The Sense of Efficiency &

Productivity among PhD Students

KwongNui Sim and Russell ButsonHigher Education Development Centre

University of Otago, Dunedin, New Zealand

notes

ICT forPerformance – increase in efficiency | productivity | qualityOrCompetency – ICT adds a degree of ease and value to my outputs

Focus on the paradox:

The discourse of performance of efficiency and productivity of technology

excludes all that is not necessary for the performanceof a particular job, yet the discourse in the current workplace requiresinclusion of skills, knowledge, and understanding that go beyond particularjobs. In this case, how can we identify what is normal, right, or good? competence

AIM of this Paper

To explore the relationship between PhD students and technology in the process of engaging in doctoral

research

RationaleIt can be assumed that there is an innate drive in PhD students to aspire to constantly improve their efficiency and productivity in academic work.

AND …..

The predominant message in ICT-related studies in higher education is that the adoption of ICT technology improves student efficiency and productivity.

But ….

We wonder how computer technology, a necessity in today’s higher education, plays a role within this academic context.

Finding-1: How these devices and/or applications are being used is scarce

Participant-1

Why?

Because “We just have to practice (usingthe computer devices), trial and error […] and I got (what I want)”.

Finding-1: How these devices and/or applications are being used is scarce

Participant-6

Why?

Because “I am ‘IN’ as an ICT user but I am ‘OUT’ as an active computer user.”

Participant-8

Why?

Because “We rely too much on the computer […] we should manipulate it instead (to achieve what we want).”

Finding-1: How these devices and/or applications are being used is scarce

Finding-2: The diverse perspectives on efficiency and productivity in PhD students’ academic work appear to be barriers to the role of technology in promoting that efficiency and productivity

Participant-3

Why?

Because “I don’t believe in ICT. I know what works well for me.”

Participant-4

Finding-2: The diverse perspectives on efficiency and productivity in PhD students’ academic work appear to be barriers to the role of technology in promoting that efficiency and productivity

Why?

Because “I can do a PhD study but I don’t know how to create a folder.”

Participant-9

Finding-2: The diverse perspectives on efficiency and productivity in PhD students’ academic work appear to be barriers to the role of technology in promoting that efficiency and productivity

Why?

Because “I can cope with it.”

Ongoing questions…1. What is the role of computer technologies within higher education, particularly in the research domain?

2. What do these outcomes mean in terms of how we understand and view PhD students’ capacity and ability to use computer technologies to support their study?

So what is missing ……Perhaps until the day comes when we have a shared sense of efficiency and productivity in academic work, the role and benefits of technology in higher education may be only a pipe dream.

Thank you very much for your presence and attention.

Q & A