A compliance framework for IT governance adoption and use by state-owned entities in South Africa
- Authors: Nxozi, Monelo
- Date: 2023-03-31
- Subjects: IT governance , Public administration South Africa , Government business enterprises South Africa , TOE framework , Executive ability
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419244 , vital:71628 , DOI 10.21504/10962/419244
- Description: IT governance adoption and use in the South African public sector is deemed critical to good public administration and is regulated by government through the Corporate Governance of ICT Policy Framework (CGICTPF). The CGICTPF was published in 2012 and is based on COBIT 5, ISO38500 and the King III Report. However, compliance with the CGICTPF has been poor; the Auditor-General of South Africa (AGSA) noted that a significant number of its auditees in the 2019–20 financial year had weak IT governance controls. Therefore, the study sought to answer the research question: How should IT governance adoption and use be enhanced by state-owned entities in South Africa? This study took the form of an exploratory inquiry with pragmatism preferred as the appropriate paradigm because of its predisposition towards abductive reasoning and the use of mixed methods – both of which are the attendant research approaches in this study. Owing to the “how” research question, this study followed a multi-case-study research method. The data collection process included semi-structured interviews, a questionnaire and expert reviews; triangulation of data is also based on these. A thematic analysis of the qualitative data was conducted using Atlas.ti – a CAQDAS tool. The study shows that CGICTPF adoption and use is driven by strategic alignment and regulatory compliance. In addition, factors such as 1) IT governance competencies at the level of the board of directors, 2) top management support and longevity of tenure, 3) business process integration and data analytics, 4) the dynamic role of the chief information officer (CIO), 5) adequate government stakeholder support, and 6) organisational culture positively influence the adoption and use of the CGICTPF. A compliance framework is proposed which is based on the technology–organisation–environment (TOE) framework and the DeLone and McLean IS success model. The proposed framework highlights management competencies as a crucial element and seeks to assist practitioners to improve accountability and oversight. , Thesis (PhD) -- Faculty of Commerce, Information Systems, 2023
- Full Text:
- Date Issued: 2023-03-31
- Authors: Nxozi, Monelo
- Date: 2023-03-31
- Subjects: IT governance , Public administration South Africa , Government business enterprises South Africa , TOE framework , Executive ability
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419244 , vital:71628 , DOI 10.21504/10962/419244
- Description: IT governance adoption and use in the South African public sector is deemed critical to good public administration and is regulated by government through the Corporate Governance of ICT Policy Framework (CGICTPF). The CGICTPF was published in 2012 and is based on COBIT 5, ISO38500 and the King III Report. However, compliance with the CGICTPF has been poor; the Auditor-General of South Africa (AGSA) noted that a significant number of its auditees in the 2019–20 financial year had weak IT governance controls. Therefore, the study sought to answer the research question: How should IT governance adoption and use be enhanced by state-owned entities in South Africa? This study took the form of an exploratory inquiry with pragmatism preferred as the appropriate paradigm because of its predisposition towards abductive reasoning and the use of mixed methods – both of which are the attendant research approaches in this study. Owing to the “how” research question, this study followed a multi-case-study research method. The data collection process included semi-structured interviews, a questionnaire and expert reviews; triangulation of data is also based on these. A thematic analysis of the qualitative data was conducted using Atlas.ti – a CAQDAS tool. The study shows that CGICTPF adoption and use is driven by strategic alignment and regulatory compliance. In addition, factors such as 1) IT governance competencies at the level of the board of directors, 2) top management support and longevity of tenure, 3) business process integration and data analytics, 4) the dynamic role of the chief information officer (CIO), 5) adequate government stakeholder support, and 6) organisational culture positively influence the adoption and use of the CGICTPF. A compliance framework is proposed which is based on the technology–organisation–environment (TOE) framework and the DeLone and McLean IS success model. The proposed framework highlights management competencies as a crucial element and seeks to assist practitioners to improve accountability and oversight. , Thesis (PhD) -- Faculty of Commerce, Information Systems, 2023
- Full Text:
- Date Issued: 2023-03-31
An exploration into an ESD-based teaching strategy to improve the critical thinking and problem-solving skills amongst development studies students at Nelson Mandela University
- Authors: Abrahams, André John
- Date: 2021-04
- Subjects: Problem solving -- Study and teaching , Divergent thinking -- Study and teaching , Sustainable development -- Study and teaching , Environmental education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/50907 , vital:43148
- Description: In recent years, Education for Sustainable Development (ESD) has been a significant focus for research pertaining to teacher education and transformative approaches to teaching and learning. However, there has been less specific focus on the implementation of ESD in the context of higher education. This study, therefore, explored the use of an ESD-based teaching and learning approach in an undergraduate Development Studies programme. The focus was on developing a teaching approach that was informed by the principles of ESD and which could assist Development Studies lecturers in creating a more transformative, student-centred environment. This study was a qualitative undertaking, conducted at the Nelson Mandela University’s (NMU) Development Studies undergraduate programme. The ESD-based approach was implemented by two participating lecturers who utilised the approach across four undergraduate classes. Qualitative data were generated through a systematic literature analysis (SLA), exploratory interviews, student exercises and assessments, focus group discussions, and reflective journal entries. The gathered data were then analysed using a framework analysis rubric adapted from the theoretical framework utilised in the study. In addition, the data were coded using the six coding techniques promoted by Saldaña (2013). The findings suggest that the ESD-based approach developed in the study could effectively contribute towards promoting ESD in the Development Studies programme. The findings also suggest that, when properly implemented, the ESD-based approach could assist lecturers in creating a more transformative learning environment where students have greater control over their learning experience. In addition, this study found that students in the selected Development Studies undergraduate programme could benefit from continued exposure to the teaching methods and techniques adopted in the approach. The implementation of the approach also uncovered some of the inhibiting factors that may prevent an ESD-based approach being mainstreamed into the context of higher education. , Thesis (DPhil) -- Faculty of Business and Economic Sciences, Development Studies, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Abrahams, André John
- Date: 2021-04
- Subjects: Problem solving -- Study and teaching , Divergent thinking -- Study and teaching , Sustainable development -- Study and teaching , Environmental education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/50907 , vital:43148
- Description: In recent years, Education for Sustainable Development (ESD) has been a significant focus for research pertaining to teacher education and transformative approaches to teaching and learning. However, there has been less specific focus on the implementation of ESD in the context of higher education. This study, therefore, explored the use of an ESD-based teaching and learning approach in an undergraduate Development Studies programme. The focus was on developing a teaching approach that was informed by the principles of ESD and which could assist Development Studies lecturers in creating a more transformative, student-centred environment. This study was a qualitative undertaking, conducted at the Nelson Mandela University’s (NMU) Development Studies undergraduate programme. The ESD-based approach was implemented by two participating lecturers who utilised the approach across four undergraduate classes. Qualitative data were generated through a systematic literature analysis (SLA), exploratory interviews, student exercises and assessments, focus group discussions, and reflective journal entries. The gathered data were then analysed using a framework analysis rubric adapted from the theoretical framework utilised in the study. In addition, the data were coded using the six coding techniques promoted by Saldaña (2013). The findings suggest that the ESD-based approach developed in the study could effectively contribute towards promoting ESD in the Development Studies programme. The findings also suggest that, when properly implemented, the ESD-based approach could assist lecturers in creating a more transformative learning environment where students have greater control over their learning experience. In addition, this study found that students in the selected Development Studies undergraduate programme could benefit from continued exposure to the teaching methods and techniques adopted in the approach. The implementation of the approach also uncovered some of the inhibiting factors that may prevent an ESD-based approach being mainstreamed into the context of higher education. , Thesis (DPhil) -- Faculty of Business and Economic Sciences, Development Studies, 2021
- Full Text:
- Date Issued: 2021-04
An exploration into an ESD-based teaching strategy to improve the critical thinking and problem-solving skills amongst development studies students at Nelson Mandela University
- Authors: Abrahams, Andre John
- Date: 2021-04
- Subjects: Sustainable development -- Study and teaching , Universities and colleges -- South Africa , Critical thinking
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/50906 , vital:43149
- Description: In recent years, Education for Sustainable Development (ESD) has been a significant focus for research pertaining to teacher education and transformative approaches to teaching and learning. However, there has been less specific focus on the implementation of ESD in the context of higher education. This study, therefore, explored the use of an ESD-based teaching and learning approach in an undergraduate Development Studies programme. The focus was on developing a teaching approach that was informed by the principles of ESD and which could assist Development Studies lecturers in creating a more transformative, student-centred environment. This study was a qualitative undertaking, conducted at the Nelson Mandela University’s (NMU) Development Studies undergraduate programme. The ESD-based approach was implemented by two participating lecturers who utilised the approach across four undergraduate classes. Qualitative data were generated through a systematic literature analysis (SLA), exploratory interviews, student exercises and assessments, focus group discussions, and reflective journal entries. The gathered data were then analysed using a framework analysis rubric adapted from the theoretical framework utilised in the study. In addition, the data were coded using the six coding techniques promoted by Saldaña (2013). The findings suggest that the ESD-based approach developed in the study could effectively contribute towards promoting ESD in the Development Studies programme. The findings also suggest that, when properly implemented, the ESD-based approach could assist lecturers in creating a more transformative learning environment where students have greater control over their learning experience. In addition, this study found that students in the selected Development Studies undergraduate programme could benefit from continued exposure to the teaching methods and techniques adopted in the approach. The implementation of the approach also uncovered some of the inhibiting factors that may prevent an ESD-based approach being mainstreamed into the context of higher education. , Thesis (DPhil) -- Faculty of Business and Economic Sciences, Development Studies, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Abrahams, Andre John
- Date: 2021-04
- Subjects: Sustainable development -- Study and teaching , Universities and colleges -- South Africa , Critical thinking
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/50906 , vital:43149
- Description: In recent years, Education for Sustainable Development (ESD) has been a significant focus for research pertaining to teacher education and transformative approaches to teaching and learning. However, there has been less specific focus on the implementation of ESD in the context of higher education. This study, therefore, explored the use of an ESD-based teaching and learning approach in an undergraduate Development Studies programme. The focus was on developing a teaching approach that was informed by the principles of ESD and which could assist Development Studies lecturers in creating a more transformative, student-centred environment. This study was a qualitative undertaking, conducted at the Nelson Mandela University’s (NMU) Development Studies undergraduate programme. The ESD-based approach was implemented by two participating lecturers who utilised the approach across four undergraduate classes. Qualitative data were generated through a systematic literature analysis (SLA), exploratory interviews, student exercises and assessments, focus group discussions, and reflective journal entries. The gathered data were then analysed using a framework analysis rubric adapted from the theoretical framework utilised in the study. In addition, the data were coded using the six coding techniques promoted by Saldaña (2013). The findings suggest that the ESD-based approach developed in the study could effectively contribute towards promoting ESD in the Development Studies programme. The findings also suggest that, when properly implemented, the ESD-based approach could assist lecturers in creating a more transformative learning environment where students have greater control over their learning experience. In addition, this study found that students in the selected Development Studies undergraduate programme could benefit from continued exposure to the teaching methods and techniques adopted in the approach. The implementation of the approach also uncovered some of the inhibiting factors that may prevent an ESD-based approach being mainstreamed into the context of higher education. , Thesis (DPhil) -- Faculty of Business and Economic Sciences, Development Studies, 2021
- Full Text:
- Date Issued: 2021-04
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