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Books by Nhlanhla Mlitwa

The content of this book is based on a combination of academic research, practical supervision of... more The content of this book is based on a combination of academic research, practical supervision of graduate studies, experience in writing organizational reports, interviews with writing experts and the analysis of best practices in logical argumentation, this book offers practical guidelines to legible writing.

Even when it seems like you have reached the dead-end in the middle of your writing, you will understand the problem, and draw on practical guidelines for solutions. Doing a bit of literature reading should help you take a specific direction. In many cases however, you just don’t know how to read purposefully, and the book offers a practical approach to relevant reading.

Intelligent writing is also threatened by bad usage of grammar. Guidelines against the most commonly appearing grammar errors in modern writing therefore, are also included in this book. Intelligent writing is strengthened by sound, valid and persuasive argumentation. To this effect, reader reviews describe the “Science of Intelligent Writing” as insightful, practical and empowering. It is a must for serious academic writers, and an absolute necessity for officials who want to establish a professional style of legible and persuasive writing.

Either as a field of practice or a research discipline, Information Technology (IT) cuts across a... more Either as a field of practice or a research discipline, Information Technology (IT) cuts across almost all areas of modern life. At one point you will be dealing with information systems, either for geographical analysis (GIS), for management (MIS), or for the administration of healthcare services, etc. There would also be software engineering and the development of innovative applications. You may also be working with various formats of communication networks or website development at another point. In all of these, research motivations, purposes, and ultimately, innovative formats may never be static over time.
The domain therefore, is versatile. Thus, it cannot be viewed within fixed and narrow disciplinary methodologies without a risk of being reductionist.
The Status-Quo
Almost all scientific fields, including information systems (IS), IT and ICT research have become too compartmentalized. Hence, they have lost sight of possibilities that lie beyond individual skill sets in fragmented methodological approaches (Ball, 2010). Focus on discipline-specific characteristics of project methodologies (rather than on the needs of the situation and purpose of inquiry), have hindered co-operation for holistic solutions across and beyond disciplines. Scientific progress through methodological cooperation has succumbed to antagonistic arguments between ontological realists and relativists. Epistemological supremacy contests between positivism and phenomenology loyalists have also emerged as ends in themselves, rather than the means to finding solutions that lie beyond disciplinary constraints under the fragmented methodological order.
The IT Department of the Faculty of Informatics and Design (FID) strives for relevance in its teaching, scholarship and enquiry. Thus, whilst emphasising uniqueness and strength of each field within our academic domains, we seek co-operation rather antagonism between methodologies (a trans-disciplinary, rather than a disciplinary approach) – to achieve these ends.

A Trans-disciplinary Approach
Whilst a discipline-driven approach is based on field-specific thinking that fails to address all human situations, transdisciplinarity is an inquiry-based (Mittelstraß, J. 1998). It builds on the philosophy that reality is not just one dimensional, but structured by multiple levels (Nicolescu, 2001).
Transdisciplinarity deals with several levels of reality at once, enabling one to move beyond dichotomized thinking, into spaces that lie beyond (Mittelstraß, 1998). It does not reject disciplinary knowledge, but advocates pertinent knowledge for purposive action in the world (Piaget, 1987). In other words, transidiscipliarity is not against, but strengthens individual disciplines by emphasizing particular forms of teamwork, co-operation/s and problem-solving across and beyond disciplines, with openness to the expected and unexpected solutions (Bruder, 1994). In university contexts therefore, it implies the evolution of higher education, where a university would become a place for “the study of the real universal” (Nicolescu, 2001). Where the entire Universe, not only parts of it, would be studied, is only then that scientific effort would be greater than the disciplinary fragments that make it.
It is on this logic that we engage with relevant stakeholders (industry, societies, scientific and non-scientific communities) across and beyond disciplinary and methodological boundaries to explore innovative solutions to contemporary socio-technical complexities.

About this Book
This project explored innovative uses of ICT to advance efficiencies in diverse fields, including:
• Business processes (including e-commerce, e-business, data quality & information management);
• Web-based communication (including social-media and website designs) networks
• Communication (including fixed & wireless) networks
• Software engineering (including technical application development, healthcare & educational information systems), information security and data-base related projects.
The variety of objectives speak not to one but diverse and often unique situational complexities whose solutions lie beyond disciplinary boundaries. Our methodological approaches therefore, were inquiry based. In other words, choice of methodology was informed by aim and purpose of inquiry, even if it meant delving into the world of methodologies outside the common IS, IT and ICT domain. Thus, case study methods, experiments, qualitative and quantitative analysis, agile methods as well as practical software development and testing approaches are spread across respective items of this book.
References
Mittelstraß, J. 1989. Der Flug der Eule. Von der Vernunft der Wissenschaft und der Aufgabe der Philosophie, Frankfurt/Main 1989, pp. 60-88.
Mittelstraß, J. 1998. Die Häuser des Wissens. Wissenschaftstheoretische Studien, Frankfurt/Main 1998, pp. 29-48
Basarab Nicolescu, 2001. Manifesto of Transdisciplinarity. Albany: State University of New York Press, 2001; ISBN 0-7914-5261-1
Ball, M., 2010. The Transition Toward a Transdisciplinary Approach www.vector1media.com/spatialsustain/the-transition-toward-a-transdisciplinary-approach.html

Nhlanhla W.B. Mlitwa, PhD

Preface This is not just another book with “that usual e-Learning” stuff. This publication presen... more Preface
This is not just another book with “that usual e-Learning” stuff. This publication presents the dynamics of the integration of e-Learning systems into academic programmes in modern universities. The goal is to empower curriculum planners, educators, policy makers, learners, system administrators and courseware developers, with insight to improve e-Learning activities. The content is based on empirical research at the universities of Cape Town (UCT), Stellenbosch (US), the Western Cape (UWC), and the Cape Peninsula University of Technology (CPUT) on the factors that mediate the use (and non-use) of e-Learning systems.

Reviewer comments:

“The content of this work is well investigated, and is presented within an excellent theoretical thrust. It is anchored on a review of diverse and relevant literature. The methodological approach, the analysis and theories are convincing. I will encourage this work to be shared with a broader IS academic community as well as university decision and policy makers” (Prof Muhammadou, O. Kah)

“I enjoyed reading this work from the beginning to the end. It thoroughly covers important concepts, theories, and paradigms related to e-Learning such as Bloom’s taxonomy, different learning styles, learning paradigms, etc. The author also did an excellent job in reviewing information systems research paradigms (the positivist, interpretive, critical, etc). The most popular theories – structuration theory, actor network theory and the activity theory within the interpretive stream, are also well reviewed. The formulation of a new model – the inter-pedagogical technology model and a new analytical framework, the e-Learning ActAD framework, made an even greater contribution” (Prof Sean, B. Eom).

“I liked and found useful, the presentation of chapters. In particular, the graphical outlines that precede each chapter add a degree of conceptual clarity, thus aiding in the overall understanding. The graphs are clear, and add significantly to the elaboration of the overall argument. The presentation of the “problematique” and the clarification of terminology in chapter 1 are insightful. The overall discussion in chapter 2 effectively covers both the pedagogical and technology elements contributing to e-Learning and learning management systems. Theories in chapter 3 are more extensive, useful and the discussion contributes to the overall research in the field… … findings are well represented and informative” (Prof Mike Gurstein)

Empirical work is based on the interpretive research paradigm, using the qualitative data collection and analytical methods. In this process, the Activity Theory (AT) was used to develop a new analytical tool, the e-Learning Activity Analysis and Development (ActAD) interpretive framework – to research the adoption of e-Learning systems such as a course and learning management systems (C/LMSs) in universities.

Nhlanhla W.B. Mlitwa
Mphil (Stell); MA (Stell); TRPM (Wits); PhD (UCT).

This publication presents academic research outputs in ICT Services, IT Artifact Designs, IT Netw... more This publication presents academic research outputs in ICT Services, IT Artifact Designs, IT Networks, Wireless solutions, e-Health, e-Learning, e-Commerce and IT in Business Processes. It offers valuable insight on the socio-technical aspects of IS and IT research, both in terms of practical developments, and on methodologies in the discipline.

Graduate students, researchers, IT dealers and consumers have described previous editions as insightful and empowering. Reviewers find the contents of this publication, even more informative and insightful.

Papers by Nhlanhla Mlitwa

With a few exceptions, higher education and training is expected to prepare students for a produc... more With a few exceptions, higher education and training is expected to prepare students for a productive role in the workplace , and for a meaningful citizenry. With this realization comes expectations on what makes a meaningful education, academic course, content offering mechanism, educational outcome, and ultimately, standards of what an adequately educated individual should be. Then, associated assumptions are made on what should be the fitting curricula formats, pedagogy and a resultant qualification-across curricula planning and design settings, with emphasis on developing a specialty skill and dexterity. Whilst technical competence remains central to most curricula offerings however, workplace processes are systemic, with trans-specialization dependence as core to organizational goal realization. To this effect, the adequacy of training for vocational competency in a modern university-without cognizance of a mediating contextual setting, is questioned in this paper. Interpersonal factors between different vocational specializations in a working environment feature prominently in our critique. For, in multi-cultural, multi-ethnic and multilingual contexts of the increasingly globalizing society comes a related element of complexity. In effect, leading research suggests that disputes are a constant part of a diversified interactive setting, with 30% of workplace disagreements regarded as the necessary routine. With diversity however, comes increased complexity and related pressure. Subsequently, 70% of emergent disagreements develop into counter-productive disputes. Without adequate preparation therefore, a young graduate can be overwhelmed – with a high risk for disintegration and failure. South Africa is one of the most diversified societies with multiple cultures, ethnic formations and 11 official languages – albeit, with incongruent educational settings. We wanted to understand how disciplines outside the industrial psychology and human resource (HR) management stream empower students for the apparent workplace complexities. A qualitative, interpretive approach was followed to explore the concepts of workplace diversity, complexity, and the level to which curricula in the mainstream academic faculties is geared to empower effective workplace diversity management in the South African labour market. Using a quota sampling technique, curricula content in multiple curricula prospectus, with interview data from relevant educators were selected and analyzed to ascertain the status quo at the University of Zululand. The findings point to a major vacuum on diversity management across all selected academic fields. It is on this basis that a conclusion has been limited to the inclusion of the management of diversity related complexity in curricula development processes across the board-as the main recommendation of this paper.

As far back as the first university in Bolgna (11the century), higher education have always been ... more As far back as the first university in Bolgna (11the century), higher education have always been seen as a vehicle for social, religious, legal and economic enlightenment. In effect, " a resurgence of economic activity " and the unprecedented rate of " urbanization " in Europe in the middle-ages (14 th century), is appraised as direct impact of the university institution. For, it was in cities with closer proximity to universities in Germany, France and Italy that changes came faster, to a fast-tracked transformation from a rural, into a dominant urban commercial Europe that we have come to know. A growing " capacity and willingness to develop, organize and manage a business venture along with its risks " (in order to make a profit) are the central elements of this economic enlightenment. Known as entrepreneurship – this spirit finds expression in innovation and calculated risk-taking, without which, economic success in competitive global markets becomes less likely. Hypothetically however, entrepreneurship appear to diminish from the mainstream curricula, but finding increased expression in curricula of major university business schools. In the light of the rising unemployment in the UniZulu neighboring region (Northern KZN), we became suspicious of the status-quo, and wanted to understand (i) the level to which entrepreneurship is accommodated in undergraduate curricula at Unizulu. We also wanted to understand (ii) how can exiting graduates be empowered to become generators rather than seekers of employment. In this quest, we analyzed undergraduate course prospectus across all faculties. Using mixed research methods, we analyzed how innovation and entrepreneurship risk-taking were accommodated in each course. The findings show a bleak picture. At best, about half the modules presented analyzed, especially in the Faculty of Education and CAL, were purely business modules. They focused on developing the usual disciplinary business and accounting managerial knowledge. Often with less or no entrepreneurship focus. Some of these modules were shared between faculties e.g. ARTO112 is shared between Education and Science, while Education and CAL also shared CBMG301 and CBMG302 modules. At worst, very negligible modules with innovation and business risk-taking were discovered in our analysis of undergraduate curricula. We recommend a prioritization of the entrepreneurship platform in undergraduate curricula, research and technology transfer processes at UniZulu. Further, the faculty and graduate students' research projects, including innovative outputs (with a potential market value) should be promoted. To this end, a revised entrepreneurship embedded curriculum, together with a framework for faculty and students' start-up enterprises should be prioritized.

The research and use of positioning and navigation technologies outdoors has seen a steady and ex... more The research and use of positioning and navigation technologies outdoors has seen a steady and exponential growth. Based on this success, there have been attempts to implement these technologies indoors, leading to numerous studies. Most of the algorithms, techniques and technologies used have been implemented outdoors. However, how they fare indoors is different altogether. Thus, several technologies have been proposed and implemented to improve positioning and navigation indoors. Among them are Infrared (IR), Ultrasound, Audible Sound, Magnetic, Optical and Vision, Radio Frequency (RF), Visible Light, Pedestrian Dead Reckoning (PDR)/Inertial Navigation System (INS) and Hybrid. The RF technologies include Bluetooth, Ultra-wideband (UWB), Wireless Sensor Network (WSN), Wireless Local Area Network (WLAN), Radio-Frequency Identification (RFID) and Near Field Communication (NFC). In addition, positioning techniques applied in indoor positioning systems include the signal properties and positioning algorithms. The prevalent signal properties are Angle of Arrival (AOA), Time of Arrival (TOA), Time Difference of Arrival (TDOA) and Received Signal Strength Indication (RSSI), while the positioning algorithms are Triangulation, Trilateration, Proximity and Scene Analysis/ Fingerprinting. This paper presents a state-of-the-art survey of indoor positioning and navigation systems and technologies, and their use in various scenarios. It analyses distinct positioning technology metrics such as accuracy, complexity, cost, privacy, scalability and usability. This paper has profound implications for future studies of positioning and navigation.

Information Technology (IT) remains a key facilitator of teaching and learning efficiencies in hi... more Information Technology (IT) remains a key facilitator of teaching and learning efficiencies in higher education (HE) spaces. In effect, we no longer ask whether (or if) universities are adopting IT based solutions – but to what extent, and how are they using it. The problem however, is that capacity and access limitations persist in many universities in under-developed regions. Rural based educational institutions such as the University of Zululand (UniZulu), fall under this development “periphery” category. It is clear in the literature and in policy documents that UniZulu is restructuring for relevance, with IT solutions seen as an important vehicle to enhancing educational efficiencies. However, there is a big difference between talk, wishful thinking and ultimately, actions. For example, it is only when the noble intentions are conceptually and operationally implemented that desired outcomes can be realized. Given a limited insight on the adoption and use of educational technology in this institution, the author/s undertook to explore the extent of integration of IT solutions into undergraduate curricula at UniZulu. Methodologically, an exploratory approach, built on interview of key decision makers, and the analysis of literature and policy documents was followed. In particular, a description of the status-quo, an account of the types and formats of existing IT solutions, including uses, motivations and explanations thereto, describes the essence of the process. The ACTAD adaptation of the Activity Theory (AT) was used as the analytical lens. Findings suggest a non-linear format of educational technology adoption, with mixed patterns of usage between and across departments, most notably, with a need for compliance by the majority of educators. Nevertheless, the role of a single champion in driving the initiative is quite evident in the findings. Limited access to resources (i.e. no 24/7 access) for students emerged as a major impediment to educational technology integration into curricula in this institution. The paper closes with a clear picture of the entire activity system around the adoption and use of educational technology at UniZulu, together with explanations and recommendations for a way forward.

Keywords:
ACTAD, UniZulu, Pedagogy, Computer Assisted Learning, IT Innovations, IT Integration

Research on educational technology & pedagogy has shifted from the traditional e-Learning and lea... more Research on educational technology & pedagogy has shifted from the traditional e-Learning and learning management system (LMS) adoption discourse, into how are converged technology solutions exploited in higher education (HE) spaces. Convergence anticipates information-society citizenry as defined by dependence on efficient technology solutions across all modern life faculties – be it work, learning or play. In the HE context, an always connected student, an IT literate, multimedia and network reliant leaner is assumed. Clearly, rigid e-Learning solutions can no longer meet the needs of this modern learner. For, mobility, synchronous access and independent enquiry are the defining characteristics – where interactive mobile technology solutions have become the basic requirements. In South Africa however, several historically disadvantaged institutions (HDIs) remain on the opposite end of the rural-and-urban development divides. Rural universities in particular, are lagging on readiness to integrate IT solutions into curricula and pedagogy, occupying the base spot on the development continuum in terms of infrastructure, IT resources and related skills sets. In a quest to solicit redress insight, this paper explores mobile learning (m-Learning) readiness of the University of Zululand (UniZulu). We drew on the notions of structure, structuration, system, urgency, tools and resources in structuration theory (ST)-to unpack the status-quo. A qualitative methodology – based on interviews of decision makers and personal observations by the researcher – was followed. In earlier m-Learning adoption attempts, resistance to change is never uncommon. For, unless a deliberate transformation of structure is enforced, comfortable social relations between actors will serve as a force of signification that reproduces regular social practices (the status-quo) over time and space. A lack of rules (policies & guides) and an enabling resources base, is clearly an impediment to m-Learning readiness efforts at UniZulu. Whilst UniZulu is committed to integrating educational technology into its curricula, adoption efforts are still at infancy. According to the ST insight, the institution has not applied changes to the basic conditions of structure (rules & resources), structuration and system needed to fast-track a transformation. That is, to sanction a reproduction of stale systems, and to significate new and desired social practices. As such, findings point to one conclusion-that the status of m-Learning readiness is minimal at best, and at worst –borders close to non-existent.

Key Terms:
Structuration Theory, information-centric learner, m-Learning, m-Learning Readiness, IT & Pedagogy, Quality Learning, Computer Assisted Learning, IT Integration, UniZulu

Keywords: ACTAD, UniZulu, Pedagogy, Computer Assisted Learning, IT Innovations, IT Integration

Belief that vibrant research environment yields potent outputs of gigantic quality and quantity p... more Belief that vibrant research environment yields potent outputs of gigantic quality and quantity proportions has seen research-support initiatives prioritized in research ambitious universities, and the University of Zululand (UNIZULU) has not been an exception to this rule. Success however, requires an environment that is holistically conducive to research potency. The necessary enablers according to the literature include relevant research competencies, motivation, potent management, a supporting collaborative peer network, research facilities and infrastructure. Financial and administrative support, the enabling policy (and guidelines) framework, vibrant institutional processes and systems, and most significantly – awareness of (and compliance to) effective coordination and operational procedures are equally significant. Despite its noble resolve to advance the quality and quantity of research however, UNIZULU still lacks key enablers to fast-track research potency. Shortages of skilled researchers in core niche research areas remain a major challenge at UNIZULU. Hence, the aim of this paper was to explore the adequacy of institutional processes and systems as basic enablers across academic faculties and departments. We also wanted to understand stakeholder awareness (and compliance to) operational procedures to facilitate research transactions and processes. An interpretive approach, using qualitative methods, including document analysis and semi-structured interviews with officials across the 4 academic faculties, and officials in the university research support office were used to source data. A mixed picture has emerged from the findings, with the academic community of the university divided between the few highly motivated and skilled researchers, and the majority that lack motivation, skill, and are ultimately, not participating in research. There are also researchers who do not lack motivation, but skill. Lack of time and awareness of support solutions also emerged as a challenge for most emerging researchers at UNIZULU. A lack of enabling systems across academic departments and faculties was also cited as a strong impediment to research at UNIZULU. Heavy teaching loads with many academics teaching extremely large classes, leaving most of them with no room for productive research. Drastic measures, specifically geared to redress skills shortages in the core research niche areas are recommended. UNIZULU must revive potency in academic faculty/departmental research support systems. Teaching work-loads must also be revised to allow research time and space for willing researchers. Targeted recruitment and increased collaborations should be included in a resultant redress initiative.

This paper reports on a study into the software Engineering (SE) skills development collaborative... more This paper reports on a study into the software Engineering (SE) skills development collaborative initiative between the Cape Peninsula University of Technology (CPUT), the Local Government of the Western Cape and the local software development industry – in the form of an internship programme. The provincial government of the Western Cape together with the industrial Sector and tertiary Institutions are taking collaborative efforts to develop relevant SE skills through structured curricula with a balance between theory and practice through internship programs. Despite the nobility of this effort , it became unclear whether it was achieving intended outcomes. Thus, an exploratory study was conducted to understand the content and structure, the roles and objectives of the central stakeholders, as well as the impact and effectiveness of the internship collaborative initiative in the region. Therefore, an interpretive approach – using the qualitative research methods was adopted to conduct this exploratory investigation. In this process, a purposive sampling technique was used to select participants among employers from chosen companies in Cape Town, South Africa. The main question was " What is the efficacy of the internship component of the SE sector in the Western Cape? " The Actor Network Theory (ANT) was adopted and used as an analytical framework for the phenomenon of study, and for the contextualisation of the findings. The findings confirmed a severe shortage of skills in the Software Engineering (SE) sector in the Western Cape. It seems companies have lost on a number projects because of the lack of skilled personnel, a trend which has seen an increase in the rate of skills outsourcing as an alternative. However, most companies are employing inexperienced graduates, with a huge gap in terms of expected skills and what the graduates can offer. The findings also reflect a gap between the expectations of universities and those of the industry. Companies are moving at the pace in which technology innovates, whereas universities are moving at a syllabus pace. As a recommendation then, communication line between universities and SE industry should be enhanced. Even if universities do not want to be dictated by the industry, technology innovations should be allowed to set the pace. Companies should be consulted by universities when syllabuses are prepared. This may help to forge consensus, and help to close the skills gap that currently exists when interns join the field of operation. This was, tertiary institutions can also review and change their syllabus at the right time, focusing more on what is required in the field of operation. Informative seminars for students are also encouraged. Students should be encouraged to join memberships of such valuable groups. This will also facilitate networking and help update graduates on newly emerging technologies and trends currently in use in the SE industries. Getting dedicated resources that will work with the graduates directly rather than use the graduates for other tasks is also encouraged.

As one of the enabling Information Technology (IT) tools, cloud computing offers a value adding a... more As one of the enabling Information Technology (IT) tools, cloud computing offers a value adding alternative to conventional information handling, storage and exchange solutions in the Project Management (PM) practice. It can simplify the management of remote, mission critical and complex projects at modest costs. This paper presents an exploration into the potential of cloud computing in management disciplines, and to understand its adoption in PM, so as to advance the practical objectives of this management practice. To this end, qualitative techniques under the interpretive approach were used to facilitate the investigation. That is, 8 respondents consisting of 2 academic experts-1 from the Cape Peninsula University of Technology (CPUT) and another one from the University of Cape Town (UCT), 4 technology literate project managers and 2 client service providers of cloud computing were selected from 3 financial organizations and 1 official from an engineering firm in Cape Town. The idea was to gain variable insight on the relevance of cloud computing in PM, and to compare it with the practical needs and practices of the work place. In this quest, the Structuration Theory (ST) was used as an analytical framework together with content analysis technique to analyze data. The findings indicate that educators see cloud computing as a value adding innovation – to facilitate information sharing, storage and exchange. However, they were skeptical about its relevance in facilitating management operations. Findings also show an acceptable level of awareness of cloud computing in the private sector, albeit, with some negative perceptions that may threaten the adoption of cloud computing in PM. Standards also seemed to be compromised by cynics in the discipline. Rigid organizational norms also re-enforce resistance to change in the PM practice. Nevertheless, positive developments were that projects failure rate was clearly on the decline, which is further enhanced by the adoption of new innovative technological tools and systems. It is, thus, recommended for project managers to review cloud-computing benefits in accordance with their requirements. In conclusion, resources did not only prove to be a significant matter in PM, but also instrumental in advancing PM efficiencies and PM success. Therefore, both the executive and project managers should keep themselves informed of value adding innovations such as cloud computing, and be open to changes that can advance the organizational course in the increasingly competitive and globalizing economy.

This paper presents an exploration into the potency of a software development course at the Cape ... more This paper presents an exploration into the potency of a software development course at the Cape Peninsula University of Technology (CPUT), with particular emphasis on whether it adequately facilitates a realisation of the operational needs of the agile software development industry. Using the qualitative research methods within the interpretive research paradigm, software development organisations in Cape Town (Western Cape), Port Elizabeth (Eastern Cape) and Johannesburg (Gauteng) were selected and observed. In this process, a description of a final year graduate software development programme, five Scrum teams operating in different environments and two academics from one academic institution were interviewed. In addition, Structuration Theory (ST) was used as an analytical framework and an analytical tool. The findings show a discrepancy between the academic curriculum and the industry practices. At first glance, the curriculum appeared to serve as a prescriptive guide, embedded with rules such as standards, guidelines and practices. In practice however, rules were not as strictly applied in scrum as in traditional methodologies. Instead, it was developer skills, the type and size of the project that had a direct influence on the practice/s. Whilst resources such as time as well as the skills of developers and Scrum leaders emerged as the most central aspects of the scrum process, it also became clear that Scrum has its unique form of quality assurance in the software development practice. Rather than a religious adherence sequential software development life cycle phases and compliance to the standards, unit testing, user acceptance testing, close collaboration and code reviews were perceived as the most important practices in Scrum projects. The destination seems more important than the journey in scrum projects. That is, as long as the customer deadlines are met – the throughput rate is more important that the process. In view of the findings, recommendations can be summed up into 4 main points; (1) that to ensure quality assurance in Scrum, Scrum teams, especially team leaders, should enforce compliance to standards, regardless of time pressures and tight deadlines; (2) It seems that the practice of working with the client to test final products as a quality assurance mechanism is working for all parties. This practice is encouraged and must be maintained; (3) Code reviews must be enforced, and that organizations invest in resources including the constant training of developers; (4) Project product owners, project managers, team leaders and business analysts should regularly meet with the user to verify requirements prior to the implementation phase. Active stakeholder involvement can minimize development costs and time. As much as a discrepancy between academic focus of quality assurance procedures is evident, emphasis on quality assurance remain significant as they sensitize learners of quality approach to software development.

The purpose of this paper is, to outline the new Post Graduate Diploma (PG.Dip) in Information an... more The purpose of this paper is, to outline the new Post Graduate Diploma (PG.Dip) in Information and Communication Technology (ICT) at the Cape Peninsula University of Technology (CPUT) in Cape Town. It is also to unpack both the academic and the national policy rationale for such an urgent curricula development process. As a national policy guided development, the central objective of this work was to explore the ideal attributes of a PG.Dip that would serve as a bridge between the newly developed Advanced Diploma in ICT, and to prepare graduates both technically and intellectually, for the ever-changing needs of the ICT industry. Methodologically then, this was an exploratory study based on a qualitative review of literature, with the national government curricula policies, and an extensive pedagogical discourse, as the major sources of insight. An analysis of data from curricula development workshops across the CPUT institution was the initial basis of this exploration. Further, an overview of Post Graduate Diplomas in computing at the University of Pretoria (UP), Stellenbosch (US), and Western Cape (UWC) in South Africa was conducted to explore common curricula structural trends. The benchmarking process was then extended to the MSU University in India, and the ACM network globally. Findings suggest a PG.Dip that builds on (and strengthens) the core of the outgoing Bachelor of Technology (BTech) qualification, through a revised mix of practical, theoretical and problem solving content. Almost all observed PG.Diplomas in the computing fields emerged to be under 10 months old (from the date of writing), all of them dating back to January 2015. Secondly, all these qualifications were weighted at the NQF level 8, with an average of 120 credits, accessible with an NQF level 7 qualification and recognized prior learning (RPL) process criteria. Drawing on this exploration, the conclusion was to design a PG.Dip (ICT) that is divided into 3 specialization areas: Applications Development (APPDEV), Communications Network (COMMNET 4), and Multimedia Technologies (MM-TECH) streams. The 4 th area was the business analysis stream is embedded in the 3 core specialization areas. Whilst a taught model of offering is followed, courseware that includes research methods – is also geared to prepare graduates for further advanced studies.

Sitting in Amsterdam (in Schiphol) Airport on that Thursday noon (17 March 2016), awaiting to con... more Sitting in Amsterdam (in Schiphol) Airport on that Thursday noon (17 March 2016), awaiting to connect to South Africa via Dubai – you wouldn't have guessed what was going through my mind. After shifting my thoughts from the workshop I had just concluded in Leiden, I stumbled across electronic notes on workplace related challenges whose resolution I had helped facilitate. I had enough time to observe strange patterns in these episodes, and to draw inferences from literature and on my own life experiences. In this process, the complexity in psychological dynamics of interpersonal relations in workplaces became more apparent. Though 30% of workplace disagreements are routine and sometimes necessary, sadly, the majority tend to be idiotic and destructive. The reality is that idiotic challenges often catch you off-guard, making it difficult to cope. As you would imagine, those unwelcome sexual advances by the immediate boss (who happens to be connected to people in high places) may be idiotic, but also psychologically draining for a female junior employee who reports to him. Generally, a career journey can be a long and hard road, with idiots gunning for your blood along the way. Knowing that you are not the first or last, and that many before you had overcome the most ferocious idiocy, would help you cope. The point is, idiots at work can turn your 40 hour (or more) a week into hell, unless you learn how to deal with them. This paper draws on a survey on workplace disputes, related literature and insight from experts in industrial psychology – to unpack the reality and effective ways on how to deal with idiots at work.

Nhlanhla W.B. Mlitwa, PhD

Reviewer comments:

Nhlanhla W.B. Mlitwa
Mphil (Stell); MA (Stell); TRPM (Wits); PhD (UCT).

Keywords:
ACTAD, UniZulu, Pedagogy, Computer Assisted Learning, IT Innovations, IT Integration

Key Terms:
Structuration Theory, information-centric learner, m-Learning, m-Learning Readiness, IT & Pedagogy, Quality Learning, Computer Assisted Learning, IT Integration, UniZulu

Keywords: ACTAD, UniZulu, Pedagogy, Computer Assisted Learning, IT Innovations, IT Integration

The software sector and ultimately, the skills component in this discipline is central to economi... more The software sector and ultimately, the skills component in this discipline is central to economic growth, in a number of ways. This paper reports on a study into the software Engineering (SE) skills development collaborative initiative between the Cape Peninsula University of Technology (CPUT), the Local Government of the Western Cape and the local software development industry – in the form of an internship programme. The provincial government of the Western Cape together with the industrial Sector and tertiary Institutions are taking collaborative efforts to develop relevant SE skills through structured curricula with a balance between theory and practice through internship programs. Despite the nobility of this effort at face value, it became unclear whether this joint efforts, was achieving intended outcomes.
For this purpose, an exploratory study was conducted at a Master Degree level to understand the content and structure of this initiative, the roles and objectives of the central stakeholders, as well as the impact and effectiveness of the internship collaborative initiative in the region. Therefore, an interpretive approach – using the qualitative research methods was adopted to conduct this exploratory investigation. In this process, a purposive sampling technique was used to select participants among employers from chosen companies in Cape Town, South Africa. The main question was “What is the efficacy of the internship component of the SE sector in the Western Cape?” For analytical purposes, this question was divided into the five themes (areas of investigation): Status & Magnitude of SE Skills Shortage in WC, Goal/ objective of internship programs, Structure of internship programs (insight), Curricula issues (balance of theory & practice), to the Progress: success and failure aspects of internship programs. The Actor Network Theory (ANT) was adopted and used as an analytical framework for the phenomenon of study, and for the contextualisation of the findings.
The findings confirmed a severe shortage of skills in the Software Engineering (SE) sector in the Western Cape. It seems companies have lost on a number projects because of the lack of skilled personnel, a trend which has seen an increase in the rate of skills outsourcing as an alternative. However, most companies are employing inexperienced graduates, with a huge gap in terms of expected skills and what the graduates can offer. The findings also reflect a gap between the expectations of universities and those of the industry. Companies are moving at the pace in which technology innovates, whereas universities are moving at a syllabus pace. As a recommendation then, communication line between universities and SE industry should be enhanced. Even if universities do not want to be dictated by the industry, technology innovations should be allowed to set the pace. Companies should be consulted by universities when syllabuses are prepared. This may help to forge consensus, and help to close the skills gap that currently exists when interns join the field of operation. This was, tertiary institutions can also review and change their syllabus at the right time, focusing more on what is required in the field of operation. Informative seminars for students are also encouraged. Students should be encouraged to join memberships of such valuable groups. This will also facilitate networking and help update graduates on newly emerging technologies and trends currently in use in the SE industries. Although outsourcing is helping a number of companies, the problem of not having resources onsite will disadvantage interns that needs direct mentor. Getting dedicated resources that will work with the graduates directly rather than use the graduates for other tasks is also encouraged.

As one of the groundbreaking innovations in the field of Information Technology (IT), cloud compu... more As one of the groundbreaking innovations in the field of Information Technology (IT), cloud computing offers a value adding alternative to conventional information handling, storage and exchanges. It can simplify the management of remote, mission critical and complex projects at modest costs. Project Management (PM) on the other hand, is defined as the application of tools and techniques to direct the use of diverse resources toward the accomplishment of a task within time, cost and quality constraints. Information Technology, and cloud computing in particular, has an enabling tool, resource a major enabler of efficiencies and a facilitator of the PM practice. The problem however, is that it was unclear whether this innovation was understood and maximally exploited by the PM community of practice in South Africa. This paper presents an exploration into the potential of cloud computing in management disciplines, and to understand its adoption in PM, to advance the practical objectives of this management practice. The qualitative techniques under the interpretive approach were used to conduct the investigation. In essence, 8 respondents consisting of 2 academic experts-1 from the Cape Peninsula University of Technology (CPUT) and another one from the University of Cape Town (UCT), 4 technology literate project managers and 2 client service providers of cloud computing were selected from 3 financial organizations and 1 official from an engineering firm in Cape Town. The idea behind this combination was to gain academic insight on the relevance of cloud computing in PM, and to compare it with the practical needs and practices of the work place. In this quest, the Structuration Theory (ST) was used as an analytical framework within the content analysis technique to contextualize and to analyze data. The academics according to the findings, see cloud computing as a value adding innovation – mainly to facilitate information sharing and storage and exchange. However, they were skeptical about its relevance in facilitating management operations. On the other hand, findings show an acceptable level of awareness of cloud computing in the private sector, albeit, with some negative perceptions that may threaten the adoption of cloud computing in PM. Further, standards also seemed to be compromised by cynics in the discipline. Nevertheless, positive developments are that the project failure rate is on the decline, which is further enhanced by the adoption of new innovative technological tools and systems. Rigid organizational norms also re-enforce resistance to change. It is, thus, recommended for project managers to review cloud-computing benefits in accordance with their requirements. In conclusion then, resources have not only proved to be a significant matter in PM, but also instrumental in advancing PM efficiencies, leading to improved PM successes. Therefore, the executive managers and project managers should keep themselves informed and be open to changes that can advance the organizational course.

This paper proposes a practical research framework based on activity theory as a lens to research... more This paper proposes a practical research framework based on activity theory as a lens to research the adoption of learning management systems in tertiary education institutions.
Following the identification of the interpretivist paradigm as an appropriate research approach, approaches such structuration theory, actor network theory, or activity theory are briefly considered. The paper then argues that activity theory is a natural fit and it was used but reconceptualized for the context of an academic learning environment to propose an analytical research framework for LMS. In particular, e-Learning can be analysed as a teaching-learning work activity with an objective, mediators, actors, actions, mediator tensions, work activity as a transformation, and the activity outcomes.The paper posits teaching and learning through an LMS as an activity object; sees rules, pedagogy, nature of tasks and social contexts as mediators for the e-learning activity; institution, educators & learners as actor; work activity as transformation and quality learning as activity outcomes.

This paper proposes a practical research framework based on activity theory as a lens to research... more This paper proposes a practical research framework based on activity theory as a lens to research the adoption of learning management systems in tertiary education institutions.
Following the identification of the interpretivist paradigm as an appropriate research approach, approaches such structuration theory, actor network theory, or activity theory are briefly
considered. The paper then argues that activity theory is a natural fit and it was used but reconceptualized for the context of an academic learning environment to propose an analytical
research framework for LMS. In particular, e-Learning can be analysed as a teaching-learning work activity with an objective, mediators, actors, actions, mediator tensions, work activity as a
transformation, and the activity outcomes.The paper posits teaching and learning through an LMS as an activity object; sees rules, pedagogy, nature of tasks and social contexts as mediators for the e-learning activity; institution, educators & learners as actor; work activity as transformation and quality learning as activity outcomes.

There is a growing body of literature to argue that technology enhances teaching and learning pro... more There is a growing body of literature to argue that technology enhances teaching and learning process in higher education. In support of this model of thinking is an increased adoption of teaching and learning technology such as e-Learning and the learning management systems (LMSs) among higher education institutions. The ever growing trend of technology adoption however, is paralleled by a lack of clarity on conceptions of relationships between ICT and learning processes in academia. As a result, it is difficult to understand motivations for, and to make sense of ICT adoption patterns within and between higher education institutions. The patterns of the growing trend of technology between and within higher education institutions are also incoherent and inconsistent, and in the midst of the existing conceptual stampede – it is difficult to explain emerging patterns. This paper explores a possible framework that can enhance the analysis of objective (goal)-directed application of technologies in a teaching and learning environment, and implications thereof. The work of Miettinen, of Rajkumar, and as well as Miettinen and Hasu encourages the consideration of an Activity Theory (AT) for this purpose. Three case studies are drawn from technology usability studies, and put into the AT analytical framework. Attempts to apply an Activity Theory (AT) into this analysis are handicapped by its bias towards the instrumentalist view of technology as a neutral tool. Both an AT and ANT subscribe to the contextual embedded nature of technology but differ on implications and the status of technology in a socio-technical process. The ANT supports the critical view of technology as value-laden, thus encouraging the critical engagement with a technology in social environments. Its symmetrical assumptions however, limit its scope in accounting for differences between human cognitive capabilities and the non-cognitive nature of artefacts. The verdict therefore, is that the learning management systems should be conceptualized and treated as socio-technical networks. This will enable coherent engagements between humans, artefacts, tools, rules, communities, and resultant learning processes in the network. In turn, it will contribute to the realization of intended benefits of e-Learning -- within varying contexts in which it is engaged. An AT and ANT should supplement each other. Technical artefacts do not need to be relegated into neutrality, or afforded a symmetrical status with human actors. In closing, the paper recommends additional studies towards an AT and ANT framework of contextualising e-learning and LMSs.