Digital competence and digital literacy in higher education research: Systematic review of concept use

Abstract Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.

PUBLIC INTEREST STATEMENT
"Digital competence" and "digital literacy" are terms increasingly used in public discourse. However, the use and definition of these concepts remains unclear. We present a systematic review of peer-reviewed articles where these concepts are used in higher education research. Our review demonstrates that a range of definitions has been used during the period 1997-2017. They vary depending on whether the concepts are defined by policy, research or both, and whether they focus on technical skills or social practices. The review indicates directions for future research to avoid commonsensical use of the concepts and cross-referencing incompatibilities. There is a need for critical investigation that pays attention to the origins of definitions. Furthermore, it is important to clarify the rationale for the specific selection of different definitions. Such clarifications facilitate understanding whether the research effort is linked to investigating policy implementation or a more critical investigation linked to digital competence or digital literacy.
indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.

Introduction
Over the last few decades, the concepts digital competence and digital literacy have been used more frequently and are increasingly discussed, particularly in policy documents and policy-related discussions related to "what kinds of skills and knowing people should have in a knowledge society, what to teach young people and how to do so" (Ilomäki, Paavola and Lakkala, 2016, p. 655). Often, they are used synonymously although they have distinct origins and meanings (se e.g. Iordache, Mariën, & Baelden, 2017;Martin & Grudziecki, 2006). Sometimes they are used to underpin each other, such as the EU framework of key competencies for all citizens (European Commission, 2006) where digital competence as one of eight key competencies is defined as follows: "Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet" (p. 16) Here it is indicated that digital competence is underpinned by digital literacy, according to Martin and Grudziecki (2006). In 2013, the European Commission published a Digital Competence Framework based on five areas and 21 competences, which include the notion of digital literacy (Ferrari, 2013). At a systemic level policy documents often emphasize the need to invest in digital skills enhancement for economic growth and competitiveness (European Commission, 2010). Furthermore, it has been argued that in our interconnected world "sustainable development and social cohesion depend critically on the competencies of all of our population-with competencies understood to cover knowledge, skills, attitudes and values" (OECD, 2005, p. 4). In addition, in 2008 UNESCO launched the policy document ICT competency standard for teachers with focus on teacher education and digital literacy without defining the concepts (UNESCO, 2008). In Sweden, digital competence is also used as a foundational concept in the currently launched national strategy for the digitalization of education (Swedish Ministry of Education, 2017). The overall aim of this strategy is to provide children and students the opportunity to develop the ability to use and create with digital technology and understand how digitalization affects the individual and society. Three areas in particular are in focus: Digital competence for all in the school system, Equal access and use, and Research and evaluation of the possibilities of digitalization. Thus, personnel working with children and students should develop the competence to choose and use appropriate digital tools in education and the opportunity to develop digital competence during their education and through workplace training.
In this review, we are interested in systematically exploring the use of these two concepts in higher education (HE) research to provide an understanding of research and policy approaches to the definitions, and the patterns of how the concepts have been used over time, and with respect to disciplines, countries, methods and level of analysis. HE is, similar to K-12 schooling, becoming increasingly digitalized which has resulted in new challenges for university leadership and teachers in providing high-quality teaching and adapting to the needs of changing student populations. The aim of the review is to identify HE publications that define or discuss the concepts digital competence and digital literacy and show in a systematic manner how these two concepts have been used in HE research. The following research questions are addressed in this review: (1) How have the concepts digital competence and digital literacy been defined and used in HE research?
(2) What are the implications of these concepts' definitions and use for HE research?

Methods and materials
The review builds on a systematic literature search in selected databases following established recommendations for using several databases, defining inclusion and exclusion criteria for publications selected for the review process as well as transparency in the selection process (Bendermarcher, oude Egbrink, Wolfhagen and Dolmans, 2016;Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012). Our approach to such recommendations is outlined below.

Database selections and search terms
Three databases were used in this systematic literature review: Web of Science, Scopus and Education Resources Information Center (ERIC). Web of Science and Scopus were selected as the primary databases for international multidisciplinary academic literature (Aghaei Chadegani et al., 2013). ERIC was included as it specializes in educational research publications. The following search terms were used in this systematic review: (i) "digital competenc*" AND "higher education" (ii) "digital literac*" AND "higher education" We delimited the search to title, abstract and keywords in the databases as our deliberate search strategy to decrease the number of publications to read as well as increase the precision of the information search (Guo and Huang 2011;Savolainen, 2016). Our main rationale was to identify publications that explicitly defined or discussed the concepts digital competence and digital literacy the motive for which was that if the authors have included these concepts there, then these concepts are central to the publications as well (Syed & Collins-Thompson, 2017).

Inclusion and exclusion criteria for selection of publications
We narrowed the number of publications by specifying further selection criteria. The inclusion criteria were that the publications should be peer-reviewed articles, reviews or conference papers written in English. Publications such as policy documents, books, reports, etc. were excluded as the interest was to systematically capture how digital literacy and digital competence is used and defined within HE research. No restrictions on the year of publication were set. The material includes publications from 1997 until 2017. The searches were conducted in September 2017. Initially, 141 publications met the inclusion criteria. However, in our manual screening of the publications 6 papers were excluded (the reasons being that three were not in English, two were book reviews, and one was a duplicate), leaving 135 publications as review material. The 135 publications, 36 concerning digital competence and 99 digital literacy, were divided among the authors for further manual screening.

Screening and eligibility assessment results-digital competence
Initially, 36 publications met the inclusion criteria in regard to papers concerning digital competence. In the manual screening, 8 of these were excluded due to the following reasons: non-HE (3), book chapter (1), not peer-reviewed (4). Finally, 28 HE publications on digital competence were included in the systematic review.

Screening and eligibility assessment results-digital literacy
Initially, 99 publications met the inclusion criteria regarding digital literacy. In the manual screening 20 of these were excluded. The exclusion of the papers was for to two reasons: not regarding HE (12), not peer-reviewed (8). Finally, 79 publications on digital literacy and HE were included in the systematic review.
The systematic process of identification, screening, eligibility assessment and final inclusion is visualised in Figure 1 below, resulting in 107 papers to be included in the systematic review.

Review and coding process
Initially, we divided the publications equally between the four authors for the thorough reading process. In order to systemize the reading, we constructed an initial sorting template to capture the scientific approach in the articles. Besides identifying how the two concepts in each article were defined and used, we wanted to identify the subject discipline for each article to gain an overview of the disciplines addressing the concepts. We were also interested in capturing if the author's aim was to contribute to knowledge on an individual or broader organisational level (typified as micro, meso and macro levels of analysis), what methods were used and what conclusion that was drawn from the study. Our sorting scheme consisted of the following eight categories: (

Data analysis
After the initial coding and iterative readings of the 107 publications, the authors collaboratively identified six different types of usage of the concepts. The six types that emerged in the material were: (1) Mentioned only (2) Used without defining or referencing (3) Defined with reference to policy document (4) Defined with reference to research and policy (5) Defined with reference to research (6) Discussed or developed definitions To establish inter-rater reliability in the coding and identification of the use of the key terms, the authors coded a sub-sample of 10 publications independently. In 7 of the 10 publications complete agreement was reached. The inter-rater reliability score (r) was 0,96 showing high level of agreement between the four authors.
In the screening and categorization of the publications according to the six types, 30 publications were identified as only mentioning the terms digital competence (3) and digital literacy (27). An additional 20 publications (5 on digital competence and 15 on digital literacy) were identified as using the concepts without defining or referencing (see Supplementary Table S1). This means that almost half of the reviewed publications (50 of 107) demonstrate an implied use of the concepts (publications marked with ** in the reference list) without revealing how the terms were defined. The 57 publications in the four remaining coding types (marked with * in the reference list) required systematic and thorough analysis for the purpose of exploring the definitions of the concepts in more detail.

Results
In this section, we present three types of results. First, we present descriptive statistics of the distribution of the selected 107 publications over the six types of usage of the concepts to give an overview of the referencing patterns to research and policy and instances of further development of the concepts. Second, we elaborate further on the definitions of the concepts digital competence and digital literacy to better understand the impact of referencing strategies on the conceptualization. Third, we present the variations of scholarly focus concerning the research methods used and what level of analysis the publications address.

Part 1: descriptive statistics on the use of concepts
The reviewed publications and ways in which the definitions of digital competence and digital literacy were used are summarized in Supplementary Table S1. The distribution of the six distinct types of concept use shown in Figure 2 demonstrates that digital competence most often is defined with policy documents (32% of the articles), whereas a majority of the publications on digital literacy demonstrate a mention only (34%) strategy or define the concept primarily with reference to scientific research (24%). Overall, there is a striking tendency of using the concepts without any reference to the terms' meanings. In addition, only a few papers develop the concepts further.
Without any time-restriction in the selection phase, the reviewed publications date back to 1997 when the term digital literacy was coined by Gilster (1997), published as a book, and referred to in HE literature the same year for instance by Inoue et al. (1997). The distribution of the use of the terms over time is presented in Figure 3 and shows clearly the more recent use of the term digital competence starting in 2010 (Lindroth & Bergquist, 2010). From 2010 onwards, the number of publications grows for both concepts, with an exceptional raise in numbers in 2013 and 2016 for digital literacy.
Regional differences in the use of the terms in HE research ( Figure 4)

Part 2: descriptions of concept definitions
Below we discuss the referencing strategies in regard to the definitions that have been used and/or developed for the concepts of digital literacy and digital competence in the 57 publications. First, we present the definitions with reference to research and their further development followed by definitions with reference to policy. In the last part of this section, we present and discuss when both research and policy were used as reference for defining the concepts.

Defining and developing the concepts by research
19 of the 37 publications using the term digital literacy referred to research as basis for definitions and 4 developed them further. In the 20 publications on digital competence, 3 publications used references to research as basis for their definition and in 3 publications the concept definition was discussed and/or developed further.
3.2.1.1. Definitions of digital literacy by research. The majority of the publications defining digital literacy in HE research uses research to define the concept. The term digital literacy was first introduced by Gilster (1997) in the late 1990s as: "the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers" (p: 1). This definition is acknowledged in several of the reviewed publications as the "know-how" (Goodfellow, 2011;Gourlay et al., 2013;Hall et al., 2013;Joosten et al., 2012). Joosten et al. (2012) uses Pool's (1997) definition of digital literacy as an adaption of "skills to an evocative new medium, [and] our experience of the Internet will be determined by how we master its core competencies" (Joosten et al., 2012, p. 6). This suggests that digital literacy, similar to terms such as media literacy and computer literacy, originates in a skill-based understanding of the concept and thus relates to the functional use of technology and skills adaptation, as Gourlay et al. (2013) also argues. In more recent publications, definitions of digital literacy point towards cognitive skills and competences (Mishra et al., 2017). Bennett (2014) and Traxler and Lally (2016) point out that the individual is in focus as opposed to the social dimensions of learning in Beethams definition that highlights the cognitive perspective of digital literacy as "[t]he functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use" (Beetham & Sharpe, 2011, p. 1). Chan et al. (2017, p. 2) also refer to cognitive skills and define digital literacy as "the ability to understand and use information in multiple formats with emphasis on critical thinking rather than information and communication technology skills".
The concept is further used in its plural form, "digital literacies", which acknowledges new and diverse social practices (Gachago et al., 2014;Gourlay, 2015;Kajee & Balfour, 2011;Machin-Mastromatteo, 2012). The plural form emphasizes the non-generic and multiply situated nature of the term. The articles frame their research by New Literacy Studies (NLS) and literacy is seen as a contextualised practice positioned in relation to social institutions and the power relations that sustain them (Kajee & Balfour, 2011). Machin-Mastromatteo (2012) uses the concept "literacies" as an umbrella term to group information literacy, digital literacy and new literacies developing a categorization in the following ways: "Information literacy is broadly defined as the individual's ability to handle information in general. Digital literacy refers to the ability to handle technological devices (hardware and software). New literacies are a series of new and innovative skills associated with ways of working with online content and social technologies, thus going beyond the concept of digital literacy" (p. 574). Tan (2013, p. 466) argues for an extension of the definition of digital literacy to a multimodal outlook in a "new textual landscape", including social media. In a similar vein, De Wet (2014) and Novakovich (2016) define digital literacy as a social practice and Tang et al. (2016) use Martin's definition of digital literacy as "the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process." (Martin, 2006, p. 155).
Some of the publications refer to critical digital literacies (CDL) defined originally by Avila and Pandya (2013, p. 3) as "those skills and practices that lead to the creation of digital texts that interrogate the world; they also allow and foster the interrogation of digital, multimedia texts". Hilton (2013) argues that at the same time as CDL acknowledge the language of power, accessing multiple and diverse texts and reconstructing narratives to create transformative possibilities, CDL add a critical analysis of digital sources. Roche (2017) is also referring to CDL and emphasises that "the ability to access, critically assess, use and create information, through digital media in engagement with individuals and communities" (ibid., p. 43) must be considered in the definition of digital literacy.
3.2.1.2. Developing and/or discussing the definition of digital literacy further. In 4 of the 37 publications regarding the term digital literacy the researchers attempted to further define, discuss and develop the concept. Kenton and Blummer (2010) problematize the concept in relation to the role of librarians in the development of increasing digital literacy among faculty and students. Lea (2013) presents a critical discussion regarding how using digital literacy defintions from policy documents and organisations potentially runs the risk of reducing the research contribution, thus hindering knowledge development at the expense of policy implementation in HE. Stewart (2013, p. 232) defines digital literacy as "to be able to engage the connections and communications possibilities of digital technologies, in their capacity to generate, remix, repurpose and share new knowledge as well as simply deliver existing information". Stordy (2015, p. 472) puts forward a literacy framework consisting of six perspectives on literacy, which implies a definition of such literacies as: "[t]he abilities a person or social group draws upon when interacting with digital technologies to derive or produce meaning, and the social, learning and work-related practices that these abilities are applied to". Stordy (2015, p. 472) argues that this definition "captures the complementary nature of literacy as a cognitive ability and a social practice".
3.2.1.3. Definitions of digital competence by research. Whereas a majority of the publications concerning DL used research as a basis for definition of the concept, in the case of defining digital competence only 3 of 20 publications draw on research. Tømte et al. (2015) uses the definition by Krumsvik (2011, pp. 44-45) to define digital competence as "the teachers' proficiency in using ICT in a professional context with good pedagogical-didactical judgement and his or her awareness of its implications for learning strategies and the digital Bildung of pupils and students". Scuotto and Morellato (2013) refer to Calvani, Cartelli, Fini and Ranieri (2009, p. 186) when defining digital competence as "the ability to explore and face new technological situations in a flexible way, to analyze, select and critically evaluate data and information, to exploit technological potentials to represent and solve problems and build shared and collaborative knowledge, while fostering awareness of one's own personal responsibilities and respect of reciprocal rights/obligations". Furthermore, Cazco, González, Abad, Altamirano, et al. (2016), by referring to Gutiérrez (2011, p. 201), defines digital competence as:" Values, beliefs, knowledge, capacity and attitudes to use technology in an adequate way, including computer as well as different programmes and Internet, which allow for the possibility of research, access, organisation and the use of information to produce knowledge".
While the first definition focuses more on HE teachers' proficiency in using ICT for professional purposes and implications for students' learning, the latter two publications use more general defintions of digital competence by listing numerous cognitive abilities, including the ability to solve moral problems, to develop or even exploit to achieve digital competence.
3.2.1.4. Developing and/or discussing the definition of digital competence further. In 3 of 20 publications concerning digital competence, there are attempts at developing and/or discussing the concept further. Krumsvik (2014) starts with one definition of digital competence but then argues for the need to contextualize the concept further. Krumvik's (2014, p. 275) attempt at developing the definition further pinpoints that teachers' digital competence operate in the intersection between a "mental digital competence journey" (self-awareness) and a "practical competence journey" (proficiency). In this manner, such a definition attempts to combine teachers' individual traits with a layered model of digital competence incorporating the micro, meso and macro levels in which the teachers work. Tsankov and Damyanov (2017) initially draw on the report from the European Comission (2006) defining digital competence as one of the eight key competences for lifelong learning as "the confident and critical use of information society technologies for work, leisure and communication". Then they elaborate on the definition towards professional development of teachers: "Digital competence implies connectivity with the skills to use digital technologies that allow teaching professionals to work with modern information and communication technology, computers, software applications and databases, helping them to realize their ideas and objectives in the context of their work. It is important for education majors to have the ability to search, collect and process information and approach it critically and systematically as well as the skills to use the design tools for media information and the capacity to access, search and use Internet-based services, especially in the context of their future activities and opportunities for continuous professional qualification." (Tsankov & Damyanov, 2017, p. 204). In this manner digital competence becomes strongly related to the professional expertise of teachers and central to teacher professional development.
Some researchers claim that the current definitions of digital competence do not suite the purpose of assessment and force them to create new constructs. Castaño-Muñoz et al. (2017, p. 33) argue that "Due to the lack of an existing validated scale, we constructed a six-item scale, which deals with information skills (three items) and interaction skills (three items)". Still, little is known about the validation of these items.

Definitions of the concepts by policy
In the reviewed material, 8 publications referred to policy documents in their definition of digital literacy and 9 publications defined digital competence by referring to policy documents.

Definitions of digital literacy by policy.
In the 8 publications where digital literacy is defined using policy documents, four sources are used: reports from the Joint Information Systems Committee (JISC, 2011(JISC, , 2014(JISC, , 2015, the European Commission (2010), the OECD work on Technology and Education (Instance & Kools, 2013) and the Horizon Reports: Higher education edition (Johnson et al. 2010;Johnson, Adams Becker, Estrada, & Freeman, 2015).
A major source is the reports by JISC which is a UK organisation that provides digital solutions for UK education and research. Four of the publications (Bell & Secker, 2014;Covey, 2013;Crearie, 2016;Cronin, 2017) draw on 2011, 2014 and 2015 guidelines from JISC when defining digital literacy. Digital literacy is defined here as the "capabilities which fit an individual for living, learning and working in a digital society" and as the "integration of computer literacy, information literacy, media literacy, the ability to communicate and collaborate using digital networks, to participate in research and scholarship dependent on digital systems, to study and learn using technology, and to use digital tools and media to make informed decisions and achieve goals" (JISC, 2011, p. 2). In more recent JISC reports aspects such as digital behaviors, practices and identities (JISC, 2014) as well as wellbeing (JISC, 2015) are added to the definition.
Drawing on the 2010 report from the European Commission, Littlejohn et al. (2012) argue that full political and social participation in society requires digital skills, thus digital literacy is key to what HE and further education can offer. Digital literacy is thus defined as "the capabilities required to thrive in and beyond education, in an age when digital forms of information and communication predominate" (Littlejohn et al., 2012, p. 547). Istance and Kools (2013, p. 43) base their definition on the OECD work on Technology and Education (2013) stating that digital literacy is "a fundamental learning objective including information-handling skills, and the capacity to judge the relevance and reliability of web-based information". Pates and Sumner (2016) point out that "digital literacy must necessarily be less about tools and more about ways of thinking and seeing" as defined in the 2010 Horizon Report (Johnson et al., 2010, p. 5). They continue with the recognition in the most recent edition (Johnson et al., 2015) on that faculty needs to be better equipped in order for digital literacies to be instilled in their students, but that there remains an absence of consensus as to what digital literacy comprises of.
3.2.2.2. Definitions of digital competence by policy. In our literature review, defining digital competence by reference to EU policy documents or reports was rather common. Policy is used 9 of the 20 publications to define the concept. 3 of the publications referred to the Key Competences for Lifelong Learning European Reference Framework (Cinque & Bortoluzzi, 2013;Torres-Coronas & Vidal-Blasco, 2011, where digital competence is defined as one of eight key competences for lifelong learning including "the confident and critical use of information society technology (IST) for work, leisure and communication" (European Commission, 2006).
Another EU policy document is used when Lindroth and Bergquist (2010) define digital competence as requiring "a sound understanding and knowledge of the nature, role and opportunities of IST in everyday context: in personal and social life as well as work" (Official Journal of the European Union, 2006, p. 16). This understanding is also related to everyday context for personal and social life as well as work. Sound understanding is required if digital competence is to be obtained according to this definition.
In several of the publications EU reports written by Ferrari (2012Ferrari ( , 2013 have also attracted attention and been used to define digital competence (English, 2016;Guzman-Simon et al., 2017;Moncada Linares and Díaz Romero 2016;Mattila, 2015;Pérez-Mateo et al., 2014). In the 2012 Ferrari report digital competence is defined as a "set of knowledge, skills, attitudes, strategies and awareness which are required when ICT and digital media are used to perform tasks, resolve problems, communicate, manage information, collaborate, create and share content, and build knowledge in an effective, efficient and adequate way, in a critical, creative, autonomous, flexible, ethical and a sensible form for work, entertainment, participation, learning, socialization, consumption and empowerment" (p. 3). Mattila (2015) as well as Moncada  draws on this report and digital competence is seen as a key competence, which helps acquiring other key competencies such as language, math, learning to learn and cultural awareness, and can broadly be defined as the confident, critical and creative use of ICT to achieve e.g. work related goals.Digital competence is thus considered an essential skill for today's teachers, since they have to manage several aspects from the subject being taught to pedagogical tools. Digital competence helps teachers to acquire and update skills needed in their work according to this definition.

Definitions of the concepts by policy and research
In 6 of the 37 publications on digital literacy, both policy documents and research were drawn on to define the concept. 5 of the 20 publications used both policy documents and research to define digital competence.
3.2.3.1. Definitions of digital literacy by policy and research. Parvathamma and Pattar (2013, p. 159) define digital literacy as the "[a]bility to use ICT tools and internet access, manage, integrate, evaluate, create and communicate information to function in a knowledge society", referring both to the New Zealand Digital strategy glossary of key terms and Jones-Kavalier and Flannigan (2006). Radovanović et al. (2015Radovanović et al. ( , p. 1737 use the definition by the European Framework for Digital Literacy described by Martin (2006, p. 155): "the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process". Radovanović et al. (2015) also draws on Haythornthwaite (2007) when defining the concept and her definition of new literacies requirements as including competencies in finding, processing, producing, and communicating information as well as fluency in online technologies, communication norms, application, and programming environments. There is an interesting difference in the two definitions provided in the publications referred to above. One of the publications focuses on the abilities, or skills, necessary to develop to be able to use ICT tools (Parvathamma & Pattar, 2013). In the other publication, such abilities are also stressed (e.g. identify, access, evaluate, synthesize) but their definition also includes individual awareness of and attitude to using such tools appropriately, and ability to reflect on the process of using such tools. Bancroft (2016) combines policy document with research when using the following definition of digital literacy as encompassing: "a continuum of skills, beginning with basic operational tasks progressing to more complex critical production and consumption of digital material" (p. 49). In a similar vein, Tuamsuk et al. (2017, p. 237) refer to both US and EU policy documents as well as research when using the following definition of digital literacy: "digital literacy is composed of technical skill, cognitive skill and emotional-social skills.
Kühn (2017, pp. 12-13) also uses both policy and research when she defines digital literacy: "The Horizon Report argues that finding effective ways to teach these skills is not a simple task (. . .) "Because digital literacy is less about tools and more about thinking, skills and standards based on tools and platforms have proven to be somewhat ephemeral". (ibid. p. 24).

Definitions of digital competence by policy and research.
In 5 of 20 publications on digital competence both policy documents and research were used as basis for definitions. Morellato (2014, p. 187) draws on the research by Calvani et al. (2009) and Krumsvik (2008) when defining the concept: "digital competence incorporates a more complex and holistic proficiency in the use of ICT with pedagogical judgment in educational contexts. This means that the focus is directed towards pedagogy and subject matter, while technical skills are only a part of this complex digital competence concept". Morellato (2014, p. 185) then combines this definition with a definition from the European Commission, where digital competence as one of the key competences for citizens is defined as adapting "flexibly in a rapidly changing and highly interconnected world" (European Commission, 2006, p. 13).
Furhermore, Mengual-Andrés et al. (2016, p. 1) use the term literacy to define digital competence as "a means of achieving a degree of literacy suited to present-day society's needs", referring to policy document and the political agenda of EU and UN and in connection to that they list several studies and make reference to research that currently addresses the concept. Khan et al. (2017) refer both to policy report and research when defining digital competence as the knowledge, skills, attitudes and digital literacy that are needed for developing and managing digital information systems. (p. 574).
Also From (2017) applies this strategy and refers to the Key competences introduced in the policy documents by EU (European Comission, 2006). Furthermore, From refers to previous scientific studies about digital competence and concludes that the meaning, depth and breadth of the concept varies between authors. From (2017) summarized the conceptual review with a suggested definition "A rough definition of the concept of Digital Competence (DC) would be that it refers to the ability to use ICT" (p.44).

Part 3: scholarly focus in the aim, methods and analysis
In this part of the analysis we address the aim of the reviewed articles, the methods that have been used and the level of analysis. As concerns the aim of the studies in the body of publications reviewed here, we found four main foci being investigated: (1) Practical/Didactial change (2) Develop students regarding their DL or DC (3) Continuous professional development of DL or DC in HE teachers (4) Develop the educational system for DL or DC (see Figure 5).
Most of the studies aimed to change individual capacities (both student's and teacher's) based on the concept of digital competence. Studies with the aim to change HE (both small-scale and broad change) were primarily based on the concept of digital literacy.
A majority of the papers aimed to develop the competencies of students at micro levels (individual, course, program) regardless of whether they used the term digital literacy (79%) or digital competence (62%) (See Figure 6). Publications aimed at the micro level more often referred to the concept of digital competence whereas research aimed at meso-and macro levels more often used the concept of digital literacy.
The majority of the reviewed publications used mixed methods for data collection, approximately 40% of digital competence (see Figure 7). In the case of studies based on the definition of digital literacy, surveys, reviews and interviews were predominant. "Close-up studies", using case studies, analysis of content, documents and video were found in the digital competence publications.
When it comes to research areas and dsciplines, the majority of the reviewed publications adress no specific discipline. In studies without reference to any specific discipline, the notion of digital literacy is most often used (see Figure 8). Digital competence dominates in teacher education, economics and to a small extent also in language and informatics. Digital literacy is exclusively used in health and artistic education.

Discussion
By systematically reviewing how the concepts digital literacy and digital competence are defined and used in HE publications, we have demonstrated that in HE-research digital literacy has been used more frequently and over a longer period of time, thus revealing a historically more established use of digital literacy compared to digital competence. Regional differences of use appear in that studies concerning digital literacy are often conducted in English speaking countries (UK, US) and those on digital competence in European countries outside the UK (Spain, Italy and Scandinavia). A general finding is that the majority of the reviewed publications, both on digital literacy and digital competence, use the concepts without any reference to neither previous research or policy documents, i.e. the concepts are either just mentioned or used in a more commonsensical manner. The systematic review reveals further a tendency of HE publications defining digital literacy by referring to research rather than to policy documents; while publications defining digital competence, are more diverse in relation to referencing strategies. In addition, only a few publications develop the concepts further.
As both concepts are increasingly used in a range of disciplines in most parts of the world, in our view this indicates a broad interest for research addressing issues related to digital literacy and digital competence. However, the diversity in how the concepts are defined and used is still evident and thus, we will argue, complicates cross-disciplinary comparisons of research findings. We will first discuss the definitions and use of the concepts separately to finally discuss the implications for HE research.

Digital literacy
The publications on digital literacy have been linked to many different research agendas and perspectives, everything from concrete descriptions of HE practices to more normative approaches and how teachers should use digital technologies in HE teaching practices (c.f. Lea, 2013, for a thorough critical discussion). Reference to research dominates over policy with primarily three different perspectives appearing: the skill-oriented operational approach of know-how that originates from the initial definition of the concept (Gilster, 1997), the plural form digital literacies put forward by New Literacy Studies (NLS) that emphasizes the non-generic and multiply situated nature of the concept, and the third more critical perspective defining CDL as a reflective approach "interrogating the world" (Hilton, 2013). Discussions about and development of the definition of digital literacy outline different stages or areas of digital literacy, i.e., social practices and open practices in digital spaces or a taxonomy as a more effective way to distinguish salient differences between literacies and literacy types (Stordy, 2015).
When digital literacy is defined by policy, primarily EU and OECD policy documents are used, strongly focusing on digital literacy as the individual's capabilities for living, learning and working in a digital society; capabilities with regard to communication and collaboration, studying and learning to use digital tools and media to make informed decisions and achieve goals. A problem identified in the latter Horizon report is that there seems to be little consensus about what digital literacy comprises, which can be understood as a critique of how the concepts are currently defined and thus used. In conclusion, the concept digital literacy has been linked to many different agendas and perspectives, from technical "know-how" via cognitive skills to social practices and proactive engagement with digital content. In some publications, it is argued that the concept of "digital literacy is still ill-defined and misunderstood term" (cf. Coldwell-Neilson, 2017, p. 79).

Digital competence
Our review demonstrates that publications on digital competence are strategic and politically underpinned by means of definitions used from policy reports, and oriented towards use of technology in professionally purposeful ways in various contexts. The concept caught attention when the European Union had a strong focus on Key Competencies for Lifelong Learning (c.f. European Commission, 2006) and on capabilities, or opportunities, to use digital information for different purposes in life (cf. Ferrari, 2012). When digital competence is defined by reference to research, a broad range of competencies, not least competencies related to values and ethics, are embraced (Calvani et al., 2009). Digital competence also becomes aligned to specific contexts of HE, such as teacher education (Krumsvik, 2014). When digital competence is defined with regard to teachers' professional development, the concept is considered in regard to the individual teacher's ability to implement ICT into learning activities to improve students' development of knowledge and understanding (Krumsvik, 2009). From this, Krumsvik (2014) elaborates and expands on the definition of digital competence by introducing a holistic model combining analytical levels and prerequisites for individual capacity. Thus, the expansion of the concept digital competence concerns inclusion of other areas and development of the concept towards professional contexts.

Implications for HE research
This systematic research review provides an understanding of research and policy approach to the definitions of digital literacy and digital competence in HE research revealing the evolution of the concepts and referencing strategy over time, disciplines, countries, methods and level of analysis. A general characteristic for both concepts is that over time they have transformed from a solely operational and technical focus on technology use towards knowledge-oriented cognitive, critical and responsible perspectives. The review demonstrates further that the concepts are used in a variety of subject areas in HE-research and in many cases used without definitions, which on one side signals the broad proliferation of the concepts and on the other the inconsistency in referencing strategies.
Similar compatibility problems emerged in publications where definitions from both research and policy were drawn upon. In this review, we found such ambiguous and incompatible instances in publications that combined scientific references to specific critical abilities and judgements (e.g. Calvani et al., 2009;Krumsvik, 2009) with EU policy documents (e.g. European Comission, 2006) that define digital competence as a competence to adapt flexibly (ibid p. 13). These findings thus demonstrate a need for informed and conscious referencing to the established definitions of the concepts to avoid these mismatches and validation problems. This involves being aware of the development of the concepts and policies, organizations and theories behind them in the selection of sources and paying attention to the origins of definitions-when and for what purposes the definitions are employed. Otherwise combining definitions from sources that use incompatible definitions of the concepts run the risk for unrealiable cross-referencing. If such incompatible definitions are used in research, then the contribution of the research becomes less valid. Interestingly, although digital literacy has been used in research for a longer time than digital competence (see Figure 3), definitions of digital literacy and digital competence originating from policy documents have gained legitimacy and this certainly needs further critical investigations, which is also emphazised in Lea (2013).
Another tension revealed in our systematic review is that definitions of digital competence sometimes involve digital literacy and vice versa. This mostly occurs when the concepts are considered from the operational perspective of technical knowledge which is problematic. Furthermore, the focus on assessment in later years and an ambition to suggest new items for measurement demonstrates another direction in policy and research in HE that also needs to develop towards a common understanding of the concepts. Based on what has been found and discussed, this review indicates directions for further research in HE with the following suggestions: • More research based on critical perspectives.
• Reduce the commonsensical use of the concepts and take the development of definitions of these concepts seriously due to their importance for HE.
• Avoid cross-referencing incompatabilities • Critical investigations into the legitimacy of policy over research

Conclusion
Future research in HE addressing digital literacy or digital competence needs to pay more attention to the origin of definitions. Furthermore, research needs to analyze how the different definitions might complement or contradict each other. It also becomes important to clarify the rationale for the preference of the specific selection of different definitions. Such clarifications facilitate the understanding if the research effort is linked to investigating policy implementation or a more critical investigation linked to digital competence or digital literacy in HE.


The Effect of Tuition Fees on University Applications and Attendance: Evidence from the Kurdistan Region private Universities

This research focuses on the relationship between tuition fees and students enrolment. Through, the number of students enrolment depends purely on the students wish and own decision, however, tuition fees plays a great role on the decision made by the students to join a specific university. The educational and economic background of them plays a major role in making them enrolling in their wished university. The result of this study approves this point using the quantitative analysis of a survey. The main objective of this study is to examine the impact of tuition fees of number of students' enrolment. Moreover, to find out how the students choose their university on what basis, and how these have an impact on the number of enrolment. It was designed to collect primary data from the students. The research was intended to determine the role of tuition fees in making many students enrolment. The sampling questionnaire measured most of the students of Erbil preferred of having a university with international standards of coaching. The results show that high tuition fees impacts adversely on the number of applicants in Kurdistan region.

INTRODUCTION
Every year university bound graduating high school students are faced with the problem of selecting a post-secondary institution. The selection process typically spans a number of years and involves considering many factors. Identifying those factors that influence students during the selection process was the goal of this study. Normally tuition fees are the deciding criteria for most of the students' enrolment to join a specific university or not. The main aim of this study is to enlighten the relation between tuition fees and the student's enrolment. Many of the universities at Kurdistan is facing the same type of issues of student's decision of enrolling themselves in the university, where they get better education at a nominal fees structure. Which is universally common at the present trend of economy all over the world, as every country is facing economic crisis, and specifically all gulf countries as (Usher, A. (2005).) said that "Government must aware of those students who can't join universities because higher fees that reduce number of students enrolment".

Background of study
Should universities increase tuition fees? This question concerned the economic theory that refers to the crucial issues of resource allocation and more Important that higher education is a key sector of an economy based on Knowledge and skills. Generally, it is interested in the humanities and social in, so far introducing or raising tuition fees is likely to fundamentally transform of the social infrastructure, particularly the ratio of students to education. This question was finally part of a public debate that is gaining in news. According to An OECD report (2009), the observed decrease in the share of public school funding territory education between 1995 and 2006 "was mainly due to a trend which is observed in non-European countries, namely higher tuition and a large business participation in the financing of the tertiary education institutions " (Brunson, 2010, p236).

Statement of the Problem
In this context, reviewing the possible factors affecting the number of applicants to the universities can provide the policymakers of the university to come up with a comprehensive strategy to tackle the low number of applicants' issue. To describe and analyse the effect on tuition fees and number of enrolments, we need to consider many factors; however, the focus in this study is to mainly focus on the tuition fees and some other quality-related issues of the university.
Basically, LFU applicants can be divided into 3 categories of students by rich, middle class and poor. The rich students can afford the fees simply. The students from the wealthy family usually select the university depend upon the quality and outlook of the university. Also they will try to study in some outstanding quality universities in abroad, if the LFU matches every element with world renowned educational institutions.
The middle class student's situation is tricky, as their family needs high quality education at an affordable tuition fees for their son/daughter, so as to make them get a good job. As their family wholly depends on additional source of income, it is the need of the hour for the middle class student to get best qualification which will enable him with a suitable job, immediately on completion of his degree. So the middle class students will always thoroughly analyze each and every element of the university they join.
The poor students cannot afford higher Tuition fees, as their economic situation is at its worst. This makes them to look for a better university where, the tuition fees are affordable. Designing an appropriate tuition fees policy can help university to address many critical issues, including being able to run the university via having enough funds, attracting more talented and qualified students, and helping the poor families in the region to have access to high quality education.

Significance of the study
This study is needed because, LFU needs to have more and more student's enrollment to run the university and have sustained growth. In other words, this study will be a significant endeavor to examine the elements of tuition fees and student enrollment and overall impact on the students about LFU. Further, this study would also be a review to measure the changes in stances of the students which depends on the standard infrastructures of LFU, matching with international standards. My research will contribute understanding the relationship between the tuition fees and student enrollment. It also explores extensive ways of attracting more and more students for enrollment. Additionally it helps in maintaining the quality of the campus of the LFU so as to attract and invite more number of students.

LITRATURE REVIEW
The cost of a degree is an important determinant of the decision to apply to university. There have been significant changes in tuition fee policy in recent years. Before 1998, the cost of a university degree was entirely supported by the government. Since then, students pay part of the cost of higher education, with some significant variation in the level of tuition fees across countries.
This article contributes to the literature on the impact of tuition fees on the number of applicants. The identification challenge in this literature is the fact that  816 unobservable individual characteristics. Therefore, a simple regression of schooling outcomes on schooling costs would suffer from an omitted variable bias.

Related Previous Studies
Deming an Dynarski (2009) review this literature for the US and found that most studies provide evidence that reducing college costs can increase college entry and persistence. The evidence for other countries also points to a negative effect of tuition fees on enrollment. Neill (2009) uses the political party in power in Canadian provinces as an instrument for provincial tuition fees and founds a negative effect of fees on enrollment. Hübner (2012) uses the introduction of tuition fees in some German states in 2007 to design a natural experiment to identify the effect of fees on enrollment. His results also suggest that tuition fees reduce enrollment, by a similar magnitude to the effects identified with US data. Nielsen et al (2010) look at the effect of a reform that increased the amount of study grants in Denmark in 1988. Using variation in the level of educational grants as a function of parental income, the authors found that the increase in grants had a positive effect on college enrollment.
Garibaldi et al (2012) look at the effect of tuition fees on the probability of late graduation, i.e., completing a degree in more than four years, for students at Bocconi University in Italy. They adopt a regression discontinuity design to exploit variation in the level of tuition paid by students as a function of parental income. Their findings suggest that an increase in tuition fees reduces the probability of late graduation. For the UK, Dear den et al (2011) use data on university participation from the UK Labor Force Survey from 1992 to 2007 to estimate a fixed-effects regression of participation rates on the level of tuition fees and grants. They find that fees have a significant adverse effect on university participation, while maintenance grants have a positive impact.
Pope and Pope's (2008) findings are supported by Murphy and Trundle (1994). Their study examined percentages within conference and freshman applications, while controlling for factors such as income of students and tuition costs. McEvoy (2005) found similar results in his study; a positive relationship between tuition fees and new applications for undergraduate enrollment. McEvoy also studied as well. He found no connection between their successes and applications for enrollment. Dramatic decreases in applications because of poor

Factors Affecting the Number of Applicants • Tuition fees
The tuition fees are the deciding factors of making more students enroll in the entire department offered by the universities. Invariable of the levels of the students' educational background, as well as their financial background, most of the students prefer and choose the department at a university basing upon the department fee. If the department fee in a university, the students will look out for the universities which offer much lesser tuition fees.

• Social Economic Status
Social economic status is most commonly determined by combining parents' educational level, occupational status and income (Jeynes, 2002). In most of the studies done on academic performance of students, it is not surprising that social economic status is one of the major factors studied while predicting academic performance. According to Graetz (1995), ones educational success depends very strongly on the social economic status of the parents. Considene and Zappala (2002) argue that families where the parents are advantaged socially, educationally and economically foster a high level of achievement in their children.

• Location of the University
Another important element of many students choosing a university is the location and the place of the university where it is located. Most of the student's prefer, the university located nearby, where they reside. At least it should be reachable within a short distance.

• Outlook of the University
The campus and the staff of the university, gives the outlook of the university. Normally most of the universities, now have, professors and lecturers from various other countries with high academic qualification and credentials. This will naturally attract many students to enroll in that university. Also the campus facilities for the students to make them avail an opportunity to get high quality education with international standards.

• Institutional Framework
University tuition fees were first introduced in countries in September 1998. Fees were set per year, with the expectation that means testing would imply that one third of students would not pay any fees. Since then, there have been several changes in the level of tuition fees, with important variation across countries. In 1999, a devolution government was established in Scotland.
The new Scottish Parliament received separate legislative powers in many areas, including tuition fees. From its creation, the Scottish Parliament adopted a distinctively different policy regarding tuition fees from that followed in the rest of the countries.

Price Sensitivity
Increasing tuition rates and proposals for financial aid funding prompted studies investigating students' price response to increased tuition (Heller, 1997). Leslie and Brinkman (1987) present a meta-analysis of 25 studies relating to the price response of students in higher education. Ten years later, Heller (1997) offers an expansion to the work done by Leslie and Brinkman presenting a review of approximately 20 quantitative student demand studies that were published after Leslie and Brinkman's 1987 meta-analysis. Heller specifically focuses on exploring an updated cohort's price response as well as exploring if price response differs based on student income, race, or college sector. Heller recognizes the variety of studies that exist regarding students' price response in higher education, but is able to draw one conclusion: while the magnitude of the relationship between tuition and enrollment varies across studies, all of the studies find there is an "inverse relationship between tuition and enrollment rates" in higher education (Heller, 1997, p. 631).
Heller (1997) also examines how students' socioeconomic statuses may impact price response. Heller explains that research (McPherson & Schapiro, 1989;St. John, 1990; Lassila, 2011) supports the original findings of Leslie and Brinkman that low-income students are more sensitive to changes in tuition as compared to higher-income students.

Economic Background
Normally the economic background of the students will be divided into 3 categories as rich, middle class and poor students.

• Rich Students
The students from rich sector are in a position to choose any department in any university as they have no barriers, which have any restriction like financial situation or any other reasons. The following may be the points the rich students have an edge over others.
1. They have more chances of choosing a department as per their wish and choice.
2. They have more options than any others. 3. Their financial wellness enables them to select a department as per their wish 4. They analyze all inputs about the best available department, through various sources.
5. They have freedom of choosing any department, as per their wish, as the tuition fees is not a barrier for them, even it's very much on the higher side.
6. They decide on the high standards of the campus of the university. 7. Even they can choose a university in a broad, as per their wishes.

• Middle Class Students
Of the 3 classes of the students, the middle class is facing a tricky situation, as their family situation needs good financial back up from their son or daughter. The following points will analyze about the tricky situation of the middle class students.
1. The basic requirement for the middle class students is to select the best department available at a university, as they need to qualify with best department available at a best university. 2. The department they select should ensure them a job as soon as they complete their graduation. 3. The department fees should also be economical, as their family's financial situation demands this. 4. The university they choose should have a very good campus and outlook, to make them get a good opening when they complete their degree. 5. Even if the tuition fee is a bit costly, they will make themselves to arrange for it, as they need to have degree from an outstanding university.

• Poor Class Students
For the poor, the situation is the worst, as they will be in no position to either select a department at a higher tuition fees nor they can leave the department as per their choice. It's very much critical for them to have a decent degree from a better university. The following point will analyze their situation. In 2009 Wiley analysed about poor class students situation on their choice of department and the base of their selection.
1. Poor class students are compelled to select a department with tuition fees of their affordable level. 2. Completing a degree in a decent university, with some value and credibility for the department, is very much essential for them. 3. The family needs their son/daughter to qualify with a better degree, so as to make them get a job immediately.

Tuition Fees
S.Fillip. (2014) using difference-in-differences estimation, found that the 2001 reform increased applications by 21 log points, while the 2012 reform reduced applications by 25 log points in Scotland ". Both reforms investigated that there is a significant change in the measure of a tuition fees paid by affect students. In the past, studies on the effect of rising tuition fees on registration at the University of Students according to their socioeconomic qualifications have focused on the growth of the charges of undergraduate programs. During this period, universities have not observed changes in trends in matters of registration, perhaps because the tuition fee increases were modest (in absolute value) and progressive.

• Trends in University Tuition Fees
Trend in universities providing gives data on changes in undergraduate tuition and fees, and other assessed cost related to attending universities. Average tuition fees in Canadian universities have risen steadily over the past ten years. Actually, after several years of relative dependability, tuition fees in Canadian undergrad programs verging on multiplied in the course of the most recent decade. The expansions have been especially vast in expert projects (i.e., medicine, dentistry, and law).  Those general increases at the national level were to great extent driven by trends observation in Ontario, where tuition fees in professional programs were deregulated in 1998. In Ontario, tuition fees climbed drastically in every one of the three expert projects over the period 1995-1996 to 2001-2002. In prescription and dentistry, the expansions were especially huge (241% and 315%, separately). In law, tuition fees additionally ascended by an impressive sum (141%). Conversely, tuition fees fell modestly in every one of the three projects in British Columbia (somewhere around 10% and 12%). In Quebec, tuition fees fell by 9% in law

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programs; in pharmaceutical and dentistry, the increase in tuition fees was relatively small, however not irrelevant (29% and 14%, individually). In Nova Scotia, Manitoba, Saskatchewan, and Alberta, the increases in tuition fees were situated some place in the middle of the two extremes of Ontario toward one side of the range, and Quebec and British Columbia on the other.

• Tuition Differentials as a Signal of Quality
McPherson and Winston (1993) explain the difficulty in ranking the "products" of a higher education institution based on quality (p. 70). This is due to the variety of missions and student populations at different colleges across the country. Colleges also are "multiproduct firms" that usually are providing many services to students. Because different institutions are serving different populations, some students at one institution might be better prepared for college than students at another institution, which will complicate teaching those students in the same manner. This requires quality measures to be made by comparing like-institutions rather than comparing all institutions with each other.
Furthermore, McPherson and Winston raise the question of what is meant by quality. Is quality determined by how well an institution does with the resources it has, or is quality determined by the caliber of the resources at the institution? If consumers have limited access to information about quality, just as some parents and students do about college, then they search for that information to make decisions regarding which college to attend. A college may invest in a full color view book to provide information to students. The college may invest in on-campus facilities that are visible to prospective students. McPherson and Winston (1993) explain that another way to communicate quality to students who are uninformed is to be sure the price of the institution does not drop below the price of a school that is lower in quality. In this sense, price can be used as a signal for quality in higher education.

The Effects of Tuition Fees
At this point, we still know very little about the ways in which tuition fees may have influenced the enrollment decisions of prospective students in Germany. There are two studies which suggest that tuition fees tend to deter German high school graduates from going to university. These findings need to be reconsidered,

Vol. ( 3 ), Issue ( 4 ), Fall 2018 ISSN 2518-6566 (Online) -ISSN 2518-6558 (Print)
823 however, due to problems with the survey design and/or the availability of suitable data. The first of these two studies is a much quoted survey conducted by the Higher Education Information System (HIS) (Heine et al. 2008). The authors asked eligible high school graduates who had already decided against attending university whether the prospect of having to pay tuition was among the reasons for making that decision. This is a problematic approach, however, because putting the question that way provides an opportunity for respondents to retrospectively justify their decision not to go to university by referring to tuition. Based on these data, the authors claim that tuition fees tend to discourage university enrollment, especially among groups who were disinclined to go to university even before the fees were introduced: students from families without a background in higher education and women.

Research Design
The term "research design" refers to the plan or organization of scientific investigation, designing of a research study involves the development of a plan or strategy that will guide the collection and analyses of data.
In this research a closed-ended questionnaire with interview is used to collect data from respondents. In structured interview, questions are presented in the same order and with the same wording to all interviewees. The interviewers have full control on the questionnaire throughout the entire process of the interview.
In structured interview, the interviewer administers a questionnaire, perhaps by asking the questions and recording the responses, with little scope for probing those responses by asking supplementary questions to obtain more details and to pursue new and interesting aspects. Summarizes the main advantages of structured interview as follows: 1. The answers can be more accurate.
2. The response rate is relatively high (approximately 100 present), especially if Interviewees are contacted directly.

Research Population
A population consists of the totality of the observation with which we are concerned. In this research, the population is the total number of applicants

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(Students College of private university), research population is nearly 2000 students.

Sample Size
Sampling defines the process of making the selections; sample defines the selected items. Wood and Haber (1997) defined the sampling as the process of selecting representative units of a population for the study in a research investigation. Scientists derive knowledge from samples; many problems in scientific research cannot be solved without employing sampling procedures.
Unfortunately, without a survey of the population, the representativeness of any sample is uncertain, but statistical theory can be used to indicate representativeness. One of the most frequent questions asked "what size sample I use?" historically, the responses to this question at least 30 subjects. However, in most cases 30 subjects will be inadequate as a sample size. A statistical calculation was used in order to calculate the sample size.

Research Location
The research was carried out in Erbil city, which consists of four private universities, Ishik , Cihan , Lebanese French and Knowledge university .

Questionnaire Design
The questionnaire survey was conducted to determine the opinion of students regarding tuition fees and number of applicant. A three pages questionnaire accompanied were delivered to four private universities in Erbil city.
Results of the questionnaire would be used to find out why the number of applicant in LFU universities is lesser than other private universities; a close-ended questionnaire was used for its advantages as it is easy to ask and quick to answer, they require no writing by either respondents or interviewer.

Data Collection
Data collection was based on personal interview for filing questions. The personal Interview, which is a face-to-face process, in which the respondents were asked questions with a brief explanation for the ideas and contents of questionnaire, was conducted. The number of respondents who agreed to cooperate was 150 out of 150 which represent 100 % of the overall sample.

DISCUSSION AND FINDINGS Do you know or heard about LFU
Do you know or heard about LFU was the first question in our questioner to first know, whether they know this private university is exists or not? So due to the result of our survey which was done on 150 students on four private universities, %67.7 was said yes, %24.6 said no and %7.7 said no ideas, so results verified that majority of student know this university is exist and they actually heard about it , in the other hand %24.6 of them said they never heard about and only %7.7 of them said they have no idea , as you can see it in figure 4.1.

Do you know the location of LFU?
Do you know the location of LFU was the second question in our questioner to know whether the location of the LFU is effecting on the number of the applicant or not? So due to the result of our survey which was done on 150 students on four private universities, %55.4 was said yes, %44.6 said no and %0 said no ideas, %0 no idea, so results verified that most of student know the location of LFU with 55.4%, in the other hand %44.6 of them said they don't know location of it, as you can see it in figure 4.2.  What makes you to join LFU? What makes you to join LFU was the fourth question in our questioner to know what is the reasons students join this university , or what is the special thing about LFU that make the students to join this university ? So due to the result of our survey which was done on 150 students on four private universities, %30.2was said best in Erbil , %56.9 said all facilities in one place and % 5.8 said friends reference , %7.1 best coaching , so results verified that majority of them believe that all facilities are in one place , and only%30.2 think best in Erbil , as you can see it in

Figure4.3 What makes you to join LFU?
Do you know our LFU is having classroom matching with international standards. do you know our LFU is having classroom matching with international standards was the fifth question in our questioner So due to the result of our survey which was done on 150 students on four private universities, %26.2was said yes, %38.5 said no and %35.4 said no ideas, so results verified that only small group of student know this university is LFU is having classroom matching with international standards .and majority of them either they don't know or they don't have idea about it , as you can see it in figure 4.4. I asked students who have not applied for LFU, and taking their opinion, and they replied different reasons which are high tuition fees, duration of program, English exam requirement, difficult of courses. The result was, 4.6 % was said duration of program, and 19. 4 % was said English exam required 27.4 % was said duration of program, finally, 48. 6 % was said high tuition fees.
Do you know our LFU is having classroom matching with international standards was the fifth question in our questioner so due to the result of our survey which was done on 150 students on four private universities.

What will motivate you the most to apply LFU?
What will motivate you the most to apply LFU was the seventh question in our questioner. So due to the result of our survey which was done on 150 students on four private universities, %37 was answered high quality, %21 answered learning English high level and %42 said easy to get a job, as you can see it in

How much would you willing pay for Foundation program?
How much would you willing pay for Foundation program was the ninth question in our questioner. So due to the result of our survey which was done on 150 students on four private universities, %29 was answered free, %33 answered remove foundation program and %38 said reduce fees, as you can see it in figure 4.8. If LFU offer free for Foundation program would you willing to joining LFU was the tenth question in our questioner. So due to the result of our survey which was done on 150 students on four private universities, %66.5 was answered yes, %353.5 answered no, as you can see it in figure 4.9.

CONCLUSION
Using what is currently the most suitable set of data, the and applying an appropriate method of analysis, we were able to examine whether the imposition of tuition fees in Kurdistan's University has lead to a decline in the intention to pursue a university degree among those eligible for university entrance. Our analysis consistently demonstrates that there is no such negative effect of tuition fees on university enrollment. One explanation for this finding is that the introduction of tuition fees tends to raise students' subjective expectations regarding the prospective returns of a university degree. This is especially noticeable among the group of prospective students without a family background in higher education.
However, our findings should by no means be interpreted as evidence that tuition fees do not have a negative effect on university enrollment. Our concern was only with how tuition fees influence prospective students' intentions to select the university. Statements regarding the extent to which these intentions may change if tuition fees are raised may not be made based on our findings. Students

RECOMMENDATION
The research recommends that: 1. In light of their importance in the process of building a Europe Knowledge, higher education and research be viewed as strategic investments rather than as consumers of resources and that public funding must remain a major source of their support; 2. Public responsibility for higher education and research be understood as a multidimensional concept that includes the establishment and maintenance of the required legal infrastructure, elaboration of policy, provision of funds and the further development of the social dimension, to meet current and future needs of the Knowledge Society; 3-Clearly family are influential people in the college or university selection process. Further research investigating the nature of the role of Further research into the role of the traditional information givers, high school counselors and university representatives would be beneficial.
4-These sources were rated by the majority of students as of little or n importance-This apparent ineffectiveness could be attributed to method of delivery or change I tradition; however, this finding is consistent with other research.
5-Although few students acknowledged that academic grade 12 standing determined university choice, further research might clarify the situation. Degree granting institutions in the province of Alberta do not have standardized entrance requirements. This factor may have a profound effect on the development of existing institutions and the creation of new institutions in the future.