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Does ICT maturity catalyse economic development? Evidence from a panel data estimation approach in OECD countries.

ABSTRACT: To date, definitions of information and communication technology (ICT) development used in quantitative studies on the relationship between economic development and ICT are incomplete and often based on single indicators. Thus, this study investigates the link between ICT maturity and economic development in the Organisation of Economic Cooperation and Development (OECD) countries. A novel composite index of ICT maturity that includes previously neglected dimensions of ICT maturity, such as affordability and quality of internet connectivity, is utilised. The baseline estimations using the feasible generalised least squares indicate that ICT maturity is associated with an increase in economic development by 1%-3.8% in OECD countries. These findings have been cross-validated by applying the generalised method of moments estimation. Results imply that the holistic development of ICT, including infrastructure, skills, and affordability, can augment economic development.

SUBMITTER: Ali MA

PROVIDER: S-EPMC7485458 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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Does ICT maturity catalyse economic development? Evidence from a panel data estimation approach in OECD countries.

Ali Mohammad Afshar MA Alam Khorshed K Taylor Brad B Rafiq Shuddhasattwa S

Economic analysis and policy 20200911

To date, definitions of information and communication technology (ICT) development used in quantitative studies on the relationship between economic development and ICT are incomplete and often based on single indicators. Thus, this study investigates the link between ICT maturity and economic development in the Organisation of Economic Cooperation and Development (OECD) countries. A novel composite index of ICT maturity that includes previously neglected dimensions of ICT maturity, such as affo ...[more]

PMID: 32952271

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Project description:A common approach for measuring the effectiveness of an education system or a school is the estimation of the impact that school interventions have on students' academic performance. However, the latest trends aim to extend the focus beyond students' acquisition of knowledge and skills, and to consider aspects such as well-being in the academic context. For this reason, the 2015 edition of the international assessment system Programme for International Student Assessment (PISA) incorporated a new tool aimed at evaluating the socio-emotional variables related to the well-being of students. It is based on a definition focused on the five dimensions proposed in the PISA theoretical framework: cognitive, psychological, social, physical, and material. The main purpose of this study is to identify the well-being components that significantly affect student academic performance and to estimate the magnitude of school effects on the well-being of students in OECD countries, the school effect being understood as the ability of schools to increase subjective student well-being. To achieve this goal, we analyzed the responses of 248,620 students from 35 OECD countries to PISA 2015 questionnaires. Specifically, we considered non-cognitive variables in the questionnaires and student performance in science. The results indicated that the cognitive well-being dimension, composed of enjoyment of science, self-efficacy, and instrumental motivation, as well as test anxiety all had a consistent relationship with student performance across countries. In addition, the school effect, estimated through a two-level hierarchical linear model, in terms of student well-being was systematically low. While the school effect accounted for approximately 25% of the variance in the results for the cognitive dimension, only 5-9% of variance in well-being indicators was attributable to it. This suggests that the influence of school on student welfare is weak, and the effect is similar across countries. The present study contributes to the general discussion currently underway about the definition of well-being and the connection between well-being and achievement. The results highlighted two complementary concerns: there is a clear need to promote socio-emotional education in schools, and it is important to develop a rigorous framework for well-being assessment. The implications of the results and proposals for future studies are discussed.

Dataset Information

Does ICT maturity catalyse economic development? Evidence from a panel data estimation approach in OECD countries.

Publications

Does ICT maturity catalyse economic development? Evidence from a panel data estimation approach in OECD countries.

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