The socio-economic effects of digital technologies on Australian academics and farmers
The socio-economic effects of digital technologies on
|Author||Mamun, Md Shamsul Arifeen Khan|
|Institution of Origin||University of Southern Queensland|
|Qualification Name||Doctor of Philosophy|
|Number of Pages||237|
This thesis investigated the social and economic effects of digital technologies, and in particular information and communication technologies (ICTs), on the Australian
I am motivated to conduct the research because politicians and scholars feel that the digital economy is a way ahead for improving the living standards of general Australians. Although a substantial research initiative has already been undertaken by previous researchers to examine the benefits of modern ICTs (information and communication technologies) in society, the extent of benefits (or problems)
I used three types of theories: affordance theory; Ajzen and Fishbein’s (1980) theory of reasoned action; and the theory of (research) production function. With regard to research methodology, I used qualitative, quantitative and a combination of both (i.e. mixed) research approaches. The data used in this study was drawn from two sources: – (i) a primary source and (ii) a secondary source. The source of the primary data was academic teaching staff members of the University of Southern Queensland, and the source of secondary data was the Australian Department of Agriculture.
The thematic analysis showed that, because of the use of eLearning environments, the teaching academics at USQ perceived that their workload had increased. This was labelled as 'perceived increased workloads' in this study. From this study, three broad themes emerged. These themes were classified as temporal, pedagogical and technical limitations, and were attributed to the 'perceived
Using factor analysis , I found evidence of both positive and negative attitudes of university academic staff members to ICTs.
Next, using Ajzen and Fishbein’s (1980; 2005) theory of reasoned action, a and cross-tabulation analysis, I found that the native-English language status of the academic had a statistically significant association with the variation of attitudes to ICTs. My non-parametric regression analysis also confirmed a statistically significant relationship between the language status of the teaching academics and the variations on their attitudes to ICTs.
Further, Using primary survey data and regression analysis, I found a statistically significant relationship between the teaching academics’ use of the Internet per week and their research performances. Finally, using secondary data, the theory of production of microeconomics and regression analysis, I found the relationship between Australian farmers’ expenditure for telephone facilities (a variable of CTs) and their agricultural revenue. In this study, I found a statistically significant positive relationship between the farmers’ agricultural revenue and the
The contributions of this research to existing knowledge are as follows. From the teaching academics’ perspective, the affordances of an eLearning environment encompass pedagogical, temporal and technological limitations that contributed to the teaching academics’ 'perceived workloads'? Secondly, the empirical research supports Ajzen and Fishbein’s (1980) theory regarding the relationship between the native language status of the academics, which is a social-demographic factor, and their attitudes to using ICTs. Thirdly, the empirical research supports the idea that the Internet is an important physical factor of the research production function. The contribution of the Internet is obvious because it represents a form of digital
The implications of digital futures lie in a number of government initiatives directed at the university and agricultural sectors of the economy. This includes
|Keywords||digital technologies; information and communication technologies; social effects; economic effects; Australian; academics; farmers; University of Southern Queensland; Australian Department of Agriculture|
|ANZSRC Field of Research 2020||380101. Agricultural economics|
|460806. Human-computer interaction|
|390405. Educational technology and computing|
|390303. Higher education|
|Byline Affiliations||School of Commerce|
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