Magister Commercii - MCom (IM) (Information Management)

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https://hdl.handle.net/10566/12621

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An Agile software development adoption framework for the South African financial industry
(University of Western Cape, 2021) Norman, Nicholas; Breytenbach, Johan
There have been multiple developments and growth within the software development methodologies in the Financial Industries in South Africa. These developments and growth have been for constant process improvement to maximize the outcome with the shortest lead time possible. Agile software development methodologies have been the most popular in recent years. The methodologies are flexible to adapt to any type of process requirements because they have multitude variations for process improvements. Quality tends to be compromised when rushing to meet deadlines. However, with adaptive Agile methodologies, quality is not compromised when being rushed with shortened process time. Agile methodologies are not only beneficial to the organisation but also to the developers as they provide them with individual benefits, which open the gateway for more productivity. In this study the adoption of the Agile software development methodologies will be investigated.
Designing industrial image processing applications for warehouse management in South Africa
(University of Western Cape, 2021) Davids, Heinrich; Breytenbach, Johan
With conclusive evidence from multiple research studies it is evident that the lack of real time information flows in Warehouse Management (WM) operations leads to rigid, un-optimised supply chains. Industrial Image Processing (IIP) is a popular new technology that allows for improved information flows in WM processes through the capture and analysis of images in real time. This study aims to investigate the design principles for improving WM processes through IIP implementation.
A digital skills development framework for digitally maturing South African Higher Education Institutions
(University of Western Cape, 2021) Kariem, Ilse; Breytenbach, Johan
The advent of the 4th Industrial Revolution brought on an onslaught of technology rippling through a multitude of industries. Smart Cities, Smart Communities, Artificial Intelligence and Cloud Computing are but a few buzzwords of this digital age. It is argued in Information Systems that many of the challenges faced by communities can be addressed in part through the innovative use of technology. As Higher Education (HE) communities move from traditional campus communities to smart campus communities, the application and implementation of technological advancements and digital skills are needed to facilitate the transition. The disruption caused by COVID-19 virus has had a significant effect on the tertiary educational sector. This research is particularly important and relevant in a post-pandemic phase in which HE finds itself. Especially, establishing a technological and digitally equipped HE community to safeguard itself from possible future threats that impede daily operations within HE campus communities.
E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective
(University of the Western cape, 2015) Mata, Songezo; Mitrovic, Zoran; Breytenbach, Johan
The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-literacy/or digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the unavailability of employed graduates. However, it is believed that this limitation did not deem the results and the academic and practical contribution of the study invalid.
Enhancing the consumers' satisfaction using social media analytics within the financial industry of South Africa
(University of the Western Cape, 2017) Solomon, Solayla; Mitrovic, Zoran; Breytenbach, Johan
Due to the pressures of increased competition from different banks, both globally and internationally, financial institutions have made a strategic decision to incorporate Social Media (SM) and subsequently Social Media Analytics (SMA) in the daily operations of their business. In recent years Social Media and especially SMA gained an immense amount of credibility and, as studies suggested, thousands of organisations were transformed, allowing them to become more client centric and to further increase their profits. There is currently not a clear and specific framework providing evidence that SMA can assist in enhancing consumer satisfaction; this study aims to create a framework detailing the consumer satisfaction factors and linking these factors to SMA, specifically in a financial institution within South Africa. Additionally, since SMA has not been given the acknowledgement it well deserves, this thesis will be investigating the impact of SMA on the financial industry, as well as how SMA transformed a South African bank and allowed it to enhance its consumer satisfaction and fundamentally change the manner in which the organisation operates.
Extendibility of a proposed Business Architecture Assessment Model (BAAM)
(University of the Western Cape, 2015) Pretorius, Delina; Breytenbach, Johan
Purpose: The research aims to validate whether the proposed beta version of a Business Architecture Assessment Model (BAAM) can be usefully extended to organisations. Design/methodology/approach: The research draws from existing literature to further extend the scope of the BAAM. The literature review includes a description of Business Architecture (BA) and investigates the requirements of maturity models. The literature did reveal that the beta version of the BAAM’s maturity levels should be extended from the initial 3 levels to 5 well documented maturity levels (i.e. the roadmap). A focus group consisting of various subject matter experts evaluated the BAAM using an interpretative survey. The focus group approved the BAAM with some minor recommendations. The online BAAM survey was then deployed at eight (8) organisations to collect data on the level of maturity of the organisations’ business architecture. The output of the BAAM consists of a roadmap and the assessment results which assist organisations to improve their business architecture maturity. Findings: The literature review revealed that maturity models exist, but not many focus specifically on BA maturity. Those that does exist primarily focuses on the methodology involved in BA but do not specifically point out areas where the content matter of BA can be improved upon.
Factors influencing effective information management using information technology systems in a public sector department
(University of the Western cape, 2016) Bessick, Jacqueline Ruby; Mitrovic, Zoran; Breytenbach, Johan
The Public Sector encounters great challenges in its attempts to strengthen its public services. Public servants are in need of accurate and up-to-date information that can be readily accessible. They need information to be made available for effective and efficient decision-making. In order to improve service delivery, the Public Sector must aim to reach its objectives by increasing and improving accountability, transparency, efficiency, productivity and quality of services. This study focuses on factors, which influence information management in a Public Sector Department in an effective way to manage information properly. An extensive literature review was conducted of information, the role of information management, the possible critical failure and success factors of information management. This led to the discovery of four main categories for critical failure factors: (i) people; (ii) process; (iii) policy and; (iv) technology; and three categories for critical success factors: (i) organizational culture; (ii) top management support; and (iii) strategies. A conceptual model was then developed for these categories with seventeen factors. This model was subsequently tested in the empirical setting of the studied Public Sector Department in South Africa by utilising a qualitative approach through the case-study method. The findings suggest that the following factors would impact the successful implementation of an information management initiative for this Public Sector Department: information management; change management and communication strategies; culture; roles of responsibility for information; information lifecycle process; and information management policy. The intended audience for this study includes both academics and practitioners, as it introduces a conceptual model, as well as guidelines to implement these factors for information management in a Public Sector Department.
A graduate level ethics framework for the higher education information systems curriculum in South Africa
(University of the Western Cape, 2023) Adams, Yusuf; Breytenbach, Johan
Purpose: The objective of this study was to fill a gap in the Information Systems (IS) literature oncerning the manner in which ethics are to be incorporated into the Information Systems curriculum to allow for accelerated learning by IS students in the field of ethics. This was accomplished by developing a framework that assisted Information Systems lecturers to embed ethics into the curriculum in ways that improved graduate comprehension and application of ethical principles during Information Systems learning, research and practice. Methodology/design: This study used a single case study design, gathering data from two cohorts of IS graduates at a single university, before and after exposure to ethics teaching and learning that translated ethical considerations of AI systems into familiar IS concepts, such as input, process, output, and the technology-organisation-environment taxonomy. Practical implications: This study added value to IS curriculum design as a discipline, clarifying how ethical principles that relate to IS are mapped to an existing undergraduate understanding of Information Systems – the existing curriculum, including a phased breakdown into input, design, and output, as well as IS concepts such as functional and non-functional system requirements. Findings: Even after having received learning in ethics that were carefully embedded into relevant modules of the IS curriculum, students did not have a solid understanding of the essential ethical concerns required to create and design ‘ethical-by-design’ systems in the field of Information Systems.
A study of e-astuteness and e-social astuteness and their perceived validity amongst Information Systems (IS) students at a University in the Western Cape
(University of the Western Cape, 2016) Mlambo, Silungile; Mitrovic, Zoran; Breytenbach, Johan
E-astuteness and e-social astuteness are relatively new concepts. As a result, there is little to no extended knowledge on how each of these concepts can be fully adopted and implemented in South Africa. This research extends on the literature on these two concepts. The research looks at what Information System (IS) students' perceptions reveal or suggest about the effective ways of adopting these concepts. The information gathered for this study can be considered as a starting point for further exploring how e-astuteness and e-social astuteness can be acquired in the South African. For studying perceptions, a qualitative research design was followed and i an interview guide was used. The study findings were summarised into sections, themes and sub-themes that conveyed a common point of reference. The findings of this study suggest that teaching and learning should focus on the individuals being taught, hence the proposed adoption model that centers on the individual's capabilities. None of the students interviewed had an understanding of e-astuteness and e-social astuteness. The findings also revealed that fewer students have an understanding about e-skilling concepts in general. However, after the concepts were explained to the students, the findings suggested that they had a clear understanding of the importance of e-astuteness and e-social astuteness in South Africa. As a result it is empirical to first educate about e-skilling concepts before teaching the actual skills. The proposed adoption model was accepted by students as the ideal model of adoption for e–astuteness and e-social astuteness. However, based on the themes and subthemes that emerged from the student's responses, the model was improved in order to reflect their perceptions. This research suggests that the South African government in the efforts to address the e-skills issue in the country needs to continue funding ICT and ICT education. With hope that through having ICT competent individuals, this will ultimately in turn curb the pressing issues that the country experiences, such as high level of unemployment and poverty.
System design implications of online surveillance in learning platforms: a data management perspective
(University of the Western Cape, 2024) Sterras, Raihaan; Breytenbach, Johan
Purpose: In the wake of the COVID-19 pandemic and the resultant uncritical mass uptake of online and blended learning approaches to replace face-to-face lectures, learning systems/platform designers are re-evaluating the negative effects of online learning systems. The purpose of the study is to systematically identify and review all relevant articles over the past two decades that discuss the negative effects of online learning systems and to provide key data management considerations. These key considerations identify important data management principles that should be considered during the design of online learning platforms to prevent the misuse of online data. Methodology/design: The online education system-surveillance debate captured some interest in the previous decade and again in recent years leading up to 2021. Using a systematic literature review approach, we trace key articles in the online surveillance debate over the last two decades. From these articles, we extract system design considerations using the data management lens to inform the design of online learning systems and to prevent misuse of data within the online surveillance paradigm. Practical implications: This research has implications for system designers who develop online education platforms. This qualitative study gathers articles from the past two decades to identify key principles that could assist in developing a future system design framework for online educational platforms. These key principles can enhance the online data security of the educational institution. Originality/value: This paper looks to identify the key principles from a data management perspective that need to be considered when developing online educational platforms. The systemic view of these principles will provide system designers with a minimal framework that identifies considerations when developing an online education platform, thereby enhancing the online data management of individuals (students and staff). Data Collection: We used the systematic four-phase approach to collect data. The approach uses a systematic approach to identify themes, organise, and offer insight into the meaning of themes. Finding/Recommendation: The study's findings identified six key design principles that should be taken into account when designing any LMS system within the HEI. These principles include (1) safety, which involves creating safe online collaboration spaces; (2) consent; (3) no surveillance and denormalisation of surveillance; (4) regulatory principles; (5) learning analytics paradox; and (6) preventing behavioural manipulation.

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Browsing by Author "Breytenbach, Johan"

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