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To show how e‐readiness indicators, specifically the Networked Readiness Index (NRI), participate in the work of defining policy problems.

The article critically examines the Networked Readiness Index in terms of its presentation and its underlying model. It relies on an approach to policy analysis that views policy problems as socially constructed.

E‐readiness assessment tools purport to show how ready the nations of the world are to exploit the potential of new information and communication technologies. Yet they do more than that; being actively engaged in constructing policy problems. In the case of the NRI, the problem of the international digital divide is defined in a particular way that privileges certain interests while at the same time legitimatizing its inclusion on the agenda of international organizations as a problem worthy of sustained attention.

The findings of the article suggest a need for alternative indicators that register the voices of a wider range of groups and could therefore create a more inclusive digital divide policy problem.

Little critical (as opposed to technical) analysis of e‐readiness indicators exits in the literature. By focusing on these tools, the article contributes to the debate surrounding the issue of the digital divide.

The purpose of this paper is to critically examine and evaluate the “E-Readiness” of the citizens of India which is imperative to make such large scale e-government initiatives a success. The researchers tried to compare India with some developed and developing countries where the e-government model have been implemented successfully, looking at the prime factors for the successful implementation.

The methodology adopted for this study is exploratory in nature. A comprehensive questionnaire was adapted and the survey was conducted mostly in online format. The data were found reliable for further analysis. Exploratory factor analysis provides us five factors covering approximately 50 per cent of the variance explained. So, the authors can infer five dimensions to be the major constituents of e-readiness as per this study.

The findings are quite significant as end users and citizens were found to be quite involved in the usage of technology. Thus, user’s proactive participation in technological assimilation also augurs well for the e-readiness of the society. But people are worried about the safety and security of the automated and online services.

The questionnaire was developed by the authors and the data analysis was also done on the basis of responses received. The paper adds value to the existing literature by capturing the issues behind the acceptance of the several technologies backed government initiatives. The authors believe that the findings will help the government to implement digital initiatives with more success.

The purpose of this study is to assess Japanese university students’ readiness for taking e-learning language courses. The focus is placed on students’ self-analysis of their abilities to use their smart devices for remote language learning activities.

Japanese university students’ readiness for the shift towards remote learning has been measured by a self-reported online survey. The question items are based on three categories of Gay’s e-readiness models (2018). The survey was conducted before and after the fully online five-month English courses to examine to what extent students’ e-readiness had changed through the progress of the courses.

The results suggest that students have few difficulties using the university e-learning software provided. However, students reported limited enthusiasm and aptitude for the online English language learning components. These levels were approximately the same before and after the courses, with the exception of increased online learning confidence.

This study evaluates to what extent groups of Japanese university students’ e-readiness has changed over time. The survey looks at different perspectives including Web research, time management, enthusiasm for online language learning and their thoughts and opinions about interacting with their classmates. Although the sample size is small, the discussion considers the data in the context of the Japanese learning environment and existing e-readiness research, seeking to provide teaching insights for instructors and suggestions for further research.

The purpose of this paper is to focus on the impact that country connectedness and cultural values have on the equity afforded to a country’s workforce in today’s global economy.

Drawing upon a number of large international surveys of national-level metrics, e-readiness is identified as a proxy measure for country connectedness. Cultural variables are proxied by the World Values Survey’s national-level scores on “survival/self-expression” and “traditional/secular-rational” values. Workforce equity is captured via three measures: per capita Gross National Income (GNI) based on purchasing power parity (PPP), a Gini-coefficient, and the prevalence of child labor. Stepwise regression analysis is employed to investigate expected relationships.

Results suggest an interesting link between the constructs investigated. A negative and significant effect of e-readiness and a negative and significant effect of traditional/secular-rational values on workforce equity are reported. In addition, the impact of e-readiness appears to be absolutely larger while thee impact of survival/self-expression values on the workforce equity is not found to be significant.

The research is primarily exploratory in nature thereby providing a foundation but not an end product. Next, the data used in the research is aggregate-level data providing broad generalizations about each country. Does a country have a single culture? Is the connectivity of a country a valid measure of the regions within? The authors chose to use an analysis at a single point in time. A longitudinal study could provide more insight and thus help to highlight causality. The data utilized was repurposed from third-party sources. Finally, only 37 observations are used and a broader data set could help strengthen findings further.

The rapid march of country connectedness across the globe is eroding firms’ ability to shade their actions through the distance afforded by global supply chains. A country’s culture values has a significant impact on workforce equity but country connectedness has a stronger impact, thus companies operating in more traditional and less developed countries will face significant impacts as these countries get connected. Rather than a threat, companies may see country connectedness and workforce equity as an opportunity. Firms that treat their workers well will see vast new markets open for them as evermore of the world’s population becomes economically active.

Uses an innovative data capture methodology that allows the investigation of an interesting and unexplored research question.

The purpose of this paper is to examine the nexus between the digital divide and development and discusses attempts being made at continental, regional and country levels to bridge the digital divide in sub‐Saharan Africa.

An analytical and comparative approach of global e‐readiness, digital opportunity, and information society indices is applied to infer the status of the digital divide in sub‐Saharan Africa.

The paper finds that there is a link between bridging the digital divide and economic development. However, there is as yet no unanimity as to whether the digital divide is narrowing or widening in developing countries including those in sub‐Saharan Africa. Nevertheless, countries in sub‐Saharan Africa are making tremendous strides, especially in infrastructure development and mobile phone connectivity, to bridge the digital divide.

An empirical study is needed to determine the impact of the surge in infrastructure and policy development in sub‐Saharan Africa with regard to bridging the digital divide.

Hitherto, attempts to measure the extent of the digital divide between and within countries have largely relied on e‐readiness rankings and have rarely used other relevant indices that are available, such as e‐government, information society, and digital opportunity indices. The use of a wide range of indices to infer the breadth and depth of the digital divide between sub‐Saharan Africa and the developed world would provide a clearer picture of the extent of the divide.

The paper demonstrates that several tools other than e‐readiness ranking can be used to measure the breadth and depth of the digital divide. The paper brings to the fore the importance of addressing sub‐Saharan Africa's digital divide peculiarities using extraordinary interventions.