Baird Report on International Students

The Minister for Education, Julia Gillard, welcomed today's release of "Stronger, simpler, smarter ESOS: supporting international students" by Bruce Baird. This recommends improved regulation of Australia’s international education sector, support for international students, improved information improved support for for students and consumer protection mechanisms.

The report is a 108 page 1.2Mbyte PDF document (Executive Summary and Contents appended).

The Government supports recommendations to amend the ESOS Act to increase the standard for education providers and restricting unethical student recruitment practices. Other changes will require state legislation.

It occurs to me that many of the proposed recommendations, such as improving information to students and consumer protection, would also benefit Australian students. The legislation could be drafted to apply to all students and institutions, not just international ones. Also the government could bring forward its proposed "My University" website, to supply better information on universities to all students and expand it to include the vocational sector for information on TAFEs and commercial training organisations. Rather than setting up complex and expensive state based services for international students, the Commonwealth could fund services avialable online for all students.

Executive summary
Australia’s international education sector provides life-changing opportunities for international students, strengthens Australia’s diplomatic relations, brings considerable benefits to our education institutions and builds on our already unique and successful multicultural society. In addition,
international education is Australia’s fourth largest export industry generating substantial income and jobs. ...

This report proposes a number of recommendations that aim to strengthen, simplify and streamline ESOS, which would in turn provide greater support for international students in Australia and protect Australia’s reputation for quality education. Changes are also required beyond ESOS around student safety, access to transport concessions, accommodation and community engagement—key factors that contribute to a student’s overall experience in Australia.

Supporting students
Adequately and appropriately supporting students in Australia is at the heart of the sustainability of the sector.

Recommendations to better support students include requirements for improved information prior to students coming to Australia and during their stay, an enhanced process to address the role of education agents, more support to study and live in Australia, including having somewhere to go when problems arise, and stronger consumer protection mechanisms.

When students are making decisions about moving to Australia to study they require clear, accurate information. They need to be able to choose which city they would like to live in, what type of provider they wish to enrol with, and what courses they would like to study. Students need to be able to compare consistent information to make the most accurate choices. Students also need to be aware of what it is like living in Australia: culture and customs, services and resources as well as protections, rights and responsibilities.

Currently some providers and overseas education agents are issuing incomplete, irrelevant, old and/or misleading information to students. There is a need for strengthened requirements for information provision about learning and living in Australia by both providers and governments and increased emphasis on providers taking responsibility for their agents’ actions. Once in Australia, international students need ongoing access to comprehensive, informative and relevant orientation programs and ongoing access to orientation information.

Students need somewhere to go for support and advice, referral services, information on how to engage with the community and an avenue to have their voice heard. This review supports the International Student Roundtable recommendation and the suggestion from many students throughout the ESOS review consultation process to create international student hubs in all capital cities.

Even with improved information and support, there will still be times when international students have a complaint. Providers are already required to have suitable dispute resolution processes but the review considers the final step in this process—an independent, robust external complaints handling process—would be improved by mandating all providers use the relevant Ombudsman.

The recent dramatic growth in students coming to Australia, alongside the increase in vocational education and training (VET) providers offering a narrow range of courses linked to migration outcomes and sourcing students from a limited number of countries, has increased the risk of closures. This has put considerable pressure on the current tuition protection framework, with fears it is unsustainable. Consultation with key stakeholders and independent actuarial advice has informed the recommendation to replace the current arrangements with a single tuition protection service.

This service would be fully funded by industry and could either be run by a Commonwealth body or outsourced and independently operated.

Protecting Australia’s reputation for quality education Whilst recognising the primacy of domestic education quality frameworks, recommendations have also been made to rebuild and assure Australia’s reputation for quality education. This includes improved regulation of providers, enforcement of clear minimum standards and support for better integrated and automated systems for information sharing.

Education is important for domestic and international students alike and there is no need to duplicate education quality assurance frameworks already in place. However, more needs to be done to improve the link between ESOS and education quality assurance frameworks.

The entry requirements need to be strengthened for providers wanting to enter the sector.

Changes need to be made to ensure providers have the financial resources to operate and a sustainable business model. They need to have the right capacity, capability and intent to operate successfully.

Risk needs to be better identified at entry into the sector and a range of indicators need to be used that go to the heart of whether the provider will be able to operate successfully now and in the future.

This assessment of risk should guide whether the provider gains entry to the sector, and it should be used to test and scrutinise providers already through the gateway.

There needs to be a much stronger regulatory presence and the move to national regulators is a step in the right direction. However, there also needs to be greater transparency of regulatory activity so that both providers and students can monitor the level of regulatory activity and be informed by its outcomes.

Beyond ESOS
Migration-skewed demand has undoubtedly impacted on the reputation of our international education sector but the recent changes to general skilled migration will go some way to address this. Where possible, future changes should be grandfathered to soften the impact for students.

Beyond ESOS, Australia’s international education reputation depends on how well we provide for the wellbeing of international students and their whole experience of studying and living in Australia.

We need to ensure they are safe, have appropriate health insurance, have access to adequate and appropriate accommodation and are not being exploited by landlords or in the workplace.

The development of COAG’s strategy for international students is an important step in this regard.

The inequitable treatment of transport concessions for international students by some state governments is strongly felt by affected students.

The recommendations and findings in this report acknowledge the challenging environment in which the sector is operating and are designed to build on what is working and improve those areas that are not.

Immediate implementation of the recommendations in this report will position Australia’s international education sector for a sustainable future. All stakeholders—governments, providers, peak bodies, students, agents and the wider Australian community—need to play their part in delivering these much needed changes.

Recommendations and findings
Recommendations

Chapter 2—Enhancing Australia’s reputation for quality education

1. That ESOS be amended to require providers to demonstrate that the:
a. delivery arrangements for each course do not undermine the integrity of the student visa program
b. English language entry levels and support are appropriate for the course and, where relevant, the expected professional outcomes.

Chapter 3—Building a stronger gateway

2. That ESOS registration be amended to only allow providers to be registered and maintain registration if they have:
a. access to the financial resources to meet the objects of ESOS
b. a sustainable business model
c. the capacity, capability, governance structures and management to uphold Australia’s reputation for quality education and training to international students.
3. That ESOS regulators adopt a consistent, comprehensive risk management approach developed
and maintained in consultation with stakeholders and experts to:
a. profile providers at entry to determine the level of scrutiny, evidence, tests and costs that apply at registration and through the period of registration
b. update every provider’s profile on a regular basis to reassess the level of scrutiny and tests that should apply.
4. That ESOS be amended to support better risk management by:
a. allowing conditions on initial registration and throughout the registration period so a provider can be subject to additional scrutiny and tests as their risk profile demands
b. limiting the period of registration for each provider.

Chapter 4—Stronger, simpler, smarter regulation

5. That ESOS be made stronger by:
a. introducing financial penalties for a broader range of non-compliant behaviour
b. establishing clear, objective and enforceable standards that providers must meet
c. ensuring resourcing levels for regulatory activities are adequate
d. publishing targets and regularly reporting on all regulatory activities undertaken.

6. That ESOS be made simpler by:
a. allowing national registration of providers with assessment of the suitability and capacity of individual courses at each location
b. supporting the principle that wherever possible each provider should have only one regulator
c. developing shared regulatory philosophies and business practices to ensure a consistent and effective approach to regulation.

7. That ESOS be made smarter by:

a. giving the Australian Government Minister for Education the discretion to exercise otherwise delegated powers where necessary, and authority to issue directions as to the consistent application of ESOS
b. ensuring the level of prescription in the standards is only that which is required to achieve the intent.
8. That ESOS be amended to specify that all providers must utilise a statutorily independent complaints body as their external complaints and appeals process, and amend the Ombudsman Act 1976 to extend the Commonwealth Ombudsman’s jurisdiction to include those providers without access to such a body.
9. That the Migration Act 1958 be amended to enable a more flexible approach to the current visa cancellation requirements for students who are reported for failing to maintain satisfactory course progress or attendance.

Chapter 5—Ensuring accurate information and ethical recruitment
10. That ESOS be amended to ensure students can accurately compare potential study choices by requiring information from all providers relating to the:
a. history, scope, location and type of provider
b. student cohort
c. course, including entrance standards, costs, award and anticipated professional outcomes
d. academic and student support services offered
e. local employment opportunities, the accommodation situation in the locality and safety risks.
11. That the Australian Government expands the Study in Australia website to include a comprehensive international student manual, available in the languages of major source countries.
12. That ESOS be amended to restrict unethical recruitment practices by:
a. introducing financial penalties for providers whose offshore agents act unethically
b. implementing a unique identifier for each student
c. requiring all provider payments to agents to be contingent upon disclosure of the recruiting agent and their commission structure to both students and regulators
d. expanding the requirements of student written agreements to more completely describe the course, course costs, refund provisions and transfer limitations
e. prohibiting the payment of any commission or inducement to anyone for securing the transfer of any currently studying onshore international students
f. prohibiting a provider from enrolling a student who is currently studying with another provider and who has yet to complete the first study period of their initial course.
13. That the Australian Government should work with industry stakeholders and foreign governments to strengthen students’ consumer protection rights in their home country; and continue to support the professional development of education agents.

Chapter 6—Supporting students in Australia

14. That ESOS be amended to require providers to demonstrate that they deliver a comprehensive induction program and access to information on a continuing basis that:
a. is reasonably adapted to the needs of their students
b. allows students to easily access the information on an ongoing basis
c. includes information on safety, student rights, and where to seek support in making complaints.
15. That the Australian Government, working in conjunction with states and territories, establish international student hubs in each capital city as a place for international students to seek information, access referral and advocacy services, build ties with the Australian community and strengthen the voice of international students to providers and government.

Chapter 7—Safeguarding students’ interests: stronger tuition protection

16. That ESOS be amended to establish a single Tuition Protection Service that:
a. provides a single mechanism to place students when a provider cannot meet its refund obligations and as a last resort provide refunds
b. allows placement with any appropriate provider
c. makes the cost of being a member of a tuition protection scheme risk based
d. requires providers to regularly maintain student contact details in PRISMS and other information on a risk basis
e. removes providers having ministerial exemptions from membership of a tuition protection scheme.
17. That ESOS be amended to:
a. only refund the portion of the course not delivered or assessed when the provider fails to meet their obligation
b. establish that where a provider does not meet their refund obligations, this would be an issue in the fit and proper test for any future registration application.
18. That ESOS regulators impose conditions on higher risk providers that only allow the collection of ‘course monies’ as defined in ESOS.
19. That the Australian Government explores harmonising tuition protection arrangements for domestic and international students.

Findings

Chapter 2—Enhancing Australia’s reputation for quality education

i. Education Ministers should:
a. ensure the vulnerabilities exposed in the education quality assurance frameworks by unscrupulous international education providers are addressed
b. consider whether the current education quality assurance frameworks appropriately assure Australian education and training delivered offshore
c. ensure regulators and policy makers actively take into consideration student outcomes and industry benchmarks, where available, when considering the adequacy of a provider’s resources, facilities, teachers and support services.

ii. The Australian Government should:

a. consider changing the skilled migration program settings to remove the bias towards particular courses and instead focus on higher skilled qualifications in the VET and higher education sectors
b. ‘grandfather’ future changes to skilled migration policy, where possible and appropriate, for international students and recent graduates.
iii. The Australian Government should work with the sector to adapt the Good Practice Principles for English Language Proficiency for International Students in Australian Universities to each education sector and encourage implementation.

Chapter 6—Supporting students in Australia

iv. Further research should be undertaken to better understand the causes and frequency of violence against international students.
v. The state and territory police forces should work with providers, student representative bodies and the international student hubs to deliver better safety information to international students.
vi. International students should have access to equitable travel concessions.
vii. Providers should play a more active role in securing accommodation for international students.
viii. The Fair Work Ombudsman should continue to deliver outreach programs that work with providers, unions, students and peak bodies to promote and enforce the safeguards of the Australian industrial relations system.
ix. The Department of Health and Ageing (DoHA), in consultation with international students, should work with health insurance providers to make a wider range of health insurance policies available to international students. ...

From: Stronger, simpler, smarter ESOS: supporting international students, Review of the Education Services for Overseas Students (ESOS) Act 2000, Bruce Baird, Australian Education International, ISBN 978-0-642-32945-5, March 2010.

Government response to recommendations:

Recommendations	Actions
1, 2, 3, 4, 5(a,b,d), 12(c,d,f)	Support in principle and begin action to implement.
5(c), 10, 11, 14, 15	Begin immediate consultation with States and Territories through the Ministerial Council process and COAG.
13, 14, 16, 17 ,18	Begin immediate consultation with the International Education industry.
6, 7, 12(b), 19	Issues to be considered via TEQSA and the National VET regulator.
8, 9	For consultation with the Attorney General and the Minister for Immigration and Citizenship.

From: Baird review into International Students final report, Media release, Julia Gillard, Minister for Education, 9 March, 2010

Report on Web 2.0 in Australian Universities

The UK's Higher Education Joint Information Systems Committee (JISC) has released a report on Australian universities use of computer networking: "A Landscape Study of Shared Infrastructure Services in the Australian Academic Sector". This concludes that Australia lags the UK a little in the use of Web 2.0, but this may be advantage as new commercial tools can be used in place of early academic bespoke ones.

Executive Summary
The Australian Department of Education, Employment and Workplace Relations (DEEWR) and the Department of Innovation, Industry, Science and Research (DIISR) are administering a number of ANDS [1], ARCS [2] and NeAT (National eResearch Architecture Taskforce) [3]
projects funded through the Platforms for Collaboration [4] component of the National Collaborative Research Infrastructure Strategy (NCRIS) and more recently through the Education Investment Fund (EIF) [5]. A range of e-Research services are being developed and promoted through these programs. Examples of such services include data registration and identification services, authentication services (AAF) [6] – as well as general collaborative services such as the EVO videoconferencing service, and shared content management and messaging services such as Sakai, Drupal, Plone and Jabber [7].

In parallel with these investments, it has become evident that users in the higher education and academic sectors in Australia are choosing to use main stream Web 2.0 technologies in their daily work activities. However there is limited knowledge about who is using which Web 2.0 technologies and for what purposes. Moreover there is little information about why specific tools and services are chosen when institutional or nationally-funded services are available. ...

Although the UK leads Australia in the development of collaborative eResearch services, the results of the survey indicate that the adoption of Web 2.0 technologies in the higher education sector in Australia is not significantly dissimilar to the situation in the UK. Users prefer to use Web-based services that are already adopted by the wider community and that are free, robust, simple to sign on to, and easy to install and use. Examples include: FaceBook, YouTube, Skype and Twitter. Although the most active use of Web 2.0 has been by early adopters (people who are not afraid to try out new tools, experiment with them and promote them to colleagues and peers), this situation is changing as more Web 2.0 technologies are becoming broadly adopted by mainstream users. Because Australia has not had the same level of investment in cyberinfrastructure and lags behind the UK in the development of services, it has been able to take advantage of services developed in the UK and USA (e.g., RoMEO, Shibboleth) – as well as the recent explosion of free, open source Web 2.0 technologies. In some ways, this delayed investment has been an advantage because there is not an established pool of services that is being superseded by commercial and open source Web 2.0 technologies.

The survey has also shown that not all Web 2.0 tools and services are used to the same extent. The most popular services are the current market leaders: Facebook, YouTube, Wikis, Blogs and Twitter. As in the UK, the primary factors governing choice of service are: cost, ease of use/interface design, wide-spread adoption. The important factors in continuing use are reliability, efficacy and how much it is used by the user’s peer group.

The fallout has been that users don’t choose to use technologies that have specifically been developed by and for the eResearch community (e.g., Sakai, EVO) – unless they have been mandated by their research/peer group or institutional IT service providers or if there is nothing else available through the Web. The SWORD APP Profile [8] and RoMEO [9] are examples of such services not available elsewhere. Generally the perception is that services developed by and for the higher education and research sectors are less robust, problematic, difficult to use, poorly documented and not widely interoperable.

The lack of support in universities for freely available Web 2.0 technologies has led to tension between users, IT support and central management. University IT departments are often seen as “controlling” and obstructive. Users want to be able to download, install and use software services such as Skype onto their desktop computers or laptops – but often they do not have administrative rights to do so. There also exists a level of tension between mandated technologies (e.g., EVO) and widely adopted mainstream technologies (Skype) that both serve essentially the same purpose, but have different levels of support and security implications.
Many Australian institutions and faculty IT support are struggling to maintain both the security of content and services whilst also maintaining the flexibility required to support changing users’ needs. Slowly universities in Australia are beginning to adopt and support Web 2.0 services through their libraries and IT service departments. This is expected to grow over time in response to user demand. Universities also realize that although many staff and students are familiar with using Web 2.0 services, there may also be a need to provide training and support in these new technologies to more mature staff members or those staff and students from less technical disciplines. ...

From: "A Landscape Study of Shared Infrastructure Services in the Australian Academic Sector", Jane Hunter, Director of the eResearch Lab, The University of Queensland, for the Joint Information Systems Committee (JISC) of the UK Higher and Further Education Funding Councils, December 2009

More future of higher education in the UK and Australia

Professor Paul Ramsden, Chief Executive of the UK Higher Education Academy, will discuss changes to the way universities plan courses and reward teaching staff at the Australian National University, 2.30pm, Wednesday, 2 December 2009 in Lecture Theatre 1, HW Arndt Building (RSVP: Deborah Veness). This is in addition to the previously scheduled talk, 3 December 2009.

EduRoam wireless network for global education

The Australian National University has activated EduRoam on its Canberra campus. Staff and students of participating particapating EduRoam institutions can use the ANU wireless service and those with an ANU user id can use wireless at the other campuses around the world.

Setting up for EduRoam is a little complicated as it uses 802.1x authentication (PEAPv1 with EAP-GTC). Another complication is that EduRoam doesn't work for locals, that is the EduRoam system is just for visitors, you have to remember to use your own university wireless system when at your own institution. Also the user id is different when you are roaming, as you have to include the domain name for your own institution (so "myid@myuni.edu.au", rather than just "myid").

The Politics of University IT Decision Making

Process and Politics: IT Governance in Higher Education – Key Findings by Yanosky (Educause, 2008) provides insight into how universities make decisions about IT purchasing and projects. The work draws heavily on Peter Weill

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and Jeanne Ross' "IT Governance: How Top Performers Manage IT Decision Rights for Superior Results" (2004). The report also mentions the standard ISO/IEC 38500:2008, "Corporate governance of information technology" as well as ITIL. Curiously there appears to be no mention of green ICT or corporate social responsibility.

Future of higher education in the UK and Australia

Professor Paul Ramsden, Chief Executive of the UK Higher Education Academy, will discuss changes to the way universities plan courses and reward teaching staff at the Australian National University, 3 December 2009.

Professor Ramsden's paper "The Future of Higher Education - Teaching and the Student Experience" is available online, along with appendices and bibliography.

Much of what Professor Ramsden discusses is applicable to Australia. He advocates reforming curriculum and assessment with new models of curriculum, interdisciplinary study, flexible transfer between part-time and full-time modes, and global perspectives. I have been doing some of this in the Green ICT course run for ACS and ANU. This is available for ICT and other professionals, with full and part time students from around the world in the same class.

ANU Teaching Forum

Seminar

The Future of Higher Education - Teaching and the Student Experience

Professor Paul Ramsden
Chief Executive, The Higher Education Academy, UK

Thursday 3 December, 1-2pm
The Tank, Haydon Allen Lecture Theatre, Building 23, ANU, Canberra

A light lunch will be served preceding the lecture from 12pm, Seminar from 1pm.

Please email RSVP to: andrea.benson@anu.edu.au by Friday 27 November and include any dietary requirements for lunch

To be introduced by Professor Lawrence Cram, Deputy Vice-Chancellor and Vice-President of The Australian National University

This talk is based on Professor Paul Ramsden's contribution to the forthcoming framework for higher education in England. It will examine the quality of teaching and learning in UK higher education in the light of recent critical comment in the media and parliament, and consider the kinds of experiences that will enable graduates in the UK and Australia to contribute to the world of the future. He will identify some key drivers in the process, including recognition of teaching, curriculum change, and the need for a different relationship between students and universities.

Oxford University five steps to Sustainable desktop computing

The Oxford University Computing Services have a simple five step process for "Sustainable desktop computing": Estimate, Research, Implement, Communicate, Share. There are then links to tools and techniques to help do these steps. I visited OUCS in 1994 and ave them a seminar in 2000.

Green MBA Rankings

Quacquarelli Symonds Limited and The Aspen Institute produce a twice yearly Green MBA Rankings of programs based on social and environmental factors. There are only two Australian schools in the top one hundred: twenty third (Griffith Business School, Griffith University) and at seventy eight (University of South Australia IGSB). Of the current top 100, 31 are outside the USA. The top school is Canadian (York University, Schulich School of Business), the seventh is Dutch (Rotterdam School of Management, Erasmus University), the ninth is Spanish (IE Business School), twenty third UK (Nottingham University Business School).

Only business schools offering in-person full-time courses are ranked. This is a severe limitation in the methodology, as green business schools are likely to emphasise online, part time courses, due to their environmental benefits. However, the rules would appear to allow courses with an online component. As an example, ANU MBA students can undertake the ANU Green Information Technology course. This is an online unit, but undertaken by many enrolled full time on-campus students, who value the flexibility of the format.

Green IT on University Campuses

The latest Educause Quarterly magazine is on Green IT on University campuses:

• Guest Editorial — Green IT Not Only in Name, By Richard Hodges and Sarah Sorensen
• Green IT in the UK
  • Greening Technology in U.K. Higher Education by Rob Bristow with Mark Samuels
  • Green Desktop Computing at the University of Oxford by Howard Noble, Daniel Curtis, and Kang Tang
• Green IT Across Campus
  • Powering Down From the Bottom Up: Greener Client Computing by Tom O'Donnell
    
  • Bottom Up and Top Down: Making IT a Key Part of the Campus Sustainability Effort by Dennis Cromwell, Kristin Hanks, and Sarah Engel
  • Green IT Best Practices at the University of Michigan by MaryBeth Stuenkel
  • Sustainable Technology at WPI by Jon Bartelson
  • Renewed Innovation: IT's Role in the Sustainability Efforts of Lourdes College by LeRoy Butler
• Best Practices
  • Three Approaches to Green Computing on Campus by John T. Thompson
  • Asset Management and Sustainability at the University of Richmond by Wendy Burchard
    
  • Video Tutorials: A Sustainable Method for Campus Technology Training by John Bowers, Julie Dent, and Kathleen Barnes
• Sustainability | Mark Askren and Wendell Brase Openness | Colin Currie Framing Questions | Lanny Arvan
  
• IT Sustainability Resources

University Students have Laptop Computers

The ECAR Study of Undergraduate Students and Information Technology, 2009 is available from EDUCAUSE. This is the results of a survey of 30,000 students at 103 US universities. As well as Australian universities, this has some interesting implications for secondary schools.

The study found that almost all students have computers, mostly laptops. Almost all students were using course management systems at their university and most were happy with these.

Less than half of the students thought their teachers had adequate IT skills, nor provided adequate IT training for the students. Just over half the students had an Internet capable mobile phone and of those two thirds had used the Internt on their phone. For those not using the Internet on the phone, cost was the most common reason. Few were using the mobile phone for course related purposes and the phones were see as largely a distraction from study. One use favoured by students was to use the SMS function of phones for emergency messages from the unviersity.

If the results are applicable to Australia, which I suspect they are, then this would suggest:

1. Campuses should be equipped to accommodate laptops, with less provision for desktop computers. As an example, power points and network access for laptops would be desirable. Some way to provide a larger screen and keyboard interfaced to the student's laptop would be desirable (perhaps using a desktop or thin client computer)
   
2. Learning/Course Management Systems should be used for course administration, and where applicable, course delivery.
   
3. Mobile phone Internet access should not be assumed, unless the unviersity provides some sort of low cost or free access (for example WiFi for smart phones).

The federal government is funding the provision of computers for schools. However, it is being left to school systems as to if the students get laptops or desktops. The university research would seem to favour laptops. With the cost of netbook coming down, this suggests that some of what is happening in universities is now applicable to secondary schools.

Abstract

Since 2004, the annual ECAR Study of Undergraduate Students and Information Technology has sought to shed light on how information technology affects the college experience. We ask students about the technology they own and how they use it in and out of their academic world. We gather information about how skilled students believe they are with technologies; how they perceive technology is affecting their learning experience; and their preferences for IT in courses. The ECAR Study of Undergraduate Students and Information Technology, 2009 is a longitudinal extension of the 2004, 2005, 2006, 2007, and 2008 studies. It is based on quantitative data from a spring 2009 survey of 30,616 freshmen and seniors at 103 four-year institutions and students at 12 two-year institutions; student focus groups that included input from 62 students at 4 institutions; and review of qualitative data from written responses to open-ended questions. In addition to studying student ownership, experience, behaviors, preferences, and skills with respect to information technologies, the 2009 study also includes a special focus on student ownership and use of Internet-capable handheld devices.

Table of Contents

Entire Study: The ECAR Study of Undergraduate Students and Information Technology, 2009

Foreword

Chapter 1: Executive Summary

Chapter 2: Introduction: Higher Education—A Moveable Feast?

Chapter 3: Methodology and Respondent Characteristics

Chapter 4: Ownership of, Use of, and Skill with IT

Chapter 5: IT and the Academic Experience

Chapter 6: Undergraduates and the Mobile Revolution

Appendix A: Acknowledgments

Appendix B: Students and Information Technology in Higher Education: 2009 Survey Questionnaire

Appendix C: Qualitative Interview Questions

Appendix D: Participating Institutions and Survey Response Rates

Appendix E: Bibliography

Online Supporting Materials: Key Findings: Roadmap & Survey Instrument

From: The ECAR Study of Undergraduate Students and Information Technology, 2009, EDUCAUSE, 2009

ICT Energy, Carbon and Cost Tools from UK

The UK's university ICT consortium (JISC) is providing a free ICT Energy and Carbon Footprinting Tool and a Cost and Carbon Comparison Tool. These were developed for assessing university campuses, but may be more widely applicable. The comparison tool is not as flexible as it may first appear as it just compares desktop PCs with thin clients.

1. An ICT Energy and Carbon Footprinting Tool to estimate the energy and carbon footprint of your ICT estate. Contains a worked example from the University of Sheffield. An updated version (August 2009) is designed to be more user friendly and incorporates changes based on feedback from other institutions. Detailed commentary by Chris Cartledge on how the University of Sheffield's energy and carbon footprint was calculated can also be downloaded.

2. A Cost and Carbon Comparison Tool for thick vs thin clients (Beta Version). An Excel tool designed to help Further and Higher Education Institutions estimate the costs and carbon emissions of thick (PCs) versus thin clients over a given evaluation period. An updated version will be posted by the end of August 2009.

From: Sustainable IT Tools, SusteIT, 2009

Warning Systems For University Campuses

"Deciphering the New Federal Integrated Public Alert and Warning System" by Dewitt Latimer provides a useful overview of issues with providing emergency warning messages on university campuses. It is written from the US point of view and uses terminology relating to US federal legisation for issueing energy wanrings to citizens (with the emphasis being on how to relay these to people on a campus, susally via SMS on a mobile phone). But the article will be of interst to those outside the USA.

"This research bulletin explores the history of nationwide notification leading up to the new federal government Integrated Public Alert and Warning System (IPAWS), as well as the Commercial Mobile Alert System (CMAS) delivery process and message format and content. It also examines the potential impact of IPAWS and CMAS on higher education and suggests actions that colleges and universities may wish to take."

Citation: Latimer, Dewitt. “Deciphering the New Federal Integrated Public Alert and Warning System” (Research Bulletin, Issue 16). Boulder, CO: EDUCAUSE Center for Applied Research, 2009, available from http://www.educause.edu/ecar.

Education for Climate Neutrality

In addition to reporting current greenhouse gas emissions, the American College & University Presidents Climate Commitment has a strategy of "Education for Climate Neutrality". This includes a list of Examples of Education for Climate Neutrality and Sustainability at member institutions:

1. Arizona State University: School of Sustainability: Established in 2007, the School of Sustainability, part of the Global Institute of Sustainability...
2. Berea College: Sustainability and Environmental Studies Program: Established in 1999, the Sustainability and Environmental Studies (SENS) Program is an important part of Berea College’s efforts to develop a sustainable campus. SENS links the formal curriculum of the classroom to the many opportunities for experiential learning. ...
   
3. Cape Cod Community College: Natural Sciences and Life Fitness Department Environmental Technology Program: Environmental Technology is a career field that utilizes the principles of science, engineering, communication, and economics to protect and enhance safety, health, and natural resources. ...
4. Cornell University: The Cornell Center for a Sustainable Future (CCSF): CCSF is a campus wide "umbrella" organization designed to bring together many existing programs and to nucleate new efforts in sustainability. ...
5. Dakota County Technical College: The Instructional Action Team: The Instructional Action Team is looking at ways to integrate sustainability into selected aspects of program curriculum. The Instructional Action Team has developed a "Sustainability Across the Curriculum Survey".
6. Emory University: The Piedmont Project: The Piedmont Project emerged as a grassroots effort on the part of a group of concerned faculty to strengthen Emory’s engagement with sustainability and environmental issues. ...
7. Goshen College: Merry Lea, Goshen College’s 1,150-acre nature preserve has recently finished construction on Rieth Village, created to house Goshen College’s expanding environmental science program.
8. Kalamazoo College: Sustainability Guild: The Sustainability Guild will foster connections between the many elements of life at Kalamazoo ...
9. Lane Community College: Sustainability and Learning Committee: The Sustainability and Learning Committee is working on a plan to integrate eco-literacy into all discipline areas at Lane ...
   
10. Los Angeles Community College District (LACCD): As part of its Green Building Initiative, LACCD has developed the e7 Internship Program providing students hands-on high-tech experience for modern careers in architecture and engineering.
11. Northern Arizona University: The Ponderosa Project: The Ponderosa Project at Northern Arizona University (NAU) is an interdisciplinary faculty group effort to incorporate environmental sustainability issues into university courses ...
12. Ohlone Community College: The Ohlone College Newark Center for Health Sciences and Technology is the first LEED (Leadership in Energy and Environmental Design) Platinum College in the world.
13. Unity College: Unity College makes sure that students have the intellectual tools they need to solve the problems of our time through “hands-on” learning. All students must study sustainability before they graduate, and the campus strives to be as sustainable as is physically and fiscally possible.
14. University of New Hampshire: CORE: Curriculum, Operations, Research and Engagement: At the University of New Hampshire, sustainability encompasses climate and energy, ecology, food systems and culture across what they call the CORE: Curriculum, Operations, Research and Engagement. ...
    

Adapted from: Examples of Education for Climate Neutrality and Sustainability, American College & University Presidents Climate Commitmen, 2009

American College & University Presidents Climate Commitment

The American College & University Presidents Climate Commitment aims to pool knowledge and tools to reduce global warming. An Online Reporting Tool is provided using tools such as the Campus Carbon Calculator, with emissions of member organisations reported on the web. Perhaps Australian universities should adopt a similar scheme.

1. Solutions home
2. Overview & Example of Climate Action Plans
3. Academics
4. Energy
5. Green Building
6. Greenhouse Gas Emissions Inventories
7. Transportation
8. Procurement
9. Recycling and Waste Management
10. Carbon Offsets
11. ACUPCC Implementation Progress Reports

Campus Carbon Calculator

The Campus Carbon Calculator is a free manual and spreadsheet to help universities calculate their greenhouse gas emissions and look at costs and options for reductions. This is a US orientated calculator and much of the advice on funding in the manual is specific to US institutions. But there is a Canadian version of the calculator, which could be useful in Australia and other parts of the world which use standard units of measurement. The calculator is used for the American College & University Presidents Climate Commitment (see next posting).

Brisbane ferry WiFi

According to news reports the University of Queensland is expanding its WiFi network, including onto the City Cat ferries which carry students and staff from the Brisbane CBD to the St Lucia campus. According to Brisbane City Council, which runs the ferries, WiFi has been fitted to the ferry Yawagara and the others will be fitter in the next few weeks. Other passengers can also access the WiFi with an account from UQ's network service UQconnect.

The university is also installing six Cisco TelePresence teleconference studios. These are the same systems being installed in federal government offices around Australia. As well as being used for teaching, research and administration accross university campuses (and so reducing energy use from travel), this would allow the university and government people to have joint events. The systems could also be used to avoid face-to-face contact during a flu pandemic.

One negative aspect of the university network plans are proposals to use thousands of idle PCs for grid computing. While it might seem tempting to use PCs in unoccupied student labs to run computing intensive tasks, this is a waste of energy and will generate greenhouse gas pollution. Dekstop PCs are not designed to run computation intensive tasks and will use an excessive amount of energy. Instead specially designed servers should be used for this. The best thing to do with a desktop computer when it is not needed is to turn it off to save power.

If UQ wants to be able to use off-peak computing power, it should replace the desktop PCs with Thin Clients: low cost computers with only enough processing power to run the user interface. They then should install central servers to run the user's applications. These servers can then be used for computation intensive tasks when not needed for students in the labs. As well as saving electrical power, this will cost less to purchase.

Saving money and energy in the learning commons

The University of Canberra is remodelling one floor of its library into a Learning Commons. Library users were asked for input so I should put in some comments, about the use of furniture, computers and lighting. Here are some more comments about floor space, air conditioning and lights:

1. Reduce floor area: A major determinate of cost and environmental impact of a building is size: the bigger the building, the higher the financial and ecological cost. I suggest using a higher density of seating than is usual in learning commons: twice that currently used in the University of Canberra library. This can be done by using compact computers, carefully positioning seating and interspersing desktop and laptop positions. A space allocation of 2 m² per student could be achieved with careful design. This could halve the cost of facility.
   
2. Separate Air Conditioning: As the learning commons will be open when the rest of the library is closed, a separate air conditioning system should be used, which just conditions that floor. This will save having to heat or cool the whole building, as is done at present. If there are several enclosed rooms, these can be air conditioned separately, so unused rooms are not conditioned.
   
3. Automated lights: Normally libraries leave all lights on when any of the building is open, even when large areas are unused. Lights should shift to a lower power setting when an area is unoccupied and switch back to full power when someone enters. This can be done much more simply with LED lights than with fluorescent lights. It should be noted that lights should not switch off completely in open plan areas for safety reasons. Lights can switch off in closed rooms when they are unoccupied and on again when the door is opened.
   

Designing a Learning Commons

The University of Canberra is remodelling one floor of its library into a Learning Commons. This is to provide more access to computers and facilities for group work. The library users have been asked for input and plans will be on display in June. As a user who has made a study of such learning commons, I thought I should put in some comments:

Some thoughts on a design

1. Movable furniture is not necessarily flexible: Many of the designs I have looked at use movable items of furniture, on the assumption this makes the space "flexible". In practice the furniture rarely gets moved, after the initial novelty of being able to move it wares off (apart from when the students get playful and use it for furniture sculpture). Where computers and data access is used having movable furniture become very expensive and creates a large maintenance bill. I suggest instead having fixed, low cost furniture with built in wiring, which and be used in different ways, but without having to be moved. Expensive proprietary cabling systems and modular furniture are not needed: cheap laminate will do. The University of Queensland Ezones have a good arrangement with custom made curved desks with wire baskets under the desks to hold the cabling.
2. Mix laptop and desktops: One trend has been to provide separate areas for laptops and desktop computers, with the laptops tending to get less space. Instead I suggest mixing the two. An example would be to furnish every second workspace with a desktop computer. This would allow for people with laptops, or for people who don't need a computer. It would also allow space for a group of students to cluster around one screen when working together.
   
3. Keep some books and magazines: It is a little depressing to go into a library and not be able to find any books or printed periodicals. I suggest retaining some of these.
4. Movable walls: While moving furniture is difficult, having movable walls is comparatively easy. The University of Queensland Ezones have a good arrangement with training rooms having sliding glass wall, so they can be opened up to the common area when not in use for a class. The space and computers in these rooms then become available for general use.
5. Thin Clients: More space and less clutter is possible if very small computer processor boxes are used. There are computers available fitted into the screens, but this limits the range of models available. Most computers provided do not require DVD/CD drives.
6. Combined digital signage and instruction screens: Large LCD screens are now reasonably priced. The library envisages using these for digital signage to stream news to the students. Some of these screens could do double duty being available for group work and then switching to digital signage when not otherwise needed.
7. Green ICT: The library needs to look at the energy costs of what is proposed. The Library already uses low power thin client computers for catalog enquires and should look at upgraded devices in place PCs for most of the commons. Also LCD screens with low power features should be looked at (although these tend to be more expensive).
8. Food: Provision for food should be made.
9. Business metaphor: One useful metaphor I read somewhere (anyone see the reference?) was to think of the learning commons like a business, with a reception desk, offices and the like. This might be a better metaphor for the students to understand than the learning commons (which is rather a mixed metaphor anyway).
   

How to improve the consultation process:

1. More clearly communicate the project to the customers: The library invited comments, but this was done in a printed newsletter with small print taped to a wall in the library. They could have used a larger sign. The electronic version of the newsletter is not in a format accessible to the disabled, making it hard for everyone to find and read (I have untangled the broken sentances and words below). It would also help to have explicit instructions on how to comment.
   
2. Provide some examples: I spent a year going around Australia and overseas looking at flexible learning centers and learning commons at universities, schools and the private sector and so have an idea as to what is intended. The average library client will have no idea and so it would help to provide some illustrations of examples of what has been done at other libraries.

The Library has been funded to transform Level B of the Library into a Learning Commons. Features include:

• After-hours access to computers and printers (when the Library is closed)
• A range of flexible furniture to facilitate group work
• More computers
• More power for laptop users
• LCD screens for streaming news

The layout and facilities of Level B are being redesigned in response to stu-dent preferences for Library spaces The Law collection will move to that support collaborative learn-Level D with a new group studying and social networking, integrate room nearby. Training Room 1 will with access to information resources and productivity software, assist with research and roving help with technology. Major work will commence in August to improve these Library environments.

From May to July, preliminary works for the Learning Commons space will improve facilities for quiet study on the Library’s Level D “quiet zone”.

The Law collection will move to Level D with a new group study room nearby. Training Room 1 will relocate to Level A greatly reducing noise from people traffic on Level D. Detailed plans will be on display in June in the Library foyer. During May, students and staff can have their ideas influence the Learning Commons final design by completing a form for the Suggestion Box in the Library foyer or by going online to the Library website.

From: Under Construction! The Library Learning Commons, Library News, University of Canberra, Autumn Issue ISSN 1836-862x

Chastwood to Epping Rail Line in Sydney

Greetings from the Chastwood to Epping Rail Line in Sydney. This line opened a few months ago, eighty years after planning began. The Chatswood station seems surprisingly unprepared for this, with just a paper sign stuck up to show which platform to use for the service. The Sydney 131500 Transport Information Service has the service listed. The train stops at Macquaire university, which is much easier a trip than last time when I went to talk about energy saving nearby by bus. I was able to post this from the underground train using Optus/Virgin's 3G wireless data service switching between HSDPA and UTMS. The train ride was a very smooth and quiet ride with new carriages.

ps: Of interest at Macquarie University is the co-generation plant next to the library, the Macquarie University E-Learning Centre Of Excellence (MELCOE) and the falafels.

Victoria University green data centre

According to media reports a green data centre will designed and built for Victoria University by IBM. This is expected to save $300,000 on electricity costs over ten years, which is not much, but hopefully there will be other benefits, including a reduction of 230 tonnes of CO2e per year. From the media reports it sounds like this will not actually be a single data centre but more a management scheme for the university's computers. While not mentioned in the announcement, one option would be to locate large servers off site in an IBM managed facility.

Engineers for the Future

The Australian Council of Engineering Deans released a report "Engineers for the Future - Addressing the Supply and Quality of Engineering Graduates for the new Century" in March 2008. The report provides an analysis of problems with engineering education in Australia and recommendations for improvement.

Unfortunately the publishers did such a poor job of engineering the electronic version of the document that almost no one seems to have noticed it existed. Apart from rendering nugatory the fine work by many people preparing the report, this does not indicate that the universities involved understand the e-literacy techniques which will be needed to educate engineers.

The document was put online with a creative commons licence, so it could be freely distributed. But as it is in a poorly formatted PDF document, it is difficult for anyone to find or read. Even after I was alerted to the existence of the document it took me several minutes to find a copy of it. Instead what I found were numerous media releases from Universities about their staff attending the launch of the document. None of these bothered to provide a link to the actual document. It appears that the priority for these universities is to pander to the egos of their senior administrators, rather than to promote engineering.

The Recommendations for Action in the report were grouped as:

1. the public perception of engineering
2. the engineering occupational levels and graduate outcome standards
3. implementing best-practice engineering education
4. resources for engineering education
5. engagement with industry
6. address shortages by increasing diversity in engineering workplaces supported by engineering education programs

Unfortunately due to the poor formatting of the report I was not able to extract an easy to understand of the recommendations. However, here is the executive summary:

EXECUTIVE SUMMARY
Engineers conceive, create and maintain physical and information-based products, processes, systems and assets that satisfy human and economic needs, and have minimal environmental and negative human impacts. Engineering is critical to Australia’s economy, security, health and environment, is increasingly complex and multidisciplinary, and is practised diversely, in business, government and educational
enterprises. Engineering is a key component of the nation’s innovation system.

Australia’s higher education sector provides entry-level education to professional engineers, engineering technologists and engineering officers, as well as advanced level education and engineering research. The engineering education system, involving educators, professional bodies and employers, enjoys good international standing. The system has continuously responded to changes in engineering practice
brought about by new scientific and technological knowledge, and to changing economic and regulatory forces.

This report examines the current state of the higher education component of the Australian engineering education system, with respect to its ability to address future needs, contextualised by assessing the implementation of outcomes of the 1996 Review of Engineering, Changing the Culture. Recommended changes to the engineering program accreditation process are judged to have been successful in driving greater emphasis on generic graduate attributes in first-degree engineering programs. The Review also stimulated improvements in curriculum design and delivery, including project, problem, and workplace-based learning, and increased emphasis on sustainability. The present study has also identified substantial and
emerging strengths of many of Australia’s engineering schools in the areas of research, international education, and in addressing industry-specific skills shortages though both undergraduate and postgraduate programs.

Undertaken at this time of high demand for engineers, this scoping project identifies critical issues such as the continuing reduction in the size of the pool of Australian school students who are studying the requisite high levels of mathematics and science, and the low participation of women in university engineering programs. The study reports concerns about the educational capacity and robustness of the engineering education system with respect to its ability to graduate increased numbers of engineers
with the qualities that are required. The six recommendations aim to ensure that the system can meet society’s future needs for engineers, through actions that will:

• increase the public understanding of engineering and the work of engineers, particularly in schools;
• clarify educational outcomes and standards required for practice at all internationally recognised levels of engineering;
• develop best-practice engineering education to ensure the required outcomes and reduce attrition;
• attract a higher proportion of women and other under-represented groups;
• increase staffing and material resources for delivery of high quality engineering education; and
• promote stronger collaborative links with industry.

Action leaders, stakeholders, and performance measures and indicators are identified to ensure effective implementation of each recommendation.

From: "Engineers for the Future - Addressing the Supply and Quality of Engineering Graduates for the new Century", Australian Council of Engineering Deans, March 2008

Sustainable ICT in UK Universities

The UK JISC (equivalent to Australia's AARnet, providing ICT services for universities) has issued "Sustainable ICT in Further and Higher Education: SusteIT Final Report" by Peter James and Lisa Hopkinson (14 January 2009). This estimates that UK universities and colleges have 1,470,000 computers, 250,000 printers and 240,000 server, and will produce an electricity bill of £116m and cause 0.5Mt of carbon dioxide (CO2) emissions in 2009.

The report recommends ‘Thin client’, distributed/outsourced/shared services, information on life cycle management, sustainable data, consolidation and virtualisation. The full report is 137 pages of PDF (891 kbytes).

E-Learning in Higher Education

The University of Canberra Library has an excellent range of books on e-learning. A recent one is: Applied E-Learning and E-Teaching in Higher Education by Roisin Donnelly and Fiona McSweeney. This book is so new it has a copyright date of 2009. It includes material on Blended E-Learning. There is a strong Australian flavour in the work. Here are some:

Page 32:
"... Australia: Australian National Training Authority. Garrett, B. (2003). School of Health and Social Care e-learning strategy. Retrieved November 9, 2004, from ..."
Page 40:
"... Staff de- velopers at Southern Cross University in Australia call their module a "staff immersion" programme that immerses participants in the role of online students, who learn about the ..."
Page 49:
"... Paper presented at the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCLITE), Melbourne, Australia. Retrieved July 4, 2007, from http:// www.ascllite.org.au/conferences/melbourne95/ smtu/papers/herrington.pdf Hinson, J., & LaPrairie, K. (2005). Learning to teach online: Promoting success ..."
Page 50:
"... American Association of Community Colleges. O'Reilly, M., & Brown, J. (2001). Staff develop- mentby immersion in interactive learning online. Lismore, Australia: Southern Cross University. Retrieved July 7, 2007, fromhttp://ausweb.scu.edu. au/aw0l /papers/refereed/o_reilly/paper. html Phipps, R. (2000). What's the difference? ..."
Page 52:
"... L. Rich- ardson & J. Lidstone (Eds.), Flexible learningfor a flexible society (pp. 372-378). Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Australia. Retrieved October 20, 2007, from http://www.ascilite.org.au/aset-archives/confs/ aset-herdsa2000/procs/kandlbinder2. ..."
Page 65:
"... throughout Ireland. Discussions with online guest tutors from the University of Tampere in Finland and the University of Queensland, Australia, took place during the module. ..."
Page 71:
"... Our guest tutors from Australia used this technology when they were interacting with our group. Our experience was that we felt we knew them much ..."

Page 75:
"... learn- ing changing? Paper presented at the Australian Society for Computers in Learning and in Ter- tiary Education Conference, Sydney, Australia. Retrieved August 8, 2007, from http://www. ascilite.org.au/conferences/sydney06/proceed- ing/pdf papers/p127.pdf Cowan, J. (1998). On becoming an innovative uni- versity teacher. ..."
Page 86:
"... are increasingly available for postgraduate supervision purposes. Supervision in this case refers to the guidance of research students in Ireland, Australia, the United King- dom, and other countries by academic mentors that are referred to as dissertation supervisors in Canadian and ..."
Page 89:
"... Two case studies are presented: one from the Dublin Institute of Technology, Ireland, and one from the University of Queensland, Australia. ..."
Page 98:
"... some useful websites? I've two questions I'd like to ask you. It would ap- pearfrom the volume of literature from Australia in the field of online learning that you guys are pretty much world leaders in this. Is that so? The ..."

Page 102:
"... Paper presented at the Third Australian World Wide Web Conference (AusWeb97), Australia. Anderson, N., & Henderson, M. (2004). E-PD: Blended models of sustaining teacher professional development in digital literacies. E-Learning, 1(3), 383-394. ..."
Page 103:
"... same stuff.- Student dissatisfaction with postgraduate courses. Paperpresented at the 15tAnnualHigher Education Research & Development Society of Australasia Conference, Sydney, Australia. Gibbs, G. (2004, June 21-23). The nature of educational development in a changing context. Keynote Presentation atthe International Consor- tium ..."

Product Description
Over the past decade, computer-enhanced learning has increased in demand due to developments in technological aids such as multimedia presentation and the internet. In this age of technology, it is imperative for teachers to consider the importance of technological integration in the classroom.

Applied E-Learning and E-Teaching in Higher Education presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This innovative title provides fresh insight into e-Learning and e-Teaching practices while exploring the varying roles of academic staff in adoption and application.

About the Author
Dr. Roisin Donnelly has over 15 years of experience in higher education both as a lecturer and researcher. She has taught in universities in Northern Ireland and was a lecturer and visiting research fellow in the University of New South Wales, Sydney. She is currently Programme Co-ordinator for DIT s MSc Applied eLearning, and tutors and supervises on the PG Certificate, Diploma and MA in Third Level Learning and Teaching. She has a range of chapter and journal publications to reflect her teaching and research interests, including academic development, designing eLearning, supporting virtual communities, tranformative pedagogies and blended problem-based learning.

Fiona McSweeney lectures in developmental psychology and research methods in the Department of Social Sciences of the Dublin Institute of Technology and in the psychology of learning and research methods with Waterford Institute of Technology. She has also worked as a learning development officer in the DIT. Her research interests focus on the student experience of higher education, assessment, the impact of professional education on identity, academic mentoring and the use of VLEs as a support for student learning and engagement in education. She is currently undertaking an Ed.D. with The Open University on student and professional identity and support.

Product Details

* Hardcover: 439 pages
* Publisher: Information Science Reference (August 1, 2008)
* Language: English
* ISBN-10: 1599048140
* ISBN-13: 978-1599048147 ...

From: Applied E-Learning and E-Teaching in Higher Education, Amazon.com description, 2008

Free Stanford University Engineering Courses Online

Stanford University has followed the example of MIT, by providing some course materials freely available online under the banner "Stanford Engineering Everywhere". Stanford are using a Creative Commons license, allowing reuse and modification of the material. This material could be of use to those preparing courses elsewhere or wanting to self study. However, like MIT's material, these are not e-learning courses and assessment is not included. The materials are essentially the lecture notes and videos of lectures from the on campus course. Those who have seem properly designed distance education and e-learning materials will be very disappointed in the poor quality of the Stanford material. But it need to be kept in mind that Stanford is not attempting e-learning.

For the first time in its history, Stanford is offering some of its most popular engineering classes free of charge to students and educators around the world. Stanford Engineering Everywhere (SEE) expands the Stanford experience to students and educators online. A computer and an Internet connection is all you need. View lecture videos, access reading lists and other course handouts, take quizzes and tests, and communicate with other SEE students, all at your convenience.

This fall, SEE launches its programming by offering one of Stanford’s most popular sequences: the three-course Introduction to Computer Science taken by the majority of Stanford’s undergraduates and seven more advanced courses in artificial intelligence and electrical engineering.

Stanford Engineering Everywhere offers:

• Anytime and anywhere access to complete lecture videos via streaming or downloaded media.
• Full course materials including syllabi, handouts, homework, and exams.
• Online social networking with fellow SEE students.
• Support for PCs, Macs and mobile computing devices.

From: Stanford Engineering Everywhere, Stanford University, 2008

University of Canberra moves to Moodle

Allan Christie from Netspot sent me a copy of their "Moodle & Sakai News for Enterprise-Level Education", which has a few interesting items on Australian universities working with e-learning products. They point out that University of Canberra has decided to replace Web CT with Moodle. and USQ is using Wimba with Moodle.

Replacing Web CT with Moodle is a sensible move, but a difficult one (apart from the technical changes, Moodle looks less glossy than Web CT). I am not sure how much integration would be needed, or possible between Wimba and Moodle, as Wimba is a real time audio, video application and Moodle is a mostly text based stored message sort of application. Apart from just having a hypertext link to start up Wimba from within Moodle, I am not sure what other integration would be needed, or possible.

Preparing for Blended e-learning

Preparing for Blended e-learning (Littlejohn and Pegler, Routledge 2007) provides a useful, if academic, overview of issues of blended learning, combining electronic learning with conventional classroom teaching and also the use of different forms on e-learning. With this approach some of the learning may place in a classroom, face to face, some may be online. E-learning may use audio, video, text and other media.

This book is aimed at university educators and would be particularly useful to administrators who have to cope with the issues and buzzwords involved. It will be less useful to people actually creating blended courses, as it tells what is needed to be done, but not the details of how to do it. For that "e-Learning by Design" (William Horton, 2006), is more useful.

See also: Other books on Blended Learning.

How to talk your way into an organization

Perhaps I need to put on a grim face, as people keep asking me for advice. I was sitting in the ANU science library and was asked if I knew how to contact ANU biology people about working on "interleukin". I had no idea what this was, but suggested the same approach I use to contact people to visit when traveling. This is to use a search engine, such as Google, to look for material written on the topic by, or about, people at the institution. Then you can compose a message to them, citing their work, expressing your interest and what you can contribute. This works a lot better than calling the switchboard at random and trying to introduce yourself. This approach works with companies and government agencies as well as for universities and research organizations.

Often the person you write to will not be the right one, or no longer be at the institution, but will pass your message on. You may have to try several people in the organization, but don't email everyone at once, or you will be seen as a crank. Students from South East Asian universities, for example, tend to bombard me requests for summer visits and PHD work. The problem is that when I find all my colleagues got the same generic request it goes from being flattering to an annoyance. But those requests which mention something I have written and explain how they would like to work on it are effective.

If you have the time another way to contact people is to have them find you. If you write about that they have done and put it on the web, they, or a colleague, will likely find it. You need to make what you write sound more than a puff piece or a request for a job.

Also remember that you need to have a clear and realistic plan of what you intend to do when you have made contact. If you are an undergraduate student, then it is unlikely that the head of a world leading research institute is going to listen to some bright idea you just dreamed up. But one of their assistants might suggest a program they have you could participate in.

Also remember the human search engine, which is the administrative assistant to the head of the organization. If you can make contact with this person they can help suggest who to take to and, more importantly, "suggest" (tell) staff to talk to you. I discovered this approach when trying to find people to visit in computing at Cambridge University. As a bonus I got lunch at high table (it did help I was the president of my national professional body at the time).

A variation on the ask someone approach is to use a social networking tool. Before a recent visit to Malaysia, Greece and Turkey, I used Linked-In to search for people interested in my topics at those places. The Linked-In system then identified people who knew people who knew me. The system will then send a request for an introduction through the chain of acquaintances, to put you in contact. This worked well and the intermediaries were very happy to facilitate, this also being a way to renew old acquaintances and make new ones.

Rankings for Information and Computing Sciences Journals

The Australian Research Council has released a consultation paper on evaluation of research excellence. This is important to Australian Universities and individual academics, as it will in part determine how much finding they get.

Part of the measurement is the ranking of journals which researchers publish in. This will be used, in part, to measure the quality of their output.

The journals are divided into discipline areas. Andrew Murphie, Editor of The Fibreculture Journal, has pointed out that the media and culture area are not well served, with the journal "Screen" ranking only a "C" (he suggests it should be an "A*") and "new media" studies are doing even worse. He also comments that open access, online journals rate "incredibly badly".

Institutions, such as Universities, have been invited to respond to the draft rankings, by 24 July 2008. The Australian Computer Society is also considering a response and those not at a university might like to consider commenting via their professional body.

There are 908 journals in the Information and Computing Sciences category (FOR Code 08). The ACS's "Journal of Research and Practice in Information Technology" rates a "B", which seems reasonable.

The ARC provided a spreadsheet file listing all the journals, proposed rankings. The spreadsheet includes macros to sort and sift the journals and to suggest changes.

I found the spreadsheet a little cumbersome and so I extracted the Information and Computing Sciences journal list:

Ranking Number
A* 93
A 176
B 210
C 399

ARC No	Ranking	Journal Title	ISSN	FOR Code
17724	A*	ACM Transactions on Algorithms	1549-6325	0802
17726	A*	ACM Transactions on Architecture and Code Optimization		0803
17730	A*	ACM Transactions on Computer Systems	0734-2071	0803
17731	A*	ACM Transactions on Computer-Human Interaction	1073-0516	0806
17732	A*	ACM Transactions on Database Systems	0362-5915	0804
17733	A*	ACM Transactions on Embedded Computing Systems		0803
17734	A*	ACM Transactions on Graphics	0730-0301	0801
17735	A*	ACM Transactions on Information and System Security	1094-9224	0803
17735	A*	ACM Transactions on Information and System Security	1094-9224	0806
32003	A*	ACM Transactions on Internet Technology	1533-5399	0805
2	A*	ACM Transactions on Mathematical Software	0098-3500	0802
17741	A*	ACM Transactions on Programming Languages and Systems	0164-0925	0803
17743	A*	ACM Transactions on Software Engineering and Methodology	1049-331X	0803
10593	A*	Annual Review of Information Science and Technology	0066-4200	0807
17761	A*	Artificial Intelligence	0004-3702	0801
4400	A*	Automatica	0005-1098	0801
6131	A*	Behavioral and Brain Sciences	0140-525X	0801
6187	A*	Cognition	0010-0277	0801
6193	A*	Cognitive Psychology	0010-0285	0801
6194	A*	Cognitive Science	0364-0213	0801
30736	A*	Computational Complexity	1016-3328	0802
30736	A*	Computational Complexity	1016-3328	0801
8765	A*	Computational Linguistics	0891-2017	0801
17829	A*	Data Mining and Knowledge Discovery	1384-5810	0801
17829	A*	Data Mining and Knowledge Discovery	1384-5810	0804
17833	A*	Decision Support Systems	0167-9236	0802
17849	A*	European Journal of Information Systems	0960-085X	0806
159	A*	Fuzzy Sets and Systems	0165-0114	0801
17862	A*	Human-Computer Interaction	0737-0024	0806
4447	A*	IEEE Transactions on Computers	0018-9340	0803
17871	A*	IEEE Transactions on Evolutionary Computation	1089-778X	0801
17871	A*	IEEE Transactions on Evolutionary Computation	1089-778X	0802
17872	A*	IEEE Transactions on Fuzzy Systems	1063-6706	0801
17873	A*	IEEE Transactions on Image Processing	1057-7149	0801
4454	A*	IEEE Transactions on Information Theory	0018-9448	0804
4454	A*	IEEE Transactions on Information Theory	0018-9448	0801
4456	A*	IEEE Transactions on Medical Imaging	0278-0062	0803
5073	A*	IEEE Transactions on Mobile Computing	1536-1233	0805
20981	A*	IEEE Transactions on Parallel and Distributed Systems	1045-9219	0805
17880	A*	IEEE Transactions on Pattern Analysis and Machine IntelligenceÂ	0162-8828	0801
17882	A*	IEEE Transactions on Software Engineering	0098-5589	0803
4466	A*	IEEE Transactions on Wireless Communications	1536-1276	0805
19214	A*	Information & Management	0378-7206	0806
17906	A*	Information Research-An International Electronic Journal	1368-1613	0807
17913	A*	Information Systems Journal	1350-1917	0806
17914	A*	Information Systems Research	1047-7047	0807
17914	A*	Information Systems Research	1047-7047	0806
17929	A*	International Journal of Computer Vision	0920-5691	0801
32118	A*	Journal of Artificial Intelligence Reasoning		0801
32119	A*	Journal of Autonomous Agents and Multi-Agent Systems		0801
17982	A*	Journal of Computer and System Sciences	0022-0000	08
17983	A*	Journal of Computer Information Systems	0887-4417	0806
232	A*	Journal of Cryptology	0933-2790	0804
232	A*	Journal of Cryptology	0933-2790	0802
10602	A*	Journal of Documentation	0022-0418	0807
18007	A*	Journal of Information Science	0165-5515	0807
18011	A*	Journal of Information Technology	0268-3962	0806
4360	A*	Journal of Information Technology in Construction		0899
18029	A*	Journal of Management Information Systems	0742-1222	0806
257	A*	Journal of Mathematical Imaging and Vision	0924-9907	0802
257	A*	Journal of Mathematical Imaging and Vision	0924-9907	0801
6433	A*	Journal of Memory and Language	0749-596X	0801
18036	A*	Journal of Parallel and Distributed Computing	0743-7315	0805
18052	A*	Journal of the American Society for Information Science and Technology	1532-2882	0807
32143	A*	Journal of the Association for Computing Machinery		08
18054	A*	Journal of the Association for Information Systems		0806
19427	A*	Journal of the Operational Research Society	0160-5682	0802
10608	A*	Library & Information Science Research	0740-8188	0807
10612	A*	Library Quarterly	0024-2519	0807
10614	A*	Library Trends	0024-2594	0807
18066	A*	Machine Learning	0885-6125	0801
18070	A*	Management Information Systems Quarterly		0806
18072	A*	Management Science	0025-1909	0807
18072	A*	Management Science	0025-1909	0806
321	A*	Mathematical Programming	0025-5610	0802
326	A*	Mathematics of Computation	0025-5718	0802
328	A*	Mathematics of Operations Research	0364-765X	0802
19272	A*	MIS Quarterly	0276-7783	0806
19272	A*	MIS Quarterly	0276-7783	0807
14558	A*	Network-Computation in Neural Systems	0954-898X	0801
18088	A*	Neural Computation	0899-7667	0801
18090	A*	Neural Networks	0893-6080	0801
345	A*	Numerische Mathematik	0029-599X	0802
4503	A*	Pattern Recognition	0031-3203	0899
18116	A*	Quantum Information & Computation	1533-7146	0802
10740	A*	School Library Media Research	1523-4320	0807
395	A*	SIAM Journal on Discrete Mathematics	0895-4801	0802
398	A*	SIAM Journal on Numerical Analysis	0036-1429	0802
399	A*	SIAM Journal on Optimization	1052-6234	0802
401	A*	SIAM Review	0036-1445	0802
18128	A*	SIAMJournal on Computing		08
6693	A*	Trends in Cognitive Sciences	1364-6613	0801
18142	A*	VLDB Journal	1066-8888	0804
17729	A	ACM Transactions on Computational Logic	1529-3785	0802
32178	A	ACM Transactions on Design Automation of Electronic SystemsÂ	1084-4309	0803
17746	A	ACM Transactions on the Web		0805
19224	A	Acta Informatica	0001-5903	0803
19224	A	Acta Informatica	0001-5903	0804
6059	A	Adaptive Behavior	1059-7123	0801
26	A	Algorithmica	0178-4617	0802
32007	A	Annals of Mathematics and Artificial Intelligence	1012-2443	0802
32007	A	Annals of Mathematics and Artificial Intelligence	1012-2443	0801
41	A	Annals of Operations Research	0254-5330	0802
49	A	Applied Mathematics and Computation	0096-3003	0802
10637	A	Australian Academic and Research Libraries		0807
10638	A	Australian Library Journal		0807
17770	A	Autonomous Agents and Multi-Agent Systems	1387-2532	0801
13440	A	Behaviour & Information Technology	0144-929X	0801
17774	A	BIT Numerical Mathematics	0006-3835	0802
6150	A	Brain and Cognition	0278-2626	0801
10649	A	Cataloging and Classification Quarterly	0163-9374	0807
6188	A	Cognition & Emotion	0269-9931	0801
6189	A	Cognition and Instruction	0737-0008	0801
6192	A	Cognitive Neuropsychology	0264-3294	0801
10597	A	College & Research Libraries	0010-0870	0807
17783	A	Communications of the Association of Information Systems		0806
109	A	Computational Geometry-Theory and Applications	0925-7721	0802
17787	A	Computational Intelligence	0824-7935	0801
3465	A	Computer	0018-9162	08
17794	A	Computer Journal	0010-4620	08
22147	A	Computer Networks	1389-1286	0805
17799	A	Computer Research and Development		08
17800	A	Computer Science Education		0803
17802	A	Computer Speech and Language	0885-2308	0801
17804	A	Computer Supported Cooperative Work		0806
4402	A	Computer Vision and Image Understanding	1077-3142	0801
20264	A	Computers & Education	0360-1315	0803
111	A	Computers & Mathematics With Applications	0898-1221	0802
111	A	Computers & Mathematics With Applications	0898-1221	0803
17815	A	Computers in Industry	0166-3615	0803
17815	A	Computers in Industry	0166-3615	0805
17816	A	Computing	0010-485X	08
17818	A	Computing in Science & Engineering	1521-9615	0802
17819	A	Concurrency and Computation-Practice & Experience	1532-0626	08
17823	A	Constraints	1383-7133	0801
17823	A	Constraints	1383-7133	0802
8769	A	Corpus Linguistics and Linguistic Theory		0801
19410	A	Data & Knowledge Engineering	0169-023X	0801
19410	A	Data & Knowledge Engineering	0169-023X	0804
17830	A	Database	0162-4105	0804
17830	A	Database	0162-4105	0807
17831	A	Database for Advances in Information Systems		0806
17831	A	Database for Advances in Information Systems		0804
17832	A	Decision Sciences	0011-7315	08
9940	A	Digital Creativity	1462-6268	0806
9940	A	Digital Creativity	1462-6268	0801
127	A	Discrete Applied Mathematics	0166-218X	0802
17840	A	Distributed and Parallel Databases	0926-8782	0805
17840	A	Distributed and Parallel Databases	0926-8782	0804
17841	A	Distributed Computing	0178-2770	0805
19287	A	Electronic Commerce Research	1389-5753	0806
17846	A	Electronic Markets		0807
17848	A	Empirical Software Engineering	1382-3256	0803
3477	A	Engineering Optimization	0305-215X	0802
148	A	European Journal of Operational Research	0377-2217	0802
17850	A	Evolutionary Computation	1063-6560	0801
17852	A	Expert Systems With Applications	0957-4174	0801
9219	A	First Monday	1396-0466	0807
17854	A	Formal Aspects of Computing	0934-5043	0802
17855	A	Formal Methods		0802
17856	A	Formal Methods in System Design	0925-9856	0803
17856	A	Formal Methods in System Design	0925-9856	0802
17858	A	Future Generation Computer Systems	0167-739X	0805
17863	A	IBM Journal of Research and Development	0018-8646	08
17864	A	IBM Systems Journal	0018-8670	0803
17864	A	IBM Systems Journal	0018-8670	0806
4426	A	IEEE Intelligent Systems	1541-1672	0801
32042	A	IEEE Internet Computing	1089-7801	0805
4434	A	IEEE Pervasive Computing	1536-1268	0805
17876	A	IEEE Transactions on Knowledge and Data Engineering	1041-4347	08
32045	A	IEEE Transactions on Knowledge and Database Systems (no longer exists)		0804
17877	A	IEEE Transactions on Multimedia	1520-9210	0803
4458	A	IEEE Transactions on Neural Networks	1045-9227	0801
4465	A	IEEE Transactions on Systems Man and Cybernetics Part B-Cybernetics	1083-4419	0806
4465	A	IEEE Transactions on Systems Man and Cybernetics Part B-Cybernetics	1083-4419	0801
17888	A	IEEE Transactions on Visualization and Computer Graphics	1077-2626	0801
17888	A	IEEE Transactions on Visualization and Computer Graphics	1077-2626	0802
17889	A	IEEE-ACM Transactions on Networking	1063-6692	0805
17899	A	Information and Computation	0890-5401	08
17901	A	Information and Organisation		0807
19138	A	Information and Organisation		0806
17902	A	Information and Software Technology	0950-5849	0806
17902	A	Information and Software Technology	0950-5849	0803
21940	A	Information Communication and Society	1369-118X	0899
21940	A	Information Communication and Society	1369-118X	0807
32055	A	Information Systems Databases: Their Creation Management and Utilization An International Journal		0804
19244	A	Information Systems Frontiers	1387-3326	0806
17917	A	Information Technology and People	0959-3845	0806
17919	A	INFORMS Journal on Computing	1091-9856	08
17921	A	Integration-the VLSI Journal	0167-9260	08
10600	A	Interlending & Document Supply	0264-1615	0807
17933	A	International Journal of Electronic Commerce	1086-4415	0806
6318	A	International Journal of Human-Computer Studies	1071-5819	0806
13602	A	International Journal of Medical Informatics	1386-5056	0807
17957	A	International Journal of Parallel Programming	0885-7458	0805
19256	A	Internet Research	1066-2243	0807
19256	A	Internet Research	1066-2243	0805
10601	A	Journal of Academic Librarianship	0099-1333	0807
17970	A	Journal of Algorithms	0196-6774	0802
17973	A	Journal of Artificial Intelligence Research	1076-9757	0801
17974	A	Journal of Automated Reasoning	0168-7433	0801
6356	A	Journal of Behavioral Decision Making	0894-3257	0806
17975	A	Journal of Chemical Information and Computer Sciences	0095-2338	0802
17975	A	Journal of Chemical Information and Computer Sciences	0095-2338	0804
6373	A	Journal of Cognitive Neuroscience	0898-929X	0801
220	A	Journal of Combinatorial Designs	1063-8539	0802
30342	A	Journal of Community Informatics		0807
30342	A	Journal of Community Informatics		0899
228	A	Journal of Computational and Applied Mathematics	0377-0427	0802
20267	A	Journal of Computer Assisted Learning	0266-4909	0899
17988	A	Journal of Database Management	1063-8016	0804
10630	A	Journal of Digital Information	1368-7506	0807
20812	A	Journal of Education for Library and Information Science	0748-5786	0807
17997	A	Journal of Functional and Logic Programming		0803
17998	A	Journal of Functional Programming	0956-7968	0803
31234	A	Journal of Global Information Technology Management		0806
246	A	Journal of Global Optimization	0925-5001	0802
32125	A	Journal of Heuristics	1381-1231	0801
32125	A	Journal of Heuristics	1381-1231	0802
18008	A	Journal of Information Systems		0806
10603	A	Journal of Librarianship and Information Science	0961-0006	0807
18024	A	Journal of Logic and Algebraic Programming	1567-8326	0802
18025	A	Journal of Logic and Computation	0955-792X	0802
8475	A	Journal of Logic Language and Information		0803
18028	A	Journal of Machine Learning Research	1532-4435	0801
18032	A	Journal of Network and Computer Applications	1084-8045	0899
32136	A	Journal of Network and Systems Management	1064-7570	0805
18035	A	Journal of Organizational Computing and Electronic CommerceÂ	1091-9392	0806
18037	A	Journal of Programming Languages	0963-9306	0803
18041	A	Journal of Strategic Information Systems	0963-8687	0806
272	A	Journal of Symbolic Computation	0747-7171	0802
18045	A	Journal of Systems and Software	0164-1212	0803
18061	A	Knowledge Engineering Review	0269-8889	0801
10682	A	Library and Information Research		0807
30343	A	Libres: Library and Information Science Research Electronic Journal		0807
296	A	Linear Algebra and Its Applications	0024-3795	0802
18071	A	Management Informations Systems Quarterly Discovery		0806
323	A	Mathematics and Computers in Simulation	0378-4754	0803
323	A	Mathematics and Computers in Simulation	0378-4754	0802
6515	A	Memory & Cognition	0090-502X	0801
8528	A	Minds and Machines	0924-6495	0802
8528	A	Minds and Machines	0924-6495	0801
32154	A	MISQ Executive		0806
18082	A	Multimedia Systems	0942-4962	0803
8985	A	Natural Language Engineering	1351-3249	0801
32155	A	Nauchno-Technicheskoi Informasiya Seriya 1		0807
30344	A	New Review of Information and Library Research		0807
31110	A	Operations Research	0030-364X	0802
31107	A	Operations Research Letters	0167-6377	0802
18102	A	Parallel Computing	0167-8191	0805
6548	A	Perception	0301-0066	0801
18107	A	Performance Evaluation	0166-5316	0803
4614	A	Queueing Systems : Theory and Applications		0802
372	A	Random Structures & Algorithms	1042-9832	0802
32162	A	Real-Time Systems	0922-6443	0805
9045	A	Research on Language and Computation	1570-7075	0801
19276	A	Scandinavian Journal of Information Systems		0806
10712	A	School Libraries Worldwide		0807
18125	A	Science of Computer Programming	0167-6423	0803
10624	A	Scientometrics	0138-9130	0807
400	A	SIAMJournal on Scientific Computing		0802
9098	A	Speech Communication	0167-6393	0801
861	A	Statistics and Computing	0960-3174	0802
18143	A	Theoretical Computer Science	0304-3975	0803
18143	A	Theoretical Computer Science	0304-3975	0802
18145	A	Theory and Practice of Logic Programming	1471-0684	0803
18147	A	User Modeling and User-Adapted Interaction	0924-1868	0806
18147	A	User Modeling and User-Adapted Interaction	0924-1868	0801
18150	A	VLSI Design	1065-514X	0899
4514	A	Wireless Communications & Mobile Computing	1530-8669	0805
18152	A	World Wide Web-Internet and Web Information Systems	1386-145X	0805
17727	B	ACM Transactions on Asian Language Information Processing	1530-0226	0804
17736	B	ACM Transactions on Information Systems	1046-8188	0806
17744	B	ACM Transactions on Speech and Language Processing		0801
3585	B	Advanced Robotics	0169-1864	0801
17751	B	AI Communications	0921-7126	0801
32008	B	Annals of Software Engineering	1022-7091	0803
44	B	Applicable Algebra in Engineering Communication and ComputingÂ	0938-1279	0802
19226	B	Applied Artificial Intelligence	0883-9514	0801
17757	B	Applied Intelligence	0924-669X	0801
51	B	Applied Numerical Mathematics	0168-9274	0802
778	B	Applied Stochastic Models in Business and Industry	1524-1904	0806
55	B	ARS Combinatoria	0381-7032	0802
58	B	Asia-Pacific Journal of Operational Research	0217-5959	0802
10595	B	Aslib Proceedings	0001-253X	0807
19280	B	Australasian Journal of Information Systems		0806
17766	B	Australian Computer Journal	0004-8917	08
17754	B	Australian Journal of Information Systems		0806
32016	B	Automated Software Engineering	0928-8910	0803
3590	B	Autonomous Robots	0929-5593	0801
6127	B	Behavior Research Methods Instruments & Computers	0743-3808	0801
6145	B	Behavioural Processes	0376-6357	0801
17775	B	Business Process Management Journal	1463-7154	0806
10596	B	Canadian Journal of Information and Library Science-Revue Canadienne des Sciences de l Information et de BibliotheconomieÂ	1195-096X	0807
6191	B	Cognitive Development	0885-2014	0801
10652	B	Collection Building	0160-4953	0807
788	B	Combinatorics Probability & Computing	0963-5483	0802
32022	B	Computational Optimization and Applications	0926-6003	0802
793	B	Computational Statistics & Data Analysis	0167-9473	0802
5063	B	Computer Communications	0140-3664	0805
32023	B	Computer Languages	0096-0551	0803
962	B	Computer Physics Communications	0010-4655	0803
17808	B	Computers & Chemistry	0097-8485	0803
17808	B	Computers & Chemistry	0097-8485	0804
4403	B	Computers & Electrical Engineering	0045-7906	0805
4403	B	Computers & Electrical Engineering	0045-7906	0803
3664	B	Computers & Industrial Engineering	0360-8352	0802
3664	B	Computers & Industrial Engineering	0360-8352	0803
3665	B	Computers & Operations Research	0305-0548	0803
3665	B	Computers & Operations Research	0305-0548	0802
5040	B	Computers in Biology and Medicine	0010-4825	0804
6198	B	Computers in Human Behavior	0747-5632	0801
4404	B	Computing and Control Engineering	0956-3385	0801
114	B	Congressus Numerantium		0802
17822	B	Connection Science	0954-0091	0801
17827	B	Cybernetics and Systems	0196-9722	0801
30345	B	d-Lib Magazine	1082-9873	0807
120	B	Designs Codes and Cryptography	0925-1022	0802
20329	B	Discourse Processes	0163-853X	0804
129	B	Discrete Mathematics	0012-365X	0802
30225	B	Displays	0141-9382	0801
30225	B	Displays	0141-9382	0806
17842	B	Distributed Systems Engineering		0803
17842	B	Distributed Systems Engineering		0805
138	B	Electronic Journal of Combinatorics	1077-8926	0802
31237	B	Electronic Journal of IS Evaluation		0806
10598	B	Electronic Library	0264-0473	0807
4673	B	Environmental Modelling & Software	1364-8152	0802
10666	B	Evidence Based Library and Information Practice		0807
17857	B	Fundamenta Informaticae	0169-2968	0802
30346	B	Government Information Quarterly	0740-624X	0807
167	B	Graphs and Combinatorics	0911-0119	0802
10599	B	Health Information and Libraries Journal	1471-1834	0807
31239	B	Human IT	1402-1501	0806
3483	B	IASTED International Journal of Modelling and Simulation		0801
4422	B	IEE Proceedings-Vision Image and Signal Processing	1350-245X	0801
17867	B	IEEE Computer Graphics and Applications	0272-1716	0801
20625	B	IEEE Transactions on Education	0018-9359	0803
20625	B	IEEE Transactions on Education	0018-9359	0805
13572	B	IEEE Transactions on Information Technology in Biomedicine	1089-7771	0806
4569	B	IEEE Transactions on Reliability	0018-9529	0803
17883	B	IEEE Transactions on Systems Man and Cybernetics Part A-Systems and Humans	1083-4427	0806
17886	B	IEEE Transactions on Systems Man and Cybernetics Part C-Applications and Reviews	1094-6977	0806
17886	B	IEEE Transactions on Systems Man and Cybernetics Part C-Applications and Reviews	1094-6977	0801
1247	B	Image and Vision Computing	0262-8856	0801
19213	B	Industrial Management & Data Systems	0263-5577	0806
19213	B	Industrial Management & Data Systems	0263-5577	0803
31240	B	Info : the Journal of Policy Regulation and Strategy for Telecommunications Information and Media		0899
18381	B	Information Economics and Policy	0167-6245	0807
31242	B	Information Management	0019-9966	0807
17907	B	Information Retrieval	1386-4564	0804
17908	B	Information Sciences	0020-0255	0801
17908	B	Information Sciences	0020-0255	0807
17908	B	Information Sciences	0020-0255	0806
17915	B	Information Systems Review		0806
30347	B	Information Technology and Libraries	0730-9295	0807
32061	B	Innovations in Teaching and Learning in Information and Computer Sciences		0899
32061	B	Innovations in Teaching and Learning in Information and Computer Sciences		0803
17922	B	Intelligent Data Analysis		0801
17922	B	Intelligent Data Analysis		0804
19416	B	Interfaces	0092-2102	0806
32065	B	Interjournal		0801
5098	B	International Journal of Ad Hoc and Ubiquitous Computing	1743-8225	0805
17925	B	International Journal of Approximate Reasoning	0888-613X	0801
30797	B	International Journal of Computational Geometry & Applications	0218-1959	0802
17932	B	International Journal of Data Warehousing and Mining	1548-3924	0801
17932	B	International Journal of Data Warehousing and Mining	1548-3924	0804
30348	B	International Journal of Electronic Government Research		0807
32081	B	International Journal of General Systems	0308-1079	0806
32081	B	International Journal of General Systems	0308-1079	0801
30367	B	International Journal of Geographical Information Science	1365-8816	0806
32082	B	International Journal of Grid and Utility Computing		0805
17942	B	International Journal of High Performance Computing Applications	1094-3420	0805
13597	B	International Journal of Human-Computer Interaction	1044-7318	0806
17950	B	International Journal of Intelligent Systems	0884-8173	0801
3494	B	International Journal of Knowledge-Based and Intelligent Engineering Systems		0801
17183	B	International Journal of Law and Information Technology	0967-0769	0899
20233	B	International Journal of Learning		0807
32099	B	International Journal of Neural Systems	0129-0657	0801
17958	B	International Journal of Pattern Recognition and Artificial Intelligence	0218-0014	0801
17960	B	International Journal of Software Engineering and Knowledge Engineering	0218-1940	0803
17960	B	International Journal of Software Engineering and Knowledge Engineering	0218-1940	0801
4482	B	International Journal of Wireless Information Networks	1068-9605	0805
10725	B	International Journal on Digital Libraries	1432-5012	0807
10725	B	International Journal on Digital Libraries	1432-5012	0805
32113	B	International Journal on Very Large Data Bases (VLDB)		0805
32113	B	International Journal on Very Large Data Bases (VLDB)		0804
32116	B	Journal of (for) Computer Information Systems		0806
17971	B	Journal of Applied Non-Classical Logics		0802
32117	B	Journal of Artificial Intelligence and Law		0801
17976	B	Journal of Cognitive Systems Research		0801
222	B	Journal of Combinatorial Theory		0802
17980	B	Journal of Combinatorial Theory Series A	0097-3165	0802
17984	B	Journal of Computer Science and Technology	1000-9000	08
17994	B	Journal of Embeded Computing		0805
30351	B	Journal of Government Information	1352-0237	0807
18001	B	Journal of Graph Algorithms and Applications	1526-1719	0802
247	B	Journal of Graph Theory	0364-9024	0802
248	B	Journal of Group Theory	0364-9024	0802
9232	B	Journal of Health Communication	1081-0730	0807
19429	B	Journal of Information and Optimization Sciences	0252-2667	0803
19429	B	Journal of Information and Optimization Sciences	0252-2667	0802
30352	B	Journal of Information Ethics	1061-9321	0807
18010	B	Journal of Information Systems Management	0739-9014	0806
30353	B	Journal of Informetrics	1751-1577	0807
18019	B	Journal of Intelligent Information Systems	0925-9902	0801
18019	B	Journal of Intelligent Information Systems	0925-9902	0804
18020	B	Journal of Intelligent Systems	0334-1860	0801
18021	B	Journal of Knowledge Management	1367-3270	0807
32134	B	Journal of Knowledge Management Practice		0807
10676	B	Journal of Library Administration	0193-0826	0807
18034	B	Journal of Object-Oriented Programming	0896-8438	0803
32138	B	Journal of Organizational and End User Computing	1546-2234	0806
18038	B	Journal of Research and Practice in Information Technology	1443-458X	08
18039	B	Journal of Software Maintenance and Evolution-Research and Practice	1532-060X	0803
18042	B	Journal of Supercomputing	0920-8542	0805
18046	B	Journal of Systems Architecture	1383-7621	0803
13691	B	Journal of the American Medical Informatics Association	1067-5027	0807
30354	B	Journal of the American Society for Information Processing and Management		0807
10605	B	Journal of the Medical Library Association	1536-5050	0807
32145	B	Journal of the University College and Research Libraries Section of the Australian Library and Information Association		0807
32150	B	Journal of Visualization	1343-8875	0802
18058	B	Journal of Visualization and Computer Animation	1049-8907	0802
18058	B	Journal of Visualization and Computer Animation	1049-8907	0801
18060	B	Knowledge and Information Systems	0219-1377	08
19288	B	Knowledge Management Research and Practice	1477-8238	0807
10606	B	Knowledge Organization	0943-7444	0807
18062	B	Knowledge-Based Systems	0950-7051	0806
10607	B	Law Library Journal	0023-9283	0807
10728	B	Library Hi Tech	0737-8831	0807
10683	B	Library Management	0143-5124	0807
10613	B	Library Resources & Technical Services	0024-2527	0807
10686	B	Library Review	0024-2535	0807
10615	B	Libri	0024-2667	0807
297	B	Logic Journal of the IGPL	1367-0751	0802
18067	B	Machine Translation	0922-6567	0804
18067	B	Machine Translation	0922-6567	0801
18068	B	Machine Vision and Applications	0932-8092	0801
18068	B	Machine Vision and Applications	0932-8092	0802
308	B	Mathematical and Computer Modelling	0895-7177	0802
19221	B	Misq Discovery		0806
18081	B	Mobile Networks & Applications	1383-469X	0805
32156	B	Naval Research Logistics	0894-069X	0802
18087	B	Networks	0028-3045	0802
18092	B	Neurocomputing	0925-2312	0801
18093	B	New Generation Computing	0288-3635	0801
18093	B	New Generation Computing	0288-3635	0803
30355	B	New Review of Information Behaviour Research		0807
19764	B	New Technology Work and Employment	0268-1072	0899
10617	B	Online Information Review	1468-4527	0807
10617	B	Online Information Review	1468-4527	0805
838	B	Open Systems & Information Dynamics	1230-1612	0899
346	B	Optimization	0233-1934	0802
31117	B	OR Spectrum	0171-6468	0802
31117	B	OR Spectrum	0171-6468	0806
10733	B	Orana		0807
18101	B	Parallel Algorithms and Applications	1063-7192	0802
18101	B	Parallel Algorithms and Applications	1063-7192	0805
18104	B	Pattern Analysis and Applications	1433-7541	0802
18104	B	Pattern Analysis and Applications	1433-7541	0801
18106	B	Pattern Recognition Letters	0167-8655	0899
32160	B	Personal and Ubiquitous Computing (was Personal Technologies)Â		0806
32161	B	Pervasive and Mobile Computing	1574-1192	0805
10618	B	Portal-Libraries and the Academy	1531-2542	0807
18114	B	Prometheus	0810-9028	0899
10622	B	Reference & User Services Quarterly	1094-9054	0807
22288	B	Research Evaluation	0958-2029	0807
10623	B	Restaurator-International Journal for the Preservation of Library and Archival Material	0034-5806	0807
32167	B	Sigmod Record - Web Edition		08
22058	B	Social Science Computer Review	0894-4393	0807
22058	B	Social Science Computer Review	0894-4393	0899
32169	B	Software and System Modeling		0803
18130	B	Software Concepts and Tools		0803
18131	B	Software Practice and Experience		0803
18134	B	Software Testing Verification & Reliability	0960-0833	0803
14374	B	Synergy		0807
18146	B	Theory of Computing Systems	1432-4350	0805
18146	B	Theory of Computing Systems	1432-4350	0802
4663	B	Transactions in GIS	1361-1682	0806
4663	B	Transactions in GIS	1361-1682	0804
4515	B	Wireless Networks	1022-0038	0805
17722	C	ACIS International Journal of Computer and Information ScienceÂ		08
32001	C	ACM Journal of Computer Documentation		0899
32002	C	ACM Journal on Educational Resources in Computing	1531-4278	0899
17723	C	ACM Letters on Programming Languages and Systems		0803
19294	C	ACM SIGecom Exchanges		0899
17725	C	ACM Transactions on Applied Perception		0801
17728	C	ACM Transactions on Autonomous and Adaptive Systems	1556-4665	0801
17737	C	ACM Transactions on Knowledge Discovery From Data	1556-4681	0801
17739	C	ACM Transactions on Modeling and Computer Simulation	1049-3301	0802
17740	C	ACM Transactions on Multimedia Computing Communications and Applications		0803
17742	C	ACM Transactions on Sensor Networks	1550-4859	0805
17745	C	ACM Transactions on Storage	1553-3077	0804
32004	C	ACM/IEEE Transactions on Computational Biology and Bioinformatics		0803
17747	C	Acta Automatica Sinica		0801
30356	C	Advanced Technology Libraries		0807
22083	C	Advances in Engineering Software	0965-9978	08
32005	C	African Journal in Information and Communication TechnologyÂ		08
8296	C	AI and Society	0951-5666	0899
8296	C	AI and Society	0951-5666	0801
17752	C	AI in Engineering		0801
32006	C	AI Magazine	0738-4602	0801
32009	C	Applied Computing and Informatics		08
32010	C	Applied Computing Review		08
881	C	Applied Mathematics and Optimization	0095-4616	0802
32011	C	Applied Ontology		0806
17759	C	Applied Soft Computing	1568-4946	0806
32012	C	Archivaria		0807
32013	C	Archives and Manuscripts		0807
17762	C	Artificial Intelligence and Law	0924-8463	0801
32014	C	Artificial Intelligence and Simulation of Behavior QuarterlyÂ		0801
5031	C	Artificial Intelligence in Medicine	0933-3657	0801
17763	C	Artificial Intelligence Review	0269-2821	0801
17764	C	Asian Journal of Information Technology		08
61	C	Australasian Journal of Combinatorics		0802
10636	C	Australasian Public Libraries and Information Services		0807
18140	C	Australian Journal of Combinatorics		0802
32015	C	Australian Journal of Electronic Commerce		0805
17768	C	Australian Journal of Intelligent Information Processing Systems		0801
10639	C	Behavioral & Social Sciences Librarian	0163-9269	0807
30357	C	Bulletin des Bibliothques de France		0807
32017	C	Bulletin of Applied Computing and Information Technology		08
32018	C	Business Information Review	0266-3821	0807
19415	C	Business Intelligence Journal		0804
19415	C	Business Intelligence Journal		0899
6163	C	Cahiers de Psychologie Cognitive-Current Psychology of Cognition	0249-9185	0801
17777	C	Cahiers Gutenberg		0807
31245	C	Campus-wide Information Systems	1065-0741	0805
30358	C	Campus-wide Information Systems	1065-0741	0807
17778	C	Chinese Journal of Advanced Software Research	1074-7443	0803
17781	C	Cognitive Science Quarterly		0801
32019	C	Communications in Information Literacy		0807
32020	C	Communications of the ICISA		0806
32021	C	Communications of the International Information Management Association		0806
32021	C	Communications of the International Information Management Association		0804
17784	C	Complex Systems		0801
17784	C	Complex Systems		0802
493	C	Complexity	1076-2787	0802
17786	C	Complexity International	1320-0682	0802
17786	C	Complexity International	1320-0682	0801
17792	C	Computer Graphics Forum	0167-7055	0801
17795	C	Computer Languages Systems & Structures	1477-8424	0803
17801	C	Computer Simulations in Biomedicine		0804
17801	C	Computer Simulations in Biomedicine		0802
17803	C	Computer Standards & Interfaces	0920-5489	0803
17803	C	Computer Standards & Interfaces	0920-5489	0804
17806	C	Computer Systems Science and Engineering	0267-6192	0805
17809	C	Computers & Graphics-Uk	0097-8493	0801
17813	C	Computers & Security	0167-4048	0803
17813	C	Computers & Security	0167-4048	0805
30359	C	Computers in Libraries	1041-7915	0807
32024	C	Computing and Informatics Journal		08
17824	C	Control and Cybernetics	0324-8569	0801
17824	C	Control and Cybernetics	0324-8569	0802
17826	C	Cryptologia	0161-1194	0801
17826	C	Cryptologia	0161-1194	0802
32025	C	Data Science Journal	1683-1470	0804
17834	C	Desidoc Bulletin of Information Technology		0807
32026	C	Design Automation For Embedded System		0802
17838	C	Discrete Event Dynamic Systems-Theory and Applications	0924-6703	0802
21327	C	East Asian Library Journal		0807
30361	C	Econtent	1525-2531	0807
32027	C	Education For Library and Information Services: Australia		0807
20310	C	Education Libraries		0807
10737	C	Education Libraries Journal		0807
32028	C	Egyptian Computer Science Journal		08
32029	C	El Profesional De La Informacion		0807
17843	C	Electronic Commerce Research and Applications	1567-4223	0806
32030	C	Electronic Communication Law Review (was EDI Law Review)		0806
32031	C	Electronic Journal of Information Technology in Construction Â		0899
10664	C	Electronic Journal of Knowledge Management		0801
17845	C	Electronic Journal on Information Systems in Developing Countries		0806
17847	C	Electronic Transactions on Artificial Intelligence		0801
32032	C	Engineering Applications of Artificial Intelligence	0952-1976	0801
4552	C	Engineering Intelligent Systems for Electrical Engineering and Communications	1472-8915	0801
31249	C	Enterprise Information Systems		0806
32033	C	Enterprise Modelling and Information Systems Architectures		0806
8393	C	Ethics and Information Technology	1388-1957	0899
17851	C	Expert Systems	0266-4720	0801
17853	C	Failure and Lessons Learned in Information Technology Management	1088-128X	0806
17125	C	First Monday	1396-0466	0805
32034	C	Foundations and Trends in Information Retrieval		08
32035	C	Graphical Models and Image Processing	1077-3169	0801
32179	C	Graphical Models and Image Processing	1077-3169	0804
13554	C	Health Informatics Series		0807
17861	C	Higher-Order and Symbolic Computation	1388-3690	0802
32036	C	IAENG International Journal of Computer Science		08
32037	C	IEE Proceedings - Software Engineering		0803
17866	C	IEE Proceedings-Software	1462-5970	0803
32038	C	IEEE Computer		08
32039	C	IEEE Computing in Science and Engineering		0802
32039	C	IEEE Computing in Science and Engineering		0805
32040	C	IEEE Dependable and Secure Computing		08
32041	C	IEEE Distributed Systems Online	1541-4922	0805
32043	C	IEEE Software Process Newsletter		0803
32044	C	IEEE Transactions on Information Forensics and Security	1556-6013	0803
32044	C	IEEE Transactions on Information Forensics and Security	1556-6013	0802
32046	C	IEEE Transactions on Very Large Scale Integration Systems		0805
17890	C	IEICE Transactions on Fundamentals of Electronics Communications and Computer Sciences	0916-8508	0803
17892	C	IEICE Transactions on Information and Systems	0916-8532	0806
32047	C	IET Computers and Digital Techniques	1751-8601	0803
32048	C	IETE Journal of Research	0377-2063	0803
4639	C	Imaging Science Journal	1368-2199	0801
17895	C	Implementation of Quantum Computation		0802
32049	C	Indilinga African Journal of Indigenous Knowledge Systems		0899
32050	C	INFOCOMP Journal of Computer Science		08
31241	C	INFOR	0315-5986	0802
31241	C	INFOR	0315-5986	0806
32051	C	Informação & Informação		0806
17897	C	Informatica	0868-4952	08
32052	C	Informatica didactica		0899
17898	C	Informatics in Health Care Australia		0806
13574	C	Informatics in Primary Care	1476-0320	0807
17157	C	Information and Communications Technology Law		0899
30362	C	Information Development: the international journal for librarians, archivists and information specialists		0807
32053	C	Information Knowledge Systems Management		0806
19240	C	Information Management and Computer Security	0968-5227	0806
30363	C	Information Management Policies and Services		0807
30364	C	Information Outlook		0807
17904	C	Information Processing & Management	0306-4573	0806
17905	C	Information Processing Letters	0020-0190	08
30341	C	Information Research-an International Electronic Journal	1368-1613	0806
-	C	Information Resources Management Journal	1040-1628	0806
32054	C	Information Security		0899
30365	C	Information Services & Use		0807
19217	C	Information Society	0197-2243	0806
19217	C	Information Society	0197-2243	0807
17911	C	Information Systems Control Journal		0806
19246	C	Information Systems Management	1058-0530	0806
19246	C	Information Systems Management	1058-0530	0807
19304	C	Information Technologies and International Development		0899
32056	C	Information Technologist		0807
32057	C	Information Technology and Disabilities	1073-5127	0899
32057	C	Information Technology and Disabilities	1073-5127	0807
5096	C	Information Technology and Management	1385-951X	0806
19659	C	Information Technology and Tourism	1098-3058	0806
32058	C	Information Technology in Nursing		0899
32059	C	Information Technology Journal	1812-5638	0806
32059	C	Information Technology Journal	1812-5638	0899
19302	C	Information Technology Learning and Performance Journal		0806
31252	C	Information Visualization	1473-8716	0802
31252	C	Information Visualization	1473-8716	0804
19289	C	Informing Science	1521-4672	0806
19289	C	Informing Science	1521-4672	0807
32060	C	Ingénierie des systèmes d'information		0806
32062	C	Intelligent Automation and Soft Computing	1079-8587	0801
32063	C	Intelligent Systems in Accounting Finance and Management		0801
13578	C	Interacting With Computers	0953-5438	0806
20068	C	Interactions	1072-5220	0807
32064	C	Interactive Multimedia Electronic Journal of Computer-Enhanced Learning (defunct)		0806
32066	C	International Arab Journal of Information Technology		08
10671	C	International Information & Library Review	1057-2317	0807
32067	C	International Journal for Infonomics		0806
32067	C	International Journal for Infonomics		0807
32068	C	International Journal of Agent-Oriented Software EngineeringÂ		0803
32069	C	International Journal of Business Data Communications and Networking		0805
31253	C	International Journal of Business Information Systems	1746-0972	0806
32070	C	International Journal of Business Intelligence and Data MiningÂ	1743-8187	0804
31254	C	International Journal of Cases on Electronic Commerce		0805
31254	C	International Journal of Cases on Electronic Commerce		0899
32071	C	International Journal of Cognitive Informatics and Natural Intelligence		0801
32072	C	International Journal of Computational Intelligence		0801
3488	C	International Journal of Computational Intelligence and Applications		0801
32073	C	International Journal of Computer and Engineering ManagementÂ		0806
32074	C	International Journal of Computer Applications in TechnologyÂ	0952-8091	0899
17927	C	International Journal of Computer Mathematics	0020-7160	0802
32075	C	International Journal of Computer Processing of Oriental Languages (was Computer Processing of Chinese and Oriental Languages)		0804
32076	C	International Journal of Computer Systems Science and Engineering		0805
32077	C	International Journal of Computers and Their Applications		0803
32077	C	International Journal of Computers and Their Applications		0805
32078	C	International Journal of Computing and Information SciencesÂ		0899
17931	C	International Journal of Cooperative Information Systems	0218-8430	0806
3489	C	International Journal of Distributed Sensor Networks	1550-1329	0805
32079	C	International Journal of e-Business Research		0806
32080	C	International Journal of e-Collaboration		0806
31257	C	International Journal of Enterprise Information Systems		0806
17935	C	International Journal of Expert Systems	0894-9077	0801
17936	C	International Journal of Expert Systems With Applications		0801
17939	C	International Journal of Fuzzy Sets and Systems		0801
13910	C	International Journal of Healthcare Information Systems and Informatics		0807
17943	C	International Journal of High Speed Computing	0129-0533	0805
32083	C	International Journal of Hospitality Information TechnologyÂ		0806
3491	C	International Journal of Hybrid Intelligent Systems		0801
10381	C	International Journal of Image and Graphics		0801
20290	C	International Journal of Information and Communication Technology Education		0899
32084	C	International Journal of Information and Computer Security		0806
20199	C	International Journal of Information and Operations Management Education		0899
17947	C	International Journal of Information Management	0268-4012	0806
32085	C	International Journal of Information Quality		0804
17948	C	International Journal of Information Security	1615-5262	0899
31258	C	International Journal of Information Security and Privacy		0899
32086	C	International Journal of Information Systems and Supply Chain Management		0806
17949	C	International Journal of Information Technology		08
31260	C	International Journal of Information Technology & Decision Making	0219-6220	08
32087	C	International Journal of Information Technology and ManagementÂ	1461-4111	0806
32088	C	International Journal of Information Technology and the Systems Approach		0806
31261	C	International Journal of Information Technology and Web Engineering		0805
32089	C	International Journal of Information Technology Education		0899
31262	C	International Journal of Intelligent Information TechnologiesÂ		0805
31262	C	International Journal of Intelligent Information TechnologiesÂ		0801
32090	C	International Journal of Intelligent Systems in Accounting Finance and Management (was Expert Systems Review)		0801
32091	C	International Journal of Intelligent Technology		0801
31263	C	International Journal of Internet and Enterprise ManagementÂ		08
32092	C	International Journal of Internet Protocol Technology		0805
32093	C	International Journal of Internet Science		0899
32094	C	International Journal of Interoperability in Business Information Systems		0806
32095	C	International Journal of IT Standards and Standardization Research		0806
20201	C	International Journal of Knowledge and Learning		0807
17951	C	International Journal of Knowledge Management		0804
17951	C	International Journal of Knowledge Management		0806
31264	C	International Journal of Knowledge Management Studies		0899
32096	C	International Journal of Libraries and Information ServicesÂ		0807
32097	C	International Journal of Metadata Semantics and Ontologies		0804
32098	C	International Journal of Mobile Communications	1470-949X	0805
31265	C	International Journal of Mobile Information Systems		0806
31265	C	International Journal of Mobile Information Systems		0805
17955	C	International Journal of Modelling and Simulation	0228-6203	0803
17955	C	International Journal of Modelling and Simulation	0228-6203	0802
4586	C	International Journal of Network Management	1055-7148	0805
17956	C	International Journal of Parallel and Distributed Systems and Networks	1206-2138	0805
32100	C	International Journal of Pervasive Computing and CommunicationsÂ		0805
32101	C	International Journal of Security and Networks		0805
32102	C	International Journal of Services and Standards	1740-8849	0899
19434	C	International Journal of Simulation and Process Modelling		0802
17961	C	International Journal of Systems Science	0020-7721	0806
17961	C	International Journal of Systems Science	0020-7721	0801
30368	C	International Journal of Technology and Human Interaction		0807
32103	C	International Journal of Technology Policy and Law (was International Journal of Information Policy and Law)		0899
32104	C	International Journal of The Computer the Internet and Management		0899
32105	C	International Journal of Web and Grid Services		0805
31267	C	International Journal of Web Based Communities		0806
32106	C	International Journal of Web Engineering and Technology	1476-1289	0803
32107	C	International Journal of Web Information Systems		0806
32107	C	International Journal of Web Information Systems		0803
32108	C	International Journal of Web Services Research	1545-7362	0805
32109	C	International Journal of Wireless and Mobile Computing		0805
32110	C	International Journal of World Wide Web		0805
17963	C	International Journal on Artificial Intelligence Tools	0218-2130	08
32111	C	International Journal on Pervasive Computing and CommunicationsÂ		0805
32112	C	International Journal on Semantic Web and Information SystemsÂ		0899
32112	C	International Journal on Semantic Web and Information SystemsÂ		0804
32114	C	International Review of Information Ethics		0899
32114	C	International Review of Information Ethics		0806
200	C	International Transactions in Operational Research	0969-6016	0806
17965	C	Internet and Web Information Systems		0805
32115	C	Iranian Journal of Information Science and Technology		08
17966	C	IS Audit and Control Journal		0806
10673	C	Issues in Science and Technology Librarianship		0807
17972	C	Journal of Applied System Studies		0806
31269	C	Journal of Cases on Information Technology	1548-7717	0806
221	C	Journal of Combinatorial Mathematics and Combinatorial Computing		0802
17981	C	Journal of Computation and Mathematics		0802
17985	C	Journal of Computer Security	0926-227X	0803
9231	C	Journal of Computer-Mediated Communication	1083-6101	0806
9231	C	Journal of Computer-Mediated Communication	1083-6101	0807
9231	C	Journal of Computer-Mediated Communication	1083-6101	0805
32120	C	Journal of Computing and Information Technology		08
20311	C	Journal of Computing in Teacher Education		0899
32121	C	Journal of Conceptual Modeling		0804
17989	C	Journal of Decision Systems		0806
32122	C	Journal of Digital Information Management	0972-7272	0807
17992	C	Journal of Discrete Event Dynamic Systems		0802
574	C	Journal of Discrete Mathematical Sciences and Cryptography		0802
20307	C	Journal of Educational Computing Research	0735-6331	0899
17993	C	Journal of Electronic Commerce Research		0806
10393	C	Journal of Electronic Imaging	1017-9909	0899
32124	C	Journal of Enterprise Information Management	1741-0398	0806
19262	C	Journal of Enterprise Information Management	1741-0398	0899
19262	C	Journal of Enterprise Information Management	1741-0398	0807
17996	C	Journal of Experimental & Theoretical Artificial Intelligence	0952-813X	0801
17999	C	Journal of Global Information Management	1062-7375	0807
17999	C	Journal of Global Information Management	1062-7375	0806
18003	C	Journal of Graphics Tools		0802
18004	C	Journal of Informatics Education and Research		0806
18005	C	Journal of Information and Knowledge Management		0806
32126	C	Journal of Information Communication and Ethics in Society		0899
32127	C	Journal of Information Information Technology and OrganizationsÂ		0806
18006	C	Journal of Information Law and Technology		0899
17242	C	Journal of Information Law and Technology		0807
32128	C	Journal of Information Literacy		0807
32129	C	Journal of Information Privacy and Security		0899
32130	C	Journal of Information Science and Technology		0806
32131	C	Journal of Information System Security		0899
31272	C	Journal of information systems and small business		0806
31273	C	Journal of Information Systems and Technology Management		0806
18009	C	Journal of Information Systems Education		0806
18012	C	Journal of Information Technology Cases and Applications		0806
19281	C	Journal of Information Technology Management		0807
19281	C	Journal of Information Technology Management		0806
18014	C	Journal of Information Technology Theory and Applications		0806
18015	C	Journal of Information Warfare		0899
581	C	Journal of Intelligent & Fuzzy Systems	1064-1246	0801
3613	C	Journal of Intelligent & Robotic Systems	0921-0296	0801
10675	C	Journal of Interlibrary Loan Document Delivery and Electronic Reserve		0807
19303	C	Journal of International Technology and Information ManagementÂ		0806
32132	C	Journal of Internet Cataloging		0807
32133	C	Journal of Internet Technology	1607-9264	0805
22235	C	Journal of Issues in Informing Science and Information Technology		0807
22235	C	Journal of Issues in Informing Science and Information Technology		0899
17255	C	Journal of Law and Information Science		0899
30370	C	Journal of Library and Information Management		0807
18030	C	Journal of Management Systems		0806
13656	C	Journal of Medical Internet Research	1438-8871	0805
32135	C	Journal of Medical Systems	0148-5598	0806
5099	C	Journal of Mobile Multimedia		0805
32137	C	Journal of Object Technology	1660-1769	0803
10604	C	Journal of Scholarly Publishing	1198-9742	0807
32139	C	Journal of Software		0803
32140	C	Journal of Software Engineering		0803
32141	C	Journal of Systemics Cybernetics and Informatics		0899
18044	C	Journal of Systems and Information Technology		0806
32142	C	Journal of Systems Engineering	0938-7706	0806
18047	C	Journal of Systems Integration	0925-4676	0803
18048	C	Journal of Telecommunications and Information Technology		0805
18055	C	Journal of the Brazilian Computer Society		08
32144	C	Journal of the Institute of Telecommunications Professionals (was Journal of the Communications Network)		0805
30845	C	Journal of the Operations Research Society of Japan	0453-4514	0802
32146	C	Journal of Theoretical and Applied Electronic Commerce ResearchÂ		0899
32147	C	Journal of Theoretical and Applied Information Technology		08
18056	C	Journal of Universal Computer Science	0948-695X	08
32148	C	Journal of Universal Knowledge Management		0807
32149	C	Journal of Visual Communication and Image Representation	1047-3203	0802
18057	C	Journal of Visual Languages and Computing	1045-926X	0803
18057	C	Journal of Visual Languages and Computing	1045-926X	0806
32151	C	Journal of Web Semantics		0804
10755	C	Journal on Information Technology in Healthcare	1479-649X	0899
18059	C	Journal on Software Testing Verification and Reliability		0803
32152	C	Lasie (defunct 2002)		0807
10039	C	Leonardo	0024-094X	0899
10609	C	Library and Information Science	0373-4447	0807
32153	C	Library and Information Science Research Electronic JournalÂ		0807
10610	C	Library Collections Acquisitions & Technical Services	1464-9055	0807
10611	C	Library Journal	0363-0277	0807
30371	C	Library Software Review	0742-5759	0807
10688	C	Library Technology Reports		0807
18065	C	Machine Graphics and Vision	1230-0535	0801
18065	C	Machine Graphics and Vision	1230-0535	0802
18069	C	Malaysian Journal of Computer Science		08
309	C	Mathematical and Computer Modelling of Dynamical Systems	1387-3954	0802
317	C	Mathematical Methods of Operations Research	1432-2994	0802
18074	C	Mathematical Modelling and Scientific Computing		0802
13707	C	Medical Informatics	0307-7640	0807
13708	C	Medical Informatics and the Internet in Medicine	1463-9238	0807
13712	C	Methods of Information in Medicine	0026-1270	08
18083	C	Multimedia Tools and Applications	1380-7501	0803
18083	C	Multimedia Tools and Applications	1380-7501	0806
32157	C	NETNOMICS: Economic Research and Electronic Networking		0806
32157	C	NETNOMICS: Economic Research and Electronic Networking		0805
18085	C	Network and Computer Applications		0805
18089	C	Neural Computing & Applications	0941-0643	0801
3535	C	Neural Information Processing Series		0801
10695	C	New Library World	0307-4803	0807
32158	C	New Review of Hypermedia and Multimedia	1361-4568	0807
32159	C	New Review of Information Networking	1361-4576	0807
18094	C	New Zealand Journal of Applied Computing and Information Technology		08
18095	C	New Zealand Journal of Computing		08
671	C	Numerical Algorithms	1017-1398	0802
10108	C	Object		0804
10108	C	Object		0806
10108	C	Object		0803
10616	C	Online	0146-5422	0807
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32170	C	Software Process: Improvement and Practice		0803
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18135	C	South African Computer Journal		08
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10719	C	Technical Services Quarterly	0731-7131	0807
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32174	C	Web Intelligence and Agent Systems: An International JournalÂ		0899
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10626	C	Zeitschrift fur Bibliothekswesen und Bibliographie	0044-2380	0807