Department/Unit: Information Technology
Qualifications: PhD Computer Science
PhD Institution: University of Fort Hare
PhD dissertation title: A Methodological Framework for ICT Roadmap Development for Rural Areas
Current research interests and projects: I am more into qualitative research though in some cases, I also do quantitative research. My research philosophy derives from my belief that my research interest should impact on the quality of life of communities. My primary research therefore focuses on ICT, in particular, emerging technologies for community development. I like researching on the future and impact of technology in low resource areas. I also believe that ICTs have power to transform service delivery, so I enjoy research which involves e/m services for the community. Then my other interest lies on sustainable ICT solutions, so that the targeted communities benefit from the research. This I do through community engagement through the Living lab approach, participatory design and ICT business models. I am also interested in Human Computer Interaction as this is more related to ICT4D. I am comfortable with basic research though I do applied research. My aim in research is to improve a particular problem and this I believe applied research is more appropriate. For every 3-5 years, I plan for my research activities. This I use to choose honors, masters and PhD students. For example: Projects: • ICT service provision & community Development • Living Lab & e/m-services provision • Community Development Informatics • Emerging technologies & ICT sustainability • ICT sustainability • Future Technologies (AI, Mobile aap, Big Data Analytics & data science, Robotics, Social media) • Cyber security and smart technologies • Human Computer Interaction My research aims to answer the following themes: • How can the Living Lab approach be used to ensure ICT service delivery in both rural and urban areas? • What are the common e/m-services that can improve services in the community? • How future technologies can enable ICT sustainability? • How can the future technologies be applied in developing nations. What are the future technologies? • How can business models be applied to ensure ICT sustainability? • How ICTs are used in practice to enable community processes and the achievement of community Development objectives? I am comfortable with both quantitative and qualitative research approaches. I have been mainly using qualitative approach and have now changed a bit to both, but mainly qualitative research. On publications, I believe in co-authored publications with students and peers. So I encourage my students to publish. I also publish with international partners. On research fund, I always apply for research funding for my students and also for the project success. I also do joint research funding application with international partners and motivated to be engaged in collaborative research which is multi-disciplinary. Research Interest • ICT service provision & community Development • Living Lab & e/m-services provision • Mobile applications for service delivery • Emerging technologies & ICT sustainability • Future Technologies i.e social media, big data analytics • Technical Business models • Human Computer Interaction and designing for low resource areas. • Cyber Security, Smart Cities, biometrics and Secure technologies
Selected publication 1: Aruleba, K and Jere N.R. 2022. Exploring digital transforming challenges in rural areas of South Africa through a systematic review of empirical studies. Scientific African Journal. Volume 16, (2022) e01190 . https://doi.org/10.1016/j.sciaf.2022.e01190.
Selected publication 2: Aruleba, K. Jere, N.R and O. Matarirano. O. 2022. Technology Adoption Readiness in Disadvantaged Universities during COVID-19 Pandemic in South Africa. International Journal of Higher Education Vol. 11, No. 2; 2022. https://doi.org/10.5430/ijhe.v11n2p172.
Selected publication 3: Makwembere, S., Matarirano, O., and Jere, N.R. 2021. Lecturers’ Autoethnographies of Adjusting to Online Student Interactions during COVID-19. Research in Social Sciences and Technology (RESSAT). Vol 6 No 2 (2021). https://doi.org/10.46303/ressat.2021.16
Selected publication 4: Matarirano, O., Panicker, M., Jere N.R & Maliwa, M. 2021. External Factors Affecting Blackboard Learning Management System Adoption by Students: Evidence from a Historically Disadvantaged Higher Education Institution in South Africa. South African Journal of Higher Education, 35(2), 188-206. https://doi.org/10.20853/35-2-4025.
Selected publication 5: Osakwe, J., Dlodlo, N., & Jere, N.R. (2017). Where learners' and teachers' perceptions on mobile learning meet; a case of Namibian Secondary Schools in the Khomas region. Technology in Society, 16(3), 16-30.
Selected publication 6: Jere N.R., Scott, M.S. & Taruvinga, A. An integrated veld fire detection and sharing platform for Southern Africa. SAICSIT ’17, Thaba Nchu, South Africa, September 26–28, 2017
Selected publication 7: Smith, A.C. Dlodlo, N & Jere, N.R. (2016). Towards an Internet of Things Tangible Program environment Supported by Indigenous African Artefacts. AFRICHI 2016. 21st – 25th November 2016. Nairobi. Kenya
Selected publication 8: Jere, N.R., Thinyane, M, Tlou B & Ndlovu N. (2013). An Assessment of ICT Challenges in Rural Areas: ICT Experts Vs Rural Users Views: A Case of the Siyakhula Living Lab. SAICSIT '13, October 07 - 09 2013, East London, South Africa Copyright 2013 ACM 978-1-4503-2112- 9/13/10 Pages 233-241.
Selected publication 9: Gumbo S, Jere N.R., Terzoli A (2012). A Qualitative Analysis to determine the Readiness of Rural Communities to Adopt ICTs: Siyakhula Living Lab Case Study. IST-Africa 2012 Conference and Exhibition. 09 - 12 May 2012. Dar es Salaam, Tanzania.
Selected publication 10: Dhir A, Jere N.R., Kaur P, Heiskala M, Albidewi IA, Alghazzawi DM (2012) Design Guidelines for Pervasive Computing: Implications of Technology Use in Africa. The second IEEE International workshop on social implications of pervasive Computing. Lugano 2012. Pages 925 – 930.
Capstone assignment title: Implementation of an Innovative Collaborative Platform for Doctoral Education in Southern Africa
Capstone assignment abstract: The current DIES/CREST Online Training Course for Supervisors of Doctoral Candidates at African Universities course exposes participants to information on Doctoral supervision across Africa. The course allows participants and the facilitators to discuss debate and unpack a number of issues affecting Doctoral education (for both students and supervisors) in Africa. This is an eye opener course where participants are free to share their respective issues on Doctoral education. Participants point the current state of Doctoral students from enrolment to examination of dissertation. The course facilitators provide documents, slides and useful readings to unpack and explain the current state of Doctoral qualification across Africa. Having gone through the comments by the DIES/CREST Online Training Course for Supervisors of Doctoral Candidates at African Universities course (2018) participants and the course content throughout, there is a great concern on the quality of the graduates. It is clear that Universities in the region are making a number of initiatives and efforts to improve the Doctoral graduates skills and quality. Such initiatives come in the form of research symposiums, workshops and proposal defense. Despite all these efforts, the quality of some Doctoral graduates has been questioned, especially if it is a Doctoral by Dissertation. Questions have been raised on the research skills and overall quality of the Doctoral graduates in some disciplines in respective Universities. For this capstone project, the above topic has been considered. This is a proposed solution to the current challenges facing Doctoral education. In an effort to have high quality Doctoral graduates, with required research skills an innovative platform such as the one used for the DIES/CREST Online Training Course for Supervisors of Doctoral Candidates at African Universities course is proposed. For this Capstone project, this is proposed for Southern Africa, as this could be easier to coordinate and solution could be hosted by one of the established Universities. In this case, Stellenbosch University could host the platform or any other university with the capacity. Various Doctoral supervisors and Doctoral students could be enrolled for the course and be allowed to have a number of hours on the course in parallel to the Doctoral students. The structure of the collaborative course could resemble the current DIES/CREST Online Training Course for Supervisors of Doctoral Candidates at African Universities course, with selected facilitators and tutors from different Universities.
