Mzumbe University Repository :: Browsing by Author "Tossy, Titus"

Browsing by Author "Tossy, Titus"

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A comparative evaluation of e-learning adoption in private and public higher education institutions: A Tanzania survey
(IGI Global, 2017) Mwamahusi, Mpe Paulo; Tossy, Titus
This paper examines e-learning adoption in Higher Education Institutions (HEIs). The paper examines whether there is a difference between the Private and public HEIs e-learning adoption. The rationale for the examination stands from the fact that scholars are of option that there is different between private and public HEIs e-learning adoption. From an empirical survey conducted in Tanzania, this paper evaluates both staffs and students on the current situations, factors affecting, similarities and differences of e-learning adoption between private and public HEIs. The research reveals that, despite of the government efforts to support e-learning initiative by introducing national ICT polices to boost the level of adoption; very few private HEIs have adopted e-learning compared to public HEIs. The limited initial investment, lack of expertize, lack of guaranteed electrical power, poor strategic change management plans, and lack of innovative ideas are the barriers to e-learning adoption.
A set of principles for doing and evaluating classic grounded theory research in information systems
(IGI Global, 2017) Lowe, Andy; Tossy, Titus
Grounded Theory (GT) is a latent pattern recognition research method discovered by Glaser and Strauss (1967). Due to GTs power and transcendence many research papers across several academic disciplines including Information Systems claimed to have used GT when in fact they have used pseudo GT methods. It is argued in this paper that any other research method which adopts the GT label without following orthodoxy of the authentic GT research method should not be called GT. All of the pseudo GT methods make the false assumption that GT is a sub set of Qualitative Data Analysis. This is a false assumption because authentic GT can use either quantitative or qualitative data and it is a general research methodology and produces empirically grounded but modifiable propositions. Within the Information Systems (IS) research community it is therefore not surprising that many, who claim to use GT, have used different types of pseudo GT. They have adopted vocabulary of the GT without following its original tenets. This paper explains how authentic GT can be carried out in an information systems context by trusting in emergence rather than forcing the data.
An integrated model for measuring the impacts of e-learning on students’ achievement in developing countries
(Open Campus, The University of the West Indies, West Indies, 2017) Kisanjara, Simeo; Tossy, Titus; Sife, Alfred; Msanjila, Simon
Information and Communication Technologies have influenced the landscape of education sector by changing the way various education activities are being conducted. From the perspectives of Tanzania, this paper provides an integrated model for measuring the impact of e-learning on students’ achievements in universities. A Mixed method research methodology involving survey questionnaires and interviews was employed in the collection of quantitative and qualitative data respectively for building the integrated model. Confirmatory factor analysis was used to evaluate the construct validity and internal reliability. Multiple regressions technique was used to analyse the hypothesised relationships conceptualised in the research model. The model was built and validated using structural equation modeling and Delphi technique respectively. Indicators such as student engagement, student cognitive, performance expectancy, students’ control, student satisfaction, continue using, student enjoyment, students’ self-esteem, students’ confidence on e-learning system have positive significance relationship with students’ achievement. The integrated model has the potential to policy makers, universities and other stakeholder to understand the impacts of e-learning after implementation in order to justify the total investment based on that technology. The novelty of this research lies in the extension of the findings in literature with new integrated variables including frequency use and intention to use e-learning.
Collaborating partnerships: A project-based legitimizing strategy amongst east african e-learning providers
(IGI Global, 2017) Tossy, Titus; Brown, Irwin
This chapter examines the phenomenon of e-learning in East Africa. The classic grounded theory methodology was used to carry out the study. Through multiple encounters with 24 e-learning providers, the investigation revealed legitimizing of e-learning projects to be a significant issue for these providers. Developing collaborating partnerships was a key strategy used by the providers to legitimize e-learning projects. The study identified two types of collaborating partnerships: Asymmetrical and Reciprocal. These findings are positioned within literature to highlight the contribution that this paper makes to the discourse on e-learning projects in developing countries.
Collaborating partnerships: A project-based legitimizing strategy amongst East African E-Learning providers
(IGI Global, 2017) Tossy, Titus; Brown, Irwin
This chapter examines the phenomenon of e-learning in East Africa. The classic grounded theory methodology was used to carry out the study. Through multiple encounters with 24 e-learning providers, the investigation revealed legitimizing of e-learning projects to be a significant issue for these providers. Developing collaborating partnerships was a key strategy used by the providers to legitimize e-learning projects. The study identified two types of collaborating partnerships: Asymmetrical and Reciprocal. These findings are positioned within literature to highlight the contribution that this paper makes to the discourse on e-learning projects in developing countries.
Creating new actors and partnerships: Case of Tanzania
(Aalborg University, 2017) Turcan, Romeo V.; Kwayu, Aikande; Tossy, Titus; Fraser, Norman; Nandonde, Felix
The purpose of this working paper is to highlight issues and challenges of starting up new sectors in emerging economies and of identifying and channeling appropriate support from development organizations. Although being addressed within the context of Tanzania, these issues and challenges are generic and ubiquitous throughout emerging economies and troublesome for development organizations. Hence another aim is to share these with a wider audience and stimulate a discussion among researchers, policy makers and support providers. The paper is an excerpt from a project application developed by a University from Denmark in cooperation with academic and business partners from Tanzania and submitted for funding to a development organization.
Cultivating recognition: a classic Grounded Theory of E-Learning providers working in East Africa
(University of Cape Town, 2012) Tossy, Titus
The purpose of this thesis is to identify and examine the main concern amongst e-learning providers tasked with e-learning activities (design, delivery, implementation, etc.) in East Africa, including Tanzania, Kenya and Uganda. In this study the Classic Grounded Theory research methodology was used in order to identify the main concern of e-learning providers in these countries. In the course of repeated encounters with e-learning providers, this study found the concept of “Cultivating Recognition” to emerge as the main concern or core variable amongst these e-learning providers. The core variable within the Classic Grounded Theory research method is the main entity that accounts for most of the variation in the data. The e-learning providers were shown to be continually striving to resolve the issue of how to cultivate recognition from those who sponsor and monitor the projects with which they are tasked. Without proper recognition from their various stakeholders, the e-learning providers were unable to successfully deliver e-learning programs to the targeted learners. The research discovered that there were two key sub-core variables that enabled the "Cultivation of Recognition": "Legitimizing" and "Credentializing". The process of "Legitimizing" involves convincing the e-learning stakeholders that the e-learning programs and projects will be delivered in a timely, valid and sustainable manner. "Credentializing” aims to enhance the stakeholders' belief in the e-learning provider’s competence prior to the start of the e-learning project, given that sponsors and stakeholders would be unwilling to commission a project if they believe an e-learning professionals ability to deliver in terms of both financial and operational quality parameters is in question. In addition to the findings, two main implications emerged from the research. Firstly, for those working within the context of e-learning delivery within East African countries, it is not sufficient for e-learning providers simply to possess or demonstrate a high level of technical competence. They need also to be trained and mentored in how to cultivate the recognition of potential stakeholders before they canvas for e-learning projects. Secondly the possibility exists for career academics in any discipline to enhance their own research funding prospects by mastering the process of Cultivating Recognition.
Cultivating recognition: a classic grounded theory of e-learning providers working in East Africa
(IGI Global, 2017) Tossy, Titus; Brown, Irwin
The E-learning provision in East Africa including Tanzania, Kenya and Uganda is rapid gaining its way. E-learning providers are all groups tasked with e-learning activities including design, delivery, implementation and others. The e-learning providers are surrounded by issues and challenges (main concerns). The purposed of this study was to identify and examine the main concern amongst e-learning providers in East Africa (Tanzania, Kenya and Uganda). In this study the Classic Grounded Theory Research Methodology was used in order to identify the main concern of e-learning providers. In the course of repeated encounters with e-learning providers, this study found the concept of Cultivating Recognition to emerge as the main concern or core variable amongst these e-learning providers. The core variable within the Classic Grounded Theory research methodology is the main entity that accounts for most of the variation in the data. The core variable of the theory, the basic social psychological process of Cultivating Recognition is characterized by Legitimizing and Credentializing. The process of legitimizing involves convincing the e-learning stakeholders that the e-learning programs and projects will be delivered in a timely, valid and sustainable manner. Legitimizing process is achieved through Collaborating (reciprocal and asymmetric), Referral Networking and Strategic alliancing. Credentializing aims to enhance the stakeholders' belief in the e-learning providers' competence prior to the provision of the e-learning programs and projects. While Credentializing is achieved through Endorsementizing, Result Orienting and Prioritizing Duties, Result Orienting itself is achieved through Visualizing, Professionalizing, Focalizing and Role Delineating. This study will help e-learning providers and other groups to cultivate recognition and pave a way for their success in implementation of e-learning.
Doing classic grounded theory methodology in information systems research: how to create and sustain transparency?
(International Journal of Computing & ICT Research, 2014) Tossy, Titus
Information Systems(IS) field is fast growing. There is increase application of Classic Grounded theory (CGT) methodology in the Information Systems (ISs) studies. However, "how to create and sustain transparency when using Classic Grounded theory in studies is still answered." The Classic Grounded Theory [CGT] research method reveals latent patterns of human behaviour. It is a general research methodology because it makes use of all kinds of data. Whether the data are qualitative or quantitative, CGT main objective is to discover a robust empirically derived hypothesis or core variable. The core variable articulates the main concern of the respondents. It is so called because the core variable is able to explain most of the variation in the data. The particular feature of the CGT research method is that it is transcendent of both time and place. This is because CGT delivers a conceptual explanation rather than a low level descriptive context based narrative. As the number of IS researchers using CGT increases so does the likelihood for more confusion regarding the legitimate criteria for its evaluation. To contribute towards eliminating the confusion, this paper investigates how to create and sustain transparency in IS research when using the Classic Grounded Theory research method. This will, hopefully, enable IS researchers, supervisors and respective institutions to make more informed decisions on how to evaluate research, which has used the CGT research methodology.
Doing classic grounded theory research in information systems: trust in emergence
(IGI Global, 2017) Tossy, Titus; Brown, Irwin; Lowe, Andy
Grounded Theory (GT) is a latent pattern recognition research method that was developed by Barney Glaser and Anselm Strauss (1967). GT, which can use either quantitative or qualitative data, is a general research methodology and it produces empirically grounded but modifiable theory. Since the development of GT in 1967, some researchers have attempted to modify the original GT method, and remodelled GT approaches have been widely used in Information Systems (IS) research, often with unfortunate results due to disregard of the basic rules of the original GT. The continued use of remodelled GT methods has caused confusion and has prevented those in the IS research community from stimulating the development of new theory, which is the main benefit of using GT as it was originally outlined. Following publication of the original grounded theory by Glaser and Strauss (1967), Glaser (1978) went on to explain in detail how to operationalize the GT method. Despite this, some researchers mistakenly continued to classify GT as a subset of the qualitative data analysis research methodology. In doing so, they reveal that they have misunderstood both the purpose of GT and how to use it correctly. In this paper the author will concentrate on the authentic approach to GT, which is termed “Classic Ground Theory” (CGT), so as to differentiate it from any misconceived remodelled version of the theory. This paper explains how CGT can be carried out in an IS context by trusting in the emergence from the data of the required information, rather than forcing it.
E-learning uptake among academicians and students in Tanzanian universities
(International Online Journal of Education and Teaching (IOJET), 2019) Kisanjara, Simeo; Tossy, Titus; Sife, Alfred; Msanjila, Simon
The purpose of this study was to ascertain the extent of current e-learning uptake in Tanzanian universities. The quantitative approach involving survey design was adopted in the collection of data. Data were collected through a questionnaire survey of 400 respondents, with a rate of return 85.5%. The average reliability of variables 0.949 was determined using Cronbach's Alpha. Fuzzy Logic model and t-test were adopted for data analysis. The findings revealed that the average extent of current e-learning uptake among students and academicians were less than half of threshold amounting to 50% (i.e. level of awareness was 16%, availability was 20.6%, accessibility was 17%, attitude was 15% as variables used). There was no statistically significant difference in e-learning uptake among students and academicians as the value of p > 0.05. The findings of this study established a base ground and guidelines to inform the e-learning stakeholders and policymakers to find and establish suitable policy as well as mechanism to adopt and encourage sustainable use of e-learning systems for life-long teaching and learning. The originality of this study is based on the addition of new variables and methodologies employed as empirical evidence based on the extent of e-learning uptake in Tanzanian universities.
Evolutionary collaborative partnership model (ECPM): The East African elearning provider's project-based legitimization strategy
(International Journal of Computing and ICT Research, 2014) Tossy, Titus
The paper examines the lack of legitimacy of e-learning projects including academic certificates through online distance programs. The paper analyses whether the lack of legitimacy that exist among e-learning projects can be eradicated through a sound proposed strategy. The rationale of this study is based on the fact that most scholars claim that various e-learning projects and programs lack legitimization, and the literature related to legitimization issues is limited. From the perspective of e-learning providers working in East Africa, this paper used Classic Grounded Theory. The study developed an Evolutionary Collaborative Partnership Model (ECPM). For legitimization to be achieved, the study revealed that three processes needed to be followed: the identifying and acquiring of collaborating partners, referral networking and strategic alliances. The study identified two types of collaborating partnerships: asymmetrical and reciprocal collaborating . The study discovered five stages in an incremental sequential process in the evolutionary e-learning collaborative partnership model including identification of key drivers, problem setting, direction setting, structuring and outcomes.
Information technology integration for socio-economic development
(IGI Global, 2016) Tossy, Titus
As the developed world continues to become more digitized, lesser developed areas are starting to see more technological advancements being integrated into their society. These advancements are creating opportunities to improve both the economy and the lives of people within these areas. Information Technology Integration for Socio-Economic Development features theoretical concepts and best practices in the implementation of new technologies within developing areas around the world. Highlighting empirical research on the application of information technologies to bridge the digital divide within different countries, the book is ideally suited for technology developers, managers, and policy makers.
Investigating factors influencing the adoption and use of Free and Open Source Software (FOSS) in Tanzanian higher learning institutions: towards an Individual-Technology-Organizational-Environmental (ITOE) framework
(International Journal of Research in Business and Technology, 2014) Kisanjara, Simeo; Tossy, Titus
This paper is located within the global debates about adoption and use of Free and Open Source Software (FOSS) in developing countries. From the Tanzanian Higher Learning Institutions (HLIs), this paper investigates factors influencing the adoption and use of the FOSS. The rationale for the investigation stems from the notion that Tanzanian HLIs is yet to fully adopt and use FOSS, despite huge investments and efforts being made on ground. This is facilitated by the lack of clear FOSS adoption and use framework. The source of this data was a questionnaire which comprised of structured questions, using a five-point Likert Scale. The population sample for the study was all HLIs stakeholders in Tanzania. Participants included both public and private HLIs. The positive factors include autonomy for code modifications, IT staffs and decision makers, organization awareness, trustworthiness of FOSS, licensing and scalability, collaboration and knowledge sharing, collaboration on international ICT, organization policy and good social economic policy. The negative influences that emerged included, Lack of proper plan, low confidence, lack of expertise, unfit for purpose, difficult to implement, lack of supporting software. Furthermore, this paper motivates other researchers to analyze why the adoption and use of Free and Open source software is still low to higher learning Institutions in East Africa even though their potential benefits that have been advocated in many previous studies. Finally, the paper has proposed Individual-Technological-Organizational- Environmental (ITOE) framework for adoption and use of FOSS.
Major challenges and constraint of integrating health information systems in african countries: a Namibian experience
(International Journal of Information and Communication Technology, 2014) Tossy, Titus
This paper is located within the global debates about integrated Health Information Systems (HIS) in developing countries. From a Namibian experience, this paper examines the major challenges and constrains facing the integration of HIS. The rationale for the examination stems from the notion that the Namibia healthcare is yet to integrate the HIS, despite huge investments and efforts being made on ground. Based on own experience and backed up by a literature review, semi-structured interviews, and participant observation, major challenges and constraint in the integration of HIS and possible solutions are presented and structured. Finally the paper proposes measures within the HIS in the form of annual health provider’s workshop that could be implemented in order to share the experiences and lesson learned.
Measuring the impacts of e-learning on students’ achievement in learning process: an experience from Tanzanian public universities
(International Journal of Engineering and Applied Computer Science, 2017) Tossy, Titus
This paper is located within the 21st century global debates about the impact of e-learning as one of the ICT on students’ achievements in teaching and learning process in universities. From the perspectives of Tanzania, this paper provides a model for measuring the impact of e-learning on students’ achievements in universities. The rationale for the investigation stems from the notion that despite the hundreds impact studies, the impacts of e-learning on student’s achievements remain difficult to measure and open too much reasonable debate. This raised contradiction and elusive findings on the conclusion based on the impacts of e-learning systems on student’s achievement. A Mixed method research methodology involving survey and interviews was employed in the collection of data for building the model. Multiple regressions technique was used to analyze the hypothesized relationships conceptualized in the research model. The model was built and validated using structural equation modeling and Delphi technique respectively. Measuring e-learning impact on student’s achievements, indicators such as student engagement, student cognitive, performance expectancy, student control, student satisfaction, continue using, student motivation, student self-esteem, student confidence on e-learning system have positive significance relationship with students’ achievement. The model has the potential to policy makers, universities and other stakeholder to understand the impacts of e-learning after implementation in order to justify the total investment based on that technology. The novelty of this research lies in the extension of the findings in literature with constructs such as frequency use and intention to use e-learning in learning context.
Modelling the adoption of mobile payment system for paying examination fees in Tanzanian major cities.
(International Journal of Computing & ICT Research, 2014) Tossy, Titus
This paper examines the different factors affecting the intention to use the mobile payment systems for examination fee payment in the National Examination Council of Tanzania (NECTA). Using Structural Equation modelling technique from a Tanzanian major cities perspective, the paper examines whether the mobile payment systems technology acceptance level is affected by the factors affecting the intention to use. The rationale for the investigation stems from the fact that while more than 61% of Tanzanians own or have access to mobile phones and the mobile usage in major cities increases, there is decrease of NECTA candidates who opt mobile examination fee payment method. The paper attempts to model the individual intention to use mobile payment systems for paying examination fees in Tanzania major cities. It concludes that the factors that had significant impact on the individual intention to use mobile payment systems, performance expectance, social influences and trust is necessary.
Modelling the adoption of mobile payment system for primary and secondary school student examination fees in developing countries: Tanzanian experience
(International Journal of Information Technology and Business Management, 2014) Tossy, Titus
This paper examines the Use of Mobile Phones for Examination Fees Payment among Primary and Secondary School Students. The paper analyses whether there are factors affecting the use of mobile payment systems for examination fee payment. The rationale of this study is based on the fact that most scholars claim that while number of mobile phones ownership, access and usage in primary and secondary school student’s increases, there is decrease of who opt mobile examination fee payment method. From the perspective of primary and secondary school exam candidates in Tanzania, this paper used Structural Equation modelling technique to examine whether the mobile payment systems technology acceptance level is affected by factors affecting the mobile phone uses. The study identified three significant factors: performance expectancy, social influences and trust.

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