Download - University of Hertfordshire Research Archive

More documents

Recommendations

Info

Appendices Adoption, Diffusion and Use of E-government Hassan Al-Zaabi Services in Abu Dhabi Police Force First Level Themes Existing Work Practices Prior Experience First Level Themes Importance of e-services Reliability and trust of eservices Compatibility – IT & Communications Department Second Level Third Level Example of Data Extract Codes and more Themes Themes Details Work related to All staff members “We sit in front of computers Code: Compa/ITcomputer usage in this department from 7:30am to 2:30pm, 5 days Work Task leads to using e- from different a week, we implement e- . services organisational level, services, therefore, to test the Suggested that all gender and system and fix faults we have to jobs in this educating use use and try all kind of e-services department are computers related even if we don‟t need them. Our compatible with e- to their work task main job is to use computers, so from my point of view this encourages us to use all functions of it” service usage. Experience with Most staff in the IT “I am used to different online Code: Compa/ITcomputer and e- are experienced services here at Abu Dhabi Experience service usage with computers Police so I don‟t have any either from work, reason not to try new e-services Suggested that university or when they are introduced for the computer training sessions staff” (female, 20-30, High experience led to Diploma, middle level) compatibility of eservices. Image – IT & Communications Department Second Level Third Level Example of Data Extract Codes and more Themes Themes Details E-service can deal Staff members “Staff using e-services have Code: Image/ITwith different issues with different age enough knowledge to judge that Knowledge, and problems groups and high these e-services are beneficial Beneficial level of education for work procedures. We are argued for now in 2012, everyone needs a Image status was importance of e- quick way to deal with different seen not important services. issues or problems will occur. I by staff members in use these e-services regularly, the IT. They not to show others that I am focused on the smart or an expert in importance of e- computers. I use it because I service usage for think they are important”. dealing with (Male, 31-40, postgraduate, different issues high level staff) related to their work. E-service are Middle and high “…if something is reliable, in Code: Image/ITtrusted within staff level staff, with this case e-service, then it is a Reliable in the IT high level of good choice for staff to use department education trust e- it…” (female, 20-30, bachelor Similar to the services degree, middle level staff) above statement University of Hertfordshire 2013 Page 281
Appendices Adoption, Diffusion and Use of E-government Hassan Al-Zaabi Services in Abu Dhabi Police Force First Level Themes Simplicity of e-services Prior Experience Perceived Ease of Use – IT & Communications Department Second Level Themes Users of e-services in IT Department stated that it only needs common sense to use the services Computer experience replace training for eservice usage in IT department Third Level Themes Most staff from different age group, education level and gender find it easy to use and needs common sense Staff members with different educational level, age, gender are experienced with computers, therefore, expert in e-service usage Example of Data Extract Codes and more Details “I don‟t remember how many Code: PEOU/IT- attempts exactly but all I know easy, common is that some services need common sense, for example, if sense you look at the finance system Suggested by all you just need to enter your employees using military number and then the e-services that choose a specific option from it is easy and does here and you will get the not need any response of your enquiry immediately” (male, age between 31-40, education level below high school, and considered as a low level staff) training “Because I have computer Code: PEOU/IT- experience I did not need any training course, however, if the experience user have no experience at all I Suggested that think it is important to take computer basic courses on how to use a experience supports computer at least” (male, 20-30 the usage of e- years old, high diploma, middle level staff) service Perceived Usefulness – IT & Communications Department First Level Second Level Third Level Themes Example of Data Extract Codes and more Themes Themes Details Reliability Most staff from High level staff with a “…so to be up to date it is Code: PU/IT- the IT high level of education important to keep an eye on reliable department argued that e-services this service. I can also make confirmed the keep staff members comments and post questions Based on usefulness and updated and reliable for that may help me at work. experience was reliability when communication The correspondence system is suggested that using e-services reliable for communicating most staff find the with other staff regarding e-services reliable work procedures, which I to deal with think is useful”. (Male, 41- different work 50, bachelor degree, high level staff) procedures E-services Trial Convincing Low level staff with a “…I am sure if they only Code: PU/IT-trial other staff to use low level of education, tried it once or twice they e-services to discovered e-service will always use the e-service. Testing and trying find its usefulness by trying it I don‟t know why they still to use any of the e- usefulness use different procedures services will show comes by while they can check many users how useful testing and things easily online” (Male, the e-services are using the e- 31-40, below high school, service low level staff) University of Hertfordshire 2013 Page 282
Page 1 and 2:
Adoption, Diffusion and Use of E-Go
Page 3 and 4:
Adoption, Diffusion and Use of E-go
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Chapter 1. Introduction Adoption, D
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Chapter 2. Literature Review Adopti
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Chapter 3. Research Methodology Ado
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Chapter 4. Pilot Analysis, Findings
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Chapter 5. Final Study Analysis, Fi
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Chapter 6. Evaluation and Discussio
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Chapter 7. Summary and Conclusions
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246: References Adoption, Diffusion and
Page 269 and 270: Appendices Adoption, Diffusion and
Page 295: Appendices Adoption, Diffusion and
Page 347 and 348:
Appendices Adoption, Diffusion and
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
Page 363 and 364:
Page 365 and 366:
Page 367 and 368:
Page 369 and 370:
Page 371:
show all

Download - University of Hertfordshire Research Archive

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?