Browsing by Subject "digital technologies"

Now showing 1 - 3 of 3
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    Open Access
    Digital Business Strategising in the context of Regulatory Uncertainty - the case of a Financial Services Provider in South Africa
    (2020) Brown, Nancy; Brown, Irwin
    With the rise of digital technologies that have disrupted standard business models and created a new level of competition in the market, the need for digital business strategising that shapes the future of organisations and achieves digital transformation is high on the agenda of most firms. The added complexity of uncertainty in the regulatory environment regarding financial products and services, regulation of digital platforms and ongoing financial regulatory changes based on macro-economic turbulence, makes for a complex external environment within which businesses need to effectively compete and achieve performance targets. A qualitative, interpretive case study of a South African based global organisation is undertaken to explore and understand how organisations navigate the macro-environmental landscape while forging a digitally transformed future. The research uses thematic analysis to extract themes in the data collected from both IT and business leaders as they navigate the path of transitioning from traditional to digital business models in the context of regulatory uncertainty. The study provides insight into what is required for firms to achieve digital transformation, and demonstrates the influence that regulatory uncertainty has on the digital business strategising process of a firm. A conceptual model is developed that reflects the key drivers of digital transformation to achieve digital maturity and competitive advantage, and also represents the external influencing factors of regulatory uncertainty. The findings reveal a shift to a more tactical, combined top-down, bottom-up strategising practice with reliance on dynamic capabilities, strong leadership and innovation to overcome challenges of regulatory uncertainty.
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    Open Access
    Exploring the role of Web 2.0 applications in the acquisition of digital literacy by first-year students at a South African University of Technology
    (2025) Mhlongo, Mandlankosi Franscis; Mayisela, Catherine Thabisa
    Despite the growing use of digital technologies in higher education, particularly in the university of technology (UoT) under investigation, many first-year students find it challenging to actively engage with online learning because of a lack of competence in digital literacy. This suggests that developing digital literacy is becoming more important for higher education students' success. This study adopted a skills-based approach, recognizing the core technical and information literacy practices and skills students need to effectively carry out their learning activities across their courses and beyond. The aim of this study was to explore the utilisation of Web 2.0 applications to facilitate the development of digital literacies among first-year Engineering students at a UoT. These applications include many different social media applications and websites, including blogs, discussion forums, wikis, social media networks and social bookmarking. A sequential mixed-methods strategy was adopted in this study to collect both pre-course (quantitative) and post-course (qualitative) data from a purposive sample of 275 first-year Engineering students. The pre-course questionnaire solicited data on students' lack of digital literacy to establish their digital literacy training needs. Over the course of two weeks, a digital literacy course was delivered with the goal of supporting students with navigating the transition between high school and university. After that, three focus groups were held with 27 students to explore the skills developed and their perceptions about the usage of Web 2.0 apps in facilitating their digital literacy acquisition. The pre- and post-course questions were developed using Ng's concepts and the three dimensions of digital literacy (technical, cognitive, and social-emotional). The intricate dimensions of student digital literacy were further analysed using Ng's framework. Additionally, the framework for digital literacy developed by Martin was used to explain how students' digital literacy developed as a result of their usage and competence with technology. Significant findings are that YouTube played a pivotal role in facilitating students' development of digital literacy. In comparison, discussion forums and blogs were not effective because students were uncomfortable posting or commenting in English, (the medium of instruction) and not their native language. Also, students felt that the duration of the digital literacy course was too short. The results of this study could inform attempts to enhance students' abilities to succeed in digital learning, including curriculum development, pedagogical approaches, and digital literacy programmes. It is recommended that: (i) the digital literacy course be extended over a longer period; and (ii) educators integrate digital literacy into the curriculum with the goal to support students from disadvantaged backgrounds who lack basic digital literacy.
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    Open Access
    The digital lifeworlds of young Nigerians – Exploring rural and urban teens’ practices with, and negotiation of, digital technology
    (2019) Uzuegbunam, Chikezie E; Bosch, Tanja
    This study investigates the digital lifeworlds of rural and urban 13- to 18-year old young people in an African, specifically Nigerian, context. Children and young people’s digital lifeworlds and practices with technology in the global North is well researched and documented. By contrast, research focusing on their counterparts, particularly pre-teens’ and teenagers’ digital practices and participation in Africa is still largely limited and exploratory; and the field underdeveloped. This is more so despite the important role played by digital communication technologies in children and young people’s everyday life. Privileging the use of a mixed methods approach, this study conducted 16 focus group discussions with 175 participants and a survey of 380 respondents in public and private schools sampled across two of Nigeria’s major geopolitical zones. Supported by the child-centred approach and the domestication framework by Silverstone, Hirsch and Morley (1992), the study provides a multi-layered portrait of the ways in which Nigerian teens access, understand, work and play with and negotiate the digital technologies that are available to them. The study also broadly pays attention to how young people constitute their digital lives and the role played by contextual dynamics and community networks such as family, school and others. It was found that young people in Nigeria have a considerable access to and are predominantly using mobile phones and the Internet (via the ‘mobile internet’). However, this did not preclude the divides and marginalities between children from dissimilar social backgrounds. Teens’ significant outcomes with technology mostly centre around the need for communication and interaction with friends first, and then family. They also primarily use technology to cultivate and maintain their peer culture, for self-care, dealing with mental wellbeing, and as a critical resource for education and information-seeking. Nigerian children’s digital practices are substantially shaped and at the same time undermined by various mediators or digital gatekeepers. These include parents, teachers, guardians and older adults who are presented mostly as prohibitors and moral panic mongers. Issues such as the absence of digital literacy and skill on the part of the children, their parents and teachers also limit the teens’ agency and digital opportunities and result in unchecked risks such as access to pornography, meeting online with strangers/online grooming, distractions, identity issues/negative role modelling. Moreover, the opportunities and benefits of technology in children’s lives remain precarious, stratified and complex. This study attempts to place children’s digital lifeworlds in its wider socio-spatial context and experience, contributing an important dimension to children’s digital practices, especially as there exists a resonant paucity of and apathy towards research and scholarship in children and media studies in Africa. Techno-shaming children into silence, fear, scepticism, guilt or moral panic is a common, but flawed strategy. Instead, it is suggested that government, schools and families should reconsider the precarious subjective-subordinate and marginalised position of young people and allow them the agency to contribute to decisions relating to their digital lives. Adult decision makers must focus on expanding Nigerian teens’ digital opportunities and rights. There is equally the need to develop resources that might help empower parents, families and adults by providing knowledge of the opportunities and risks of the digital age.