ICT Readiness Assessment Model for Public and Private Organizations in Developing Country

Chanyagorn, Pornchai; Kungwannarongkun, Bundid

doi:10.7763/ijiet.2011.v1.17

Cited by 34 publications

(20 citation statements)

References 1 publication

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“…Organizational readiness in this context assesses whether it is prepared for the change, and that its people are ready to join and work within the new environment [86]. This multi-level construct is influenced by a number of dimensions from IT infrastructure, to data management and governance, to maturity assessment etc.…”

Section: Inadequate Preparedness For Bda Initiativesmentioning

confidence: 99%

Drivers and Challenges Associated With the Implementation of Big Data Within U.K. Facilities Management Sector: An Exploratory Factor Analysis Approach

Konanahalli

Marinelli

Oyedele

2022

IEEE Trans. Eng. Manage.

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Section: Inadequate Preparedness For Bda Initiativesmentioning

confidence: 99%

Drivers and Challenges Associated With the Implementation of Big Data Within U.K. Facilities Management Sector: An Exploratory Factor Analysis Approach

Konanahalli

Marinelli

Oyedele

2022

IEEE Trans. Eng. Manage.

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“…Kirori and Achieng (2013) report on research findings related to readiness access of SMEs and financial institutions in Kenya in using information technology and challenges. Furthermore Chanyagorn and Kungwannarongkun (2011) explain the readiness model of information and communication technology information especially designed to measure readiness level of benefits and penetration on SMEs in developing countries. This technology assessment model includes 15 important indicators, mathematical models, development factors and interpretation guidelines for readiness of information and communication technology.…”

Section: Readiness Assessmentmentioning

confidence: 99%

Readiness Assesment Model for Creative Industries in Improving Competitiveness in Central Java

Winarsih¹,

Hendar²

2019

ERSJ

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Purpose:This study aims to investigate the readiness factors of competitive advantage as a determinant of success in facing competition as well as developing measurement models and its scorecards. The resulting scorecard is used to measure readiness to create a comprehensive competitive advantage (multilevel perspective). Design/Methodology/Approach: The population in this study are creative industry players in the centers of creative regions in Central Java. Measurement of readiness assessment as a competitive advantage that is carried out comprehensively and periodically can provide technical and strategic advantages. Besides being able to be used to measure the strength or weakness of certain dimensions, it can also be used for continuous improvement. In addition, to optimize the efficiency and effectiveness of the process, knowledge transfer between creative industries is highly encouraged. Findings: The results of the study are four variables measuring the readiness of information technology, improving competitiveness, namely optimism, inconvenience, innovativeness and security. Data was collected by using a survey method with questionnaires using AMOS software. In general, the research findings indicate that SMEs in creative industries in Central Java have readiness to adopt IT. However, the research findings also indicate that perceptions of discomfort and insecurity are key issues that could potentially hamper IT adoption by SMEs creative industries in Central Java. Practical Implications: The contribution of the creative industry to the economy in Indonesia is without doubt. However the seriousness of the government in developing creative industries is being questioned, especially in terms of competitiveness. Therefore the Readiness Assessment Scorecard is offered to measure the extent to which the readiness of the creative industry has a competitive advantage. Originality/Value: With a specific measurement model of competitive advantage, it will facilitate both intellectuals, business people and the government in carrying out its role in developing the creative industry.

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“…However, the role of public organizations in informatization of education is almost neglected in the scholarly literature. Public organizations are superficially mentioned from time to time in the published research (Collis & Jung, 2002;Chanyagorn & Kungwannarongkun, 2011;Iniesta-Bonillo, Sánchez-Fernández, & Schlesinger, 2013;Vergel de Dios, 2016), but there is no comprehensive overview of the role played by them in informatization of education. However, social science scholars clearly indicate the greatest role of non-governmental organizations in social change and innovative development (Doh & Teegen, 2003;Ngo & O'Cass, 2013;Islam, 2014;Harfitt, 2016).…”

Section: Introductionmentioning

confidence: 99%

Public Organizations in the Development of Informatization of Education: A Case Study from Russia

Sofronova

Romanenko

Belchusov

et al. 2019

TAKSAD

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The paper addresses the identified gap existing in the contemporary scholarship by providing a case study of a public organization's involvement in addressing pressing issues in the field of informatization of education. First of all, on the basis of the literature review conducted by us, we identify a total of three key areas of informatization of education: (1) intensive development of digital information technology in education; (2) scientific understanding and forecasting of informatization of education; (3) introduction of achievements made in science and technology into the practice of the educational process. Within the case, we briefly outline the key steps in the development of informatization of education in the Soviet Union and the Russian Federation. Then we gradually review the key activities conducted by the Academy of Informatization of Education in different regions, additionally focusing on its leading regional branch. A detailed review allows us to develop a clear understanding of the main direction of informatization of education in Russia, as well as the role played by a public organization in these processes. Also, we emphasize the role of entrepreneurial activities of public organizations to sustain themselves, as well as the need to apply for grant support. Within the three key directions of informatization of education outlined above on the basis of the literature review conducted by us, we also review social projects conducted by public organizations in Russia, particularly those which received financial support from the largest Russian Presidential Grants Fund. Such an analysis allows us (a) to trace federal priorities in providing financial support for public organizations working in the field of informatization of education, as well as (b) to analyze a regional dispersion of the projects supported, including their variety and scope. The research conducted clearly shows that public organizations mainly cover only two key directions, but they almost completely ignore the third demanding direction -"scientific understanding and forecasting of processes in informatization of education."

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ICT Readiness Assessment Model for Public and Private Organizations in Developing Country

Cited by 34 publications

References 1 publication

Drivers and Challenges Associated With the Implementation of Big Data Within U.K. Facilities Management Sector: An Exploratory Factor Analysis Approach

Drivers and Challenges Associated With the Implementation of Big Data Within U.K. Facilities Management Sector: An Exploratory Factor Analysis Approach

Readiness Assesment Model for Creative Industries in Improving Competitiveness in Central Java

Public Organizations in the Development of Informatization of Education: A Case Study from Russia

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