Disclosure of information technology governance by South African state-owned entities

Abstract: Information Technology (IT) has become an invaluable business asset, making IT governance an important part of corporate governance. State-owned entities (SOEs) are fundamental to governments’ structure, as they assist in the pursuit of political, social and economic agendas. Particularly in South Africa, these entities play a significant role in socio-economic development. Furthermore, given the corruption challenges experienced by SOEs in South Africa and other developing countries, it is essential that entities – funded through taxpayers’ money – have structures that govern and oversee IT. Using content analysis to extract data from annual integrated reports, this paper explored the King III governance disclosures of SOEs. The findings suggest that in general, there is poor disclosure of IT governance by SOEs, as only one entity met all the recommended King III disclosure principles. Furthermore, the study found that although most SOEs do disclose some form of IT governance information, these disclosures often lacked detail. It is recommended that SOEs include a specific section dedicated to IT in their integrated reports, which would increase compliance with the King Code principles. This research makes a useful contribution to prioritising IT governance policies, especially due to the significant spend by most organisations on IT

Estas son algunas de las habilidades blandas demandadas en Colombia

Este producto forma parte de una serie de infografías de divulgación científica que buscan reseñar algunas de las investigaciones más importantes en las que ha tenido participación la Universidad EAFIT, publicadas en las revistas especializadas más prestigiosas del mund

Zimbabwean Teachers in South Africa: their Needs and Advice to Prospective Migrant Teachers

Migrants consider South Africa to be a country of greener pastures in a sub-region blighted by political and economic instability. In South Africa’s education system, Zimbabwean teachers constitute the largest group of migrant teachers. The purpose of this qualitative study was to explore the social and professional needs of migrant Zimbabwean teachers and their advice to prospective migrant teachers. Fifteen migrant Zimbabwean teachers in public high schools or combined schools (private schools) took part in semi-structured, face-to-face interviews. The data were analysed qualitatively using open coding. The findings of the study revealed that these migrant teachers need support to overcome difficulties in classroom management, in acquiring legal documentation, and in dealing with the issues of safety and xenophobia. The findings also revealed that the teachers were in need of induction, professional development, and social and financial support. In spite of their many needs, the migrant teachers’ advice to prospective migrant teachers was that they should try their luck in South Africa.The National Research Foundation (NRF) of South Africa, under Grant N00400 (project number 85840).http://link.springer.com/journal/121342019-05-01hj2018Science, Mathematics and Technology Educatio