A critical realist exploration of the culture of resistance in educational technology integration practices at a South African university
- Authors: Tshuma, Nompilo
- Date: 2019
- Subjects: Critical realism , Educational technology -- South Africa , Education, Higher -- Effect of technological innovations on -- South Africa , College teachers -- South Africa , College teaching -- Sociological aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/72318 , vital:30033
- Description: This thesis seeks to address a number of troubling concerns related to research and practice in the field of educational technology in South African higher education. Firstly, educational technology research has been criticised for a lack of theoretical rigour resulting in perspectives that are tightly focused mostly on practice but fail to adequately interrogate the socio-political complexities of integrating educational technology. Secondly, while research in the field has been criticised for failing to adequately contextualise the study of educational technology, it also fails to interrogate the impact of colonial legacies and Western-developed technologies on integration practices. Thirdly, there seems to be a disconnect between academics’ practices and choices with educational technology, and the expectations and assumptions of educational technologists. As such, this thesis predominantly follows inductive reasoning where literature and theory are applied to the empirical situation retrospectively in order to avoid the potential influences and biases of mostly Western-driven discourses on educational technology integration practices. Critical realism is used to ‘underlabour’ this study. This meta-theory asserts that there are multiple perspectives of an independent reality, and the work of research is to use these perspectives to draw closer to an understanding of that reality. As such, it allows me to interrogate my perspectives firstly, and secondly those of my research participants, about factors that constrain educational technology integration in the South African context through the use of theory (abstract concepts) and data (research participants’ multiple perspectives). However, critical realism is somewhat cautious in how to access this reality. Therefore, a critical ethnographic epistemology is employed to strengthen critical realism’s aim of accessing knowledge. A critical epistemology emphasises exposing hidden power structures, value judgements as well as self-knowledge and reflexivity. The thesis thus shows how a critical realist ontology could be complemented by a critical ethnographic methodology, particularly in critically-orientated research that has an emancipatory focus which seeks to uncover the socio-political context within which educational technology practices take place. A key argument is that critical realism can be employed as an ontological underlabourer for critical research because of: 1) its immanent critique of traditionally-accepted philosophies, 2) its emphasis on critique of our knowledge claims and value judgements, 3) its insistence that knowledge of the social world necessarily precedes emancipation, and 4) its different conceptions of power (oppressive power and transformatory power). This critical ethnographic research is conducted in a South African university with eight female academics. Data collection is in the form of interviews, observations and reflections, as well as informal and work-related interactions. At each data collection moment, I have had to be reflexively aware of my positionality as an educational technologist, the impact of a colonially-motivated methodology and an ethically-aware approach that seeks to put the needs of the research participants first. Critical ethnography’s meaning-making and critical realism’s abduction and retroduction are used to analyse and make sense of the data. In my attempt to contextualise the study’s findings, I first uncover structural forces and their impact on the academic role before attempting to correlate this with educational technology practices. The study’s findings point to two main structural forces in the socio-political context of South African higher education: the teaching/research tension and the elevation of one dominant culture. In terms of the teaching/research tension, the female academics in this study have to balance the urgent teaching function with the valued research function. They struggle to find this balance because of ambiguous messages from different structures, their passion for teaching, oppressive departmental dynamics and the pressures of their career trajectory. The elevation of one dominant culture is demonstrated through both oppressive cultural practices and untransformed curricula. The study shows that academics mitigate these structural constraints mostly through subtle every day resistance that seeks to mitigate their effect on both the academics and, where applicable, their students. Archer’s morphogenetic/morphostatic cycle is used retrospectively, in response to fieldwork, to conceptualise why this resistance comes about. A resistance framework developed using Archer is then used to understand educational technology choices and practices. The results of the research show that while academics are often pictured as resistant to technology as a response to different barriers, they actually often employ technology to resist structural forces. That is, with this thesis I show that there is a focus on resistance with technology rather than resistance to technology. The study shows how the research participants resist structural forces (teaching tension and dominant culture) by using technology to create safe and responsive learning spaces. As such, this thesis challenges educational technologists to re-think the way they support academics by recommending support strategies that acknowledge both the structural forces in the South African higher education context, as well as the culture of resistance, both of which impact academics’ educational technology choices and practices.
- Full Text:
- Date Issued: 2019
- Authors: Tshuma, Nompilo
- Date: 2019
- Subjects: Critical realism , Educational technology -- South Africa , Education, Higher -- Effect of technological innovations on -- South Africa , College teachers -- South Africa , College teaching -- Sociological aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/72318 , vital:30033
- Description: This thesis seeks to address a number of troubling concerns related to research and practice in the field of educational technology in South African higher education. Firstly, educational technology research has been criticised for a lack of theoretical rigour resulting in perspectives that are tightly focused mostly on practice but fail to adequately interrogate the socio-political complexities of integrating educational technology. Secondly, while research in the field has been criticised for failing to adequately contextualise the study of educational technology, it also fails to interrogate the impact of colonial legacies and Western-developed technologies on integration practices. Thirdly, there seems to be a disconnect between academics’ practices and choices with educational technology, and the expectations and assumptions of educational technologists. As such, this thesis predominantly follows inductive reasoning where literature and theory are applied to the empirical situation retrospectively in order to avoid the potential influences and biases of mostly Western-driven discourses on educational technology integration practices. Critical realism is used to ‘underlabour’ this study. This meta-theory asserts that there are multiple perspectives of an independent reality, and the work of research is to use these perspectives to draw closer to an understanding of that reality. As such, it allows me to interrogate my perspectives firstly, and secondly those of my research participants, about factors that constrain educational technology integration in the South African context through the use of theory (abstract concepts) and data (research participants’ multiple perspectives). However, critical realism is somewhat cautious in how to access this reality. Therefore, a critical ethnographic epistemology is employed to strengthen critical realism’s aim of accessing knowledge. A critical epistemology emphasises exposing hidden power structures, value judgements as well as self-knowledge and reflexivity. The thesis thus shows how a critical realist ontology could be complemented by a critical ethnographic methodology, particularly in critically-orientated research that has an emancipatory focus which seeks to uncover the socio-political context within which educational technology practices take place. A key argument is that critical realism can be employed as an ontological underlabourer for critical research because of: 1) its immanent critique of traditionally-accepted philosophies, 2) its emphasis on critique of our knowledge claims and value judgements, 3) its insistence that knowledge of the social world necessarily precedes emancipation, and 4) its different conceptions of power (oppressive power and transformatory power). This critical ethnographic research is conducted in a South African university with eight female academics. Data collection is in the form of interviews, observations and reflections, as well as informal and work-related interactions. At each data collection moment, I have had to be reflexively aware of my positionality as an educational technologist, the impact of a colonially-motivated methodology and an ethically-aware approach that seeks to put the needs of the research participants first. Critical ethnography’s meaning-making and critical realism’s abduction and retroduction are used to analyse and make sense of the data. In my attempt to contextualise the study’s findings, I first uncover structural forces and their impact on the academic role before attempting to correlate this with educational technology practices. The study’s findings point to two main structural forces in the socio-political context of South African higher education: the teaching/research tension and the elevation of one dominant culture. In terms of the teaching/research tension, the female academics in this study have to balance the urgent teaching function with the valued research function. They struggle to find this balance because of ambiguous messages from different structures, their passion for teaching, oppressive departmental dynamics and the pressures of their career trajectory. The elevation of one dominant culture is demonstrated through both oppressive cultural practices and untransformed curricula. The study shows that academics mitigate these structural constraints mostly through subtle every day resistance that seeks to mitigate their effect on both the academics and, where applicable, their students. Archer’s morphogenetic/morphostatic cycle is used retrospectively, in response to fieldwork, to conceptualise why this resistance comes about. A resistance framework developed using Archer is then used to understand educational technology choices and practices. The results of the research show that while academics are often pictured as resistant to technology as a response to different barriers, they actually often employ technology to resist structural forces. That is, with this thesis I show that there is a focus on resistance with technology rather than resistance to technology. The study shows how the research participants resist structural forces (teaching tension and dominant culture) by using technology to create safe and responsive learning spaces. As such, this thesis challenges educational technologists to re-think the way they support academics by recommending support strategies that acknowledge both the structural forces in the South African higher education context, as well as the culture of resistance, both of which impact academics’ educational technology choices and practices.
- Full Text:
- Date Issued: 2019
An access control model for a South African National Electronic Health Record System
- Authors: Tsegaye, Tamir Asrat
- Date: 2019
- Subjects: Medical records -- Data processing , Medical records -- Data processing -- Safety measures , Medical records -- Data processing -- South Africa , Medical records -- Data processing -- Access control , Medical informatics , Medical records -- Management -- South Africa , Health services administration -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/97046 , vital:31390
- Description: Countries such as South Africa have attempted to leverage eHealth by digitising patients’ medical records with the ultimate goal of improving the delivery of healthcare. This involves the use of the Electronic Health Record (EHR) which is a longitudinal electronic record of a patient’s information. The EHR is comprised of all of the encounters that have been made at different health facilities. In the national context, the EHR is also known as a national EHR which enables the sharing of patient information between points of care. Despite this, the realisation of a national EHR system puts patients' EHRs at risk. This is because patients’ information, which was once only available at local health facilities in the form of paper-based records, can be accessed anywhere within the country as a national EHR. This results in security and privacy issues since patients’ EHRs are shared with an increasing number of parties who are geographically distributed. This study proposes an access control model that will address the security and privacy issues by providing the right level of secure access to authorised clinicians. The proposed model is based on a combination of Role-Based Access Control (RBAC) and Attribute-Based Access Control (ABAC). The study found that RBAC is the most common access control model that is used within the healthcare domain where users’ job functions are based on roles. While RBAC is not able to handle dynamic events such as emergencies, the proposed model’s use of ABAC addresses this limitation. The development of the proposed model followed the design science research paradigm and was informed by the results of the content analysis plus an expert review. The content analysis sample was retrieved by conducting a systematic literature review and the analysis of this sample resulted in 6743 tags. The proposed model was evaluated using an evaluation framework via an expert review.
- Full Text:
- Date Issued: 2019
- Authors: Tsegaye, Tamir Asrat
- Date: 2019
- Subjects: Medical records -- Data processing , Medical records -- Data processing -- Safety measures , Medical records -- Data processing -- South Africa , Medical records -- Data processing -- Access control , Medical informatics , Medical records -- Management -- South Africa , Health services administration -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/97046 , vital:31390
- Description: Countries such as South Africa have attempted to leverage eHealth by digitising patients’ medical records with the ultimate goal of improving the delivery of healthcare. This involves the use of the Electronic Health Record (EHR) which is a longitudinal electronic record of a patient’s information. The EHR is comprised of all of the encounters that have been made at different health facilities. In the national context, the EHR is also known as a national EHR which enables the sharing of patient information between points of care. Despite this, the realisation of a national EHR system puts patients' EHRs at risk. This is because patients’ information, which was once only available at local health facilities in the form of paper-based records, can be accessed anywhere within the country as a national EHR. This results in security and privacy issues since patients’ EHRs are shared with an increasing number of parties who are geographically distributed. This study proposes an access control model that will address the security and privacy issues by providing the right level of secure access to authorised clinicians. The proposed model is based on a combination of Role-Based Access Control (RBAC) and Attribute-Based Access Control (ABAC). The study found that RBAC is the most common access control model that is used within the healthcare domain where users’ job functions are based on roles. While RBAC is not able to handle dynamic events such as emergencies, the proposed model’s use of ABAC addresses this limitation. The development of the proposed model followed the design science research paradigm and was informed by the results of the content analysis plus an expert review. The content analysis sample was retrieved by conducting a systematic literature review and the analysis of this sample resulted in 6743 tags. The proposed model was evaluated using an evaluation framework via an expert review.
- Full Text:
- Date Issued: 2019
An Agile systems development approach for enhancing e-Government user adoption
- Authors: Lehasa, Odifentse Mapula-e
- Date: 2019
- Subjects: Agile software development , Internet in public administration -- Developing countries
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/94158 , vital:31010
- Description: The expansion of technological developments in all areas of society has seen governments taking advantage of new technologies to enhance public service delivery, disseminate information and promote participation by the public in government decision-making. This phenomenon is known as electronic government, or e-Government. However despite the socio-economic benefits inherent in the implementation of e-Government systems, an overwhelming number of government projects – particularly in developing countries – struggle to successfully implement e-Government systems. e-Government project failure is more pronounced in developing countries, with more than half of these projects either partially or completely failing. The failure of e-Government projects undermines government investments, as well as the potential socio-economic benefits that could be realised by the citizens. Arguably, while the failure or success of an e-Government project is attributed to a myriad of factors, low user adoption is one of the key factors that contribute to e-Government project failure. Therefore this thesis seeks to investigate the phenomenon of low e-Government user adoption and determine whether the use of an Agile system development approach can positively influence e-Government user satisfaction as well as buy-in and adoption. A Mixed-Methods, multi-case study approach was used through the perspective of Post-Positivism. The researcher examined four (4) South African e-Government projects – using an online questionnaire and in-depth interviews with members of the system development team – to determine whether the use of an Agile approach has merit in enhancing e-Government user adoption. The use of a Mixed-Methods approach allowed for data triangulation so as to verify the findings; while the use of multiple case studies enabled for cross-case analysis. The findings indicate that the use of Agile practices, as listed in the proposed Agile-informed User Engagement Guidelines, can ensure that the e-Government system developed meets user needs; and, that users are satisfied with, and make use of the e-Government system. However since most large e-Government projects make use of a traditional Waterfall development approach, it is recommended that the Agile practices (proposed guidelines) be incorporated into the structured Waterfall approach – to create a hybrid, or blended system development approach. In conclusion, the use of the proposed Agile-informed User Engagement Guidelines can enhance e-Government user adoption; and, subsequently, contribute towards nurturing the success of e-Government projects.
- Full Text:
- Date Issued: 2019
- Authors: Lehasa, Odifentse Mapula-e
- Date: 2019
- Subjects: Agile software development , Internet in public administration -- Developing countries
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/94158 , vital:31010
- Description: The expansion of technological developments in all areas of society has seen governments taking advantage of new technologies to enhance public service delivery, disseminate information and promote participation by the public in government decision-making. This phenomenon is known as electronic government, or e-Government. However despite the socio-economic benefits inherent in the implementation of e-Government systems, an overwhelming number of government projects – particularly in developing countries – struggle to successfully implement e-Government systems. e-Government project failure is more pronounced in developing countries, with more than half of these projects either partially or completely failing. The failure of e-Government projects undermines government investments, as well as the potential socio-economic benefits that could be realised by the citizens. Arguably, while the failure or success of an e-Government project is attributed to a myriad of factors, low user adoption is one of the key factors that contribute to e-Government project failure. Therefore this thesis seeks to investigate the phenomenon of low e-Government user adoption and determine whether the use of an Agile system development approach can positively influence e-Government user satisfaction as well as buy-in and adoption. A Mixed-Methods, multi-case study approach was used through the perspective of Post-Positivism. The researcher examined four (4) South African e-Government projects – using an online questionnaire and in-depth interviews with members of the system development team – to determine whether the use of an Agile approach has merit in enhancing e-Government user adoption. The use of a Mixed-Methods approach allowed for data triangulation so as to verify the findings; while the use of multiple case studies enabled for cross-case analysis. The findings indicate that the use of Agile practices, as listed in the proposed Agile-informed User Engagement Guidelines, can ensure that the e-Government system developed meets user needs; and, that users are satisfied with, and make use of the e-Government system. However since most large e-Government projects make use of a traditional Waterfall development approach, it is recommended that the Agile practices (proposed guidelines) be incorporated into the structured Waterfall approach – to create a hybrid, or blended system development approach. In conclusion, the use of the proposed Agile-informed User Engagement Guidelines can enhance e-Government user adoption; and, subsequently, contribute towards nurturing the success of e-Government projects.
- Full Text:
- Date Issued: 2019
An emancipatory approach for innovative access to education in farm schools of the Eastern Cape, South Africa
- Authors: Robinson, Craig Grant
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/72462 , vital:30055
- Description: Expected release date-April 2020
- Full Text: false
- Date Issued: 2019
- Authors: Robinson, Craig Grant
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/72462 , vital:30055
- Description: Expected release date-April 2020
- Full Text: false
- Date Issued: 2019
The role of Information and Communication Technology in developing entrepreneurial skills in marginalised communities: the case of Grahamstown
- Authors: Mabika, Vinia Ruvimbo
- Date: 2019
- Subjects: Occupational training -- South Africa , Entrepreneurship -- South Africa , Vocational education -- South Africa , Information technology -- Study and teaching -- South Africa , Businesspeople, Black -- South Africa -- Makhanda , Businesspeople -- South Africa -- Makhanda , Non-governmental organizations -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/94169 , vital:31012
- Description: A call to meet the Sustainable Development Goals by 2030 was made by the United Nations in 2015 after the expiry of the Millennium Development Goals. This has led to the need for youth entrepreneurship studies in marginalised communities that are burdened by poverty. The marginalised communities in South Africa, where most poor unemployed people live face numerous challenges. These range from a shortage of skilled people, inequality, poverty, poor infrastructure and lack of formal and informal skills development for communities. Employing information and communication technologies (ICTs) has the potential to improve socio-economic activities, aid comprehensive human development and empower communities. To ensure human development, provision of ICTs to communities should be accompanied by approaches and guidelines that can be used to empower them through entrepreneurship. This requires investigating how ICTs can lead to the empowerment of unemployed citizens within a community. Specifically, the types of tailored ICT skills that are needed to access such empowerment opportunities and are typically taught at skills development programmes (SDPs). An interpretivist, qualitative case study approach was employed during the investigation of four skills development programmes in Grahamstown (Eastern Cape). The participants included programme directors, managers, trainees who had become entrepreneurs after attending training and those who had not started a business yet. Semi-structured interviews were employed for data collection and thematic analysis was used to analyse the data; while making use of absorptive capacity theory (ACT) as a theoretical framework. The researcher sought to answer the following main question: How should ICT-based skills development programmes be applied to enhance entrepreneurial skills within marginalised communities? To answer this, the research contributes by proposing a guideline that can be implemented to address the skills shortage in Grahamstown. The first stage requires a community needs assessment, looking at the community members prior and related knowledge. Secondly, the SDPs should create a culture of learning by transforming participants’ mindsets through core programmes. Thirdly, the core programmes should be linked with ICT skills training. After training is completed, the SDPs and external world bodies should assist with follow up support courses. During all these stages monitoring and evaluation should be implemented, and all key stakeholders should be involved.
- Full Text:
- Date Issued: 2019
- Authors: Mabika, Vinia Ruvimbo
- Date: 2019
- Subjects: Occupational training -- South Africa , Entrepreneurship -- South Africa , Vocational education -- South Africa , Information technology -- Study and teaching -- South Africa , Businesspeople, Black -- South Africa -- Makhanda , Businesspeople -- South Africa -- Makhanda , Non-governmental organizations -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/94169 , vital:31012
- Description: A call to meet the Sustainable Development Goals by 2030 was made by the United Nations in 2015 after the expiry of the Millennium Development Goals. This has led to the need for youth entrepreneurship studies in marginalised communities that are burdened by poverty. The marginalised communities in South Africa, where most poor unemployed people live face numerous challenges. These range from a shortage of skilled people, inequality, poverty, poor infrastructure and lack of formal and informal skills development for communities. Employing information and communication technologies (ICTs) has the potential to improve socio-economic activities, aid comprehensive human development and empower communities. To ensure human development, provision of ICTs to communities should be accompanied by approaches and guidelines that can be used to empower them through entrepreneurship. This requires investigating how ICTs can lead to the empowerment of unemployed citizens within a community. Specifically, the types of tailored ICT skills that are needed to access such empowerment opportunities and are typically taught at skills development programmes (SDPs). An interpretivist, qualitative case study approach was employed during the investigation of four skills development programmes in Grahamstown (Eastern Cape). The participants included programme directors, managers, trainees who had become entrepreneurs after attending training and those who had not started a business yet. Semi-structured interviews were employed for data collection and thematic analysis was used to analyse the data; while making use of absorptive capacity theory (ACT) as a theoretical framework. The researcher sought to answer the following main question: How should ICT-based skills development programmes be applied to enhance entrepreneurial skills within marginalised communities? To answer this, the research contributes by proposing a guideline that can be implemented to address the skills shortage in Grahamstown. The first stage requires a community needs assessment, looking at the community members prior and related knowledge. Secondly, the SDPs should create a culture of learning by transforming participants’ mindsets through core programmes. Thirdly, the core programmes should be linked with ICT skills training. After training is completed, the SDPs and external world bodies should assist with follow up support courses. During all these stages monitoring and evaluation should be implemented, and all key stakeholders should be involved.
- Full Text:
- Date Issued: 2019
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