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A similar pattern can be observed about e-government courses. First reason of spread of e-government courses is about faculties’ academic interests. Our research shows that e-government courses were included to the curricula mainly because of at least one faculty’s demand. If a faculty were interested in e-government or information and communication technologies, he/she demand to add these courses to curricula. Faculties, who received their MA or Ph.D. degrees in European or American universities, become another transfer agent for the e-government courses. Most of these received similar courses during their studies, and after the graduation they transferred the courses to Turkish universities. Faculty, who took these lessons, would be a new instrument for a secondary transfer, and it is the third reason for the spread of egovernment course, which could be seen above in Figure 1. Figure 1 33% 25% 42% Academic Interest Transfer by Abroad Studied Faculty Secondary Transfer Although current lecturers of e-government courses are optimistic that these courses will be developed and core courses in the near future, we do not expect it due to existing traditions in PA Departments and lack of interest of academic staff. In terms of Rogers’ diffusion of innovations, it could be claimed that inclusion of e-government courses are generally optional and personal choice [19]. The decision rests mostly on the interested lecturer or department chair that is responsible for updating the curricula. Some of the “early adapters” find it difficult to open or sustain the course which is included in the curriculum because of lack of academic staff or because this course was not really meant to be opened at all. In this case, the curriculum looks right, but the courses, in fact, only nominally exist. Thus, the course becomes a product of isomorphism rather than innovation. 4.2 Content of the Courses and Students’ Opinions about E-Government Courses Looking at the contents of the course, e-government issues can be categorized, which are derived from interviews and syllabi. According to this data, Turkish e-government education includes these titles: Basic e-government literature, e-government theories, e-government applications, e-government policies, e-governance, e-participation, e-democracy, e-municipality and problems of egovernment. These titles are used in almost every university. Three of ten faculties, named the topics; cyber crimes and esignature as basic, and two others named as subtopic. An advising report of UNESCO, which is prepared for the African countries, includes almost the same topics. [20] E-government courses generally begin with theoretical backgrounds and basic concepts. Towards the middle of the term, they turned to e-government applications. If we look to the students’ opinions about the courses, some of would be outshining. The ranking means and the standard deviations of the ratings are presented in Table 1. Test results show that there is a significant difference among the departments with respect to the importance rating of e-signature, theories of egovernment, properties of the information society, system design, e-democracy, e-trade/e-business, e-government experiences in Turkey, success/failure factors and internet penal law. 73 Table 1: Stated Importance Ratings of E-Government Topics (Students, N: 186) TOPIC MEAN STD.DEV. Information Security 6,102 1,4576 Right to Internet Access 6,003 1,2884 Right to Information 5,944 1,3210 E-Government and Public Adm. 5,795 1,5052 E-Signature 5,706 1,6790 Theories of E-Government 5,116 1,5277 Public/Private Partnership 5,050 1,5007 Technological Dependency 4,596 1,8363 Significant difference among the departments could be explained by the interests of the lecturers and could be considered as natural. However this may also carry the risk of “speci-centrism” as Yildiz et al. have defined in their own study [23]. It could be argued that the answers of the students are promising about the sustainability of the e-government courses. When the options “Totally Agree” ve “Agree” are combined, it is found that 79,6% of the students asserts positive opinions about interest in the topics of the course. On the other hand, 61,3% percent of the students think that the e-government course has provided advantages for their careers. Perceived advantage of taking egovernment courses would be another factor in development of egovernment courses in Turkey. There is a high level of satisfaction (81,1%) about the courses and 79% of the respondents says they would recommend this course to other students. When the responses for the above mentioned expressions are considered together, it could be argued that e-government courses would attract enough students if they were included in the curriculums of the departments which have not opened a course about egovernment. 5. DISCUSSION AND CONCLUSION The findings present a mixed case. E-government is developing fast in Turkey, and research on e-government draws significant attention. But, currently, the number of public administration departments which offer courses about e-government may not be considered as adequate. The opinions of lecturers and students are promising about the e-government courses in the future, yet lack of interest on academics’ side may hinder the development of these courses. Proliferation of e-government courses in Turkey is needed, but this is not without risks. These courses have been spreading among PA departments in the last five years. Although the courses which aim to improve basic computer skills could be traced to 1990s, first e-government courses in Turkey date back to 2006. Currently, 22% of the departments have e-government courses in their curricula. At this point the problem of institutional isomorphism becomes critical [5]. As Park and Park acknowledge, the curricula of leading universities in South Korea were followed by other institutions and that there is possibility of normative isomorphism [16]. In a similar vein, latest developments in the field of higher education in Turkey, especially Bologna process, have created coercive and imitative institutionalization among PA departments. This isomorphic trend may end up in curricula which reflects “the politically right” but which do not correspond to the real resources of the departments that are required to sustain IT and e-government related courses. As a conclusion, it is important to emphasize the need to build necessary resources and skills
among lecturers and students parallel to (better before) diffusion of e-government courses into core PA curricula in Turkey. In this study we have focused on on e-government education at the undergraduate departments of public administration in Turkey. Our researches, however, have found that other departments and schools do not offer e-government courses, but similar courses such as information technology. Future studies may focus on graduate programs teaching e-government courses at the public administration department. In addition, since e-government studies also include practical sides, other scholars may focus on practical aspects of e-government research and education. As authors, we consider that it will be very useful if both theoretical and practical sides of e-government would be examined and compared. 6. ACKNOWLEDGEMENTS We would like to thank Haydar EFE, Veysel EREN, M. Kemal ÖKTEM, Özgür ÖNDER, Mustafa ÖZTÜRK, Naci SEVKAL, Nur ŞAT, and Ali ŞAHİN for their valuable helps. And also special thanks to ICEGOV 2012 organization committee, two anonymous reviewers and Mete YILDIZ, for their valuable comments and suggestions. 7. REFERENCES [1] Augustinaitis, A.and Petrauskas, R. Master Studies on e- Governance Administration: The First Experience in Lithuania. In R. Traunmüller, (Ed.), EGOV 2004, Springer LNCS#3183, Heidelberg, 2004, 438-445. [2] Biasiotti, M.A. and Nannucci, R. Teaching e-Government in Italy. In R. Traunmüller, (Ed.), EGOV 2004, Springer LNCS#3183, Heidelberg, 2004, 460-463. [3] Chiu, S. Understanding the Adoption and Diffusion of Information Technology Related Curricula: Multiple Theoretical Perspectives. Ph.D. Thesis, Indiana University, 2007. [4] Dawes, S. Training the IT-Savvy Public Manager: Priorities and Strategies for Public Management Education. Journal of Public Affairs Education, 10, 1 (Jan., 2004), 5-17. [5] Di Maggio, P. J., and Powell, W. W. Iron cage revisited: Institutional isomorphism and collective rationality in organizational fields, American Sociological Review, 48 (1983). 147-160. [6] Garson, D. Public Information Technology and E- Governance: Managing the Virtual State. Jones and Bartlett Pub, NC, 2006. [7] Heeks, R. Most eGovernment-for-Development Projects Fail: How Can Risks Be Reduced?. iGovernment Working Papers , paper no.14. Institute for Development Policy and Management, University of Manchester, 2003. [8] Gauld, R., Goldfinch, S., and Horsburgh, S. Do They Want It? Do They Use It? The “Demand-Side” of e-Government in Australia and New Zealand. Government Information Quarterly, 27, 2 (March, 2010), 177-186. [9] Janowski, T. Conceptualizing Electronic Governance Education. 45th Hawaii International Conference on System Sciences,(2012) 2269-2278 [10] Kiel, D. Information Systems Education in Master Programs in Public Affairs and Administration. Public Administration 74 Review, 46, Special Issue: Public Management Information Systems (Nov., 1986), 590-594. [11] Kim S. and Layne K. Making the Connection: E-Government and Public Administration Education. Journal of Public Affairs Education, Vol.4, No.4 (Oct., 2001), 229-240. [12] Kolsaker, A. and Kelley, L. Citizens’ Attitudes towards e- Government and e-Governance: a UK Study. International Journal of Public Sector Management, 21, 7 (2008), 723- 738. [13] Kraemer, K.L. and Northrop, A. Curriculum Recommendations for Public Management Education in Computing: An Update. Public Administration Review, 49, 5 (Sep.-Oct., 1989), 447-453. [14] Medeni, T., Mustafa S., Tunc, M., Asim B., and Merih T. Developing an E-Government Education Programme Curriculum Based on Knowledge Management Paradigms to Support Institutional Transformation. International Journal of eBusiness and e-Government Studies. 2009. 1(2): 35-47 ISSN: 2146-0744 (Online) [15] Northrop, A. Challenge of Teaching Information Technology in Public Administration Graduate Programs. In D. Garson (ed.), Information Technology and Computer Applications in Public Administration. IGI Publishing, PA, 1999, 7-22. [16] Park, H. M. and Park. H. Diffusing Information Technology Education in Korean Undergraduate Public Affairs and Administration Programs: Driving Forces and Challenging Issues, Journal of Public Affairs Education, 2006, 12(4): 537- 555. [17] Pavlichev, A. The E-Government Challenge for Public Administration Education. In A. Pavlichev, D. Garson (eds.), Digital Government: Principles and Best Practices, IGI, PA, 2004, 276-289. [18] Perry, James L. A Symposium on Transformations in Public Affairs Education: Challenges, Progress, and Strategies. Journal of Public Affairs Education, 2001, 7(4): 209-211. [19] Rogers, E. Diffusion of Innovations. Free Press, NY, 2003. [20] UNESCO, Curriculum Guide on E-governance for African Government Institution, Available from: http://portal.unesco.org/ci/en/files/25720/11980630809curri culum_guide.pdf/curriculum%2Bguide.pdf, accessed 16.03.2012 [21] Van Deursen, A., van Dijk, J., and Ebbers, W. Why E- Government Usage Lags Behind: Explaining the Gap Between Potential and Actual Usage of Electronic Public Services in the Netherlands. Lecture Notes in Computer Science, 4084 (2006), 269-280. [22] Yazici, Ali. Teaching and Research on E-Government. International Conference on eGovernment and eGovernance. 11- 12 March 2010. Antalya, Turkey. [23] Yildiz, M., Demircioglu, M.A., and Babaoglu, C. Teaching Public Policy to Undergraduate Students: Issues, Experiences, and Lessons in Turkey. Journal of Public Affairs Education, 17, 3, 2011, 343-365
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2012 ALBANY, NEW YORK UNITED STATES
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Foreword The 6 th International Con
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Table of Contents Forward .........
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Session 10: ICTs & Governance Trans
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o Revival of Farming Community with
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International Steering Committee Jo
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Jim DAVIES, Computing Laboratory, U
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Session 1 Open Government Data
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the combination of their moral sent
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involve the creation of a Network o
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approach [28] to expose indicators
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4. IMPLENTING PAR In order to come
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conclusions that might arise rom th
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6.3 Large Scale Implementation In r
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Implementation Framework for Open D
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2) Usage: Assessed by quantifying t
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Increasing Kenyan Open Data Consump
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insight into available data resourc
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New Perspectives for Electronic Gov
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Not without reason therefore that t
Page 43 and 44: Another principle adopted by this s
Page 45 and 46: access to public information, chang
Page 47 and 48: Open Government 2.0: Citizen Empowe
Page 49 and 50: As a third finding, we also found a
Page 51: Session 2 E-democracy & Participati
Page 54 and 55: two polarized (optimistic or utopia
Page 56 and 57: through aggregating, shaping, and c
Page 58 and 59: in-depth expert interviews, and wer
Page 60 and 61: government made of citizens’ cont
Page 62 and 63: [8] Putman, R.D. 1994. Making Democ
Page 64 and 65: The third stream of studies reviewe
Page 66 and 67: interests, gaining access to inform
Page 68 and 69: 2. THEORETICAL FOUNDATION 2.1 The P
Page 70 and 71: epresentatives from the three main
Page 72 and 73: While letters to the editor could b
Page 74 and 75: person. Table 5: Public sphere char
Page 76 and 77: [32] Yang, S., H. Lee, and S. Kurni
Page 78 and 79: In March 2000, just a couple of mon
Page 80 and 81: society the gap will close [2]. The
Page 83 and 84: A New Roadmap for Next-Generation P
Page 85 and 86: needs and the activities of policy-
Page 87 and 88: [18] Moss, S., (2010). Policy Model
Page 89 and 90: 2.1. National digital inclusion exp
Page 91 and 92: advanced initiatives specifically d
Page 93: involved later [22]. Several instit
Page 97 and 98: 2. COMPARATIVE E-GOVERNMENT IN LATI
Page 99 and 100: governments can innovate or be disc
Page 101 and 102: 2. E-GOVERNMENT AS IS 2.1. E-Govern
Page 103 and 104: ankings on the formation of nationa
Page 106 and 107: Framework for Useful Transparency W
Page 108 and 109: are doing a good job overall in reg
Page 110 and 111: The Circular Continuum of Agencies,
Page 112 and 113: continue to rely on dial-up Interne
Page 114 and 115: this time the authors continue to w
Page 116 and 117: government agencies should consider
Page 118 and 119: The critical success factors for we
Page 120 and 121: include customers and competitors,
Page 122 and 123: Websites or columns for MFWs In thi
Page 124 and 125: According to our investigation, the
Page 126 and 127: Construction of Inter-regional Publ
Page 128 and 129: The Development of Public Smart Pho
Page 130 and 131: Stage Description 1 st stage (Simpl
Page 132 and 133: Understanding Citizens’ Perceptio
Page 134 and 135: performance compared to those provi
Page 136: Session 5 Information Sharing, Mode
Page 139 and 140: arising as a result of these two bi
Page 141 and 142: forms for the system. At the same t
Page 143 and 144: further investigation of the relati
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5.3.10 Commitment Both personal and
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law. Virginia Journal of Internatio
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available to others” [5]. Informa
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conflict around information sharing
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for understanding information polic
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primarily on the information flows
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On Public Service Provision Informa
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employs workflow management technol
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o Information. Represents any infor
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common documents repository at the
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Figure 15. Full model of Passport I
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142
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policies to prevent government agen
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ecause the majority of the shared i
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A Patent System Ontology for Facili
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uilt on top of the semantics of RDF
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dynamically derive relevancy based
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Figure 6. Cross-‐Reference betw
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Category II: After identifying some
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[8] De Nicola, A., Missikoff, M. an
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oral option, it also allows for a m
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mapping of citizens would ensure un
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Here the authors wish to extend the
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http://www.ecp.gov.pk/Reports/SPStr
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will enable to assess and confront
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The underlying DeLP process is as f
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Preparing for Digital Curation Gove
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semester hours. Nine of the forty-f
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REGNET: Regulatory Information Mana
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Search Terms/ Concepts References D
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4. COMPARATIVE STUDIES OF REGULATOR
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1105.4 [6] Content of Section 1105.
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Pollution Prevention Guide for Vehi
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From Information-Poor to Informatio
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To address the divide, specific gov
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ICT for Development and the MuNet P
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competencies and skills, contributi
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ICT Policy in Africa - A Comparativ
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essential and necessary to guide th
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Kenya it is the minister for Inform
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of existing Public Internet Access
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the policy process e.g. formulation
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Laggards or Victims of Socioeconomi
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Figure 3. Facilities & Services Enj
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Promoting user uptake of e-governme
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It was also decided that it was nec
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Session 8 Measurement 1
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technology (IT) projects by governm
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Gap = 5; The weak and unreliable In
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6. ACKNOWLEDGEMENT We are grateful
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aspects are hardly discussed as the
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service level agreements. The inter
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concensus of all participants, the
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Furthermore, it is understood from
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Mobile Technologies on the Internet
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of mothers. Based on this reason, w
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5.1.4 Precedence Plots Based on com
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3 indicators are similar but not th
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Latitude 10°�S 9°�S 8°�S 7
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7. CONCLUSION According to ORDIT an
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include but not limited to: payment
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Categories Only XSS (%) Table 2: Di
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From table 3, it can be deduced tha
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Session 9 Social Media in Governmen
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1. What kind of social media servic
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4.2.1 Facebook Usage Figure 3. Perc
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Government Crisis Communication on
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estoration theory. He termed it as
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Table 3. Strategies for Pre-crisis
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accounts, among which seven message
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information in the crisis event sta
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Government Official Microblogs: An
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It is worth mentioning that, while
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Managing Chinese Government Microbl
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due to their tremendous influence,
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3. ACKNOWLEDGEMENT This research is
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3) Established year: to specify the
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Figure 6. Language used in Hong Kon
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E-Government and Transformation of
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and domestic as well as internation
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4.6 Computerisation of Railway Tick
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abysmally low (2.25). In addition t
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Evaluating and Assessing a Typology
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Exhaustiveness indicates that all c
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Fig. 1 Spatial Unit Fig. 3. By whom
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SUPPLEMENTARY TABLE 1. RESULT OF SE
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Explaining the eGovernment Paradox:
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eGovernment services to a large ext
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policy agenda, as Heeks [10] says,
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Implementation Plan’s outcomes an
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Conference on eGovernment (pp. 90-9
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Investigating the Relationships bet
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hybrid or authoritarian regime. Bov
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Technologies, Tools and Web 2.0 in
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with resources, peers and experts w
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cluster were: Court Clerks; Court,
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(8 questions) and the third subpart
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http://ux.brookdalecc.edu/governanc
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the examination of the 311 program
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3. CASE STUDY METHOD This study use
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discuss departmental performance at
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or laptop computers. Internet conne
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[2] Anavitarte, L. and Tratz-Ryan,
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A Literature Review: IT Governance
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Interviewees Useful? Table 3. Inter
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Assessment of Success Factors of e-
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In view of different theoretical ap
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approximate figure of 60% of intern
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difference between its priority and
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Computer Supported Contractor Selec
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(2) conduction of the public auctio
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E-Government Success Factors in the
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creating different incentives and p
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American and the Caribbean Institut
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* Note: A 7-points Likert scale was
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showed to be useful, for collecting
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Public CIO, Figurehead or Decision-
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4.2 Operative CIO The Operative CIO
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Session 12 Implementation & Impact
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NYSED is responsible for collecting
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considered markers that are able to
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many of the MDGs. The direct impact
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strongly believed that local govern
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Goal Variables Measurements 2 3 Com
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Hypothesis Variables Endogenous Exo
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[16] Joreskog, K.G., and Sorbom, D.
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GoN has addressed the challenge to
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Figures 6 and 7. Computer classes a
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ICT-enabled Delivery of Maternal He
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3. E-HEALTH 3.1 ICTs and Health Com
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Chart 1 [40] GHANA - Total Telephon
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change their behaviour, improve the
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activities such as the MoTeCH partn
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If We Build it Will They Come? A Mi
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The methodology contains inherent l
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information about their broadband s
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Session 13 E-democracy & Participat
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attempt to influence future behavio
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Evidence shows that cognitive facto
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success factors for eParticipation[
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structure of the forum as well as t
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government as well as augmenting di
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Figure 1: Message content 4.3 Messa
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Figure 6: Associated levels 4.10 At
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improve the government management e
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Session 14 Information Structure
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2. HEALTHCARE IN RURAL INDIA Health
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Cloud Data Center Internet Service
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Reliability of data: data collected
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Information System (NHIS). A Nation
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charge are either not aware of the
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from this medium. Additional securi
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attacks require the adversary to ma
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actions with yet unknown recipients
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Session 15 Measurement 2
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2. LITERATURE REVIEW 2.1 Electronic
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Among the main limitations and chal
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Furthermore, our study demonstrates
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E-Government Portals in Central Ame
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13 Guadaloupe 31.74 14.19 14 Aruba
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Evolving e-Government Benchmarking
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judgments are made about the qualit
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percentage of online availability o
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methodology, and few national gover
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integrating them worth it? Because
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Impacts of the Public Procurement R
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Not all the municipalities have the
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3. HYPHOTESIS AND RELEVANT QUESTION
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58% of the buyers believe that the
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A strategy of evolution of the mark
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Posters
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Russian Federation legislative prop
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Figure 1. Document Flow and E-DRM P
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We further assume that each key tar
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egion that is more representative o
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2.2 C-DAC C-DAC’s PARAM series of
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The Metropolitan Area Planning Coun
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expanded functionality in three are
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For each case, semi-structured inte
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Figure 1. Comparative analysis on t
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projects and their on-site images.
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key challenges of Enterprise System
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5. PART THREE: E GOVERNMENT APPLICA
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Following the research objectives,
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From Inter-Agency Information Shari
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479
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more and more valuable with the gro
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Implementation of Integrated Tax Sy
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Information Sharing in Inter-depart
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Interagency Collaboration in Provid
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489
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noted. The list of basic e-services
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the description of procedure for mo
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Opportunities for Improving eGovern
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Prioritization and Geo-Spatiotempor
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[4] R.Bruggemann and Ganapati P. Pa
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equirements. A direct communication
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Stage - 2: Here the actual software
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membership associations, recreation
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Fig 1 : Agriculture Revolution 3. P
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sector, private sector, and civil s
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System For Measuring e-Gov: A Multi
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The Digital Divide’s Devaluing of
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[3] Coursey, D., & Norris, D.F. (20
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In Brazil, electronic accessibility
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2) The areas to which mobile and wi
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2. OVERVIEW OF DISTRICT MAPPING The
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3.4 Driving License Driving License
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and socio-economic backgrounds. The
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Figure - 2: eGovernment Implementat
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Tutorial: Digital Curation for Publ
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ut also provide sufficient detail o
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ABM is known as a bottom-up simulat
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5.2 Relation to Empirics “Where d
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Larson, Elizabeth .................
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