The challenge of e-business for the South African apparel sector

Moodley, Sagren

doi:10.1016/s0166-4972(02)00002-0

Cited by 66 publications

(41 citation statements)

References 8 publications

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“…This provides integration between application systems and the core business processes of the organization (Macasio, 2009a). ICT applications can be used to improve user's trust, knowledge sharing and information processing for interacting within and between organizations (Moodley, 2003). ICT applications integrate front-end e-government layer applications, for example online transaction interfaces in the government portal with back-end actions for instance, presented databases and data warehouses (Ebrahim and Irani, 2005).…”

Section: Ict Application In Government Organizationsmentioning

confidence: 99%

E-Government Readiness Assessment for Government Organizations in Developing Countries

Alghamdi

Goodwin²,

Rampersad³

2011

CIS

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ICT has become an increasingly important factor in the development process of nations. Major barriers can be met in the adoption and diffusion of e-government services depending on the readiness of a country in terms of ICT infrastructure and deployment. This study aims to define organizational requirements that will be necessary for the adoption of e-government to resolve the delay of ICT readiness in public sector organizations in developing countries. Thus, this study contributes an integrated e-government framework for assessing the ICT readiness of government agencies. Unlike the existing e-government literature that focuses predominantly on technical issues and relies on generic e-readiness tools, this study contributes a comprehensive understanding of the main factors in the assessment of e-government organizational ICT readiness. The proposed e-government framework comprises seven dimensions of ICT readiness assessment for government organizations including e-government organizational ICT strategy, user access, e-government program, ICT architecture, business process and information systems, ICT infrastructure, and human resource. This study is critical to management in assessing organizational ICT readiness to improve the effectiveness of e-government initiatives.

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Section: Ict Application In Government Organizationsmentioning

confidence: 99%

E-Government Readiness Assessment for Government Organizations in Developing Countries

Alghamdi

Goodwin²,

Rampersad³

2011

CIS

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“…However, in recent years KE themes have been increasingly taking central stage in discussions on development in the continent (AfDB, 2007;Amavilah, 2009;Asongu, 2013a;Andrés & Asongu, 2013ab;Nyarko, 2013a;Andrés et al, 2014;Tchamyou, 2014). Indeed, a recent stream of literature is consistent with the imperative for urgent policy measures needed to foster the drive towards African KE, inter alia: general discourses about KE in the continent (Rooney, 2005;Lin, 2006;Anyanwu, 2012); education (Ford, 2007;Weber, 2011); information & communication technologies (Butcher, 2011); innovation (Carisle et al, 2013); institutional regime & economic incentives (Cogburn, 2003;Letiche, 2006); intellectual capital & economic development (Wagiciengo & Belal, 2012;Preece, 2013); indigenous knowledge systems (Raseroka, 2008;Lwoga et al, 2010); research & development (German & Stroud, 2007;Sumberg, 2005); intellectual property rights (Zerbe, 2005;Lor & Britz, 2005;Myburgh, 2011;Andrés & Asongu, 2013ab;Andrés et al, 2014;Asongu, 2013a); spatiality in knowledge production (Bidwell et al, 2011;Neimark, 2012) and KE in the transformation of space (Moodley, 2003;Maswera et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Knowledge Economy Gaps, Policy Syndromes and Catch-Up Strategies: Fresh South Korean Lessons to Africa

Asongu

2014

SSRN Journal

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“…As far as we know the current extant of KE literature has not attempted to tackle the connection between lifelong learning and political stability/non-violence. The main issues considered by this KE literature have been, among other things: general opinions of KE (Lin, 2006;Makinda, 2007;Rooney, 2005;Aubert, 2005), KE in space transformation (Moodley, 2003;Maswera et al, 2008), spatiality in the production of knowledge (Bidwell et al, 2011;Neimark, 2012), economic incentives and institutional regimes (Letiche, 2006;Cogburn, 2003;Saxegaard, 2006;Andrés and Asongu, 2013a;Nguena and Tsafack, 2014), education (Kamara et al, 2007;Ford, 2007;Amavilah, 2009;Weber, 2011;Wantchekon et al, 2014), information and communication technologies (Jonathan and Camilo, 2008;Maurer, 2008;Chavula, 2010;Ondiege, 2010;Merritt, 2010;Aker and Mbiti, 2010;Butcher, 2011;Thacker, and Wright, 2012;Demonbynes and Thegeya, 2012;Penard et al, 2012;Asongu, 2015aAsongu, , 2013a, intellectual capital and economic development (Wagiciengo & Belal, 2012;Preece, 2013), innovation (Oyelaran-Oyeyinka and Sampath, 2007;Carisle et al, 2013;Oluwatobi et al, 2014), research and development (Sumberg, 2005;German and Stroud, 2007), intellectual pr...…”

Section: Introductionmentioning

confidence: 99%

The Role of Lifelong Learning in Political Stability and Non-Violence: Evidence from Africa

Asongu

Nwachukwu

2014

SSRN Journal

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Purpose -Education as a weapon in the fight against conflict and violence remains widely debated in policy and academic circles. Against the background of growing political instability in Africa and the central role of the knowledge economy in 21 st century development, this paper provides three contributions to existing literature. It assesses how political stability/ non-violence is linked to the incremental, synergy and lifelong learning effects of education.Design/methodology/approach -We define lifelong learning as the combined knowledge acquired during primary, secondary and tertiary education. Principal component analysis is used to reduce the dimensions of educational and political indicators. An endogeneity robust dynamic system Generalized Methods of Moments is used for the estimations.Findings -We establish three main findings. First, education is a useful weapon in the fight against political instability. Second, there is an incremental effect of education in the transition from secondary to tertiary schools. Third, lifelong learning also has positive and synergy effects. This means that the impact of lifelong learning is higher than the combined independent effects of various educational levels. The empirical evidence is based on 53 African countries for the period 1996-2010.Practical implications -A plethora of policy implications are discussed, inter alia: how the drive towards increasing the knowledge economy through lifelong learning can be an effective tool in the fight against violence and political insurgency in Africa.Originality/value -As the continent is nursing knowledge economy ambitions, the paper is original in investigating the determinants of political stability/non violence from three dimensions of education attainment: the incremental, the lifelong learning and a synergy effect.

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The challenge of e-business for the South African apparel sector

Cited by 66 publications

References 8 publications

E-Government Readiness Assessment for Government Organizations in Developing Countries

E-Government Readiness Assessment for Government Organizations in Developing Countries

Knowledge Economy Gaps, Policy Syndromes and Catch-Up Strategies: Fresh South Korean Lessons to Africa

The Role of Lifelong Learning in Political Stability and Non-Violence: Evidence from Africa

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