
closely following the American University of Nigeria in terms of ICT
infrastructure investment from privately owned non-faith based private
universities.
4.0 Proposed Model for Auditing ICT Infrastructure in
a Developing Economy
The model we are proposing in this paper for auditing ICT infrastructure projects
in a developing economy (see Figure 1) was originally discussed at the 8th
WARIMA (West African Research and Innovation Management Association)
international conference 2014. This model will foster a greater bond between
universities and the ICT industry in terms of collaborative research and joint ICT
policies between governments, ICT professional bodies, ICT consultants and
vendors. This type of research endeavor will further strengthen the formal ICT
professional courses being offered nationally and internationally, and assist in
poverty reduction and wealth creation in Nigeria.
4.1 Description of the Proposed Model
Our proposed model defines four key players in ICT project delivery in developing
countries. These players are; the government/ICT regulatory bodies, ICT
professional bodies, ICT consultants and in-house ICT departments. The inter-
relationship amongst these groups creates synergies captured by the proposed
model as well. These synergies are encapsulated in ICT professional courses,
certification of ICT personnel, and of course, the ICT projects as well.
4.1.1 Government/ICT Regulatory Bodies
Government, through ICT regulatory bodies plays a pivotal role in auditing ICT
infrastructural projects. This is done through setting national policies, standards,
specifications and requirements to govern the execution of projects. Within the
context of developing countries, this role cannot be ignored as “best practices” are
yet to be developed and adopted in many parts of the industry. Thus, our proposed
model recognizes the pivotal role of government in the process by bringing
together and regulating the activities of all the other stakeholders in the delivery of
ICT infrastructure projects.
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©Oriogun, Abaye, Forteta and Shorunke (2014)
Figure 1: Proposed Model for Auditing ICT Infrastructure
4.1.2 ICT Professional Bodies
The second “stakeholder” recognized by our proposed model are ICT professional
bodies. These are formal associations of ICT practitioners which have as their
focus the development and advancement of the various ICT disciplines and
technology. In collaboration with government regulatory bodies, the professional
bodies have the responsibility to develop and maintain a professional “body of
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knowledge” in ICT. This knowledge is then codified and disseminated through ICT
professional courses to create a pool of “certified” ICT professionals. Hence, the
model provides for these professional bodies to regulate the quality and quantity of
ICT competencies possessed by the practitioners of the discipline.
4.1.3 ICT Consultants/Vendors
ICT Consultants are assumed by the model to mean companies set up in order to
provide ICT goods and services. Naturally, the proposed model requires that these
consultants/vendors provide these goods and services in collaboration with the in-
house ICT departments of the organizations they consult for. This provision of
goods and services is done through what this paper recognizes as “ICT
infrastructure projects.” These projects are codified modules of work to be done in
order to meet a specific need of the client. In cooperation with the in-house ICT
department of the client, and in conformity to policies of government, these
projects are defined and executed.
4.1.4 In-House ICT Departments
The proposed model requires all companies wishing to undertake ICT
infrastructure projects to have an in-house ICT department. This is crucial so that
proper technical specifications for the project as well as assessment of work done
can be handled by an in-house team of competent ICT practitioners. The size and
mix of professionals in these in-house ICT departments will vary based on the size
and nature of the organization in question. However, these departments should be
staffed by personnel who possess the requisite skill in their various ICT sub-
disciplines to effectively carry out the work of the organization. This “requisite
skill” is determined through certification. In the context of this model, it is
expected that the practitioners in this in-house ICT department possess both
theoretical as well as hands-on knowledge of the ICT tools and techniques to be
deployed in the infrastructure projects. This knowledge will come from both higher
education and from professional certification. Thus, the “body of knowledge”
developed by the professional bodies comes into play in determining the
composition of the in-house ICT department.
5.0 Conclusion and Future Work
In conclusion, we believe that information and communications technologies
(ICTs) is transforming almost every sector of society and the economy, and can
provide individuals in developing countries with access to information, resources,
distribution mechanisms, as well as creating opportunities for small and medium
enterprises (SMEs) to exploit their competitive advantage. It is very important for
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developing countries to select the technology that is most appropriate to their needs
and that local populations have the capacity to use effectively. In today’s global
village, organizations across the economic landscape will need to know how to
acquire and use information in an effective manner if they are to succeed. Our
proposed model for auditing ICT infrastructure projects in a developing economy
is robust enough to be able to alleviate poverty and improve the lives of indigenous
communities by building the capacity of target populations to harness the
opportunities that ICTs offer. At the heart of our model are government and ICT
regulatory bodies making policies that will have profound influence on ICT
investments and use. The intersections of the three major sectors of the model (in-
house ICT department, ICT consultants / vendors, and, ICT professional bodies)
will provide incentives for ICT education and training at all levels, make
provisions for strengthening ICT education and training, provide incentives for
private sector research and development, together with a transparent ICT
infrastructure audit. Our future work is to begin to present a number of case
studies from Nigerian universities utilizing aspects of our model with real-time
data.
6.0 References
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there a relationship between ICT, health, education and development? An empirical
analysis of five West African countries from 1997-2003, Electronic Journal of
Information Systems in Developing Countries, 23(5), 1-11.
3. Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors,
Institutions and Organizations Across Cultures , Sage, Thousand Oaks, CA.
4. Adewole, E. G and Fakorede, S.O. (2013). Strengthening the Nigeria Higher Education
System Through the Use of Information Communication Technology. International
Journal Social Sciences & Education. 2013 Vol.3 Issue 4, ISSN: 2223-4934 (pp 1006-
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