Information systems have the potential to improve societal conditions in developing countries, and yet design theory to inform interventions to encourage uptake and use of these systems is sparse. This paper reports on an action design research project that addressed the problem of limited adoption of e-Government in Bangladesh. Inadequate knowledge of the nature of e-Government systems had been identified as an underlying cause of many other problems in this 'wicked' problem context. The project aimed to reduce knowledge deficiencies among key decision makers through activities that included the delivery of a custom-made training program and a handbook targeted at senior government officers. The project had modest resources and yet yielded significant outcomes. Critical reflection established a number of design principles for a 'sweet spot change strategy' for interventions of this type, with the most important principle being to first identify a 'sweet spot', a point of maximum leverage, and then to act on it.
Bangladesh, in common with many least developed countries, has been struggling to find a workable strategy to adopt information and communication technology (ICT) and e-government in its public sector organizations. There has been no satisfactory progress in this area despite a number of high-level initiatives. As a result, the country is failing to keep pace in e-government advances compared with other developing countries. This paper reports a study that involved focus groups and interviews with key stakeholders in Bangladesh. A process model is developed to show the interrelationships amongst the major barriers in the adoption of ICT in Bangladesh public sector. A lack of knowledge and entrenched attitudes and mindsets are seen as the key underlying contributors to the lack of progress. The paper introduces important directions for the formulation of long-term strategies for the successful adoption of ICT in the Bangladesh public sector and provides a basis for further theoretical development.
The extant literature on mobile learning in higher education has mainly focused on students and academics. This study conducted in a Nigerian university considered a wider group of stakeholders (students, academics, IT personnel, and administrative leaders) in its investigation of stakeholders’ awareness, willingness, and readiness for mobile learning adoption, using a mixed methods approach. The findings revealed that while the awareness of mobile learning amongst students was low, they were keen on adoption. Academics were more tentative, for while they were willing, it was clear that a shift in their teaching philosophy and pedagogy would be required for mobile learning to work effectively. For those in IT and administrative leadership roles, their perceptions were more resource-focused. While this study only considered the views of internal stakeholders, it also uncovered the need for the involvement of external stakeholders. Building on these findings, a strategy table which outlines the roles and responsibilities of each stakeholder group was created. The table provides a blueprint which otherwise has been missing, to guide sustainable mobile learning adoption and implementation not only in higher education in developing countries, but which may have more global appeal.
The adoption of e-government and effective use of Information and Communication Technologies (ICT)has the potential to yield significant benefits in the developing countries. This study investigates strategiesto advance the use of ICT in the public sector in developing countries, with the aim of improving servicesand outcomes for government and citizens. A multi-level framework for analysis was developed. A metaanalysisof data gathered in a United Nations study of e-government readiness was performed, focussingon the developing countries that have greatly improved their relative positions recently. In general, thefindings support the multi-level approach. At the national level, a low level of economic development, poorinfrastructure and political unrest are inhibitors of public sector ICT progress. At a base level, access byindividuals and organizations to ICT tools and IT-related education is necessary for e-government to befeasible. Some strategies were observed to be linked to progress with e-government across a number ofdeveloping countries, including leadership vision and willingness to initiate change within the governmentsector, an incremental, step-by-step approach to development, and sensitivity to local and cultural needs.
This article addresses the multifaceted and far‐reaching implications of digital inequality (DI), drawing upon emerging trends and examples. The aim is to sensitize policymakers, practitioners, and academics to issues surrounding DI and foster a common and deeper understanding among relevant stakeholders. While research has recognized digital inequality and its dimensions, it has not explicated its broader impact thoroughly, particularly in the current era of digital transformation. The information communication technology (ICT) domain has evolved significantly because of its strong interrelationship with many other sectors, encompassing critical issues such as ethics, inequality, leadership, social capital, governance, and management. There is still a considerable gap in understanding the complexities around digital inequality, which varies across different contexts. Reflecting on over 15 years of experience in information communication technology for development (ICT4D) as both a practitioner and researcher, the evolution of DI in terms of social transformation and its growing short‐ and long‐term implications are discussed. Strategies and pathways for the future are presented, grouped into six areas: a call for a renewed philosophical shift and campaign for digital equality, policy interventions, inclusive technology solutions and services, holistic human capacity building, the universities' role, and the need for a multi‐disciplinary approach to address DI.
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