Research Publications (Accounting and Informatics)

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Re-thinking boundaries in the African LIS work place as a contribution to the attainment of the Millennium Development Goals: reflections from a South African study
(2008) Raju, Jayarani
Purpose - In the context of the historical influence of British and American trends on the African LIS context, the current knowledge society, as well as Africa’s challenges in terms of the Millennium Development Goals (MDGs), this paper reports on the work-in-progress in an aspect of a wider study currently being undertaken in South Africa. The aim in this aspect of the study is to interrogate how current technology trends are impacting on LIS work place qualification and competency requirements. The intention is to re-visit traditional boundaries and demarcations in the interest of the growth and development of African LIS workers who in turn may contribute to meeting the Millennium Development Goals in a number of creative and innovative ways. Design/methodology/approach - A qualitative research approach was employed, using semi-structured interviews to collect data from purposively selected managers and staff from a sample of academic, public and special library services in South Africa. Findings - The paper emphasizes the need for LIS in Africa, particularly in the context of the current knowledge-based society and the harsh realities facing African communities, to contribute to the attainment of the MDGs in Africa. In attempting to make this contribution, the paper recommends that the African LIS work place must not allow itself to be constrained by qualification and other work place boundaries that are legacies of the past, as evidenced in the limited study reported in this paper which demonstrates lessons of innovation as well as instances of restriction. Originality/value - The paper calls for a paradigm shift in terms of qualification and other work place boundaries in African LIS work environments so as to allow African LIS services to make a meaningful contribution towards the attainment of the MDGs. In doing this the paper also offers lessons for other developing parts of the world.
A careful blend of general and vocational education: is this still necessary in the education and training of the modern LIS professional?
(2006) Raju, Jayarani
In the context of a rapidly evolving discipline almost completely dominated by digital technology, this paper revisits the long-standing debate on the value of general education in higher education in which professional information and library science (ILS) education and training is located. In doing so it reviews the literature to draw out the dominant discourses on general education as well as refers to findings on the subject in a recent study of library and information services (LIS) employers, employees and ILS educators in South Africa. The purpose of the paper is to examine whether general education is still necessary for the modern information context. The paper concludes that general education is as essential as vocational preparation for the current LIS work environment. It recommends that the modern ILS curriculum must capture a careful blend of general and vocational education.
ILS: towards an alternative qualification model for information and libraries in the African context
(2007) Raju, Jayarani
It is important for Africa to blaze its own unique path in terms of developing ILS qualification models that would be realistic and relevant to the African context and, importantly, add value to African library and information services which have a crucial role to play in the growth and development of the continent. Towards this end, a research project is currently being undertaken in South Africa where, as part of the project, work environments in other disciplines such as journalism, health care and engineering are being empirically investigated and compared with LIS services in terms of job functions and higher education qualification types required to fulfill these job functions. The intention is to see if perhaps there are any innovations, lessons or best practices that the ILS profession can draw from these disciplines in terms of staff structures in LIS services, job functions of incumbents, and qualification requirements defining these structures and functions. The purpose of this paper is to report on some of the preliminary findings in an initial and novel comparison involving public, academic and special libraries, and engineering firms, newspaper houses and health care services in an African city. The findings, in the main, reveal that other disciplines seem to embrace vocational institutions, such as universities of technology, in the work place much more than the LIS work environment. The paper recommends that African models in ILS education and training should break the traditional alignment with western grown qualification models. It needs to draw lessons from work place practices in other disciplines and from innovative work place behavior within the ILS discipline evident in the preliminary findings presented in this paper, and more fully utilize qualification products from non traditional university institutions which often are the only tertiary level institutions many African school leavers are able to access. At the same time African ILS qualification models should afford articulation means that provide opportunities for further education and development of these individuals. In reporting these initial findings the paper also interrogates issues such as vocational higher education institutions like the emerging universities of technology and the value and role of their ILS qualifications in the African context vis á vis those of the traditional universities, the role and contribution of the ILS paraprofessional to African LIS services, and the issue of articulation between higher education qualification types and the relevance of this for ILS education in Africa.
Never the twain shall meet?: professional and para-professional LIS education and training in a changing information environment
(2003) Raju, Jayarani
This paper reports on aspects of a comparative study of first level library and/or information science (LIS) qualifications offered at South African universities and technikons. The study was conducted in 2002. The qualifications that were the focus of the study included: • the National Diploma: Library and Information Studies (ND: LIS); • the Bachelor of Technology: Library and Information Studies (B.Tech.(LIS)); • the Post-graduate Diploma in Library and/or Information Science; and • the Bachelor of Library and Information Science (B.Bibl.) or equivalent four-year university degree. The study surveyed the views of employers, past students and educators in the LIS field regarding these qualifications and their relevance to the LIS services work environment. It resulted in a number of conclusions some which included: • The study supports the view that general education as provided by a university bachelor’s degree distinguishes between professional and paraprofessional LIS education and training; • The study confirms that the university Post-graduate Diploma in Library and/or Information Science and the B.Bibl. (or equivalent four-year university degree) are established professional LIS qualifications in South Africa; • While the technikon national diploma is generally viewed as a paraprofessional qualification, LIS services employers are not using this qualification in its paraprofessional context with paraprofessional post designations and career progressions separate from designations for clerical staff; • The technikon B.Tech.(LIS) cannot be viewed as a professional LIS qualification as it lacks general education. Furthermore, it is a qualification in the hierarchy of paraprofessional LIS qualifications that runs parallel to the professional LIS career path and thus the B.Tech.(LIS) is not a step in the direction of LIS professionalism. It is part of an alternative career direction; • In view of the traditional purpose of technikon education and training vis-á-vis university education and training, limited general education and not extended general education is necessary in the technikon LIS curriculum. In the time allotted to me this morning, I hope to provide some of the empirical and/or philosophical bases for these conclusions. I hope to do this under the following heads: • General education; • Post-graduate Diploma and the B.Bibl. or equivalent four-year university degree; • National Diploma: Library and Information Studies (ND: LIS); • Bachelor of Technology: Library and Information Studies (B.Tech.(LIS)); • National Qualifications Framework; and • Traditional purpose of university and technikon education and training in South Africa.
First level library and/or information science education and training at South African universities and technikons: developments in specialisation
(2005) Raju, Jayarani
The literature of the early 1990s observed a general lack of differentiation and specialisation at the basic qualification level in library and/or information science education and training in South Africa. This paper draws from an empirical study on first level LIS qualifications at South African universities and technikons to examine developments in specialisation in LIS education and training. This is particularly relevant in the context of the government’s current drive toward rationalisation of the higher education sector. There seems to have been significant developments in South Africa since the early 1990s regarding specialisation in LIS education and training among the various universities and technikons offering LIS qualifications. It is recommended that LIS departments further develop this trend and also consider possible collaboration with other LIS departments especially on a regional basis, with a view to accommodating regionally based imperatives.
The historical evolution of university and technikon education and training in South Africa and its implications for articulation between the two types of higher educational institutions with particular reference to LIS education and training
(2006) Raju, Jayarani
The paper provides discussions on articulation between university and technikon LIS education and training in the context of: the historical evolution and traditional purposes of university and technikon education and training; major similarities and differences between university and technikon LIS education and training; and current changes in higher education in South Africa to effect a new ethos of transformation, equity and efficiency. In doing this the paper highlights issues that are critical to deliberations on the matter of articulation between LIS programmes at universities and technikons. This, the paper claims, is important because increasingly higher education institutions are faced with the articulation dilemma as students seek greater mobility within a transforming higher education sector.
From library science to information science to knowledge management: providing contexts for LIS research
(2009) Raju, Jayarani
Library and Information Science (LIS) has traditionally been regarded as a social science. Hence LIS research is largely concerned with analyzing, interpreting and understanding LIS related aspects of the social world. Therefore context becomes a significant factor in our research strategies.
LIS education and training in South Africa: a historical review
(2005) Raju, Jayarani
The article aims to provide a more complete historical review of LIS education and training in South Africa, particularly the involvement of technikons as well as how changes in the post-1990 era in South African society generally and in the higher education sector specifically, have impacted on LIS education and training.
Crafting a research paper
(2009) Raju, Jayarani
Since the inception of the Faculty of Accounting and Informatics about three years ago, we have made significant inroads in terms of registration, of faculty staff particularly, for research degrees. A university context, however, also demands publication of research particularly in scholarly journals. Research is regarded as being complete only when it is published. You should not allow your work to sit in the university library and bend the shelf over the years. Writing up your research and getting it published in academic and professional journals allows others the opportunity to see your work and enables them to engage with and challenge it. Hence you must insert your work, via publication, into the slipstream of scholarly debate. Writing for publication is no doubt an intimidating task. Have no illusions. It is not simple and straightforward, especially for the novice research writer. However, you can overcome feelings of vulnerability and lack of confidence by doing your research well and writing it up well so that it can stand up to public scrutiny. Hence the purpose of this presentation is to provide an overview of what is involved in crafting a research paper for publication in journals. While there are other forms of research publication, this presentation will focus on journal publication as this is the medium via which many of us, as academics and researchers, cut our teeth in research writing. Some of the areas this presentation will touch on include: Why the need to publish in journals? What can be published? What characteristics make a paper publishable? Understanding the journals market and Stages in getting a paper published.
Liberal arts and LIS paraprofessional education in the knowledge context : the cases of South Africa and Quebec, Canada
(2009) Raju, Jayarani; Jacobs, Christine
Liberal arts or general education provides students with knowledge, skills and values that enhance their ability to use their minds effectively and to participate in society with critical discretion. In many jurisdictions, however, paraprofessional education has not included any significant component of general education; programmes are, for the most part, focused on technical ‘know how’, despite increasing complexities in the roles of the library technicians brought about by the evolving knowledge context. Such tasks as reference services, cataloguing and systems maintenance require exactly the types of knowledge and abilities that general education fosters. Via a comparison of programmes in South Africa and Quѐbec, Canada, this paper invites discussion on the necessity for, and the modalities of, including substantial liberal arts components within library and information science paraprofessional curricular.
Membership of the Library and Information Association of South Africa (LIASA) among library and information science workers in KwaZulu-Natal
(Forum Press, 2009) Khomo, Musawenkosi Phumelelo; Raju, Jayarani
A study was undertaken in 2007 among library and information service (LIS) workers in KwaZulu-Natal (KZN) to investigate LIASA membership trends. The objectives of the study were to investigate: 1) the extent to which workers in library and information services in KwaZulu-Natal are members of LIASA; and 2) the reasons for non-membership, if there are substantial numbers of LIS workers who are not members. The purpose of this paper is to report on the main findings of this study. The study surveyed three types of library services in KwaZulu-Natal, namely, academic, public and special libraries with 330 LIS workers participating in the study. A census was done of LIS workers in special libraries and in academic libraries of public higher education institutions in KZN. Simple random sampling was used to select public libraries in KZN for participation in the study. All staff in the selected sample of public libraries were surveyed. A self-administered questionnaire was used to gather the required data from the target population. It was established that a significant number of LIS workers in all three types of libraries surveyed in KZN are not members of LIASA for various reasons. LIASA has been unable to draw significant membership from the support staff category in LIS services despite its constitution claiming to embrace all LIS workers. The study recommends that LIASA market itself more aggressively to increase membership levels particularly in the public library sector and among support staff in all LIS services. It also recommends that LIASA should consider involving itself in the industrial concerns of the LIS sector.
A grid enabled framework for ubiquitous healthcare service provisioning
(Intech, 2011-02-28) Olugbara, Sunday O.; Olugbara, Oludayo O.; Adigun, Mathew O.
A framework for designing information technology programmes using ACM/IEEE curriculum guidelines
(International Association of Engineers, 2012) Adegbehingbe, Oluwakemi D.; Eyono Obono, Seraphim Desire
The aim of this paper is to present a framework for the design of Information Technology (IT) curriculum programmes. This aim is achieved by identifying key models for curriculum design in general. The identification of these models was the result of a systematic literature review of existing work on designing and renewing curricula in various disciplines. The main result of this paper was obtained by merging the above mentioned curriculum models, and by incorporating ACM/IEEE-IT curriculum guidelines into the merged model. The resulting model includes the following six key phases for IT curriculum design: Information Collection, Goal Identification, Design, Model Testing, Implementation, and Evaluation. These key phases were finally designed in terms of the core aspects of ACM/IEEE-IT curriculum guidelines, the various options presented by these guidelines, and their ability to be customized. The novelty of this study can be credited to its use of systematic review of existing literature to achieve its aim.
Exploring TOPSIS based algorithm for non-homogeneous alternatives in group decision making
(International Association of Engineers, 2012) Olugbara, Oludayo O.; Thiruthlall, Nepal
The purpose of this work is to explore an algorithm based on Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) for non-homogeneous alternatives in group decision making. In this particular case of evaluating a set of decision alternatives, an individual expert expresses hedonic judgments for a subset of decision alternatives depending on his/her knowledge about the alternatives. The structure of the decision making problem generates a local matrix of judgmental responses for each decision alternative. Signal-to-Noise Ratio (SNR) determines the ratio of relevant information to irrelevant information in the local response matrices. The SNR vectors of all decision alternatives are aggregated into a global decision matrix and passed as argument to the TOPSIS algorithm to rank the alternatives. The attractiveness of this algorithm is that we do not have to modify the existing TOPSIS. The algorithm was used to rank 10 different sports that were evaluated by 34 respondents in a survey and the result is practically appealing. This type of non-homogeneous group decision making is particularly useful in selecting an optimal decision alternative among a large set of alternatives where opinions of a large group of stakeholders count. This is for instance in opinion polls, comparison of market products/services and Delphi process where an expert does not necessarily have to possess full knowledge about all decision alternatives or be jack of all trades.
Hyperspectral image classification using random forests and neural networks
(International Association of Engineers, 2012) Abe, B. T.; Olugbara, Oludayo O.; Marwala, T.
Spectral unmixing of hyperspectral images are based on the knowledge of a set of unknown endmembers. Unique characteristics of hyperspectral dataset enable different processing problems to be resolved using robust mathematical logic such as image classification. Consequently, pixel purity index is used to find endmembers from Washington DC mall hyperspectral image dataset. The generalized reduced gradient algorithm is used to estimate fractional abundances in the hyperspectral image dataset. The WEKA data mining tool is selected to construct random forests and neural networks classifiers from the set of fractional abundances. The performances of these classifiers are experimentally compared for hyperspectral data land cover classification. Results show that random forests give better classification accuracy when compared to neural networks. The study proffers solution to the problem associated with land cover classification by exploring generalized reduced gradient approach with learning classifiers to improve overall classification accuracy. The classification accuracy comparison of classifiers is important for decision maker to consider tradeoffs in accuracy and complexity of methods.
Experimenting on the added value of M-learning for the teaching of word problems
(2012) Cassim, K. M.; Eyono Obono, Seraphim Desire
The aim of this paper is to examine the use of Mobile Learning (M-learning) for the teaching of word problems. This aim is achieved by qualitatively analyzing interviews data from three second grade teachers from urban and rural schools from the Kwa-Zulu Natal Province of South Africa. These teachers were interviewed after the participation of their learners in an experiment in which M-learning was used for word problems homework. Results from this experiment indicate that M-learning improves learners’ performance, attitudes and excitement with regard to word problems. All the teachers interviewed were satisfied with the use of M-learning for the teaching of word problems, and they all agreed on its usefulness, effectiveness and efficiency. However, there were some minor differences of opinions among the teachers on the ease-of-use and on the reliability of the cellular phone application used in the experiment. The novelty of this study can mainly be credited to its focus on the use of cell phone based M-learning for the teaching of word problems, compared to existing literature usually concerned with software applications either for the teaching of algebra and geometry in mathematics or, for teaching in general.
Using cloud computing to mitigate rural e-learning sustainability and challenges
(International Association of Engineers, 2012) Odunaike, S. A.; Olugbara, Oludayo O.; Ojo, Sunday O.
The Internet Technology is at forefront of transforming education and opportunities around the globe by allowing different kind of interaction and innovation among various educational institutes and students alike, all participating in the global online innovations. In particular, educators have realized that technology enhanced learning, offers flexible and powerful way of accomplishing wide range of opportunities that have been important and resourceful in schools, such as gaining access to universal information resources that relieve academic staff of their work load leaving time for professional development and time to improve on their studies and research output which have been so elusive for sometime now. Extending this novelty and gain to the rural settings raises lot of concerns and challenges that threaten its sustainability to its core implementation. Cloud computing brings wide ranges of computing power, innovations and shifts in paradigms of Information Technology. This paper will probe whether the promise of cloud computing could be employ to enhance or mitigate the challenges poised to e- learning implementation and sustainability in the rural setting using descriptive research approach. The paper will inform stakeholders of any gains or prospect of using cloud computing to downgrade the e-learning sustainability problems that have plagued the implementation of e-learning in the rural setting as unviable future instructional offering.
Environmental education : enhancing learning and awareness through assessment
(Springer, 2012-10-01) Singh, Penny
Environmental issues are rapidly gaining momentum globally as humans try to find sustainable solutions to the effects of climate change, carbon emissions, and the actions of human-kind (see Olver, Blacklist those who ‘greenwash’. Companies must walk the talk regarding climate. The Times, 2011a; The weather warriors’ war. Real change will come when a few good men and women say ‘enough is enough’. The Times, 2011b). To enhance learning and awareness of environmental issues among Environmental Education students and the community at large, this study situated assessments within communities of practice around the university. Using action engagement within action research students had to work with insiders from the community to identify, formulate action or intervention plans and find solutions to problem situations in the community. Using action engagement within action research in this study definitely enhanced student’s knowledge of their community’s problems. Their personal involvement and the cyclical approach adopted, enhanced students’ emotional understanding and gave them an insider perspective into the situations and problems that required intervention; and trust was built between the students and members of the community as they worked together to accomplish a common goal.
Predicting the microbial safety of irrigation water and fresh produce : a collaborative approach
(2013-06-11) Ijabadeniyi, Oluwatosin Ademola; Olugbara, Oludayo O.
Outbreak of food borne illnesses as a result of consumption of fresh vegetables and fruits is occurring regularly. In USA for example, it has become business as usual to hear and read about fresh produce recalls. Although, the increase has been attributed to many factors it is however more important to find solution to the problem. An effective solution will be a proactive approach such as prediction and forecasting which are not new in the field of meteorology. For many years now, meteorologists have been predicting the weather. It is indeed high time that food scientists in collaboration with other professionals found out dependable and realistic methods to predict the presence of pathogens in irrigation water and fresh produce. In this review, several prediction tools such as factor analysis, artificial neural network, support vector machine, logistic regression analysis, partial least square and ‘nanosensing’ were discussed. The problem of produce safety may in fact be solved when food scientist collaborate with I.T professionals, biotechnologists and others.
Impact of the digital divide on information literacy training in a higher education context
(Liasa, 2012) Naidoo, Segarani; Raju, Jayarani
This paper reports on a master’s study undertaken to investigate the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). Since 1994 the demographics of higher education institutions in South Africa have changed. Today these institutions comprise heterogeneous groups of students, by race, economic background, digital background, etc. and consequently with different levels of literacy, information and otherwise. The problem that this study addressed was the impact of having both digitally advantaged and digitally disadvantaged students in the same information literacy classroom, expecting them to reach learning outcomes without frustrating students from either group. The objective of the study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The study employed a mixed method approach in its research design. Data was collected from ECP students (of 2010) by means of a questionnaire; an interview schedule was used to collect data from Subject Librarians involved in teaching the IL module to ECP students; a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative and quantitative data collected were prepared for analysis by means of content analysis and numerical coding, respectively and then subjected to statistical analysis via SPSS, which produced percentage and frequency distributions to ascertain findings. The findings of the study revealed that the digital divide does impact on IL training in ways such as: slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom; and that digitally disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommended computer literacy training should precede IL training and that various creative teaching and learning methods such as group work, online tutorials, games and interactive websites should be incorporated into IL education to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.