In-spite of the presence of all-encompassing synopsis of e-government implementation determinants in Most developed countries, a multi-group analysis of contextual salient determinants is missing in DCs. When it comes to implementation of e-government projects, most developing countries just copy already implemented projects from MDCs and paste without editing to suit their nations. This has resulted into massive failure of such e-projects partly due to failure to account the salient determinants of e-government implementation success which vary from one nation to another. This study bridges this knowledge gap by examining a multi-group analysis of contextual salient determinants of e-government implementation success in Uganda and Tanzania. Structured questionnaires were used to pucker quantitative data from the 72 employees and 64 employees from Ministries of finance and planning in Uganda and Tanzania respectively. PLS–SEM aided by SmartPLS 3 were used for analysis. Using UTAUT and empirical evidence, a model was proposed. Findings indicate insignificant results for information system attribute while all other constructs were significant. Findings for Tanzania indicated insignificant results for ICTI and ISA and positive significant results for TMS and UA. The Ugandan data set indicated insignificant results for ISA and TMS and positive significant results for ICTI and UA.

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The abrupt coming of Covid-19 has been drastically altered the way the whole world is conducting all its sectors.The purpose of this study is to examine the use of digital transformation to address education Covid-19 challenges, bringing digital opportunities and lessons to developing countries particularly Uganda and Tanzania. This is motivated by the massive challenges, which the education sector in developing nations like Uganda and Tanzania is facing due to covid-19 pandemic outbreak, where students have not be learning since the outbreak in March 2020, hence affecting their normal progress, among other costs. It should be recalled that, the pandemic was first reported on 27 December 2019 in China-in the capital city of Wuhan, in Hubei province [31]. It immediately spread like bush fire and affected mostly at first European nations of Italy, United Kingdom, German France, and United States of America (leading currently). The pandemic later in early March 2020 spread in Africa, which abruptly left them with no choice other than closure of their borders, implementation of WHO guidelines on covid-19. There was abrupt closure of sectors, which started from education to the rest, apart from the health sector to cater for the patients in many countries including Uganda and Tanzania. This study utilized qualitative method; narrative approach and literature review method, and narrative data analysis and contentment analysis were used. Findings revealed that the use of digital transformation in the education sector has numerous benefits and if embraced fully, it will address the key challenges faced by the education sectors of Uganda and Tanzania as developing countries. The study also revealed that Covid-19 has increased the use of digital transformation in home personal learning among students who were prior facing a challenge of technophobia and had resorted to brick and mortar learning. The study recommends the adoption and implementation of the proposed of digital transformation framework in education sector to attain UNDP goals, UN sustainable development goals and equip the young generation with digital skills which will eventually reduce poverty via creative and innovative digital online jobs, hence narrowing the digital gap between MDCs and LDCs. This study has limitations, implications and recommendations as detailed in the paper.

Indubitably, for operational research journals articles are meant to entail content to do with Operations research models, theories and fields. This provides organisations and companies with best optimization solutions so as to achieve a competitive age among other benefits. This article aimed appraising the content of the ORSEA Journal articles (2011)(2012)(2013)(2014)(2015)(2016)(2017) to deduce the theoretical, philosophical, methodological, and contextual aspects used in operations research. Using a matrix designed specifically for the study, content analysis was applied and utilised in analysing fifty (50) articles. 21 used theories, 14 developed and used models that emanated from theoretical frameworks and 15 articles which had neither theories nor models. 38 articles used quantitative methods, 6 qualitative approach and 6 mixed methods. Findings revealed that the theoretical contributions of the articles in the context of OR in East Africa are questionable; implying that most of the theories derived in other context can be totally adopted in East Africa which is far from the truth. In addition to the above, the over reliance on positivism and deductive approaches dominant in the ORSEA Journal articles can be complimented with more Interpretivism and inductive approaches that might generate mid-range contextual theories and models.

Existing literature on online shopping has focused on reasons for people to shop online while there is limited research on youths’ intention to shop online. Hence, this paper was motivated to examine the determinants of youth’s intention to shop online by comparing two countries namely Uganda and Rwanda. This paper’s specific objectives are; to analyse the relationship between hedonic and satisfaction among youths to shop online and to analyse the relationship between subjective norms and satisfaction among youths to shop online. This is a quantitative study that used structured questionnaires which were circulated by email survey to 122 youths of higher education institutions in Uganda (Makerere University Business School) and Rwanda (University of Rwanda). The data was analysed using descriptive statistics and Partial Least Square Structural Equation Modelling (PLS-SEM). The findings indicated a significant relationship between hedonic and satisfaction among youths’ intention to shop online (p=0.000 for Uganda; p=0.05 for Rwanda); and a significant relationship between subjective norms and satisfaction among youths’ intention to shop online (p=0.02 for Uganda; p=0.000 for Rwanda). The practical implication is for stakeholders of online shopping and policy makers to consider hedonic and subjective norms as key factors that determine youths’ intention to shop online.