Browsing by Author "Njenga, James Kariuki"

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    Analysing ICT Investment by Micro-enterprises in the Western Cape
    (University of the Western Cape, 2019) Miti, Nkazimlo; Njenga, James Kariuki
    Micro-enterprises solve many socio-economic issues facing developing nations because of their large contribution to economic development and progress. Micro-enterprises have been influenced by the continued globalisation, digitisation and modernisation of business practices. As a result, micro-enterprises’ are investing in Information and Communication Technologies (ICT) to enhance enterprise and economic growth, performance, productivity and a competitive advantage. However, the benefits of these investments are not always realised, often because of the ad hoc nature in which micro-enterprises function and a lack of formalised methods and strategy. When these are not realised, micro-enterprise suffer in terms of competitiveness, performance and returns. Maturity models, are tools that help solve issues relating to an enterprise’s current status in terms of its capabilities and resources, and how these issues can be improved. Maturity models may present the ideal solution for micro-enterprise to invest in ICT. Larger enterprises have been able to use maturity models for strategic ICT investments realising benefits. The benefits of using maturity models as a guide to ICT investment include: saving on long-term operational and tactical costs, self-evaluation and linking business and ICT strategy among others. This research sought to determine how micro-enterprises in the Western Cape can use a maturity model in planning strategy for investments in ICT. Data was gathered from micro-enterprises and their stakeholders to find the best maturity model fit. These model fitness considered the entire internal and external environmental factors influencing micro-enterprise ICT investment decision-making. The research investigated micro-enterprises, their current practices, focus and strategic, tactical and operational behaviour in terms of business and ICT. Of the 34 micro-enterprises that took part, most them knew of the concept of growth and maturity of the enterprise, they used none discernable metric to measure their internal and external activities regarding ICT investment. It highlighted the alignment of business and ICT as a major issue that needed to be addressed in order for micro-enterprises to be competitive, improve performance and returns. The recommended model from the research provides a formalised process that covers both the micro-enterprises internal and external matrices when deciding on the ICT investment to be made.
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    Business processes alignment for an effective e-government implementation: a case study of a Provincial Government in South Africa
    (University of the Western Cape, 2016) Kunene, Thabani W.; Mitrovic, Zoran; Njenga, James Kariuki
    The purpose of the research case study was to assess the current state of alignment of business processes to Provincial Strategic Goals (PSGs) and services in the Provincial Government and to identify the way to align business processes to PSGs and services for an effective e-government implementation. Existing literatures were reviewed in order to identify relevant models to achieve the purpose of the research case study. An empirical research case study and comparative approach were used in order to identify suitable models, by means of strengths and weaknesses of the identified models and discussed. A qualitative research design and methodology was applied while assessing existing models from various literatures. A model to identify the current state of business processes was identified by the researcher and tested to assess the current state of business processes in the Provincial Government in question. There was no existing model to assess the alignment of business processes to Provincial Strategic Goals and services. Alignment elements that were cited by various literatures were used by the researcher to design and propose a Business Process Alignment Model (BPAM). The BPAM was tested and accepted by the Provincial Government where the study was conducted. The research case study predominantly used a qualitative research design and method. The quantitative illustrative approach was applied only to validate the proposed model that was designed by the researcher. A questionnaire was used to conduct interviews with research participants that were selected within the Provincial Government in question. It should further be noted that a quantitative approach was used to illustrate some findings that were analysed by the researcher. Results confirmed that the current state of business processes within the Provincial Government in question was still at level two (repeatable state). Yet the alignment of business processes to Provincial Strategic Goals and services did not exist; this alignment was assessed using the proposed BPAM which was designed by the researcher during this research case study. The effectiveness of e-government services is dependent on proper alignment of business processes and the maturity level of business processes across the organisation. Without proper alignment of business processes, it is a challenge for the public sector organisations to realise effective e-government implementation, not excluding other factors that have been identified by other literatures. This research case study will contribute to the current body of knowledge regarding effective e-government implementation, particularly in the public sector at Provincial level. Public sector organisations in South Africa could leverage on this work to address issues associated with business process alignment.
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    eLearning adoption in Eastern and Southern African higher education institutions
    (University of the Western Cape, 2011) Njenga, James Kariuki; Fourie, Louis C.H.; Dept. of Information Sciences; Faculty of Economics and Management Sciences
    This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher education. This study is a first attempt in Africa to define and present a conceptualization of an eLearning adoption framework. The framework is a combination of frameworks and models from various disciplines, including social psychology, information systems, anthropology, sociology, education, communication, marketing, management, geography, economics and cognitive psychology. These frameworks for eLearning adoption in Higher Education are synergised and contextualised in the study.
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    An examination of the e-Competence requirements of potential information systems graduate employers in the Western Cape and the information systems curriculum at University X
    (University of the Western Cape, 2016) Davids-Latief, Nuraan; McGhie, Venicia F; Njenga, James Kariuki; Van Audenhove, Leo
    Knowledge, skills and competences (KSC) are regarded as the new global currency of the 21st century, without which a country’s investments in other resources will collapse. These strategic skills and competences, which are related to specific requirements of the knowledge-driven economy and information society, are referred to as electronic skills (e-skills) and electronic competences (e-competences). Possessing e-skills and e-competencies allows for a more effective and inclusive participation within a global knowledge-driven economy and broader society. However, with a history of inequity, South Africa has been adversely impacted by globalisation and rapidly progressing Information and Communication Technologies (ICT), resulting in the country lagging behind in global competitiveness and e-readiness. Since e-skills and e-competencies are considered a pre-requisite for securing professional employment in most of the world, there is a need for Higher Education Institutions to determine firstly, which e-competencies are required in today’s society and then to ensure that these e-competencies are sufficiently provided to their students. This statement is premised on the understanding that quality, relevant and adequate e-skills and e-competences are required for a more effective and inclusive participation within a global knowledge-driven economy and broader society. In the context of a regressing youth unemployment crisis in South Africa and with the backdrop of the global mismatch between demand and supply of e-skills and e-competences, this study investigated the alignment between demand and supply of e-competences in South Africa. Thus, the overarching aim of this study was to determine how well the Information Systems curriculum at a South African university (supply) matched the e-competence requirements of potential employers of Information Systems graduates in South Africa, specifically in the Western Cape Province (demand). This was achieved through two specific objectives which were firstly, to develop a conceptual framework that could be used to assess if there was a mismatch between demand and supply and then 2) to use the conceptual framework to make recommendations towards alignment of demand and supply. By achieving these objectives, this study makes a significant contribution to the current e-skills dialogue and existing body of knowledge by positing a conceptual framework ofe-Competences for Information Systems graduates in the South African context, which was developed after an extensive examination of the literature related to the demand and supply of e-competences; and eleven existing e-skills and e-competence frameworks. A holistic perspective of e-competences is illustrated in this e-Competence framework, which suggests a vertical and horizontal view of the knowledge, skill and attitude (KSA) components in the e-competence definition. By using three vertical layers, the framework categorises the combination of fifty specific e-competencies expected of undergraduate and postgraduate Information Systems graduates. The first layer indicates the core competence categories, which are Cognitive Competence, Functional Competence, ICT Competence, Personal Competence (which includes Career Management, Ethical and Emotional Intelligence Competences), Global Competence (which includes Behavioural, Intercultural and Social Intelligence Competences) and lastly Meta-competences, which underscore all the other competences. The second and third layers of the framework allocated fifty specific e-competencies to these core competence categories. The study was positioned within a qualitative, interpretive research paradigm and used a case study design. The research sites were twenty two IS graduate employers in the Western Cape Province who participate in the annual internship programme at the IS department of University X. Convenient sampling was used to collect data over a period of five years, from 2010 until 2014. The study used two data collection instruments, which were performance evaluation forms and follow up interviews. These two instruments provided rich data in both qualitative and quantitative forms and the variety of data allowed for the reliability and validity to be ensured with the qualitative data being triangulated with the quantitative data. Content analysis was used to analyse the data through a three-stage open coding process. Nine findings were identified, which indicate that there was a mismatch between the demand and supply of e-competences in the selected case study. The mismatches were found to be either in the knowledge, skill or attitude component of e-competence. It was noted that twenty one of the fifty e-competencies in the conceptual framework were taught at University X, eleven were assumed to be embedded within the IS curriculum and eighteen e-competencies are not taught at University X. Significantly, most employers regarded attitudes as a more important requirement for e-competence than knowledge and skills.
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    Impact of data quality on utilisation and usefulness of integrated Human Resources Information Systems (HRIS)
    (University of Western Cape, 2012) Dlamini, Khulekani Enock; Njenga, James Kariuki
    Impact of data quality on utilisation and perceived usefulness of integrated Human Resources Information Systems (HRIS). Integrated HR Information systems have become prevalent in modern organisations. These systems promise operational efficiencies and competitive advantage. In order to deliver these benefits, the systems should be effectively utilised and perceived as a useful business tools. The utilisation and perceived usefulness of the HRIS could be influenced by quality of data it produces. The objective of this study was to investigate the impact of data quality on the utilisation and usefulness of the HRIS. The aim was to ensure that organisations realise their investments in HRIS. This would be achieved by improving qualities that ensures effective utilisation of HRIS. Moreover, the study sought to enhance the body of academic knowledge in HRIS as far data quality is concerned. Mixed research method was used to meet the objectives of the study. Survey research and qualitative interviews techniques were employed. Statistical and deductive analysis was applied to raw data in order to draw conclusions. The study found that data quality positively influence utilisation and usefulness of HRIS. Moreover, findings revealed that the HRIS was predominantly used for operational, rather than strategic tasks. HRIS data is also not generally perceived to be of poor quality. HR practitioners emphasise accuracy over other quality dimensions. Organisations that seek to maximise their investment in HRIS should implement data quality improvement initiatives. This will ensure that the system is effectively utilised and produces high quality information for decision-making. This could lead to competitive advantage. Further research could be undertaken to understand; success factors for HRIS data quality initiatives, determinants of HRIS user satisfaction, drivers for dedicated HRIS management roles and the impact of having HRIS manager among others.
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    Instructional design process in a web-based learning management system: design, implementation and evaluation issues
    (University of the Western Cape, 2005) Njenga, James Kariuki; Bytheway, Andy; Dept. of Information Systems; Faculty of Economics and Management Sciences
    Web technologies have necessitated a transformation culture in higher education institutions. Many of these institutions are employing web technologies whose development, for varying reasons, is not supported by research in their field and domain of use. One such field is instructional design for the web learning. Although there is a lot of research on the most effective instructional design strategies, the use of research for web-based learning applications has been limited. This thesis reports on a study aimed at transforming the research on instructional design into practice by designing an instructional design system and providing an argument for its implementation. The argument is intended to facilitate the design and development of an instructional design subsystem of the web, that would in turn offer effective and efficient ways for creating web-based learning materials to instructors. The study started by examining the various paradigms, theories and practices of instructional design with the intent of using them to enrich and improve the practice of instructional design in web learning. It undertook a thorough and systematic review of the literature on instructional design in order to come up with an instructional design system. The design approach used successful design patterns that have been used elsewhere, e.g. in software design, to create common responses or solutions to recurrent problems and circumstances. Instructional design patterns were identified in this study as the recurrent problems or processes instructional designers go through while creating instructional materials, whose solutions can be reused over and over again. This study used an iterative developmental research process of finding and modelling an instructional design process as the research methodology. This process follows and builds on existing research on instructional models, theories and strategies, and ensures that the same methodology can be used to test the theories in the design, thus improving both the research and the design.
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    Mobile phone use in chronic diseases education and awareness in rural Kenya
    (University of the Western Cape, 2021) Khoda, Anuradha; Njenga, James Kariuki
    This study set out to develop an integrated model that could explain the sustainable adoption of mHealth, among the rural populations. With a penetration level of 130%, the ubiquitous mobile phone infrastructure was conducive to implementing mHealth even in the remote and rural regions of Kenya, which otherwise grapple with inequality and inequity of the healthcare system and a rising chronic diseases burden. Whereas mHealth could provide a suitable low-cost solution to disseminate targeted education to the grass-root masses in a short time, its uptake was reported to be low and short- lived. Therefore, the purpose of the study was to evaluate the factors that could explain the low levels of mHealth adoption for education on chronic diseases in the rural settings of the country. From a theoretical perspective, a combination of four social behaviour change theories, three technology adoption models, and two health behaviour change models guided the development of the theoretical framework. Seven factors were subsequently tested: perceived susceptibility, perceived severity, perceived usefulness, perceived ease of use, social influence, age, and language literacy, all of which measured mobile phone use for health literacy. Thirteen hypotheses were formulated from these factors.
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    Mobile phone use in chronic diseases education and awareness in rural Kenya
    (University of the Western Cape, 2021) Khoda, Anuradha; Njenga, James Kariuki
    This study set out to develop an integrated model that could explain the sustainable adoption of mHealth, among the rural populations. With a penetration level of 130%, the ubiquitous mobile phone infrastructure was conducive to implementing mHealth even in the remote and rural regions of Kenya, which otherwise grapple with inequality and inequity of the healthcare system and a rising chronic diseases burden. Whereas mHealth could provide a suitable low-cost solution to disseminate targeted education to the grass-root masses in a short time, its uptake was reported to be low and short- lived. Therefore, the purpose of the study was to evaluate the factors that could explain the low levels of mHealth adoption for education on chronic diseases in the rural settings of the country. From a theoretical perspective, a combination of four social behaviour change theories, three technology adoption models, and two health behaviour change models guided the development of the theoretical framework. Seven factors were subsequently tested: perceived susceptibility, perceived severity, perceived usefulness, perceived ease of use, social influence, age, and language literacy, all of which measured mobile phone use for health literacy. Thirteen hypotheses were formulated from these factors.
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    Sociocultural paradoxes and issues in e-learning use in higher education Africa
    (Routledge, 2018) Njenga, James Kariuki
    Sociocultural issues are major contributing factors in mass acceptance and effective use of technology. These issues are often perceived to contradict the benefits the technology brings about. E-learning use in higher education in Africa, as a technology, faces some sociocultural barriers that contradict its promise and benefits. This paper identifies five social cultural paradoxes, namely globalisation, cultural identity, westernisation, authenticity and foreign ideologies, with the aim of creating awareness of, and eliciting the interventions required to improve the acceptance and use of e-learning. The paper presents the differing and contradictory views of technology advocates and technology sceptics on the use of e-learning in higher in Africa.