Although governments publish large amounts of open data, their use by the public sector is still in its infancy. Therefore, this study aims to gain insights into promoted benefits and factors that hinder (barriers), facilitate (enablers), and propel (drivers) Open Government Data (OGD) use and reuse by the public sector. A systematic literature review of 38 publications resulted in an overview of these factors. Findings suggest that OGD use benefits are increased transparency and the development of new/improved processes, products, and services. Moreover, open data institutionalization and pressure from external stakeholders drive the use. However, data issues and the lack of supporting open data organizational structure, capacity, and skills hinder OGD use. While the existence of open data policy and laws, motivated leadership, and open data infrastructure enable it. Thus, if OGD use is to reach maturity, administrations need to create the means to institutionalize open data.

PurposeThis study investigated the impact of the virtualization requirements of the learning process on students' satisfaction and their intention to continue using online learning.Design/methodology/approachA research model was developed using the process virtualization theory (PVT); it was validated empirically using data obtained from an online questionnaire-based survey of 489 undergraduate students.FindingsThe main results support the role of representation for sensory requirements, sensory requirements, reach, representation for relationship requirements and relationship requirements on shaping students' satisfaction, which all also have a significant influence on students' intention to continue using online learning. Relevance factors are responsible for 61.6% of the variance in students' satisfaction and 83.6% of the variance in their intention to continue using online learning. However, neither the synchronism requirements nor the identification and control requirements had a significant effect on students' satisfaction or on their intention to continue using online learning.Originality/valueThe present research focused on PVT in an online learning context; consequently, a new set of factors that influenced students' satisfaction with and intentions to continue using online learning was empirically tested for the first time. This research contributes to the literature on information systems because it advances the generalizability and applicability of the PVT in a new context and new cultural setting. Moreover, the research apprises researchers and practitioners of new factors, which should be understood and fulfilled to make virtual learning equivalent to the face-to-face learning experience.

As e-government initiatives progressed, several models for measuring e-government maturity were proposed. Many are stage models based on the Capability Maturity Model (CMM) in which e-government maturity is conceptualized as stages of growth that evolve over time. The paper aims to investigate if e-government stage maturity models measure the use and usefulness of egovernment. A meta-synthesis technique was used to compare and contrast 11 meta-models (models derived from other models), at the stage level, for their perspectives, concepts, metaphors, and their similarities and differences. We found that although models use different names and metaphors for analogous concepts, similarities exist among them, and individual stages overlap. Results show two gaps in research regarding the assessment of the actual use and usefulness of e-government. First, meta-models primarily assess the supply-side and operational/technology and citizen/service perspectives. Second, the use and usefulness of e-government are not addressed.

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This paper is available online at www.jtaer.com DOI: 10.4067/S0718-1876201100010000