A data warehouse structure design methodology to support the efficient and effective analysis of online resource usage data
- Authors: Ferreira, Cornél
- Date: 2012
- Subjects: Data warehousing , Electronic information resources
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10486 , http://hdl.handle.net/10948/d1016072
- Description: The use of electronic services results in the generation of vast amounts of Online Resource Usage (ORU) data. ORU data typically consists of user login, printing and executed process information. The structure of this type of data restricts the ability of decision makers to effectively and efficiently analyse ORU data. A data warehouse (DW) structure is required which satisfies an organisation’s information requirements. In order to design a DW structure a methodology is needed to provide a design template according to acknowledged practices. The aim of this research was to primarily propose a methodology specifically for the design of a DW structure to support the efficient and effective analysis of ORU data. A variety of relevant DW structure design methodologies were investigated and a number of limitations were identified. These methodologies do not provide methodological support for metadata documentation, physical design and implementation. The most comprehensive methodology identified in the investigation was modified and the Adapted Triple-Driven DW Structure Design Methodology (ATDM) was proposed. The ATDM was successfully applied to the information and communication technology services (ICTS) department of the Nelson Mandela Metropolitan University as the case study for this research. The proposed ATDM consists of different phases which include a requirements analysis phase that was adapted from the identified comprehensive methodology. A physical design and an implementation phase were included in the ATDM. The ATDM was successfully applied to the ICTS case study as a proof of concept. The application of the ATDM to ICTS resulted in the generation and documentation of semantic and technical metadata which describes the DW structure derived from the application of the ATDM at a logical and physical level respectively. The implementation phase was applied using the Microsoft SQL Server integrated tool to obtain an implemented DW structure for ICTS that is described by technical metadata at an implementation level. This research has shown that the ATDM can be successfully applied to obtain an effective and efficient DW structure for analysing ORU data. The ATDM provides guidelines to develop a DW structure for ORU data and future research includes the generalisation of the ATDM to accommodate various domains and different data types.
- Full Text:
- Date Issued: 2012
- Authors: Ferreira, Cornél
- Date: 2012
- Subjects: Data warehousing , Electronic information resources
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10486 , http://hdl.handle.net/10948/d1016072
- Description: The use of electronic services results in the generation of vast amounts of Online Resource Usage (ORU) data. ORU data typically consists of user login, printing and executed process information. The structure of this type of data restricts the ability of decision makers to effectively and efficiently analyse ORU data. A data warehouse (DW) structure is required which satisfies an organisation’s information requirements. In order to design a DW structure a methodology is needed to provide a design template according to acknowledged practices. The aim of this research was to primarily propose a methodology specifically for the design of a DW structure to support the efficient and effective analysis of ORU data. A variety of relevant DW structure design methodologies were investigated and a number of limitations were identified. These methodologies do not provide methodological support for metadata documentation, physical design and implementation. The most comprehensive methodology identified in the investigation was modified and the Adapted Triple-Driven DW Structure Design Methodology (ATDM) was proposed. The ATDM was successfully applied to the information and communication technology services (ICTS) department of the Nelson Mandela Metropolitan University as the case study for this research. The proposed ATDM consists of different phases which include a requirements analysis phase that was adapted from the identified comprehensive methodology. A physical design and an implementation phase were included in the ATDM. The ATDM was successfully applied to the ICTS case study as a proof of concept. The application of the ATDM to ICTS resulted in the generation and documentation of semantic and technical metadata which describes the DW structure derived from the application of the ATDM at a logical and physical level respectively. The implementation phase was applied using the Microsoft SQL Server integrated tool to obtain an implemented DW structure for ICTS that is described by technical metadata at an implementation level. This research has shown that the ATDM can be successfully applied to obtain an effective and efficient DW structure for analysing ORU data. The ATDM provides guidelines to develop a DW structure for ORU data and future research includes the generalisation of the ATDM to accommodate various domains and different data types.
- Full Text:
- Date Issued: 2012
A framework for the adoption of enterprise resource planning (ERP) systems in higher education
- Authors: Scholtz, Brenda
- Date: 2011
- Subjects: Curriculum change , Enterprise resource planning.
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10485 , http://hdl.handle.net/10948/d1015961
- Description: Information Communication Technology (ICT) practitioners and Enterprise Resource Planning (ERP) specialists are highly sought after globally and in South Africa. In order to address this need for ERP specialists, several studies propose that ERP systems should be adopted in the Information Systems (IS) curricula in higher education institutions (HEIs) for instructional purposes. Whilst many HEIs in the United States, Australia and Europe have successfully adopted ERP systems into their curricula, less than 30% of South African HEIs have followed this trend. The adoption of ERP systems is a challenging process as such systems are resource-intensive, costly, complex, and have a steep learning curve. Educators are faced with resource problems and a dearth of options relating to the adoption process. In addition it is critical that the skills and knowledge competencies attained in these courses are industry-relevant. Several education frameworks have been recommended to assist educators with the process of adopting an ERP system in the curriculum, but these frameworks are not comprehensive since they do not consider all the factors relating to the adoption of an ERP system. In addition existing frameworks are not based on industry-relevant competencies but rather on educational objectives. This has resulted in a difference between the competencies required by organisations and those produced by higher education. Whilst there are several research studies on ERP education, empirical studies on frameworks supporting the adoption of ERP systems in HEIs for instructional purposes are limited, particularly on the impact of these frameworks on educational outcomes. The impact of the usability of the ERP system on educational outcomes has also not been fully explored. A survey of ERP consulting organisations in South Africa confirmed that these organisations struggle to obtain ERP specialists with the appropriate competencies. The survey results also contributed to a standardised, comprehensive, set of industry-relevant ERP competencies. The competency set forms part of a comprehensive Competency Framework for ERP System Adoption in IS Higher Education (ERPEd), which can assist educators with the decisions relating to the adoption of an ERP system into the IS curriculum. It includes all the categories of competencies relevant to industry and maps these onto a recommended ERP system adoption approach, an ERP learning tool, as well as the appropriate level of adoption. The application of the ERPEd framework to a case study, the Management Information Systems (MIS) course at the Nelson Mandela Metropolitan University (NMMU), resulted in the adoption of the SYSPRO medium-sized ERP system into the MIS course with the hands-on approach. The empirical results of the evaluation of the case study revealed that the hands-on use of a medium-sized ERP system, SYSPRO, can successfully contribute to the attainment of educational outcomes. These outcomes were mapped to the three core competencies addressed by the MIS course, which were ERP Theory and Concepts, ERP Transactions and Business Process Management (BPM). The educational outcomes evaluated were the measures of performance, self-efficacy and usability. Self-efficacy included satisfaction with the adoption approach. The results were positive in terms of all the metrics of performance, and all three competency categories had positive post-intervention self-efficacy ratings. In terms of growth in self-efficacy from pre-intervention to post-intervention, BPM was the only competency category that did not show a significant growth, however the satisfaction data indicated that students found that the use of SYSPRO improved their competencies in business process understanding. Usability was evaluated in terms of navigation, presentation and learnability. Learnability was the only usability measure in the neutral range, with the other measures falling in the positive range. This confirms related studies reporting that ERP systems are not designed for learning. Overall the students enjoyed the practical application of the theory by using SYSPRO. Several positive and negative features of the user interface were provided which can be used in the design of improved ERP systems for instructional purposes. The results of this investigation can assist in narrowing the gap between industry requirements and IS education programmes. The ERP competency set provides a standardised list of skills and knowledge which is the starting point for any skills improvement program. The ERPEd framework can improve the quality of ERP courses and the competencies of IS graduates. This in turn, can benefit the business community since it will improve the chances of ERP project success. This research is a major contribution to both government and academic initiatives in South Africa to address both the ICT skills problem as well as the need for ERP specialists.
- Full Text:
- Date Issued: 2011
- Authors: Scholtz, Brenda
- Date: 2011
- Subjects: Curriculum change , Enterprise resource planning.
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10485 , http://hdl.handle.net/10948/d1015961
- Description: Information Communication Technology (ICT) practitioners and Enterprise Resource Planning (ERP) specialists are highly sought after globally and in South Africa. In order to address this need for ERP specialists, several studies propose that ERP systems should be adopted in the Information Systems (IS) curricula in higher education institutions (HEIs) for instructional purposes. Whilst many HEIs in the United States, Australia and Europe have successfully adopted ERP systems into their curricula, less than 30% of South African HEIs have followed this trend. The adoption of ERP systems is a challenging process as such systems are resource-intensive, costly, complex, and have a steep learning curve. Educators are faced with resource problems and a dearth of options relating to the adoption process. In addition it is critical that the skills and knowledge competencies attained in these courses are industry-relevant. Several education frameworks have been recommended to assist educators with the process of adopting an ERP system in the curriculum, but these frameworks are not comprehensive since they do not consider all the factors relating to the adoption of an ERP system. In addition existing frameworks are not based on industry-relevant competencies but rather on educational objectives. This has resulted in a difference between the competencies required by organisations and those produced by higher education. Whilst there are several research studies on ERP education, empirical studies on frameworks supporting the adoption of ERP systems in HEIs for instructional purposes are limited, particularly on the impact of these frameworks on educational outcomes. The impact of the usability of the ERP system on educational outcomes has also not been fully explored. A survey of ERP consulting organisations in South Africa confirmed that these organisations struggle to obtain ERP specialists with the appropriate competencies. The survey results also contributed to a standardised, comprehensive, set of industry-relevant ERP competencies. The competency set forms part of a comprehensive Competency Framework for ERP System Adoption in IS Higher Education (ERPEd), which can assist educators with the decisions relating to the adoption of an ERP system into the IS curriculum. It includes all the categories of competencies relevant to industry and maps these onto a recommended ERP system adoption approach, an ERP learning tool, as well as the appropriate level of adoption. The application of the ERPEd framework to a case study, the Management Information Systems (MIS) course at the Nelson Mandela Metropolitan University (NMMU), resulted in the adoption of the SYSPRO medium-sized ERP system into the MIS course with the hands-on approach. The empirical results of the evaluation of the case study revealed that the hands-on use of a medium-sized ERP system, SYSPRO, can successfully contribute to the attainment of educational outcomes. These outcomes were mapped to the three core competencies addressed by the MIS course, which were ERP Theory and Concepts, ERP Transactions and Business Process Management (BPM). The educational outcomes evaluated were the measures of performance, self-efficacy and usability. Self-efficacy included satisfaction with the adoption approach. The results were positive in terms of all the metrics of performance, and all three competency categories had positive post-intervention self-efficacy ratings. In terms of growth in self-efficacy from pre-intervention to post-intervention, BPM was the only competency category that did not show a significant growth, however the satisfaction data indicated that students found that the use of SYSPRO improved their competencies in business process understanding. Usability was evaluated in terms of navigation, presentation and learnability. Learnability was the only usability measure in the neutral range, with the other measures falling in the positive range. This confirms related studies reporting that ERP systems are not designed for learning. Overall the students enjoyed the practical application of the theory by using SYSPRO. Several positive and negative features of the user interface were provided which can be used in the design of improved ERP systems for instructional purposes. The results of this investigation can assist in narrowing the gap between industry requirements and IS education programmes. The ERP competency set provides a standardised list of skills and knowledge which is the starting point for any skills improvement program. The ERPEd framework can improve the quality of ERP courses and the competencies of IS graduates. This in turn, can benefit the business community since it will improve the chances of ERP project success. This research is a major contribution to both government and academic initiatives in South Africa to address both the ICT skills problem as well as the need for ERP specialists.
- Full Text:
- Date Issued: 2011
A computing studio method for teaching design thinking
- Authors: Van der Post, Leda
- Date: 2010
- Subjects: Creative thinking -- Study and teaching , Creative ability -- Study and teaching , Management information systems
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10465 , http://hdl.handle.net/10948/1128 , Creative thinking -- Study and teaching , Creative ability -- Study and teaching , Management information systems
- Description: Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
- Full Text:
- Date Issued: 2010
- Authors: Van der Post, Leda
- Date: 2010
- Subjects: Creative thinking -- Study and teaching , Creative ability -- Study and teaching , Management information systems
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10465 , http://hdl.handle.net/10948/1128 , Creative thinking -- Study and teaching , Creative ability -- Study and teaching , Management information systems
- Description: Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
- Full Text:
- Date Issued: 2010
Social sustainability of biogas production in Sogwala village, lower Gweru district, Zimbabwe
- Authors: Dhliwayo, Nyaradzo
- Date: 2010
- Subjects: Biogas -- Zimbabwe , Biogas -- Developing countries , Sustainability -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10648 , http://hdl.handle.net/10948/1459 , Biogas -- Zimbabwe , Biogas -- Developing countries , Sustainability -- Zimbabwe
- Description: The study has explored the social sustainability of biogas production in a local village of Sogwala which is located in the Lower Gweru District of Zimbabwe. The social sustainability assessment was based on the two concepts of social sustainability, namely human capital and social capital with particular emphasis on their respective elements and aspects. Qualitative and quantitative research methodology methods were used on a sample of 100 households using biogas and some key informants. Analysis of the variance was used to determine whether biogas production could account for any effects on the social and human capital elements of the Sogwala community. An overview and descriptive statistics analysis of the findings from the study have been provided where the biogas users’ experiences, perspectives are discussed and results were assessed. For instance, effects on the aspects of social capital elements which include increases in the social group membership of households after the introduction of biogas production the village; the performance of biogas energy as compared with other fuel sources in terms of accessibility, efficiency and the degree of labour needed for continual production of biogas. In view of the human capital element, assessment is done on the economic status per household before and after the production of biogas, where emphasis is placed on the aspects of employment, education and health indicators within the social sustainability context. The fundamental benefits from biogas production are considered and discussed with the technical issues surrounding biogas production also being presented. This is not just a technical unit for providing alternative energy supply, but it requires management, labour and knowledge, skills to operate on a daily basis for it to have an impact that can bring positive change to the daily social lives of both the young and old.
- Full Text:
- Date Issued: 2010
- Authors: Dhliwayo, Nyaradzo
- Date: 2010
- Subjects: Biogas -- Zimbabwe , Biogas -- Developing countries , Sustainability -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10648 , http://hdl.handle.net/10948/1459 , Biogas -- Zimbabwe , Biogas -- Developing countries , Sustainability -- Zimbabwe
- Description: The study has explored the social sustainability of biogas production in a local village of Sogwala which is located in the Lower Gweru District of Zimbabwe. The social sustainability assessment was based on the two concepts of social sustainability, namely human capital and social capital with particular emphasis on their respective elements and aspects. Qualitative and quantitative research methodology methods were used on a sample of 100 households using biogas and some key informants. Analysis of the variance was used to determine whether biogas production could account for any effects on the social and human capital elements of the Sogwala community. An overview and descriptive statistics analysis of the findings from the study have been provided where the biogas users’ experiences, perspectives are discussed and results were assessed. For instance, effects on the aspects of social capital elements which include increases in the social group membership of households after the introduction of biogas production the village; the performance of biogas energy as compared with other fuel sources in terms of accessibility, efficiency and the degree of labour needed for continual production of biogas. In view of the human capital element, assessment is done on the economic status per household before and after the production of biogas, where emphasis is placed on the aspects of employment, education and health indicators within the social sustainability context. The fundamental benefits from biogas production are considered and discussed with the technical issues surrounding biogas production also being presented. This is not just a technical unit for providing alternative energy supply, but it requires management, labour and knowledge, skills to operate on a daily basis for it to have an impact that can bring positive change to the daily social lives of both the young and old.
- Full Text:
- Date Issued: 2010
Field and laboratory measurements of polarization mode dispersion in optical fibres
- Authors: Viljoen, Lawrence
- Date: 2005
- Subjects: Optical fibers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10513 , http://hdl.handle.net/10948/375 , Optical fibers
- Description: In this dissertation, the PMD measurements of field and laboratory optical fibre will be discussed. In the laboratory, temperature cycling of different configurations of fibre were tested. It is shown that the environmental temperature plays a significant role in determining the behaviour of PMD. The PMD of all fibres tested showed changes in the PMD when the environmental temperature was changing, but remained constant for constant temperatures. This is explained by the structure and thermal coefficients of the materials used to make up the fibres. It is found that the temperature gradient has a large effect on the magnitude of the PMD fluctuations. Field measurements were conducted on buried and aerial cable. It is shown that the PMD of aerial cables shows a higher degree of scatter than the PMD of buried cables. The scatter seen in the PMD can be attributed to changing environmental temperature as well as movement of the cable. The PMD of the deployed fibre is in all cases found to be considerably higher than the PMD of laboratory fibre. Age of the fibre, deployment conditions and installation procedures are believed to be responsible for the higher value. Long term monitoring of the PMD is also found to be critical when testing fibres. Over- or underestimations of the average PMD are often made in the field due to only a limited number of readings being taken. Having a large test ensemble of input states of polarization is shown to increase the accuracy of the results. For aerial cables, movement of the cable has the same effect as scrambling the input SOP and hence the results will be more accurate. Buried cables on the other hand show little movement and hence only one input SOP is often tested. Scrambling the input SOP will therefore increase the accuracy of these results.
- Full Text:
- Date Issued: 2005
- Authors: Viljoen, Lawrence
- Date: 2005
- Subjects: Optical fibers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10513 , http://hdl.handle.net/10948/375 , Optical fibers
- Description: In this dissertation, the PMD measurements of field and laboratory optical fibre will be discussed. In the laboratory, temperature cycling of different configurations of fibre were tested. It is shown that the environmental temperature plays a significant role in determining the behaviour of PMD. The PMD of all fibres tested showed changes in the PMD when the environmental temperature was changing, but remained constant for constant temperatures. This is explained by the structure and thermal coefficients of the materials used to make up the fibres. It is found that the temperature gradient has a large effect on the magnitude of the PMD fluctuations. Field measurements were conducted on buried and aerial cable. It is shown that the PMD of aerial cables shows a higher degree of scatter than the PMD of buried cables. The scatter seen in the PMD can be attributed to changing environmental temperature as well as movement of the cable. The PMD of the deployed fibre is in all cases found to be considerably higher than the PMD of laboratory fibre. Age of the fibre, deployment conditions and installation procedures are believed to be responsible for the higher value. Long term monitoring of the PMD is also found to be critical when testing fibres. Over- or underestimations of the average PMD are often made in the field due to only a limited number of readings being taken. Having a large test ensemble of input states of polarization is shown to increase the accuracy of the results. For aerial cables, movement of the cable has the same effect as scrambling the input SOP and hence the results will be more accurate. Buried cables on the other hand show little movement and hence only one input SOP is often tested. Scrambling the input SOP will therefore increase the accuracy of these results.
- Full Text:
- Date Issued: 2005
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