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The capability approach in ict4d research
Örebro University, Örebro University School of Business.ORCID iD: 0000-0003-1076-3442
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Örebro: Örebro universitet , 2013. , p. 195
Series
Örebro Studies in Business - Dissertations ; 6Örebro Studies in Informatics
Keywords [en]
ICT4D, the capability approach, development as freedom, education, ICT, development
National Category
Information Systems
Research subject
Informatics
Identifiers
URN: urn:nbn:se:oru:diva-27673ISBN: 978-91-7668-937-0 (print)OAI: oai:DiVA.org:oru-27673DiVA, id: diva2:607564
Public defence
2013-06-04, Hörsal M, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (English)
Opponent
Supervisors
Available from: 2013-02-25 Created: 2013-02-25 Last updated: 2018-01-11Bibliographically approved
List of papers
1. Build it and they will come?: Inhibiting factors for reuse of open content in developing countries
Open this publication in new window or tab >>Build it and they will come?: Inhibiting factors for reuse of open content in developing countries
2009 (English)In: Electronic Journal of Information Systems in Developing Countries, ISSN 1681-4835, E-ISSN 1681-4835, Vol. 37, no 5, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Open content has the potential to change the playing field when it comes to every individual’s right to education. Development of new course content is both expensive and time consuming and open content can help educational organizations to deal with these problems by offering free-to-use educational resources. Despite the benefits of open content the usage is very low in developing countries and understanding why content developers choose not to use open content is the first step towards finding a solution to the problem. Which inhibiting factors for reuse do content developers in developing countries experience with open content? To answer the question interviews, questionnaires and observations have been made with content developers from Bangladesh, Sri Lanka and from UNESCO Open Training Platform. Findings show that many of the inhibiting factors with reuse of open content do not necessarily relate to the actual content. Educational rules and regulations, lack of infrastructure, teaching practices and traditions etc. are major obstacles that need to be overcome if the usage of open content should increase.

Place, publisher, year, edition, pages
Hong Kong: City University of Hong Kong, 2009
Keywords
Open Content, Open Educational Resources, eLearning, Bangladesh, Sri Lanka, Open Training Platform
National Category
Information Systems
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-6299 (URN)
Available from: 2009-04-20 Created: 2009-04-20 Last updated: 2018-01-13Bibliographically approved
2. Development, capabilities and technology: an evaluative framework
Open this publication in new window or tab >>Development, capabilities and technology: an evaluative framework
2011 (English)In: Proceedings of the 11th International Conference on Social Implications of Computers in Developing Countries: Partners  for  Development  -­  ICT  Actors  and  Actions, 2011Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we present a framework to be used for evaluation of Information and Communication Technology for Development (ICT4D) projects. The framework is based on Sen´s notion of development as freedom where human capabilities and functionings are seen as key aspects to development. Sen´s capability approach presents an alternative way of seeing and evaluating development (alternative to more traditional ways of measuring development). The approach is based on expanding freedoms, or eliminating unfreedoms, for people so that they can live a life that they have reason to value. Even though Sen is referenced a lot in ICT4D literature the analysis rarely goes further then stating that Sen presents an alternative to traditional ways of development. Reasons can be that the capability approach does not specifically mention technology, in addition to the lack of guidelines presented by Sen on how to use the framework. The aim of this paper is to operationalize the evaluation process and to include a clear role for technology in Sen´s capability framework. The framework is validated with a case on distance education from Bangladesh. 

Keywords
ICT4D, capability approach, evaluation, framework, education
National Category
Information Systems
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-21419 (URN)
Conference
IFIP WG9.4: 11th International Conference on Social Implications of Computers in Developing Countries
Available from: 2012-02-16 Created: 2012-01-30 Last updated: 2018-05-03Bibliographically approved
3. The capability approach as a tool for development evaluation: analyzing students' use of internet resources
Open this publication in new window or tab >>The capability approach as a tool for development evaluation: analyzing students' use of internet resources
2012 (English)In: Information Technology for Development, ISSN 0268-1102, E-ISSN 1554-0170, Vol. 18, no 1, p. 23-41Article in journal (Refereed) Published
Abstract [en]

Internet resources have been ascribed transformative powers in the development of educational organizations and students in developing regions. However, most development projects relating to Internet resources focus on publishing material without much analysis of the actual use. The question then is how we can go deeper in our analysis and study actual development outcomes. The analysis in this paper is based on Amartya Sen’s Capability Approach where both the means and ends are evaluated. The research question is “What are the benefits of using Amartya Sen’s Capability Approach when evaluating development outcomes?”. We answer the question by evaluating what capabilities and functionings Internet resources can enable for students in higher education. Findings show that the Capability Approach enables us to gain a deeper understanding of why and how development outcomes are achieved. We are also able to follow the development process from the intervention to the realized outcomes. 

Place, publisher, year, edition, pages
Routledge, 2012
Keywords
Internet resources, education, the Capability Approach, Amartya Sen, human development
National Category
Information Systems
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-21420 (URN)10.1080/02681102.2011.617722 (DOI)000299345500003 ()2-s2.0-84856090905 (Scopus ID)
Available from: 2012-01-30 Created: 2012-01-30 Last updated: 2018-01-12Bibliographically approved
4. Students’ use of one to one laptops: a capability approach analysis
Open this publication in new window or tab >>Students’ use of one to one laptops: a capability approach analysis
2013 (English)In: Information Technology and People, ISSN 0959-3845, E-ISSN 1758-5813, Vol. 26, no 1, p. 94-112Article in journal (Refereed) Published
Abstract [en]

Purpose - We evaluate effects of students’ 1:1 laptop use from a capability perspective by investigating increases and decreases of students’ opportunities and choices. We investigate changes that have taken place and how these changes enable or restrict students to do and be what they desire.

Design/methodology/approach – We undertake an interpretive case study based on group interviews and questionnaires. Sen’s capability approach is used as theoretical framework and has informed the data collection and the analysis.

Findings – 1:1 laptops in schools have provided students with new opportunities and choices, but also restricted others. An evident opportunity is the equalization of access to computers. Other opportunities relate to schoolwork efficiency and increased access to information. Gains also include the use of different media for overcoming disabilities or to fit individual learning styles. Regarding students’ well-being, a “fun” learning environment is mentioned. However, the “fun” is often about playing games or using social media – something which diverts the students’ attention from the learning. Students also find that they are less social, too computer dependent, and that they miss using pen and paper. Additionally, health issues such as back problems and headaches are reported, as well as an increased risk of being robbed.

Originality/value – Most research on 1:1 laptops in education focuses on easily quantifiable measures and reports from a teacher perspective. We take a broader approach and investigate the impact 1:1 laptops have on students’ well-being and agency. 

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2013
Keywords
1:1 laptops, ICT supported learning, education, the capability approach
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-26929 (URN)10.1108/09593841311307169 (DOI)000318378300005 ()2-s2.0-84874811370 (Scopus ID)
Projects
UnosUno
Available from: 2013-01-18 Created: 2013-01-18 Last updated: 2017-12-06Bibliographically approved
5. Back to basics: Why (some) ICT4D projects still struggle
Open this publication in new window or tab >>Back to basics: Why (some) ICT4D projects still struggle
2013 (English)In: Proceedings of the 12th International conference on social implications of computers in developing countries, 2013Conference paper, Published paper (Refereed)
Keywords
Success and failure, ICT4D, education, the capability approach, conversion factors
National Category
Social Sciences
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-29299 (URN)
Conference
12th International conference on social implications of computers in developing countries (IFIP WG 9.4), May 19-22, 2013, Ocho Rios, Jamaica
Available from: 2013-06-03 Created: 2013-06-03 Last updated: 2017-10-17Bibliographically approved
6. Capability outcomes from educational and ICT capability inputs: an analysis of ICT use in informal education in Kenya
Open this publication in new window or tab >>Capability outcomes from educational and ICT capability inputs: an analysis of ICT use in informal education in Kenya
(English)Manuscript (preprint) (Other academic)
Abstract [en]

In the field of Information and Communication Technologies for Development (ICT4D) ICT use in education is well studied. Education is often seen as a pre-­‐requisite for development and ICTs are believed to aid in education, e.g. to make it more accessible and to increase its quality. In this paper we study the access and use of ICT in a study circle (SC) education program in the south coast of Kenya. The study is qualitative reporting results based on interviews and observations with SC participants, government officers and SC coordinators and teachers. The study builds on the capability approach perspective of development where individuals’ opportunities and ability to live a life that they value are focused. The aim of the study is to investigate the capability outcomes enabled through the capability inputs access and use of ICT in education as well as the factors that enabled and/or restricted the outcomes. Findings show that many opportunities have been enabled such as an increase in the ability to generate an income, learning benefits, community development and basic human development (e.g. literacy and self-­‐confidence). However, conversion factors such as a poorly developed infrastructure and poor IT literacy prevent many of the individuals from taking full advantage of the ICT and the opportunities it enables.

Keywords
ICT supported education, education, study circle, the capability approach, ICT4D, ICT access, ICT training
National Category
Computer and Information Sciences
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-32004 (URN)
Available from: 2013-10-14 Created: 2013-10-14 Last updated: 2018-01-11Bibliographically approved

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