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Hatakka, M., Sæbø, Ø. & Thapa, D. (2019). A Framework to Explain the Relation Between ICT and Development: Combining Affordances and the Capability Approach. In: Nielsen P., Kimaro, H. (Ed.), ICT4D 2019: Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D. Proceedings, Part II. Paper presented at The 15th International Conference on Social Implications of Computers in Developing Countries (IFIP WG 9.4), Dar es Salaam, Tanzania, May 1-3, 2019 (pp. 60-71). Springer
Open this publication in new window or tab >>A Framework to Explain the Relation Between ICT and Development: Combining Affordances and the Capability Approach
2019 (English)In: ICT4D 2019: Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D. Proceedings, Part II / [ed] Nielsen P., Kimaro, H., Springer, 2019, p. 60-71Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we suggest a framework to better explain the relation between ICT and development. The framework combines two theories: The Capability Approach and Affordances. The capability approach defines development as freedom of choice; and the affordances explains the relational aspects of people and technology. These two theories complement each other by connecting the means (technology) to the ends (development). A case study of ICT and study-circle education in rural areas of Kenya is used to illustrate the framework. Using the framework, the study revealed how actualization of affordances of internet-cafe enhanced income capabilities of marginalized people; however, at the same time, shows perception and actualization of affordances were contingent on the availability of resources, skills, socio-cultural norms, and infrastructure.

Place, publisher, year, edition, pages
Springer, 2019
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238, E-ISSN 1868-422X ; 552
Keywords
Affordances, Capability approach, ICT4D, Education, Kenya
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-73986 (URN)10.1007/978-3-030-19115-3_6 (DOI)000493513600006 ()2-s2.0-85065742147 (Scopus ID)978-3-030-19114-6 (ISBN)978-3-030-19115-3 (ISBN)
Conference
The 15th International Conference on Social Implications of Computers in Developing Countries (IFIP WG 9.4), Dar es Salaam, Tanzania, May 1-3, 2019
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2020-01-30Bibliographically approved
Sein, M. K., Thapa, D., Hatakka, M. & Sæbø, Ø. (2019). A holistic perspective on the theoretical foundations for ICT4D research. Information Technology for Development, 25(1), 7-25
Open this publication in new window or tab >>A holistic perspective on the theoretical foundations for ICT4D research
2019 (English)In: Information Technology for Development, ISSN 0268-1102, E-ISSN 1554-0170, Vol. 25, no 1, p. 7-25Article in journal (Refereed) Published
Abstract [en]

While many theories have guided research Information and Communication Technologies for Development (ICT4D), we are yet to construct a clear and coherent narrative that would help us answer the question of how ICT fosters development in underdeveloped communities. In this paper, we argue that one of the main reasons for this is that our holistic understanding of ICT4D is seldom grounded in theories to understand the core areas that define the field, namely, ICT, Development, and, ‘4’ which are the transformative processes that link the two. Through a brief literature review, we list theories that have informed ICT4D research in each of these areas. We present examples of theories, namely, Capability Approach, Affordances, and Actor-Network Theory together with Social Capital and illustrate how we have used them in our research. Building on this holistic perspective on theoretical foundation, we propose five agendas for ICT4D research.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
ICT4D, development, capability approach, actor network theory, social capital, affordances
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-68630 (URN)10.1080/02681102.2018.1503589 (DOI)000462094300002 ()2-s2.0-85052150834 (Scopus ID)
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2020-01-30Bibliographically approved
Strand, C. & Hatakka, M. (2019). Anti-corruption efforts in national ICT policies: A study of policy environments in Sub-Saharan Africa. In: Nielsen P., Kimaro H. (Ed.), ICT4D 2019: Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D. Proceedings, Part I. Paper presented at The 15th International Conference on Social Implications of Computers in Developing Countries (IFIP WG 9.4), Dar es Salaam, Tanzania, May 1-3, 2019 (pp. 520-531). Springer
Open this publication in new window or tab >>Anti-corruption efforts in national ICT policies: A study of policy environments in Sub-Saharan Africa
2019 (English)In: ICT4D 2019: Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D. Proceedings, Part I / [ed] Nielsen P., Kimaro H., Springer, 2019, p. 520-531Conference paper, Published paper (Refereed)
Abstract [en]

Many countries in Sub-Saharan Africa suffer from endemic corruption, which disrupts development efforts. Although ICTs is no magic wand, several studies indicate that ICT can serve as an important tool for combatting corruption by increasing transparency, and enable citizens to hold public officials accountable. Anti-corruption efforts are however dependent on strong political will and rule of law to be successful. A policy typically contains description of government intentions formulated into concrete objectives, as well as the rationale behind government targets. Furthermore, policies guide programmatic responses. The aim of this study is to explore how ICTs’ anti-corruption potential have been understood at the policy level over time in ICT policies from nine Sub-Saharan African countries between 2000 and 2018. The study concludes that although there are signs of a growing understanding of ICTs as a multi-purpose tool for anti-corruption towards the end of the period, most policies fail to produce a comprehensive and explicit narratives as well as statements affirming political will. The policy environment’s development trajectory, albeit positive, thus leaves room for improvement in terms highlighting ICTs potential contributions.

Place, publisher, year, edition, pages
Springer, 2019
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238, E-ISSN 1868-422X ; 551
Keywords
Corruption, ICTs, Transparency, Accountability, Sub-Saharan Africa
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-73985 (URN)10.1007/978-3-030-18400-1_43 (DOI)000493514000043 ()2-s2.0-85065335289 (Scopus ID)978-3-030-18399-8 (ISBN)978-3-030-18400-1 (ISBN)
Conference
The 15th International Conference on Social Implications of Computers in Developing Countries (IFIP WG 9.4), Dar es Salaam, Tanzania, May 1-3, 2019
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2020-01-30Bibliographically approved
Hatakka, M., Osman, F., Erlandsson, K., Byrskog, U., Egal, J. & Klingberg-Allvin, M. (2019). "Change-makers in midwifery care": Exploring the Differences Between Expectations and Outcomes – a qualitative study of a Midwifery Net-based Education Programme in the Somali region. Midwifery, 69, 135-142
Open this publication in new window or tab >>"Change-makers in midwifery care": Exploring the Differences Between Expectations and Outcomes – a qualitative study of a Midwifery Net-based Education Programme in the Somali region
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2019 (English)In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 69, p. 135-142Article in journal (Refereed) Published
Abstract [en]

Objective: The aim of this study is to explore midwifery educators’ expected outcomes in the net-based master's programme, the programmes’ realised outcomes and the reported difference regarding the increased choices for the graduates and the effect on their agency.

Design: In this case study, we focused on a net-based master's programme in sexual and reproductive health in Somalia. Somalia suffers from a shortage of skilled birth attendants and there is a need for building up the capacity of midwifery educators.

Setting and participants: Data was collected in focus group discussions at the start of the programme and eight months after the students graduated. The data were analysed through the lens of the choice framework, which is based on the capability approach.

Findings: Findings show that many of the graduates’ expectations were met, while some were more difficult to fulfil. While the midwives’ choices and resource portfolios had improved because of their role as educators, the social structure prevented them from acting on their agency, specifically in regards to making changes at the social level. Several of the positive developments can be attributed to the pedagogy and structure of the programme.

Conclusion: The flexibility of net-based education gave the midwifery educators a new educational opportunity that they previously did not have. Students gained increased power and influence on some levels. However, they still lack power in government organisations where, in addition to their role as educators, they could use their skills and knowledge to change policies at the social level.

Place, publisher, year, edition, pages
Elsevier, 2019
National Category
Pedagogy
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-70227 (URN)10.1016/j.midw.2018.11.007 (DOI)000454129800018 ()2-s2.0-85057779256 (Scopus ID)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2020-01-30Bibliographically approved
Erlandsson, K., Byrskog, U., Osman, F., Pedersen, C., Hatakka, M. & Klingberg-Allvin, M. (2019). Evaluating a model for the capacity building of midwifery educators in Bangladesh through a blended, web-based master’s programme. Global Health Action, 12(1), Article ID 1652022.
Open this publication in new window or tab >>Evaluating a model for the capacity building of midwifery educators in Bangladesh through a blended, web-based master’s programme
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2019 (English)In: Global Health Action, ISSN 1654-9716, E-ISSN 1654-9880, Vol. 12, no 1, article id 1652022Article in journal (Refereed) Published
Abstract [en]

Background: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master’s programme in SRHR and the extent to which these were realized after 12 months of part-time study.

Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses.

Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students’ learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master’s programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students’ learning and how to foster reflective and critical thinking among them.

Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Midwifery education, capacity building, web-based education, Bangladesh, South Asia
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Health and Medical Care Research
Identifiers
urn:nbn:se:oru:diva-76261 (URN)10.1080/16549716.2019.1652022 (DOI)000480727300001 ()2-s2.0-85071029632 (Scopus ID)
Note

Funding Agency:

Dalarna University

Available from: 2019-09-12 Created: 2019-09-12 Last updated: 2020-01-30Bibliographically approved
Strand, C. & Hatakka, M. (2019). Existing and promising theoretical approaches to understanding ICTs contribution to anti-corruption efforts: A Literature Review. In: Dmitrii Trutnev (Ed.), Electronic Governance and Open Society: Challenges in Eurasia 2019. Paper presented at 6th International Conference “Electronic Governance and Open Society: Challenges in Eurasia”(EGOSE 2019), St. Petersburg, Russia, November 13-15, 2019.
Open this publication in new window or tab >>Existing and promising theoretical approaches to understanding ICTs contribution to anti-corruption efforts: A Literature Review
2019 (English)In: Electronic Governance and Open Society: Challenges in Eurasia 2019 / [ed] Dmitrii Trutnev, 2019Conference paper, Published paper (Refereed)
Abstract [en]

Two theories, often presented as bifurcated, dominate attempts to understand corruption in the social sciences: collective action and principal-agent. Both theories seek to ex-plain when and why corruption happens, as well as how it can be addressed. With the ICT4D field often criticized for being undertheorized, the following study explores which theories are drawn upon to understand ICTs as an anticorruption tool in developing countries. Through a literature review of 20 years of IS and ICT4D research the study analyses 19 peer reviewed journal articles’ theoretical under-pinning together with methodology and theoretical contributions. The results find that even if a few studies declare some, often only cursory, theoretical underpinnings and influences, they in-fallibly fail to present a theoretically informed analytical framework detailing ICTs contribution to anti-corruption, or the lack thereof. Furthermore, with most of the papers containing no theoretical references, the field is still clearly struggling with theory. The article discusses the benefits with appropriating theory, such as principle-agent and collective action as well as more critical approaches to un-pack ICTs contribution to anti-corruption efforts.

Series
Communications in Computer and Information Science (CCIS)
Keywords
Corruption, Principle-agent theory, Collective action theory, ICTs, Anti-corruption efforts
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-78877 (URN)
Conference
6th International Conference “Electronic Governance and Open Society: Challenges in Eurasia”(EGOSE 2019), St. Petersburg, Russia, November 13-15, 2019
Available from: 2020-01-07 Created: 2020-01-07 Last updated: 2020-01-30Bibliographically approved
Hatakka, M., Thapa, D. & Sæbø, Ø. (2019). Understanding the role of ICT and study circles in enabling economic opportunities: Lessons learned from an educational project in Kenya. Information Systems Journal
Open this publication in new window or tab >>Understanding the role of ICT and study circles in enabling economic opportunities: Lessons learned from an educational project in Kenya
2019 (English)In: Information Systems Journal, ISSN 1350-1917, E-ISSN 1365-2575Article in journal (Refereed) In press
Abstract [en]

In this paper, we explore how the combination of Informa-tion and Communication Technologies (ICT) and self-organised study circles improves rural communities' abilityto enhance their economic opportunities. We present thecase study of an adult study-circle project in the Kwale County of Kenya with the objective of providing rural communities with viable and sustainable livelihoods. Study circles can be seen as a democratic and emancipatory method for learning, where community groups regularly meet for participatory discussions to educate themselves on a variety of topics of their own interest. The main goal of the study-circle members was to increase economic opportunities using ICT and, more specifically, to start micro-businesses, improve production efficacy and methods, and obtain employment. Using the capability approach and affordances as theoretical lenses, our analysis of the explorative case study shows that the outcomes of the study circle were dependent on various conversion factors and facilitating conditions, such as resources, skills, socio-cultural norms, and infrastructure. The main contributions from our work are represented by the five practical lessons learned from the study-circle members' goals (starting micro-businesses, product efficiency, and obtaining employment) from the self-organised training approach (study circles) and from our theoretical approach (combining the capability approach and affordances).

Place, publisher, year, edition, pages
Blackwell Publishing, 2019
Keywords
affordances, capability approach, economic opportunities, ICT4D, Kenya, study circles
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-78879 (URN)10.1111/isj.12277 (DOI)000502462200001 ()
Available from: 2020-01-07 Created: 2020-01-07 Last updated: 2020-01-30Bibliographically approved
Yingqin, Z., Hatakka, M., Sahay, S. & Andersson, A. (2018). Conceptualizing development in information and communication technology for development (ICT4D). Information Technology for Development, 24(1), 1-14
Open this publication in new window or tab >>Conceptualizing development in information and communication technology for development (ICT4D)
2018 (English)In: Information Technology for Development, ISSN 0268-1102, E-ISSN 1554-0170, Vol. 24, no 1, p. 1-14Article in journal, Editorial material (Refereed) Published
Abstract [en]

ICT4D research is faced with the challenge of rapidly changing technologies and increasingly complex social dynamics and development processes. We argue that ICT4D research requires a more acute sense of where our research is situated within a broader picture of development, e.g. with a better understanding of development processes, their ideological nature, the power structures and driving forces, and the mechanisms through which ICTs may be embedded in and shape these processes. Such a reflexivity is crucial not least in justifying our claims of contribution, but also in understanding the implications and potential impact of our research and practice. This editorial seeks to explore key conceptual components in ICT4D and their relationships, including dimensions of development, perspectives of development, conceptions of artefacts, and theory of change. A tentative conceptual schema is presented that connects these conceptual components.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
ICT for development, conceptualization, dimensions of development, perspectives of development, theory of change
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-62353 (URN)10.1080/02681102.2017.1396020 (DOI)000424196600001 ()2-s2.0-85033690550 (Scopus ID)
Available from: 2017-11-14 Created: 2017-11-14 Last updated: 2020-01-30Bibliographically approved
Viberg, O., Hatakka, M., Bälter, O. & Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in human behavior, 89, 98-110
Open this publication in new window or tab >>The current landscape of learning analytics in higher education
2018 (English)In: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 89, p. 98-110Article, review/survey (Refereed) Published
Abstract [en]

Learning analytics can improve learning practice by transforming the ways we support learning processes. This study is based on the analysis of 252 papers on learning analytics in higher education published between 2012 and 2018. The main research question is: What is the current scientific knowledge about the application of learning analytics in higher education? The focus is on research approaches, methods and the evidence for learning analytics. The evidence was examined in relation to four earlier validated propositions: whether learning analytics i) improve learning outcomes, ii) support learning and teaching, iii) are deployed widely, and iv) are used ethically. The results demonstrate that overall there is little evidence that shows improvements in students' learning outcomes (9%) as well as learning support and teaching (35%). Similarly, little evidence was found for the third (6%) and the forth (18%) proposition. Despite the fact that the identified potential for improving learner practice is high, we cannot currently see much transfer of the suggested potential into higher educational practice over the years. However, the analysis of the existing evidence for learning analytics indicates that there is a shift towards a deeper understanding of students’ learning experiences for the last years.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Learning analytics, Literature review, Higher education, Research methods, Evidence
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-68631 (URN)10.1016/j.chb.2018.07.027 (DOI)000449136900011 ()2-s2.0-85053083367 (Scopus ID)
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2020-01-30Bibliographically approved
Erlandsson, K., Osman, F., Hatakka, M., Egal, J. A., Byrskog, U., Pedersen, C. & Klingberg-Allvin, M. (2017). Evaluation of an online master’s programme in Somaliland: A phenomenographic study on the experience of professional and personal development among midwifery faculty. Nurse Education in Practice, 25, 96-103
Open this publication in new window or tab >>Evaluation of an online master’s programme in Somaliland: A phenomenographic study on the experience of professional and personal development among midwifery faculty
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2017 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 25, p. 96-103Article in journal (Refereed) Published
Abstract [en]

To record the variation of perceptions of midwifery faculty in terms of the possibilities and challenges related to the completion of their first online master's level programme in Sexual and Reproductive Health and Rights in Somaliland. The informants included in this phenomenongraphical focus group study were those well-educated professional women and men who completed the master's program. The informant perceived that this first online master's level programme provided tools for independent use of the Internet and independent searching for evidence-based information, enhanced professional development, was challenge-driven and evoked curiosity, challenged professional development, enhanced personal development and challenged context-bound career paths. Online education makes it possible for well-educated professional women to continue higher education. It furthermore increased the informants' confidence in their use of Internet, software and databases and in the use of evidence in both their teaching and their clinical practice. Programmes such as the one described in this paper could counter the difficulties ensuring best practice by having a critical mass of midwives who will be able to continually gather contemporary midwifery evidence and use it to ensure best practice. An increase of online education is suggested in South-central Somalia and in similar settings globally.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
Online education, Net-based education, Midwifery education, Human rights
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-64689 (URN)10.1016/j.nepr.2017.05.007 (DOI)000406728300015 ()28575755 (PubMedID)2-s2.0-85019746618 (Scopus ID)
Note

Funding Agency:

Swedish International Development Cooperation Agency

Available from: 2018-01-31 Created: 2018-01-31 Last updated: 2020-01-30Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0003-1076-3442

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