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Project
On
Role of ICT in Providing Services to Student in the Private
Universities in Dhaka
Submitted By
Md. Nymul Islam
ID# 083011091
Bachelor of Business Administration
University of Liberal Bangladesh
2
LETTER OF TRANSMITTAL
16th April 2015
Sumaiya Zaman
Assistant Professor
University of Liberal Bangladesh
Subject: Submission of project Report.
Dear Mam,
I like to inform you that I have submitted my Project Report on “Role of ICT in Providing
Services to Student in the Private Universities in Dhaka” with due gratitude and appreciation
and as per your instruction. I hope this report will be informative as well as comprehensive.
The Project program has given me the opportunity to learn about different aspects of these well
reputed universities regarding their given facilities for their students.
I also want to thank you for your support and patience for me and I appreciate the opportunity
provided by you through assigning me to work in this thoughtful project.
Sincerely,
Md. Nymul Islam
ID# 083011091
3
Internship Report Approval Form
Student Name: Md. Nymul Islam ID No 083011091
Major: Finance Year: 2015
Local Phone: +8801838666633 Email: [email protected]
INTERNSHIP/PROJECT INFORMATION Internship Organization/Project Internship /Project Report Topic: Role of ICT in Providing Services to Student in the Private
Universities in Dhaka Semester (Tick one): □ spring 2015 □ summer 2015 □ fall 2015 -------------------------------------------------------------------------------------------------------------------- SUPERVISOR APPROVAL (Please place a Tick) □ Approved □ Not Approved □ Partial Re-write □ Full Re-write
Remarks (If Not Approved/Pretrial/Full Rewrite):
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Signature: Date: 16 April, 2015 Name: Title:
E-mail: Phone:
4
PLAGIARISM DECLARATION
1. I know that plagiarism means taking and using the ideas, writings, works or inventions of
another as if they were one’s own. I know that plagiarism not only includes verbatim
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (which includes the proper use of quotation marks). I know that
plagiarism covers this sort of use of material found in textual sources and from the
Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my research must be accurately referenced.
4. This assignment is my own work, or my group’s own unique group assignment. I
acknowledge that copying someone else’s assignment, or part of it, is wrong, and that
submitting identical work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my work with the
intention of passing it off as their own work.
Name: MD. NYMUL ISLAM (BLOCK LETTERS)
ULAB ID # 083011091
Signature: Date:
vi
Executive Summary
This report is based on how effectively the private Universities of Bangladesh using the ICT in
significant way on the students, titled – “Role of ICT in providing services to student in the
private universities in Dhaka”. ICT has become a topic of discussion in the technological arena
and its applications in different Sectors and education in particular. Information Technologies
(ICTs) are generally accepted as a modern instrumental tool that enables the educators to modify
the teaching methods they use in order to increase the students’ performance.
The history of the use of ICT’s in education is relatively short. Before 1979, computers existed
primarily in tertiary level educational institutions. Then, in the eighties, microcomputers began to
be distributed to schools, and teachers began to grapple with the question of how to use
computing for education rather than simply educating about computing. Starting from the mid-
nineties, the use of ICTs in schools rapidly expanded in developed nations through curriculum
support, networking, the professional development of teachers and software improvements. A
growing number of researchers and educators began to develop applications that used hypertext,
multimedia and networking to build cognitive and constructivist learning environments aimed at
improving learning. As a LDC, Bangladesh is striving to create an environment for rapid
dissemination of ICT at all corners of the society. The Government focuses on the digitalization
of Bangladesh by applying ICT, increase in efficiency, productivity, transparency, access to
information by the citizens. Citizens at large will be empowered with necessary information for
efficiency performing their tasks. This study tries to provide decision makers, planners, and
practitioners with a summary of what is known about the potential and conditions of effective
use of ICT in educational institutions and learning by drawing on knowledge, research, and
experience. Moreover, in view of this study evaluation of ICT intervention and following
adjustments and follow-up actions Technologies have great potential for knowledge
dissemination, effective learning, and efficient education services. Yet, if the educational policies
and strategies are not right, if ICT based education policies are not well thought out, and if the
prerequisite conditions for using these technologies are not met concurrently, this potential will
not be realized.
vii
Universities are the highest point of implementing the ICT in educational sector. To monitor and
communicate with the private Universities, University Grand Commission has established on 16
December, 1972. The Universities do not deal directly with the government for their needs but
with the University Grants Commission which in turn deals with the government on their behalf.
The primary function of the University Grants Commission of Bangladesh is to protect and
safeguard the academic and administrative autonomy of the universities. The UGC analyses the
needs and demands of the universities and examines the various programmers of the universities
including those for expansion. From 1992 UGC also starts dealing with the private universities.
The private universities are involved in providing and spreading the opportunities of the higher
education in our country from 1992. The present (2015) phenomena of the educational quality of
private universities are the vital issue in Bangladesh. The usage of ICT in each private university
makes the private university’s students more informative and competitive.
The future of education is not predetermined by modern information technologies but rather than
this future will hinge prominently on how we construct the place of technology. It was found that
still faculty requires support to enable them to effectively use the technology to the benefit of
their students. This support should be provided by the institutions and it is suggested that if
possible there should be a policy for appointing an e-learning champion with good interpersonal
skill to support and encourage faculty change. This paper encourages open space to e-learning
material, plate form and programmers. In modern time traditional examination schemes and
evaluation process also can be enriched by ICT.
In this context, this study reveals that we still have a long way to go as long as our orientation to
ICS as an important tool to enhance academic performance is concerned. If proper steps are
taken by the academic institutions to promote the use of ICT for academic purposes taking into
consideration the findings and recommendations of this study then we can hope to overcome
such an unwanted scenario and move forward to having a technology savvy student base.
- 8 -
1 TABLE OF CONTENTS
2 Background of this report ................................................................................................................. - 2 -
2.1 Objectives of the Study ............................................................................................................. - 2 -
2.2 Sources of data .......................................................................................................................... - 2 -
2.3 Scope of the Study .................................................................................................................... - 3 -
2.4 Limitations of the Study ............................................................................................................ - 3 -
2.5 University Choosing Pattern ..................................................................................................... - 3 -
3 LITERATURE REVIEW ................................................................................................................. - 5 -
3.1 Definition of terms ICT............................................................................................................. - 7 -
3.2 ICT in Bangladesh .................................................................................................................... - 7 -
3.3 Key ICT Progresses in Last Five Years .................................................................................... - 8 -
3.4 Ranking ..................................................................................................................................... - 9 -
3.5 Universities and ICT, s use in those Universities ................................................................... - 10 -
3.5.1 Enrolment in Private Universities ................................................................................... - 10 -
3.5.2 Student satisfactory tools ................................................................................................ - 11 -
3.5.3 Private Universities in Dhaka City .................................................................................. - 15 -
3.6 ICT Use in Those Universities ................................................................................................ - 16 -
3.6.1 WWW ............................................................................................................................. - 16 -
3.6.2 E-Learning ...................................................................................................................... - 16 -
3.6.3 E-Payment ....................................................................................................................... - 17 -
3.6.4 E-Business ....................................................................................................................... - 17 -
3.6.5 Group discussion ............................................................................................................. - 17 -
3.6.6 E-Modules ....................................................................................................................... - 17 -
3.6.7 Trust and Security ........................................................................................................... - 17 -
3.6.8 Teleconferencing ............................................................................................................. - 18 -
3.6.9 Audio-conferencing ........................................................................................................ - 18 -
3.6.10 Video-conferencing ......................................................................................................... - 19 -
3.6.11 Web-based conferencing ................................................................................................. - 19 -
3.6.12 Open and distance learning ............................................................................................. - 19 -
3.7 Usage of ICT in the Selected Six Universities ........................................................................ - 19 -
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3.7.1 North South University ................................................................................................... - 19 -
3.7.2 ICT Services .................................................................................................................... - 20 -
3.7.3 NSU Campus Networking and Telecommunication Systems......................................... - 20 -
3.7.4 NSU Data Center ............................................................................................................ - 21 -
3.7.5 DMZ/Server Farm Systems ............................................................................................ - 21 -
3.7.6 Wireless Campus Network .............................................................................................. - 22 -
3.7.7 IP Telephony Exchange .................................................................................................. - 22 -
3.7.8 Computer Laboratories ................................................................................................... - 22 -
3.7.9 Geographic Information System (GIS) Laboratory ........................................................ - 23 -
3.7.10 ICT Help Desk Support ................................................................................................... - 23 -
3.7.11 Students' Advising System .............................................................................................. - 23 -
3.7.12 Multimedia Support ........................................................................................................ - 23 -
3.7.13 NSU WebPages: .............................................................................................................. - 23 -
3.7.14 Special Events ................................................................................................................. - 24 -
3.7.15 Microsoft Developer Network Academic Alliance (MSDN AA): .................................. - 24 -
3.7.16 BdREN (Bangladesh Research and Education Network) ............................................... - 24 -
3.8 Independent University ........................................................................................................... - 24 -
3.8.1 ICT Based Facilities ........................................................................................................ - 25 -
3.8.2 Library ............................................................................................................................. - 25 -
3.8.3 Computer Centre ............................................................................................................. - 25 -
3.8.4 Laboratory ....................................................................................................................... - 25 -
3.9 Strengths of ULAB's ICT Division ......................................................................................... - 26 -
3.9.1 PCs and Labs ................................................................................................................... - 26 -
3.9.2 Email, Web and Internet ................................................................................................. - 26 -
3.9.3 LAN, Server and Domain Controller .............................................................................. - 27 -
3.9.4 Facilities .......................................................................................................................... - 27 -
3.9.5 Ongoing projects of ULAB ICT Division ....................................................................... - 27 -
3.10 ICT Department ...................................................................................................................... - 27 -
3.10.1 TD Services ..................................................................................................................... - 28 -
3.10.2 ICT Division: Web Portal ............................................................................................... - 28 -
3.10.3 Web Accounts ................................................................................................................. - 28 -
3.10.4 Students ........................................................................................................................... - 28 -
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3.11 Daffodil International University ............................................................................................ - 28 -
3.11.1 To Get Assistance with DIU ICT Quick Support ........................................................... - 31 -
3.12 American International University-Bangladesh ...................................................................... - 33 -
3.12.1 Overview of American International University-Bangladesh (AIUB) ........................... - 33 -
3.12.2 Quality Policy ................................................................................................................. - 33 -
3.12.3 Linkages and Networking / IT services .......................................................................... - 33 -
3.13 United International University .............................................................................................. - 34 -
3.13.1 The ICT facilities that UIU consider as their strength .................................................... - 34 -
3.13.2 Centre for ICT Services .................................................................................................. - 34 -
3.13.3 Infrastructure ................................................................................................................... - 34 -
3.13.4 CITS Team ...................................................................................................................... - 35 -
3.13.5 CITS SERVICES ............................................................................................................ - 35 -
3.13.6 Other Offers .................................................................................................................... - 36 -
4 Background of the study ................................................................................................................. - 38 -
4.1 Private University ................................................................................................................... - 38 -
4.2 UGC- University Grants Commission .................................................................................... - 38 -
4.3 Composition ............................................................................................................................ - 39 -
4.4 Role ......................................................................................................................................... - 39 -
4.5 Relation with the Universities ................................................................................................. - 40 -
5 RESULTS AND DISCUSSION ..................................................................................................... - 42 -
6 Findings........................................................................................................................................... - 48 -
7 Conclusion ...................................................................................................................................... - 50 -
8 Recommendations ........................................................................................................................... - 51 -
9 Reference ........................................................................................................................................ - 52 -
10 Appendix: 01: .............................................................................................................................. - 53 -
10.1 Questionnaires: ....................................................................................................................... - 53 -
11 End Note ..................................................................................................................................... - 54 -
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CHAPTER # 01
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2 BACKGROUND OF THIS REPORT
This report is based on how effectively the private Universities of Bangladesh using the ICT
towards the students, titled – “Role of ICT in providing services to student in the private
universities in Dhaka”. ICT has become a topic of discussion in the technological arena and its
applications in different Sectors and education in particular. Information Technologies (ICTs) are
generally accepted as a modern instrumental tool that enables the educators to modify the
teaching methods they use in order to increase the students’ performance.
2.1 OBJECTIVES OF THE STUDY
The objectives of the report consist of:
To know how private universities are involved with providing quality ICT facilities and
education for the future leaders; ICT
To highlight the present scenario of the private universities in Bangladesh.
To recommend ways on how to include ICT facilities to private university’s students;
To know the contribution of private universities in providing higher education in
effective way using ICT.
To find out how students view the relationship between the use of ICT and their
academic performance.
To explore how students spend their time while using ICT that the university provides.
To recommend a way out of the problem.
2.2 SOURCES OF DATA
In order to make the study more meaningful and presentable, data is collected from many
sources. The data collection sources can be accumulated two sources. Project questioner’s
answers and its information collected from direct individual interviews, which are considered as
primary source. Majority of the information was collected from secondary sources. The
secondary data are collected from Internet, different article publish-end in the journals and
magazines.
Investing Private universities: (NSU, IUB, UIU, ULAB, DIU, and AIUB).
Interviewing some ICT experts in different scale from said universities.
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2.3 SCOPE OF THE STUDY
This study is only a beginning in exploring the Role of ICT in providing services to student in
the private universities in Dhaka. The findings of the study provide future project coordinators
with sample scope for further in depth study on the subject matter. A very interesting idea would
be to compare the impact of ICT on students’ performance in private universities with that of
students in the public universities of the country.
2.4 LIMITATIONS OF THE STUDY
This study was conducted to assess the education quality of Private University of Bangladesh, to
know the quality; six universities have been taken. But the question is whether only six
universities can represent the whole sub-sector. This is the major limitations of the study. Among
the Private Universities there are differences in terms of size, enrolment, courses offered,
teaching quality, IT uses, budget, some are new and some are old comparatively. So, it is tough
to draw a line whether one’s quality of education represents others.
Out of 49, I have taken six universities. The campuses of all 6 selected universities are located in
Dhaka. It would be better to choose any one outside from Dhaka. But due to resource constraints
I have to limit it. This may be another limitation of this study.
This study was conducted to assess the usage of ICT in Private Universities in
Bangladesh.
The major limitations of the study are as follows:
The main constraint of the study is the lack of data, which has hampered the scope of
analysis required for the study;
Lack of enough working time due to political instability.
Some valuable time was lost owing to lengthy bureaucratic process.
2.5 UNIVERSITY CHOOSING PATTERN
For this project report the universities have chosen in two ways:
Basis on the number of students (NSU, IUB, AIUB, DIU).
Basis of own interest (ULAB and UIU).
- 4 -
CHAPTER # 02
- 5 -
3 LITERATURE REVIEW
The history of the use of ICT’s in education is relatively short. Before 1979, computers existed
primarily in tertiary level educational institutions. Then, in the eighties, microcomputers began to
be distributed to schools, and teachers began to grapple with the question of how to use
computing for education rather than simply educating about computing. Starting from the mid-
nineties, the use of ICTs in schools rapidly expanded in developed nations through curriculum
support, networking, the professional development of teachers and software improvements. A
growing number of researchers and educators began to develop applications that used hypertext,
multimedia and networking to build cognitive and constructivist learning environments aimed at
improving learning. However, these applications were initially found to be ineffective in
attaining better results as compared to learning outcomes achieved through traditional
pedagogies and assessed against traditional metrics. This finding may be largely influenced by
teachers’ and learners’ lack of familiarity with ICTs as well as the inappropriateness of the
traditional metrics in and of themselves.
In recent years, bandwidth has greatly increased and user familiarity with the Web and ICTs in
general has evolved, contributing to an evolution of the Web. Policy based on the prevailing
ideas about ICTs has also been a major driver shaping the adoption of ICTs in education. For
example, the late 1980s and early 1990s were dominated by rhetoric surrounding the idea of the
transition from the Industrial Society to the Information Society, where managing, generating
and sharing information would be key to national economies maintaining the cutting edge in an
increasingly globalized market. This idea promoted the concept that the education system would
need to create a “learning culture,” which would prepare citizens for lifelong learning in an
information society; which is the prime necessity for building digital society.i
The accelerated adoption and use of Information Technology (ICT) has resulted in the
globalization of information and knowledge resources. That is why it has become very important
to adopt the technology for the betterment of the education system. ICT is a term used to
describe a range of equipment (hardware: personal computers, scanners and digital cameras) and
computer programs (software: database programs and multimedia programs), and the
telecommunications infrastructures (phones, faxes, modems, video conferencing equipment and
web cameras) that allow us to access, retrieve, store, organize, manipulate, present, send material
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and communicate locally, nationally and globally through digital media. ICT is a diverse set of
technological tools and resources used to communicate, create, disseminate, store, and manage
information.
Bangladesh, located in South Asia is one of the overpopulated, underdeveloped and
technologically backward countries in the world but the higher academic institutions of a country
are pioneers in adopting and using Information and Communication Technologies. Universities
around the world are developing digital strategies to support education in the 21st century. The
focus of these strategies is to enable countries to realize their economic, social and cultural
capital; to keep pace with rising expectations and technological advancements; to develop
creative, thinking people who can solve problems in new ways and within multi-dimensional
learning environment. The higher academic institutions of a country are pioneers in adopting and
using ICT. Moreover, efforts to connect educational organizations to the ICT are being driven by
societal pressure. Effective higher education plays a central role in promoting productivity,
innovation, entrepreneurship, gender mainstreaming and overall socio-cultural advancement.
Moreover, ICT revolution imposes particular challenges on education systems in Bangladesh.
Now private universities are making praiseworthy contributions in development of ICT in
Bangladesh. Around 40% of the private universities of Bangladesh are using ICT at a large
extent for administrative purposes and around 35% of the universities are using ICT for teaching
at a large extent and 55% of the universities use IT at a moderate level.
Higher education institutions are becoming more reliant upon ICT as a means of providing
enhanced learning and teaching. The university administration and academic support services
particularly require the use of ICT to provide effective and excellent services. The ICT tool must
be central to and through the various levels of university administration. ICT also can enrich the
teaching methods, which ultimately facilitates the learning process. ICT is a medium for teaching
and learning. This refers ICT as a tool for teaching and learning itself, the medium through
which teachers can teach and learners can learn. There are two reasons for which ICT in teaching
is importantii
I. First is, as ICT is everywhere that is why it should present in the university education
also so that the students can use enter in their future working life with the enriched
knowledge of ICT and
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II. Second is, ICT can improve the effectiveness of university education. ICT can solve
problems pertaining to quality, equity, and access to higher education and can also
promote resource sharing and therefore improve efficiency and productivity while at the
same time open up access to global resource of knowledge and information.
3.1 DEFINITION OF TERMS ICT
ICTs: ICTs stand for Information Technologies. According to Blurton, C - ICT is defined as
“diverse set of technological tools and resources used to communicate, create, disseminate, store,
and manage information”. Technologies included in ICTs are:
Radio and Television (broadcasting technology),
Telephony,
Computers, and
The Internet.
3.2 ICT IN BANGLADESH
The importance of science and technology in general, and of ICT in particular, has led the
Government to formulate the National Science and Technology Policy and National ICT Policy
2009.
In pursuance of this policy Bangladesh’s ICT sector is growing at an estimated 20% per year.
From the perspective of policy reform and development, the Access to Information (A2I)
programme (based at the Prime Minister’s Office) identified over 53 e-citizen services which
were termed as quick–win activities. 21 of these quick-win activities have already been
launched, while the rest are being pursued either independently by the implementing
ministry/implementing agency. The project has already provided technical assistance to
ministries and divisions to develop their websites and imparted training to key officials. As part
of the Digital Bangladesh strategy’s formulation and planning, the project developed a concept
note on Digital Bangladesh and assisted the Ministry of Science and ICT to develop a five-year
budget to implement Digital Bangladesh projects.
The ICT Policy cuts across numerous thematic groups, including:
- 8 -
Education,
Science and Technology,
Infrastructural Development,
Employment Generation,
Private Sector Development,
Agriculture,
Health including Nutrition, and
Small and Medium Enterprises.
The Science and Technology Policy, including ICT, will deal primarily with overall policy,
leaving details to the appropriate thematic groups.
The main goals of Science, Technology, and ICT Policy are:
Establishing more institutes of higher learning in science and technology.
Allocation of a higher share of GDP to research and development.
Productivity increase in all spheres of the economy, including Micro, Small and Medium
Enterprises.
Inclusion of ICT in education and research to expand the scope and standard of
knowledge on ICT throughout the country; to ensure computer literacy at all levels of
education and government; to encourage creativity.
3.3 KEY ICT PROGRESSES IN LAST FIVE YEARS
ICT is the backbone of any digital initiative. ICT covers the vast area of information technology,
communication technology and the telecommunication technology. ICT is also a combination of
physical backbone and intellect. Computer systems, network machineries, software, wire and
wireless connectivity systems, broadcast hardware and many other hardware and accessories are
the physical backbone. The trained human behind the backbone are the intellect. Digital
Bangladesh is an Idea that includes the ICT use for management, administration and governance
to ensure transparency, accountability and answerability at all levels of society and state. To
materialize the idea of digital Bangladesh, development of countrywide backbone and expected
number of human recourses are the basic needs.
- 9 -
Despite having 50 years of history the government has only from 1997 started the process of
developing a national IT strategy. In 2002 Bangladesh identified ICT as a "thrust sector" as it
represents potential for quick wins in reforms, job creation, industry growth, improving
governance and facilitating inclusion, and it has high spillover effects to other sectors. Today, in
Bangladesh, the overall ICT sector (excluding telecoms) is small, valued at $300 million, with
ICT/ITES claiming 39% ($117 million) of that value. The overall ICT/ITES industry has enjoyed
a high growth rate of 40% over the last five (5) years and this trend is expected to continue.
3.4 RANKING
On a global ranking of ICT usage, Bangladesh falls at 145 among a total of 166 countries,
according to the latest report published by the International Telecommunication Union today.
In Measuring the Information Society (MIS) report, Bangladesh has also ranked at the 27th
position among 29 nations in the Asia-Pacific region with an IT development index (IDI) of 1.97
and Afghanistan being the lowest in the region with an IDI ranking of 1.67.
The ITU published the annual global ICT (Information and Communication Technology) data
and ICT development country ratings where Denmark emerged at the top rank with an IDI of
8.86.
The report is widely recognized as the repository of the world’s most reliable and impartial
global data and analysis on the state of global ICT development, and is extensively relied upon
by governments, financial institutions and private sector analysts worldwide.
The IDI has a global average of 4.77 with two thirds of the people presently online living in
developing countries while many of the Least Connected countries, home to almost 2.5 billion
people, still remain out of reach of ICT.
- 10 -
2.1 Table: Ranking of Bangladesh using ICT
The latest data show that Internet use continues to grow steadily, at 6.6% globally in 2014 (3.3%
in developed countries, 8.7% in the developing world). The number of Internet users in
developing countries has doubled in five years (2009-2014), with two thirds of all people online
now living in the developing world, states an ITU press release.
Of the six regions, Africa has the lowest IDI average of 2.31 and Europe has the highest at 7.41
and the Asia-Pacific region with its great diversity sees many variations in the IDI rankings of
the countries with stark differences in the economy of the region.iii
3.5 UNIVERSITIES AND ICT, S USE IN THOSE UNIVERSITIES
3.5.1 Enrolment in Private Universities
In 2008, there were 1.64,624 students studying in public universities (excluding National
University and Open University) and 1,82,641 students were studying in Private Universities
(UGC Report 2008). In recent years private university enrolment trend is sharper than public
university.
Still public universities are the first option for the admission seekers. Sometimes high fees and
other expenditure of PUs become major concern for middle class as well as bright students who
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are not financially solvent. On the other side, PUs those who are maintaining high standard, do
not get brilliant students but presently this trend is changing. Students from English medium
school have difference in curriculum. Normally they cannot do well in admission test in public
universities. So, private universities are the better option for them.
There is no session-jam, campus violence, motivated and faculties, more ICT access, English
speaking environment and job market oriented courses are offered in PU. A portion of students
put their choice for getting admission in PU. Recently to get admitted in most of the Private
Universities students are to face exam. ICT is becoming tough day by day. So, coaching centers
are opened now in Dhaka for not only public university but also for private university. Students
can complete their course in time and enter into job market before their counter parts studying in
public institutions.
3.5.2 Student satisfactory tools
OXFORD Dictionaries defined the term ‘satisfaction’ as “fulfillment of one’s wishes,
expectations, or needs, or the pleasure derived from this”. The concept of a student satisfaction is
derived from the concept of customer satisfaction as students are considered to be the customers
of the educational institutions. Customer satisfaction, a term frequently used in marketing, is a
measure of how products and services supplied by a company meet or surpass customer
expectation. The notion and the contents of customer satisfaction should be modified for
educational application and should include constitutional amendments, administrative policies,
educational goals and educational processes (Stone and Thomson, 1987; Chen, Hsiao & Lee,
2005).
Student satisfaction has been defined as an indicator of the institution’s responsiveness to
students’ needs and a measure of institutional effectiveness, success, and vitality by several
researchers (Hallen beck, 1978; Nichols, 1985; Low, 2000; etc.). Kaldenberg, Browne and
Brown (1998) observed that college student satisfaction was driven by evaluating the quality of
coursework and other curriculum activities and other factors related to the college.
Student satisfaction or dissatisfaction is important for the educational institutions as it leads to
intentions to stay or quit which in turn leads to student retention or attrition (Kara & De Shields,
2004). Penn State Student Affairs (2007) asserted that understanding student’s experiences and
- 12 -
satisfaction is important in their efforts to enrich the students’ experience and to make Penn State
a more student-centered university. Perceptions formed by students on service performance are
the result of the student attitudes which will be expressed either as positive or negative based on
how far student expectations on the delivery of the services have been met by the university
(Arambewela & Hall, 2008; Keaveney 1999; Boshoff 1997). If a negative attitude is formed it
will be difficult to achieve overall satisfaction and could result in complaints, decreasing loyalty
and negative Word Of Mouth (WOM) promotion (Kau and Loh 2006, Maxham and Netemeyer,
2002). Various factors may be associated with the satisfaction level of the students. Penn State
Student Affairs (2007) observed that there are significant increases in satisfactions of the
students for the following services: computer support services, student healthcare services, the
campus bookstore, counseling and psychological services, financial aid, career planning services,
job placement services, recreational sports facilities, library services, learning support services,
food services, and resources for minority students. Kara et al. (2004) observed that educational
institutions that understand consumer-oriented principles may have a better chance of satisfying
the wants and needs of their students more effectively.
In Bangladesh several researchers conducted studies about the quality of education and
indicators of quality education in the private universities in Bangladesh.
Andaleeb (2003) analyzed that higher education in Bangladesh must become more
responsive to the needs of a major constituency: its students. He examined a nine-factor
model to explain the satisfaction of alumni with their education including teacher quality,
method and content, peer quality, facilities and resources, the effectiveness of the
administration, campus politics, gender, and year of graduation.
Ashraf et al (2009) made a study investigating the factors affecting quality education in
the private universities in Bangladesh. They identified six independent determinants
(faculty credentials, classroom facilities, the academic calendar, campus facilities,
research facilities and the cost of education) related to both human resources and
organizational factors that are likely to affect the quality of higher education offered to
the students of Bangladesh.
Naser (2010) mentioned that an international workshop on the development of
measurements for higher education quality assurance in Bangladesh held in 2007,
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proposed some areas with specific parameter such as; purpose and objective, faculty,
instruction, student service, library, laboratories, infrastructure, research culture, etc.
Professor Sharma (2014) has commented that the standard of education in the universities
depend upon 5 major factors such as;
The standard of students,
The standard of teachers,
System of education,
Facilities for advance education and
Facilities for research.
Kahn et al. (2009) mentioned that several studies have been made on the factors that affect the
choice of the students to get admission in the private universities in Bangladesh by different
researchers like; Hopper in 1999;Zahid, Chowdhury and Sogra in 2000, Gulshan and Paul in
2005 etc. They also conducted their study on the female students’ enrollment behavior in the
private universities of Bangladesh. By using descriptive statistics method, they identified several
factors to measure the satisfaction level of the respondents including
Tuition fees,
location,
teaching quality,
infrastructure
Information Technology etc.
And found that the respondents from top ranked universities were mostly satisfied with those
factors but the respondents from other universities were dissatisfied with the overall performance
of their universities.
Jahirul Haque, (2011) evaluated some key factors in order to scrutinize the tertiary students’
satisfaction at tertiary level. They found that the variables – classrooms comfort ability for
teaching and learning, students support by the institution for co-curricular and extra-curricular
activities and lab facilities for conducting lab oriented courses —are highly associated with
students’ facilities at tertiary education in Bangladesh.
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Sadrul Hyda et al (2010& 2014) conducted two studies on the private university students’
perception about their universities. From the survey, it is observed that most of the students are
satisfied with the services provided by the private universities. They considered several
independent variables such as; iv
Examination and other course works,
Class time,
Time provided by teaching staff,
Course curriculum,
Library condition including ICT facilities,
Computer labs facilities,
Class rooms with internet facilities,
The tuition fees,
Extracurricular activities,
location of campus,
Social acceptability.
Factor Analysis was only made to measure the satisfaction level of the students about the
physical environment and extracurricular facilities.
After going through the literature it has been found that studies are rarely available about the
overall satisfaction level of the students of the private universities in Bangladesh and the major
factors affecting their satisfaction level as per the students’ view by using the factor analysis
method. Thus the present study is an attempt to shed a light on this particular issue. It has been
presumed that the most of the students of private universities in Bangladesh are satisfied with
their respective universities.v
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3.5.3 Private Universities in Dhaka City
Table: 2.1: Name of the Universities in Dhaka City
Name of the University Student # Name of the University Student #
North south University 21896 Shanto-Marium University 4570
United international university 16295 UODA 4474
Atishdipankar University 12855 Asia pacific 4288
Daffodil University 11240 Southern University 4145
American international university of
Bangladesh
11056 Prime Asia 4069
Asian University of Bangladesh 10820 Presidency University 4050
Stamford University 10714 ASA University 4020
University of information technology and
science
10232 ULAB 3691
Uttara University 10103 BGMEA university of fashion and
technology
3541
East west University 9355 Manarat international University 3520
Bangladesh Islamic University 8791 Eastern University 3300
Southeast University 8673 University of south Asia 3210
Northern University 8455 Green University 3165
International University of business
agriculture and technology
8000 State University 3091
The peoples University 7784 DarulIhsan University 2226
City University 7603 IVAIS University 2030
Bangladesh university of business and
technology
7522 Royal University 1131
Brac University 7236 Victoria University 1015
Bangladesh university 6972 The Millenium University 841
Dhaka international University 6342 East delta University 690
Ahsanullah University 6328 Sonargaon University 581
World University 5501 European University 543
Independent University 4989 Bangladesh University Of Health Science 181
Prime University 4629 Central women’s University 140
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3.6 ICT USE IN THOSE UNIVERSITIES
The facilities that most of the universities provide through uses of ICT have given below:vi
3.6.1 WWW
WWW stands for World Wide Web which is one of the most important and widely accepted
services (like IRC, E-Mail etc…) of the Internet. Its popularity has increased dramatically,
simply because it’s very easy to use, colorful, and rich in content. “Web is a series of
interconnected documents stored on computer sites or websites”.
3.6.2 E-Learning
Commonly associated with higher education and corporate training, e-learning encompasses
learning at all levels, both formal and non-formal, that uses an information network—the
Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course delivery,
interaction and/or facilitation. Others also term it as online learning.
IT
E-mail/Commu
nication General Information
Stdents Data File / Portal
Course Data File
Course Registration
Attendence Record
E-learning / Online Classes
Online Test / Quiz
Online assignment / Presentation Submission
Teacher -Student
Discussion
Students Discussion
Result
Notice
E-modiuls
Sequrity
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3.6.3 E-Payment
Making payment electronically. E-payment is a subset of an e-commerce transaction to include
electronic payment for buying and selling goods or services offered through the Internet.
Generally we think of electronic payments as referring to online transactions on the internet,
there are actually many forms of electronic payments – Credit Card, Digital Check, E-Cash etc.
3.6.4 E-Business
E-Business means interaction with business partners, where interaction is enabled by information
technology. E-Business is changing the way we do business. For example:
Communicating with partners via e-mail,
E-brochure,
Webpage etc…
3.6.5 Group discussion
Internet Relay Chat (IRC) is among the popular Internet service people mostly use for live
chatting. Group of people with common interest can exchange views/opinions with each other
instantly through Internet. Description of the internet technologies required to support higher
education via ICTs
WWW,
Video Conference,
Tele-Conference,
Mobile-Conference,
CD,
Database,
Word processor,
Intranet,
Internet etc…
3.6.6 E-Modules
Modules written are converted and stored into digital version into a computer using word
processor accessible by the user through Internet.
3.6.7 Trust and Security
Existence of six main components of a commerce site suggests trustworthiness as
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i. Seals of Approval
ii. Brand
iii. Navigation (The ease of finding what the visitor seeks)
iv. Fulfillment
v. Presentation (Design attributes that suggest quality and professionalism) and
vi. Technology.
As for security there are also six issues to look into:
i. Integrity,
ii. No repudiation (prevention against any one party from reneging on an agreement after
the fact),
iii. Authenticity (authentication of data source),
iv. Confidentiality (protection against unauthorized data disclosure),
v. Privacy (provision of data control and disclosure) and
vi. Availability (prevention against data delays or removal)
3.6.8 Teleconferencing
Refers to “interactive electronic communication among people located at two or more different
places.” There are four types of teleconferencing based on the nature and extent of interactivity
and the sophistication of the technology:
Audio-conferencing;
Audio-graphic conferencing,
Video-conferencing; and
Web-based conferencing.
3.6.9 Audio-conferencing
Involves the live (real-time) exchange of voice messages over a telephone network. When low-
bandwidth text and still images such as graphs, diagrams or pictures can also be exchanged along
with voice messages, then this type of conferencing is called audio-graphic. Non-moving visuals
are added using a computer keyboard or by drawing/writing on a graphics tablet or whiteboard.
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3.6.10 Video-conferencing
Allows the exchange not just of voice and graphics but also of moving images. Video
conferencing technology does not use telephone lines but either a satellite link or television
network (broadcast/cable).
3.6.11 Web-based conferencing
As the name implies, involves the transmission of text, and graphic, audio and visual media via
the Internet; it requires the use of a computer with a browser and communication can be both
synchronous and asynchronous.
3.6.12 Open and distance learning
Open and distance learning is defined by the Commonwealth of Learning as “a way of providing
learning opportunities that is characterized by the separation of teacher and learner in time or
place, or both time and place; learning that is certified in some way by an institution or agency;
the use of a variety of media, including print and electronic; two-way communications that allow
learners and tutors to interact; the possibility of occasional face-to-face meetings; and a
specialized division of labor in the production and delivery of courses.”
3.7 USAGE OF ICT IN THE SELECTED SIX UNIVERSITIES
3.7.1 North South University
The first private university in Bangladesh was established by a group of philanthropists,
industrialists, bureaucrats and academics. The government of Bangladesh approved the
establishment of North South University in 1992 under Private University Act (PUA)-1992 (now
replaced by PUA-2010). The university was formally inaugurated on 10 February, 1993 by the
then Prime Minister of Bangladesh. The honorable President of the People's Republic of
Bangladesh is the Chancellor of NSU.
Following the private university act-2010, Mr. Benajir Ahmed is the current Chairman of the
Board of Trustees, North South University and North South University Trust. The Board of
Trustees (BOT), the apex body which provides the overall policy guidelines and approves annual
budget of the University, is headed by its Chairman. The Syndicate runs the administration of the
University within the policy guidelines provided by BOT 2010.
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The Vice Chancellor, as the chief executive and academic officer, along with the Pro Vice
Chancellor, runs the universities with the cooperation of the statutory bodies operate under the
provision of the Statutes prepared within the framework of PUA 2010. The Registrar maintains
the university records including admissions and Controller of Examination results and keeps
liaison with Ministry of Education, University Grants Commission (UGC) and other relevant
authorities.
The university follows the North American academic system with all its distinctive features-
semesters, credit hours, letter grades, one examiner system and so on. Its curricula, when first
introduced, were reviewed by relevant departments of University of Illinois, Urbana-Champaign,
and University of California at Berkeley, USA, and duly approved by University Grants
Commission, Bangladesh. The academic programs are continually updated and adapted to meet
the changing needs country.Its current student enrolment is about 15,000.
NSU has four Institutes and one Center:
Institute of Development, Environment and Strategic Studies (IDESS)
Institute of Modern Language (IML)
Confucius Institute Chainess Language Institute, and
Center of Information & Communication Technology (CICT)
3.7.2 ICT Services
The main objective of ISD is to look after the total technological infrastructure of NSU. It goes
without saying that ISD provides intensive technical support to all the active computers around
1250 Intel Core i5 Computer Processor PCs and printers (around 70 HP LaserJet Network
printer) assigned to faculty, officers and others which are located in different places around the
whole University Campus. ISD also conducts a highly elegant E-mail Service system, which is
provided to a very big number of members in NSU family. Mention may be also be made of the
fact that all these computers used in different places are provided with efficient Internet system.
Below are the major ICT services
3.7.3 NSU Campus Networking and Telecommunication Systems
North South University has built a 12,50,000 square feet campus in Bashundhara, Dhaka,
supported by a Convergent Network that supports more than 3200 network workstations with
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1200 faculty / staff and over 10,000 students. The North South University has been continuously
evolving to cope with the ever-changing user requirements and to adapt new technologies and
standards. The current network consists of structured cabling with 3200 nodes , 5000 meters 10
Gigabit (SM/MM) Fiber Optics Backbone and 75,000 meters Cat6 UTP Cable that supports
multi-layer switching, QoS (Quality of Service) and IP Multicasting, thus data, voice and video
traffic can be carried concurrently over the same convergent network.
The campus network backbone is implemented using a redundant pair of Cisco Catalyst 6509
Switches with 02(two) high-end 7200 Cisco Routers, 13( thirteen) Cisco Catalyst 4500
Distribution Switches, 30(thirty) Cisco Catalyst 3750 PoE Access Switches, 36(thirty six) Cisco
Catalyst 3650-TSS Non-PoE Access Switches, 08 (eight) Cisco Catalyst 3750E Server Farm
Switches, 80(eighty) Cisco Aironet-1130AG Series Wi-Fi Access Points, 12 (Twelve) Cisco
Aironet-1520AG Series Wi-Fi Outdoor units, 02(Two) Cisco Call Managers 7835 for IP
Telephony System, VoIP Gateway 3845 Router, 4E1(PRI) MUX, 02(Two) Network Admission
Controller (NAC), 02(Two) Internet Firewall -ASA 5540, 02(Two) Core Firewalls and 150 IP
based CCTV Cameras.
3.7.4 NSU Data Center
The NSU Data Center is equipped with 4(four) IBM System P550 Servers (RISC, Unix),
7(seven) IBM System X3650 Servers (Intel CISC), HP-UX 5430r Server, Sun Fire 280R and
Dell PowerEdge Servers, Precision Air Conditioning, humidity control, FM200 fire detection
and suppression systems. The infrastructure is protected by Network Access Control Server,
IBM System Storage DS4000, IBM SAN Switches, and IBM TS3310 Tape Library for a strong
backup of all data as well as more than 80 terabytes of data inside of Storage Area Network
(SAN).
A 40 KVA APC Module based Power Backup system is installed specifically for the data center
to supplement a 400 KVA Gen Set gas generator for auxiliary power.
3.7.5 DMZ/Server Farm Systems
NSU boasts an Always-On Server Room that is equipped with fail proof redundant technology
that is comparable to Telecom / International standards. The Data Center is equipped with four
IBM System P550 Servers, seven IBM System X3650 Servers, HP-UX, and Dell Servers, Cisco
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Core Switches and Routers mentioned above, Precision Air Conditioning, humidity control,
access control, raised floor, FM200 fire detection and suppression systems. The infrastructure is
protected by Network Access Control Server, IBM System Storage DS4000, IBM SAN
Switches, and IBM TS3310 Tape Library for a strong backup of all data.
3.7.6 Wireless Campus Network
North South University has developed its wireless campus network using Cisco Aironet Wireless
equipment’s and it very well may be the largest in the country. More than 92 Wi-Fi access points
have been installed over the campus to support 2,000 teachers, officials, guests and students in
classrooms, lecture halls, cafeteria, indoor and outdoor common areas to establish a secure
wireless network requiring access and password authentication which are compliant to the
IEEE802.11a/b/g standards.
3.7.7 IP Telephony Exchange
The whole campus is supported by IP Telephony Systems that is equipped with Cisco Call
Manager 7835 system, Cisco IP telephones, and a team of no less than 10 members that include
operators and engineers. The local exchange system will be connected to the National Exchange
via 04(E1) ISDN PRI Fiber Optic lines from BTCL supporting 120 telephone lines for vast and
contention free access.
3.7.8 Computer Laboratories
The Computer Laboratories of North South University provide the best possible services to the
university community through a general purpose laboratory and other laboratories such as
Network Laboratory, Hardware Laboratory, Programming Laboratory, Database Laboratory,
Internet Laboratory and General purpose Laboratory & Printing Zone consisting of around 700
Intel Core i5 Computer Processor PCs (Dell & HP), 50 Thin Clients ( Sun Ray 100) and 10 high
computational SUN workstations (Sun Blade 150) and all are connected through campus wide
Local Area Network (LAN) with 10G Fibre-optic & Gigabit UTP connectivity. These
laboratories are being served by local servers as well as high end servers located at the Data
Center. Apart from that, there is a dedicated Sun Systems Laboratory comprising of 50 Thin
Clients (SunRay 100) and 10 high computational SUN workstations (SunBlade 150) along with a
dedicated Sun Fire V280R Server.
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3.7.9 Geographic Information System (GIS) Laboratory
The Environmental Studies Department also has a state-of-the-art Geographic Information
System (GIS) laboratory equipped with ARC INFO/ARC VIEW, IDRISI, and fast PCs, scanner,
large screen TV, digitizer and plotter. In this lab, students get a unique opportunity for spatial
analyses, digitizing maps, managing geographical database, developing GIS based resource
management projects. Besides regular classes, tutorials and practice sessions are engaged
frequently to develop the skill of the students for wider application of GIS software.
3.7.10 ICT Help Desk Support
ISD provides help desk support for the students from 08:00 AM- 10:00 PM in everyday in a
semester. It offers instant services to the students by file storing & sharing, course materials,
Internet, Email, WiFi and providing printing facilities by high speed network printer (HP
LaserJet 9000n).
3.7.11 Students' Advising System
ISD provides online advising system to the students so that they get self-advising in every
semester which offers students to get quick and contemporary course registration system
3.7.12 Multimedia Support
ISD supports around 140 multimedia projectors in the classrooms to make the study material
more vivid and interactive to the students and it also extends these facilities to different in-house
workshop and cultural programs.
3.7.13 NSU WebPages:
The www.northsouth.edu is quite out of date and ISD has started update the common pages of
the website, where as the faculty pages need to be updated by respective faculty members. Right
now, the rating of the website is bit low due to the content of the website, such as up-to-date
information, papers & journals, up-to-date documents. ISD does routine update at the website.
Due to shortage of expert manpower, ISD is doing a bit slow in that respect.
NSU has also taken steps to revitalize the NSU official website and allocated fund and a
webmaster as an ISD headcount for smooth functioning. A new website with latest features will
be developed by a professional vendor very shortly.
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3.7.14 Special Events
The ISD has been providing intensive services of a high technical standard and of an enviable
efficiency for ACM Inter Collegiate Programming Contest for a fairly long time and also to other
important academic & professional events e.g. ICTP FPGA Workshop, Annual Soft fairs,
students activities etc. It may be borne in mind that most of the laboratory-oriented works and
technological activities are supported and supervised by the Information Services Department.
3.7.15 Microsoft Developer Network Academic Alliance (MSDN AA):
The agreement relating to this had been signed quite some time back in 2005. ISD has revived
the agreement under which students and faculties of NSU will get access to vast licensed
resources of Microsoft. The roll out has started through NSU Wireless Forum. ISD has hosted
the Microsoft software in a repository server for unrestricted access within NSU network. No
cost was involved from NSU side.
3.7.16 BdREN (Bangladesh Research and Education Network)
This is a consortium of universities sharing it resources through inter-university connectivity.
The project is being done by UGC (University Grants Commission (UGC) of Bangladesh) with
Ministry of Education, Bangladesh. UGC had been trying to implement this making NSU a pivot
point but had been unsuccessful. ISD had revived the same and the provided NAC 766 for
BDREN collocation. The fiber optic and network equipment had been installed and the inter
university dark fiber installation is in process. No costs were involved from NSU side.
3.8 INDEPENDENT UNIVERSITY
Independent University, Bangladesh (IUB) established in 1993 is the leading private university
in Bangladesh with an explicit focus on Research and Global partnerships. We are a full service,
meritocratic ally elite university with a current enrollment of 5,500 students, 6500 Alumni and
250 faculty members (of which 25% have PhD’s mostly from North America).The IUB campus
sprawling over 3 acre, has an amphitheater, the state-of-the-art laboratories, well-equipped
library with online access to journals and books, above 50 classrooms, lecture galleries,
auditorium, gymnasium, food court, playground, medical Centre, counseling Centre and an
alumni office. IUB also has dormitory facilities for female students from outside Dhaka and
foreign students and a guesthouse for visiting scholars.
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3.8.1 ICT Based Facilities
3.8.2 Library
IUB has a well-stocked course oriented central library with electronic communication backup. It
is gradually building up shelves of general reading and references. Apart from the central stock,
there are seminars and departmental libraries in different schools providing easier access to
students and research facilities open to students with valid ID cards. The Library also issues its
own access cards to current students against their IDs, alumni, faculty members and staff,
members of the Governing Council and members of ESTCDT.
3.8.3 Computer Centre
The University Computer Centre having on-line facilities is available to all students. The centre
provides general word processing and accessibility to Internet services. All the buildings in
Baridhara have been brought under a fiber-optic network system providing easy access to
worldwide information. In addition to the University Computer Centre, there are Computer Labs
in each School, Library, and Graduate School and at the Chittagong campus.
3.8.4 Laboratory
The laboratory consists of 5 units-
Physics
Chemistry
Biology
Environmental Science and
Geographical Information Service (GIS) Lab.
Other facilities, which support academic development of students, are opportunities of
paid/unpaid internship in business, industries and service and research support under
departmental allocation.
University of Liberal Arts Bangladesh
ULAB's founder, Kazi Shahid Ahmed, believes in creating works that benefit the people of
Bangladesh and are of service to the country. In this spirit, he created a place of learning where
well-rounded students would be fully steeped in the values of their own heritage, yet trained to
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face the modern global workplace. The sponsors planned for many years, and the idea of the
University was initiated at a public colloquium, in February of 2002, attended by leading
academics, cultural figures, and entrepreneurs.
Permission for the opening of ULAB was received from the University Grants Commission
(UGC) of Bangladesh in November of 2003. ULAB was formally launched at a ceremony on
October 1, 2004. For its first two years the university operated from its original campus in
Mohakhali, Dhaka. The new, purpose-built campus in the heart of Dhanmondi was opened in the
Fall of 2006. This brand-new, fully dedicated building has all modern facilities, laboratories and
libraries available for its students.
In the summer of 2008, ULAB opened its second campus, also in Dhanmondi. Through its first-
ever Convocation on July 20, 2010, ULAB established itself as a recognized quality educational
institution, with a long-term vision to the future.
His Excellency Md. ZillurRahman, the Hon'able President of the People's Republic of
Bangladesh, and Chancellor of the University of Liberal Arts Bangladesh, kindly consented to
preside over the Convocation Ceremony and confer the degrees. The Speaker of the Convocation
was Ameerah Haq, the United Nations Under-Secretary-General for the Department of Field
Support.
3.9 STRENGTHS OF ULAB'S ICT DIVISION
3.9.1 PCs and Labs
Six Computer Labs with Internet connections
Browsing PCs in lobbies and lounges for Students
WiFi coverage in both Campus-A and Campus-B
Licensed Anti-Virus for all computers
3.9.2 Email, Web and Internet
ULAB Domain web mail for students with 25 GB per user.
Online Registration System for students.
Grade results published by URMS.
24 hour free Internet access for all.
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90 Mbps duplex Internet bandwidth with redundancy connection.
3.9.3 LAN, Server and Domain Controller
ONLINE and OFFLINE power backup for all computers
Domain Controller for all students in the Browsing Lab
Central File Server access for all
Separate Power Distribution Room with 8 ONLINE UPS
3.9.4 Facilities
One-man-one-computer for all academic & admin members.
Well-equipped classrooms with Modern multimedia facilities.
ID card Management Systems.
Room Booking System.
ICT-based Security Access Controller.
CCTVs for security monitoring.
3.9.5 Ongoing projects of ULAB ICT Division
Establishing new Network Lab with CCNP-supported CISCO Devices.
ULAB Resource Management System (URMS).
3.10 ICT DEPARTMENT
We provide expanding ICT related services and support to the students, faculty as well as staff
members of ULAB. ULAB believes in ensuring quality education that is a prerequisite condition
to have an adequate number of high configuration computers at the university labs. Keeping
these in mind ULAB is committed to provide better computer lab facilities to the students and
faculty members. Therefore, ULAB has a good number of around 600 high configuration brand
workstation, modern computer labs, and high configuration servers and trained ICT staffs.
ICTD Provides a range of computing services for staff of the University and staff may
access a range of applications programs, email, the internet and printers through this PC.
PCs are interconnected to the University to gain access to both internal and external
resources. All computers must have anti-virus, anti-malware etc. protection and the latest
Operating System Security patches.
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3.10.1 TD Services
The development and provision of services to enable communication for the University
community (email, website, internet, intranet, telecom, network, server, service,
conferencing)
The development and provision of appropriate information systems to support the
management and administration of the University.
The development and provision of appropriate computing environments.
The development and provision of Printing and Audio-Visual Services.
Support and Training in the use of these services by the University community.
ICTD services are available to staff, faculties and student of the University and associated
University companies.
3.10.2 ICT Division: Web Portal
ULAB has the only Web 2.0-based web portal of any university in Bangladesh. The portal is a
dynamic space where students can get up-to-date information on grade result, notices, news, and
events.
3.10.3 Web Accounts
3.10.4 Students
Your Web account is not the same as your email account. New students are provided with web
accounts at Fresher’s Orientation. Higher batches must contact the ICT Helpdesk at
[email protected] to get signed up or reset your password.
3.11 DAFFODIL INTERNATIONAL UNIVERSITY
Daffodil International University (DIU) is recognized in independent government assessments as
one of top graded universities in Bangladesh. The university has been founded by Daffodil
Group with the approval of the Ministry of Education under the Private University Act of 1992
and its amendment in 1998 and Daffodil International University came into being on 24th
January 2002, the University today combines impressive modern facilities and a dynamic
approach to teaching and research with its proud heritage of service and achievement.
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To be among the very best in Bangladesh which is the most challenging goal, has been set for the
university. This has done so because it is only through working we can achieve the very highest
level of standards in curriculum, teaching, faculties and other activities that can realize the full
potential of the academic community that is Daffodil International University. The vision reflects
the service to the society. The mission is to pursue research, learning and teaching of
international distinction for the benefit of the nation.
Features of the setup vision and mission are striving for excellence, integrity and innovation in
every aspect of activity; a strong collaborative approach; open and effective communications and
an inclusive culture based on dignity, courtesy and respect.
Daffodil International University's mission is defined by its ICT-based traditions of service and
access. The University is serving the citizens of the country through its instructions, research,
and outreach programs and preparing Bangladesh to respond successfully to the challenges of
global economy. The University has proved that it provides students broad access to the
institution's educational resources. (Possible suggestion: For educational programs in campus
and beyond, the university is giving high priority on the use of new and outreach technologies
available in the emerging information era.)
The University has paid the highest priority to resource allocation to graduate and post graduate
education and for future development of those areas that represent the traditional strengths,
quality, reputation, and uniqueness of the institution which continue to effectively respond to the
needs of students and other constituents. Consistent with this commitment, the university is
emphasizing on high quality education including a comprehensive general education that imparts
the broad knowledge, skills, and values which are essential to educate and make citizens
responsible as well as to ensure specialized career preparation for students. In establishing the
primacy of education which is the institutional mission, the University is assuring the escalating
strength of its faculty with the realization that the quality of instruction is directly related to the
quality of the University's faculty and the commitment of the faculty to ensure excellence in
education.
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The University provides Masters Programs in the areas of need and importance to the State and
beyond. Graduate programs offer students opportunities for specialized advanced education in
their chosen field and are important components of the services of the university. As research is
essential to the mission of an ICT- based university, Daffodil International University is
preparing to develop its research programs. The primary focus of this research is to be directed to
the solution of problems and the development of knowledge and technology important to the
nation and to the quality of life of Bangladeshi citizens. The university's research programs are
designed to make important contributions to instructional programs through the involvement of
graduate and postgraduate students and the renewal of the faculty. Research will also provide the
knowledge based for outreach programs.
Extension and outreach programs are fundamental to the ICT-based mission because these
programs somehow directly affect the lives of the entire world. The University is maintaining the
strengths of its traditional outreach programs and increasingly involves the broader university in
outreach programs that respond to the changing needs of the society in which we live. The
university is continuing to seek new and innovative ways to reach out to the people it serves.
Daffodil International University is committed to ensure excellence in teaching at both the
undergraduate and the master’s level. This commitment has been reflected in the diversity of
courses offered and in the variety of instructional approaches that are offered. Increasingly,
electronic technology is providing instructors with innovative and creative teaching strategies.
The high academic aptitude of the university's incoming students also makes accelerated learning
possible.
DIU offers bachelor degrees in the different spectrum of disciplines and provides the country's
highly supported programs in many fields, including in IT, Telecommunications, Engineering
and Business. Particularly strong programs can be found in the faculty of Business, Information
Technology and Engineering and English Language.
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Research is the means through which new knowledge is created and new information is
developed. As such, research at Daffodil International University is an essential link in its three-
prong mission of instruction, research and outreach. Successes among the varied research
activities within each of its students and faculties continue to bolster Daffodil among the nation's
top universities. Additionally, major efforts to increase the protection and commercialization of
intellectual properties are central to Daffodil's continual drive for improvements in its committed
mission.
These efforts mesh to create a teaching environment that enhances the country's economic,
cultural, social and intellectual development and, at the same time, undergrads the university's
undergraduate, masters and outreach programs. DIU emphasizes and encourages females to
enroll for higher education. Our faculties present cutting-edge instruction in a personable setting,
taking into account the many career challenges that women face in today's society. Female
graduates of Daffodil International University are to be prepared for leadership roles in an ever-
changing world.
This is a noticeable encouragement for the university observing the rapid growth of the
university. The university has been started with 67 students registering in the first batch and
more than 15,000 students have been enrolled till date. DIU is committed to provide standard
education with all sorts of facilities to the students. Since the inception, the university is
maintaining the commitment and it creates inspiration to the students and this is the key of the
continuous increasing of the number of students.
3.11.1 To Get Assistance with DIU ICT Quick Support
DIU ICT Quick Support should only be run when you are on the phone with a DIU ICT Support
Center technician. Do not run DIU ICT Quick Support and allow remote control unless you are
on the phone with a tech and understand what is being done via remote support.
Download the e-Support Software
Windows e-Support Tool
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This download is a program file that you can double-click to run.
Run DIU IT Quick Support
Save the downloaded file to your desktop and double-click on the DIU IT Quick Support icon to
start the software. Remote control is only possible when this application is running
Note: Windows users may get a warning from your antivirus software when launching e-
Support. You can safely ignore this message.
Students will see a window with an ID and Password. The ID is specific to your computer. A
new password is generated each time you launch the program.
Allow remote control by DIU Support Center Technician
Provide the ID and password to the technician.
Quit DIU IT Quick Support
Close the e-Support application to terminate the remote control session. You can keep the
software on your computer for future assistance, or delete it and re-download again if
necessary.DIU IT e-Support is a tool used by the DIU IT Support Center to provide remote
computer assistance. The DIU IT Support Center is using this tool in support of the Help Desk
and Standard Desktop Support services. Team Viewer is the name of the software we are using
to provide e-Support.
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3.12 AMERICAN INTERNATIONAL UNIVERSITY-BANGLADESH
3.12.1 Overview of American International University-Bangladesh (AIUB)
American International University - Bangladesh (AIUB) is a government approved private
university founded in 1994 by Dr. Anwarul Abedin. The university is an independent
organization with its own Board of Trustees.
3.12.2 Quality Policy
“Quality shall be adhered to in conformity with the prescribed national and international
standards of quality and excellence including those provided by the professional bodies and
organizations. The American International University- Bangladesh is committed to translate into
actions the programs, projects and activities related to the sustainable delivery of quality
management operation system. The students being the valued customers are the central focus of
the university shall be provided with utmost care and attention to meet their primordial needs and
future career success. In view of this commitment, the university shall exert best efforts to
harmonize its action through collaboration, cooperation and consultation with every unit and
components of the university.”
3.12.3 Linkages and Networking / IT services
Microsoft Security Cooperation Program (SCP)
Microsoft IT Academy (www.cec.aiub.edu)
MSDNAA (www.cec.aiub.edu)
CCNA and IT Essentials in collaboration with CISCO (www.cec.aiub.edu)
Authorized Sun Education Centre (www.cec.aiub.edu)
Education Partner of Bangladesh Cricket Board (www.cec.aiub.edu)
Oracle Academy (www.cec.aiub.edu)
Certifies Internet Web (CIW) Professional Program (www.cec.aiub.edu)
CTP Authorized Training Academy (www.cec.aiub.edu)
The Duke of Edinburgh's International Award (www.intaward.org)
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3.13 UNITED INTERNATIONAL UNIVERSITY
3.13.1 The ICT facilities that UIU consider as their strength
Committed faculty of our own and from BUET and Dhaka University.
English Language Lab equipped with the latest audio-visual aids.
State of the art Computing, Microprocessor and Interfacing lab.
Dedicated browsing lab with free internet and web mail services for students.
Web based automated Student Information and University Management System.
Modern library with on line access to IEEE and ACM journals and proceedings.
Modern Air Conditioned classrooms equipped with electronic teaching aids.
Convening of IEEE, ACM and IEB student chapters.
3.13.2 Centre for ICT Services
The primary objective of CITS is to identify, design, plan, develop, implement and maintain
various information systems in the university campus which will in turn position UIU as a model
for a world class university.
3.13.3 Infrastructure
Campus wide structured cabling system.
1000 Mbps (Minimum) connectivity throughout the network.
High speed internet connection accessible by all UIU members.
Sophisticated computer lab with Intel Core 2 due, Dell Optiplex 170L (Pentium 4), Dell
Optiplex 160L & Dell Optiplex 210L computers.
Separate browsing centre for high speed access to the Internet.
Internet (Proxy), Intranet and Email server.
Automation software developed by the CITS development team.
Local Digital library and connection to online resources.
Dell Power Edge(c) 2600 Server,420 SC Server for excellent performance.
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3.13.4 CITS Team
With the vision to achieve specialization, CITS builds team of students and professionals and
provide them with necessary training and resource support. People working in the ICT industry
are invited to give the teams a touch of professional quality in different dimensions of ICT. Some
of the teams are:
Software development team.
Web development team.
Graphics designer team.
Animation developer team.
Research and development team.
3.13.5 CITS SERVICES
CITS provides technical support for the University automation, network and computer laboratory
services. CITS is committed to offer courses and workshops catered for faculty and students with
regular intervals. Our Computer Labs are equipped with the latest hardware and software tools in
the form of the very latest Core 2 due, DELL 210L with multimedia, DVD-ROM and 2
GB RAM for demanding software and applications. All the labs are run with preinstalled and
purchased licensed software.
CITS also provides a forum for providing students with ideal computing facilities and services. It
will train programmers under its own in-house training programs to make programs with a true
air of professionalism. Professional Grading will be made under the auspices test will be taken at
the end of every year to grade students into probable programmers, designers and team leaders of
the future.
Faculty at UIU will be able to use all CITS research and technological facilities to develop
feasible industrial level solutions. This would allow both students and faculty to benefit by using
CITS trained quality professionals.
United International University is dedicated to providing the best possible information services
to all members of the UIU community.
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3.13.6 Other Offers
Current hardware, software, networking support services and facilities:
More than four hundred computers located in all administrative, academic departments,
and computer labs connected through sophisticated campus wide Linux-based network
system.
An internal, domestic and international Linux-based networked e-mail service that
connects students, faculty, and staff to their colleagues around the world. Free Web mail
for students and faculty alike for universal access.
Five student computer labs equipped with Pentium Core 2 due, DELL L210 Pentium IV
2.4 computers, staffed and monitored by Lab Assistants who provide training and user
support. All computers in the labs are networked, and every student has access to the
network through their own account. These labs are also equipped with quality laser
printers, dot matrix printers for printing purposes.
Linux Servers for providing students courses on the UNIX based operating system and
programming purposes.
An Internet Workstation that enables UIU on-line access to vast quantities of educational
and research information stored around the world.
Automated student advising system that allows student class registration electronically.
Latest software programming tools and operating systems for research and development
purposes. These include visual programming language tools, web development tools etc.
A sophisticated PABX phone system that allows internal and external dialup.
A team of skilled and knowledgeable technical support personnel who answers questions
and provides onsite hardware, software and networking support to all users throughout
the whole university.
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Chapter # 03
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4 BACKGROUND OF THE STUDY
4.1 PRIVATE UNIVERSITY
Private Universities are those higher education institutions established privately by a group of
People or an organization with the Government permission with an aim to spreading the
opportunities of higher education among larger number of students under Private University
Act,1992 (Amended 1998) that was passed on 9th August in 1992.
According to the Act ‘Private University’ means; any private university establishment under this
Act; and following the provisions of this act and in fulfillment of the conditions provided by the
government, any institution managed under the affiliation of any foreign university which is
operating courses of Honours or Masters Degree, Diploma or Certificate Courses or any
institution which is offering Degree, Diploma or Certificates(Section-2, Subsection-(g), Private
University Act, 1992, Amended 1998).
Each private university must fulfill the minimum requirements i.e.; 5 acre land, Tk. 5 crore fixed
deposit to any recognized Bank, qualified teaching staff, ¾ full time faculty members, modern
lab and library which are set by the UGC in matters of academic standard and physical
facilities.vii
4.2 UGC- UNIVERSITY GRANTS COMMISSION
The University Grants Commission (UGC) of Bangladesh was established under the President’s
Order (P.O.) No. 10 of 1973 which was deemed to have come into force with effect from 16
December 1972.
The UGC is the apex and statutory body of the universities of Bangladesh including the private
universities. The primary objectives of instituting the UGC were to promote and coordinate
university education; monitor, and maintain standard of university education; assess the needs in
terms of funding for the public universities; and advise the Government on various issues related
to the universities. The arrangement was also designed to safeguard the autonomous character of
the universities.viii
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4.3 COMPOSITION
Under section 4(I) of the President’s Order No. 10 of 1973 and its amendment of 1998 the UGC
consists of the following members:
Chairman : 1
Full-time Members : 5
Part-time Members : 9
The Part-time members embody three Vice-Chancellors by rotation, three Professors of the
Universities (of which the Vice-Chancellors are not members), and three nominees of the
Government (Secretary, Ministry of Education, relevant Member of the Planning Commission,
and a representative of the Ministry of Finance, not below the rank of a Secretary).
4.4 ROLE
The basic principle on which the UGC of Bangladesh, like its counterparts elsewhere in the
world, has been instituted is that it shall deal with the Government, especially with the Ministry
of Education, on behalf of the universities of Bangladesh.
The major responsibilities entrusted to the UGC by the President’s Order No. 10 of 1973 are to
receive funds from the Government and allocate and disburse, out of such funds, grants to the
public universities for their maintenance and development. After necessary assessment and
scrutiny of the requirements of the universities, the UGC places them before the Government for
necessary approval. Till now, the UGC, however, does not deal with the financial affairs of
private universities, but is authorized to supervise, monitor and regulate their activities. The
UGC performs the arduous task of convincing the Government about the needs of the
universities and thus work as a coordinating body between the Government and the universities.
The arrangement safeguards the universities from undue political interference and helps the
Government to avoid undue pressure in dealing directly with the universities.
The framing of Education Policy of the country is the responsibility of the Government. The
UGC, along with other relevant bodies, provides necessary materials for framing the policy.
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Within the framework of the national policy, the UGC is free to deal with the promotion and
development of higher education and research in all fields..
4.5 RELATION WITH THE UNIVERSITIES
The Universities do not deal directly with the government for their needs but with the University
Grants Commission which in turn deals with the government on their behalf. The primary
function of the University Grants Commission of Bangladesh is to protect and safeguard the
academic and administrative autonomy of the universities. The UGC analyses the needs and
demands of the universities and examines the various programmers of the universities including
those for expansion.
The UGC acts as a spokesman and regulatory body for the universities and plays a pivotal role in
presenting the problems and demands of the universities to the Government.
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Chapter # 04
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5 RESULTS AND DISCUSSION
I have surveyed six different private universities in Dhaka City to collect the information
regarding this report & below given the result and discussion on those questioners. The surveyed
Universities are:
North South University (NSU).
University of Liberal Arts Bangladesh (ULAB).
Daffodils International University (DIU).
Independent University Bangladesh (IUB).
American International University Bangladesh (AIUB)
United International University (UIU)
5.1.1.1 ICT investment and ICT managerial capabilities can account for variations in
student’s service performance among this University?
I found that, 100% of the institutions (surveyed) have their own web pages and due to strong
investment in ICT sector the total customer service level has increased rapidly. Due to the
availability of internet (Wi-Fi) all over the campus the communication & information system has
got a strong base. Since customer service depends on the information so ICT investment and ICT
managerial capabilities playing a great role for variations in customer service performance
among these Universities.
Table: 4.1: Customer Service Performance analysis.
Name of the
University
ICT
investment
ICT Managerial
Capability
Students Service Performance
NSU Invested Increasing
Natural (Since they have shifted in new building so
they are working on it & yet not reached to
satisfied level)
ULAB Invested In satisfactory
level Satisfied.
DIU Invested In satisfactory
level Satisfied & still going to invest in Software& Lab.
IUB Invested In satisfactory
level Satisfied.
AIUB Invested In satisfactory
level Satisfied.
UIU Invested In satisfactory
level They are working to improve their web portal.
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In this analysis it’s clear that NUS is still working on the development of their ICT where DIU is
now in process to invest more in their ICT sector and others are already invested and organized
their ICT management team.
5.1.1.2 What kind of enterprise application using your university?
Table: 4.2: Universities using applications
Through the above information from the 4.2 table, it’s clear that each & every university is using
ICT to develop their information and communication system with the students, faculties and
admin. They have made their campus as a WIFI area where the students can get online whenever
Name of the
University
Type of
Enterprise
application
Elaboration
NSU
JAVA, Spring,
Hibernate, JSP,
Code igniter
framework,
MySQL, maven,
net bean,
Apache, Etc…
Since NSU is the first private university in Bangladesh (1992)
& now they have shifted to their won campus so they have
using ICT to build up a strong communication with the
students. They are trying to give each & every kind of ICT
facilities towards the students as well as the teachers and admin
compared to the western universities.
ULAB AD, PWP Active directory, E-learning, E-library, Online registration
etc…
DIU
Education ERP,
Learning
Feedback
System, E-
Library, Job
Tracking
System, Student
portal, Etc…
DIU use Moodle software to run the online teaching program
& it’s really a good initiative to build a great communication
with the students. In this present political condition this stem
helps the most.
IUB
IRAS,
Accounting
software, MBS,
won web portal,
etc…
Integrated Registrar Office Administrative Software is very use
full to maintain all of the university documents along the
students.
AIUB UMS University Management System, LMS
UIU
Student portal,
Accounting
software,
Database, etc…
Through students portal the students can check their complete
courses & registrar the up comings easily.
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they want and thus they could develop themselves as an informative student. Because of the use
of those said applications the students could get their academic information instantly rather to
communicate with the admin office physically.
5.1.1.3 Is there any negative impact of using ICT on your university?
Table: 4.3: Impacts of using ICT
Name of the University ICT User
NSU Yes
ULAB Yes
DIU Yes
IUB Yes
AIUB Yes
UIU Yes
Each of the university has some negative impact but due to some unavoidable circumstances they
are unwilling to disclose that.
5.1.1.4 ICT can affect Students performance directly or indirectly?
Table: 4.4: Effects on University Performance
Name of the
University
ICT User Impact
NSU Yes Positive but they had to be careful of blocking unwanted
sites so that the students could use the ICT properly.
ULAB Yes
Positive & the ICT management team create the ICT
facilities towards the students, faculties & admin in such a
effective way to prevent any unwanted circumstances.
DIU Yes Positive
IUB Yes Positive
AIUB Yes Positive
UIU Yes Positive
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From above table: 4.4 information, it’s clear that in each university the impact of using ICT is
positive but obviously they have to maintain the standards.
5.1.1.5 Does university expenditure on ICT per se have effects on university performance?
Table: 4.5: Expenditure affects University Performance
Expenditure on ICT sector has no affects on NSU & AIUB but for ULAB, UIU, IUB and DIU it
has some affects on university performance.
Name of the University Expenditure on ICT Affects University Performance?
NSU No
ULAB Yes
DIU Yes
IUB Yes
AIUB No
UIU Yes
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5.1.1.6 What kinds of ICT facility are being provided of your student?
Table: 4.6: ICT Facilities that the universities are giving to the Students.
From the below table: 4.6, it’s clear that WIFI, Lab Facilities and individual student portals are
common this that all of those six universities are providing to their students. Beside that online
registration is available in ULAB, NSU, DIU, IUB. DIU, NSU and ULAB are providing online
classes by using MOODLE software. The learning of use of MOODLE could be segmented in
two steps. In 1st step the ICT department trained the course instructor the use of MOODLE then
the course instructors teach the students how to use that.
Name of the University ICT Facilities
NSU Online registration, E-library, webmail, SIMS, Student e-mail, Online
result.
ULAB
WIFI, Lab facilities, Student e-mail, Online education-Moodle, Active
directory, Individual student portal, URMS, Online notice, Online
registration.
DIU Student e-mail, WIFI, lab facilities, Education ERP, Online Education-
Moodle.
IUB WIFI, Lab Facilities, Online Registration, E-library, Online Teaching,
Printing Facility-Free, Map driving.
AIUB
WIFI, Lab Facilities, Printing Card system, Virtual speech storage
system, E-library, Online registration, online result searching, Online
teaching (Professionals).
UIU WIFI, Student information system, IRAS, ICT lab facilities
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Chapter # 06
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6 FINDINGS
This is a report titled “Role of ICT in providing services to student in the private universities in
Dhaka” and I have already found some points those are mixed with positive and negative
approach. Like:
The universities are giving full WIFI zone for their students, so that they could keep their
contact with this world and be informative.
All of the selected universities using individual students database information system so
that the students could easily registrar their upcoming subjects without wasting their
valuable time.
Individual student portals are saving their total academic database and thus the
information are getting squired and also easy to excess for the students regarding giving
any kind of reference whenever they needed.
Online result publishing system makes the way to get the total result easier for each
student. For this service the students don’t have to go to the registrar office manually.
Regarding the computer lab facilities the students can easily get informed about their
academic information.
Since the ICT department has the excess to view their user activities, they informed that
the students normally use the WIFI to get connected with the social activities
Since the universities are providing huge computer lab facilities bat still it’s not sufficient
basis on the number of student.
The server that the universities use it not sufficient to bear the load when maximum
students start using the internet together.
The email id (.edu) that the universities are providing to the students is not being used
properly. Because the students prefer to use their own (Yahoo, Gmail, Hotmail) mail
address.
Server down is one of the big obstacles to establish the use of the internet in academic
sector for the students.
The universities should improve their capacity by proper using of ICT facilities because
still in DIU, AIUB, ULAB the students can’t excess towards the authentic published
journals.
Online class is a very good initiative that the universities took.
- 49 -
Chapter # 07
- 50 -
7 CONCLUSION
In a world where technology is playing an even important role every day, it is essential to
encourage and enhance the use of ICT in the academic arena to stay up-to-date with the rest of
the world as well as to avail of the opportunities that the modern world has to offer. In this paper
we discuss the role of ICT in the private universities of Bangladesh in Dhaka city. As the scope
of the paper was wide and the extent limited, not every single possible influence of the ICT to
the students and teachers has been discussed.
ICT tools have some relative advantages as compared to conventional mode of information
sharing. The combination of education and technology has been considered the main key to
human progress. Education feeds technology which in turns forms the basis of education.
Therefore it is evident that it has affected change to the methods, purpose and perceived potential
of education.
The future of education is not predetermined by modern information technologies but rather than
this future will hinge prominently on how we construct the place of technology. It was found that
still faculty requires support to enable them to effectively use the technology to the benefit of
their students. This support should be provided by the institutions and it is suggested that if
possible there should be a policy for appointing an e-learning champion with good interpersonal
skill to support and encourage faculty change. This paper encourages open space to e-learning
material, plate form and programmers. In modern time traditional examination schemes and
evaluation process also can be enriched by ICT.
Computer technologies facilitate educational opportunities and assist an individual in perfecting
his perceptions. Internet is invaluable source of information for today’s student as well as human
resource working in organization. It gives opportunities to access electronic.
In this context, this study reveals that we still have a long way to go as long as our orientation to
ICS as an important tool to enhance academic performance is concerned. If proper steps are
taken by the academic institutions to promote the use of ICT for academic purposes taking into
- 51 -
consideration the findings and recommendations of this study then we can hope to overcome
such an unwanted scenario and move forward to having a technology savvy student base.
8 RECOMMENDATIONS
Teachers and learners no longer have to rely solely on printed books and other materials
in physical media housed in libraries (and available in limited quantities) for their
educational needs. With the Internet and the World Wide Web, a wealth of learning
materials in almost every subject and in a variety of media can now be accessed from
anywhere at any time of the day and by an unlimited number of people. So the
investment to improve the library management is must.
Educational institutions need to take an active initiative to introduce the students to ICT
by highlighting ways through which it can be of great help in enhancing their academic
performance. This would make the use of ICT much more relevant to academic tasks.
The software named – MOODLE has been using in those universities to run the online
classes but the use of it just open for the professional and it should be open for the under
graduation students too.
Well-designed ICTs can allow educators to reach new groups of potential students,
particularly mature students, lifelong learners, and students with physical disabilities,
students in employment and students who are far from education centers.
- 52 -
9 REFERENCE
1. Abasov, S. (2011). Azerbaijan ICT Country Study. In. ADB. (2012). ICT in Education in
Central and West Asia. Manila: Asian Development Bank (ADB).
2. Armenia (2012). Country Report on ICT in education. Montreal: UIS.
3. Asian Development Bank (ADB). (2012). ICT in Education in Central and West Asia.
Manila: ADB.
4. Azerbaijan (2012). Country Report on ICT in education. Montreal: UIS.
5. Bangladesh (2013). Master plan for information and communication technology in
education (2012 – 2021). Dhaka: Ministry of Education.
6. Sosin, K.; B. J.Blecha; R. Agawal; R. L.Bartlett; and J. I. Daniel (2004). “Efficiency in
the Use of Technology in Economic Education: Some Preliminary Results”. American
Economic Review. May 2004 (Papers and Proceedings), pp. 253-258.
7. Annual report of UGC (2014).
8. World Bank (2010). Information and Communication Technology for Education in India
and South Asia (Volume 1), Extend summary. Washington.D.C.:InfoDev/ Price Water
House Coopers.
9. Huda SSM. S., Tabassum A. and Ahmed J. U.(2009)’ Use of ICT in the Private
Universities of Bangladesh’, International Journal of Educational Administration Volume
1 Number 1 (2009), pp. 77-82© Research India Publications
http://www.ripublication.com/ijea.html
10. Naser (2010), Khan (2009), Sadrul Hyda et al (2010)etc. ... <http://www.palgrave-
journals.com/hep/journal/v16/n4/abs/8300036a.html> Ashraf, Mohammad A. and
Ibrahim, Yusnidah ,Joarder, Mohd.
- 53 -
10 APPENDIX: 01:
10.1 QUESTIONNAIRES:
I am Nymu lislam from University of Liberal Arts Bangladesh. I am doing project on the topic
of: Role of IT in providing services to student in the private universities in Dhaka. I am doing
this survey only for my project not any other purposes.
Questionnaire for IT department
1. ICT investment and ICT managerial capabilities can account for variations in student’s
service performance among this University?
2. What kind of enterprise application using your university?
3. Is there any negative impact of using IT on your university?
4. Can ICT affect student performance directly or indirectly?
5. Does university expenditure on ICT per se have effects on university performance?
6. Do the ICT effects on university performance come more through an interaction effect
with ICT managerial capability?
7. What kinds of ICT facility are being provided of your student?
8. Is it compulsory for each and every student to have their own university email account or
is it optional?
9. Does your university put up notices in hard copy or soft copy? If you give soft then what
are the media
a. Sms
b. Email
c. Facebook
d. university website
e. others?
10. How to students do their registrations procedure?
11. Result published procedure?
12. Online teaching?
13. What other facilities do you provide or you plan to provide in future?
14. What are the problems?
- 54 -
11 END NOTE
i Asian Development Bank (ADB). (2012). ICT in Education in Central and West Asia. Manila: ADB ii Asian Development Bank (ADB). (2012). ICT in Education in Central and West Asia. Manila: ADB; World Bank (2010). Information and Communication Technology for Education in India and South Asia (Volume 1), Extend summary. Washington.D.C.:InfoDev/ Price Water House Coopers iii Bangladesh (2013). Master plan for information and communication technology in education (2012 – 2021). Dhaka: Ministry of Education iv Naser (2010), Khan (2009), Sadrul Hyda et al (2010)etc. ... <http://www.palgrave-journals.com/hep/journal/v16/ n4/abs/8300036a.html> Ashraf, Mohammad A. and Ibrahim, Yusnidah ,Joarder, Mohd. v Sosin, K.; B. J.Blecha; R. Agawal; R. L.Bartlett; and J. I. Daniel (2004). “Efficiency in the Use of Technology in Economic Education: Some Preliminary Results”. American Economic Review. May 2004 (Papers and Proceedings), pp. 253-258. vi Huda SSM. S., Tabassum A. and Ahmed J. U.(2009)’ Use of ICT in the Private Universities of Bangladesh’, International Journal of Educational Administration Volume 1 Number 1 (2009), pp. 77-82© Research India Publications http://www.ripublication.com/ijea.html vii Annual report of UGC (2014). viii Annual report of UGC (2014).
