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As organizations continue to heavily invest in Information Technology (IT), effective information technology governance is critical to make sure that IT spending leads to the fulfilment of organizational goals and delivery of expected value. The purpose of this study is to determine IT governance drivers in public healthcare in South Africa. The study applied exploratory mixed methods research, through semi-structured interviews and an online survey questionnaire with selected IT and business decision-makers. Data were analyzed through thematic data analysis, confirmatory factor analysis and correlation analysis. Through the lenses of the technology organization environment (TOE) framework, findings indicate that organizations are driven by internal and external context-based governance imperatives, which manifest as trigger events and pain points, necessitating new or changed IT governance policies. The implication is that organizations require specifically tailored IT governance strategies that respond to their specific governance needs. The study calls for policymakers and implementers to be conscious of their IT problem context. In the absence of IT governance drivers’ contextualization, organizations may fail to tailor IT governance initiatives, and risk investing in costly IT governance practices that do not address their specific needs. The study contributes to reflective and pragmatic IT governance approaches in developing economies. [ABSTRACT FROM AUTHOR]

Information technology governance (ITG) is an essential part of ensuring that information technology adds value to business. Despite the increased use of IT for academic, administrative, research and community engagement activities in universities, there is a dearth of studies on ITG in higher education specifically in Africa. The study reported on here combines the will-skill-tool model and the theory of planned behavior to assess the impact of individuals’ ITG will, ITG skill and the use of an ITG tool on ITG implementation maturity in the context of South African higher education institutions. A survey was conducted among 121 information technology and business decision makers from five higher education institutions and the data was analyzed using SmartPLS (Version 3). The findings reveal that ITG tools availability and access influence both ITG implementation maturity and ITG skills. In addition, the use of an ITG tool impacts on ITG skill, which in turn has an influence on ITG will. Furthermore, ITG skill mediates the relationship between the use of an ITG tool and ITG will. Interestingly, the results do not reveal a moderation of perceived ITG complexity. [ABSTRACT FROM AUTHOR]

The intention of this study is to examine from a behavioral perspective, how technostress impacts on academics’ cybersecurity compliance in universities where the protection of information systems has become of vital importance due to increased dependency for academic business. The authors proposed a research framework informed by the Technostress Creators’ Model and the Theory of Planned Behavior that cybersecurity fatigue moderates compliance intention. Data collected through a closed ended online survey questionnaire from 210 academics in one public university in South Africa was analyzed using descriptive statistics and the proposed model was evaluated through partial least squares structural equation modeling (PLS-SEM). The results from empirical investigation reveal that technostress creators of techno-complexity, techno-invasion and techno-insecurity positively influence cybersecurity fatigue. However, techno-uncertainty and techno-overload demonstrated a negative influence on cybersecurity fatigue. Furthermore, results revealed moderation of cybersecurity training and awareness on cybersecurity fatigue. This paper aims to improve cybersecurity compliance by academics in universities by understanding the effect of technostress and cyber fatigue on cybersecurity compliance behavior. The study is of significance to universities management, especially academics information communication technologies skills development and workload administration, as they are informed on how to better develop initiatives and strategies for improved cybersecurity compliance. [ABSTRACT FROM AUTHOR]

Education institutions globally, are increasingly driven to integrate innovative technologies in teaching spaces. While many studies have been conducted on e-learning, blended learning and m-learning, only a few studies have concentrated on the STEM preservice teachers' e-readiness for using online multimodal teaching methods in developing economic contexts. Therefore, the purpose of this paper is to examine the interplay of experiences, attitudes and technological pedagogical content knowledge (TPACK) self-efficacy as they influence STEM preservice teachers' e-readiness for implementing online multimodal teaching. This paper employed a descriptive online survey method and a stratified random sampling technique to collect data from 204 final-year STEM preservice teachers on a teacher training programme in South Africa. Statistical tools of confirmatory factor analysis, exploratory factor analysis, bivariate and correlation analysis were employed on the collected data. The results revealed that STEM preservice teachers have positive attitudes towards multimodal online learning. However, STEM preservice teachers do not feel confident in using multimodal online resources in their teaching. In addition, this paper found that experiences of online multimodal teaching impacted on preservice teachers' attitudes and resultantly, STEM preservice teachers' TPACK self-efficacy. The results and discussions inform the design for improvement in online multimodal teaching methods e-readiness and usage by preservice teachers. Recommendations include resource support, alignment of teacher training curricula and development of practicum practices for overall improvement of preservice teachers' experiences. [ABSTRACT FROM AUTHOR]

Information communication technologies (ICTs) have become an indispensable asset in the university environment. However, processes regarding ICT acquisition have become complicated as adoption of ICTs brings with it ICT risks, requiring ICT governance. ICT governance in a developing economy university context has not received much attention. Therefore, the objective of this present study is to investigate ICT governance implementation practices at a university in South Africa, in accordance with the traditional ICT governance model. The research followed quantitative research methods, to purposively sample forty academic and ICT decision-makers. Data collected were analyzed using descriptive statistics and frequency counts. Findings reveal existence of ICT governance in the university and an ICT governance implementation approach that is based on pragmatism, practicality, and prioritization mechanisms. Despite the availability of expensive, complex, and sophisticated ICT governance standards and frameworks on the market, the university implements ICT governance through controls that address the most critical ICT threats and risks to the university environment. This study suggests that the risk-based approach to ICT governance be advanced, as it strikes a balance between resource expenditure and risk management. Customized ICT frameworks and solutions need to be availed for implementation in public institutions like universities, as their operating environment and operational risks are unique. [ABSTRACT FROM AUTHOR]