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The concept of information and communication technology (ICT) has extensively used among travel and hospitality organization in the contemporary world. The present study discovers tourism and hospitality business reactions toward ICT-based marketing usage and investigates its relationship with functional competencies and profitability among tourism and hospitality business organizations in India. With a quantitative approach, the study found an extensive usage of ICT-based marketing in tourism and hospitality organizations was noted from descriptive tables. The application of regression analysis indicated positive and significant impact of ICT-based marketing on functional competencies and profitability of tourism and hospitality organizations in India. A positive and significant correlation was also noted among these two due to adoption of ICT-based marketing. This study provides insights to formulate comprehensive ICT-based marketing strategies to fulfill growing customer needs.

The aim of this paper is to examine the moderating role of information communication technology (ICT) competencies in enhancing knowledge transfer and mitigating the effects of two key knowledge barriers, namely knowledge stickiness and knowledge ambiguity, thereby increasing the firm's innovation competitive advantage.

The study is carried out in the context of the healthcare industry in Taiwan. A total of 160 questionnaires were distributed to hospitals and 112 usable responses were received, representing a response rate of 70 percent. Hierarchical regression analysis was used to analyze the data.

The results show that ICT competencies do enhance knowledge transfer inside hospitals. Although knowledge stickiness and knowledge ambiguity have negative effects on knowledge transfer, the negative effects can be moderated by ICT competencies (defined in terms of competencies in computer‐assisted instruction, interactive videoconferencing, and hand‐held technology).

Among the three ICT competencies, computer‐assisted instruction and hand‐held technology have the largest and smallest effects on the relationship between knowledge barriers and knowledge transfer. The results also allow decision makers for forward‐looking allocation of ICT competencies.

The study presents a valid model that comprises the antecedents, moderators (three specific types of ICT competencies), and consequences of knowledge transfer for innovation competitive advantage of healthcare organizations.

The key purpose of this study is to explore digital information literacy (DIL) possessed by South Valley University (SVU) library and information professionals. It also tries to identify the various types of DIL and find constraints affecting the related skills and competencies of those professionals.

A quantitative research methodology was adopted in the form of a survey, which was undertaken from February to March 2016. As stated by Kerlinger (1986), the survey research is a useful instrument for educational fact-finding, and a means by which much information can be acquired from the study’s population. The survey instrument was a self-administrated questionnaire, which was adopted for data collection. A pilot questionnaire was first sent to a small random sample of the respondents, with feedback being used to fine-tune the final questionnaire. The targeted population of this study included library and information professionals (n = 127) belonging to SVU libraries that spread over three provinces/campuses: the Qena campus (number of libraries = 22), the Luxor campus (n = 3) and the Hurghada campus (n = 2). The library and information professionals are described to be librarians, library assistants and library directors. Of 127 questionnaires, 101 (79.5%) responses were received. To collect data, the study used a questionnaire, which has six sections reflecting the research objectives of the study.

The findings showed that over two-thirds of SVU library and information professionals are males, and almost one-third are females. Majority respondents are aged between 26 and 40 years, and most possessed bachelor’s degrees, of which nearly two-thirds held library science degrees. Regarding the respondents’ professional profile, the study also showed that majority were librarians, followed by library assistants and library managers, and nearly half had 10 years of experience, followed by those who have work experience of 6-7 years. This study showed that there is a significant relationship between some of the respondents’ demographic characteristics (age and education) and their DIL. The respondents’ gender had no effect on their DIL. The study also showed that there is a significant relationship between all the respondents’ professional characteristics, particularly their discipline, followed by job title, work experience and DIL. Regarding the level of respondents’ knowledge of the types of computers, many showed that their knowledge of using mobile devices, followed by PCs, workstations, portable media players/digital audio player and personal digital assistant was, at the least, high. The respondents’ knowledge of other types ranged between moderate to non-proficient. A large number of the respondents showed that their proficiency in using output devices, followed by input devices, processing devices, storage devices and communication devices was also, at the least, high. While the largest number of the respondents showed that their proficiency in using application software was, at least, high, the largest number of them showed that their proficiency in using system software was moderate. Regarding the respondents’ knowledge-based competencies, as well as skills-based competencies, especially when these competencies related to the integration of ICTs into the library work, this study showed that such kind of competencies possessed by SVU library and information professionals ranged between competent and somewhat competent. Regarding the challenges affecting the respondents’ acquiring skills and related competencies, the study revealed that the lack of funds, training, physical facilities, connection to the internet, subscribing to e-databases, lack of time as well as challenges related to SVU library system regulations, were significant to them. Other challenges such as the lack of incorporating and exploiting the new technologies and products into library integrated systems educators’ services, as well as challenges related to psychological barriers, lack of current curricula in the area of ICTs and a shortage of experienced LIS counselors, were also significant to them. This study reached conclusions that the SVU library and information professionals should be qualified and get adapted to ICTs and related competencies. They need to be provided with sufficient training to update their knowledge regarding the use and integration of technology in their library work.

This study investigates DIL among library and information professionals at SVU, an Egyptian university. Any findings and conclusions resulted from this study are limited in scope to only the library professionals of this university. Such a topic has limited previous research. The size and homogeneity of the sample limit the generalizability of this study.

The study aims to investigate DIL acquired by SVU library and information professionals. The potential results of this study would be useful for library schools, library associations and other pertinent authorities for the planning of training programs and courses. The findings may also be helpful for library educators to develop curricula that meet the needs of library and information professionals.

This study is one of the few studies conducted on this topic in Egypt. The literature on the topic of this research revealed that extensive research has been undertaken on DIL in higher education in developed countries, but very limited research has been conducted on this topic in Egypt and similar developing countries, particularly among academic library and information professionals. No definition for the concept of DIL has yet been produced, and many Egyptian academic institutions define this concept based on their own needs depending on existing models.

The purpose of this study is to investigate the relationship between characteristics of information communication technology (ICT, adoption, confidence, competency and training) and auditing practices. The paper further explained the significance of the auditing practices, evaluated the relationship between ICT characteristics (adoption, confidence, competency, training) and auditing practices.

The study adopts a quantitative approach, where a set of questionnaires was developed by making necessary adaptations to available scales/items. Data were collected from practicing chartered accountants in Kerala targeting 89 respondents from various professional auditing firms. The results were analyzed using Statistical Package for the Social Sciences and structural equation modelling-partial least squares statistical tools.

The findings confirmed that there is a positive relationship between three components of ICT factors on audit practice, namely, ICT adoption, ICT competency and ICT training, whereas the factor, ICT confidence has a negative relationship with audit practice. Thus, the availability of ICT-competent staff, their practical ICT knowledge, sufficient and adequate ICT training assist audit firms from doing audit by implementing customized audit software for audit practice.

A limitation of the study is that limited variables of ICT on audit practice are taken in the model. Refinement of the model and the variables (such as ICT challenges), ICT perceived benefits and the unified theory of acceptance and use of technology (UTAUT) model used provide an opportunity for future research.

The barriers facing by non-big four audit firms (especially sole proprietorship and limited liability partnership firms) faces ICT challenges requires intense management interventions to be self-equipped for the current information technology (IT) world and to facilitate and to ensure fairness of financial statements to the stakeholders that strongly links auditors advance IT skills and available firms resources to investment and adopt audit software for the benefits of the audit firms.

The paper upstretched some of the ICT challenges that will assist as points, which have been helpful for future researchers, and have provided accounting and auditing professionals, auditing professional institutions and their management, government, tax officials, policy makers, auditing software vendors and other stakeholders the bases for encouraging ICT adoption.

This study aims to assess the information and communications technology (ICT) proficiency of library and information science (LIS) professionals working in Tangaza University College (TUC) Library, Kenya.

A qualitative research design using a single case study was adopted in the study, which gathered data through a census. Data were collected using a structured interview.

The study findings indicated that the majority of TUC librarians have very high ICT competence in basic ICT and some Web technologies; however, they lack technical ICT skills. Furthermore, though ICT courses are offered during LIS professional training, TUC librarians lack opportunities to implement some of their advanced ICT skills. Lack of funding, time, practical lessons, personal interest, training opportunities and ICT obsolescence were highlighted as challenges librarians encounter in their pursuit of acquiring ICT skills.

The study recommends that regular ICT-related training programmes be conducted for librarians and be offered in the form of workshops, seminars and conferences. Furthermore, there is a need for an academic curriculum in LIS schools to have more practical ICT-related components. Library staff should be encouraged to develop a personal interest in pursuing ICT skills, and librarians should also make use of ICT training opportunities that are freely available online for personal development.

The study is beneficial to those concerned with developing training programmes for librarians to strengthen areas deemed to have shortcomings.

Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning.

Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes.

The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm.

The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities.

Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power.

Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities.

There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.

The purpose of this paper is to critically explore how context as an antecedent to entrepreneurial digital competencies (EDCs) influences digital entrepreneurship in a resource-scarce environment.

The data comprises semi-structured interviews with 16 digital entrepreneurs, as owner-managers of small digital businesses in Cameroon.

The results reveal the ways in which EDCs shape the entry (or start-up) choices and post-entry strategic decisions of digital entrepreneurs in response to context-specific opportunities and challenges associated with digital entrepreneurship.

The data comes from one African country and 16 digital businesses thus the research setting limits the generalisability of the results.

This paper highlights important implications for encouraging digital entrepreneurship by focussing on institutional, technology and local dimensions of context and measures to develop the entrepreneurial and digital competencies. This includes policy interventions to develop the information and communication technology (ICT) infrastructure, transport and local distribution infrastructure, and training opportunities to develop the EDCs of digital entrepreneurs.

Whereas the capabilities to adopt and use ICTs and the internet by small businesses have been examined, this is among the first theoretically sensitised study linking context, EDCs and digital entrepreneurship.

The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana.

A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings.

The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training.

This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

The purpose of this paper is to investigate the digital literacy skills possessed by librarians working in university libraries in Nigeria.

An online questionnaire was developed using SurveyMonkey to collect data from 111 librarians working in both public and private universities in Nigeria.

The study revealed the digital literacy skills that the librarians rated as very high and high, and those that they rated as moderate and low. The study also revealed the knowledge and competencies that they rated to be highly competent and competent, as well as also those that they rated to be neutral and not good. The librarians rated their knowledge of network and system security; ability to apply security software firewalls, filtering routers and ability to protect access to digital content by providing password or IP base access as neutral and not good. Overall, the study revealed that almost half of the librarians rated their level of digital literacy skills possessed to be moderate. Only few librarians rated their digital literacy skills to be excellent.

The findings will be helpful to librarians, information professionals, libraries and library schools. The results will inform librarians on the skills and digital competencies that are essential for developing and managing digital resources and protecting digital contents.

Findings will be helpful to explore the skills and competencies needed by information professionals and to act as a guideline for competency development and curriculum update in library schools in developing countries.

The purpose of this paper is to explore students' perceptions and views of the instructors, in relation to information and communications technology (ICT) education in library and information science (LIS) programs.

A questionnaire survey was carried out among students from the two LIS departments in Kuwait. A focus group was conducted with faculty members of the two institutions, who provided qualitative input about the instruction of ICT, needed changes, and relevance of market needs.

Participants showed dissatisfaction with the currently available ICT courses in the LIS programs. Students pointed out deficiencies and inadequacies in ICT resources and facilities, and suggested upgrading software and hardware. They appeared to be satisfied with the ICT skills being targeted by LIS programs. They also appeared to be satisfied with the ICT instructors. The study pointed out a need for collaboration with professional forums for continuing education programs and the need for revisions in curricula to introduce more focused courses that meet the needs of the ever‐changing market requirements and give the students access to professional bilingual materials. The faculty members noted the demands of the job market and proposed measures for addressing them through enhanced course content and improved opportunities for hands‐on instruction.

Earlier studies reported in the literature have discussed ICT education in broader terms. This study reports the situation of ICT education in IS programs in Kuwait, focusing on specific areas such as resource, curricula, and instructors.