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An empirical research of ITESCM (integrated tertiary educational supply chain management) model 21 7. Conclusion In summary, this research represents the first large scale empirical study that systematically investigate input of the university, output of the university through educational supply chain. This empirical study of 493 respondents from all stakeholders including experts and administrators of the university, employers, graduates, etc. are applied. The hypotheses testing and structural equation modeling (SEM) through AMOS are also applied. One of the main goals of an educational supply chain is to improve the well-being of the end customer or the society. Improved Well-being society would be possible if we could able to produce quality graduates and quality research outcomes by implementing proper educational supply chain for the universities from the raw materials, i.e. students and research projects to finished products, i.e. graduates and research outcomes. It is a surprising fact that researchers develop supply chain models mostly for improving business operations. Few, particularly academic researchers, do not realize that the research on academic supply chain management may also be conducted for their own educational institutions (Habib & Jungthirapanich, 2008a). This empirical research will fulfill that space. The applicability of the model can be confirmed empirically. However, model evaluation by actual implementation is suggested for prospective investors or current university administrators. The current decision makers who need to improve their management can apply the research equations of educational supply chain management model to their universities. This study provides educational management a new dimension to understand how supply chain management contributes to successful university operations. 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A new set of Internet-based technological tools, all gathered together under the roof of one broad term - Web 2.0 – are describing the increasing use of the Internet as a technology platform to enhance functionality, communication and collaboration. It encompasses the explosion of Web-delivered content, interconnectivity, new applications and social networking. The term "Web 2.0" actually describes the changing trends in the use of World Wide Web technology and web design that aim to enhance creativity, secure information sharing, collaboration and functionality of the web. Web 2.0 applications like blogs, wikis, online social networking sites, photo- and videosharing sites and virtual worlds have known an exponentially increasing development and popularity over the past few years. Research evidence suggests that these revolutionary online tools have not only had an impact on people’s private and professional lives, but have also started to affect large organizations and institutional structures, leading them towards more collaborative and synergetic approaches. This process - intrinsically based upon the latest online technologies - is extremely interesting to observe in the educational sector, as an enhanced efficiency at this level is further on naturally disseminated in all segments and fields of activity. Moreover, taking into account all the great advantages of using such tools in providing high quality, modern educational services and catalyzing learning processes, we believe this is an extremely interesting topic, of utmost importance for the future of education and the development of generations to come. After all, we are witnessing the dawn of a new era pertaining entirely to “digital natives” (Mason & Rennie, 2007), as today’s children are using Web 2.0 technologies comfortably and efficiently and they will continue to do so ever more naturally. The reason why using these tools in educational settings is so crucial, particularly at this point in time, reveals itself from two different aspects merging together. On one hand, the younger generation will always need help from their older, wiser fellows in order to learn what they need to be successful in the complicated structures of the society they will grow up to be a part of. But, on the other hand, until these digital natives will start becoming those fellows, here we are still the representatives of those few „transition“ 26 Management and Services generations in different stages of technical ability that are bound to adapt quickly to the imminent trends and find efficient measures to support imposing multiple innovations of the educational system, that will eventually permit a functional blend between the “old” and “new” tools and patterns for learning, as well as a smooth evolution of the entire system. Bringing together the two realms of Web 2.0 and learning, in any form or type of organization around the globe, we will address the phenomenon under discussion with the term of „Learning 2.0“, as it already appears in a few pioneering research papers. Since the concept of collaborative technologies is only a few years old itself, discussions around the topic of its fusion with the educational sector are an even bigger novelty. Therefore research on Learning 2.0 is still scarce, the only comprehensive project in this area of study, apart from some disparate articles and studies on different, very restricted aspects of Learning 2.0, being one initiated by the Institute for Prospective Technological Studies (IPTS) and the European Commission Directorate Education and Culture (DG EAC) in 2008. “Learning 2.0 – the Impact of Web 2.0 Innovations on Education and Training in Europe”(Redecker et all, 2009) aims at gathering concrete evidence on the take up of social computing by European education and training institutions, to understand its impact on innovations in educational practices and its potential for a more inclusive European knowledge society. At the same time, this research project also envisioned identifying challenges and bottlenecks so as to devise policy options for European decision makers, all in all proposing a very complex approach to understanding the role of collaborative technologies in European education and training institutions. Although the final report issued at the end of this study is a very important informative tool for anyone plunging into this field, there are two disadvantages entailed. First of all, the results are biased by concentrating only on European institutions, which although was one of the major premises of the project, nevertheless cannot be ignored as a restrictive feature, and second of all our entire discussion takes place on very rapidly changing grounds, the Web 2.0 movement having suffered tremendous developments during the last couple of years. Having pointed out so far only the main limitations of this front-runner contribution in the Learning 2.0 field, we would like to mention a couple of other aspects that could be added into the same category. In our opinion, this study focuses primarily upon organizational innovation measures that need to be implemented in order to assure the efficiency of Web 2.0 tools within education and training institutions, in the detriment of other key aspects of the analyzed issue. One of these could consist into the main advantages of using Web 2.0 tools in educational contexts (such as their crucial contribution in distance education, informal learning and decoding tacit knowledge, as well as in the process of developing essential character and personality treats of future citizens of the world), which we believe it is a noticeably underdeveloped aspect in this study and also one that we will try to enrich with our research endeavours. This is why, building upon existent research, we are proposing a more general, up-to-date and logically structured overview of the Learning 2.0 field, in which we intend to emphasize all the fundamental advantages of Learning 2.0 practices and the most severe challenges laying ahead for them. Our hopes are high that a clear outline of this phenomenon and its determining landmarks – one of the priority goals of this chapter – will foster deeper interest and further research into this very lively and current topic. In order to reach this we will begin with a detailed exposure of the Internet’s development into what it has become nowadays, providing also a general view of the web-based tools Learning 2.0: collaborative technologies reshaping learning pathways 27 accountable for its nomenclature. The purpose of all this will be to sketch the basic context in which we will take a deeper look at the multiple ways of Web 2.0 applications transforming learning patterns and pathways, or more exactly at all the advantages, opportunities and challenges brought by using such technologies for learning and at the ways in which current structures must metamorphose in order to best accommodate the positive aspects, while eliminating the negative ones. 2. The development of the Internet into Web 2.0 We would not be able to talk about innovative collaboration technologies nowadays without having witnessed over the past few decades one of the most influential global scale phenomenon, that will have definitively reshaped the history of human kind – the rise of the Internet. According to official statistics, the growth of the World Wide Web in terms of number of users and their interconnected networks has been exponential for almost two decades.1 The reach of the Internet is global - although it began in the US and is unquestionably a western technology, its presence and growth is no longer limited to western cultures. In fact, highest growth rates are registered in other regions such as Africa, the Middle East and Latin America, all of which points out to a more and more interconnected world. And the rationale behind this continuously increased interconnectedness is nothing else but the omnipresent ambition of overcoming geographic distances as primary barriers to information and knowledge access at a global scale. The incredible growth rate of the Internet in such a short period of time has also made it evolve into a more user-friendly medium, which allows us to define it today according to both a technical and a social model. Therefore, the major impact of its growth may not be in the connectivity itself (which is significant, as mentioned above), but in the secondary changes in behaviour and values that such connectivity seems to stimulate (Mason and Hart, 2007). The emerging technical model means that the evolutionary development of web technology enables new capabilities for users. Higher bandwidths mean that images and videos are more readily available, thus increasing the richness of the media accessible on the web. Additionally, users can label, or “tag” pages and information units. Consequently, the web becomes increasingly dense in terms of primary content (the text web pages, the images and the video), the metadata of tags, and the linkages among sites and pages. Collectively, all three (primary content, metadata, and linkages) create a set of extraordinarily rich sources of information, so that becoming aware of the combination of the three dimensions presents opportunities for learning and for innovative connections among previously unrelated assemblages of facts and relationships (Mason and Hart, 2007). The emerging social model is enabled by how people choose to use the evolving technical capabilities. These permit and even encourage the formation of new social networks focused on particular interests or other shared characteristics, ranging from such simple concepts as attending the same school to more complex associations such as a shared interest in particular types of books or hobbies. The significance of these examples of Internet deployment - one oriented toward software development, one purely social - suggests that what we are seeing is a new approach to using the giant network. It has become the meeting space - a virtual “third space” for 1 http://www.internetworldstats.com/stats.htm