Cultivating recognition: a classic Grounded Theory of E-Learning providers working in East Africa
| dc.contributor.author | Tossy, Titus | |
| dc.date.accessioned | 2024-03-27T08:01:58Z | |
| dc.date.available | 2024-03-27T08:01:58Z | |
| dc.date.issued | 2012 | |
| dc.description | Thesis presented for the Degree of Doctor of Philosophy in the Department of Information Systems at the Faculty of Commerce University of Cape Town | |
| dc.description.abstract | 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. | |
| dc.description.sponsorship | University of Cape Town | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/506 | |
| dc.language.iso | en | |
| dc.publisher | University of Cape Town | |
| dc.subject | Information and Communication Technologies | |
| dc.subject | E-learning | |
| dc.subject | Classic Grounded Theory | |
| dc.title | Cultivating recognition: a classic Grounded Theory of E-Learning providers working in East Africa | |
| dc.type | Thesis |