Computing Science Studies

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A closer look on conceptual modeling of trust to develop trustman system
(International Journal of Computer Science, 2011) Msanjila, Simon Samwel
Designing comprehensive trust models and mechanisms to address challenges related to mediating business oriented collaboration among organizations has become a fundamental focus of research on trust and particularly those focused on organizational Trust Management (TrustMan) Systems. Despite recent achievements from research addressing the modeling of trust, there are still insufficient generic and customizable models, mechanisms and tools to support emerging requirements on inter-organizational trust analysis. Most available model solutions supporting trust analysis are limited to: a specific application case (e.g. multi-agent systems), known actors (organizations or individuals), or domain of study (e.g. health domain). These solutions are also limited to some specific set of trust criteria applied to their development such as a small set of trust criteria for analysis of rational trust in organization. In this article we advocate that a large number of elements must be properly specified and modeled to comprehensively cover the trust objectives of organizations towards developing a supportive TrustMan system. This article analyzes and proposes three specific modeling formalisms that best represent trust relationships among organizations and presents some examples for those formalisms. It also analyzes classes of models of inter-organizational trust, namely: hard models, soft models and semi-soft models.
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 Decision supporting algorithm for improving sunflower production amidst changing weather in the singida region, Tanzania
(East African Journal of Science, Technology and Innovation, 2024) Kisanjara, Simeo; Matimbwa, Hadija
Recent drastic weather shifts driven by global warming have adversely affected African agriculture, culminating in low crop yields. The purpose of this study is to design decision support algorithms (DSA) that will aid sunflower farmers in the Singida Region in managing the risks associated with weather variations and consequently improve crop yields. A total of 80 respondents, including meteorologists, agricultural extension officers (AEOs), and farmers with feature and smart phones, contributed to the study's designedand empirical validation of the algorithm. The study designed and validated the DSA that assist sunflower growers in the Singida region in making informed decisions to improve productivity amidst adverse weather changes. As revealed, farmerswho use both smartphones and feature phones are extremely satisfied with the DSA functions. The decision support algorithm designedin this study integrates smart and feature phone elements that were overlooked in comparable, prior systems and algorithms.Farmers that grow other crops that behave similarly to sunflower in areas with characteristicscomparable to the Singida region will find the study's designedand validated algorithm helpful. In order to assist sunflower farmers in making decisions, theDSA interprets and processes data on a predetermined set of daily activities. In order to advance the use of ICT applications in farming activities, the study's findings took into consideration farmers who used feature phones with SMS-based notifications and those who used smartphones. The existing systems mostly concentrated on integrating web-based systems through mobile phones, which is dependent only on internet connectivity being available. Moreover, the use of web-based systems via mobile phones only results in restricted coverage and is out of reach for many farmers. Thus, the innovative element that emphasizes the study's contribution to the field in Tanzania's rural areas is the integration of feature and smart phone.IntroductionAgricultural production in Africa is significantly impacted by adverse weather shifts owing to variability (Stevanovi’c et al.,2016). The continent’svulnerability is attributable to severalchallenges, including extreme poverty, limitedemployment opportunities, and a lack of Keywords:ICTs; Decision Support Algorithm; Smart-feature phone; weather changes; Agriculture;Sunflower Productivity Cite as,Kisanjara and Matimbwa,(2024). A Decision supporting algorithm for improving sunflower production amidst changing weather in the singidaregion, Tanzania.East African Journal of Science, Technology and Innovation 5(2).Received: 02/01/24Accepted: 05/03/24Published: 28/03/24EISSN: 2707-0425
A framework for Online Resources and E-Learning Implementation (OREI) in Tanzania Secondary Schools
(Nelson Mandela African Institution of Science and Technology, 2016) Kihoza, Patrick D.
The generic model of an education system is formed by pedagogy, social interaction, and technological components. Current generation is born into a digital world, distinguished from other generations by the presence of sophisticated media, World Wide Web, mobile devices, and the multitasking computer systems that enhance learning beyond the classroom walls. In recent years, the shortcomings on the traditional learning approaches have forced an increased demand for the use of digital educational resources that enhance effectiveness to the pre-existed approaches. However, deployment of Information and Communication Technologies (ICTs) in schools face internal and external challenges that are either related to lack of funding, lack of ICT implementation strategic plan, lack of experts’ involvement, lack of user’s competencies and or relevant infrastructures and technologies to be used. As a gap to this study, most of previous studies focused on the design of e-learning tools (software, mobile apps, and interactive systems). However, the lack of a framework that integrates efforts of all key players for the planning of ICT use in secondary education exists. In addition, ICT tools are dumped in schools where users have no skills and their readiness is not well determined. A solid approach for technology and infrastructure deployment in the education system is essential. This study introduced an integrated online resources and e-learning implementation (OREI) framework. In Tanzania, applying pedagogical ICT tools in secondary education is highly considered as a necessity. The need therefore for teachers’ professional development should be aligned to the overall education objectives and the opportunities of the pedagogical use of ICTs. In this study, a mixed research design used qualitative and quantitative approaches to collect data using questionnaires, interviews and document reviews from the MoEVT head office, Tanzania institute of education (TIE), Schools’ inspection eastern zone office, Morogoro Teachers Training College, Mzumbe University, four public Secondary Schools (Kilakala, Kipera, Mongola and Lupanga) from Morogoro region. This study found that, teachers are passionate to know and use ICTs but failed due to existing external limitations (e.g. accessibility to hardware and software) and internal limitations-(e.g. personal attitudes, skills and perceptions about a technology). Teachers’ education level could not determine their ICT use competency levels. Majorities are poorly prepared in ICT use and could fail to mix digital and non-digital technologies in classrooms when enabled. The challenges secondary schools face in relation to ICT use are complex and should not be resolved from single direction. The uses of ICTs have mostly focused on infrastructures and less on ICT associated learning opportunities. Among the worst practices have been dumping hardware in schools without relevant e-contents, adopting ICT-related models and practices of the developed nations hoping for them to work, lack of clearly defined ICT in education implementation plan and framework. Emerging from the reviewed literature and the empirical data, we introduced an innovative framework to support the process of planning, deployment, and monitoring and evaluation of the ICTs in education in Tanzania, which is a study case. The study identified seven components of the OREI framework namely: (1) government support, (2) ICT infrastructures, (3) technology deployment, (4) policies and guidelines, (5) training and recruitment, (6) stake holder’s involvement and (7) the monitoring and evaluation; followed by the design based approach which led to the initial framework design. ELearning application in developing countries could only be realized when the ICT in education policies, the education vision strategic plan and the implementation framework are well coordinated. This study presents key recommendations. The government should clearly define the model of technology use in secondary education. The strategic plan should state measurable achievements to avoid entering the worst ICT investment practices. There is a need for authoritative approach to the study of the degree of ICT in education integration that makes use of such indicators within developmental models of integration of ICT in education with considerations of local circumstances. Tanzania as a nation should define levels of ICT integration and break them into goal oriented phases. For the government to know whether one model of instructional materials is a better choice than another, it must know which students are being exposed to which instructional materials. In the perspective of ICT in education planning, designing and deployment it is necessary to bring ICT into a familiar educational framework as a tool equally to textbooks and in time allow and pro-actively encourage the government to intentionally budget for them equally. It is clear that a balance is required between providing offline digital content resources, online content and online content creation tools that allow teachers and students to create and share their own teaching and learning contents.
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.
A trust framework for agents’ interactions in collaborative logistics
(Springer International Publishing, 2017) Daudi, Morice; Hauge, Jannicke; Thoben, Klaus-Dieter
Trust is an essential factor for successful resource sharing in logistics. To build and sustain trust among collaborating partners in logistics requires, amongst others, conceptualizing on various aspects constituting underlying mistrusts. The conception is achieved by setting up a framework describing trust-based collaborative interactions of these partnering entities, referred to as agents. This research establishes a trust framework addressing agents’ trustworthy interactions and thus aims at overcoming a knowledge gap identified in the literature. The framework depicts trust-based interactions concentrating to sharing of vehicle capacities. The trust framework is conceived on a foundation of theoretical body of knowledge in the literature. It engages knowledge on collaborative networks, logistics and transportation, agent behavior as well as trust. This research contributes by identifying key agents together with their roles, characteristics, tasks, information exchange as well as perceptions; all of which linked to agent trust. The framework is reusable in many ways, including formal conception of models aspiring to empirically investigate trust amongst agents sharing logistics resources. It also provides more understanding to practitioners, especially on issues relating to compromising differences resulting from agent’s perspectives.
Adoption and use of Elearning in Tanzanian higher learning institutions: A structural equation model
(International Journal of Education & Development using Information & Communication Technology, 2023) Kisanjara, Simeo
Many higher learning Institutions (HLIs) in underdeveloped nations, especially in Tanzania, are not moving quickly enough to embrace eLearning. This study seeks to design a model for enhanced adoption and use of eLearning at Tanzanian higher learning Institutions. A quantitative cross-section survey design was used for data collection. Data were examined using SEM under AMOS software. The results showed that the level of eLearning adoption and use was significantly influenced by technological, user, pedagogical, social, and environmental factors. Based on this paper, policymakers and other stakeholders should embrace this model to give enough support for the adoption of eLearning and to enhance the performance in teaching and learning. To develop an appropriate, successful, effective, and long-lasting eLearning environment, decision makers can have a clear image of how to implement an appealing, conducive, and positive meaningful learning environment. As a result, the paper adds to the body of knowledge the factors (such as social, environmental, and human ones) that significantly affect the adoption of eLearning in Tanzania's HLIs. In addition, a model for the adoption and use of successful and improved eLearning in Tanzanian's HLIs and other countries with comparable features was developed and validated in the paper.
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.
Antecedents of continued usage intentions of web-based learning management system in Tanzania
(Education + Training, 2015) Komba Mercy; Tandi Luoga
Purpose – The purpose of this paper is to examine factors that predict students’ continued usage intention of web-based learning management systems (LMS) in Tanzania, with a specific focus on the School of Business of Mzumbe University. Specifically, the study investigated major predictors of actual usage and continued usage intentions of e-learning system, and challenges of using the e-learning system. Design/methodology/approach – Data were collected through a questionnaire survey of 300 third year undergraduate students, with a rate of return of 77 per cent. A total of 20 faculty members were also interviewed. The unified theory of acceptance and use of technology (UTAUT) was utilized in the study. Findings – The results show that actual usage was determined by self-efficacy, while continued usage intentions of web-based learning system was predicted by performance expectancy, effort expectancy, social influence, self-efficacy, and actual usage. Challenges for using web-based LMS were related to information and communications technology (ICT) infrastructure barrier, LMS user interface was not user friendly, weak ICT policies, management and technical support, limited skills, lack of awareness, resistance to change, and lack of time to prepare e-content and use the e-learning system. Practical implications – The study findings are useful to e-learning managers and university management to identify important factors and develop appropriate policies and strategies to encourage long-term usage of e-learning systems for future studies and lifelong learning. Originality/value – By using UTAUT in the context of continued usage intentions and the integration of an additional construct (“self-efficacy”), the extended UTAUT model fits very well in the web-based learning systems in Tanzania, in particular where such studies are scant. The findings can be used in other institutions with similar conditions in investigating the continued usage intentions of e-learning systems.
Behavioral factors influencing partner trust in logistics collaboration: a review
(Springer Berlin Heidelberg, 2016) Daudi, Morice; Hauge, Jannicke; Thoben, Klaus-Dieter
Logistics collaboration has emerged a prevalent strategy to mitigate challenge individuals and organizations encounter. A successful collaboration, however, depends on certain trustworthy behaviors partner exhibit. To that end, understanding aspects constituting behavioral uncertainty and mechanisms by which such aspects affect partner trust is a necessary. This necessity counts on emergent behavioral trust uncertainties, constituted by partner’s actions and interactions occurring during collaboration. While this is a necessary requirement, most of the studies in the literature lack to take into account the influence of behavioral uncertainty on collaboration and partner trust. To that effect, this paper uncovers outlined limitation by establishing behavioral factors influencing partner trust in operational stage of logistics collaboration. To accomplish this objective, a systematic literature review (SLR) is deployed to consolidate research domains of logistics, supply chain, collaboration, and trust. SLR proceeds by defining a review protocol, followed by a search process conducted in 5 databases using 20 search terms on articles published between 2001 and 2015 inclusively. Among findings this SLR has revealed are four behavioral factors and thirteen criteria proposed to affect partner trust. Additionally, these factors constitute success and measurable criteria needed for empirical investigation which may employ experimental and/or case-study methods. Moreover, synthesized factors extend further an understanding of behavioral trust in ad hoc collaborative networks, a large part of which being supported by networks of humans and computers.
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.
Contribution of farmers’ network to income poverty reduction: A case of Ludewa district
(Mzumbe University, 2017) Lupembe, Gervas Alfred
Farmers network (FN) have come to be seen as the basic fundamental solution and answers to income poverty reduction and food security in small - scale farmers in rural areas. On the basis of the available information on contribution of farmers' network in income poverty reduction, this dissertation presents the analysis of the extent to which farmers network groups alleviate income poverty to small- scale farmers who are poor in the wards and villages in Ludewa district. In this study, an exploratory research design was adopted, involving the administration of structured and unstructured interview tools for collecting data. A representative sample of 88 respondents were drawn from a sample frame of six selected villages. Purposive sampling was used to select FNs officials, leaders, and extension officers, while simple random sampling was used to select wards and villages. Data collected were statically analysed using Statistical Package for Social Science (SPSS) computer program version 6. Descriptive statistics such as mean, frequencies, and percentage were computed and research question was investigated. The findings have revealed that, farmer's network plays a significant role towards income poverty reduction in rural areas for 80%, helps in providing employment to many Tanzanians residing in countryside areas, improves living standards and improves income of the rural farmers. The study recommends that there is a need for the government through the ministry of agriculture, livestock and fisheries to formulate policies that will be favorable to rural farmers to enable them improve productivity and make sure that; the main option towards reducing income poverty to the rural farmer's network are successfully. Also further studies are proposed to acknowledge and encourage effort made by farmers in Tanzania. Agricultural policies should also focus on developing the agricultural sector by providing access to capital, market farm implements, extension services and markets.
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.
Development of a web-based information system for managing allocation of public primary school teachers in Tanzania
(Mzumbe University, 2017) Fidel, Nobert
A study was conducted to find out the imbalanced allocation of public primary school teachers in Ilala Municipal, Dar-es-salaam. A total of 5 primary school head teachers and 6 education officers from MoEVT, PORALG, and Ilala Municipal were purposefully selected for the study. Case study research design and qualitative method were employed. Data were collected through interviews and documentary reviews and were analyzed qualitatively using content analysis. The results of the study revealed that the allocation of public primary school teachers in Ilala Municipal does not consider Pupil-Teacher Ratio (PTR), gender, or disability. Usually, they allocate teachers based on the requirements of teachers for a particular school, and sometimes they consider criteria such as marriage and diseases (e.g., HIV) when allocating teachers. The results also showed that some schools have many pupils with large class sizes and few teachers, while other schools have few pupils with small class sizes and many teachers, which results in a higher Pupil-Teacher Ratio (PTR) in some schools and low in other schools. Based on the results found, a web-based information system for managing the allocation of public primary school teachers was designed and developed using prototyping methodology. The system was able to perform an automatic, balanced allocation of teachers to all schools when the names of new teachers were entered into the system. The allocation was based on criteria such as PTR, gender, disability, and school location (village-based schools or urban-based schools), hence removing the imbalanced allocation of primary school teachers that used to be done before. If this developed system is used effectively by PORALG who are responsible for teachers’ allocation, it will help them remove the imbalanced allocation of teachers in all schools, facilitating easy learning for pupils and enhancing their performance.
Diversity in employment of electric commercial vehicles in urban freight transport: A literature review
(Bremen: Bundesvereinigung Logistik (BVL), 2018) Wang, Molin; Thoben, Klaus-Dieter; Bernardo, Marcella; Daudi, Morice
Employment of Electric Commercial Vehicles (ECVs) constitutes measures to achieve sustainable Urban Freight Transport (UFT). Despite a critical need for ECVs, in industry, the market penetration of ECVs in UFT has remained relatively low. To increase such market penetration, one crucial issue to consider is to obtain a satisfactory match between characteristics of ECVs and requirements of UFT. However, matching diverse types of ECVs and various delivery tasks in UFT leads to many possibilities. The present paper refers to such possibilities as diversity and denotes them as ECV-UFT combinations. Potentials inherent in this diversity seem ignored by the majority of the literature. Therefore, the present paper explores the significance of studying such diversity for the market penetration. In particular, the paper identifies the primary areas of focus and the extent of the diversity already considered in the literature. To accomplish this identification, a Systematic Literature Review (SLR) is applied. The SLR follows a sequence of activities, including selecting sources and keywords, as well as classifying and summarizing results. Findings unveil that the literature has primarily focused on issues concerning the feasibility of ECVs, the adaptation of logistics and vehicle concepts, and support of stakeholders. Furthermore, little consideration of the diversity in the employment of ECVs in UFT is observed as a consequence accounting for the low market penetration. Finally, building on the diversity to increase market penetration, the paper proposes to extend ECV-UFT combinations in the outlined primary areas of focus as future research work.
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.

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