ict maturity of heis in selected regions in the philippines
TRANSCRIPT
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8/22/2019 ICT Maturity of HEIs in Selected Regions in the Philippines
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International Journal of Modern Education Forum
IJ MEF Volume 1, Issue 1, August 2012 PP.1-13
ISSN(online)ISSN(print)www.ij-mef.org
IJ MEF Volume 1, Issue 1 August 2012 PP. 1-13 www.ij-mef.org Science and Engineering Publishing Company- 1 -
ICT Maturity of HEIs in Selected Regions in the
PhilippinesCecilia Mercado, Randy Domantay, Reynold Villacillo, Saturnina Nisperos, Emmalou Pimentel
School of Computing and Information Sciences, Saint Louis University, Baguio City, Philippines
Department of Computer Science, College of Arts and Sciences, Mariano Marcos State University, Ilocos Norte, Philippines
College of Computer Studies and Engineering, Lorma College, San Fernando La Union, Philippines
Emails: [email protected], [email protected], [email protected], [email protected],
(Abstract) Over the past decade, the structure of Higher Educational Institutions (HEIs) have dramatically changed and
this is partly attributed to some of factors like continuing developments in information and technology , shifts in learners as
well as teachers expectations and internationalization of program offerings. Information Communication Technologies (ICT)
continue to have a significant impact on the way HEIs deliver academic content and learning activities as well as howeducational managers deliver their respective functions. Recognizing the role of ICT, the goal of this research is to provide a
maturity assessment of the application of ICT in HEIs offering Information Technology Education (ITE) programs in two
northern regions in the Philippines: Region I and the Cordillera Administrative Region (CAR). This study made use of the
descriptive analytical method to analyze and compare the ICT maturity level of HEIs in both regions. The ICT maturity was
initially measured along the domains of core academic matters and the institutional support services. Further, a comparison was
done according to institutional clusters which include locale, organizational structure, and doctrinal adherence. The study showed
that the applications of ICT in the HEIs in both regions are moderately mature which implies that it falls under the adaptation
stage category. This means that most HEIs are still consolidating their ICT resources, strategies, and implementation plans. There
are slight variations in the maturity level considering indicators within the same ICT application areas, however, in general, the
respective clustering of HEIs did not show any significant difference in the level of maturity.
Keywords: ICT Maturity; Core Academic Matters; Institutional Support Service; Adaptation Stage; Adoption Stage;
Appropriation Stage; Entry Stage; Invention Stage.
1. INTRODUCTION
Universities and other HEIs continue to embrace new
technologies in most aspects of the teaching and learning
process [1]. Information and Communications Technologies
(ICT) continue to have a profound impact on the way higher
education institutions carry out their functions as countries
become more knowledge-based societies. The undeniable
impact of ICT sets pressure to these institutions to integrate
the required technologies in teaching, learning, research,
academic information services, administration and
management as it meets the changing requirements of the
society.
The Philippine government recognizes the impact posed by
ICT integration as evidenced by changes in national
educational policies for HEIs. It acknowledges the realities
that access to information and awareness of the potentials of
the effective use and integration of ICT in the delivery of
educational functions and services are requisites to evolve as
universally competitive in the higher education arena.
Such competition is brought about by the inevitable
internationalization and globalization of academic disciplines.
Thus, HEIs should play a more pro-active role in addressing
the demands of education. One of the targets of the Philippine
Millennium Development Goals [2] seeks to make available
the benefits of ICT to a greater number of Filipinos. This
target coincides with the IT Plan for the 21st century [3] to
transform the country as a knowledge hub in the Southeast
Asian Region. The Commission on Higher Education (CHED)
is the major agency responsible for ensuring that this target is
attained. Consequently this situation mandates all HEIs to
address the challenges of attaining this target and one way by
which the HEIs can achieve this is by enhancing theirrespective institutional ICT maturity.
Dooley et al [4] defined maturity as the degree to which a
process is defined, managed, measured and continuously
improved. Nowadays, maturity models are used as tools to
improve the management and development of organizations.
In the field of education, ICT maturity refers to the extent to
which the functions of educational institutions are defined,
managed, measured and continually improved through the
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effective integration and efficient utilization of ICT. An ICT
maturity assessment of HEIs initially presents the landscape
of the ICT status and capability. Such will guide the HEIs to
develop their respective institutional programs in effectively
integrating and utilizing ICT in their functions. Moreover,
respective institutions can use the assessment results as a way
to identify their current state against existing benchmarks and
goals usually set by the maturity tool.Over the last three decades many models explain the
processes involved in the adoption and use of ICT in
education [5]. According to Trinidad [5] there are stages
which an educator must go through in the adoption and use of
ICT and these stages include the period of familiarization,
utilization, integration, reorientation and evolution [5].
These stages correspond to the model of the Apple Classroom
of Tomorrow (ACOT) project [6]. The model contains five
stages: entry, adoption, adaptation, appropriation, and
invention [7]. The familiarization or the entry stage
represents the baseline exposure to technology. The
utilization or the adoption stage occurs when teachers try or
use the technology. Integration or the Adaptation marks the
beginning when teachers appropriately use ICT. Following the
adaptation stage is the reorientation or the appropriation stage
where ICT becomes a part of the learning context. Lastly, the
evolution or revolution or otherwise categorized as the
invention stage is where changes in methods and media to
facilitate learning takes place.
Broadly, this maturity model explains how ICT evolves
over time along the aspect of its integration in education.
While this model is initially intended to model the integration
of ICT by the teacher, such has been extended to cover some
maturity perspectives along other applications of ICT.
The maturity model framework used in this study allows arich description of ICT intervention across various
applications in the education. This framework presents
whether the designated institutions have the resources and
structures to deliver effective educational experiences using
ICT in core academic services and institutional support
services.
Prior to giving emphasis on the maturity model as adopted
from ACOT, there had been several maturity models also
considered. Their measures are not disregarded in this
research as they also served as basis in the development or
refining of measures identified in the ICT maturity model.
One model is BECTA[8] Maturity Modeling Institutional
Self Assessment which covers ICT in learning and teaching,ICT in leadership and management, ICT in workforce
development, ICT in inter-institution collaboration, and ICT
in institutional links with home and community. While several
ICT maturity models exist, the framework of the research
conducted by The Association of African Universities [9]
served as the major basis of this study.
At the regional level, certain programs by the Philippine
government to assist the HEIs along the effective use of ICT
has been established through the identification of institutions
as centers of excellence and centers of development in
Information Technology Education (CODE in ITE). This is
initiated by CHED to support the development of HEIs within
their region to effectively use and integrate ICT in instruction
and research. This can be through development support
programs that these centers are initiating.
While the initiative and desire to keep in pace withglobal academic changes appear to be present, initial
dilemmas that HEIs encounter are the realities that they do not
know where to start and they do not know the status of the
integration and use of ICT in the academic functions and
administration. In instances where they are aware of such
conditions, the wide array of technology solutions and
innovative processes pose additional confusions on
identifying the next steps or choosing appropriate
solutions. This can also be complicated with the lack of
knowledge of the position of the institution relative to existing
standards.
This study aims to present the state of the ICT maturity of
HEIs offering Information Technology Education (ITE)
programs in Region 1 and Cordillera Administrative Region
(CAR) excluding centers of development and excellence in
ITE. Specifically, the study provides an assessment profile
of the ICT maturity along the application of ICT in core
academic matters, and application in institutional support
systems. The study will also present a comparative analysis of
ICT maturity along regional clusters and various institutional
types that are present in both regions.
At the regional level, the results can be used by the CHED
to determine support programs and funding priorities to
elevate the level of ICT maturity of HEIs within the region.
The results of this study likewise serve as baselineinformation for future program innovation and enhancements
in the academic sector. This information can serve as a basis
in determining certain strategies and actions that can be
employed by educational policy makers as well as the
institutional administrators. Likewise, the study will serve as a
reference for ICT related ventures and collaborations among
the different clusters of HEIs which are present in the region:
Non- Government Organizations (NGOs), Local Government
Units (LGUs), business and technology firms, and potential
investors in these regions. Access to this key information will
facilitate further improvements in the use of ICT resources
and provide decision makers and planners on vital
information on how to come up with strategic initiatives forthe social, economic, technological, and political development
of these regions.
2. METHODOLOGY
This study made use of the descriptive analytical method
supported by unstructured interviews. The primary instrument
used in the data collection is the questionnaire. The
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customized questionnaire was guided by the variables set by a
similar study conducted by the Association of African
Universities AAU [10]. The ICT Maturity tool developed by
the AAU aimed to set benchmarks and goals, support
application for technology related grants and create
self-assessment goals. The tool was also used as a framework
to assess an HEIs maturity on its use and integration of ICT.
The respondents of the study included only institutionswhich have offered any ITE program within the last five years.
There are five (5) institutions clustered under the CODE in IT,
two (2) institutions in CAR and three (3) institutions in
Region I. Forty three (43) institutions are non-center HEIs.
There are twenty eight (28) HEIs in Region I and fifteen (15)
HEIs in CAR. At the institutional level, the respective
respondents on areas measured are facilitated by the
institutional leadership in coordination with those who are
directly involved in the ICT application areas.
The clustering of institutions was based on the institutional
types which include locale, private, and government, sectarian
and non sectarian. Such clustering is also used by the CHED
in their reports. The level of maturity on ICT application in
core academic matters was measured along the areas of 1)
teaching and learning, 2) research, and 3) administration and
management. On the other hand, the level of ICT maturity on
application in institutional support system covers the areas on
1) academic information services, 2) planning and monitoring
tools, 3) ICT infrastructure, 4) ICT organizational support, 5)
ICT financing and 6) training, research and development in
ICT.
For each area, several indicators were measured.
Corresponding statistical treatment and evaluation scheme
were used to treat the aggregated data. For all indicators
measured , a 5 point Likert scale was used to assess thematurity level. The scale ranges from not mature to
extremely mature. Resulting mean determines the level of
maturity which is interpreted using a 5 stage maturity model.
The stages correspondingly follow the entry stage, adoption
stage, adaptation stage, appropriation stage and invention
stage. Ideally, the benchmark for maturity for the institution
is the invention stage.
3. RESULTS AND DISCUSSION
ICT is a mainstream issue in higher education [5]. However,
when it comes to education, ICT seems to have only a
moderate impact when it comes to change, and this can be
attributed to the level of ICT maturity across the operations at
the institutional level. The study included nine areas in the
ICT maturity in higher education which was grouped in either
of the two domains namely: applications in core academic
matters or applications in institutional support systems.
In measuring the level of ICT maturity along the
applications in core academic matters, these include three
areas: 1) teaching and learning, 2) research and, 3)
administration and management.
In the area of teaching and learning, the level of ICT
maturity is measured along the type and focus of ICT training
for teachers as well as the level of institutional technology
access. On research, the indicators measured include the
technology access, the usage pattern and access to information
sources as well as how ICT is used to collaborate. Theautomation of systems and its integration are the indicators
for maturity of ICT along administration and management.
On the other hand, six areas are clustered along
applications in institutional support system domain which
include 1) academic information services, 2) planning and
monitoring tools, 3) ICT infrastructure, 4) ICT organizational
support, 5) ICT financing, and 6) training, research and
development in ICT.
The presence and use of an Online Public Access Catalog
(OPAC), the manner in which academic information
management information services is provided and the
coverage of training in academic information management are
indicators measured to check ICT maturity in terms of the
academic information services.
To measure the maturity in the area of planning and
monitoring tools the following indicators were taken into
account: a) the use of ICT in implementation of university
strategic plans, b) the alignment of IT with business goals of
the university, c) decision on hardware acquisitions, and
d) the improvement of services through the use of ICT.
On infrastructure, the following measures were considered
a) backbone, b) carrier technology, c) coverage of ICT
support, d) the computer-to-student ratio and the computer-to-
faculty ratio, e) the actual use of IT and, f) the operating
systems.Items considered in the area of ICT organizational support
cover the support for students in the use of ICT tools in
learning and research, availability of support for IT programs
and concerns, and the presence of staff for ICT technical and
functional areas of the university.
The area of ICT financing includes the funding or
investments on ICT as well as budget appropriations on
resources. Lastly, the area on training, research and IT
development measures the type training, the kind of IT
research conducted and the coverage of IT developments
being conducted.
3.1 ICT Maturity Profile of HEIs
Table 1 highlights the overall mean of all HEIs in Region 1
and CAR along the nine areas. The areas on administration
and management and academic information services areas are
clustered as slightly mature with an overall mean o f 2.19 and
2.50 respectively. This result generally positions the
institutions at the adoption stage in the respective ICT
application areas. This means that along these respective areas
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measure ICT is being used however the level of usage is not
yet established.
Along administration and management, most of the HEIs
have some automated systems and these systems are atomic
or stand alone. Most of them are still in the process of
automating their administrative and academic processes and
are beginning to slowly integrate their different information
systems. Even if these HEIs do not operate under a fully
automated or a fully integrated environment, they are still able
to perform their basic administrative and academic functions
with minimal ICT support. This indicated that most of the
administrators do not yet treat information systems as critical
to the delivery of services to students and the administrative
and academic staff. Many of these administrative functions
that use information systems are not considered to be
data-intensive and not process-driven activities. They existTable 1: ICT Maturity of HEIs in Region 1 and CAR
ApplicationDomain
ICT Maturity Area
Overall
Mean PerArea
ICT
MaturityLevel
Stage
Overall
Mean PerDomain
ICT
MaturityLevel
Stage
Core AcademicMatters
Administration andManagement 2.19
SlightlyMature
Adoption Stage
2.98Moderately
MatureAdaptation
StageTeaching andLearning
3.49HighlyMature
AppropriationStage
Research 3.27Moderately
MatureAdaptation
Stage
Institutional
Support Services
Planning andMonitoring Tools
3.82HighlyMature
AppropriationStage
3.12
ModeratelyMature
AdaptationStage
Academic Information
Services 2.50
Slightly
Mature Adoption StageICT Infrastructure
3.04Moderately
MatureAdaptation
Stage
ICT OrganizationalSupport
2.83Moderately
MatureAdaptation
Stage
ICT Financing3.41
HighlyMature
AppropriationStage
Training, Researchand Development inICT
3.13Moderately
MatureAdaptation
Stage
only to provide strategic support and provide data storage and
management. In order to improve coordination processes
between functions or organizational units, educational
institution must be motivated to introduce integration ofinformation systems to reach new levels of efficiency and
effectiveness. Given the current state, educational managers
of these HEIs can attain an improved level and can have a
better ability to approach issues related to information
systems when they are able to use and treat information in a
consistent and conscious way [11]. At the same time they
are also able to analyze structure and manage their own
information flows [11].
As per result, the application of ICT in academic
information services positions the HEIs in the adoption stage
which means that the level of application of ICT is slightly
mature or not yet fully explored. Most of the HEIs do not
have OPAC. Information services of some HEIs are made anddelivered through CD-ROMs and through the Internet with
the assistance of the library staff. This implies further that ICT
resources are not adequate and established enough to cater to
all the information service needs of the academic staff and
students. The privilege of information management training is
usually available only to library and academic staff, however,
and for some institutions these are extended to selected
students only. This implies that the HEIs usually prioritize
trainings that are required along their immediate concerns.
Haliso [12] presented some of the opportunities of ICTs to the
library and these include: organization of information for use,capacity building, management information systems, digital
libraries and resource sharing and document delivery.
To improve the level of ICT maturity along academic
services, the administrators of academic libraries must realize
the important role that information and communication
technologies (ICTs) play in their job performance and make
information and communication technologies (ICTs) available
to their workforce [13].
Four application areas were classified as moderately mature
in its ICT applications and thus categorized under the
adaptation stage. These include a) research, b) ICT
infrastructure, c) ICT organizational support and d) training,
research and IT development. Being moderately mature in itsICT application, these HEIs can therefore be inferred as
appropriately using the ICT in these application areas.
Along research, the mean of 3.27 implies that students in
most of the HEIs have limited access to information which is
both available through the Internet and CD_ROMS. Aside
from using ICT to collect information, ICT is likewise used to
disseminate information generated by the academic and
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administrative staff, researchers, and students. Some
universities have their own websites for information
dissemination while some faculty innovate on their teaching
strategies by using open sources tools as a means of
disseminating information.
A strategy that can be promoted to enrich ICT maturity of
HEIs in research is to highly encourage them to use ICT in
research and to include ICT as a topic of research [14].These can be achieved by disseminating information on the
best use of ICT for research, facilitating provision of funds for
research in ICT, by using ICT to prepare and maintain a
research database or to support the creation and use of
online journals.In terms of the ICT infrastructure, the results show an
overall mean of 3.04 implying that most of the HEIs have
various local area networks located in the different buildings
of their respective institutions. Along the type of carrier
technologies used and communication services supported,
some HEIs are utilizing combination of various technologies
including PSTN, coaxial, UTP, fiber optic cable, VSAT. They
have communication services limited to support email,
Internet access and group work tools. General results show
that the actual use of ICT is low for students and medium for
staff. The HEIs also have medium computer student ratio, and
medium computer staff ratio. In terms of operating systems,
Windows 98/2000/XP/Vista or higher versions are commonly
used to support their ICT infrastructure. This signifies that
HEIs in both regions have enough computers that are being
utilized by staff and students, however, not all essential
communication services are supported by the infrastructure.
According to the Gartner Group, more than 70% of the
Information Technology budget in todays enterprises is
destined to maintenance. The IT (Information Technology)infrastructure in schools is not different. Deployment,
management and performance are the main problems [14].
Developing and improving the ICT infrastructure in
educational institutions would mean substantial investments.
HEIs must therefore be prepared to allocate funds for these
activities. At the same time the HEIs must also be creative
in making efficient use of existing resources and come up
with sustainability programs to ensure effective and efficient
use of ICT infrastructure.
The study results show that there is a moderate maturity
along ICT organizational support. Depending on the size of
the HEIs, the presence , the responsibilities and the number
of support staff to ICT organizational infrastructure varies.In general, the more explicit the tasks and responsibilities are,
the more mature the support infrastructure is. Thus, a small
but mature institution may do all the things under
appropriation , but with only a limited number of staff [15].
Under the area of training, research and development in
ICT, the study results show a moderate maturity. This means
that there is an availability of short ICT course training or
certificate courses for its personnel. This also means that the
HEIs conduct basic and applied research on ICT and also the
HEIs are engaged in software development. To improve the
level of maturity along this area, HEIs must extend ICT
course training of its personnel to ICT professional degrees
both in the undergraduate and the graduate programs.
Research in ICT can likewise be expanded to include research
on ICT policy development and the possibilities of
collaborative researches on ICT be considered. The softwaredevelopment must also be expanded to include hardware and
network development.
Out of the nine areas of ICT applications, only three were
categorized as highly mature or in the appropriation stage
which is the fourth level in the maturity scale. These areas
include a)teaching and learning, b) planning and monitoring
and c) ICT financing.
In the areas of teaching and learning, the registered mean of
3.49 confirms the high maturity of ICT application. Along
this level, HEIs affirms that the ICT training they usually
conduct or attend to is focused on generating skills for
enhancing both instructional and management aspect of
different academic disciplines. Training content also covers
integration of technology into the curriculum and how to use
technology in classroom management. As part of technology
access and usage patterns of these HEIs, most academic staff
use ICT for enabling teamwork.
Another area classified as highly mature as evidenced by
having a mean of 3.82 is the planning and monitoring tools. In
this scenario, ICT is considered as a major and important
strategic resource in the strategic plan of the HEIs. This is
rightfully so, as some of the institutions have ITE programs as
their focus. Information Systems, computers and applications
provide most of the support for services related to the core
functions of these HEIs. For most of them, they consider thatthe future goals of improving research and teaching
capabilities drive the ICT support structure and acquisition
decisions of the HEIs. They also consider that the expanding
goal of their institutions is built around the use of ICT as a
catalyst for reform.
A requisite in the implementation of any successful
technology based program is a strong financial support by the
institution itself. Given that the operation of an ITE program
requires heavy investments on ICT equipment and its
maintenance, the funding of such should be considered a
priority. A mean of 3.41 signify that along ICT financing, the
ICT maturity is classified as highly mature or it is classified
under the appropriation stage. While classified as such,most HEIs have modest budget and investments in ICT.
Modest means that these investments are just enough to meet
the needs of the community. This further means that the
budget in ICT is equals most the institutions funding
programs. There are institutions which focus on ITE programs
alone, therefore this can be a factor for such results. The
extent of ICT budget appropriations covers hardware,
software and its licenses, communication fees, hardware
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maintenance, system development and ICT staff salaries and
costs for technical training.
Even while the areas on teaching and learning, planning
and monitoring and ICT financing yielded a high maturity
result, the HEIs must not slacken their attention in these areas.
It must be noted that technology and its application are
continuously changing, thus HEIs must be ever mindful of the
preparations to meet the challenges of change.Considering the respective mean results of 2.98 and 3.12
for the academic core services domain and institutional
support services domain, the HEIs for both regions are
considered as moderately mature. This means that they are
in the adaptation stage and that a great deal of effort has still
to be done to enhance the identified application areas.
Based on results, the priority areas considered for ICT
application enhancement are as follows and are ranked
accordingly: 1) administration and management, 2) academic
information services, 3) ICT organizational support, 4) ICT
infrastructure, 5) training, research and development, and 6)
research.
3.2 Comparative Analysis on HEIsThe potential for using ICT in education and in building
human capital depends on a number of factors that differ from
one institutions to another. It is important to bear in mind
these differences in making investments and identifying
strategies. What works in a particular type of institution, may
not necessarily work in another type of institution. It is the
objective of this study to check whether there is a remarkable
Table 2: Comparative ICT Maturity of HEIs in Region 1 and CARAPPLICATION
AREAS
REGION I CAR
Mean
Maturity Level
(Stage)
Mean
Per
Domain
Maturity
Level per
DomainMean
Maturity Level
(Stage)
Mean
Per
Domain
Maturity
Level Per
Domain
CoreAcademic
Matter
Administration
& Management 2.29
Slightly Mature
(Adoption Stage)
3.04
Moderately
Mature
Adaptation
Stage)
2.00
Slightly Mature
(Adoption Stage)
2.87
Moderately
Mature
(Adaptation
Stage)
Teaching and
Learning 3.47
Highly Mature
(Appropriation Stage) 3.53
Highly Mature
(Appropriation Stage)
Research3.37
Moderately Mature
(Adaptation Stage) 3.09
Moderately Mature
(Adaptation Stage)
InstitutionalSupp
ortServices
Planning and
Monitoring 3.82
Highly Mature
(Appropriation Stage)
3.13
Moderately
MatureAdaptation
Stage
Highly Mature
(Appropriation Stage)
3.11
Moderately
Mature
(AdaptationStage)
Academic
Information
Services 2.53
Slightly Mature
(Adoption Stage)
2.45
Slightly Mature
(Adoption Stage)
ICT
Infrastructure 3.04
Moderately Mature
(Adaptation Stage) 3.03
Moderately Mature
(Adaptation Stage)
ICT
Organizational
Support 2.80
Moderately Mature(Adaptation Stage)
2.88
Moderately Mature(Adaptation Stage)
ICT Financing3.41
Highly Mature
(Appropriation Stage) 3.41
Highly Mature
(Appropriation Stage)
Training,
Research, and
Development in
ICT 3.18
Moderately Mature
(Adaptation Stage)
3.04
Moderately Mature
(Adaptation Stage)
Overall Mean 3.10 3.03
difference in the maturity level of the organization based on
its cluster. In this study, the HEIs are clustered along its locale,
its organizational structure and its doctrinal adherence.
3.2.1 HEIs in Region I and CAR
Under the domain of application of ICT in core academic
matters, 28 HEIs in Region I and 15 HEIs in CAR resulted
into an overall respective mean of 3.04 and 2.87 as reflected
in Table 2. These results place these institutions in both
regions at the adaptation stage which classify them
moderately mature along application of ICT in core academic
matters. Regardless of the locale of the institutions, their
adaption to an ICT driven academic environment appears to
be moderate. Most of the HEIs have not reached higher level
of maturity along the application of ICT in the area ofadministration and management, teaching and learning as well
as research. Table 2 also reflects the overall ICT maturity
level of 3.13 and 3.11 for Region 1 and CAR respectively on
institutional support service. As such, the HEIs in both
regions are similarly positioned under same adaptation stage.
This means that regardless of locale, HEIs have not yet fully
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utilized ICT for most of their support and development
programs.
3.2.1.1 Core Academic Matters
A slight maturity in application of ICT in administration and
management resulted for both regions denoting that
automation of processes and transactions supporting core
business of the educational institution need more attention. It
was observed that some HEIs in the region still rely on
manual processing such as manual enrolment, manual
payment of fees, and manual students records management.
Even HEIs with large number of student population find it
difficult to use an integrated information system in their
processes and transactions.
On the ICT application in teaching and learning, both
regions also are classified as highly mature. This affirms the
mandate of CHED Memorandum Order (CMO) for ITE in
terms of providing the students a wider range of experience in
their field of study. This must be coupled with enough
training or professional development for faculty to cope withthe ever changing nature of ICT. Professional development
can partly be attributed to institutional as well as individual
membership of IT teachers to professional ICT groups in the
Philippines. Some of these groups are aggressive in increasing
its memberships and promoting its activities. They even
partner with CHED to optimize and strategically position their
respective organization the IT community of the Philippines.
Membership to such organization raises awareness and
provides updates to IT educators. In general, there is evidence
to show that most HEIs exert effort to cope with the demands
of the ever changing nature of ICT. However, some indicators
must still be addressed so that better alternatives can be created
such as integration of e-learning paradigm for the optimalutilization of the ICT resources particularly in instruction.
On both regions, research poses a critical area that needs
prioritization. This is confirmed by moderate maturity of ICT
in this level. While ICT access is appropriate for some of
these institutions, its usage along the conduct of research is
still limited. Some reasons provided by the faculty
interviewed are the lack of preparation and the limited
orientation of their institutions in research. At the same time,
the number of preparations that the faculty usually handles
deters them from conducting research. Others also mentioned
that there are no incentives that would motivate the teachers
as well as students to engage in such activity. HEIs must
therefore address these valid concerns to upgrade their levelof ICT maturity along research.
3.2.1.2 Institutional Support Services
Six (6) application areas measured in this domain include a)
planning and monitoring, b) academic information services, c)
ICT infrastructure, d) ICT organizational support, e) ICT
Financing and f) Training, Research and Development in ICT.
The ICT application in planning and monitoring includes the
integration of ICT in the formulation of strategic plan
information policy plan, information master plan, and project
plans. The high maturity along this area indicates that ICT is
given priority which is just fair to claim as the institutions are
offering ITE programs. The essential element of ICT in the
formulation of plans must be included for proper
implementation of ITE programs. While these are not evidentfor some HEIs, the study results still show that in general the
level of ICT application in this area is highly mature. This
implies that most HEIs use ICT in planning and monitoring.
The slight ICT maturity level on academic information
services in both regions reflects that a great deal has to be
done by these HEIs along access to on-line public access
cataloguing, services in academic information management,
and training of staff in academic information management.
For HEIs to be extremely mature, electronic publishing of
materials must be established. Also, trainings on information
services should also include the public.
A moderate maturity on ICT Infrastructure resulted for both
regions. The result indicates that there is provision of various
local area networks (LANs) in different buildings which is the
most basic interconnection architecture available.
This also implies that the HEIs still lack the necessary
network backbone to be able to implement a campus and
multi-campus network backbone. The lack of skilled network
specialists and administrators and the huge costs of building
such as infrastructure hinder most of the HEIs to fully
implement this. Carrier technology is limited to cabled and
small aperture only since these are just some of the cheapest
cabling and connection mediums in a network. Also, ICT
supports email, Internet access, and conferencing/group work
tools. Computer to student staff ratio is described as mediumand actual use of ICT by both students and staff is low. All
these are contributory factors as to why HEIs are slow in
adopting new and incremental ways to communicate with
their stakeholders.
The accessibility of ICT among students and staff is
moderately high implying that a vast majority of ICT is
allotted for student and staff use. Students and staff have rated
their actual use of ICT as medium. In terms of the operating
systems, a majority of HEIs still rely on the use of Windows
and have not yet really tried adopting operating systems from
different vendors and organizations. This means that most
HEIs have limited capacity to experiment and learn from
different platforms, and thus, have decided to stick to a singleplatform for all of their computing needs. To be able to
expand experimentation, a vital requirement is to have more
options in choosing the platform that suits the varying needs
of the HEIs.
In the application of ICT as organizational support for HEIs
in both regions, the study revealed a moderate maturity. On
special roles of mandated committees, most HEIs revealed
that their ICT committees carry limited responsibility for the
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management and maintenance of shared ICT infrastructure.
This implies that there is limited ICT staff to cater to the
different ICT needs of the HEIs. In terms of the level of ICT
support, on the average there is only one central committee
which handles university wide ICT programs and concerns. In
some HEIs, while they have adequate number of ICT staff,
these staff however lack the proper training and orientation,
and depth of knowledge and experience in handling ICTconcerns. Justifying specialization and segregation of duties
are critical to a more effective ICT usage. When it comes to
the presence of ICT technical staff in the various technical,
functional, and service areas, these staff are only limited to
handling network management concerns, systems analysis,
hardware troubleshooting and repair, database management,
and for providing first line of user support. This implies that
the staff has limited competencies in handling the usual
technical and functional areas of the universities.
From ICT financing perspective, a mean of 3.41 resulted
for both regions. This result situates these HEIs in the
appropriation stage. Consequently, they are characterized as
being highly mature. Along funding, most HEIs have budget
and investments in ICT. The extent of ICT budget
appropriation usually covers the purchase and maintenance of
hardware, software, software licenses, communication fees,
systems development and ICT staff salaries.
In the area of training, research, and development in ICT.
a mean of 3.04 resulted for CAR and 3.18 for Region I. This
places these HEIs in both regions in the adaptation stage.
When it comes to training for ICT, the HEIs are limited to
sending their personnel to attend short courses, certification
courses, and diploma courses only. This implies that the
budget for human resource development programs cannot
sustain advance programs or training beyond those mentionedabove. Some HEIs cannot afford to send their ICT staff to
complete graduate degrees, thus the faculty and staff are more
or less dependent on scholarships available
Along research on ICT, most HEIs conduct only basic ICT
research. This implies that HEIs support capabilities for ICT
research are not well established and that no clear cut ICT
research policies are in place to guide ICT research activities
and research. Along ICT design and development, HEIs
faculty and students conduct software development activities
only and do not have enough capabilities to conduct further
projects related to hardware and network development.
Mostly, the researches they conduct are within the curricular
requirements. This implies that although HEIs recognize theimportance of research they still lack the design and
development initiatives mainly due to lack of experienced
staff to handle or mentor students on such projects, and lack
of equipment.
Overall, the mean of 3.10 for Region 1 and 3.03 for CAR
as reflected in Table 2 shows remarkably that the
geographical locale of HEIs is not a factor in the maturity
level of the institutions. Exploring further the indicators per
application area, there are only four indicators where there is a
difference on the level of maturity based on mean results. This
is reflected in Table 3.
Three of these indicators show that HEIs in Region I have
slightly higher means compared to HEIs in CAR thus it
follows it has a higher ICT maturity. These indicators
include the use of ICT in research, the actual use of ICT by
both students and staff and the type of research activitiesconducted.
The only indicator where HEIs in CAR yielded a higher
mean compared to HEIs in Region I resulting to a maturity
level difference is the OS installed in offices and laboratory.
The mean of 2.07 for HEIs in CAR against 1.50 for HEIs in
Region I gave a slightly mature level for CAR and a not
mature level in Region I. In fact, across all indicators, the
resulting mean of 1.50 is the lowest resulting mean.
3.2.2 Government HEIs vs. Private HEIs
In this study, there are seven (7) government HEIs against
thirty six (36) private HEIs. Table 4 shows that the alongthe domain on core academic matters, both the government
HEIs and private HEIs are classified as moderately mature
implying that they are in the adaptation stage. While the
institutions in the private education yielded a slightly higher
mean of 3.03 against the mean of HEIs in government which
is 2.74, generally, this still does not make a difference in its
maturity classification.
On the other hand, along the institutional support services
domain, the HEIs in government yielded a slightly higher
mean of 3.38 against the mean of private HEIs which is 3.08.
However, such results also position both cluster in the
adaptation stage or moderate ICT maturity level.
Out of the nine applications areas, three areas resulted tomeans that ranks the maturity level of the HEIs in government
higher than the HEIs in the private structure. These areas
include the academic information services, the ICT financing
and the training , research and development n ICT.
Exploring further the indicators for each application area,
Table 5 presents the indicators that show different maturity
levels for both government and private HEIs .
Table 3: Mean Values for Measured Indicators Per Region
Applicati
on Area
(ICT)
INDICATORS MEASURED Region
1
CAR
Administration
&
Management
Integration of different information
systems used in the university
/college
2.29 2.00
Teaching and
Learning
Role of ICT in the teaching and
learning process
3.73 3.40
Professional development of
academic staff (training)
3.92 4.13
Access and usage of ICT among the
academic staff of the university /
2.75 3.07
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Technology access and usage
patterns of students
3.96 3.60
Planning and
Monitoring
Use of ICT in research activities of
the university/college
2.78 2.57
Use of ICT in the implementation of
the university/college strategic plan
3.89 3.87
Sharing of information and
integration of information system
3.86 3.67
ICT support structure and acquisition
decision
3.86 4.07
Information project plans and ICT
projects
3.65 3.67
Academic
Information
Services
(Library)
Information services 2.29 2.15
ICT Services for the information
management services
2.78 2.79
Availability of information
management training
2.52 2.40
ICT
infrastructure
Type of ICT infrastructure 3.11 2.47
Carrier technology existing 2.89 2.71
Communication services
supported by the ICT infrastructure.
2.96 3.36
Accessibility of ICT 3.52 3.47
Actual use of ICT by both students
and staff
4.26 4.13
Installed OS in offices and
Laboratory
1.50 2.07
ICT
Organizational
Support
Infrastructure
Roles of the different ICT
Committees
2.86 2.93
Level of ICT support 2.70 2.87
ICT assigned in the different ICT
technical areas.
3.00 3.00
Availability of ICT technical staff
assigned in the different ICT
2.64 2.73
ICT Financing Level of internal funding provided 3.54 3.47
Provision of ICT budget
appropriation
3.29 3.36
Training,
Research, and
Development
in
ICT
Training usually attended by ICT
personnel.
3.39 3.27
Type of ICT research activities
conducted in university/college.
2.70 2.27
ICT design and development
initiatives
3.43 3.60
Table 4: Comparative ICT Maturity of Government HEIs and Private HEIsAPPLICATION
AREAS
GOVERNMENT PRIVATE
Mean
Maturity Level
(Stage)
Mean
Per
Domain
Maturity
Level per
DomainMean
Maturity Level
(Stage)
Mean
Per
Domai
Maturity
Level Per
Domain
CoreAcademic
M
atter
Administration
& Management 2.00
Slightly Mature
(Adoption)
2.74
Moderately
Mature
(Adaptation)
2.22
Slightly Mature
(Adoption )
3.03
Moderately
Mature(Adaptation)
Teaching and
Learning 3.04
Moderately Mature
(Adaptation) 3.57
Highly Mature
(Appropriation )
Research3.17
Moderately Mature
(Adaptation) 3.29
Moderately Mature
(Adaptation)
Institu
tionalSupportServices
Planning and
Monitoring 3.93
Highly Mature
(Appropriation)
3.38
Moderately
Mature
(Adaptation)
3.80
Highly Mature
(Appropriation)
3.08
Moderately
Mature
(Adaptation)
Academic
Information
Services 2.97
Moderately Mature
(Adaptation)
2.44
Slightly Mature
(Adoption)
ICT
Infrastructure 3.14
Moderately Mature
(Adaptation ) 3.02
Moderately Mature
(Adaptation )
ICT
Organizational 3.14
Moderately Mature
(Adaptation) 2.78
Moderately Mature
(Adaptation )
ICT Financing
3.56
Highly Mature
(Appropriation) 3.39
Moderately Mature
(Adaptation )Training,
Research, and
Development in
ICT
3.57
Highly Mature
(Appropriation) 3.04
Moderately Mature
(Adaptation)
Overall All
Mean
3.17
Moderately Mature
3.06
Moderately Mature
A number of indicators position the government HEIs one
stage higher or an ICT maturity level higher than the private
HEIs. The indicator measured as extremely mature for the
HEIs in the government and highly mature in private HEIs
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include 1) information services, 2) communication services
supported by the ICT infrastructure, 3) ICT assigned in
technical areas, 4) provision of ICT budget appropriation, and
5) training attended by ICT personnel.
Indicators showing moderate maturity in government HEIs
and slight maturity in private HEIs include 1) availability of
ICT technical staff assigned in the different ICT functions and
2) the type of ICT research activities conducted. Operating
systems installed in offices and laboratory as an indicator
measured reflects slight maturity for HEIs in government and
not mature in privates HEIs.
The government follows a standard structure on requisition,
acquisition, budget appropriation, staff plantilla and positions,
training policies and sometimes even research directions. As
part of the system, HEIs are mandated to implement such
directives. Unlike in private HEIs, which can be any structure
as family owned, corporations, partnerships , or sectarian , the
procedures and structures varies and would depend on the
organizational set-up. Such difference in structure attributed
to the difference in terms of provision of ICT fund betweenprivate and government HEIs.
Table 4 shows the data that private institutions are having
more difficulty in coming up with appropriate funds for their
IT projects and activities. While government HEIs pose a
more relaxed budget, concerned unit expressed that ICT
budget is still given a meager portion of the institutions
general budget. For government HEIs therefore, they have
their ICT appropriation. Systems and procedures are in place
to rationalize the acquisition process including engagements
in services such as software products and third party contracts.
The results along the aspect of professional development also
affirm the capability of the government institutions to provide
support through the allocation of funds primarily for this
purpose.
On the other hand, seven indicators also revealed that the
private HEIs are a stage higher in ICT maturity level than
government HEIs. The actual use of ICT of student and staff
resulted to extreme maturity for private HEIs, thus a high
level of maturity for government HEIs. The following
indicators resulted to high maturity: 1) role of ICT in teaching
and learning, 2) technology access and usage patterns of
students, 3) accessibility of ICT 4) level of internal funding
provided. This means that for government HEIs these
indicators resulted to a moderate maturity.
Indicators that resulted to moderate maturity for privateHEIs and slight maturity for government HEIs include 1)
access and usage of ICT among .the academic staff in
teaching and learning and 2) roles of the different ICT
committees in the HEIs.
Procedures and structures are areas where the government
HEIs seem to have yielded higher maturity over the private
HEIs. Access and usage elements along teaching and
learning are areas where the private HEIs have yielded
higher maturity results than the government HEIs.
Apparently, the use ICT in teaching and learning is given
preferential treatment by most private HEIs than most
government HEIs. Along all the indicators on planning and
monitoring, there is no difference in the level of ICT
maturity level. In general the ICT application in planning
and monitoring yielded high maturity for government and
private HEIs. The result in this area indicates that strategic
visions are meeting expanding goals of the government and
private HEIs and ICT is defined as one of the their
respective institutions strategic resources. Likewise, this
result proves that government as well as the private HEIs are
formulating and monitoring the implementation of their ICT
plans. With regards to their information policy plan, their
expansion goals are built around the functions of theinformation and communications services anchored on the
business agenda of the institution.
On the side of government HEIs, such finding is justified
as HEIs submit their individual strategic plans prior to the
approval of their budget allocations.
3.2.3 Sectarian vs. Non Sectarian HEIs
Out of the 36 private HEIs surveyed, 77.78% are
non-sectarian while the remaining 22.22% are sectarian. From
the previous section, it was confirmed that there are more
indicators where the government-funded HEIs seem to have
higher maturity levels than that of private HEIs. These
indicators made an impact on the structures that are inherent
in the government organization. In order to explore further the
reasons why HEIs in the private sector have lesser ICT
maturity in the different indicators, a comparison between the
ICT maturity of sectarian and the non-sectarian private HEIs
has been done.
Table 6 reveals that along the domain of core academic
matters including the areas on administration and
management, teaching and learning and research, a moderate
maturity is measured for both sectarian and non-sectarian
HEIs.
Table 7 shows the ICT maturity of the indicators in the
different areas that have scored different maturity levels.The indicators along 1) information project plans, and 2)
accessibility of ICT yielded a high maturity level on ICT
application from non sectarian HEIs and moderate ICT
maturity level for sectarian HEIs.
Table 5: Summary of Indicators with Different Maturity Levels for Government and Private HEIs
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DOMAIN APPLICATION AREAGOVT
MATURITYLEVEL PRIVATE
MATURITYLEVEL
Teaching andLearning
Role of ICT in the teaching and learningprocess 2.83 Moderately Mature 3.74 Highly Mature
Access and usage of ICT among theacademic staff of the university/college in 2.29 Slightly Mature 2.97 Moderately
Application of
ICTin Research
Technology access and usage patterns ofstudents 3.33
Moderately Mature3.92
Highly Mature
ICT support structure and acquisitiondecision 4.29
Extremely Mature3.8
Highly Mature
AcademicInformationServices(Library)
Information services in theuniversity/college 3.80
Highly Mature2.03
Slightly Mature
Communication services supported by theICT infrastructure in the university/college. 3.40
Highly Mature3.06
ModeratelyMature
Accessibility of ICT 3.17 Moderately Mature 3.56 Highly Mature
Actual use of ICT by both students and staff 4.00 Highly Mature 4.25Extremely
Installed OS in offices and laboratory 2.29 Slightly Mature 1.58 Not Mature
ICTOrganizationalSupport
Roles of the different ICT Committees 2.57 Slightly Mature 2.94 Moderately
ICT assigned in the different ICT technicalareas. 3.83
Highly Mature2.86
ModeratelyMature
Availability of ICT technical staff assignedin the different ICT functions of the 3.14
Moderately Mature2.58
Slightly Mature
ICT FinancingLevel of internal funding provided 3.29 Moderately Mature 3.56 Highly Mature
Provision of ICT budget appropriation 3.83 Highly Mature 3.22 Moderately
Training,Research andDevelopment inICT
Training usually attended by ICT personnel3.86
Highly Mature3.25
ModeratelyMature
Type of ICT research activities conducted 3.14 Moderately Mature 2.43 Slightly Mature
Table 6: Comparative ICT Maturity of Sectarian HEIs and Non-Sectarian HEIsAPPLICATION AREAS
SECTARIAN NON-SECTARIAN
Mean
Maturity Level
(Stage)
Mean Per
Domain Maturity Level
per Domain Mean
Maturity Level
(Stage)
Mean Per
Domain
Maturity
Level Per
Domain
CoreAcademic
Matter
Administration
& Management 2.00
Slightly Mature
(Adoption)
2.95
Moderately
Mature
(Adaptation)
2.29
Slightly Mature
(Adoption)
3.05
Moderately
Mature
(Adaptation
)
Teaching and
Learning 3.54Highly Mature
(Appropriation ) 3.58Highly Mature(Appropriation)
Research 3.31
Moderately Mature
(Adaptation )
3.29 Moderately Mature
(Adaptation)
InstitutionalSupp
ortServices
PlanningandMonitoring 3.75
Highly Mature(Appropriation)
2.87Moderately
Mature(Adaptation
Stage)
3.81 Highly Mature(Appropriation)
3.14
Moderately
Mature(Adaptation)
AcademicInformation
Services2.50 Slightly Mature(Adoption Stage) 2.42
Slightly Mature(Adoption)
ICTInfrastructure 2.85
Moderately Mature(Adaptation) 3.07
Moderately Mature(Adaptation)
ICTOrganizational
Support2.50 Slightly Mature
(Adoption)2.86 Moderately Mature
(Adaptation)
ICT Financing 3.13 Moderately Mature(Adaptation) 3.46Highly Mature(Appropriation)
Training,Research, and
Development inICT
2.50Slightly Mature
(Adoption ) 3.20 Moderately Mature(Adaptation )
Overall MeanLevel of Maturity
(Stage)
2.90Moderately Mature
(Adaptation)
3.11Moderately Mature
(Adaptation)
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A high maturity level is also reflected for ICT projects and
ICT design and development initiatives for non-sectarian
HEIs. Sectarian HEIs registered a slight maturity level in
these areas, and evidently, this is two stages lower in terms of
the maturity level.
In an interview conducted for this research, a religious
administrator [16] generalized that support for activities along
the application of ICT is provided by school administrators
and usually there are no questions asked. However, there is
a certain peculiarity along their investment approach. For
sectarian schools, ICT investment is already considered part
of their overall investment. The religious sector tend to be
very careful and discerning when it comes to their
investments.
Table 7: Summary of Indicators with Different Maturity Levels for Sectarian and Non- Sectarian
AREA Description SectarianMaturity
LevelNon-Sectarian Maturity Level
Planning andMonitoring
Information projectplans and ICT projects
3.25Moderately
Mature3.70 Highly Mature
Application ofICT in
AcademicInformation
Services
(Library)
Information services inthe university/college
2.63Moderately
Mature1.86 Not Mature
Availability ofinformation
management training2.25 Slightly Mature 2.56 Moderately Mature
Accessibility of ICT 3.38Moderately
Mature3.61 Highly Mature
ICT assigned in the
different ICT technical 2.50 Slightly Mature 2.96 Moderately MatureAvailability of ICT
technical staff assigned 2.00 Slightly Mature 2.75 Moderately Mature
Training,Research, andDevelopment
in ICT
Training usuallyattended by ICTpersonnel of the
2.50 Slightly Mature 3.46 Moderately Mature
ICT design anddevelopment 2.50 Slightly Mature 3.71 Highly Mature
Sometimes, this can be attributed to their religious culture
which promotes conservativeness and frugality, and the value
of discipline when it comes to handling money matters. To a
certain extent, this might be contributory to the results for the
non-sectarian HEIs. Basically, they are yielding lowermaturity results in some areas. Sometimes, due to the nature
of their organization, decisions are still referred to the
congregation. An example: modernization of equipment and
introducing new learning/delivery systems are conferred to
the congregation or the religious affiliation of the HEIs.
On the other hand, follow-up interviews with instructors
and program heads of non-sectarian HEIs revealed that
institutions are incorporated and operated by private
individuals or corporations, and that they use ICT in education
to improve the teaching and learning process through
integration of ICT into existing curricula. As long as returns on
investments are clearly justified, funding and support is
provided.In addition to the support given by their management, these
non-sectarian HEIs have active Management Information
Systems Department assisting executives and the general
workforce in performing tasks related to the management of
data resources, information processing, decision making,
people management and project management applications and
other computerized processes.
4. CONCLUSION
In general, the ICT maturity of HEIs in Region I and CAR are
moderately mature and this indicates that most HEIs have
already taken the initial steps towards attaining higher levels
of ICT maturity. The different clusters revealed only minor
differences in some indicators of the ICT application areas.
However, when considered generally, similar maturity level is
still very much evident regardless of the measure of
comparison. The implications of this study are profound in
many ways.
Reflecting on the comparisons done, one can generalize
that the maturity level of HEIs are not basically affected by
the locale, the structure (whether it is a government HEI or a
private HEI) and the doctrinal adherence (whether the
institution is sectarian and non sectarian).
The HEIs are moderately mature or in the adaptation stage
along the core academic matters which includes theapplication of ICT in administration and management,
teaching and learning and research. Likewise, the HEIs are
moderately mature or in the adaptation stage along the
institutional support service which include the ICT
application on planning and monitoring, academic
information services, ICT infrastructure, ICT organization
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support, ICT financing and training, research and
development in ICT.
For THE HEIs involved in this study, these results
practically provide useful insights on the respective ICT
maturity status of the HEIs. Such insights help HEIs
formulate better change management strategies. For
policy-makers and regulators like CHED, a better
understanding of the overall ICT profile of each region has
been provided. After, the identification of the current ICT
maturity state, viable solutions and strategies to help address
the challenges posed by inadequate access to information and
academic content, and the challenges brought about by slow
and inefficient administration and management in the
different HEIs can be realized. However, given the overall
results, it is concluded that the HEIs still need to go a long
way in achieving this goal. The HEIs need to institute better
and more modern approaches in using ICT along the
application areas identified in order to be truly competitive in
the global knowledge-based economy.
5. ACKNOWLEDGEMENT
The study is undertaken under the Commission on Higher
EducationZonal Research Funding. The results presented
constitute only a portion of the entire study output.
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