UWCScholar :: Browsing by Author "van den Berg, Carolien"

Browsing by Author "van den Berg, Carolien"

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Big data analytics capabilities and the organisational performance of South African retailers
(University of the Western Cape, 2022) Hollong, Diana Welbotha; van den Berg, Carolien
Big data analytics is becoming a real source of competitive advantage and growth as it helps organisations to have a better understanding of their insights. Recent studies have identified the resources needed to build a big data analytics capability (BDAC) and examined their relationship with firm performance. Building on this, the study attempts to examine the relationship between BDAC and the organisational performance of South African retailers. The study was guided by three main objectives: To empirically determine the impact of big data analytics tangible capabilities (BDATC) on the organisational performance (OP) of South African retailers, to empirically determine the impact of big data analytics human capabilities (BDAHC) on the organisational performance (OP) of South African retailers and to empirically determine the impact of big data analytics intangible capabilities (BDAIC) on the organisational performance (OP) of South African retailers.
Design principles for interdisciplinary collaborative learning through social, digital innovation
(Universitat Politecnica de Valencia, Valencia, 2021) Verster, Belinda; van den Berg, Carolien
As academics, we are acutely aware of our responsibility in the design of our teaching and learning environment to instil principles of ethics, sustainability, agency and social justice. We are at the crossroad between the commodification of knowledge versus learning that steeped in well-being and innovative socio-ecological and or socio-technical transitions. These complexities prompted a Design-Based Research (DBR) project that commenced in 2020 to test and refine design principles that can facilitate an interdisciplinary, collaborative learning environment that exposes students to future challenges foregrounded in social justice perspectives of local voice, collaboration and co-design. A conceptual model informed by four pedagogical propositions of relationality, reflexivity, responsiveness and recognition is stipulated and nine design principles derived from these propositions are proposed.
Enriching the information systems curriculum to enable digital innovation capacity
(Sabinet, 2018) van den Berg, Carolien
The diffusion of technology is opening up numerous opportunities to transform business and society through digital innovations are emerging as a result of the diffusion of technology. Information Systems (IS) education needs to prepare students to apply technology to improve the effectiveness of business, the environment and society. Their ability to utilise digital innovations will be at the crux of the transition to a digital world because they are instructed in both Information Technology (IT) and business. They should therefore have the ability to identify the value of advances in technology to meet an unmet organisational or societal need. Graduates in IS need to play a leading role as the innovators of the future and the teaching and learning environment needs to prepare them for this uncertain, complex and ambiguous world. Drawing on findings from a PhD study, this article explores complexities of our higher education environment, coupled with the explosion of digital technologies and, at the centre, the students and their well-being. The intention is to explore the skills required to enhance the capability of IS students to participate in, and ultimately orchestrate, digital transformation in business and society. A design-based research (DBR) approach was applied in a mixed-methods design via three iterations during 2016 and 2017. The study produced scientific outputs resulting in eight design principles to capacitate students for the future world of work.
Examining the skills gap to effectively manage e-logistics in supply chain management
(University of the Western Cape, 2023) Leni, Lukhona; van den Berg, Carolien
The South African economy faces several obstacles, including political unpredictability that may deter investment, a high unemployment rate, inflation, crime, a trade imbalance, and a volatile exchange rate. However, one of the biggest obstacles is a lack of skills. In the globalised era, having access to knowledge and skills is essential for any nation to succeed. Those without the required abilities are left behind. Logistics service providers are converting their conventional logistics system into an e-Logistics system, given how drastically the internet’s phenomenal expansion is altering how organisations conduct business. This thesis explains how the supply chain management sector has evolved significantly as a result of the advancements in information systems technology. An essential requirement for effective logistics management is the integration of Information Technology.
Factors influencing the adoption of big data analytics in supply chain risk management: A case in the manufacturing industry
(University of the Western Cape, 2022) Zwane, Mfundo Njabulo; van den Berg, Carolien
In Africa, supply chain processes are under pressure from political, economic and security risks that disrupt the free flow of goods. In South Africa, the manufacturing industry has high growth potential, however, the industry is bogged by supply chain risks that inhibit the flow of information, raw material or finished goods amongst supply chain partners. Supply Chain Risk Management has emerged as a process by which firms can identify, assess, and mitigate risks within their supply chains, enabling them to reduce uncertainties. Currently, SCRM continues to elude practitioners and scholars due to the shortage of skills, lack of experience, the absence of consensus on what SRCM is, and the lack of data analytics tools and platforms to process Big Data. Supply chain professionals have yet to adopt Big Data Analytics despite benefits such as improved risk evaluation, resilience planning, vulnerability reduction, increased robustness and resilience of the supply chain, and improved profitability and sustainability of the firm.
Flipped out in the blended classroom, the good, the bad and the ugly: When academics become students
(Sabinet, 2018) van den Berg, Carolien; Verster, B; Collett, Karen S.
This article explores the well-being of three academics from different higher education institutions and disciplines, as they engage in professional academic development (PAD) courses using technology. A collaborative autoethnographic approach is applied to reflect on our professional development experience. The higher education landscape is shifting to a cloud-based ICT infrastructure, opening up multiple educational opportunities in teaching and learning. Lecturers in higher education institutions (HEIs) are required to use a range of new technological tools and applications and engage in new learning methodologies. This is modelled in professional academic development courses, which integrate technology and digital tools into the teaching and learning process. Participant perspectives on PAD within a blended learning environment are examined through the lenses of an ethic of care and authentic learning to uncover social justice pedagogy. Using a diffractive approach in a collaborative autoethnographic study, the possibilities, tensions and contradictions of using technology to enhance pedagogy are explored. Findings point to the importance of an Ethic of Care and authentic learning, in order to enhance a social justice pedagogy in PAD.
The impact of digitally enabled supply chains on firm aggregate performance gains
(University of the Western Cape, 2023) Thobela, Bheki Hendry; van den Berg, Carolien
Many companies are transitioning to digitising their supply chain to yield firm performance. However, their supply chains are still fragmented, and they have not yet realised the full potential of digital supply chain capabilities. The full potential of digital supply chain capabilities cannot be realised without the integration of supply chain and competitive strategies. The understanding of the impact of digital platforms on firm performance is still limited, a considerable number of firms fail in their attempts to adopt such platforms. These realities provided the impetus for this study. The study addresses this by reviewing the relationship between digital supply chain integration and aggregate firm performance gains. This research aims to examine the linkage of supply chain integration, firm operational excellence, customer service and firm performance. The study was conducted within the interpretivism research paradigm aimed at focusing primarily on context-specific understandings. The researcher decided to apply this paradigm due to the philosophical orientation of the study, which seeks to capture the diverse perspectives on the impact of digitally enabled supply chains on firm performance. As part of the contribution, the study has identified five key properties that influence digital supply chain integration. These properties are Automation of supply chain processes; Agile responsiveness; Digital transformation and smart technologies; Information availability and Integrated planning and execution Given the research objective, “to identify the impact of digital supply chain integration on a firm’s aggregate performance”, the study has established three fundamental factors of supply chain integration that are capable of provoking firm performance. The three factors are process integration, internal integration and external integration. These factors are underpinned and characterised by four main actors, namely, automation, intelligence technology, integrated ICT, smart technology and cloud technologies. The dynamics and interplay of these three factors tend to influence the performance of the organisation through the firm’s operational excellence, financial performance and customer satisfaction. The contribution would help companies to tap into the full potential and benefits of a digitally enabled supply chain to create a firm aggregate performance.
Incubating a slow pedagogy in professional academic development: An ethics of care perspective
(South African Journal of Higher Education, 2018) Collett, Karen; van den Berg, Carolien; Verster, B; Bozalek, Vivienne
The current neoliberal impetus in higher education has effects on all aspects of academic life, including professional academic development. These effects include increasing workloads and more casualisation of academic work, particularly teaching and a greater emphasis on quantification of scholarly outputs. The Slow movement provides an alternative way for valuing academic life (Berg and Seeber 2016; Bozalek 2017; Hartman and Darab 2012; Martell 2014; Ulmer 2017), as does the ethics of care, which has been used as a normative framework to evaluate and re-imagine academic development from a different perspective than that of neoliberalism (Bozalek et al. 2014; Tronto 2010). To date, however, there has been little engagement with how Slow pedagogy (Berg and Seeber 2016) might be put into conversation with an ethics of care to re/configure professional academic development. Our paper addresses this gap by diffractively reading the political ethics of care (Tronto 1993; 2013) through the concept of a Slow pedagogy in order to reimagine creative provocations for academic development. Experiences of a group of participants, who attended inter-institutional academic development courses in Cape Town, are drawn upon to illustrate the superpositions of these diffractive readings. The intra-actions in face-to-face and online meetings and artefacts are analysed to see what was helpful for the development and flourishing of the small group of participants using the new insights gained through the diffractive readings. Findings show how a professional development course, informed by elements of care ethics and Slow pedagogy, enhance the sustainability of professional learning communities.
The readiness and perceptions of public health dentists on electronic health records: Case of Cape town south Africa
(University of Western Cape, 2020) de Vries, Heinca; van den Berg, Carolien
This study aimed to understand the readiness and perceptions of Electronic Health Record (EHR) adoption among dentists in the public service of the Western Cape. A qualitative study design was chosen due to a lack of understanding of the phenomena. Additionally, the research sought to identify the factors that would potentially influence readiness and perceptions in order to identify how these factors could potentially influence EHR adoption among dentists.
The role of electronic healthcare systems (EHS) for patient recordkeeping in the Western Cape
(University of Western Cape, 2019) Davids, Kaashiefah; van den Berg, Carolien
Information and communication technologies (ICT) have changed the way healthcare processes are being documented. This results in better quality and ethical vigilance to ensure a more accurate form of data recordkeeping (Stevenson, Nilsson, Petersson & Johansson, 2010). Health care in South Africa, is facing major issues relating to patient care, such as delays in patients receiving medical care. According to the national Department of Health, the improvement of public healthcare facilities is crucial (McIntyre & Ataguba, 2017). Information and communication technology (ICT) has the ability to significantly alter the status of healthcare services in the Western Cape, which can be achieved through the role of an electronic healthcare record (EHR).
Sports coaching in impoverished communities through the use of virtual reality
(IEEE, 2019) Fakier, Riedwaan; van den Berg, Carolien
The paper explores the potential of virtual reality to aid sports coaching within poverty-stricken communities in South Africa. The use of virtual reality has been tested in education and in the mining industry but not in sports coaching in South Africa. The paper tests the learning experience posed by virtual reality on a sample to review knowledge acquisition and retention of information. The results show that the virtual reality simulation created an immersive environment and enhanced the learning experience and is therefore a viable option to address the transformation of sports coaching in impoverished communities.
Sympoiesis ‘becoming with and through each other’: Exploring collaborative writing as emergent academics
(Critical Studies in Teaching & Learning, 2020) Collett, Karen; van den Berg, Carolien; Verster, Belinda
This paper explores our journey as three female academics as we collaboratively engage in the process of writing for scholarly publication. We read our experience through a Political Ethic of Care, Slow scholarship, and Sympoiesis. Informed by Barad’s (2007) relational ontology of space~time~mattering we explore our process of collaborative writing. We trace our journey as emerging scholars in different environments and through different modalities and material entanglements. The paper contributes to an understanding of how emerging academics find and create opportunities to develop their scholarly practice through collaborative sympoietic relationships. We show how through an engaged and sustained Slow scholarship we were able to claim space and time to enliven our creativity and joy. This empowered us to meaningfully assert ourselves within the context of a neoliberal academic environment and to reimagine how socially just practices of scholarly writing could be realised in the‘belly of the beast’.
Theorising with sociomateriality: interdisciplinary collaboration in socio-technical learning environments
(Educational Research for Social Change, 2022) van den Berg, Carolien; Verster, Belinda
In this paper, we explore the possibilities offered by sociomateriality for academics to engage with complex learning environments. The focus is on a longitudinal design-based research (DBR) study that includes an interdisciplinary, collaborative student project between Information Systems (IS) and Urban Planning (URP) from two different higher education institutions in Cape Town, South Africa. In the project, student groups collaborate to find potential digital innovations for sustainability challenges in their local communities. The aim is to position the student as an active community member with intimate knowledge of local sustainability challenges, and to develop social digital innovations for the benefit of local communities. We apply sociomateriality as a theoretical lens to rethink socio-technical learning environments and propose four pedagogical propositions of relationality, reflexivity, responsiveness, and recognition to guide the pedagogical decision-making when designing complex learning environments. We conclude the paper by mapping student reflections and experiences to the four pedagogical propositions to illustrate how the theoretical sociomaterial elements translate into the learning environment.

Browsing by Author "van den Berg, Carolien"

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