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Previous research and its shortcomings
Previous research has indicated that ideas, theories and perspectives pertaining to the understanding of ICT use in SMMEs is conceptually focused, lacks empirically rigorous data, widely generalised, and reflects the views of the West (Ramsey et al., 2003; Mira, 2006; Tsui-Auch, 2003; Martin and Matlay, 2001; Fallon and Maron, 2000; Shiels et al., 2003). Studies conducted to provide empirical evidence on the relationship between ICT access, economic growth and poverty reduction have tended to adopt a broad macrolevel approach and to focus on money metric indicators, such as gross domestic product (GDP). There have also been methodological inadequacies, as has been pointed out by several reviewers of such research (Adeya, 2002; Mukhopadhyay, 2004). As a result, the nature of the relationship between ICTs and poverty remains unclear and the information deficiencies raise concerns among policy makers, who are being urged to increase investments into ICT infrastructure and regulatory frameworks. To resolve this, evidence is needed to attribute and measure changes in the level of poverty following implementation of ICT initiatives that specifically target the poor (Adera et al., 2014). Mukhorpardhyay (2004) reviews a number of publications that have expressed scepticism about the role of ICT in reducing poverty. The data points to the fact that experiences with several ICT projects designed to assist the underprivileged indicate that new technology has been harnessed to address poverty alleviation for many years now. She argues that the differences in the role of ICT in poverty reduction are grounded in the fact that there is no comprehensive and universally accepted conceptual framework for assessing the relationship between ICTs and their impact on poverty reduction. Other reviews of ICT projects designed to bring about economic development and poverty reduction concur and argue that since few of these projects have carried out a systematic impact assessment, the results are not conclusive about the relationship of ICT with poverty reduction (Batchelor and Scott, 2005).
ICT usage by SMMEs and Poverty Reduction
The objective of this section is to discuss how the use of ICTs by SMMEs can enable the reduction of poverty levels in developing countries. When discussing how ICTs contribute to poverty, this study draws on the arguments that view ICTs as tools that enable people’s activities in order to improve their lives (Gigler, 2011). Sen (1985) stated that it is not just access to ICTs that it important, but also what people are able to do with them that is useful for reducing poverty (Adera et al., 2014). Poverty has no universal definition, as it comprises many variables according to which it can be measured. The original definition of poverty was based on income. According to that definition a person whose source of finance is below the poverty line is regarded as poor (Mogotlhwane et al., 2011). Recent studies argue that poverty is a multidimensional concept; it has social, economic, political and cultural dimensions that make it a priority for policy makers worldwide (Gaaf, 2003). The various dimensions of poverty are articulated as follows: The poor lack not only financial and material resources. They lack opportunities to convert the resources that they possess (e.g. skills, experience) into value-creating activities that can generate income and other resources (McNamara, 2003). The poor lack information that is important to improve their livelihoods; this includes information about market prices for goods and services, about health, their rights and income-earning opportunities (Marker et al., 2002). The poor are deprived of the information needed to enable them to participate in the wider society, at the local, national and global level (Harris, 2004). The poor lack communication opportunities vital for their lives and livelihoods. They spend disproportionate amounts of time and money for essential communication with their families, trading partners and suppliers of economic necessities (McNamara, 2003). The poor lack access to knowledge, education and skills that could improve their lives and expand their opportunities (Marker et al., 2002). The poor lack access to capital, financial resources and services that would permit them to enter into new value-creating activities. Where information flows poorly and communication is difficult, knowledge flows poorly as well.
CHAPTER 1: INTRODUCTION AND BACKGROUND
1.1 INTRODUCTION
1.2 PROBLEM DESCRIPTION
1.3 MOTIVATION FOR THE RESEARCH PROJECT
1.4 RESEARCH OBJECTIVE AND QUESTIONS
1.5 EXPECTED CONTRIBUTION
1.6 RESEARCH LIMITATIONS AND EXCLUSIONS
1.7 THESIS STRUCTURE
1.8 CONCLUDING SUMMARY
CHAPTER 2: LITERATURE REVIEW
2.1 INTRODUCTION
2.2 SYSTEMATIC LITERATURE REVIEW METHODOLOGY
2.3 THE IMPORTANCE OF SMMES
2.4 SMMES AND ICT USAGE
2.5 ICT USAGE BY SMMES AND POVERTY REDUCTION
2.6 OVERALL LITERATURE FINDINGS AND GAPS
2.7 CONCLUDING SUMMARY
CHAPTER 3: RESEARCH APPROACH AND DESIGN
3.1 INTRODUCTION
3.2 THEORY AND INFORMATION SYSTEMS RESEARCH
3.3 RESEARCH DESIGN
3.4 QUALITATIVE RESEARCH APPROACH
3.5 RESEARCH PARADIGM/PHILOSOPHICAL ORIENTATION
3.6 RESEARCH STRATEGY
3.7 DATA COLLECTION TECHNIQUES
3.8 DATA ANALYSIS
3.9 QUALITY OF THE RESEARCH
3.10 ETHICAL CONSIDERATIONS
3.11 CONCLUDING SUMMARY
CHAPTER 4: DATA ANALYSIS
4.1 INTRODUCTION
4.2 BACKGROUND AND DESCRIPTION OF THE SMMES
4.3 SHORT CASE STUDY: THE MOBILE TUK-TUK SHOP
4.4 DESCRIPTION OF RESEARCH RESULTS
4.5 APPLICATION OF SL FRAMEWORK ON THE RESEARCH RESULTS
4.6. ANT ANALYSIS OF THE MOBILE TUK-TUK CASE STUDY
4.7 CONCLUDING SUMMARY
CHAPTER 5: RESULTS AND FRAMEWORK DEVELOPMENT
5.1 INTRODUCTION
5.2 OVERVIEW OF CONSOLIDATED RESEARCH FINDINGS
5.3. CONSTRUCTION OF CONCEPTUAL FRAMEWORK
5.4 VALIDATION OF THE CONCEPTUAL FRAMEWORK
5.5. CONCLUDING SUMMARY
CHAPTER 6: CONCLUSION AND EVALUATION OF CONTRIBUTION
6.1 INTRODUCTION
6.2 ADDRESSING THE SECONDARY RESEARCH QUESTIONS
6.3 ADDRESSING THE MAIN RESEARCH QUESTION
6.4 EVALUATION OF CONTRIBUTION TO KNOWLEDGE
6.5 RECOMMENDATIONS FOR FUTURE RESEARCH
6.6 SUMMARY OF CHAPTER AND CONCLUSION OF STUDY
