Computer science in Afghanistan: a situational analysis of university lecturers
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Date
29/06/2016Author
Hoffmann, Eva Maria
Metadata
Abstract
This thesis provides a detailed analysis of the development of computer science
as an academic discipline in Afghanistan. Over the last few years, computer
science, which has received much attention within the higher education system,
has changed as a discipline. Academics have argued over what computer science
is, what role it plays, and what it contributes to the development of the higher
education system and the economy of the country.
Although the discipline of computer science is well-established
internationally, in Afghanistan it is relatively new. Its development in the US and
other countries has been shown to be the result of robust social processes. This
thesis builds on these illuminating studies to understand and examine the
developments and processes of computer science in government universities in
Afghanistan. To achieve this insight and analysis, this thesis takes the particular
environment into account to analyse the interrelations between the local higher
education system, international networks, private sector and non-governmental
organisations.
Following the work of Adele Clarke, the establishment of computer science
is examined from a social worlds perspective, with her situational analysis as a
conceptual and methodological approach. It focuses on the perspectives of the
lecturers - they are the ones who teach in the universities and define what
computer science is through their statements and practices. However, their
actions are influenced by the complex environment in which they are embedded.
Therefore, this study presents a broader interpretation of the higher education
system by indicating that computer science is highly recognised and is heavily
supported by international involvement. At the same time, the
institutionalisation of the discipline is mostly based on local networks and
relationships.
The lecturers define what a computer scientist is in Afghanistan, and how
their visions and orientations are shaped by their education, experiences, and
expertise. When they implement their visions and change teaching methods, they
are often limited by their socio-cultural identity as lecturers, which is much more
entrenched with social structures than in Western countries. Further, the
marginalisation of scientific competence and discovery impedes the flourishing
of a scientific environment and hinders the establishment of a strong scientific
community.
Despite a challenging security situation, the development of formal
institutional processes has taken place rapidly since 2001. Computer science
faculties were opened and degree programmes established. Yet, there is a tension
between these institutionalisation processes, which are informed heavily by
international bodies of public and private institutions, and the lecturers’ capacity
to create their own vision of computer science within the Afghan higher
education system. Lecturers have found it necessary to mediate between
technical and socio-cultural practices. Moreover, they act as translators between
different social worlds. This influences how they perceive themselves, and it
shapes their own identity as well as their disciplines’ identity.