is based upon work undertaken by Grafton Whyte in the early stages of his PhD research. It describes the theoretical foundations for a new project in the Cranfield Information Systems Research Centre, which is dealing with the assessment and management of success in the delivery of information systems.

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Background: Recent analysis of the management of information and communications technologies in South African education suggests strongly that there is only limited strategic thinking that might guide policy-makers, school principals, teachers, learners and suppliers of educational technologies. It is clear that here in South Africa, as elsewhere, the actual practice of technology-mediated education is driven more by the available technologies than by actual learner needs, good management principles and the wider national imperative. There might be lessons to be learned from experience elsewhere.Objectives: This article reports and analyses conversation with eight international educators in Europe, Canada, the United States, New Zealand and Australia. All are managing the impact of technology in different ways (reactive and pro-active), at different levels (pre-primary through to senior citizen), in different roles (teachers, administrators and senior managers) and in different contexts (schools and universities).Method: Open-ended conversations with educators and educational administrators in developed countries were recorded, transcribed and analysed. The qualitative analysis of the content was done in the style of ‘open coding’ and ‘selective coding’ using a qualitative content analysis tool.Results: Whilst technology is still seen to drive much thinking, it is found that that success is not derived from the technology, but from a full and proper understanding of the needs and aspirations of those who are directly involved in educational processes, and by means of a managerial focus that properly recognises the context within which an institution exists.Conclusion: Whilst this result might be expected, the detailed analysis of the findings further reveals the need to manage investments in educational technologies at different levels and in different ways.

E-Government can be seen as governing through the use of information technology, and a key component of e-Government is e-Participation, the use of information and communications technologies to engage citizens more closely in government processes. Public participation is achieved by a range of means, any or all of which might benefit from the use of technology in order to reduce costs and improve effectiveness. In South Africa, the public has a generally poor opinion of government services, even though Web and mobile technologies are being used. That sentiment sometimes ensues in social tensions. In this chapter, a review of literature, opinions of informed experts, and a scenario analysis develop indications and a model for e-Participation maturing with e-readiness improving.

Purpose-A three-year study of information technology and information systems management in South Africa has delivered (amongst other things) a bibliography and a new reference model. The paper aims to discuss this issue. Design/methodology/approach-The new reference model indicates the key informational components of the education "system" that education management must acknowledge, understand and deal with. This paper presents an overview of these two principal outcomes from that research, leading to a view as to how education can be improved through better information management. Findings-There is some available reported work that addresses management, or information, or education, but relatively little that brings the essence of these three domains together. The derived reference model effectively addresses a number of set objectives, hence providing a basis for improved understanding of how information can be more effectively managed in education. Originality/value-The new reference model comprises an arrangement of ideas that allows education managers to focus on a more strategic approach to their management challenges. It also provides foundations for further research. Although the study was undertaken in South Africa, it has relevance to all countries and regions where education needs improved management.