Philosophiae Doctor - PhD (Information Systems)

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An integrated approach to e-learning implementation in a complex higher education setting: a case study of the University of the Western Cape
(University of Western Cape, 2012) Stoltenkamp, Juliet; Fourie, Louis C.H.
There has been a global transformation of higher education institutions (HEIs) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEIs in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEI, namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous “unsuccessful” or “incomplete” eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the ‘eLearning Awareness Campaign’ – reflecting on the deployment of a non-coercive approach to the implementation of eLearning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 – December 2006) of the case study. Subsequently, phase 2 (January 2007 – August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond the focus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 – October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated eLearning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that ‘eLearning success’ can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples’ perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices – aligned to research – and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.
An integrated approach to e-learning implementation in a complex higher education setting: A case study of the University of the Western Cape
(University of the Western Cape, 2012) Stoltenkamp, Juliet; Fourie, Louis C.H
There has been a global transformation of higher education institutions (HEls) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEls in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEL namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous "unsuccessful" or "incomplete" eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the 'el.earning Awareness Campaign' - reflecting on the deployment of a non-coercive approach to the implementation of el.earning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 - December 2006) of the case study. Subsequently, phase 2 (January 2007 - August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond thefocus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 - October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated el.earning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that 'eLearning success' can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples' perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices - aligned to research - and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.
An integrated approach to e-learning implementation in a complex higher education setting: A case study of the University of the Western Cape
(University of the Western Cape, 2012) Stoltenkamp, Juliet; Fourie, Louis C.H
There has been a global transformation of higher education institutions (HEls) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEls in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEL namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous "unsuccessful" or "incomplete" eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the 'el.earning Awareness Campaign' - reflecting on the deployment of a non-coercive approach to the implementation of el.earning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 - December 2006) of the case study. Subsequently, phase 2 (January 2007 - August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond thefocus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 - October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated el.earning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that 'eLearning success' can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples' perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices - aligned to research - and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.
An integrated approach to e-learning implementation in a complex higher education setting: a case study of the University of the Western Cape
(University of Western Cape, 2012) Stoltenkamp, Juliet; Fourie, Louis C.H.
There has been a global transformation of higher education institutions (HEIs) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEIs in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEI, namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous “unsuccessful” or “incomplete” eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the ‘eLearning Awareness Campaign’ – reflecting on the deployment of a non-coercive approach to the implementation of eLearning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 – December 2006) of the case study. Subsequently, phase 2 (January 2007 – August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond the focus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 – October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated eLearning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that ‘eLearning success’ can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples’ perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices – aligned to research – and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.
A Conceptual Model for determining the Value of Business Intelligence Systems
(University of the Western Cape, 2014) Budree, Adheesh; Fourie, Louis CH.
Business Intelligence refers to the use of Information Systems to enable raw data to be collated into information that can be reported, with the end goal of using this information to enhance the business decision-making process. Business Intelligence is enabled by making use of information that is complete, relevant, accurate, timely and accessible. There are currently a number of documented perspectives that can be used to gauge the value of Business Intelligence systems; however, from an overall business value perspective the most robust method would be to identify and analyse the most commonly identified factors that impact the value assigned to Business Intelligence Systems by a company, and the correlation of each of these factors to calculate the overall value. The importance of deriving a conceptual model, representing the major factors identified from literature and moderated by the quantitative research conducted, lies in its enabling companies and government bodies to assess the true value addition of Business Intelligence systems, and to understand the return on investment of these systems for organisations. In doing so, companies can justify or reject any further expenditure on Business Intelligence. The quantitative research for this thesis was conducted together with a project that was run between the University of the Western Cape and the Hochschule Neu-Ulm University of Applied Sciences in Germany. The research was conducted simultaneously across organisations in South Africa and Germany on the use of BI Systems and Corporate Performance Management. The respondents for the research were Chief Executive Officers, Chief Information Officers and Business Intelligence Managers in selected organisations. A Direct Oblimin-factor analysis was conducted on the online survey responses. The survey was conducted on a sample of approximately 1500 Business Intelligence specialists across South Africa and Germany; and 113 responses were gathered. The factor analysis reduced the key factors identified in the literature to a few major factors, namely: Information Quality, Management and Accessibility, Information Usage, and Knowledge-sharing Culture. Thereafter, a Structural-Equation-Modelling analysis was completed using the Partial-least-Squares method. The results indicate that there is a strong relationship between the factor-Information Quality, Management and Accessibility, and the Value of Business Intelligence. It was found that while there was no strong impact from Information Usage and Culture, there was a strong correlation between Information Usage and Culture and Information Quality, Management and Accessibility The research findings are significant for academic researchers, information technology experts, Business Intelligence specialists and Business Intelligence users. This study contributes to the body of knowledge by bringing together disparate factors that have been identified in academic journals; and assessing the relationship each has on the value of Business Intelligence, as well as the correlations that exist between these factors. From this, the final conceptual model was derived using factors that were identified and tested through the Factor Analysis and the PLS-SEM. The following conclusions can be drawn from the research: (1) The assurance of quality information in the form of complete, accurate, relevant and timeous information that is efficiently managed is the most paramount factor to an organisation deriving value from Business Intelligence systems; (2) information accessibility is key, in order to realise the value of Business Intelligence systems in organisations; and (3) Business Intelligence systems cannot add value to an organisation if a culture of information use and sharing is absent within that organisation. The derived model can be practically implemented as a checklist for organisations to assess Business Intelligence system investments as well as current implementations
A Conceptual Model for determining the Value of Business Intelligence Systems
(University of the Western Cape, 2014) Budree, Adheesh; Fourie, Louis CH.
Business Intelligence refers to the use of Information Systems to enable raw data to be collated into information that can be reported, with the end goal of using this information to enhance the business decision-making process. Business Intelligence is enabled by making use of information that is complete, relevant, accurate, timely and accessible. There are currently a number of documented perspectives that can be used to gauge the value of Business Intelligence systems; however, from an overall business value perspective the most robust method would be to identify and analyse the most commonly identified factors that impact the value assigned to Business Intelligence Systems by a company, and the correlation of each of these factors to calculate the overall value. The importance of deriving a conceptual model, representing the major factors identified from literature and moderated by the quantitative research conducted, lies in its enabling companies and government bodies to assess the true value addition of Business Intelligence systems, and to understand the return on investment of these systems for organisations. In doing so, companies can justify or reject any further expenditure on Business Intelligence. The quantitative research for this thesis was conducted together with a project that was run between the University of the Western Cape and the Hochschule Neu-Ulm University of Applied Sciences in Germany. The research was conducted simultaneously across organisations in South Africa and Germany on the use of BI Systems and Corporate Performance Management. The respondents for the research were Chief Executive Officers, Chief Information Officers and Business Intelligence Managers in selected organisations. A Direct Oblimin-factor analysis was conducted on the online survey responses. The survey was conducted on a sample of approximately 1500 Business Intelligence specialists across South Africa and Germany; and 113 responses were gathered. The factor analysis reduced the key factors identified in the literature to a few major factors, namely: Information Quality, Management and Accessibility, Information Usage, and Knowledge-sharing Culture. Thereafter, a Structural-Equation-Modelling analysis was completed using the Partial-least-Squares method. The results indicate that there is a strong relationship between the factor-Information Quality, Management and Accessibility, and the Value of Business Intelligence. It was found that while there was no strong impact from Information Usage and Culture, there was a strong correlation between Information Usage and Culture and Information Quality, Management and Accessibility The research findings are significant for academic researchers, information technology experts, Business Intelligence specialists and Business Intelligence users. This study contributes to the body of knowledge by bringing together disparate factors that have been identified in academic journals; and assessing the relationship each has on the value of Business Intelligence, as well as the correlations that exist between these factors. From this, the final conceptual model was derived using factors that were identified and tested through the Factor Analysis and the PLS-SEM. The following conclusions can be drawn from the research: (1) The assurance of quality information in the form of complete, accurate, relevant and timeous information that is efficiently managed is the most paramount factor to an organisation deriving value from Business Intelligence systems; (2) information accessibility is key, in order to realise the value of Business Intelligence systems in organisations; and (3) Business Intelligence systems cannot add value to an organisation if a culture of information use and sharing is absent within that organisation. The derived model can be practically implemented as a checklist for organisations to assess Business Intelligence system investments as well as current implementations
A functional-interpretive approach to information systems security e competencies development in the higher education institution: a comparativ e case of four South African higher education institutions
(University of the Western Cape, 2016) Tshinu, Mukenge Simon; Mitrovic, Zoran
The research reported in this thesis examines the approaches of four (4) HEIs in the Western Cape Province in South Africa to institutional development of IS security ecompetencies across their full staff compliments. It used a mixed research methodology and multiple case study research design in which four Higher Education Institutions (HEIs) participated. A total of 26 in-depth interviews were conducted and 385 questionnaires were completed. The research found that these HEIs do not formally develop the IS security e-competencies of their IS resources end users. Because end users handle critical information and research projects of importance not only to the HEIs, but also to the country, this situation creates a potential risk to their IS resources. In other words, the HEIs that participated in this research rely more on the ICT security technology itself to protect their IS resources than on the human side of ICT security. This is in direct contrast to the established literature which clearly points out that it is the internal end users that pose the most threats to IS security resources and these threats are more dangerous than the external threats.
Electronic patient record (EPR) system in South Africa : information, storage, retrieval and share amongst clinicians
(University of the Western cape, 2016) Tokosi, Temitope Oluwaseyi; Naicker, Visvanathan
A phenomenological philosophy underlies this research study which attempts to understand clinicians’ perception and understanding of an electronic patient record (EPR) system currently operational at a hospital in the Western Cape Province in South Africa (SA). Healthcare is a human right, thus patient records contain critical data and mostly paper-based in many SA hospitals. Clinicians are the EPR primary users and their attitude in its use is important for its success. This study explores, identifies and determines clinicians’ cognitive attributes towards EPR with a technology use framework developed. An initial quantitative approach was applied but unsuccessful due to low sample size. A pilot study was then conducted using 11 respondents. Purposive sampling was first initiated then snowball introduced later to improve the sample size qualitatively. Interviews were administered to 15 clinicians and tape recorded. Narrative content analysis was used as the preferred analysis technique because of the advantage of gaining direct information from study participants, unobtrusive and a nonreactive way to study the phenomenon of interest. Research findings tested 12 propositions and found high impact relationships between attitude (ATT) and each listed theme namely: perceived usefulness (PU), perceived ease of use (PEOU), complexity (COM), facilitating condition (FC), use behaviour (USE). Use behaviour had high impact relationships with storage (STO) and retrieval (RET). There were moderate impact relationships between PU and USE; PEOU and PU; RA and ATT; job fit (JF) and ATT; USE and share (SHA). The implication here is that any EPR system to be implemented should be tested using this framework to ascertain its usefulness and fit with a hospital's objectives and users expectations. By so doing, anticipated problems can be mitigated against and resolved before implementation. The study contributes to the information system (IS) body of knowledge through the technology use framework. The framework is for adoption by hospital management and its use by clinicians where EPR is operational. Traditional IS frameworks can be adopted for hospitals about to implement EPR because of the relevance of the "intent to use" theme.
Electronic patient record (EPR) system in South Africa : information, storage, retrieval and share amongst clinicians
(University of the Western cape, 2016) Tokosi, Temitope Oluwaseyi; Naicker, Visvanathan
A phenomenological philosophy underlies this research study which attempts to understand clinicians’ perception and understanding of an electronic patient record (EPR) system currently operational at a hospital in the Western Cape Province in South Africa (SA). Healthcare is a human right, thus patient records contain critical data and mostly paper-based in many SA hospitals. Clinicians are the EPR primary users and their attitude in its use is important for its success. This study explores, identifies and determines clinicians’ cognitive attributes towards EPR with a technology use framework developed. An initial quantitative approach was applied but unsuccessful due to low sample size. A pilot study was then conducted using 11 respondents. Purposive sampling was first initiated then snowball introduced later to improve the sample size qualitatively. Interviews were administered to 15 clinicians and tape recorded. Narrative content analysis was used as the preferred analysis technique because of the advantage of gaining direct information from study participants, unobtrusive and a nonreactive way to study the phenomenon of interest. Research findings tested 12 propositions and found high impact relationships between attitude (ATT) and each listed theme namely: perceived usefulness (PU), perceived ease of use (PEOU), complexity (COM), facilitating condition (FC), use behaviour (USE). Use behaviour had high impact relationships with storage (STO) and retrieval (RET). There were moderate impact relationships between PU and USE; PEOU and PU; RA and ATT; job fit (JF) and ATT; USE and share (SHA). The implication here is that any EPR system to be implemented should be tested using this framework to ascertain its usefulness and fit with a hospital's objectives and users expectations. By so doing, anticipated problems can be mitigated against and resolved before implementation. The study contributes to the information system (IS) body of knowledge through the technology use framework. The framework is for adoption by hospital management and its use by clinicians where EPR is operational. Traditional IS frameworks can be adopted for hospitals about to implement EPR because of the relevance of the "intent to use" theme.
A functional-interpretive approach to information systems security e competencies development in the higher education institution: a comparativ e case of four South African higher education institutions
(University of the Western Cape, 2016) Tshinu, Mukenge Simon; Mitrovic, Zoran
The research reported in this thesis examines the approaches of four (4) HEIs in the Western Cape Province in South Africa to institutional development of IS security ecompetencies across their full staff compliments. It used a mixed research methodology and multiple case study research design in which four Higher Education Institutions (HEIs) participated. A total of 26 in-depth interviews were conducted and 385 questionnaires were completed. The research found that these HEIs do not formally develop the IS security e-competencies of their IS resources end users. Because end users handle critical information and research projects of importance not only to the HEIs, but also to the country, this situation creates a potential risk to their IS resources. In other words, the HEIs that participated in this research rely more on the ICT security technology itself to protect their IS resources than on the human side of ICT security. This is in direct contrast to the established literature which clearly points out that it is the internal end users that pose the most threats to IS security resources and these threats are more dangerous than the external threats.
A framework to teach digital innovation skills to South African Information Systems students
(University of the Western Cape, 2017) van den Berg, Carolina Lucia; Breytenbach, Johan
The diffusion of the digital infrastructure is opening up multiple opportunities for innovations to transform business and society. The overall purpose of Information Systems (IS) education is to equip students to use technology to improve business, the environment and society, and digital innovation lies at the heart of this transformation. IS students are instructed in both Information Technology (IT) and business and therefore can be taught to identify the value of technology advances to meet an unmet organisational or societal need. IS students ought to play a leading role as the innovators of the future. Their teaching and learning environment needs to prepare them for this uncertain, complex and ambiguous world. They have to move beyond the current horizons of knowledge and skills within a specific discipline and develop a "sense of self" in order to be adaptable which requires a curriculum that is "future proof". The aim of this research study is to develop a framework to teach digital business innovation to South African students in Information Systems (IS).
A framework to teach digital innovation skills to South African Information Systems students
(University of the Western Cape, 2017) van den Berg, Carolina Lucia; Breytenbach, Johan
The diffusion of the digital infrastructure is opening up multiple opportunities for innovations to transform business and society. The overall purpose of Information Systems (IS) education is to equip students to use technology to improve business, the environment and society, and digital innovation lies at the heart of this transformation. IS students are instructed in both Information Technology (IT) and business and therefore can be taught to identify the value of technology advances to meet an unmet organisational or societal need. IS students ought to play a leading role as the innovators of the future. Their teaching and learning environment needs to prepare them for this uncertain, complex and ambiguous world. They have to move beyond the current horizons of knowledge and skills within a specific discipline and develop a "sense of self" in order to be adaptable which requires a curriculum that is "future proof". The aim of this research study is to develop a framework to teach digital business innovation to South African students in Information Systems (IS).
Communicating for development using social media: A case study of e-inclusion intermediaries in under-resourced communities
(University of the Western Cape, 2019) Katunga, Natasha; Njenga, James; Van Audenhove, Leo
South Africa is committed to accelerating the roll-out of information and communication technologies (ICTs) to support development at all levels. E-inclusion intermediaries (e-IIs) are used in the country to bridge the digital divide and to create equal opportunities for citizens to benefit from using ICTs. E-IIs are established mainly in under-resourced communities by private, public and third-sector organisations to provide physical access to ICT services for free or at a very low cost. The aim of e-IIs is to make ICT services affordable for and accessible to marginalised and poor community members, who can use the ICT to support community development. The debate is ongoing regarding the contribution of e-IIs towards community development due to, in part, the lack of quantifiable evidence to support the impact that the e-IIs have on development in the communities. Furthermore, despite the existence of e-IIs in communities, there still are community members who do not use the e-IIs. This has been attributed to the lack of awareness of the e-IIs and the services they provide. This lack of awareness is often blamed on the ineffective communication strategies of e-IIs. E-IIs are accused of relying heavily on traditional communication channels and conventional mass media, which do not share information and create awareness effectively in the communities. The increased uptake of modern technologies, such as the Internet and mobile devices, in South Africa has created new opportunities to communicate with community members to share information and create awareness. Social media, for instance, which are mostly accessed through mobile devices, have made communication more accessible and inexpensive for community members with limited skills and resources. Social media have also become popular among development actors in their attempt to direct policy, create awareness and garner community members’ support for development interventions. Arguably, e-IIs could also benefit from using social media, which have become popular in some communities, to communicate with community members in order to create awareness of the e-IIs, the services they provide and the benefits of using ICTs to support community development. The investigation undertaken in this study was twofold. Firstly, the quick-scan analysis method was used to analyse fifty e-IIs. Using this method it was possible to explore the services that are provided by e-IIs as well as how e-IIs communicate with community members and other development actors. Secondly, using six in-depth case studies this study further investigated how e-IIs’ services support community development and how the e-IIs communicate for development, paying special attention to their use of social media.
Communicating for development using social media: A case study of e-inclusion intermediaries in under-resourced communities
(University of the Western Cape, 2019) Katunga, Natasha; Njenga, James; Van Audenhove, Leo
South Africa is committed to accelerating the roll-out of information and communication technologies (ICTs) to support development at all levels. E-inclusion intermediaries (e-IIs) are used in the country to bridge the digital divide and to create equal opportunities for citizens to benefit from using ICTs. E-IIs are established mainly in under-resourced communities by private, public and third-sector organisations to provide physical access to ICT services for free or at a very low cost. The aim of e-IIs is to make ICT services affordable for and accessible to marginalised and poor community members, who can use the ICT to support community development. The debate is ongoing regarding the contribution of e-IIs towards community development due to, in part, the lack of quantifiable evidence to support the impact that the e-IIs have on development in the communities. Furthermore, despite the existence of e-IIs in communities, there still are community members who do not use the e-IIs. This has been attributed to the lack of awareness of the e-IIs and the services they provide. This lack of awareness is often blamed on the ineffective communication strategies of e-IIs. E-IIs are accused of relying heavily on traditional communication channels and conventional mass media, which do not share information and create awareness effectively in the communities. The increased uptake of modern technologies, such as the Internet and mobile devices, in South Africa has created new opportunities to communicate with community members to share information and create awareness. Social media, for instance, which are mostly accessed through mobile devices, have made communication more accessible and inexpensive for community members with limited skills and resources. Social media have also become popular among development actors in their attempt to direct policy, create awareness and garner community members’ support for development interventions. Arguably, e-IIs could also benefit from using social media, which have become popular in some communities, to communicate with community members in order to create awareness of the e-IIs, the services they provide and the benefits of using ICTs to support community development. The investigation undertaken in this study was twofold. Firstly, the quick-scan analysis method was used to analyse fifty e-IIs. Using this method it was possible to explore the services that are provided by e-IIs as well as how e-IIs communicate with community members and other development actors. Secondly, using six in-depth case studies this study further investigated how e-IIs’ services support community development and how the e-IIs communicate for development, paying special attention to their use of social media.
A quality Assurance framework for digital household survey processes in South Africa
(University of the Western Cape, 2019) Hattas, Mogamat Mahier; Breytenbach, Johan
Official household-based survey statistics is predominantly collected using the paper-and-pen data collection (PAPDC) method. In recent times, the world has seen a global rise in the use of digital technology, especially the use of mobile handheld devices for the collection of survey data in various fields of statistical collection. Various sectors in the population require data for a multitude of purposes, from planning, monitoring and during the evaluation of projects and programmes. The pressure of attaining the data often requires data or information producers to gather more data or information more frequently with improved quality, efficiency, and accuracy. The quality of data or information collected remains uncertain as more surveys enter the global arena. The overall survey quality needs to improve continuously. The data used may not be trustworthy and users should be aware of this. There should be a continuous holistic assessment of the validity and reliability of data before these are used (T. Chen, Raeside, & Khan, 2014). Digital data collection (DDC) offers national statistical organisations (NSOs) in Africa possible, albeit partial, solutions to several current quality, performance, and cost-efficiency concerns. Potential benefits found in the literature for DDC methods over PAPDC methods include, inter alia: increased speed of data collection, increased data accuracy, timeous availability of data, higher data quality, effective data security and lower costs for data-collection processes. Most NSOs in Africa, including South Africa, currently rely on manual, paper-based data collection methods for continuous official household survey collection. Paper-based methods tend to be slower, to rely on manual reporting and involve more survey-intensive resources. With the rise of handheld mobile Global Positioning Systems (GPS) enabled devices, official household surveys are able to monitor surveys spatially, and in real-time. The information could be securely synchronised to a central secure database, to allow for immediate post-processing and data analysis.
A quality Assurance framework for digital household survey processes in South Africa
(University of the Western Cape, 2019) Hattas, Mogamat Mahier; Breytenbach, Johan
Official household-based survey statistics is predominantly collected using the paper-and-pen data collection (PAPDC) method. In recent times, the world has seen a global rise in the use of digital technology, especially the use of mobile handheld devices for the collection of survey data in various fields of statistical collection. Various sectors in the population require data for a multitude of purposes, from planning, monitoring and during the evaluation of projects and programmes. The pressure of attaining the data often requires data or information producers to gather more data or information more frequently with improved quality, efficiency, and accuracy. The quality of data or information collected remains uncertain as more surveys enter the global arena. The overall survey quality needs to improve continuously. The data used may not be trustworthy and users should be aware of this. There should be a continuous holistic assessment of the validity and reliability of data before these are used (T. Chen, Raeside, & Khan, 2014). Digital data collection (DDC) offers national statistical organisations (NSOs) in Africa possible, albeit partial, solutions to several current quality, performance, and cost-efficiency concerns. Potential benefits found in the literature for DDC methods over PAPDC methods include, inter alia: increased speed of data collection, increased data accuracy, timeous availability of data, higher data quality, effective data security and lower costs for data-collection processes. Most NSOs in Africa, including South Africa, currently rely on manual, paper-based data collection methods for continuous official household survey collection. Paper-based methods tend to be slower, to rely on manual reporting and involve more survey-intensive resources. With the rise of handheld mobile Global Positioning Systems (GPS) enabled devices, official household surveys are able to monitor surveys spatially, and in real-time. The information could be securely synchronised to a central secure database, to allow for immediate post-processing and data analysis.
Determinants for the acceptance and use of mobile health applications: Diabetic patients in the Western Cape, South Africa
(University of Western Cape, 2019) Petersen, Fazlyn; Pather, Shaun; Tucker, William D.
The increased pervasiveness of information communication and technology and increasing internet access creates anticipation for how contemporary technologies can address critical developmental problems. Non-communicable diseases are the leading cause of death globally, even though more than 40% of the deaths are premature and avoidable. Diabetes is such a disease that causes 80% of non-communicable disease deaths in low and middle-income countries. Diabetes is also the leading cause of death in the Western Cape province of South Africa. Diabetes thus constitutes a challenge to achieve Sustainable Development Goal 3 that focuses on health and well-being for all people, at all ages. The potential of technology, such as the use of m-health applications, is recognised as a means to advance the Sustainable Development Goals through supporting health systems in all countries.
Determinants for the acceptance and use of mobile health applications: Diabetic patients in the Western Cape, South Africa
(University of Western Cape, 2019) Petersen, Fazlyn; Pather, Shaun; Tucker, William D.
The increased pervasiveness of information communication and technology and increasing internet access creates anticipation for how contemporary technologies can address critical developmental problems. Non-communicable diseases are the leading cause of death globally, even though more than 40% of the deaths are premature and avoidable. Diabetes is such a disease that causes 80% of non-communicable disease deaths in low and middle-income countries. Diabetes is also the leading cause of death in the Western Cape province of South Africa. Diabetes thus constitutes a challenge to achieve Sustainable Development Goal 3 that focuses on health and well-being for all people, at all ages. The potential of technology, such as the use of m-health applications, is recognised as a means to advance the Sustainable Development Goals through supporting health systems in all countries.
A framework for developing citizen-centric e-government applications in developing countries: The design-reality gap in Uganda
(University of Western Cape, 2020) kyakulumbyE, Stephen; Pather, Shaun; Jantjies, Mmaki
E-government should be at the heart of service delivery in developing countries if the life of citizens, especially the socially and economically marginalised, is to be improved. Often in developing contexts, citizens have been treated as recipients of such interventions, in a top-down approach from central governments, resulting in the non-use of such interventions. A situation of non-use of e-services results in wastage of the public fiscus. The extant literature points to a number of underlying causes of the problem. One such problem is the “Design-Reality Gap."
A framework for developing citizen-centric e-government applications in developing countries: The design-reality gap in Uganda
(University of Western Cape, 2020) kyakulumbyE, Stephen; Pather, Shaun; Jantjies, Mmaki
E-government should be at the heart of service delivery in developing countries if the life of citizens, especially the socially and economically marginalised, is to be improved. Often in developing contexts, citizens have been treated as recipients of such interventions, in a top-down approach from central governments, resulting in the non-use of such interventions. A situation of non-use of e-services results in wastage of the public fiscus. The extant literature points to a number of underlying causes of the problem. One such problem is the “Design-Reality Gap."