ItemUser resistance to the access review component of sailpoint identityiq by managers: a South African bank case study(2022) Mudzunga, HanganiThe purpose of this study was to examine and explain why bank managers resist using the access review component of SailPoint IdentityIQ and explain the factors that influence bank managers to resist the access review component of SailPoint IdentityIQ. Moreover, the study also explained the managers’ resistance behaviour. The study adopted an interpretive paradigm and followed an inductive approach. Withing the broader scope of interpretive paradigm, the study adopted an explanatory research design. The case study strategy was employed by the study. Furthermore, the study employed a qualitative research method because its aim was not to generalise the research findings. The time horizon for the study was cross-sectional, and the sources of the data for the study was the primary data source. This study's primary data collection method was interviews. Thematic analysis process was followed to analyse the data collected for the study. The case study site was one of the South African banks, referred to in this study as ABC Bank. The research findings suggest that some bank managers at ABC bank do not perform access reviews mainly when their initial condition(s) and object(s) of resistance interact, they perceive something that leads them to behave in a resistant manner. Their perceptions are mostly on 1) whether they think they are doing something wrong, 2) ease of use, 3) consequences, 4) and value. These perceptions are developed by managers due to various factors such as fear of error, lack of perceived ease of use, lack of perceived consequences, and lack of perceived value. The study contributed theoretically by following a different research methodology to explain user resistance in a different setting from that used previously in Lapointe and Rivard (2005) and Selander and Henfridsson (2012). The study followed a crosssectional time horizon instead of a longitudinal time horizon, and it did so in a certain bank in South African. The study also tested the applicability of the Lapointe & Rivard (2005) framework in a South African bank following a qualitative methodology and cross-sectional time horizon. The study modified the Lapointe & Rivard (2005) framework to follow a qualitative methodology and cross-sectional time horizon to help answer the primary research question. The adaption of the framework proved to be helpful for the study. The study also contributed to the user resistance, identity governance and administration body of knowledge in the information systems research because there is limited academic literature on subjects relating to the enterprise identity governance and administration systems. Practically, the study contributes by providing some explanation on why some managers resist using the access review component of SailPoint IdentityIQ. The study also contributes by providing factors that influence managers not to perform access reviews on SailPoint IIQ. However, the author advises practitioners to generalise the findings of this study with caution. Moreover, the description reveals to practitioners that user resistance must be managed carefully by understanding the context as there is no 'silver bullet' strategy to mitigate user resistance. ItemA framework for South African university students' online learning: social presence, digital skills and competencies(2022) Lubisi, NtombizethuOver the years, institutions of higher learning across the world have embraced the use of digital technology to facilitate learning. University students require digital skills and digital competencies to take full advantage of online learning. Additionally, one of the most important factors of students’ learning experience in an online environment is the sense of belonging. Students engaging in online learning geographically separated from their instructors and peers often feel isolated. The purpose of the study was to explore digital skills, digital competencies and social presence necessary for an effective South African university online learning. The study used the General Technology Competency and Use (GTCU) framework and the Social Presence Theory as a lens to explore the digital skills, digital competencies and social presence necessary for South African university online learning. A case study approach was used to study in-house first-year students in a South African university learning online. A mixed method research was selected due to its fitness to answer the proposed research questions. The data was collected via an online questionnaire and the semi-structured interviews at the University of the Witwatersrand in South Africa, Johannesburg. Quantitative data was analysed using descriptive statistics and the qualitative data was analysed using thematic analysis. Findings from the study indicated that the social-economic background does play an important role in in-house students learning online. The interaction was a challenge, participants felt isolated from their instructors which impacted their online learning experience. They did not feel a sense of belonging to their courses. The study will contribute to policies such as the South African National Development Plan (NDP) 2030 with the focus on lifelong learning, the United Nations (UN) Sustainable Development Goal 2030 goal 4. It will also contribute to the university learning and teaching policies where online learning is concerned as well as assist University improve their online learning offering. Our study links to information systems and online learning at universities.