Philosophiae Doctor - PhD (Information Systems)

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https://hdl.handle.net/10566/12625

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Towards a framework for improving unstructured supplementary data service (ussd) technology adoption for digital financial services
(University of the Western Cape, 2023) Owoeye, Oluwaseun Akinbamidele
Mobile technology evolution and innovations ushered in various low-cost technologies, such as unstructured supplementary service data (USSD) technology, to accelerate digital financial inclusion and affordable access to digital financial services among developing countries. Due to its (USSD technology) ubiquity and affordability, the Central Bank of Nigeria (CBN) described USSD technology as a major driver of Nigeria’s payments system vision strategy implementation. Similarly, the proliferation of mobile phones with an unprecedented increase in licensed USSD financial technology services providers in Nigeria has increased USSD technology's pervasiveness as consumers’ preferred digital channel to perform digital financial services. Despite continuous investments in USSD technology roll-out by various financial service institutions to accelerate digital financial inclusion and the over ninety-five per cent digital financial inclusion rate targeted by the CBN by 2025(from the initial 2023 target year set by the CBN), stakeholders and economic actors within the Nigerian banking industry suggest slow adoption of this low-cost technology might impact achieving the target set by the CBN. Following CBN-led stakeholder engagements, the CBN signed a memorandum of understanding(MoU) with the Nigerian Communications Commission (NCC) to deepen mobile network operators' (MNOs) role in the DFS ecosystem and, consequently, to improve USSD technology roll-out. The CBN released a regulatory framework on USSD technology in 2018 to enable players' active participation and deepen USSD technology adoption and usage.
Developing a cybersecurity framework for commercial banks in South Africa
(University of the Western Cape, 2024) Mphahlele, Tlhologelo; Chigada, Joel
Cybersecurity has emerged as a significant concern for organisations and the Information Communication Technology (ICT) domain during recent decades. An increase in the number of cyber threats and cyber-attacks has been observed recently, and an even sharper increase was noticed during the worldwide coronavirus (COVID-19) pandemic outbreak. Simultaneously, the complexity of the cyber-attacks being executed by threat actors has increased, and the scope and geographical location of the targets of threat actors have also widened to include critical infrastructure in all corners of the world. Commercial banks in South Africa have not been spared. This is because financial institutions are seen as valuable targets by cybercriminals and communicators of advanced persistent threats (APT) due to the nature of their business and the vast amounts of data they store. The study proposed a conceptual Cybersecurity Framework for Commercial Banks in South Africa. It proposed this by identifying the factors impeding commercial banks from developing their frameworks due to the challenges faced by the banks regarding cybersecurity from a South African perspective. The factors were identified using a mixed methods approach, with qualitative data collection facilitated through interviews with professionals within the banking domain in South Africa and quantitative data collected using a survey distributed to IT, risk, compliance, and governance professionals in commercial banks. The study identified seven factors contributing to establishing a cybersecurity framework for commercial banks. By addressing these factors, some of the challenges experienced by commercial banks regarding cybersecurity in the country can be addressed, which will improve the security posture of the organisations, internally and externally.
Developing a cybersecurity framework for commercial banks in South Africa
(University of the Western Cape, 2024) Mphahlele, Tlhologelo; Chigada, Joel
Cybersecurity has emerged as a significant concern for organisations and the Information Communication Technology (ICT) domain during recent decades. An increase in the number of cyber threats and cyber-attacks has been observed recently, and an even sharper increase was noticed during the worldwide coronavirus (COVID-19) pandemic outbreak. Simultaneously, the complexity of the cyber-attacks being executed by threat actors has increased, and the scope and geographical location of the targets of threat actors have also widened to include critical infrastructure in all corners of the world. Commercial banks in South Africa have not been spared. This is because financial institutions are seen as valuable targets by cybercriminals and communicators of advanced persistent threats (APT) due to the nature of their business and the vast amounts of data they store. The study proposed a conceptual Cybersecurity Framework for Commercial Banks in South Africa. It proposed this by identifying the factors impeding commercial banks from developing their frameworks due to the challenges faced by the banks regarding cybersecurity from a South African perspective. The factors were identified using a mixed methods approach, with qualitative data collection facilitated through interviews with professionals within the banking domain in South Africa and quantitative data collected using a survey distributed to IT, risk, compliance, and governance professionals in commercial banks. The study identified seven factors contributing to establishing a cybersecurity framework for commercial banks. By addressing these factors, some of the challenges experienced by commercial banks regarding cybersecurity in the country can be addressed, which will improve the security posture of the organisations, internally and externally.
Applying living labs in the design of emerging digital platforms – A higher education case study in Douth Africa
(University of the Western Cape, 2022) Grové, Wouter Johannes; Breytenbach, Johan
In this study, the Living Labs approach was evaluated as an approach towards co-creating the design and implementation process of specific digital artefacts. The design process of the UDUBSit emerging digital platform at a South African higher education institution (HEI) was simultaneously technological and social in nature, and it deeply reflected the underlying mechanisms and tensions inherent to the emergence of planetary-scale computation. The single case study analysis, conducted from a Critical Realist perspective, was the product of a four-year longitudinal research process focused on the development of a location-based, goal-focused mobile application as an intended emerging social networking platform and emerging digital platform. The emerging social networking platform has been developed using the Living Labs methodology, with a particular in-case focus on digital inclusion and online community building using mobile technology within the context of a higher education institution in South Africa.
Applying living labs in the design of emerging digital platforms – A higher education case study in Douth Africa
(University of the Western Cape, 2022) Grové, Wouter Johannes; Breytenbach, Johan
In this study, the Living Labs approach was evaluated as an approach towards co-creating the design and implementation process of specific digital artefacts. The design process of the UDUBSit emerging digital platform at a South African higher education institution (HEI) was simultaneously technological and social in nature, and it deeply reflected the underlying mechanisms and tensions inherent to the emergence of planetary-scale computation. The single case study analysis, conducted from a Critical Realist perspective, was the product of a four-year longitudinal research process focused on the development of a location-based, goal-focused mobile application as an intended emerging social networking platform and emerging digital platform. The emerging social networking platform has been developed using the Living Labs methodology, with a particular in-case focus on digital inclusion and online community building using mobile technology within the context of a higher education institution in South Africa.
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.
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.
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.
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
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."
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.
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 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).

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