The de novo FAIRification process of a registry for vascular anomalies

Contains fulltext : 237199.pdf (Publisher’s version ) (Open Access

Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme

In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools

A validated information privacy governance questionnaire to measure the perception of how effective privacy is governed in a financial institution in the South African context

The general aim of this research is to develop a conceptual privacy governance framework (CPGF) that can be used to develop a valid and reliable information privacy governance questionnaire (IPGQ) to assess the perception of employees of how effective the organisation governs privacy. The CPGF was developed to incorporate a comprehensive set of privacy components that could assist management in governing privacy across an organisation. IPGQ statements were derived from the theory of the sub-components of CPGF, evaluated by an expert panel and pre-tested by a pilot group. A quantitative mono method research was followed using a survey questionnaire to collect data in a financial institution in South Africa. Exploratory Factor Analysis (EFA) was used to determine the underlying factorial structure and the Cronbach Alpha was used to establish the internal reliability of the factors. From the initial item reduction of the constructs, four factors were derived to test the privacy perception of employees. The IPGQ consisted of 49 valid and reliable questions. One-way Analysis of Variance (ANOVA) was used, and three significant differences were discovered among the demographical groups for the age groups and two for the employment status groups (organisational commitment and privacy controls). The CPGF and IPGQ can aid organisations to determine if organisations are effectively governing the privacy in the organisations in order to assist them in meeting the accountability condition of the Protection of Personal Information Act (POPIA).ComputingM. Sc. (Information Systems