Abstract
Background: Case studies are core constructs used in information management research. A persistent challenge for business, information management and social science researchers is how to select a representative sample of cases among a population with diverse characteristics when convenient or purposive sampling is not considered rigorous enough. The context of the study is post-school education, and it involves an investigation of quantitative methods of clustering the population of public technical and vocational education and training (TVET) colleges in South Africa into groups with a similar level of maturity in terms of their information systems.Objectives: The aim of the study was to propose an evidence-based quantitative method for the selection of cases for case study research and to demonstrate the use and usefulness thereof by clustering public TVET colleges.Method: The clustering method was based on the use of a representative characteristic of the context, as a proxy. In this context of management information systems (MISs), website maturity was used as a proxy and website maturity model theory was used in the development of an evaluation questionnaire. The questionnaire was used for capturing data on website characteristics, which was used to determine website maturity. The websites of the 50 public TVET colleges were evaluated by nine evaluators. Multiple statistical techniques were applied to establish inter-rater reliability and to produce clusters of colleges.Results: The analyses revealed three clusters of public TVET colleges based on their website maturity levels. The first cluster includes three colleges with no websites or websites at a low maturity level. The second cluster consists of 30 colleges with websites at an average maturity level. The third cluster contains 17 colleges with websites at a high maturity level.Conclusion: The main contribution to the knowledge domain is an innovative quantitative method employing a characteristic (in this case website maturity) as a proxy for MIS maturity. The method can be applied in quantitative, qualitative and mixed methods research, to group a population and thereby simplify the process of sample selection of cases for further in-depth investigation.
Highlights
Case studies are core constructs used in information management research
The technical and vocational education and training (TVET) sector is defined by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) as: a comprehensive term referring to those aspects of the educational process involving, in addition to general education: the study of technologies and related sciences; as well as the acquisition of practical skills, attitudes, understanding, knowledge relating to occupations in various sectors of economic and social life. (Del Mar 2011:4)
Most of the 48 college websites contained components associated with the second level of web maturity, such as contact details (98%), directions (96%) and a feedback mechanism (74%)
Summary
A persistent challenge for business, information management and social science researchers is how to select a representative sample of cases among a population with diverse characteristics when convenient or purposive sampling is not considered rigorous enough. The context of the study is post-school education, and it involves an investigation of quantitative methods of clustering the population of public technical and vocational education and training (TVET) colleges in South Africa into groups with a similar level of maturity in terms of their information systems. Public TVET colleges were established and operated under the authority of the Continuing Education and Training Act 16 of 2006, and they are subject to the authority of the DHET (2013). The college sector is seen as central to the provision of post-school education and training in South Africa, and strengthening and expanding this sector is the DHET’s highest priority. There are 50 registered and accredited public TVET colleges in South Africa; these operate on more than 264 campuses in both rural and urban areas of the country (TVET Colleges South Africa 2015).
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