Stages Of E-government Development Research Articles

Is It Still in the Works? Understanding e-Government as A Stage in the Democratic Process

Democracy operates through the mechanisms of society. Today, technology has become an integral part of societal development, has permeated many aspects of life, and is expected to play an important role in democracy. The government, activists, and academics have all advocated for the use of technology in government, known as e-government. While there is academic debate about its impact on democracy, this article believes it is critical to place impact after development. This viewpoint is useful for engaging in academic debate. Assuming that each stage has its own timetable, this article asks, "What stage is e-government at right now?" Looking at the indicators measured by various agencies and positioning them as shared awareness of e-government, it is possible to conclude that today is the stage of e-government development. The answer may serve as a reminder to academics researching the impact of e-government.

Understanding the evolution of public–private partnerships in Chinese e-government: four stages of development

Public–private partnerships have been widely applied in e-government development, contributing to new technologies’ adoption and e-government performance. PPP has also required and driven related managerial and organisational reforms. Progress in practice, however, has yet to be matched by increased research evidence and various research gaps remain. This study identifies and examines four stages of e-government development in China and the role of PPP – outsourcing, service co-delivery, joint management, and collaborative governance – which are linked to developments in digital technology and, more particularly, to changes in local governments’ views about the roles of technology and the contribution the private sector can make. The changing relationship between the public and private sectors in e-government has also led to gradually deepening engagement, more equal relationships and more mature mechanisms for collaboration, as well as better outcomes. At the same time, the partnerships continue to face challenges including distrust, inadequate managerial control, uncertain legal frameworks and less than optimal efficiency. Some of these are likely to relate to China’s unique “socialist market economy” and its political institutional arrangements.

E-Government and Public Affairs Education

This article examines three fundamental questions with respect to the place of e-government in graduate education for careers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education. The article first traces the development of e-government across the globe, summarizing important issues and consideration that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-government in the curriculum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, we can also hope that our training will also shape e-government's development.

Zhengdong New District Smart Government Application System Construction and Its Development Strategy Research

Smart government is the advanced stage of e-government development, whose essence is the fusion of Internet, Internet of things, cloud computing, big data and other high and new technology and e-government, to achieve the efficient management of all kinds of information resources and make the government services more transparent, scientific and wisdom. Based on the introduce, basic principle and construct meaning, application system construction, main problems and developing countermeasures and other aspects of smart government to make a comprehensive analysis in the construction of Zhengdong new district smart government, then advise the government departments to speed up the transformation of government management functions and social service mode to integrate the business processes, and promote the construction of service-oriented and smart-oriented government actively.

Linking Local E-Government Development Stages to Collaboration Strategy

The purpose of this study is to explore the connection between the stages of e-government development and collaboration demands in local government. Specifically, this study analyzes the demand for intergovernmental, interagency, and intersectoral collaborations during the three stages of local e-government development, including e-government initiation, application development, and integration. Based on an in-depth case study, this paper identifies specific collaboration types demanded during local e-government development in the Gangnam district government in Seoul, Korea. In each stage of e-government development, the local government encountered varying degrees and types of resource dependence upon internal and external organizational units. A particular type of collaboration became dominant in each stage as the relative importance of each collaboration type changed.

E-Government and public affairs education

This article examines three fundamental questions with respect to the place of e-govrement in graduate education for carrers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education.The article first traces the development of e-government across the globe, summarizing important issues and considertation that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-govrnment in the curriculum.E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimenstions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The apporach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, althogy we can also hope that our training will also shape e-government's development.

E-Govemment and Public Affairs Education

This article examines three fundamental questions with respect to the place of e-government in graduate education for cancers in public service. First, where does e-govemment fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affaire degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-govemment throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States. hut they are examined in the context of international variations in governance, technology, and education. The article first traces the development of e-government across the globe, summarizing important issues and considerations that governments must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the United States and turns to the question of how in incorporate e-government in the curricalum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For must programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional setting, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, although we can also hope that our training will also shape e-government's development.

Developing fully functional E-government: A four stage model

Literature reports the experiences with e-government initiatives as chaotic and unmanageable, despite recent numerous initiatives at different levels of government and academic and practitioners’ conferences on e-government. E-government presents a number of challenges for public administrators. To help public administrators think about e-government and their organizations, this article describes different stages of e-government development and proposes a ‘stages of growth’ model for fully functional e-government. Various government websites and related e-government initiatives help to ground and explain this model. These stages outline the multi-perspective transformation within government structures and functions as they make transitions to e-government through each stage. Technological and organizational challenges for each stage accompany these descriptions. At the same time, this paper describes how the e-government becomes amalgamated with traditional public administrative structure.