An electronic government (e-government), can be simply defined as an effort of employing information and communication technology (ICT) tools to provide services to citizens. Regardless of the synergies, it creates and the remarkable benefits it offers to governments and societies, e-government faces several challenges and obstacles. Therefore, this study highlights some of these obstacles and challenges; it critically investigates the key factors that influence the adoption of e-government services. This study aims to identify the key factors that affect the adoption of e-government in developing countries, particularly in Rwanda. Furthermore, it assesses the barriers and challenges that such countries should be able to overcome to implement e-government successfully. To gather data, the study utilized semi-structured in-depth interviews. Besides, a Design-Reality gap model was applied as a framework to thoroughly understand the nature and origin of the challenges. The outcome of this study indicates that the most prominent challenges and factors influencing the implementation of e-government in Rwanda are related to budget and financial constraints, skills and human expertise, social issues, technical issues, lack of awareness, resistance of public employees, data privacy and security, the appropriate technology, lack of leadership skills, and trust or belief in e-government. At the end of the paper, conclusions, recommendations, and future work are proposed.

This research addresses pedagogy in relation to Information & Communication Technology (ICT) in secondary education. Computers have been used in classrooms for approximately thirty years, but it remains unclear whether teachers’ pedagogies have changed much in consequence. Thus this research explores the transformation of pedagogy through Information and Communication Technology (ICT). In 1998 a 2-year, multi-site case study linking teams of students and teachers within four broad UK regions was begun. A further six-year period allowed analysis of research data, to support theory building in relation to transformation of teachers’ pedagogy and the conditions necessary to make pedagogical transformation possible. The research made use of Grounded Theory within a case study methodology. Varied data were collected through my records of planning meetings with teachers and engineers during the project; of pedagogical transformation while visiting schools involved in the project; of teachers’, engineers’ and pupils’ case study interview data where more insightful and directly focused questions on pedagogical issues from their different perspectives were involved, and of teachers’ subject knowledge arising from the combined school and industrial manufacturing situated context of the project. The case study interviews involved a representative sample of those taking part in the two-year school and industry project. Theory on pedagogical transformation has resulted from the analysis of these data. Developing this involved modelling alternative meanings of phenomena observed during the case study and developing new concepts as building blocks of the theory. I also used NVivo as a tool to help with handling the mass of raw data collected during the project and with aspects of the qualitative data management. The research concludes that teachers may personally reconstruct their pedagogies when faced in certain ways with certain new pedagogy precedents, and develops precedence as a pre-condition of pedagogical transformation.

Background and objectives: Information and communication technologies (ICTs) have been in use in the health setting since the time of the first telephones. However, the advent of computers, personal-computers (PCs) and, more recently, mobile information and communication technologies (mICTs) such as mobile phones, smartphones, tablet-pcs and laptops, has seen technology become increasingly integrated into how care is delivered and received. No research has yet explored how people with mood disorders use mICTs in their everyday lives and, more specifically, how they might use mICTs to look after themselves. This oversight has led to technology redundancy and high attrition rates in the use of this type of technology. Further research was therefore required to understand the meaning that this type of technology holds for people with mood disorders. This qualitative study aimed to explore the views and experiences of people with mood disorders, and their mental health and social care professionals, in using mICTs. Design and methods: A meta-synthesis was completed, guided by the work of Sandelowski and Barroso, using thematic synthesis an approach, as designed by Thomas and Harden. An exploratory qualitative approach, using in-depth, semi-structured interviews with 26 patients with mood disorders in secondary and specialist mental health services, and ten mental health and social care professionals, was subsequently employed. Participants’ datasets were analysed using Constructivist Grounded Theory (CGT). Grounded theory (GT) involves the gradual identification and integration of categories of meaning from the data, and the identification of relationships between them. Results: The rigorous and systematic nature of the meta-synthesis identified shortcomings in current research and clearly identified a gap in the research literature regarding mICTs and mood disorders. The in-depth primary study created a theory explaining how mobile technology was used in daily life, and also, more specifically, how it was used to manage recovery from mood disorders. The core category and participants’ main concern that emerged from the data, forming theory, was ‘Centrality; through praxis of interconnectivity’. Patients with mood disorders used their mICTs to stay central within their on-and-offline worlds and held them central in their importance of attachment. Health and social care professionals worked around their provision of basic mICTs and lack of informational support when using them with their patients. Centrality was achieved through the ‘Praxis of interconnectivity’; the act of managing their connectedness using mICTs. This interconnectivity was not fixed; instead, it offered fluidity for participants to manage their continuums of use through their ‘Outsourcing of needs’, ‘Management of needs’, and ‘Disconnection of needs’. Conclusions and future implications: This study refocused the attention of ICT research onto arguably the most important person, the end-user, and, in this instance, the people recovering from mood disorders, and their health and social care professionals. The CGT provided, for the first time, a theory that explained how people made use of their mICTs. Additional research is warranted to further understand the transferability of the theory to other client groups, and, in so doing, whether it can be transformed into a formal theory. Also, further research is recommended to translate the theory into practical tools for clinicians; for example, the creation of an mICT self-management questionnaire or a digital hygiene support package. Both patients recovering from mood disorders, and health and social care professionals, can utilise the findings of this study to help make sense of their mICT use. The study findings can also help inform and encourage the further incorporation of mICTs into the health and social care settings; spanning the therapeutic to systemic levels so that the full potential of these ubiquitous technologies can be harnessed to improve care and care delivery.

The explosion of Information, Communication and Technology (ICT) use over the last 10 years within healthcare, and particularly within nursing practice, is changing the ways in which patient care is delivered. However a concern highlighted by various policy review and research evidence is that barriers to ICT usage are experienced by some groups of student nurses, particularly those who are mature and female, in a way that constrains potential impact on their professional development. This research adds to and develops the research evidence in the field by examining in what ways, and the extent to which, a group of mature, female, nursing students utilise ICT within the boundaries of one pre-registration nursing programme based on partnership working between a School of Health situated within a large university and its related NHS Trusts. By way of a qualitative, case study approach this study examines the biographical, university and clinical placement use of ICT for this group of student nurses. Consideration is given to the interconnectedness of these experiences as these students begin to develop their professional identities and learning as nurses. The experiences of this group of students are determined through interviews and observation of clinical practice. Three research questions define the parameters of the research. These are: 1) How are mature, female nursing students accessing and using ICT within nursing education? 2) What are the barriers that may prevent mature, female students from accessing and using ICT within nursing education? 3) What actions do mature, female nursing students consider may be taken to improve their knowledge and subsequent use of ICT in both their academic studies and clinical placement work? Findings from the research suggest that experiences of ICT relate to biographical history and the extent to which student nurses are supported and encouraged to engage with ICT in their university programme and on clinical placement. In particular the data suggests that for many student nurses the feeling and experiences of being generationally, emotionally and hierarchically 'locked out' of using ICT raises real challenges for the extent to which government and regulatory policy is being effectively enacted for particular groups of student nurses. This study, therefore, contributes to knowledge in and around pedagogical practice for pre-registration nurse education programmes. In particular it raises the importance of locating policy development in this area around the explicit privileging and enabling of ICT usage in all practice situations. In other words the development of a collective efficacy in nurse pre-registration programmes that is suggestive of notions of being ICT 'logged in' rather than being 'locked out' for mature, female student nurses.

Tématem mé práce je offshoring v sektoru služeb ve Spojených státech amerických. Offshoring je proces, při kterém jsou rozděleny jednolivé části produkce a některé z nich jsou pak přesunuty do zahraničí. Většinou je motivací k offshoringu snižování nákladů. Offshoring může být spojen s outsourcingem, tj. zajištěním služby nebo výrobku externím dodavatelem. Ve své práci prezentuji teoretické přístupy k offshoringu a outsourcingu a platnost jejich závěrů zkoumám na datech ze sektoru služeb Spojených států amerických. Zaměřila jsem se na služby z kategorie informačních a komunikačních technologií, administrativních služeb poskytovaných firmám a výzkumu a vývoje. Analyzuji zejména data o produkci, produktivitě, zaměstnanosti a mezinárodním obchodě. Poslední část mé práce je analýzou americké vládní politiky zaměřené na negativní dopady offshoringu v sektoru zpracovatelského průmyslu. Zkoumám, je-li účelné takovou politiku zavádět také pro sektor služeb.

Disertační práce se zabývá problematikou teoretických konceptů virtuální organizace zejména ve vztahu k IS/ICT. Mezi základní cíle práce patří srovnání konceptů virtuální organizace, rozdělení konceptů do skupin, zhodnocení role IS/ICT, vytvoření obecného abstraktního modelu virtuální organizace a rozbor problematiky virtuální organizace ze systémového pohledu. Výsledky práce by měly sloužit jako podklad pro specifikaci oblastí, které má IS/ICT ve virtuálních organizacích podporovat, jako podklad pro vytvoření referenčního modelu implementace IS/ICT a v neposlední řadě by měly tvořit významný příspěvek k teorii virtuální organizace.

The aim of this work is a practical confirmation of a hypothesis that IT and ICT tools are a source of competitive advantages and increase the competitiveness of small businesses. After establishing the theoretical framework for my thesis, I focus on a definition and suppliers of ICT tools in the Czech market. In the practical part of the work I underwent a detailed research and analysis of five major and frequent communication situations in the surveillance organisation. This research was made before the implementation of ICT tools and then after their subsequent integration into the organisation. Outputs of my observations are further subjected to a comparison with respect to competitiveness, efficiency and cost. The obtained results support the initial argument of positive impact of ICT tools even if used in small businesses.

Small and medium enterprises (SMEs) have a significant role in most emerging and developing economies. To increase the probability of survival of their SMEs and achieve sustainable growth, some SME leaders expand their business operations beyond national borders by implementing internationalization strategies. Internationalization is crucial to SME survival. The conceptual framework of this study consisted of a multitheory model including stage model, network theory, and new venture theory. The purpose of this qualitative multiple case study was to explore the strategies that Turkish information communication technology (ICT) SME leaders used to internationalize their business operations. Ten SME leaders, who led a variety of high-tech service SMEs operating in the ICT service sector in Turkey, served as participants for this study. The company documents, reports, and government documents were used to triangulate the interview data. Yin's 5-step method to data analysis resulted in the development of 5 themes: Turkish SME leaders have an active role in internationalization, geographical distance and culture are the 2 main factors of consideration when developing internationalization strategies, managerial attitude supports internationalization, Turkish SME leaders choose low commitment entry methods when entering foreign markets, and relationships is the main source the SME leaders rely on when internationalizing. The findings of this study may help SME leaders to implement successful internationalization strategies to their business operations and achieve sustainable growth of their SMEs, which may contribute to social change by improving both local and host country economies and the well-being of their citizens.

A range of factors, both internal and external, is creating changes in teaching and teachers’ professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researcher’s involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writer’s involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".

This thesis discovered how notions of place and community circulate in the literature on various forms of teletechnologies and place-making. To do this, its aim was, first, to understand the interactions and interconnections between teletechnologies (or, information and communications technologies), place, and community, both within and outside of the literature on teletechnologies, and, second, to ascertain what relevance place and community might continue to have in the electronic age. (For complete abstract open document)