Abstract
This study is on the rising patronage of mobile data in a developing economy and changes that have ensued from its adoption by a higher education institution. Studies on the growing use of mobiles in higher education exist. This qualitative inquiry advances research on developing economies by providing evidence of transformational effects on a single case. Study participants were administrators who led the adoption process. Primary data was gathered from interviews while local and international reports delivered secondary facts on rising mobile data patronage. Findings indicate that mobile data patronage is influencing its pedagogical use. Adoption has resulted in institutional changes in the form of emerged roles and arrangements. If undisrupted by technological innovations or communal group behavior, the arrangements may gain legitimacy with time. From an institutional theory perspective, mobile technology appears to be playing an agential role on the landscape of the institution. The study cautions institutions to focus on pedagogical aims in their adoption of technology.
TopMobile Technology Diffusion In Developing Economies
Mobile telephony and devices are reported to be more popular in many DEs compared to landline infrastructure (Statistics Global Mobile, 2014). Their popularity is based on their handiness and ease of use by both old and young generations. Affordability has increased the availability of mobile technology (Hasan et al, 2019). This may be influencing mobile acceptance and use. It was estimated that by the end of the year 2012, about ninety-six percent of the world's population will use mobile communication (Statistics Global Mobile, 2014), an indication of its worldwide pervasiveness.
Mobile devices are popular in DEs. For example, mobile phone penetration in Asia is higher than on any other continent because countries like China, Japan and Korea have the largest markets for penetration (Kathuria &Oh, 2018). In Malaysia, the diffusion rate of mobile phones had exceeded a hundred percent due to multiple subscriptions by customers (Ramli, Ismail & Idrus, 2010). Evidence shows that the growth and use of mobile devices in Africa are rising and reached a level of sixty-three and a half percent in 2012 (International Telecommunications Union ITU, 2013). Mobile technology is improving communication among underprivileged societies in the world. The privatization of the telecommunication industry across Africa accounts for the extensive spread of mobile communication (Smith, 2018). In some DEs, marginalized groups that cannot obtain support from national governments are offered the opportunity from private investors. A perception exists that much more Web browsing is done on mobile devices by Africans than in any other region of the world as a result of its affordability. The pervasiveness of mobile communication triggered researchers to consider their pedagogical use (Koszalka & Ntloedibe- Kuswani, 2010). The popularity and ease of use of mobile devices appears to be the reason why mobile-learning is ascending in DEs.
Key Terms in this Chapter
Non-Governmental Institution: Non-profit making bodies that support various sectors of the economy in a country to improve development.
Technological Transformation: Form and process changes emanating from technology adoption and use within institutions.
Tertiary Institution: Institutions that offer post-secondary education.
Donor Agency: Foreign governments and firms that offer financial assistance to help fund programs in developing economies.
Mobile Learning: Mobile devices and technology-enabled learning.
Internally Generated Funds: Monetary-yielding activities embarked on by governmental institutions to supplement government funds.
Public-Private Partnerships: Mutually beneficial associations formed between public and private institutions.