Curriculum Design and Delivery for E-Government Knowledge Transfer in a Cross Cultural Environment: The Bangladesh Experience

Abstract

Part 7: Shorter PapersInternational audienceThis paper describes a successful intervention to facilitate the adoption of e-government in a least developed country. The action design research project adopted an unusual approach to facilitating e-government based on earlier grounded research that identified particular underlying inhibitors to adoption. In this case, the need to increase the knowledge of the Bangladeshi public servants to the potential and approaches of e-government was a higher priority than attempting any specific e-government project implementation. A formal education program has been established that is available to all Bangladeshi public servants through institutional training. The project’s approach and the lessons learned in its delivery provide a useful framework for other e-government interventions in least developed countries

Barriers to open e-learning in public administrations

“…In such a regulated environment, change is considered inappropriate and similar to personal innovation of everyday work (Hedvicakova, 2013;Eidson, 2009, pp. 106-111;Rahman, Naz, & Nand, 2013;Ho, Tsai, & Day, 2010;Arellano-Gault, 2013;Imran, Gregor, & Turner, 2013;Caron & Giauque, 2006;Hedvicakova, 2013). Using OER, however, requires learners to reflect on their routines and assumptions.…”

“…Identifying with a group facilitates mutual understanding; similar backgrounds enable learners to share ideas and knowledge Imran et al, 2013;Marschollek & Beck, 2012;Rahman et al, 2013;. Correspondingly, if cognitive boundaries constrain identification, OER exchange might be harmed.…”

“…One common boundary is the role of geography. Imran et al (2013) indicate that similarity of language is subject to geography and shapes the choice of collaboration partners (also in . Another boundary is the role of the learner's work domains.…”

“…Differences in the public and private sector, for example, often lead to misunderstandings (Marschollek & Beck, 2012). Consequentially, decisions on how to apply knowledge, and change routines diverge and constrain collaboration and knowledge exchange (Marschollek & Beck, 2012;Imran et al, 2013). Summarising the points, OER exchange faces few barriers if the assumptions are commonly shared and conceived as appropriate:…”