Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 16, 2007. Dissertation Committee: Patricia H. Klass (chair), Kathleen McKinney, Phyllis McCluskey-Titus, James Palmer. Includes bibliographical references (leaves 212-216) and abstract. Also available in print.

This research attempts to find the ideal ratio of IT staff to end-user at the University of Natal. It also examines the organisational structure of the Information Technology Division of Natal University. This study first examines available literature to establish the suggested structure and ratio. Next the IT function of a small sample of universities around the world is examined. The structure and ratio found at the University of Natal will be compared to the suggested model and to those of the other universities examined. From this study will emerge the ideal structure and ratio for the Information Technology Division of the University of Natal. / Thesis (MBA)-University of Natal, Durban, 2003.

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2016. / The study, using a selected University of Technology (UoT) as a case study, investigated factors influencing information technology (IT) investments in adopting new technologies in University of Technologies (UoTs). The objective is to determine the benefits of IT investments in UoTs and the impact on UoT operations. Technology is constantly advancing and impacting on organisations’ decisions and how to acquire the right technology for effective administration. IT-investment decisions require unique understanding and management by organisations to properly adapt to changing technology. The research was based on the premise that the purpose of deploying new technologies in any organisation is to reduce the costs of running the organisation and to improve operational effectiveness. This would include Higher Education Institutions (HEIs). However, at most UoTs there is a slow response to adopting new technologies, making them lag behind in the deployment of such technologies.

Information Systems play a vital and dominating role in business today by enabling as well as supporting business objectives and goals. As a result, the alignment of Information Systems strategy and business strategy has become a core concept in many organisations. The question that naturally arises is whether this is also true for Higher Education institutions in developing countries. This study examined the alignment of institutional and Information Systems strategy and its impact on Academic Computing divisions within Higher Education. It set out to determine if there was a link between the vision and mission of Information Systems and institutional vision and mission. This was achieved by critically evaluating current Information Systems strategy in relation to the institutional strategy and by determining the effectiveness of the current Information Systems strategy in the area of Academic Computing. In order to fulfil the objectives of the study, questionnaires were sent to a population of 22 Information and Communication Technology directors/managers at 22 universities in South Africa. In-depth interviews were conducted with senior Information and Communication Technology directors from two universities that reflected strong alignment between Information Systems Strategy and institutional strategy. Both universities also possessed strong and effective Information Systems strategy in the Academic Computing component. It was evident that alignment was the key to their effective Information Systems strategy. The overall findings of the study show that there is a strong link between the vision and mission of the Information Systems and institutional mission and vision. The Information Systems strategy in place was effective for the various institutions; however, it was not effective in the area of Academic Computing in most institutions. The need for a more enhanced Information Systems strategy in Academic Computing was acknowledged. Institutions should emulate leading universities in South Africa and first-world countries in respect of continuously adjusting and evaluating alignment between Information Systems and institutional strategy. An enhanced Information Systems strategy in Academic Computing is also required. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2011.

Purpose – The purpose of this study is to advance the literature on leadership by investigating the Full Range Leadership Model (FRLM) Bass and Avolio (1994-1997) in the context of the Colleges of Technology (CoTs) in Oman. Design/methodology/approach – In order to achieve the research objective and answer the research questions, a qualitative study was undertaken. The data was obtained by two methods, namely semi-structured interviews and focus groups. The semi-structured interviews were held with College Deans, Heads of Departments (HoDs) and teachers. The focus groups were carried out with seven groups of students from four CoTs. The data was analysed by a thematic approach, following the systematic steps outlined by Braun and Clarke (2006). Findings – Significant relationships were found between the transactional leadership approach and institutional theory (Isomorphism and legitimacy). The findings advance leadership knowledge by exploring the relationship between the components of FRLM, transformational and the transactional leadership approaches in hierarchical levels of leadership in the context of the CoTs in Oman. Both the Deans and the HoDs employed transactional leadership approaches to ensure compliance with the requirements of the Ministry of Manpower. Moreover, the study extended the leadership literature by exploring the interaction between leadership approaches of the Deans and the HoDs on multi-national teachers and Omani students. Originality/value – The originality of this research lies in its exploration of the relationship between transformational and transactional leadership approaches in hierarchical levels of academic leadership and its identification of the characteristics of effective leadership in HEIs from a multicultural perspective. / Ministry of Manpower (MoMP)

Made available in DSpace on 2016-04-28T20:56:24Z (GMT). No. of bitstreams: 1 Roberta Rotta Messias de Andrade.pdf: 1141461 bytes, checksum: 9a66be308c05f40677856e1d54a5795a (MD5) Previous issue date: 2011-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focuses on teacher professional development of teachers of Colleges of Technology. The objectives were: identify who are these teachers who work at Colleges of Technology and joined the teaching profession, how are their views on the teaching profession, which sources they considered most important for the professional development, and what are the educational needs perceived by them. A survey research was conducted with 101 teachers working in Colleges of Technology in three Higher Education Institutions (IES) in the city of São Paulo. Part of the teachers working in Higher Education Technology, 37%, followed some mid-level technical course, everyone took graduate, 70% completed post-graduate-sense, 49% is a master completed and 5% finished the Doctor degree. The majority, 67% had no formal teacher training. Among the teachers: 65% are male, 75% are between 30 and 49 years, 45% has two children, 54% work between 11 and 30 hours in the teaching profession (54%) and 68% asserted to engage in other professional activities. Most of the teachers have professional experienced outside of teaching for more years than in teaching and 59% are employed with a formal contract. In general, teachers work in more than one graduate course, among them Bachelor, and teacher education courses and subject matters related to specific knowledge of their professional occupation. Start the teaching profession was encouraged by others: teachers from school, undergraduate courses, graduate courses, their students or peers. For them, teaching is understood as knowledge mediation, transmission of knowledge, a mission, personal fulfillment, and opportunity for continuous learning. Among the sources of teacher professional development, the most cited is their practice of everyday life, followed by close observation of the development of students with whom they work, and exchange experiences with colleagues in the working group. They asserted that the most important knowledge to teach is the pedagogical knowledge and specific knowledge. The most cited skill is knowing how to communicate clearly. Teaching attitudes are: patience, dedication, commitment and dynamism. The main educational needs perceived by teachers are related to the acquisition of didactic and pedagogic knowledge / Esta pesquisa tem como foco o desenvolvimento profissional de docentes atuantes em Cursos Superiores de Tecnologia. Os objetivos foram: conhecer quem são os professores que atuam em nesses cursos; como ingressaram na docência; quais suas concepções sobre a profissão docente; quais as fontes que consideram mais importantes para o desenvolvimento profissional; e quais as necessidades de formação percebidas por eles. Foi realizada uma pesquisa do tipo survey, com 101 professores atuantes em Cursos Superiores de Tecnologia em três Instituições de Ensino Superior (IES) da cidade de São Paulo. Parte dos professores atuantes em Cursos Superiores de Tecnologia, 37%, fez algum curso técnico de nível médio, todos fizeram graduação, 70% concluiu Pós-graduação lato-senso, 49% é mestre e 5% concluiu o doutorado. A maioria, 67%, não teve formação pedagógica formal. Encontrou-se que entre os docentes: 65% é do sexo masculino; 75% tem entre 30 e 49 anos; 45% tem até dois filhos; 54% trabalha entre 11 e 30 horas semanais no magistério (54%); e 68% declarou exercer outra atividade profissional. Os professores, em sua maioria, possuem tempo de experiência profissional fora do magistério maior do que o tempo no magistério e 59% são contratados com carteira de trabalho assinada. Em geral, os professores atuam em mais de um curso de graduação, entre eles Bacharelados e Licenciaturas, em disciplinas de conhecimento específico à profissão que desempenham. O ingresso na docência foi incentivado por terceiros: professores de escola, de graduação, de Pós-graduação, ou colegas de trabalho. Para eles, a docência é entendida como: mediação do conhecimento; transmissão do conhecimento; uma missão; realização pessoal; e possibilidade de aprendizado contínuo. Entre as fontes de desenvolvimento profissional docente, a mais citada é a prática do dia a dia, seguida da observação atenta do desenvolvimento dos alunos com os quais trabalham, e a troca de experiências com os colegas no grupo de trabalho. Os conhecimentos mais importantes para eles são o conhecimento pedagógico ou didático geral e o conhecimento do conteúdo da disciplina. A habilidade mais citada é saber comunicar-se de forma clara. As atitudes necessárias à docência são: paciência, dedicação, comprometimento e dinamismo. A principal necessidade de formação percebida pelos docentes relaciona-se com a aquisição de conhecimento didático-pedagógico

Information security research shows that employees are a source of some of the security incidents in the organisation. This often results from failure to comply with the Information Security Policies (ISPs). The question is, therefore, how to improve information security behaviour of employees so that it complies with the ISPs. This study aims to contribute to the understanding of information security behaviour, especially how it can be improved, from an intrinsic motivation perspective. A review of the literature suggested that research in information security behaviour is still predominantly based on the extrinsic perspective, while the intrinsic perspective has not received as much attention. This resulted in the study being carried out from the perspective of the self-determination theory (SDT) since this theory has also not received as much attention in the study of information security behaviour. The study then proposed an information security compliant behaviour conceptual model based on the self-determination theory, (ISCBMSDT). Based on this model, a questionnaire, the ISCBMSDT questionnaire, was developed using the Human Aspects of Information Security Questionnaire and SDT. Using this questionnaire, a survey (n = 263) was carried out at a South African university and responses were received from the academic, administrative and operational staff. The following statistical analysis of the data was carried out: exploratory factor analysis, reliability analysis, analysis of variance (ANOVA), independent samples test (t-tests) and Pearson correlation analysis. The responses to the survey questions suggest that autonomy questions received positive perception followed by competence questions and relatedness questions. The correlation analysis results show the existence of a statistically significant relationship between competence and autonomy factors. Also, a partial significant relationship between autonomy and relatedness factors as well as between competence and relatedness factors was observed. The exploratory factor analysis that was performed on the questionnaire produced 11 factors. Cronbach alpha was then computed for the eleven factors and all were found to be above 0.7, thus suggesting that the questionnaire is valid and reliable. The results of the research study also suggest that competence and autonomy could be more important than relatedness in directing information security behaviour among employees. / School of Computing / M. Tech. (Information Technology)

Knowledge management (KM) is regarded as a strategic asset and a source of competitive advantage for organisations. While the issues of KM have been widely discussed by many researchers, there is a paucity of studies pertaining to the role of KM in enhancing the performance of universities, especially Ghanaian universities. Similarly, there is the lack of formal strategy that would provide an appropriate framework for these systems to ensure maximum utilisation of available knowledge for competitive advantage. Due to this, Ghanaian universities have been continually reinventing the wheel each time they lose knowledge through expertise leaving the universities. This loss of knowledge through expert staff exiting raises the need to have systems and strategies in place that will help the universities to capture that relevant knowledge. The research thus set out to address these problems by assessing the implementation of KM systems in Ghanaian universities and the strategies that could be adopted to manage and safeguard knowledge as a competitive advantage and for future use. A survey and a mixed method research approach, which encompasses a questionnaire and interview schedules, were used to collect data from the stratified sampled respondents. One hundred and eighteen (80.27%) questionnaires were successfully received from the respondents, while all nine interviewees successfully responded to the interviews. Pattern matching, content analysis and explanation-building were used to analyse the qualitative data. The Microsoft spreadsheet and SPSS software were used to analyse the quantitative data and descriptive statistics in the form of tables, pie charts and histograms were used to present the findings. The findings of this study showed that: the concepts of KM was universally understood by the respondents; KM processes were effective; systems and facilities such as internet, intranet, e-mails, mobile technology and DVD/VCD/CD were used to facilitate KM at the universities; leadership, culture, technologies and strategies were the KM enablers; e-learning, coaching and mentorship, communities of practice, and storytelling were the main strategies used to manage and safeguard knowledge; and KM systems had a positive impact on the universities. The study finally formulated an integrated KM framework to guide the implementation of KM systems in universities. / Information Science / D. Litt. et Phil. (Information Science)