Thesis (Ph.D.)--Computing, Georgia Institute of Technology, 2008. / Committee Chair: Elizabeth D. Mynatt; Committee Member: Jay D. Bolter; Committee Member: Rebecca E. Grinter; Committee Member: W. Keith Edwards; Committee Member: Wendy A. Kellogg

Thesis (M.A.)--Brigham Young University. Dept of Communications, 2007. / Includes bibliographical references (p. 53-60).

Thesis (Ph. D.)--University of Denver, 2003. / Includes bibliographical references (leaves 303-324).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 109-117).

Thesis (M.A.)--York University, 2005. Graduate Programme in Communication and Culture. / Typescript. Includes bibliographical references (leaves 88-91). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11855

Prof. D. van der Westhuizen

M.Com. (Human Resource Management) / The use of Information Communication Technologies (ICTs) to work after regular working hours has become prevalent in the academic profession. Although ICTs are known to enhance work flexibility, they also seem to encourage academics to use ICT devices after hours for work-related purposes. This consequently questions the work flexibility, which is enabled by ICTs, and the potential impact that this has on the work–life conflict (WLC) experienced by academics. The primary objective of this study was to investigate the phenomenon of technology assisted supplemental work (TASW) and the implications that this has on the WLC experienced by academics at a higher education institution in South Africa. In addition, the moderating roles of gender, marital status and whether or not the respondents had children were factors, in these academics‟ personal lives, which were taken into consideration in investigating the relationship between TASW and WLC. The study adopted a quantitative research approach, and made use of an online survey, composed of three sections, to collect data. Section A included demographic-related questions, while Section B contained questions from a pre-existing WLC scale, and Section C comprised of a pre-existing scale used to assess TASW. The sample consisted of academics from a higher education in South Africa (n = 216). The results of the research engaged in revealed a significant relationship between TASW and WLC. Regarding the relationship between TASW and the three forms of WLC, the results revealed that TASW is significantly and positively related to time-based and strainbased WLC. There is no significant relationship between TASW and behavioural-based WLC. TASW is a significant predictor of WLC. Furthermore, the results revealed that gender, children and marital status all significantly moderated the relationship between TASW and WLC. This study contributes further knowledge to the emerging field of research relating to TASW in a South African context. In addition, this study also emphasises the implications of using ICTs and their potential to encourage academics to extend their working hours. This study therefore questions the benefits of this work flexibility that many academics are privileged to have from using ICTs.

M.Tech. (Engineering: Electrical) / In this study, we explore the DRC ICT environment and propose an ICT Innovation System. We also explore the RSA ICT Innovation System for comparability. The theoretical frameworks used are Actor-network Theory (ANT) and Capability Approach (CA). These frameworks allows us to understand interaction and interrelationship between different actors (human and non-human) i.e. actor-network with aligned interest which is ICT and socio-economic environment for producing successful network. CA allows us to understand ICTs as a commodity that provides opportunities by increasing capability. We use a mixed methods approach, consisting of qualitative and quantitative methods to collect and analyse the data. The interpretation was made in an integrative manner, findings of qualitative and quantitative are mixed for interpretation. Participants involved in the study were two DRC organizations for qualitative study: Ministry of Health (MoH) and Free University of Great Lakes (FUGL) with which we conducted four interviews. Other participants in the quantitative study are individuals that completed survey questionnaires with one hundred people at Eldorado Park in Gauteng province (RSA) and one hundred at Lemba in Kinshasa province (DRC). The emerged themes from our sampling were ICT partnership public-private; ICT Human resources; ICT Infrastructure; ICT4D (e-health, e-education, e-agriculture, universal access); Government ICT initiatives and ICT services and applications used. Findings as well as recommendations, based on themes and building block, consisting of actors and networks – institutions – knowledge, related to Sectoral Innovation System (SIS) applied to DRC ICT sector realities, showed: the necessity of transnational network between DRC Government - Private ICT Company & Investors - International & Regional Organizations for the establishment of models of ICT innovative projects, ICT legal framework and ICT finance. These actors and network will respond to socio-economic challenges such as poverty, illiteracy and disease through ICTs. We propose an ICT Innovation System for the DRC where the Government agencies, R&D centres, NGOs, public and private ICT companies, international and regional organisations will work together for ICT knowledge diffusion, cheap ICT solutions and an innovative legal for ICT framework specifically for DRC.

Thesis (M. A.) --University of Limpopo, 2014 / The research focused on the effects of technology on language, with special reference to Tshivenda. These effects pertain to various aspects such as communication, agriculture, socialization, health, arts, sports, initiation schools, economy, transport, beliefs, food, drinks and utensils. The study further revealed that technology has several positive results such as the creation of new words. The study also indicated the negative effects of technology on language. In this regard it concentrated on the diminishing of Tshivenḓa words which ultimately may in future lead to their extinction. Lastly the study urged all people to accept technology and used in wisely for the benefit of our future generation because it is here to stay.

Chaträume werden häufig zur Kommunikation wie zum Austausch von Informationen oder zur Diskussion genutzt. Da liegt es nahe, den beliebten Kommunikationsraum zudem für den Unterricht und für Beratungssitzungen zur Prüfungsvorbereitung heranzuziehen. Im Rahmen der Studiengänge Bachelor Technikkommunikation und Magister im Kombinationsprofil Technikkommunikation sowie Angewandte Sprachwissenschaft im Nebenfach an der Technischen Universität Chemnitz fanden vom Wintersemester 2009/2010 bis zum Sommersemester 2012 via Chat 13 Lehrveranstaltungs- und 5 Beratungssitzungen zur mündlichen und schriftlichen Magisterprüfungsvorbereitung statt. Die positiven wie negativen Eindrücke und Bewertungen aus der Perspektive der Studierenden wurden über einen Fragebogen ermittelt. Dieser enthält offene Fragen, die die Studierenden mit eigenständig verfassten Texten beantworteten. Außerdem wird die Sicht der Lehrenden dargelegt. Die Beschreibungen der Ergebnisse erfolgen als Framestrukturen. / Chat rooms are frequently used for communication, exchange of information or discussions. Thus it is obvious to employ this popular communication room in tuition and consultation meetings for examination preparation as well. Between the winter term 2009/2010 and the summer term 2012, 13 chat teaching sessions were conducted as part of the Bachelor’s and Magister’s course in Communication on Technology and the Magister degree program in Applied Linguistics at Chemnitz University of Technology. 5 consultation meetings via chat were conducted to prepare written and oral Magister’s examinations. Positive and negative impressions and evaluations from the students’ perspective were gathered by means of a questionnaire. This includes open questions which were answered in the form of texts written by the students themselves. Moreover the tutor’s view is presented. The results are described as frame structures.