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It is proposed that future work should move on from existing network and system management methodologies to consider enhancing the management methodology for ATM and other networking technologies to meet existing and future requirements. This paper outlines an area where significant potential for further research exists and proposes a component‐based management architecture. The discussion indentifies the technological limitations and architectural drawbacks of current solutions and proposes the extension of existing services and an enhanced management framework to overcome the current restrictions.

Considers the requirement for information security within the domain of online distance learning. A generic module structure is presented which represents a high level abstraction of the different stages of the educational process. Discusses the main security issues that must be considered at each stage. These various requirements are being addressed in practice by the security framework being developed by the SDLearn research project, a collaborative initiative between higher academic establishments in the UK and Germany.

This paper considers the issue of security in the provision of online distance learning. Security represents an aspect that may not suggest itself as a high priority in an educational environment, but evidence indicates that it is definitely required. The discussion presents an overview of the key security requirements and the main technical elements needed to address them.

Atlantis University is an ambitious international project in the area of learning and is currently being developed by a group of universities and companies. It combines three different types of learning and teaching to form a single package offered to Students and people in the workplace alike: face‐to‐face learning, e‐learning and project‐based learning. The paper gives an overview of the advantages and disadvantages of the different learning methodologies, and describes the new Atlantis approach. The first practical solutions Atlantis University has developed, namely the Virtual Classroom, ELAT learning environment and Project Service Center, are likewise briefly introduced.

This study proposes an integrated collaborative web site among government agencies to enhance customer satisfaction with the service quality of government agencies.

The present authors invited all involved public‐sector agencies to integrate their service processes into a model of one‐stop shopping and established collaborative mechanism for providing customized service.

The present study has identified five factors that were critical for success in such an undertaking. These factors included: establishing appropriate regulations for the implementation process; designing a viable collaborative‐service system; establishing a closely connected virtual organization; ensuring the participation of senior managers from all agencies; and obtaining the cooperation of the facilitators from various agencies (including appropriate merit and bonus incentives).

The real challenge for establishing the collaborative‐service web site was managerial – in combining the service processes of a dozen or more agencies to make the model work. Managerial issues that need to be addressed were the design of service processes, the overall organizational structure, the establishment of audit and supervision procedures, and the establishment an operational model for the web site.

This web site serves as a successful “one‐stop‐shopping” model that increases customer satisfaction with the service quality of government agencies. This study provides information for other government agencies that might wish to establish similar collaborative models to enhance service in the public sector.

Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e‐learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. Issues such as the confidence with which college faculty integrate technology in their teaching, plagiarism and communication remain as important unresolved questions. Considering these, the marketplace of learners is not responding to e‐learning as anticipated. Understanding the importance of information systems, and of efforts to ensure that faculty use technology, as well as recognition of the marketplace, a framework has been developed for success with e‐learning. Reviews the selected definitions of e‐learning. A critical review of literature is provided with a view to developing a more practical framework for achieving success in e‐learning. Also, some reported case experiences are briefly discussed. Suggestions for future research are presented.