Roadmap for Establishing a Common Channel for Digital Skills Development

Roadmap for establishing a common channel for digital skills development

Developing employees’ digital skills in the Jönköping Region

MASTER THESIS WITHIN: Informatics NUMBER OF CREDITS: 30 Credits PROGRAMME OF STUDY: IT, Management and Innovation AUTHOR: Efosa Ehigiator, Ahmed Alathami TUTOR: Christina Keller, Johannes Schmidt JÖNKÖPING Dec. 2019

Acknowledgments

We would like to express our gratitude to God who made it possible for us to complete this thesis. We would also like to appreciate our supervisors Johannes Schmidt and Christina Keller for their valuable insights, feedback, encouragement and advices during our research.

We would also like to thank the entire Informatics department at Jibs from the professors to our course mates for their supports and feedback.

We would also like to thank our interviewees; Mr. Jan Karlson of the Digital board. Mr. Fredrik Karlsson, Mr. Håkan Hammarin and Mr. Kenneth Hellman of Nässjo municipality; also Mr. Gunnar Bergman, Mr. Roger Wegert and Mr. Dimitrije Gilezan of Jönköping municipality; finally, Mr.Andersson Martin, Mrs. Gunilla Cedervall of Habo municipalities for participating in our research and providing us with detailed insights on their experiences and relevant information related to our topic.

Last but not least, we would like to thank our families for their prayers, encouragement and support during the whole thesis period.

Master thesis in Informatics, 30 Credits

Title: Roadmap for establishing a common channel for digital skills development: developing employee’s skills in the Jönköping region Authors: Efosa Ehigiator, Ahmed Alathami Tutor: Christina Keller, Johannes Schmidt Date: December 2019

Key terms: Digital skills, Innovative learning, E-learning, Cloud Computing

Abstract

Background: In the past few decades, organizations has shifted towards digitalization. Making it necessary for employees within an organization to acquire the necessary digital skills to cope with digitalization. These skills are necessary for employees to carry out their daily activities without setback. It is therefore important for an organization to provide a channel or an avenue for employees to acquire these skills without stress or difficulty.

Purpose: The purpose of the thesis is to explore an innovative strategy for digital skills development for employees, which can foster communication and collaboration and improve employees work performance within the organization.

Method: A qualitative study was used to conduct the research. The authors used semi- structured interviews to collect data from employees of the municipalities being studied. The interviewees were employees from Nässjö, Jönköping and Habo municipalities. From the interview findings an analysis was performed comparing the findings between the three municipalities.

Conclusion: The results outline some of the benefits of using innovative learning systems for digital skills development of employees and how these leaning systems can improve employees’ performance. Organizations should make it a priority to continually reinvest in developing employees’ digital skills in the public sector and need to be aware about the barriers to adopt innovative learning methods. Some of these barriers are lack of training programs, lack of managerial support among others. A coherent strategy is needed to address these barriers and facilitate skills development process. Further research regarding other alternative methods to improve employees’ digital skills that were not discussed in this research can be explored by other researchers using larger samples, different theories and data collection methods.

iii

Table of Contents 1. Introduction ...... 8

1.1 Background ...... 8

1.2 Problem ...... 8

1.3 Purpose ...... 9

1.4 Research questions ...... 10

1.5 Delimitations ...... 10

1.6 Definitions ...... 10

1.7 Disposition ...... 11

2. Theoretical Framework ...... 12

2.1 E-government Initiatives in Public Organization ...... 12

2.2 Digital Skills ...... 13

2.2.1 Operational Skills ...... 13

2.2.2 Formal Internet Skills ...... 14

2.2.3 Information Internet Skills ...... 14

2.2.4 Strategic Internet Skills ...... 14

2.3 Innovative Learning: The Concept of E-learning ...... 15

2.3.1 Benefits of E-learning ...... 15

2.3.2 Ways of Implementing E-learning ...... 16

2.3.3 Barriers in E-learning Implementation ...... 17

2.3.4 E-learning in The Public Sector ...... 19

2.3.5 The Implementation of E-learning in E-government Settings ...... 21

2.4 Technology Readiness ...... 22

2.4.1 E-learning Readiness and Motivation ...... 23

2.5 E-learning Network Systems ...... 25

2.5.1 Basic Concepts of Cloud Computing as a Tool for E-learning ...... 26 iv

2.5.2 Advantages of Cloud-based E-learning: ...... 29

2.6 Technology Adoption Framework ...... 30

2.6.1 Technology Context ...... 31

2.6.2 Organizational Context ...... 31

2.6.3 Environmental Context ...... 32

3. Research Methodology ...... 33

3.1 Research Philosophy ...... 33

3.1.1 Interpretivism Philosophy ...... 33

3.2 Research Approach ...... 34

3.2.1 Research Methods: Qualitative ...... 34

3.3 Research Strategy: Case Study ...... 35

3.4 Data Collection ...... 35

3.4.1 Primary data ...... 35

3.4.2 Secondary Data ...... 36

3.5 Research Quality ...... 37

3.5.1 Credibility ...... 37

3.5.2 Reliability ...... 37

3.5.3 Validity ...... 38

3.5.4 Transferability ...... 38

3.5.5 Research Ethics ...... 38

3.6 Data Analysis ...... 38

4. Empirical findings ...... 40

4.1 Habo Municipality ...... 40

4.1.1 Municipality Overview ...... 40

4.2 Jönköping Municipality ...... 42

4.2.1 Overview ...... 42

4.2.2 Interview Findings ...... 42

4.3 Nässjö municipality ...... 44

4.3.1 Overview ...... 44

4.3.2 Interview Findings ...... 44

5. Analysis ...... 48

6. Conclusion ...... 53

7. Discussion ...... 55

7.1 Implications for Research ...... 56

7.2 Implications for practice ...... 57

7.3 Limitations and Future Research ...... 57

8. References ...... 58

Figures Figure 1: Thesis Disposition ...... 11 Figure 2: Learning Framework...... 18 Figure 3: Cloud Computing for E-learners ...... 26 Figure 4: Visual Model of NIST Working Definition of Cloud Computing ...... 27 Figure 5: Cloud Deployment Models...... 28 Figure 6: TOE Framework By...... 32 Figure 7: Research Onion...... 33 Figure 8: E-learning Using Cloud Computing Concept ...... 56

Tables Table 1: Benefits of e-learning...... 16 Table 2: Dimensions of E-learning...... 18 Table 3: Benefits and Limitations of E-learning Using Cloud...... 30 Table 4: Interview Overview ...... 36 Table 5: Interview Summary ...... 48

Appendix Appendix 1: Abbreviations ...... 72 Appendix 2: Interview Guide ...... 73 Appendix 3: Regional digital Agenda ...... 75

vii

1. Introduction The research background and the problem areas are presented in the first part of the chapter. The chapter continues with the purpose and the research questions. The final parts of the chapter outline the delimitations and definitions.

1.1 Background

In recent years, the technological revolution has spread to most parts of the economy. The industrial sector has benefitted hugely from digitalization, especially in areas such as processing and manufacturing. Advances in automation, internet of things (IoT), big data and analytics has created numerous opportunities and increased the entire value chain of industries. Society has moved from a society characterized by the conditions of industrialism to the present knowledge society where creativity and ingenuity stimulates and drives the society (Hargreaves, 2003). In today’s world of globalization, knowledge and learning are considered as vital element for acquiring competitive advantage (Longworth & Davies, 1996). According to Odlyzko (1997) to handle the information needs of the future, electronic media must be used.

To take advantage of this development as an individual, it is necessary to achieve a digital literacy. Digital literacy, according to Martin and Grudziecki (2007), is the awareness, attitude and ability of individuals to use digital tools for communication, expression and social action in specific life situations. A lack of these skills might result in disadvantages or even exclusion from global literacy communities (Sutherland-Smith, 2002). Digital literacy can be acquired through various methods. For instance, digital literacy can be acquired through reading a voluminous textbook about some digital concepts or a one- sided lecture from a digital expert making the process time consuming and expensive. In recent years, there are more innovative, less time consuming, less expensive and flexible ways of learning and developing digital skills than the traditional classroom teaching. For instance; e-learning, flipped classroom and mobile learning. The use of Internet technologies combined with suitable learning strategies assist to provide flexible, open and dynamic learning environments (Khan, 2005). Developing digital skills has become more of an interest in not just individuals and organizations, but to society in general. Furthermore, the Europe Commission 2020 strategy shows the importance of making society more technological oriented and functional. The strategy aims to provide a holistic approach, which will increase growth and improve efficiency that will be of benefit to the inhabitants. One of the aspects of the strategy is the regional digital agenda that was launched in May 2010. This agenda aims at boosting the economy of Europe by providing a well-functioning economy and improving the social benefit of inhabitants on a regional level (Regional digital Agenda för Jönköpings län, 2010).

1.2 Problem

Digitalization is a key component for public organizations processes and work efficiency. Across the world, governments aim for transformation of public administration, digital government consider the use of information technology to improve government operations and serving their citizens (Lindgren & van Veenstra, 2018). Innovative solutions lead to better ways to deliver and improve services using less resources. The uses of new digital technologies in public e-service is considered essential in order to

contribute to solutions to today’s societal challenges (Millard, 2015). Digitalization is not only about technology it is also about cultural changes of the society and government; and changing the way we think and operate, also the way that every country in the world are looking to insure benefits from technological change. Public e- service development is enabled by organizational change (Van Veenstra et al., 2011). Millard (2015) argue that public e-service development is associated with a multitude of challenges such as understanding the user’s needs and expectations. Lack of digital skills can act as a barrier to digitalization. Cloud industry forum (CIF) and Public sector interest group (SIG) (2017), highlighted the problem of 40 percent of public sector organizations in UK do not have the right skills in place to adapt to digital transformation. Developing these skills is one of the biggest challenges for governments and organizations. These skills shortages are inhibiting governments’ capacity to adapt cloud computing and are therefore putting a brake on the governments’ drive to radically change the way it offers services to citizens through digital transformation (Clark, 2018). Barriers of digitalization, digital skills development are prevalent challenges face by organizations in the public sector. The regional digital agenda for Jönköping region pinpoints effective digital communication between authorities, region residents and business. The purpose of developing digital communication solutions is to increase the quality and efficiency of the services offered to the residents. The services should be mobile, and thus available independent of time and place (Region Jönköpings län & Länsstyrelsen Jönköpings län, 2010). To be able to accomplish this goal, a significant amount of digital skills development needs to be offered to the employees of the municipalities in the region. Our study targets essential problems encountered by Jönköping region relating to digital skills development:

• Lack of collaboration between municipalities: The municipalities hardly collaborate or share resources among each other. Each municipality has its own budget and resources. Projects are embarked on independently without contacting, contracting or seeking opinions from other municipalities. • Lack of communication between municipalities; The municipalities lack well-defined communication channels among them. They rarely share ideas or information among themselves. Each municipality is self-governed. Most employees in the municipality do not have a detailed knowledge about other municipalities. • Scarcity of expert for digital skills development: There is a lack of experts for skills development in the municipalities. Alternative ways of skills development must be explored; and should be cost and time efficient as well. These three problem areas will be elaborated further in the thesis.

1.3 Purpose

The purpose of the thesis is to explore new non-classroom strategies for digital skills development for employee-training in a public organization.

The study was performed in three municipalities in Jönköping region, Sweden; Jönköping, Habo and Nässjö.

1.4 Research questions

To accomplish the purpose of our research study, the following research questions were answered: • What form of innovative learning solution is required to improve digital skills adoption in a public sector organization such as a municipality? • Which IT solution is adequate for integrating innovative learning, collaboration and communication among municipalities in Jönköping region? • What barriers are there for adoption of an innovation learning solution within a municipality?

1.5 Delimitations

The data collected in this study are solely from Habo, Jönköping and Nässjö municipalities. Hence data from the other ten municipalities in Jönköping region are not included in this study. The authors interviewed employees from the two specific departments of IT and Education. Thus, employees from other departments were excluded from the study.

1.6 Definitions

Digital skills, as a broader concept, encompasses several skillsets (e.g., the competences to use software and digital devices; a variety of complex cognitive, and sociocultural skills) and related literacies involving information evaluation and knowledge gathering (Martin & Madigan, 2006).

Centralization is the degree to which power and control in a system are concentrated in the hands of a relatively few individuals (Rogers, 1995).

Innovative approaches to learning refer to a wide variety of instructional approaches which have also been referred to as ‘new learning’, natural learning, powerful learning or active learning that allow for a more active role of students in their own learning process compared to more traditional approaches (Blok et al., 2006; Bolhuis & Voeten, 2001; De Kock et al., 2004; Hickey, 1997; Schuitema et al., 2011; Simons et al., 2000).

Digitalization is a term referring to the actual process of change, driven by technology in industries (Khan, 2016).

E-government is defined by many researchers, among them are Heeks (2006, p.1) who defines e-government as “all use of information technology in the public sector”.

1.7 Disposition

In this chapter an overview and roadmap for the reader articulate what will be addressed in each chapter of the study. As shown in figure below Figure 1.

• Introduction: • Theoritical framework :This chapter provides a broad concept like digital skills, innovative learning, e-learning and cloud computing that relates to the topic being researched. It ended wih the introuduction of the TOE frame work. • Research methodlodgy: This chapter describes how the qualitative Research study was conducted and the validity of the study.

• Empirical findings:This chapter represents the results of data collection doing the interview processes. The chapter also provides overview of each municipality. • Analysis:The chapter aims at analyzing the result of the findings; it Validation combines some of the framework context with the interview result.

• Conclusion: This chapter concludes the research. The researched questions are answered in this chapter. • Discusion: final chapter Provides a discussion on the contribution of the study, implications for research,implications for practice, limitations and Result recomendations for further research.

Figure 1: Thesis Disposition

2. Theoretical Framework In this section, the theoretical framework in connection to our study is presented. First, challenges and success factors of e-government initiatives in public organizations are introduced. Second, different definitions of digital skills are explained. Third, the concept of e-learning is introduced as an example of innovative learning. Fourth, the concept of cloud computing is introduced as a tool for e-learning implementation. Last, a framework for predicting technology adoption is presented.

2.1 E-government Initiatives in Public Organization

Information technology and technological communication are more and more integrated into public activities (Geron, Finatelli, Faria & Romeiro, 2011). Evolution in information technology and communication to deliver efficient services to citizens has made governments create e-government initiatives. Alateyah et al. (2012) state that technology has prompted governmental organizations to reconsider their internal and external relations and transactions. Therefore, in order to succeed and build for the future, the administrative processes of government must be transferred to electronic systems. Electronic government or e-government can be seen as the use of information and communication technologies for enhanced access and delivery of government services to citizens, businesses and government employees (Silcock, 2001). E-government “… refers to the delivery of [government] information and services online through the Internet or other digital means.” (Muir & Oppenheim, 2002). Giritli Nygren, (2009b) defined e-government is moving at the boundaries between the public sector, new technology and changed administrative forms. Fang (2002) defined e- government as a way for governments to use the most innovative information and communication technologies, particularly web-based Internet applications, to provide citizens and businesses with more convenient access to government information and services, to improve the quality of the services and to provide greater opportunities to participate in democratic institutions and processes. Moreover, many studies highlight that e-government is a substantial component in terms of improvement. (OECD, 2003) illustrated the reason is to serve as a tool for reform; renews interest in public management reform; highlights internal consistencies; and underscores commitment to good governance objectives.

New information systems change administrative practices (Fountain, 2001). The challenge is to use technologies to improve the capacities of government institutions, while improving the quality of life of citizens by redefining the relationship between citizens and their government (Kumar, Mukerji, Butt & Persaud, 2007). Providing better regulations, policies and services help government improve relationship with its citizens. Gil-Garcìa and Pardo (2005) based on a literature review identified challenges for e- government initiatives:

• Information and data quality challenges • Information technology challenges: Dynamic information needs, usability, security issues, technological incompatibility, technology complexity and technical skills and experience • Organizational and managerial challenges: Project size, manager’s attitudes and

behaviour, users or organizational diversity, lack of alignment of organizational goals and project, multiple or conflicting goals, resistance to change, and turf and conflicts. • Legal and regulatory challenges: Restrictive laws and regulations, one-year budgets, and intergovernmental relationships. • Institutional and environmental challenges: Privacy concerns, autonomy of agencies, policy and political pressures, and environmental context (social, economic, demographic). In the public sector, (Oliveira, Girardi & Gouveia Neto, 2011) stated that leadership and top management support, will increase the sharing of information among agencies, enhance quality, despite the difficulties which could arise due to pressure by the time shortage and the heavy workload. Managers have direct impact on employees in providing awareness, communication and improving performance and morals of employees in achieving organizational objectives. Young and Poon (2012) evaluated five critical factors of success: top management support (TMS), project methodology, user involvement, high-level planning and staff suitability.

The frequent alteration of e-government in regulations, procedure and requirements are efficient. Changes in the area of e-government are very dynamic (Veljkovic & Stoimenov, 2011). With the evolution of the learning methods using the information technology and communication. Veljkovic & Stoimenov (2011) stated that effective deployment of e- learning governments could raise the level of technology and application user skills.

Contribution to the thesis

The regional digital agenda which is to be implemented in Jönköping region is an example of an e-government initiative in public administration. The literature on challenges and success factors of such initiatives will also be considered in the analysis and discussion of this thesis.

2.2 Digital Skills

The emergence of the Internet has made it necessary to have some basic or detailed digital skills, in order to keep up with the ever-growing technology. The topic of digital skills has become very relevant in recent years. It has a strong effect on the Internet use of individuals after they have reached physical access to the Internet, according to digital divide research since 2000 (Van Dijk, 2005). In the following text different types of digital skills are presented.

2.2.1 Operational Skills

According to van Dijk (2005) operational skills are defined as the skills used to operate computers and networks as well as hardware and software. Under operational skills, there are many sub terms specifying more specific skills, such as instrumental skills (Steyaert, 2000), operational skills (van Dijk, 2005), technical competence (Mossberger et al., 2003), technical proficiency (Søby, 2003), computer literacy, IT literacy and IT fluency (Bawden, 2001).

2.2.2 Formal Internet Skills

According to Van Deursen & van Dijk (2009) Formal Internet skills Navigate the Internet by using hyperlinks (e.g., menu links, textual links, image links) in different menu and website layouts, maintaining a sense of location while navigating on the Internet.

2.2.3 Information Internet Skills

Information Internet skills is locating required information through the following processes; choosing a website or a search system to seek information, defining search options or queries, selecting information (on websites or in search results) and evaluating informational sources (Van Deursen & van Dijk., 2009). Two of the concepts that falls under information internet skills are information competence (Mossberger et al., 2003) and information literacy (Bawden, 2001). The American Library Association (ALA) was the first organization to present an accepted definition of information literacy. According to ALA; an information literate person is: ”able to recognize when information is needed and has the ability to locate, evaluate and use the needed information effectively.” Information literacy is the ability to access, evaluate and use information from a variety of sources (American Library Association, 1989). Literature relevant to skills in online information searching is spread across different areas that tend to stay separate, and as a result, the information is often not well integrated (Jenkins et al., 2003). For users to get the information they want, they need to search through varieties of processes to get the required information. The first measurable step is choosing a specific system, which depends on the information seeker’s previous experience with the task domain, the scope of his/her personal information infrastructure, and the expectations about the answer that may have been formed (Marchionini & Maurer, 1995). The second step is to search in an adequate and unique way that can provide quality result. When using search queries, advanced search operators such as quotation marks can improve the precision of search results, but this must be learned (Marchionini & White, 2007). Thirdly, being able to choose the results that are important and suitable to what you are searching for. Results are often presented in lists that can be simple lists, hierarchical lists, visualizations, snippets or metadata records (Greene et al., 2000). The last subskill in this category is to be able to compare and evaluate what you have. This calls upon specific skills that enable users to check the actual correctness of data and the reliability of the sources (Gilster, 1997).

2.2.4 Strategic Internet Skills

Van Dijk (2005) defines strategic skills as the capacity to use computer and network sources as the means for particular goals and for the general goal of improving one’s position in society. An individual is able to take the right process, action, decision and gain the tangible benefit in achieving the required goals. It becomes easier to navigate and search through the internet, and much faster to search for information that are relevant. According to van Deursen & van Dijk., (2009) strategic skills appear to be the most complex of all the types of digital skills distinguished and have never been measured at all.

Contribution to the thesis

Digital skills are key component for employees in Jönköping municipality. One important goal of the digital agenda is to develop employees’ digital skills. In this thesis we will explore adequate solutions for skills development.

2.3 Innovative Learning: The Concept of E-learning

E-learning is rapidly becoming an important tool for learning. E-learning provides a quick and effective way to share information. This growth is driven by the need for and potential of providing education in less expensive ways, increased access to information, effective learning and greater flexibility (Lockwood & Gooley, 2012). There are several ways of labelling and categorizing the concept of e-learning. According to Khan (2005), there are computer-based learning or computer-aided learning, computer-assisted instruction, electronic learning, learning technology and technology-enhanced learning, technology based learning, web based learning, Internet-based learning, Advanced distributed learning, web based instruction, online learning, network learning, distance learning and distributed learning. Furthermore, e-learning includes web-based learning, computer- based learning, virtual classrooms, digital collaboration, internet, intranet, audio and videotape, internet or satellite TV, and CD-ROM (Islam & Selim, 2006). According to Khan (2005), e-learning systems are used for open, flexible, and diverse e-learning environments. Moreover, “E-learning systems can be analyzed as an inventive approach for delivering, learner-centered, interactive, and facilitated learning environment anyplace, anyone, anytime by utilizing the features and resources of different digital technologies along with other types of learning materials suited for an open, distributed, and flexible learning environment” (Khan 2005, p. 3).

2.3.1 Benefits of E-learning

Researchers have observed several benefits for using e-learning. Table 2-1 presents benefits observed by Cantoni et al. (2004). E-learning has made it possible for learners to access learning materials digitally anywhere and anytime. This could be achieved through videos, pdfs, animations, and audio. Interactions is essential in the learning process and it focuses on the needs of individual learners in the learning process; it gives immediate feedback through interaction with other e-learners through different methods such as chat rooms, blogs and social media.

Faster Learners can skip material they already know.

Work from anywhere and anytime E-learners can take training sessions when they want, it can be updated easily and quickly (online e-learning sessions are especially easy to keep up to date because the updated materials are simply uploaded to a server).

Increase retention and a stronger grasp on the Many elements that are combined in e-learning to subject reinforce the message, such as video, audio, quizzes, interaction, etc.

Easily managed for large groups Easy to assign schedule and assign training for learners to track their progress

Improve retention Improve the types of content (images, sounds and text work together).

Creating interaction That engages the attention (games and quizzes etc.)

Providing immediate feedback Encouraging interaction with other e-learners and e-instructor's (chat rooms, discussion boards, instant messaging and email all offer effective interaction for e-learners). Table 1: Benefits of e-learning. (Cantoni et al., 2004)

2.3.2 Ways of Implementing E-learning

E-learning system implementation is dependent on the level of availability of influential factors like budgeting, infrastructure planning, human resource development and learners’ skills and attitude towards the technology (Khan, 2005; Uhomoibhi, 2006). In adopting e-learning in public organization, all stakeholders must be on board. There should be a well-defined strategy from the adoption phase, through the diffusion phase and to the implementation phase. It should be strategically planned as well. A systematic process of planning, designing, development and evaluation helps to lower the barriers to successful implementation and creates an online environment where learners can actively learn and obtain support (Khan 2005; Uhomoibhi, 2006).

There are different aspects to consider when implementing e-learning; it should be easily accessible and affordable, fulfil the require goals and objectives of the learners and facilitate learning capabilities through i.e. creating a local platform to facilitate the process. It should help in achieving self-satisfaction for learners and profit for the organization, while reducing cost in the process. One of the most important factors for institutions is the profit they earn as well as the satisfaction of the learner and a low rate of dropouts (Khan 2005).

A strong foundation is required in order to have an effective implementation of e-learning. Alignment between all stakeholders and strong communication are two important factors for a strong foundation of successful implementation of e-learning. It is necessary to make sure that the communication is in order and involves all key stakeholders at the decision- making stage or any other early process. There should be consistent scheduled meetings with all involved individuals to discuss the newly arising issues in the project to come up with a solution. Most of the pitfalls of e-learning are tied to technological issues, thus it is important to involve IT experts throughout the project to mitigate the problems in implementation process. Creation of helpdesk for reporting IT related problems is necessary. Selecting the vendors is a crucial step in the implementation process. During vendor selection it is necessary to make sure that the vendors have an outstanding and proven record. Strong communication and feedback from vendors are also very important for successful implementation (Brodsky, 2006).

2.3.3 Barriers in E-learning Implementation

Several circumstances can cause e-learning implementation barriers. Management differences could act as a barrier, if managers are not willing to assist or motivate employees in e-learning process and when there is conflict of interest among managers the e-learning process cannot be materialize. Lack of efficient technology and ethical reasons (cultural diversity, bias, political influences among others) could act as additional barriers. E-learning barriers are diverse and can be classified as personal, organizational, situational, instructional and technological (Mungania, 2003). Wong (2007) categorizes e-learning limitations into three main areas; technological limitations, personal issues and other limitations.

The lack of hardware, limited Internet coverage and low bandwidth are all considered as technological barriers in implementation of e-learning (Wong, 2007). Vendors should give a complete guidance to the learners about this new and non-traditional system to psychologically prepare new learners (Dearnley, 2003; Wong, 2007). Learners may not fully understand the process or do not want to change from the traditional methods. (Wong, 2007). Hence, to mitigate this failure there is a need to investigate key factors that encompass different dimensions of an open, flexible and advanced distributed learning environment for diverse learners (Khan, 2005).

Khan in his framework provided some detailed barriers facing e-learning implementation. These are pedagogical, technological, interface design based, evaluation, management, resource report, ethical and institutional barriers as shown below (see figure 2-1 and table 2-2).

Figure 2: Learning Framework. (Kahn, 2005, p. 14)

Table 2: Dimensions of E-learning. (Khan, 2005, p. 15).

2.3.4 E-learning in The Public Sector

The rapid evolution of services and complicated processes in the digital area, requires comprehensive IT knowledge. Basic e-government services include actions like downloading documents or filling online forms, that could be easily accomplished by e- government users with basic IT knowledge, however sophisticated e-services require more demanding actions, one example would be electronically signing the form and sending it back to the government officials (Veljkovic & Stoimenov, 2011). Hence, the need for developing employees’ skills and experience to facilitate the sophisticated e- services is essential. Sonntag (2003) argue that education of employees in e-government can be implemented using one of the following approaches: conventional learning, presence courses, offline learning and e-learning, Educating e-government employees in the conventional way using paper and the traditional face-to-face classroom-based methods, can be difficult for both educators and learners.

The different systematic collection of e-learning provides a profound connection between the learners and instructors. Panda and Swain (2009) stated that different terminologies have been used for electronic learning, (online learning, networked learning, virtual learning, etc.) e-learning bridge the gap between the instructor and the learner through electronic technology. E-learning can be delivered through different methods. Henry (2001) introduce e-learning as the appropriate application of the Internet to support the delivery of learning, skills and knowledge in a holistic approach not limited to any particular courses, technologies or infrastructures. E-learning provides many advantages in the private and public sector which we have already mentioned in the previous sections. Roffe (2002) stated, the benefits of e-learning, it provides just in time delivery, accessibility from any site, cost effectiveness, learner centered learning, rapidly updated content, uniformity of content and interactivity. Furthermore Rosenberg (2001) specifies in particular eleven benefits of e-learning in organizations: lower costs, enhanced business responsiveness, consistent or customized messages, need dependent, timely and dependable content, 24/7 learning, no “ramp-up” time, universal, community builder, scalable, leveraged corporate investment in the Web and increased value of customer service. Thus, one of the significant benefits of e-learning is providing a key role for strategic learning solution at work. E-learning is being increasingly recognized as an important supportive structure for both formal and informal learning at work (Wang, 2016). Wang (2016) added that e-learning in organizations enable employees to access the training materials from anywhere and at any time.

Moreover, the adoption of new technology influences the employees’ acceptance of e- learning. Models like the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology Acceptance Model (TAM) can investigate how employees and non-employees accept and use new technology. Wang (2016) proposes the UTAUT model to predict how employees are determined to use, and their actual use of the e- learning system. Bringing employees together to share information, promote interaction to deliver knowledge can give advantages to organizations in public and private sector to achieve their objectives. Public sector managers view e-learning as an important instrument for obtaining skill-based organizational outcomes (Nisar, 2004). Langford and Seaborne (2003) argues that e-learning when inserted in the public sector, is a vehicle that meets organizational objectives, encourages the use of new technologies, and improves

the service provided to citizens; furthermore, the access to web-based learning has become a key factor in retaining quality to public sector employees.

Furthermore, Pereira et al (2015) argues that adoption is not essential to accept technology, but the satisfaction of the technology is critical to improve the working performance in public organizations. Hence, employees’ adoption of new technology to improve work performance is not the main issue but the focus on employee’s willingness to use technology. Pereira et al (2015) stated e-learning services in public organizations demonstrate unique features compared to other organizations; the focus is not in the adoption or acceptance of a technology, but on user satisfaction as a result of high performance and the employee’s willingness to use technology.

Moreover, Pereira et al (2015) proposes these two models; the Decomposed Expectancy Disconfirmation Theory (DEDT) and Technology Readiness Index (TRI) illustrated that the DEDT being a model designed specifically for e-learning, enables higher level of understanding of the performance by investigating their symptoms and the TRI has great applicability in evaluating new technologies in public, to include in its scope constructs reverse order. Some of the barriers can play a role in the use of technology and hinder work performance. Pereira et al. (2015) state that resistance to changes in the public sector tends to be higher due to greater stability of staff in the office, creating barriers in the use of new technologies and further reason is that the courses offered are free participation, therefore readiness is the key for the user to have desire to take the courses.

Open educational resources (OER) can play a key role for the public sector to adopt digital learning resources. Hamond et al., (2007) defined open educational resources (OER) as teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others; such as textbook, software, tests, streaming videos and any other tools.

2.3.5 The Implementation of E-learning in E-government Settings

The method of implementing e-learning varies for different aspects; for e-government, learning management systems can be seen as a framework that handles all aspects of the learning process (Watson & Watson, 2007).

Often projects start with few resources like online guides for e-government portals and manuals for specific administrative procedures (Conci & Bramati, 2007). Moreover, Veljkovic and Stoimenov (2011) stated that learning management system provides a platform for the governments’ online learning environment by enabling the management, delivery and tracking the education for employees and e-government users. This platform can be accessed by employees with one click through any gadget. E-government employees should have the ability to access e-learning platform both from the workplace and from their home (Veljkovic & Stoimenov, 2011). Overtime, these platforms developed and included new features. According to (Bere et al., 2014) argue that the platforms offer textual e-resources such as case studies and linked data, as well as interactive forums and online tests. As stated by Veljkovic and Stoimenov (2011), e- government departments in charge of education has a responsibility to manage users and courses. Furthermore, they have the responsibility to educate employees on digital literacy and administrative privilege to the e-learning platform; they can create/modify, delete courses, create quizzes, questionnaires and exercises for learners.

Ebrahim and Irani (2005) elaborate on an e-government architecture, with challenges associated with introducing different features at the technical and organizational levels. The most common challenges related to the technical level include updating materials, usability accessibility, and system damages. Ali and Magalhaes (2008) described the most commonly barriers related to technology to be system crashes, bandwidth and infrastructure upgrading, accessibility and usability. Ali and Magalhaes (2008) illustrated that the fact user need to master a new set of skills (use of online tools, communicate effectively) and deal with specific procedures (passwords, permissions, etc.); is the main reason behind technical support and perceived difficulties in using such a system.

According to Baldwin-Evans (2004) some challenges related to the organizational barriers include: • Lack of time available for training, • Cost versus value. • Lack of appropriate content related to specific needs. • Language barriers as most of the content is delivered in English. • Difficulties in measuring e-learning effectiveness. • Lack of strategic planning and direction. • There is no alignment with business objectives. • Lack of e-learning awareness. • Lack of incentives. • Lack of management support.

Langford and Seaborne (2003) argue that one of the challenges is the lack of knowledge and skills needed to engage in e-learning. Another related challenge is the lack of facilitators and managerial support Stoffregen et al. (2016).

Stoffregen et al. (2016) has elaborated on barriers to the use and development of open e- learning in the public sector, they stated that a contextual barrier framework was developed which outlines more than 40 barriers to consider in the organizational context, social and technical dimension.

Each dimension by Stoffregen et al. (2016) are described as follows:

• Contextual barriers: describe the challenge that emerge in time and space from certain situation, organization or task. • Social barriers: focus on human as the main subject of inquiry and challenges. • Technology barriers: focus on artefacts and entities with digital features, and address or require digital and electronic processes. • Hence, barriers to implementing e-learning will be explore in further section of this research. to explore the challenge and barriers the implementation of e- learning in public sector.

Contribution to the thesis

Innovative learning solutions would enhance the learning processes of employees’ in the municipalities; more employees have the possibility to access the learning system platform. One of the most prominent learning solutions is E-learning. The e-learning system enables employees to have access to text, image, audio, video, animations any time. The concepts and implementation of e-learning would be discussed further in the thesis.

2.4 Technology Readiness

Technology readiness is important in adopting new technology. A study done by Meuter et al. (2003) shows that 55% of Americans suffer from some degree of technophobia. It simply means people avoid technology especially if they are not comfortable with the technology or willing to use it. According to Parasuraman, (2000) “Technology Readiness (TR)” refers to people’s propensity to embrace and use new technologies for accomplishing goals in home life and at work. Lin, Shih, & Sher (2007) further developed the Technology Readiness Acceptance Model (TRAM) model, building on some attribute of the TAM model, which was developed by Davis, Bagozzi, and Warshaw (1989) that reflects general facets of potential drivers and inhibitors of technology acceptance. This model (TRAM) has four different sub-levels that affect the technology readiness. These are: 1) optimism; which shows positive overview of a new technology and different benefits it could provide to people’s lives, 2) innovativeness; perceived as what is different with this new technology and how it could be a technological pioneer, 3) discomfort; describing how people are not in control when adopting a new technology and finally 4) insecurity; simply entails are people don’t feel secure and familiar with the functionality of the new technology.

Technology can bring about both positive and negative emotions. If is not properly managed it might lead to anxiety. Related to this anxiety are computer anxiety, the fear, apprehension and expectations people feel when considering possible or actual use of computer technology (Igbaria & Parasuraman, 1989; Kay, 1993). Often, it depends on people’s state of mind regarding accepting a new technology. The technology readiness (TR) construct can be viewed as an overall state of mind resulting from a gestalt of mental enablers and inhibitors that collectively determine a person’s predisposition to use new technologies (Parasuraman, 2000).

2.4.1 E-learning Readiness and Motivation

Motivation comes from the Latin word “movere”, which simply means to move. It creates a reflection of something going up, keeping us working and helping us to achieve our goals (Kroth, 2007). Motivation plays a significant role in technology readiness. Motivation has a significant impact on learners’ attitudes and learning behaviours in educational environments (Barron et al., 2005). When there is a significant decrease in motivation, it would be difficult for the learning process to strive on to the desired level. According to Keller (1983), motivation is defined as a concept which affects the direction and magnitude of a behaviour and which affects the efforts occurring as a result of the behaviour. Employees’ motivation in the work setting is crucial because when employees are motivated, more effort is generated towards work activities and they are happier and more willing to spend time and energy in order to achieve the set goals of the organization. When an employee is motivated, he or she shows enthusiasm and eagerness towards the work and a strong determination to implement and accomplish the work tasks (Moran, 2013).

Employees can be motivated in two ways; intrinsic and extrinsic motivation. Intrinsic motivation comes from a person’s self-desire to achieve or to improve his or her capabilities. It is the eagerness to learn, to gain knowledge and to explore self-values and capabilities (Ryan & Deci, 2000). People who are intrinsic motivated tends to enjoy their job and derive satisfaction doing their job. Such people have the tendency to be engaged in their jobs, do their work with passion and willingness, striving for best results and self- reward as well as continuously improving their skills and abilities (Wigfield, 2004). Extrinsic motivation focuses more on performance in order to achieve the desired result. There are factors that create extrinsic motivation, for example, competitions, appraisals, external rewards, or punishment (Dewani, 2013). All organizations regardless of size needs to motivate or have motivated employees; also, there must be some strategy in place for this process to be effective. According to Rothberg (2005), companies that put their personnel in the centre of the business, maintaining a positive and strong relationship with its employees, persuading them towards task fulfilment are proved to result in higher effectively and productivity. Several studies have proven over time that motivated employees perform task way better than their demotivated counterpart. This is because motivated employees are more innovative and are willing to try new process or technology. which also leads to maximization of profits (Matthew, Grawhich & Barber 2009).

2.4.2 Age influence on E-learning adoption

Research suggests that age is an important demographic variable that has direct and moderating effects on behavioural intention, adoption, and acceptance of technology (Chung, Park, Wang, Fulk, & McLaughlin, 2012). Venkatesh et al. (2005), argue that performance expectancy has a stronger influence on younger employees within the organizational context. Other researchers did not find or replicate the same effect. Chung et al. (2010) found no moderating effect of age on Perceived usefulness (PU’s) relationship with intention to engage in online communities. Based on an e-learning context, Wang et al. (2009) also failed to find a moderating effect of age on the relationship between performance expectancy and intention to use a mobile learning system.

Furthermore, in their research, Venkatesh et al. (2005) found a moderating effect of age on the relationship between effort expectancy (similar to perceived ease of use PEOU) and behavioural intention within their UTAUT model; with the relationship stronger for older users. Other researchers for instance Wang et al. (2009) support this finding within their study of m-learning acceptance. However, Chung et al. (2010) failed to find a moderating effect of age on the impact of perceived ease of use (PEOU) on Behavioral intention (BI) within the context of online community engagement.

According to Czaja et al., (2006), in terms of computer and Internet self-efficacy, it has been found that older people have low self-efficacy in use of technology. This may be due to the fact that older generation may feel less motivated to learn a new technological process at that age. Previous research also found that age differences influence the perceived difficulty of learning a new software application (Morris, Venkatesh, & Ackerman, 2005). Anxiety can be another influence on accepting a new technology. There is clear evidence that younger adults have lower levels of computer anxiety than their older counterparts (Saunders, 2004) and that lower levels of computer anxiety are associated with less reluctance to engage in opportunities to learn new Internet skills (Jung et al., 2010).

Venkatesh et al. (2003) similarly found a moderating effect of age on the relationship between social influence (similar to social norms) and behavioural intention, with the relationship stronger for older users. Wang et al. (2009) found that age moderates the relationship between social influence and BI, and the effect was stronger for older adults who used m-learning technology. There are still some irregularities and inconsistency regarding the research on the influence of age in adopting new technology or e learning acceptance, leaving an opportunity for more research on this topic.

Contribution to the Thesis

It is important for employees in Jönköping municipalities to have the desire to accept new technology to achieve their goals. Technology readiness levels examined technology requirements and demonstrate technology capabilities. Some of the factors influencing Technology readiness are explored in this thesis.

2.5 E-learning Network Systems

E-learning requires the internet and servers to process data and applications; allowing consumers and businesses to use applications on any computer with internet access. There are several network systems and data storage tools that facilitate e-learning processes. For example, fibre channel solutions, Small computer System Interface (SCSI). FC (Fiber Channel) could be used in high-end storage applications due to its improved physical interface and scalability compared to parallel SCSI (O’Keefe,1998). Fiber channel is a fast and reliable data transfer system that scales to meet the requirement of any enterprise (Fibre Channel Association, 1998). The main advantages of this system are its speed, connectivity, high performance, distance connections; but is quite expensive especially for smaller organizations. For larger organization, fibre Channel pricing will provide an opportunity to displace other networking technologies (O’Keefe,1998). SCSI is a standard which defines physical connection and transmission methods, as well as high-level command and message sets for peripheral devices (Weimer, 2003). Weimer (2003) illustrated that SCSI in contrast, can be thought of as two separate protocols, a lower-level protocol which covers physical connections and upper-level protocol which defines a command and messaging system for a wide range of peripheral device types. Protocol defines how the devices communicate with each other via the SCSI bus (Troppens et al., 2011). The SCSI interface combines network and storage feature and provides an industry- standard, high-bandwidth and switched interconnection network. According to Storusint (1999), SCSI remains a viable and cost-effective technology although Fibre Channel is best-suited technology for some high-bandwidth applications, distance and cabling ease and server cluster RAID storage. Cloud computing is another form of network that can support the e-learning processes and activities. Cloud computing enables for efficient computing by centralizing data storage, processing and bandwidth. Cloud computing provides an appropriate pool of computing resources with its dynamic scalability and usage of virtualized resources as a service through the Internet (Bora & Ahmed, 2013). Cloud computing is one of the popular and more cost-effective tool for computing resources and delivery services over a network. Bora and Ahmed (2013) argues that, technology is used for more efficient and cost- effective computing by centralizing storage, memory, computing capacity of PC’s and servers. Masud and Huang (2012) stated that e-learning cloud is a migration of cloud computing technology in the field of e-learning, which is a future e-learning infrastructure, including all the necessary hardware and software computing resources engaged in e-learning.

An E-learner has flexible access to e-learning cloud. This cloud includes learning objects, virtual workshops, chat rooms, e-store and individual learner history which enables the e-learner to gain knowledge about a specific information or subject. An example of an E-learning cloud architecture is presented in figure 3.

Figure 3: Cloud Computing for E-learners QAIT DevLabs (2015)

2.5.1 Basic Concepts of Cloud Computing as a Tool for E-learning

Before discussing cloud-based e-learning, the authors will provide a general overview on cloud computing based on the National Institute of Standard and Technology (NIST) concept.

There are different definitions of cloud computing. The most common and widely popular definition is from Mell and Grance (2011). According to the National Institute of Standards and Technology (NIST), “Cloud computing is a model for enabling ubiquitous, convenient, on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction” (Mell & Grance, 2011, p.2). Also, NIST provided a Visual Model which shows the essential characteristics, service models and deployment models of cloud computing. This can be seen in figure 4 below.

Cloud computing has three services models (Software-as-a-Service, Platform-as-a- Service and Infrastructure-as-a-Service). Four deployment models (Hybrid cloud, Private cloud, Community Cloud and Public Cloud) and five essential characteristics (Broad network access, Rapid elasticity, Measured service, On-demand self-service and Resource pooling).

Facebook, Twitter, Gmail or YouTube are personal global online applications made possible by the cloud computing concept (Marston et. al., 2011).

Figure 4: Visual Model of NIST Working Definition of Cloud Computing

Service Models of Cloud Computing: Infrastructure as a Service refers to on-demand provisioning of infrastructural resources, usually in terms of virtual machines (VMs); the cloud owner who offers IaaS is called an IaaS provider (Zhang et al. 2010). The cloud service provider (CSP) is responsible to control and manage the underlying Cloud infrastructure (mainly hardware) while the consumer is responsible for the management of the virtual machine (Mell & Grance 2011). No maintenance or updates are involved; this will all be handled by the software provider (Armbrust et al., 2009). Google compute engine and Amazon Elastic compute cloud (Amazon EC2) are some examples of IaaS.

Platform as a Service refers to providing platform layer resources, including operating system support and software development frameworks (Zhang et al. 2010). The cloud service provider (CSP) is responsible to control and manage the underlying Cloud infrastructure (e.g., servers, network, storage, operating system) while the consumer can control and manage only the deployed applications (Mell & Grance 2011). Google app engine and Amazon web service (AWS) are some of the examples of PaaS.

Software as a Service refers to providing on-demand applications over the Internet (Zhang et al., 2010). The providers are taking care of the servers, storage and network settings, while the client has virtual instances of that (Armbrust et al., 2009; Buyya et al., 2009). Consequently, the end user cannot modify the underlying infrastructure; it is only possible to configure some user-specific settings (Mell & Grance 2011). Office 365, Facebook and Google are some of the examples of SaaS.

Deployment Models:

Figure 5 shows a detailed description of the deployment model.

Figure 5: Cloud Deployment Models. (Brown 2009).

Private cloud: Private clouds are designed for exclusive use by a single organization (Zhang et al. 2010). The services in a private cloud are consumed by multiple users, and they are managed operated and owned by the enterprise itself, a third party or a combination between them (Mell & Grance, 2011). This model can be managed by an organization or by a cloud provider.

Community Cloud: The cloud infrastructure is provided to a group of members in a community or an organization. All risks, policies, costs, compliance and security are shared among members. The services in a community Cloud are consumed by multiple users, and they are managed operated and owned by the enterprise itself, a third party or a combination between them (Mell & Grance, 2011).

Public Cloud: A cloud in which service providers offer their resources as services to the general public; it offers several key benefits to service providers, including no initial capital investment on infrastructure and shifting of risks to infrastructure providers (Zhang et al., 2010). Due to its availability to the public, it increases security and privacy concern. The services in a public Cloud are consumed by multiple users, and they are managed operated and owned by an enterprise, a governmental organization or a combination between them (Armbrust et al., 2009; Mell & Grance, 2011).

Hybrid Clouds: A hybrid cloud is a combination of public and private cloud models that try to address the limitations of each approach (Zhang et al., 2010). Parts of its services infrastructure are in the private cloud and the other in the public cloud. It offers more flexibility compare to public and private cloud.

Virtual Private Cloud: An alternative solution to addressing the limitations of both public and private clouds is called Virtual Private Cloud (Zhang et al 2010). Virtual public cloud enables service providers to configure their security settings, structures, programs through virtual private network. This virtualized network layer enables seamless transition from an on-premise service infrastructure to a cloud infrastructure (Zhang et al., 2010).

2.5.2 Advantages of Cloud-based E-learning:

There are several advantages when implementing e -learning with cloud computing.

- Low cost: Incorporating e-learning with cloud technology minimizes cost for organizations. Employees can use their gadgets to access the e-learning applications. They can run the applications from cloud through their PC, mobile phones, tablet PC having minimum configuration with internet connectivity (Chaudhary & Saxena, 2015). - Improved performance: The cloud technology includes all e-learning applications needed for employees to improve their work performance. Since the cloud-based e-learning applications have most of the applications and processes in cloud, client machines do not create problems on performance when they are working (Chaudhary & Saxena, 2015). - Instant software updates: The cloud automatically updates itself thereby updating the e-learning applications. Chaudhary & Saxena (2015) argues that, cloud-based application for e-learning runs with the cloud power, the software’s are automatically updated in cloud source; so, e-learners get updates instantly. - Improved document format compatibility: Cloud technology supports various file formats; and is compatible with the PC, Mobile phones, Laptops and Tablet. Some file formats and fonts do not open properly in some PCs/mobile phones; the cloud powered e-learning applications, opens the file from the cloud (Chaudhary & Saxena, 2015). Thereby eliminating compatibility problems. - Data security: Data security (application and software) is a major security concern because they could be breach at any time since they are located on remote servers. Even if it seems not very reasonable, the cloud computing provides some major security benefits for individuals and companies that are using/developing e-learning solutions (Kusuma et al., 2012).

Benefits and limitations of using e-learning in the cloud is presented in table 3. Using e- learning in the cloud has its benefit and limitations. E-learning enables the possibility of an application to be accessible everywhere; also, it supports teaching and learning processes and the sectors (public and private) can enjoy the software for free or pay per use. Other benefit includes twenty-four hours access to several infrastructure and content when needed; moreover, it is open to business environment and advance research. Lastly, it improves functional capabilities and there are lots of opportunities on offline usage. Some of the limitations of using the cloud base e-learning are; most application does not run in the cloud and there are always risks related to the protection of data. Also, there could be a lack of support from the organization. Furthermore, issues with intellectual

properties and dissemination politics may occur; moreover, protection of sensitive data and solutions maturity may be affected. Lastly, there might be a lack of confidence in the system, standards adherence issues and working process/methods might be affected by lack of internet.

Table 3: Benefits and Limitations of E-learning Using Cloud. (Masud & Huang, 2012).

Contribution to the thesis

Jönköping municipalities do not have a common channel for communication, collaboration and knowledge sharing. The authors explored several channels i.e. fiber channel, Small computer system interface SCSI and cloud computing as a common channel for information sharing, communication and data storage.

2.6 Technology Adoption Framework

Several frameworks can be used to predict or test for technology adoption. Some of the frame works used for technology adoption on individual levels are the technology adoption model (TAM) (Davis, 1985), theory of planned behaviour (TPB) (Ajzen, 1985), unified theory of acceptance and use of technology (UTAUT) (Venkatesh et. al., 2003), theory of reasoned action (TRA) (Fishbein & Ajzen, 1975) (Oliveira & Martins, 2011; Venkatesh et. al., 2003). TAM has been validated as a powerful and parsimonious framework for explaining user acceptance of IS innovations (Davis, 1989). TAM is mainly use to explore the factors which influence the acceptance of new technology, but

TAM is largely focusing on individual level to use Technology and it is not appropriate for organizational adoption situations which is the main area of the study. On the organizational levels are the diffusion of innovation theory (DOI) (Rogers, 1995) and the Technology-Organization-Environment framework (TOE) (Tornatzky & Fleischer, 1990). DOI theory is an approach that investigates how a new technology diffuses (Oliveira and Martins 2011). DOI is a theory of how, why, and at what rate new ideas and technology spread through cultures, operating at the individual and firm level (Oliveira and Martins 2011). DOI theory sees innovations as being communicated through certain channels over time and within a particular social system (Rogers 1995). This theory proposes two categories of factors that may influence a company’s adoption of innovations; innovation characteristics and organizational characteristics (Hsu et. al., 2014).

The TOE framework is consistent with Rogers’ (1983) theory of innovation diffusion (Pan and Jang, 2008). The TOE framework explained the Technological, organizational and environmental contexts in adopting technology in an organization. The authors of the thesis are using the TOE framework because it covers all main contexts in adopting new technology hence fitting perfectly in the research study. The TOE framework was developed in 1990 (Tornatzky & Fleischer, 1990). It provides three contexts that influences technology adoption. These are the technological, organizational and environmental contexts. These three parts consider both inherent and motivational factors for an adoption of new technological innovation (Borgman et al., 2013). There are different variations of the TOE model in different literatures. The authors are using the model from low et. al. (2011).

2.6.1 Technology Context

The technological context illustrates the factors of the technological innovations that are expected to affect adoption processes. These are relative advantage, complexity and compatibility. Relative advantage refers to the degree to which a technological factor is perceived as beneficial to the company (Low et al., 2011). Complexity refers to “the degree to which an innovation is perceived as relatively difficult to understand and use” (Rogers, 2003, p. 257). Compatibility refers to “the degree to which an innovation is perceived as consistent with the existing values, past experiences, and needs of potential adopters” (Rogers, 2003, p. 240). A security breach is the occurrence of breach in which a private or public organization loses data, individual records, or other critical information (Bishop, 2012).

2.6.2 Organizational Context

The organizational context illustrates the factors in the organization that are expected to influence the adoption processes. These factors are top management support, firm size, technology readiness. Top management support is deemed to be important for providing the resources needed to adopt a new technology (Low et al., 2011). Firm size is also considered to have impact on technology adoption (Low e. al., 2011). Technology readiness refers to the existing infrastructure of companies and the ability of the IT human resources to understand and adopt a new technology (Low et al., 2011).

2.6.3 Environmental Context

The environmental context illustrates the factors in the environment that are expected to influence the adoption processes. These factors are competitive pressure and trading partner pressure. Competitive pressure refers to the level of pressure felt by the firm from competitors within the industry (Oliveira and Martins, 2010). Trading partner pressure refers to the level of pressure felt by the firm from collaborators. (Low et al., 2011).

Figure 6: TOE Framework By. (Low et al., 2011).

Contribution to the thesis

TOE is a flexible framework used to study the influence of adopting new technology in different organizations. In order to identify critical factors that can impact the adoption of new technology within the employees of Jönköping municipality, contexts of the TOE framework combined with the findings provides adequate understanding of adopting new technology among employees in the municipalities.

3. Research Methodology In this section the research philosophy and approach are explained. The research methods, strategy and data gathering process are also discussed in this section. The final part will contain the research quality and data analysis strategy.

3.1 Research Philosophy

Chua (1986), Myers (1997), Orlikowski and Baroudi (1991), classify the research epistemologies into three types: interpretive, positivist and critical. According to Myers (1997), qualitative research can be interpretive, positivist and critical. Choosing a philosophy that suite a research is crucial in achieving research goals. The research onion can be seen below:

Figure 7: Research Onion. (Saunders, Lewis & Thornhill, 2007)

3.1.1 Interpretivism Philosophy

In interpretive research people make and associate their own subjective and intersubjective meanings about the world they live in, and the researchers try to comprehend the phenomena while investigating them from the viewpoint of the people that are related with these phenomena (Orlikowski & Baroudi, 1991).

Klein and Myers (1999) emphasize that interpretive research is important in the field of information systems research, as it facilitates to investigate and comprehend how people think and behave in social and organizational contexts.

The interpretive method helped us to investigate different ways employees could develop their skills and provided pathways for answering the research questions in this study.

3.2 Research Approach

There are two basic types of approaches when conducting a research; these are inductive and deductive approaches. According to Saunders, Lewis and Thornhill (2009, p. 124), it is useful to attach these research approaches to the different research philosophies, deduction owes more to positivism and induction to interpretivism. The difference between these approaches are; the inductive is based more on empirical findings, while the deductive approach is based on logic and extracting the findings from the existing knowledge. Literature review and conclusions are drawn through logical reasoning (Ghauri & Grönhaug, 2005). In the case of the inductive approach, it does not make use of hypothesis; it makes use of data collection based on the result of data analysis. In the deductive approach the researchers build up hypothesis and examine that hypothesis and finally those results are subject to be accepted or rejected (Ghauri & Grönhaug, 2005, Bryman & Bell, 2003). The deductive approach is more used in quantitative research while inductive is used more in qualitative research. Saunders et al. (2012) associate this inductive research approach with qualitative research methods like observations, and semi-structured, in- depth and group interviews. However, there is a mixed approach which is called abductive approach which is a mixture of deductive and inductive approaches (Ezzy, 2002). In this thesis, the authors used the inductive approach, because it provides an in-depth knowledge of the research areas, problem areas and respondent thinking.

3.2.1 Research Methods: Qualitative

Selecting the methodology involves making an assessment of the environment of the research, the research questions, and the issues that are known at the outset to be central to the study’s progress (Creswell 2014).

There are basically three types of research method. Which are qualitative, quantitative and mixed method.

According to Ghauri & Grönhaug (2005) for the quantitative research method, the findings and results are based on statistical methods. In this method data can be measured and tested. When using this approach, hypothesis and test theories are developed by researchers; this helped replicate the findings and support the results. The qualitative method is not based on statistical methods and data cannot be measured. Data can be collected through observing or interviewing people base on the topic being researched on. Its sources are the people and it allows researchers to contact others to collect their data and information which gives results based on live evidence (Ghauri & Grönhaug, 2005).Qualitative research methods can be utilized to understand more about phenomena about which there remain doubts, to gain different perspectives on problems in terms of how much is already known, and to obtain further in-depth data, which might be difficult to communicate quantitatively (Strauss & Corbin 1990).

According to Creswell (2014) the mixed research method involves gathering both quantitative and qualitative data, using distinct designs. In this thesis, the authors made use of the qualitative method because it enabled us to provide an in-depth answer to the research questions. According to Smith et al (2009) a qualitative approach, which involves the gathering of primary and secondary data, is useful for responding to research

questions that require in-depth explanations. Moreover, the qualitative approach is the most appropriate way to examine, or respond to, questions requiring ‘thick descriptions’, or rich data (Smith et al., 2008).

3.3 Research Strategy: Case Study

The strategy for our thesis is the Case Study approach. Robson (2002) argued, research strategy can be a case study, which can improve a practical study of an existing phenomenon. It is not easy to describe what a case study is because there is no easy explanation (Solberg Søilen & Huber, 2006,). A case study can be defined as an intensive study about a person, a group of people or a unit, which is aimed to generalize over several units. In a case study the focus is based on a special unit (Jacobsen, 2002). Another, similar, definition is that a case study is an analysis of systems that are studied with a comprehensive view by either one or several methods (Thomas, 2011). While Creswell defines “The case study method “explores a real-life, contemporary bounded system (a case) or multiple bounded systems (cases) over time, through detailed, in-depth data collection involving multiple sources of information and reports a case description and case themes” (Creswell, 2013, p.97).

Yin (2003) emphasize that a case study can contain either a single study or multiple studies.

The authors used multiple case study; to achieve this aim, a face to face interview and discussion was held with employees from Jönköping, Habo and Nässjö municipality. Multiple cases allow wider exploring of research questions and theoretical evolution (Eisenhardt & Graebner, 2007).Yin (2003) illustrated that when the researcher chooses to do a multiple case study he is able to analyse the data within each situation and also across different situations, unlike when a single case study is chosen.

3.4 Data Collection

Data sources are mainly divided into two segments, the primary data source and secondary data source (Collis & Hussey, 2003). Collecting data based on interview and surveys can be categorized as primary data sources. The second segment is the secondary data resource such as all the existing data that has been gathered before, for a specific reason (Collis & Hussey, 2003).

3.4.1 Primary data

Primary data was collected via interview sessions from employees of the municipality involved in the study. The use of interviews can help you to gather valid and reliable data that are relevant to your research question(s) and objectives (Saunders et al. 2007). 3.4.1.1 Semi-Structured Interviews Semi-structured interviews were performed for the data collection. According to Yin (2003) interviews are a vital source to gather information and data especially the researches that are based on case study. Interview can be done in different ways; i.e. face to face, by phone, Skype and so on. In this thesis, face-to-face interview was preferred to other forms of interview; because it encouraged interactions with respondents. According

to Ghauri and Grönhaug (2005), there are three different types of interview structures; the structure interview, the unstructured interview and the semi-structured interview. In the structure interview, there are lists of questions based on the research questions that the respondent needs to answer without any form of discussion or open-ended answers. Unstructured is the opposite of structured; the questions are based on the research questions, but the respondent is free to have a discussion with the researcher at will. Semi- structured interview is more flexible. Here the respondents are free to have a discussion with the researchers and open-ended answers are possible. The topic can also be discussed and explained between the researchers and respondent and researchers can ask additional questions during the interview section. Some of the questions asked by the authors are based on collaboration and communication, innovative learning, technology readiness, motivation, and digital skills. All these themes were discussed in depth in the literature review section (theoretical framework) of this study.

Municipality Interviewees Professional role Department Length of interview

Jönköping Roger Wegert Senior project manager/consultant

Dimitrije Gilezan Media and system applicator/system Education 38 Min administrator

Gunnar Bergman Business developer

Habo Andersson Martin System technician IT 34 Min Gunilla Cedervall Special/IT educator IT/education

Nässjö Kenneth Hellman CIO IT 38 Min

Fredrik Karlsson Development Manager IT/Höglandet 33 Min

Håkan Hammarin Infrastructure architect IT/Höglandet 32 Min

Table 4: Interview Overview

3.4.2 Secondary Data

Secondary data use in this study was to examine research on common channel for skills development, what influence and facilitate skills development and how can it be implemented and the aim of the theoretical framework. Secondary data was collected from sources such as articles, books, scientific journals, reports, Website, conference report and other researched paper related to the topic. Data was also collected from the municipality’s handbook, report, website and the digital board. According to Ghauri and Gronhaug (2005), this data helps to better formulate and understand the research question;

provide historical data; it can be also helpful in segmentation and sampling of the target group etc. Articles, research papers, Journals were access through the library system at Jönköping, Google scholar, Web of science, Scopus. Keywords was also used on these sites to access articles, journals, research papers discussing digital skills development. Examples of some of the search word use were digitalization, cloud computing, information system, innovation learning, e-learning, skills development, digital skills, and technology readiness. Through the keyword we collected the relevant data essential to our study.

3.5 Research Quality

This section of the methodology explains the criteria needed for quality of research, such as validity, reliability and credibility of data (Shenton, 2004). The quality of the research is determined by various factors both internal and external. (Lincoln & Guba,1985).

3.5.1 Credibility

Credibility addresses the level of trustworthiness of the research findings from the perspective of the reader and participants (Saunders et al., 2009). Credible research provides findings that correspond with reality (Shenton, 2004). This was taken into consideration by the authors. Frequent discussion with our supervisor and representatives of the municipalities was conducted in a clear and coordinated manner. Lincoln and Guba (1985) state that the best technique for establishing credibility is through repeated checks and counter checks done by others. We searched for previous research methods that we knew were credible and made use of them.

3.5.2 Reliability

Saunders et al. (2007), defines reliability as the extent to which data collection techniques will yield consistent findings, similar observations would be made, or conclusions reached by other researchers or there is transparency in how sense was made from the raw data.

Rowley (2002) elaborated that reliability is about demonstrating that the operations of a study, such as the data collection produced can be repeated with the same results and is achieved through documentation of procedures and appropriate recording keeping. We categorised the data acquired from the interview into themes. All interview questions as shown in Appendix 2, were structured into three categories (background, technology and organization). The questions were conceptualised in such a way that respondent provides quality information and show similar patterns. Initially, we had 25 question and reduced it to a final 17 questions. These questions were asked to eight respondents from the two different departments (IT and Education department) to acquire a substantial quality of response. We also strived for that the interviews should be performed under the same circumstances in order to ensure reliability.

3.5.3 Validity

Brod, Tesler and Christensen (2009) define content validity as the extent to which one can generalize ideas from a collection of data. In addition, an efficient assessment of content validity provides proofs that content of items, framework, research approach is fully consistent with the sample group opinions and experience. To validate the content of this study, we analysed the interview findings, against the theoretical framework of the thesis. The interview questions allowed us to ascertain respondent insight on the development of digital skills, communication and collaboration, technology readiness, information system and digitalization.

Construct validity is about introducing correct conceptual measures for a particular study. It is concerned with exposing and reducing subjectivity, by linking data collection questions and measures to research questions and propositions (Rowley, 2002). In our study the interview questions were used to attain respondents’ views of digitalization and the impact to their work performance. All respondents are experts and experienced in the IT and education department, it helped us to collect valid data.

3.5.4 Transferability

It was proposed by Guba and Lincoln (1981) instead of generalizability, which addresses whether findings may be equally applicable in other research settings. The authors believe that the findings in this study can be used in similar settings as it provides detailed knowledge that can be use by other researchers especially in skills development.

3.5.5 Research Ethics

This covers a wide range of factors. Maintaining integrity, trustworthiness and honesty are important in maintaining ethics. Also, privacy of respondent, respecting anonymity and keeping confidentiality should not be overlooked. According to Smith (1992) a clear dialogue and renegotiation are needed to make a proper decision on the researcher- researched relationship. Wax (1982) suggests that reciprocity is far more important than informed consent. Finally, the respondent should be made aware of the result after completion. In this study, respondents were briefed on every step taken by the authors i.e. what the research is all about, how the data were collected, methods in collecting the data, the interview process, what the research be use for and so on. Furthermore, each respondent was asked by the authors if they want to remain anonymous i.e. without including their names and position in the research, but each respondent gave the authors consent to use and mention their name in this research.

3.6 Data Analysis

In this study, the data analysis was conducted according to the semi-structured interview using content analysis; a widely used qualitative research technique. Content analysis show three distinct approaches; conventional, directed, or summative; all three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm (Hsieh & Shannon, 2005). As the semi-structured interview

were based on themes, the authors made use of directed content analysis. Hsieh and Shannon (2005) describe directed content analysis as an approach where researchers use existing theories and prior research to identify key concepts as initial coding categories or themes. Our Research used the content analysis approach by using interviews combined with prior research and theoretical framework to identify codes, categories and themes. The interviews were transcribed to have a holistic picture. Thereafter, the authors started to code the transcripts into meaning units. Graneheim & Lundman (2004) describe the meaning unit as a words or constellation of words or statements that relate to the same central meaning.The eight themes used in the semi-structured interviews were information system, system simplicity and interaction, collaboration and communication among municipalities, developing digital skills, cloud computing, innovative learning solution, motivation of employees, technology readiness, and influence of age factor.

4. Empirical findings This section presents the results of data collection and overview of each municipality. All interviews were conducted in English and will focus on the most important aspect of the study.

4.1 Habo Municipality

4.1.1 Municipality Overview

Habo is a small but expanding municipality. Situated close to Jönköping and located near the lake Vättern, it has 330 square kilometers surface area and inhabitants of 12,140 as of December 2018. Habo municipality was formed in 1974 when the Fågelås municipality was divided between Hjo and Habo. 46% of Habo’s inhabitants work outside of the municipality; in most cases in Jönköping. AB Fagerhult is the largest company in Habo with 530 employees. Other companies like Gnotec, Habo Rostfria and Port system 2000 has 50-80 employees. Approximately 800 employees work in Habo municipality (Habo kommun, 2019a). Habo municipality’s political organization includes the municipality council, municipality board and boards of social care, children and education, building, environmental issues, and leisure and culture (Habo kommun, 2019b). The municipality’s professional organization is divided into six departments; municipality administration, department of children and education, department of leisure and culture, department of social care, environmental department, department of building and technology and emergency services (Habo kommun, 2019c). 4.1.2 Interview Findings The interview was held with the system technician of the IT department and the IT educator of both the IT and education departments. Before the interview, the interviewees were briefed on the concept of the topic (digital skills for employees’ development), and the purpose of the interview.

§ Information System The IT technician responded that the information systems used depends on each department. Elaborating on his answer, he explained that the education sector has new iPads and use Office 365 for communication. Also, they have a SharePoint system for sharing files and project work. He added that intranets are used rarely by employees, but email is more popular means of employee communication: “We do not really use the intranet site because is quite bad”, added the IT educator.

§ System Simplicity and Interaction The IT educator stated that email is the easiest and most common method for communication. “But as soon as the email comes from the IT department, they do not really read it because they feel it does not concern them”, explained the IT Educator.

§ Collaboration and Communication Among Municipalities The IT technician explained: “We communicate a bit but collaboration basically no; we do not have really, a system for communication; when they call us up, we do communicate; we do not hate them”.

§ Digital Skills Development The IT technician stated that the municipality makes use of a SharePoint system provided by a consultant. The system is incorporated with learning materials and has a database with videos and text-guilds. The consultant usually visits the municipality to teach and support the employees through videos and Pdfs, added the IT educator: “We have a portal which we try to use but honestly we haven’t really been getting around to use it all-out right now; we are still new in our system”, explained the IT technician. Meetings, workshops, teachings and sitting test are organized as well; “I do the pdf manuals”, added the IT educator.

§ Cloud Computing According to the IT technician, cloud computing (Office 365) is already used by the education department. “In general, we are not fond of cloud computing; but no doubt it works fine in the education department”, he added.

§ Innovative Learning Solution The IT technician responded: “Personally, I like webinars”. The IT educator added: “I think a mix is the best, sometimes webinars are good and sometimes there is a need to have a face to face meeting. Maybe webinars or something on the web (are good) to get a pre-knowledge”. The IT educator elaborated: “I hate videos because if I want to know something, I do not want to look at all the videos to get knowledge; i am more of a pdf person. Maybe if I want to know something I just want to click on a short video and find what I am looking for”.

§ Motivation of Employees The IT technician responded that the motivation of the employees is very mixed. Explaining further, he added that some of them do not really have the mindset and are a little bit sceptical, but these are a minority. The motivation may be mixed, but most employees realize and understand that they have to acquire digital skills, explained the IT educator.

§ Technology Readiness The IT technician responded that the municipality has some slow and older user: “I would say that the education and social department generally attracts people who do not really like technology”. “I would say that it is a leadership question. You have to have a leader who will demand and provide it.”, added the IT educator.

§ Influence of Age Factor The IT technician responded: “Not really. I won’t say that this correlate so much to age but to personality. We have a bigger problem with younger people. They are kind of

satisfied with their skills, but they are not that good.” “Older employees that do not have particular skills are not afraid to ask for help.”, stated the IT educator.

4.2 Jönköping Municipality

4.2.1 Overview

Jönköping municipality is the ten largest municipality in Sweden. The municipality is about 15,000 square kilometers large and is located at the southern end of Lake Vättern. Jönköping municipality had 139,862 inhabitants and approximately 11 000 employees. The municipality was founded in 1971 and consists of Jönköping, Huskvarna, Gränna, Visingsö, Skärstad, Lekeryd, Tenhult, Barnarp, Norrahammar, Månsarp, Bankeryd and Norra Mo (Jönköpings kommun, 2019a).

Jönköping municipality’s political organization includes the municipality council, and 15 boards, such as municipality board, children and education, care of individuals and families, crisis management, culture and leisure, environment and public health, building, environmental issues, leisure and culture, building, infrastructure, education and labour market, care of the elderly, guardianship and municipality audits (Jönköpings kommun, 2019b). The municipality’s professional organization is divided into eight departments; municipality services, culture and leisure, environment and public health, emergency services, social care, building, infrastructure, and education (Jönköpings kommun, 2019c).

4.2.2 Interview Findings

The interview was held with the business developer, media and system applicator and consultant of the education department. Before the interview, the interviewees were briefed about the concept of the topic (digital skills for employee’s development) and the purpose of the interview.

Information System

The consultant responded that the email and school administrative tools were used in the municipality. The media and system applicator added that the municipality also makes use of intranet and V-class system. The business developer explained that a learning management system and Skype for communication are also use by employees.

System Simplicity and Interaction

All interviewees agreed that the systems were significantly easy to use. The business developer elaborated that higher-level secondary schools use all forms of the information systems listed above, but the lower level schools use more of emails.

Collaboration and communication among municipalities

The consultant responded: “We are one of the first municipalities to actually work from Jönköping together with eight of the 13 municipality to cooperate and purchase a tool across all schools in the region”. There is not a lot of communication though, he added.

Digital Skills Development

The digital skills development is a combination of face to face meetings and digital processes, responded the consultant. He further explained that the face-to-face meetings were held on a regular basis to share knowledge.

Cloud Computing

The business developer responded that the municipality has the ambition to use cloud computing. The consultant explained that each municipality has their own data center to run their applications locally, which is the traditional way at present but: “now the ambition is to make sure we move away from that position where we have to run this system by ourselves and be able to move it to the cloud by having them on the cloud in the future with the new law in Europe”, added the consultant.

Innovative Learning Solution

According to the consultant, the municipality does not have a learning portal, but there is an economic system that has videos on how to use the system. The business developer added that the V-Class system has a lot of movies on how to use the system: “Also, YouTube about the system as well”, explained the media system applicator. The municipality trains a number of shortlisted people to become super users, and these super- users train other people as well. stated the consultant.

Motivation of Employees

The media and system applicator responded: “Most are interested, maybe not all”. Some of the employees still want to work with the traditional method but are also interested in the digital transformation explained the business developer. “To motivate change is the biggest challenge, not the change itself but to motivate others to change”, added the consultant.

Technology Readiness

The business developer responded that the employees (teachers) are beginning to understand the importance of technology. For instance, most of them that were having four to five different logins are beginning to have single sign-in instead, he added. The consultant elaborated, with the single sign-in, the employees can access the correct tools and authentication with a smaller number of steps.

Influence of Age Factor

The business developer responded: “I think there is. We have a lot of people that are 30, 40 years old, that do not like changes even if they grew up with digital transformation; but a lot of the older people understands the benefit of adopting new technology and they have the experience”. The consultant added that is very individualistic. Younger generations are smart, and everything is automatic to them and they can pick up change easily. The younger generation are just consumers; they do not see the long-term benefit.

4.3 Nässjö municipality

4.3.1 Overview

Nässjö is a municipality in Jönköping region and is a major railway junction of southern Sweden. Nässjö municipality has 31,477 inhabitants as of 2017. The municipality was created in 1971 from the merger of other municipalities (Nässjö kommun, 2019a). The municipality is divided into six departments with 2,800 employees; municipality administration, children and education, social care, infrastructure, culture and leisure and societal planning. The municipality is led by the municipality council and each department has a political board (Nässjö kommun, 2019b).

4.3.2 Interview Findings

The interview was held individually with the development manager, infrastructure architect and CIO (chief information officer) of the IT department. Before the interview, the interviewees were briefed about the concept of the topic (digital skills for employees’ development) and the purpose of the interview.

Information System

The development manager responded that the municipality has an intranet, an own developed app for small messages, a portal for doing short guides, recordings and short videos. Email and instant messaging (Skype for business) are also used: “quite a lot of fragment for communication”, he added. The infrastructure architect responded: “Employees use mostly email and the file sharing system”. The CIO responded: “One of the system in use is a management information system called Stratis (managing KPI, objectives, activities etc.); another tool is the HR system, where I manage my employees, a third one is the financial system we use to manage the invoices. These are the main tools I use internally”. Furthermore, there is a project place where project participants within four municipalities (Aneby, Eksjö, Sävsjö and Vetlanda) share information.

System Simplicity and Interaction

The development manager responded: “From the usability point of view most of the stuff are easy to use but not so easy to consume because is so fragmented and you do not really know where the specific information you are looking for in the channel”. The threads and search abilities are really bad in the system and is hard to add new people to the conversations. The infrastructure architect contributed: “It depends, some of the tools are quite new and modern; they are quite easy”. Furthermore, some tools are more complicated, and users need a lot of information before using them, added the CIO.

Collaboration and Communication Among Municipalities

The development manager responded: “We do that to some extent”. There are some forms of dialogues on some big projects. Presently there is a project going on that involves the thirteen municipalities within the region (using digital and physical identity with your cards). “The pre-study phase we run together; but when we come to the implementation,

we will probably implement different solutions”, he added. There are no common tools for communication, but sometimes they communicate by telephone and email.

The infrastructure architect stated: “A little bit (communication is done) with Jönköping, but currently it is more with Region Jönköping health care because we are sharing the same systems”. There are some forms of communication, usually by emails, and a platform for project i.e. share point. The CIO stated “We do projects together, develop together, we have implemented a common platform (intranet) together, we manage documents together, we have strategic information security policies, governance models and different areas we develop together” referring to the four municipalities of Aneby, Eksjö, Sävsjö and Vetlanda.

Developing Digital Skills

The development manager responded that digital skills are developed through seminars where employees talk about their needs or what they are interested in learning. The infrastructure architect responded that the education department and the health care department usually attained lots of seminars and sometimes invites IT personnel to lecture employees on technology and how to use technology; “in the administrative department, I do not think they are doing that too much”, he added. Employees do attend external conference or seminars in group or alone. Also, “we buy courses from outside”, added the CIO.

Cloud Computing

The development manager responded that some of the systems are already in the cloud, which is provided by a cloud supplier called HIT (Höglandet IT). The education departments are using Office 365, although server storage is always provided in-house and there are no purchases of platforms, concluded the development manager. The infrastructure architect responded: “a lot of Saas (software as a service) not so much of Iaas (infrastructure as a service). The Saas is more common for education and more and more common for health care”. The CIO responded: “In some ways yes; we have implemented some cloud system externally.” Furthermore, he explained: “Occasionally when we need services that our cloud supplier doesn’t have, we do buy from outside either directly from the municipality to the cloud supplier and sometimes through our supplier to the cloud”, he added.

Innovative Learning Solution

The development manager responded: “It is a hard question; I have seen so many projects trying to answer this but some of them fail. If I had the recipe, I will be a millionaire”. Furthermore, “If I can dream, I will like to see the learning tools to be context based, where you get help based on the context on what you are doing”, he concluded.

The infrastructure architect responded: “I am very interested in the flipped class-room”. He elaborated that in the flipped classroom, YouTube can be embedded as well as own uploads, students can pause a movie, comment; the teachers can read this comment and know where the student are having difficulties. “If all these will be available as well as

live chat in an innovative learning platform (e-learning) it will be super useful”, he concluded.

“I think it will be nice to first have a project portfolio with basic services, then other portfolio with new technology that can make a difference and a third portfolio which is more innovative, which we do not have today”, stated the CIO.

Motivation of Employees

The development manager responded: “If you inform them about this, they will say no; but if you ask are you interested in contributing on a more efficient way of working, getting knowledge they will be interested to contribute”. Furthermore: “Employees do not really care about digital transformation more or less, is a management concept”, he concluded.

The infrastructure architect responded: “It is always 50:50; employees from the education department are in, but some are not eager to take the next step so is very different”. The CIO responded: “That is very interesting because I think is a matter of sometimes or mostly a matter of generations; the skills are not that high, their education level in the municipality is not that high compared to other businesses; so it is a new area for many of them and I think even the culture is not very innovative”. He elaborated: “People that have been working in the municipality for a long time do not know what is going on in other industries, but people that have changed jobs from time to time in different industries, they are aware, they have experience and not afraid to go forward with this transformation”.

Technology Readiness

The development manager responded: “I do not think it will be a problem to adopt new technology among the personnel as long as we give them technology that support them in their work and not just technology for the sake of technology as we do sometimes”. The infrastructure architect responded: “In human nature it is easy to learn a new technology if you need it to survive; but if you do not need it to keep your job, and you are used to doing things in a tradition way, you may not be so keen to adopt any digital transformation”.

The CIO responded: “It is about feeling comfortable and safe. If the right education and support are provided there will not be a problem in adopting the technology”. Furthermore: “Management needs to have an overview on how to manage employees, support, inspire and have feelings”, he concluded.

Influence of Age factor

The development manager responded: “I do not really think from a working perspective age factor is so important”. He elaborated that if by using digital tools will improve employees working conditions, they are more than happy to go digital.

The infrastructure architect responded: “There are lots of older people like my mum (70), she has devices (computer, iPad, phone) and we have to bundle them together, so she can

be connected anywhere; so I think is somewhere in the middle”. Furthermore: “Older employees are interested in adopting new technology than younger employees; is easier for an older employee to accept new technology that will be beneficial for them.”, he concluded.

The CIO responded: “Young people expect that they can use modern and digital tools in a flexible way (mobile wise). Older people who have been in the municipality for many years are sometimes a little bit afraid of the new technology and the digital transformation because they do not know really how to handle it”.

5. Analysis The chapter aims to analyse the result of the findings and combine some of the framework reference (context) with the interview result. The table below show a structured comparison of the interviews and will help to facilitate a detailed analysis.

Theme Habo (HM) Jönköping (JM) Nässjö (NM) Information system Sharepoint, e-mail, E-mail, Office365, E-mail, Office365, Office365, intranet intranet, V-class, Messenger, App, File Skype sharing system, Skype Communication and Limited Extensive collaboration Some forms of collaboration communication and with other communication and collaboration municipalities and collaboration with some forms of other municipalities. communication Digital skills Database text guide, Face-to-face meetings Seminars and development videos and pdf:s, conferences workshops, tests Cloud computing Available Available Available SaaS (Office365) SaaS (Office365) SaaS (Office365) and from local cloud supplier Motivation of Very mixed Very mixed Very mixed employees Influence of age Older – optimistic Older – optimistic Older – optimistic, (32-60) Younger – mixed Younger – Younger – mixed individualistic Technology readiness Motivated Curiosity Curiosity Top management Paramount Paramount Paramount support

Table 5: Interview Summary Information System

Based on the findings, HM uses a SharePoint system and intranet as their information systems. However, HM rarely uses the intranet for communication as email is more preferable for communication among employees. In the case of JM, school administrative tools, intranets, V-class system, and the learning management system are the most popular information system in the municipality. Email is still the preferred tool for communication among employees. NM has a portal for short messages, a file sharing system, intranet as an information system. The Email is the prefer tool for communication among employees as well.

Email and skype for business is the preferred tool for communication between employees of the three municipalities. In terms of advanced and innovative systems, JM has the most advanced systems compared to the other two municipalities.

Collaboration and Communication with Other Municipalities

HM has some forms of communication with other municipalities but there is no collaboration with other municipalities. JM collaborate with other municipalities in purchasing tools across all schools in the region. The communication is however very limited. NM collaborates and communicate with other municipalities on different projects. Furthermore, NM has a more progressive collaboration with the four municipality of Aneby, Eksjö, Sävsjö, and Vetlanda as they collaborate on projects, they have common platform(intranet), manage and share document and have the same cloud supplier. The authors linked the reasons behind a lack of collaboration and communication to these factors: ● There are no common systems for collaboration and communication. ● Each municipality is independent and has been successful for a long-time doing projects independently. Moreover, JM, HM, NM has the desire to collaborate and communicate through a common system for knowledge sharing, skills and project development.

Digital Skills Development

Developing digital skills is essential in digital transformation processes. From the interviews, the authors discovered that each municipality had different strategies in digital skills development. HM develop employees’ digital skills through a sharepoint system provided by a consultant; the system contains videos, pdf and text-guides. HM also organize workshops, meetings and tests for employees. In JM, the employees’ digital skills are developed through face-to-face meetings and seminars, using videos for educational purposes. In the case of NM, employees develop their skills through attending seminars and conferences. Occasionally, IT personnel are invited by the municipality to train employees.

Though JM, HM, NM has their own different methods of digital skills development, there is a lack of technologically and innovative methods in skills development. The three municipalities follow the same processes, i.e. a traditional way of learning. Occasionally, there are some forms of online learning, but this is very limited.

Cloud Computing

NM are more advanced in cloud computing then the two other municipalities. They have HIT (Höglandets IT) as their cloud supplier, while some of their external services are already connected to the cloud. Also, the educational and the healthcare sector of NM use SaaS (Office365). HM and JM use cloud computing in the education sector (Office365) as well. However, JM have their own learning management system (V-class) for teacher and student interaction. Thus, NM is more progressive in cloud computing but there is an ambition from JM and HM to deploy more of their system in the cloud in the nearest future.

Innovative Learning Solution

These solutions/systems are scarcely in existence in the municipalities at present. For instance, JM has an economic system that contains videos, that shows how to use the system. The v-class system used in the education sector in JM has a lot of videos on how to use the system for communicating and interacting. In the case of NM, there is a learning portal, but they do not publish anything in the portal. Employees rarely log into the system. HM do not really have a genuinely innovative learning system.

From the interviews, it was found that HM, JM, NM are interested in acquiring an innovative system that can help improve their work performance. Moving forward, most of the interviewees are interested in pdfs, webinars and short videos as a solution for learning and improving their work performance.

Barriers for Adopting E-learning in Public Administrations

From the findings, some of the barriers in adopting e-learning in public administrations were found to be motivation, the age factor, managerial support and technology readiness. Most employees in the municipality are already accustomed with carrying out their task in a certain way. Encouraging them to accept a new technology might be difficult. It would require some form of motivation to convince them to change work routines and work in new systems. Managerial support is very important in adopting new technology. Most employees in the municipality believe that if there are support from top management, they will be willing to adopt the new technology if it will be beneficial for the municipality in general. The age factor was also seen as a barrier, but more for the younger employees in the municipalities.

Motivation and Age

Motivation in adopting digital transformation and age factor are vital for adopting new technology. Motivation for employees is an essential factor in digital skills development. Noe (1986) explain that motivation to learn reflects the degree to which an employee desires to participate in, and learn from, a training activity.

Employees of HM, JM, and NM have mixed feelings about digital transformation. However, they are willing to accept digital transformation, especially if it helps improve their work performance and increase productivity in the future. From the interviews, it seems like the influence of the age factor comes down to the individual’s personality. Older employees in the municipality are willing and ready to learn and adopt new technology because they know the long-term benefit. Younger employees in the municipality feel they are already digitalized, so the feelings are mixed among them.

Moving forward, the authors pinpointed some factors from the TOE framework that has an influence on technology adoption. Technological context has (relative advantage, complexity, compatibility). Organization context has (top management support, firm size, Technology readiness). Environmental context has (competitive pressure and trading partner pressure).

Relative Advantage

Rogers (1983) defined relative advantage as the degree to which a technology is perceived as providing greater benefit for firms. In this study, the authors realize that the municipalities follow a traditional method of skills development and work independently. By adopting innovative ways of working, there will be more efficient way of skills development leading to more opportunities, productivity and time saving. Information will be available and accessible from any device and be convenient for employees among municipalities at any time. The expected benefits of an embedded cloud computing services include the following; speed of business communications, efficient coordination among firms, better customer communications, and access to market information mobilization (Hayes, 2008).

Complexity

Complexity of an innovation can act as a barrier to implementation of new technology; complexity factor is usually negatively affected (Premkumar et al., 1994). In this study, the authors discovered that complexity could act as a barrier to digital skills development. If technology is too difficult to understand, then people will be reluctant to accept it. The municipalities have worked with comparatively easy technological tools and processes for a long time. From the interviewees, the authors noticed that the interviewees all wanted an innovative learning solution adopted to be easy to use, easy to find information, accessible and work on all devices.

Compatibility

Compatibility has been considered an essential factor for innovation adoption (Wang et al., 2010). If the innovative learning solution is recognized as compatible with employees working process and organization system, then adoption of new technology will be considered. The municipalities already have different system that are adaptable and compatible to any innovative learning solutions.

Top Management Support

Top management support is critical for creating a supportive climate and for providing adequate resources for the adoption of new technologies (Wang et al., 2010). The authors found from the NM and HM interviewees that skills, capability and attitude of leadership and management are important in order to motivate and influence organizational changes. Most employees in the municipality are afraid to take risks but if the leadership is flexible and supportive, employees might be more resourceful.

Technology Readiness

During the interviews, technology readiness was explained as an IT human understanding to understand and adopt new technology. The technological readiness of organizations, meaning technological infrastructure and IT human resources, influences the adoption of new technology (Kuan & Chau, 2001; To & Ngai, 2006; Oliveira & Martins, 2010; Pan & Jang, 2008; Wang et al., 2010; Zhu et al., 2006). Technology readiness is an important factor in adopting new technology. From the findings, the authors discovered, that

infrastructures and technological systems are already available in the municipality. Most employees already have basic skills and are ready and willing to adopt new technology especially if they will benefit from it. Generally, a good infrastructure and good technological application or platform, makes it much easier to adopt new technology. Though municipalities can have numerous benefits in implementing innovative learning and IT solutions; security of the data, service providers, interoperability, control and service agreement should be taking into consideration. The municipalities’ employees interviewed in this study, has common levels of awareness regarding developing digital skills. These levels are being influenced by the information intensity, technological maturity, organizational culture and strategies.

6. Conclusion In this section, the conclusions of our study are presented by answering the research questions.

Q Research Question 1: What kinds of innovative learning solution are required to improve digital skills adoption? Employees can develop their skills in different ways. Employees can for example connect through social networking, employees using social media (Facebook, Twitter, LinkedIn) to get knowledge on a particular topic. M-learning (mobile learning) which is using smart phones and tablets to obtain learning applications is another platform for skills development. In this study e-learning was seen as the most suitable learning solutions for employees to develop their skills in the region. Learning features like the webinar, short videos, whiteboard animations, eBooks, and pdfs can be available and accessible in a platform at any given time, place and can work with any device. According to Rabah (2005), objectives can be accomplished in the shortest time with the least amount of effort. Environments for e-learning are tolerant, with good ways of offering equal access to information irrespective of the locations of the users, their ages, ethnic origins, and races (Khan, 2005).

Q Research Question 2: Which IT solution is adequate for integrating innovative learning, collaboration and communication among municipalities in Jönköping Region?

Before suggesting an adequate IT system, other IT solutions were explored by the authors, such as the Fiber channel and the Small computer System Interface (SCSI) as mentioned earlier in the thesis. Fiber channel is a scalable interface for achieving high- speed data transfer rates among heterogeneous systems and peripherals (Thornburgh, 1999). This system is used mostly by large organizations and is suitable for doing advanced projects. The main advantages of this system Fiber channel are its speed, connectivity, high performance, distance connections. As a medium, SCSI defines a parallel bus for the transmission of data with additional lines for the control of communication; the bus can be realized in the form of printed conductors on the circuit board or as a cable (Troppens et al., 2011). This system is use mainly by medium or small organizations; An organization can connect its Ethernet network and create a Storage Area Network (SAN). SCSI is only suitable for the realisation of storage networks to a limited degree (Troppens et al., 2011).

To answer the research question, the authors proposes cloud computing as an IT solution to integrate innovative learning (e-learning) platform and provide a central point to manage data and information in the municipalities. One benefit is reducing cost (infrastructure, storage and software) for municipalities. Firms are attracted by the opportunity for reducing or eliminating costs associated with “in-house” provision of these services (Buyya et al., 2009). Another crucial benefit is the cloud will enable employees to work together on similar documents, project, hence achieving one of the main objectives which are collaboration and communication among municipalities.

Q Research Question 3: What barriers are there for adoption of an innovation learning solution for digital skills development within a municipality?

Unfortunately, most managers do not understand the importance, benefit and goals of an innovative learning solution (e-learning) in the organization. As a result, the required investments for introducing e-learning programs are uncoordinated and their implementation lags behind if expectations are not met (Langford & Seaborne 2003) there are several challenges that can influence the adoption of E-learning. According to Stoffregen et al (2016) lack of knowledge and skills needed to engage in e learning. E- learning systems must be engaging, and employees should be familiar with some online practices and systems. Familiarity with online practices is more generally a crucial factor for successful adoption (Yang & Maxwell 2011). To advance and compare lessons learned across projects, it is important to obtain information about the employees' familiarity with systems (Yang & Maxwell 2011).

Another challenge that may occur in the adoption of an innovative learning solution (e- learning) is related to how training or programs are offered. Both systematised training and coordination of knowledge-sharing processes in the public sector are typically inadequate (Hazlett et al. 2008). Often, there is neither a dedicated process nor established routines for transferring knowledge (Butler et al. 2008). E-learning training and programs can clash with employee’s work schedule. Since e-learning is conducted at the workplace, employees have difficulties in balancing work processes and spending time for learning or knowledge sharing due to their workloads (Bere et al., 2014; Hazlett et al., 2008; Langford & Seaborne, 2003) A more suitable alternatives must be provided to avoid clashes with the work process.

Another related challenge is the lack of facilitators and managerial support Stoffregen et al. (2016). Facilitators and management support are keys for an innovative learning solution (e-learning) to be successful. Both can have negative influences on the realisation of e-learning and knowledge sharing (Hazlett et al., 2008; Langford & Seaborne, 2003). Particularly in self-regulated learning environments, employees need to be trained to become tutors (Hartescu, 2012). Responsibilities and the roles in collaboration should be designated anew (Bimrose et al., 2014). Managers play a crucial role in technology adoption processes because they set the tune and provide the resources needed for any process or system to be implemented in the organization. When there is managerial support, employees become at ease in adopting new technology. Motivation, age and technology readiness are other factors that can act as barriers in adopting an innovative learning solution for digital skills development.

7. Discussion The final chapter provides discussion on the contribution of the study, implications for research, implications for practice, limitations and recommendations for further research.

The main goal of this thesis was to explore suitable processes for digital skills development among employees of Jönköping Region; and making sure these processes are available for employees in all municipalities. Another goal was exploring an IT solution that is suitable for a centralized channel for digital skills development. The results from our findings shows that the municipalities do not really have an innovative learning system that can assist in developing employees’ digital skills. Also, there is little or no collaboration and communication among most municipalities. Furthermore, each municipality is independent; which means that they have their own budget, project, system and tools. Employees’ digital skills are developed through traditional learning methods (workshops, meetings). Judging from the findings, the municipality wants to be more flexible, technologically innovative and cut down on time and cost on their processes and functions.

After a thorough research, we are proposing e-learning based on cloud computing as a learning solution that will help facilitate skills development. This learning solution should be easy to access and available to employees at any place and time.

From our theoretical framework TOE, we found out, the technological context (relative advantage, complexity, compatibility) factors influences the adoption of e-learning based on cloud computing. In the organizational context (top management support and technology readiness) also have an impact on the adoption of e-learning using cloud computing but organizational size does not have an impact on it.

Moving forward, e-learning systems should be user interactive, easy to use, easy to find information and should work on all devices. One important information we got from the interview are employees are more interested in webinars, short videos and pdf.

Moving on to cloud computing, we consider a cloud solution to be important for creating an e-learning that can be available at any place and time. In adopting e-learning based on cloud computing, municipalities will save time and cost for maintenance and hardware and software infrastructure will be provided by the cloud-supplier. Cloud computing will provide quick update and the newest available applications. Cloud computing can help companies break organizational boundary limitations through automatic update and access to the newest and most relevant knowledge (Martson et al., 2011). Cloud based e- learning has a great potential to provide different applications which will be available on all devices and will help reduce cost of computing.

In the thesis methodology strategy, the interpretivist perspective philosophy and the inductive approach was used. This approach makes use of empirical findings that suit the topic being researched on. The authors did not want to base the findings on hypothesis (deductive approach); the aim was to achieve more detailed knowledge of the study. The authors made use of the qualitative research method and semi-structured interview to collect data; this was chosen to enable interviewee to have free flowing discussion and be

more flexible. From these strategies, the authors were able to summarize the case study and acquire detailed result. From the findings, the authors were able to pinpoint the most important features of the study (developing digital skills of employees) and explore adequate methods in achieving them. Generally, the adoption of e-learning using cloud computing can be implemented in different ways i.e. Learning environment platform and Mobile App accessible for all users and are available for all device can include e-learning content, user management tool, library wiki, data storage, tests, collaboration etc. The cloud computing concept can be seen in the figure below.

Figure 8: E-learning Using Cloud Computing Concept Fastmetrics (2018).

7.1 Implications for Research

This thesis is intended to contribute to digital skills development of employees in the public sector. The approach and methods used in this thesis, discussed previously (qualitative and inductive,) hints that future research is required in this field of study. Furthermore, this study focuses on ways of developing digital skills using innovative learning system (e-learning) that can help foster collaboration and communication among municipalities in Jönköping Region. According to Nilsson et al., (2011). there are some key components in professional development activities. One of the components involves, type of work employees performs and the employee’s ability to act within his or her work role.

Future research should focus on other ways or processes of developing digital skills for not just employees but in general. Granberg (2009) moved the focus from the actual activities of professional development, to a focus on the organizational conditions for learning and developing knowledge. By providing employees with more demanding work tasks, consequently, force employees to develop the needed competence for solving the work tasks (Granberg, 2009). Moreover, this study focused on cloud computing as an IT solution to facilitate skills development. Thus, we allow the innovative system (e-learning) to be deployed in the

cloud and be available to employees at any place and time. Future researchers can explore other IT solutions that can facilitate skills development and availability. 7.2 Implications for practice

As previously stated, these results can be generalized to other counties and municipalities in Sweden. However, to validate and reject this assumption future research should be conducted. Furthermore, the findings acquired from this study, could be tested using a quantitative study with a larger sample of employees or using qualitative method with a larger sample to create and explore new theories that wasn't explore in this study. To avert the problems of collaboration, communication and expect scarcity in Jönköping municipalities; based on our findings:

• To attain collaboration and communication efficiently; a well-defined common system should be introduced. Software as a Service (SaaS), one of the services models of cloud computing could be considered as an IT system for files sharing; include: Images, pdfs, documents, and delivering collaborative feedback. Furthermore, an effective chat system/social network could play a role for communication among employees • Scarcity of expert for skills development can be avoided through the use of e-learning based cloud; which will be accessible to employees anytime, anywhere for skills development. Furthermore, Online courses, webinars, videos, animations, pdfs for experts will support the development of employees' digital skills in the workplace.

7.3 Limitations and Future Research

The study includes some limitations; it was conducted in Jönköping Region and no other region in Sweden. The research was limited to three municipalities among thirteen municipalities. Furthermore, the research illustrated the findings from a small group of employees from the education and IT department. Although, these individuals had credible prospective; to enrich the research more experts need to be interviewed. Time frame is a common limitation in many studies; time limit restricted the authors to approach more interviewees.

Thus, future research (quantitative or qualitative) could have a larger scope of employees from other departments, end-users and more counties and municipalities in Sweden and outside of Sweden. Lastly it will be interesting to see other studies being conducted, not just in municipalities alone, but in private and public organizations and companies in general.

8. References

Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In Action Control (pp.11-39). Berlin, Heidelberg: Springer. Alateyah, S., Crowder, R. M., & Wills, G. B. (2012, June). Citizen Adoption of E- government services. In International Conference on Information Society (i- Society 2012) (182-187). IEEE. Ali, G. E., & Magalhaes, R. (2008). Barriers to implementing e‐learning: a Kuwaiti case study. International journal of training and development, 12(1), 36–53. American Library Association. (1989). Presidential committee on information literacy. Retrieved March 13, 2018, from http://www.ala.org/ala/acrl /acrlpubs/whitepapers/presidential.htm Ann Hazlett, S., McAdam, R., & Beggs, V. (2008). An exploratory study of knowledge flows: A case study of Public Sector Procurement. Total Quality Management, 19(1-2), 57-66. Armbrust M., Fox, A., Griffith, R., Joseph, A. D., Katz, R. H., Konwinski, A & Zaharia, M. (2009). Above the clouds: A Berkeley view of cloud computing California: University of California. Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities (1- 84). Mountain View: Creative common. Atkins, S., Lewin, S., Smith, H., Engel, M., Fretheim, A., & Volmink, J. (2008). Conducting a meta-ethnography of qualitative literature: lessons learnt. BMC medical research methodology, 8(1), 21. Bansod, S., & Bhure, G. (2014). Data encryption by image steganography. Int. J. Inform. Comput. Technol. Int. Res, 4, 453-458. Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of Documentation, 57(2), 218-259. Bere, R., Silvestri, C., Nemesß, L. (2014). Challenges and Opportunities in Knowledge sharing in E-Learning programs for public administration. In eLearning and software for education (eLSE): The 10th international scientific conference e- learning and software for education. Bucharest, 2014. Bucharest, Romania: Carol I National Defence University Publishing House. Baldwin-Evans, K. (2004). Employees and e-learning: what do the end users think? Industrial and Commercial Training, 36(7) 269–74. Bimrose, J., Brown, A., Holocher-Ertl, T., Kieslinger, B., Kunzmann, C., Prilla, M., & Wolf, C. (2014). The role of facilitation in technology-enhanced learning for public employment services. International Journal of Advanced Corporate Learning (iJAC), 7(3), 56-63.

Blok, H., Oostdam, R. J., & Peetsma, T. T. D. (2006). The new learning in primary education; a comprehension analysis and an exploration of school practice. SCO- Kohnstamm Instituut. Bolhuis, S., & Voeten, M. J. M. (2001). Toward self-directed learning in secondary schools: What do teachers do? Teaching and Teacher Education, 17, 837–855. Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61-68. Bora, U. J., & Ahmed, M. (2013). E-learning using cloud computing. International Journal of Science and Modern Engineering, 1(2), 9-12. Brod, M., Tesler, L. E., & Christensen, T. L. (2009). Qualitative research and content validity: developing best practices based on science and experience. Quality of life research, 18(9), 1263. Brodsky, M. W. (2006). E-learning Implementation: Your Roadmap to Success. New York: Ulysses Learning. Brown R. H. (2009). Cloud types. Received December 15, 2017, from http://www.strategicitarchitecture.com Bryman, A., & Bell, E. (2003). Business research methods. Oxford, UK: Oxford University Press. Butler, T., Feller, J., Pope, A., Emerson, B., & Murphy, C. (2008). Designing a core IT artefact for Knowledge Management Systems using participatory action research in a government and a non-government organization. The Journal of Strategic Information Systems, 17(4), 249-267. Buyya, R., Yeo, C., Venugopal, S., Broberg, J. & Brandic, I. (2009). Cloud computing and emerging IT platforms: Vision, hype and reality for delivering computing as the 5th utility. Future Generation Computer Systems, 25, 599–616. Cantoni, V., Cellario, M., & Porta, M. (2004). Perspectives and challenges in e-learning: towards natural interaction paradigms. Journal of Visual Languages & Computing, 15(5), 333-345. Chaudhary, J., & Saxena, A. (2015). E-Learning system by using cloud computing. Int. J. Innov. Scient. Res., l7(2), 246-25. Chua, W. (1986). Radical Developments in Accounting Thought. The Accounting Review, 61(4),601-632. Chung, J. E., Park, N., Wang, H., Fulk, J., & McLaughlin, M. (2010). Age differences in perceptions of online community participation among non-users: An extension of the Technology Acceptance Model. Computers in Human Behavior, 26(6), 1674- 1684.

Clark, A (2018). How can the public sector overcome the digital skills barrier? Retrieved March 9, 2019 from https://www.govtechleaders.com/2018/04/27/how-can-the- public-sector-overcome-the-digital-skills-barrier/. Collis, J., & Hussey, R. (2003). Business research: A practical guide for Undergraduate and postgraduate students. Basingstoke: Palgrave Macmillan. Conci, A., & Bramati, C. (2007). E-learning in public administration. SLOOP: Sharing Learning Objects in an Open Perspective., 81. Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons and evaluative criteria. Zeitschrift für Soziologie, 19(6), 418-427. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage. Creswell, J. (2014). Research Design: Qualitative, quantitative and mixed methods approaches. (4th ed.). Los Angeles, CA: Sage. Czaja, S. J., Charness, N., Fisk, A. D., Hertzog, C., Nair, S. N., Rogers, W. A., & Sharit, J. (2006). Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE). Psychology and aging, 21(2), 333. Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). Massachusetts Institute of Technology, Massachusetts, US. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340. Dearnley, C. (2003). Student support in open learning: Sustaining the process. The International Review of Research in Open and Distributed Learning, 4(1). Retrieved February 2,2004, from http://www.irrodl/content/v4.1/dearnley.html De Kock, A., Sleegers, P., & Voeten, M. J. (2004). New learning and the classification of learning environments in secondary education. Review of Educational Research, 74(2), 141-170. Deursen, A. J. A. M. (2010). Internet Skills: vital assets in an information society. Twente: University of Twente. Duipmans, E., & Pires, D. L. F. (2012). Business process management in the cloud: business process as a service (BPaaS). Twente: University of Twente. Dewani, V. (2013). Motivation. Slideshare. Retrieved from from: http://de.slideshare.net/vijaydewani7/motivation-15959567.

Duque, L. C., & Weeks, J. R. (2010). Towards a model and methodology for assessing student learning outcomes and satisfaction. Quality Assurance in Education, 18(2), 84-105. Ebrahim, Z., & Irani, Z. (2005). E-government adoption: architecture and barriers. Business Process. Management Journal, 11(5), 589–611. Eisenhardt, K. M., & Graebner, M. E. (2007). Theory building from cases: Opportunities and challenges. The Academy of Management Journal, 50(1), 25-32. Ezzy, D. (2002). Data analysis during data collection. Qualitative analysis: Practice and Innovation. Sydney: A & U Academy. Fastmetrics (2018). E-learning using cloud computing concept. Retrieved August 19,2018. From https://www.fastmetrics.com/. Fairchild, A. J., Jeanne-Horst, S., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the academic motivation scale. Contemporary Educational Psychology, 30(3), 331-358. Fang, Z. (2002). E-Government in Digital Era: Concept, Practice and Development, International Journal of the Computer, The Internet and Information, 20, 193- 213. Fishbein, M., & Ajzen, I. (1975). Belief. Attitude, Intention and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley. Fibre Channel Association. (1998). FIBRE CHANNEL: Connection to the Future. Newnes. Virginia: USA Fountain, J. E. (2001). Building the virtual state: Information technology and institutional change. Cambridge, MA: Harvard university. Geron, C. M. S., Finatelli, J. R., de Faria, A. C., & do Carmo Romeiro, M. (2011). SPED-Public Digital Bookkeeping System: taxpayers' perceptions regarding the impacts of their adoption. Journal of Education and Research in Accounting (REPeC), 5(2), 44-67. Ghauri, P. N., & Grønhaug, K. (2005). Research methods in business studies: A practical guide. Pearson Education. Harlow: Pearson Education Limited. Gil-García, J. R., & Pardo, T. A. (2005). E-government success factors: Mapping practical tools to theoretical foundations. Government information quarterly, 22(2), 187-216. Glister, P. (1997). Digital literacy. New York: Wiley Computer Pub. Giritli Nygren, K. (2009b). “e-Governmentality: on Electronic Administration in Local Government”. Electronic Journal of e-Government, 7(1), 55-64. Gooley, A., & Lockwood, F. (Eds.). (2012). Innovation in open and distance learning: Successful development of online and web-based learning. London: Routledge.

Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001

Granberg, O. (2009). Lära eller läras - om kompetens och utbildningsplanering i arbetslivet. Lund: Studentlitteratur.

Greene, S., Marchionini, G., Plaisant, C., & Shneiderman, B., (2000). Previews and overviews in digital libraries: designing surrogates to support visual information seeking. Journal of the American Society for Information Science and Technology, 51, 380–393. Habo kommun. (2019a). Habo kommun. Statistik. Retrieved 2019-08-20 from https://www.habokommun.se/Kommun--politik/Kommunfakta/Statistik/ Habo kommun. (2019b). Habo kommun. Politisk organization. Retrieved 2019-08-20 https://habokommun.se/Kommun--politik/Organization/ Habo kommun. (2019c). Habo kommun. Förvaltningar. Retrieved 2019-08-20 from https://habokommun.se/Kommun--politik/Organization/Forvaltningar/ Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press. Hartescu, I. (2012). A case study of implementing blended learning courses in public administration. In Conference proceedings of» eLearning and Software for Education «(eLSE) (No. 02, pp. 497-502). ”Carol I” National Defence University Publishing House. Hayes, B. (2008). Cloud computing. Communications of the ACM, 51(7), 9-11. Heeks, R. (2006). Implementing and Managing eGovernment. An International Text. London: Sage Publications Henry, P. (2001). E-learning technology, content and services. Education+ Training, 43(4), 249-255. Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32(3), 175-193. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. Hsu, P. F., Ray, S., & Li-Hsieh, Y. Y. (2014). Examining cloud computing adoption intention, pricing mechanism, and deployment model. International Journal of Information Management, 34(4), 474-488. Igbaria, M., & Parasuraman, S. (1989). A path analytic study of individual characteristics, computer anxiety and attitudes toward microcomputers. Journal of Management, 15(3), 373-388.

Internet time group. (2009). The e-learning (FAQ) [Forum]. Retrieved December 7, 2017, from http:// www.internettime.com/Learning/faq.htm/. Islam, M. T., & Selim, A. S. M. (2006). Current status and prospects for e-learning in the promotion of distance education in Bangladesh. Turkish Online Journal of Distance Education, 7(1), 1302-6488. Jacobsen, D. I., Sandin, G., & Hellström, C. (2002). Vad, hur och varför: om metodval i företagsekonomi och andra samhällsvetenskapliga ämnen: Studentlitteratur. Lund: Studentlitteratur. Jenkins, C., Corritore, C.L., & Wiedenbeck, W. (2003). Patterns of information seeking on the Web: a qualitative study of domain expertise and Web expertise. IT and Society, 1, 64–89. Jung, Y., Peng, W., Moran, M., Jin, S. A. A., McLaughlin, M., Cody, M., … Silverstein, M. (2010). Low-income minority seniors’ enrollment in a cybercafé: Psychological barriers to crossing the digital divide. Educational Gerontology, 36(3), 193-212. Jönköpings kommun. (2019a). Kommunfakta. Retrieved 2019-08-20 from https://www.Jönköping.se/kommunpolitik/kommunfakta.4.74fef9ab15548f0b80 06ec.html Jönköpings kommun. (2019b). Politiska nämnder. Retrieved 2019-08-20 from https://www.Jönköping.se/kommunpolitik/kommunensorganization/politiskana mnder.4.74fef9ab15548f0b8007ee.html Jönköpings kommun. (2019c). Förvaltningar. Retrieved 2019-08-20 from https://www.Jönköping.se/kommunpolitik/kommunensorganization/forvaltninga r.4.74fef9ab15548f0b800fcd.html Kasi Viswanath, M. D., Kusuma, S., & Gupta, S. K. (2012). Cloud computing issues and benefits modern education. Global Journal of Computer Science and Technology, 12(10), 15-20. Kay, J. (1993). The structure of strategy. Business strategy review, 4(2), 17-37. Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1(1983), 383-434. Khan, B. H. (Ed.). (2005). Managing e-learning: Design, delivery, implementation, and evaluation. Hershey, PA: IGI Global. Khan, S. (2016). Leadership in the digital age: A study on the effects of digitalisation on top management leadership. Master Thesis, Stockholm Business School. Klein, H., & Myers, M. (1999). A Set of Principles for Conducting and Evaluating Interpretive. Field Studies in Information Systems. MIS Quarterly, 23(1), 67-93. Kroth, M. (2007). Maslow-move aside! A heuristical motivation model for leaders in career and technical education. Journal of STEM Teacher Education, 44(2), 3.

Kuan, K. K., & Chau, P. Y. (2001). A perception-based model for EDI adoption in small businesses using a technology–organization–environment framework. Information & management, 38(8), 507–521. Kumar, V., Mukerji, B., Butt, I., & Persaud, A. (2007). Factors for successful e- government adoption: A conceptual framework. Electronic Journal of E- government, 5(1). Langford, J., & Seaborne, K. (2003). To click or not to click: E‐learning for the public sector. Canadian Public Administration, 46(1), 50-75. Lin, C. H., Shih, H. Y., & Sher, P. J. (2007). Integrating technology readiness into technology acceptance: The TRAM model. Psychology & Marketing, 24(7), 641- 657. Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. Jossey-Bass.CA:USA Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Enquiry. Thousand Oaks, CA: Sage Lindgren, I., & van Veenstra, A. F. (2018). Digital government transformation: a case illustrating public e-service development as part of public sector transformation. In Proceedings of the 19th Annual International Conference on Digital Government Research: Governance in the Data Age. https://doi.org/10.1145/3209281.3209302. Lockwood, F., & Gooley, A. (2001) Innovation in open and distance learning: Successful development of online and web-based learning. London: Kogan Page Limited. Longworth, N., & Davies, W. K. (1996). Lifelong Learning: New Vision, New Implications, New Roles for People, Organizations, Nations and Communities in the 21st Century. London: Kogan Page Limited. Low, C., Chen, Y. & Wu, M. (2011). Understanding the determinants of cloud computing adoption. Industrial Management + Data Systems, 111(7), 1006-1023. Mahmood, Z. (2011). Cloud computing for enterprise architectures. London: Springer Science & Business Media. Marchionini, G., & Maurer, H. (1995). The roles of digital libraries in teaching and learning. Communications of the ACM, 38(4), 67-75. Marchionini, G., White, R., (2007). Find what you need, understand what you find. International Journal of Human–Computer Interaction, 23, 205–237. Marston, S., Li, Z., Bandyopadhyay, S., Zhang, J. & Ghalsasi, A. (2011). Cloud computing - the business perspective. Decision Support Systems, 51, 176–189. Martin, A., & Grudziecki, J. (2006). DigEuLit: concepts and tools for digital literacy development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 1-19.

Martin, A., & Madigan, D. (Eds.). (2006). Digital literacies for learning, London Facet Publishing. Matthew, J., Grawhich, & Barber, L. K. (2009). Are you Focusing both Employees and Organizational Outcomes? Organizational Health Initiative at Saint Louis University, 1-5. Masud, M. A. H., & Huang, X. (2012). An e-learning system architecture based on cloud computing. system, 10(11), 255-259. Mell, P., & Grance, T. (2011). The NIST Definition of Cloud Computing. National Institute of Standards and Technology. Gaithersburg: NIST Special Publication Meuter, M. L., Ostrom, A. L., Bitner, M. J., & Roundtree, R. (2003). The influence of technology anxiety on consumer use and experiences with self-service technologies. Journal of Business Research, 56(11), 899-906. Millard, J. (2015). Open governance systems: Doing more with more. Government Information Quarterly. 35(4),77-87. Moran, B. B. 2013. Library and Information Center Management. Santa Barbara, CA. Libraries Unlimited. Morris, M. G., Venkatesh, V., & Ackerman, P. L. (2005). Gender and age differences in employee decisions about new technology: An extension to the theory of planned behavior. IEEE transactions on engineering management, 52(1), 69-84. Mossberger, K., Tolbert, C.J., & Stansbury, M. (2003). Virtual Inequality: Beyond the Digital Divide. Washington DC: Georgetown University Press. Motahari-Nezhad, H. R., Stephenson, B., & Singhal, S. (2009). Outsourcing business to cloud computing services: Opportunities and challenges. IEEE Internet Computing, 10(4), 1-17. Msomi, A. P., Munapo, E., & Choga, I. (2016). The conceptualisation of e-Learning in the public sector. Problems and Perspectives in Management, 14(4), 41-51. Muir, A., & Oppenheim, C. (2002). National information policy developments worldwide I: electronic government. Journal of information science, 28(3), 173-186. Mungania, P. (2003). The seven e-learning barriers facing employees. New York: The Masie Centre. Myers, M., (1997). Qualitative Research in Information Systems. MISQ Quarterly, 21(2), 241–242. Nisar, T. M. (2004). E-learning in public organizations. Public Personnel Management, 33(1), 79–88. Nilsson, P., Wallo, A., Rönnqvist, D., & Davidson, B. (2011). Human Resource Development - att uteckla medarbetare och organizationer. Lund: Studentlitteratur.

Noe, R. A. (1986). Trainees' attributes and attitudes: Neglected influences on training effectiveness. Academy of management review, 11(4), 736–749. Nässjö kommun. (2019a). Befolkning. Retrieved 2019-08-20 from https://Nässjö.se/kommun-och-politik/korta-fakta-om-Nässjö- kommun/befolkning.html Nässjö kommun. (2019b). Kommunens organization. Retrieved 2019-08-20 from https://Nässjö.se/kommun-och-politik/kommun/kommunens-organization.html OECD. (2003). OECD E-Government Flagship Report “The E-Government Imperative”. Public Management Committee. Paris: OECD. Odlyzko, A. (1997). A Modest Proposal for Preventing Internet Congestion. AT&T Labs- Research. mimeo.

Odlyzko, A. M. (2005). The economics of electronic journals. First Monday 2, (8). O’Keefe, M. T. (1998). Shared file systems and fibre channel. In Proc. 6th Goddard Conf. on Mass Storage Sys. and Technologies. MN:USA Oliveira, T., & Martins, M. (2010). Understanding e-business adoption across industries European countries. Industrial Management & Data Systems, 110(9), 1337-1354. Oliveira, T., & Martins, M. F. (2011). Literature review of information technology adoption models at firm level. Electronic Journal of Information Systems Evaluation, 14(1), 110. Oliveira, D. D. L., Girardi, F., & de Gouveia Neto, S. C. (2011). Dentifying constructs related to impact of information technology in the context of information sharing: A study in industry of accounting service. Sistemas & Gesto, 6(3), 294-311. Orlikowski, W., & Baroudi, J. (1991). Studying Information Technology in Organizations: Research Approaches and Assumptions. Information Systems Research, 2(1), 1-28. Pan, M. J., & Jang, W. Y. (2008). Determinants of the adoption of enterprise resource planning within the technology-organization-environment framework: Taiwan’s communications industry. Journal of Computer Information Systems, 48(3), 94- 102. Panda, B. P., & Swain, D. K. (2009). Effective Communications through e- Governanceand e-Learning. Chinese Librarianship: an International Electronic Journal, (27). Parasuraman, A. (2000). Technology Readiness Index (TRI) a multiple-item scale to measure readiness to embrace new technologies. Journal of service research, 2(4), 307-320. Pereira, F. A. D. M., Ramos, A. S. M., Andrade, A. P. V. D., & Oliveira, B. M. K. D. (2015). Use of virtual learning environments: a theoretical model using

decomposed expectancy disconfirmation theory. Journal of Information Systems and Technology Management, 12(2), 333–350. Premkumar, G., Ramamurthy, K., & Nilakanta, S. (1994). Implementation of electronic data interchange: an innovation diffusion perspective. Journal of Management Information Systems, 11(2), 157-186. Qaitdevlabs. (2015). Cloud computing for E-learners. Retrieved 2018-08-20 from https://qaitdevlabs.com/ Rabah, M. (2005) E-learning, Dar Almnahej Publisher. Amman:Jordan Region Jönköpings län & Länsstyrelsen Jönköpings län (2010). Regional digital agenda för Jönköpings län. Region Jönköpings län/Länsstyrelsen Jönköpings län. Robson, C. (2002). The analysis of qualitative data. Oxford: Blackwell Roffe, I. (2002). E-learning: engagement, enhancement and execution. Quality Assurance in Education, 10(1), 40-50. Rogers, E.M. (1983), Diffusion of Innovation, The Free Press, NY:USA Rogers, E. (1995). Diffusion of Innovations. (4th ed.). New York: Free Press. Rogers, E. (2003). Diffusion of Innovations. (5th ed.). New York: Free Press. Rosenberg, M. J. (2001). E-Learning: Building successful online learning in your organization. New York: McGraw Hill. Rothberg, G. (2005). Fourth Quarter. The Role of Idea in the Managers Workplace: Theory and Practice. Pakistan Management Review, XLII, 4, 48-73 Rowley, J. (2002). Using case studies in research. Management research news, 25(1), 16- 27. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. Søby, M. (2003). Digital Competences: From ICT Skills to Digital Building. Oslo: University of Oslo. Sahandi R., Alkhalil A., & Opara-Martins J., R. (2013). Cloud computing from SMEs perspective: A survey based investigation. Journal of Information Technology Management, 24(1), 43-49. Saunders, E. J. (2004). Maximizing computer use among the elderly in rural senior centers. Educational Gerontology, 30(7), 573-585. Saunders, M., Lewis, P., & Thornhill, A. (2007). Research Methods for Business Students. (4th ed.). London: Prentice Hall. Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students. (5th ed). London: Pearson Education Limited. Saunders, M., Lewis, P., & Thornhill, A. (2012). Research methods for business students. (6th ed.). Harlow: Pearson Education Limited.

Schuitema, J., Peetsma, T., & Van der Veen, I. (2011). Self-regulated learning and students’ perceptions of innovative and traditional learning environments: A longitudinal study in secondary education. Educational Studies, 38, 397–413. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. Silcock, R. (2001). What is e-government. Parliamentary affairs, 54(1), 88-101. Simons, R. J., Van der Linden, J., & Duffy, T. (Eds.). (2000). New learning. Dordrecht: Springer. Smith, L. (1992). Ethical issues in interviewing. Journal of Advanced Nursing, 17(1), 98- 103. Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage. Solberg Søilen, K., Huber, S. (2006). 20 svenska fallstudier för små och medelstora företag – Pedagogik och vetenskaplig metod. Lund: Studentlitteratur. Sonntag, M. (2003). Online Learning Platforms and E-Government. E-Government: Legal, Technical and Pedagogical Aspects, 283-299. Steyaert, J. (2000). Digital skills, literacy in the information society. The Hague, Netherlands: Rathenau Instituut. Stousint (1999). SCSI vs. Fibre Channel. Retrieved 27-12-2019 from http://storusint.com/pdf/SCSI_vs_FC.pdf. Stoffregen, J., & Pawlowski, J. (2016). Culture contextualization in open e-learning systems: Improving the re-use of Open Knowledge Resources by adaptive contextualization processes. In 2016 4th International Conference on Model- Driven Engineering and Software Development (MODELSWARD) (767-774). IEEE. Stoffregen, J. D., Pawlowski, J. M., Ras, E., Tobias, E., Šćepanović, S., Fitzpatrick, D., & Friedrich, H. (2016). Barriers to open e-learning in public administrations: A comparative case study of the European countries Luxembourg, Germany, Montenegro and Ireland. Technological Forecasting and Social Change, 111, 198-208. Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. Reading Teacher, 55(7), 662-669. Thomas, G. (2011). A typology for the case study in social science following a review of definition, discourse, and structure. Qualitative Inquiry, 17(6), 511- 521. Thornburgh, R. H. (1999). Fibre channel for mass storage. New Jersey: Prentice Hall. To, M. L., & Ngai, E. W. T. (2006). Predicting the organizational adoption of B2C e- commerce:an empirical study”, Industrial Management & Data Systems, 106, 1133-47.

Tornatzky, L. & Fleischer, M. (1990). The process of technology innovation. Lexington: Lexington Books. Trigueros-Preciado, S., Pérez-González, D. & Solana-González, P. (2013). Cloud computing in industrial SMEs: Identification of the barriers to its adoption and effects of its application. Electronic Markets, 23(2), 105-114. Troppens, U., Erkens, R., Muller-Friedt, W., Wolafka, R., & Haustein, N. (2011). Storage networks explained: basics and application of fibre channel SAN, NAS, iSCSI, infiniband and FCoE. New Jersey: John Wiley & Sons. Uhomoibhi, J. O. (2006). Implementing e-learning in Northern Ireland: prospects and challenges. Campus-Wide Information Systems, 23(1), 4-14. Van Deursen, A. J., & Van Dijk, J. A. (2009). Using the Internet: Skill related problems in users’ online behavior. Interacting with computers, 21(5-6), 393-402. Van Deursen, A. J., & van Dijk, J. A. (2009). Improving digital skills for the use of online public information and services. Government Information Quarterly, 26(2), 333- 340. Van Dijk, J. (1999). The Network Society, Social Aspects of New Media. 1st ed. Thousand Oaks, CA: Sage. Van Dijk, J. (2006). The Network Society, Social Aspects of New Media. 2nd ed. London: Sage. Van Dijk, J. (2012). The Network Society, Social Aspects of New Media. 3rd ed. New Delhi: Sage. van Dijk, J., & Hacker, K. (2003). The digital divide as a complex and dynamic phenomenon. The information society, 19(4), 315-326. Van Veenstra, A. F., Klievink, B., & Janssen, M. (2011). Barriers and impediments to transformational government: insights from literature and practice. EG, 8(2/3), 226-241. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3), 425-478. Veljkovic N. and Stoimenov L. (2011). E-learning opportunities for e-government. The 2nd international conference on e-learning, Serbia, 2011. Belgrade: eConference. Wallis, J. C., Rolando, E., & Borgman, C. L. (2013). If we share data, will anyone use them? Data sharing and reuse in the long tail of science and technology. PloS one, 8(7), e67332. Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118.

Wang, Y. M., Wang, Y. S., & Yang, Y. F. (2010). Understanding the determinants of RFID adoption in the manufacturing industry. Technological Forecasting & Social Change,77, 803-15. Wang, H., Chung, J. E., Park, N., McLaughlin, M. L., & Fulk, J. (2012). Understanding online community participation: A technology acceptance perspective. Communication Research, 39(6), 781-801. Wang, M. H. (2016). Factors Influencing Usage of E-learning Systems in Taiwan's Public Sector: Applying the UTAUT Model. Advances in Management and Applied Economics, 6(6), 63. Watson, W. R., & Watson, S. L. (2007). An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become? Techtrends, 51(2), 28-34. Wax, M. L. (1982). Research reciprocity rather than informed consent in fieldwork. In The ethics of social research (pp. 33-48). Springer, New York, NY. Weimer, T. (2003). Fibre channel fundamentals. Feb, 25, 2. White, R. W., & Marchionini, G. (2007). Examining the effectiveness of real-time query expansion. Information Processing & Management, 43(3), 685-704. Wigfield, A., Guthrie, J. T., Tonks, S. & Perencevich, K. C. 2004. Children's motivation for reading: Domain specificity and instructional influences. Journal of Educational Research, 97, 299-309. Wong, D. (2007). A critical literature review on e-learning limitations. Journal for the Advancement of Science & Arts., 2(6), 767-776. Yang, T. M., & Maxwell, T. A. (2011). Information-sharing in public organizations: A literature review of interpersonal, intra-organizational and inter-organizational success factors. Government Information Quarterly, 28(2), 164-175. Yin, R. K. (2003). Case study research: design and methods, Applied social research methods series. Thousand Oaks, CA: Sage Publications, Inc. Young, R., & Poon, S. (2012). Top management support—almost always necessary and sometimes sufficient for success: Findings from a fuzzy set analysis. International Journal of Project Management, 31, 943–957. Zhang, X., Wuwong, N., Li, H., & Zhang, X. (2010). Information security risk management framework for the cloud computing environments. In Computer and Information Technology (CIT), 2010 IEEE 10th International Conference on (pp. 1328-1334). NY: IEEE. Zhu, K., Dong, S., Xu, S. X., & Kraemer, K.L. (2006). Innovation diffusion in global contexts: determinants of post-adoption digital transformation of European companies. European Journal of Information Systems, 15, 601-616.

Appendix 1: Abbreviations

BI - Behavioural Intention CIO - Chief Information Officer CSP - Cloud Service Provider DEDT - Decomposed Expectancy Disconfirmation Theory DOI - Diffusion of Innovation Theory EU - European Union FC - Fibre Channel HM - Habo Municipality IT - Information Technology ICT - Information and Communication Technology IoT - Internet of Things I-a-a-S - Infrastructure as a Service JM - Jönköping Municipality NIST - National Institute of Standard and Technology NM - Nässjö Municipality OER - Open Educational Resource PU - Perceived Usefulness PEOU - Perceived Ease of Use P-a-a-S - Platform as a Service S-a-a-S - Software as a Service SCSI - Small Computer System Interface SAN - Storage Area Network TMS - Top Management Support TOE - Technology-Organization-Environment Framework TAM - Technology Acceptance Model TRI - Technology Readiness Index TPB - Theory of Planned Behaviour TRAM - Technology Readiness acceptance model TAM - Technology Acceptance Model TRA - Theory Reasoned Action UTAUT - Unified Theory of Acceptance and Use of Technology VM - Virtual Machine

Appendix 2: Interview Guide

Background Q1. What is your position in the municipality? 1a. How long have you work here?1b. How old are you? Q2. What can of work does that position includes? Q3. What information system do you use to share information among other employees? 3a. Is it easy or difficult to share information using this information system? If easy, why? If difficult, why? Q4. Do you collaborate with other municipalities? 4a. If yes, what kind of collaboration? 4b. If no, why? Q5. What kind of methods do you use to communicate with other municipalities? Q6. How do the municipality develop employee’s digital skills right now (course, seminar, pdf)? Q7. Do you use any specific tools for information sharing (such as intranet, Evernote, google, drop box)? Q8. Which social media are used frequently among employees (such as Facebook, Twitter, Instagram)? Technology Q9. Is cloud computing being used in the municipality right now? 9a. If yes which of the types of cloud computing are you using (SaaS, PaaS, IaaS). Q10. Are there any innovative learning solutions use in the municipality right now (e- learning)? Q11. What innovative learning solutions do you think will improve your work performance? Q12. If e-learning should be introduced, which of the aspect would you prefer (pdf, video, webinars, whiteboard, e-book)? Q13. What is your opinion on creating a centralized channel for collaboration using cloud computing?

Organization Q14. Are employees motivated to participate in the digital transformation of the region? Q15. Do you think technology readiness (that humans understand and adapt new technology) will be a factor in influencing employees to adapt to new technology? Q16. Will the age factor influence employees’ adaptation? Q17. Is there anything more you would like to tell us?

Appendix 3: Regional digital Agenda

Regional digital agenda för Jönköpings län

Region Jönköpings län, Länsstyrelsen och kommunerna i Jönköpings län har i samverkan med aktörer i samhället tagit fram en regional digital agenda för Jönköpings län Innehåll

Inledning ...... 3 Bakgrund ...... 3 Vad är en agenda?...... 3 Den nationella digitala agendan...... 3 Den regionala digitala agendan ...... 4

Förutsättningar för att genomföra den regionala digitala agendan ...... 5 Samverkan ...... 5 Kompetens ...... 5 Standardisering ...... 5 Bredband ...... 5 Hållbar utveckling ...... 6

Samverkansaktörer ...... 7

Fem strategiska insatsområden ...... 9

Insatser ...... 11 Digital infrastruktur ...... 11 Effektiv digital kommunikation ...... 12 Samverkan mellan länets digitala aktörer ...... 13 Delaktighet för alla ...... 14 Tryggare vardag ...... 16

Uppföljning och utvärdering ...... 18

Tillsammans når vi målen ...... 18

2 | Regional digital agenda för Jönköpings län Inledning

Bakgrund Sedan avsiktsförklaringen antogs har Region 2010 tog EU fram en långsiktig strategi för Jönköpings län bildats. Ansvaret för den regiona- tillväxt, Europa 2020, där den digitala agendan la digitala agendan ligger sedan januari 2015 på är ett av sju huvudinitiativ för att möta Europas Region Jönköpings län och Länsstyrelsen. framtida utmaningar. Den digitala agendan har ambitionen att ta ett helhetsgrepp kring hur it Vad är en agenda? kan vara ett verktyg för att effektivisera och sti- Agenda (av lat. agere, "handla, verka"), egentli- mulera tillväxt samtidigt som det kan ge ett rikare gen ”vad som bör göras” är en långsiktig åt- och bättre vardagsliv för invånarna. gärdsplan.

I oktober 2011 presenterades It i människans Den nationella digitala agendan tjänst – en digital agenda för Sverige. Alla län och Informationsteknik är ett område som spänner regioner i Sverige har därefter signerat avsikts- över alla politikområden. Vi har troligtvis bara förklaringen om att ta fram en regional digital sett början av alla fördelar som användningen agenda. inom informations- och kommunikationstekni- För Jönköpings län har landshövdingen Minoo ken (IKT) kan innebära, och då gäller det att vi Akhtarzand, regionstyrelsens ordförande Bengt är rustade inför framtiden. EU-kommissionen Dahlqvist och landstingsstyrelsens ordförande, uppmanar alla intressenter i Europas digitala Håkan Jansson undertecknat avsiktsförklaringen. strategier att samverka för att säkerställa Europas I avsiktsförklaringen framgår att Regionförbun- plats i en globalt konkurrensutsatt digital framtid. det, Landstinget och Länsstyrelsen i samråd med relevanta aktörer i samhället har åtagit sig att Den demografiska utvecklingen tyder på allt fler formulera en regional digital agenda. äldre, samtidigt som det är brist på omvårdnads- utbildad personal. Digital teknik kan bidra till att I november 2011 beslutade kommunerna i Jön- de som på grund av ålder eller funktionsnedsätt- köpings län och Landstinget i Jönköpings län att ning kan bo kvar hemma och känna sig trygga samverka inom e-utveckling och bilda e-utveck- och delaktiga i samhället. lingsrådet. E-utvecklingsrådet har tagit fram en grund till den regionala digitala agendan för Jön- It i människans tjänst – en digital agenda för köpings län. Till och med september 2013 leddes Sverige, är en sammanhållen strategi som syftar e-utvecklingsrådet av Jönköpings kommun som till att statens befintliga resurser ska användas därmed var huvudman och administrativt stöd bättre. Agendan är ett komplement till pågåen- för länets arbete med den regionala digital agen- de insatser runt om i landet för att samordna da. I oktober 2013 tog Regionförbundet succes- åtgärder inom it-området, till exempel inom sivt över den uppgiften. säkerhet, infrastruktur, kompetensförsörjning, tillit, tillgänglighet, användbarhet, standarder, Under våren 2013 arbetade Regionförbundet entreprenörskap och innovation. fram ett underlag, i samverkan med Länsstyrel- sen och Landstinget. Hösten 2013 sattes ett antal Den nationella digitala agendan är uppbyggd arbetsgrupper igång för att forma den gemen- kring fyra strategiska områden: samma regionala digitala agendan. Ambitionen är 1. Lätt och säkert att använda ett tydligt användar-, verksamhets- och medbor- 2. Tjänster som skapar nytta garperspektiv och att fler aktörer blir delaktiga i 3. Det behövs infrastruktur processen. 4. It:s roll i samhällsutvecklingen

3 | Regional digital agenda för Jönköpings län Insatser i form av utvecklingsarbete, nya inspel utvecklingsstrategin för Region Jönköping mot och samverkan behövs för att öka tillgänglighe- 2025 (RUS) och bearbetas parallellt med framta- ten och utnyttja potentialen inom it. gandet av strategins handlingsplaner.

Den regionala digitala agendan Det vi vill åstadkomma med en regional digital Utöver den nationella agendan är en övergri- agenda är: pande regional digital agenda viktig ur många • En enklare vardag för privatpersoner och aspekter – den handlar om att på ett strukturerat företag, sätt ta sig an uppgiften genom samsyn och bred • Ett smartare och öppnare samhälle som samverkan inom länet. När vi arbetar utifrån en stödjer innovation och delaktighet, gemensam agenda blir det enklare att prioritera • Högre kvalitet och effektivitet i den och att se nya lösningar som effektiviserar arbe- verksamhet som bedrivs. tet både i offentlig och privat sektor. Det kan till exempel handla om att samverka kring upphandling och drift av it-system (e-förvaltning) eller att hitta lösningar som underlättar för vård och omsorg och ett aktivt hälsoarbete (e-hälsa).

Då fler och fler viktiga samhällstjänster- och funktioner erbjuds digitalt så måste infrastruktur och bredband vara robust och säkert. Tekni- ken används överallt hela tiden och nya tjänster tillkommer löpande. Vi behöver se till att länets invånare förstår och har möjlighet att använda tekniken, i arbetslivet och privat. Det handlar om demokrati och delaktighet. Vi har stora vinster att hämta hem rent samhällsekonomiskt genom effektivisering, rationalisering och via gemensamt upphandlade system.

Syfte Syftet med den regionala digitala agendan är att bidra till utveckling och tillväxt i länet genom samverkan mellan Region Jönköpings län, Läns- styrelsen och kommunerna i Jönköpings län och andra aktörer. Den regionala digitala agendan utgår från målet att Sverige ska bli bäst i världen på att använda digitaliseringens möjligheter.

Mål Jönköpings län ska bli en region som präglas av hög it-användning, vilket gynnar en hållbar regional utveckling. Det övergripande målet för regionen är att få en gemensam agenda med samsyn kring prioriteringar. Den regionala digitala agendan ska utformas i linje med den regionala

4 | Regional digital agenda för Jönköpings län Förutsättningar för att genomföra den regionala digitala agendan

Genomförandet av den regionala digitala agen- mågan i Sverige öka. Bredbandsstrategins mål är dan förutsätter bred samverkan mellan alla aktö- att 90 procent av landets befolkning och arbets- rer i länet, kompetens, standardisering, utbygg- tillfällen ska ha tillgång till ett snabbt bredband nad av bredband och ett hållbart tänkande. med en hastighet på 100 Mbit/s år 2020.

Samverkan I den digitala agendan för Sverige konstateras att Samverkan är en förutsättning för att genomföra en positiv utveckling på it-området ger effekter den regionala digitala agendan. De goda intentio- på den ekonomiska tillväxten, den sociala välfär- nerna kräver fortsatt nära samarbete mellan olika den och miljön. Det växer fram nya erbjudanden samhällsaktörer inom offentlig, privat och ideell som kombinerar produkter och tjänster, nya sektor för att målen ska uppnås. Den regionala affärsmodeller och processer för att producera, digitala agendan besvarar inte hur detta samarbe- konsumera och distribuera i samspel mellan te ska struktureras eller hur ansvar och roller ska kund och användare. Det konstateras också att fördelas. Det blir en viktig fråga för parterna att det krävs en grundläggande infrastruktur med enas om. väl fungerande elektroniska kommunikationer, det vill säga en bredbandsinfrastruktur, för att Kompetens det ska vara möjligt att erbjuda digitala tjänster. I kunskapssamhället får kompetens och nätverk Det innebär att en väl fungerade bredbandsin- allt större betydelse. Digital kompetens kräver frastruktur är en förutsättning för att Jönköpings goda kunskaper om hur informationssamhällets län ska vara konkurrenskraftigt med ökande till- teknik fungerar, vilken roll den spelar och vilka växt. Tillgången till ett snabbt bredband är också möjligheter den ger i vardagen både hemma och grundläggande för att kunna nå målen med en i arbetslivet. Det krävs kompetenssatsningar regional digital agenda. både för invånare och verksamma i länet. För att säkerställa att de investeringar som görs har Driftsäkert och robust nät rätt kvalité och hållbarhet krävs kompetens hos Samtidigt som intresset för bredband är stort beslutsfattare. och växer, finns det risk för tilliten till de tekniska lösningarna. Nätet måste vara både driftsäkert Standardisering och robust. Det ställer krav på nätägare, som har Standardisering av teknik och arbetssätt är viktigt ansvar för avtal och helheten för ansvarsfördel- för att utveckling ska kunna genomföras på ett ningen. Exempelvis behöver nätägare veta hur effektivt och ekonomiskt sätt. Utveckling ställer långt deras ansvar sträcker sig vid ett avbrott och krav på standardiserad kommunikation mellan följderna av avbrottet. Medvetenheten behöver olika system och mellan utrustning och system. öka om att byanätsägare och kunder bör ställa Genom standardisering överbryggas organisa- krav på god driftsäkerhet, innan utbyggnad kan tionsgränser och detta gör det möjligt att sam- göras. la information till invånaren. Standardisering underlättar gemensamma utvecklingsprojekt. I Det krävs ett robust nät för att garantera drift- första hand ska nationell standard användas. säkerhet och tillgänglighet. Det kan ske genom att ställa höga krav på säkerhet, när tjänster för Bredband bredbandsutbyggnad upphandlas. Säkerhetskra- ven bör hanteras separat i upphandlingsunderlag, 2009 antog Sverige en bredbandsstrategi med det test och överlämnandehantering. Missade säker- övergripande målet att Sverige skulle ha bred- hetskrav vid upphandling kan innebära att sys- band i världsklass. Bakgrunden var att genom tem är onödigt sårbara under hela sin livscykel. hög användning av it och Internet skulle både tillväxten, konkurrenskraften och innovationsför-

5 | Regional digital agenda för Jönköpings län Roller, ansvarsfördelning och riskanalys måste samsyn kring roller och ansvarsfördelning samt genomföras för varje nät. Det innebär bland utbyggnad, drift och underhåll skulle underlätta annat kartläggning av kontrollsystemen och samverkan mellan länets digitala aktörer. Genom förståelse för nätets informationsflöden och samverkan kan tillförlitligheten till bredbandsin- systemberoenden. Riskanalys inkluderar konti- frastrukturen öka, vilket i sin tur är en förutsätt- nuitetsplanering med roller och ansvar vid haveri ning för ökad digitalisering. eller krissituationer och bortfall av kompetens eller ansvariga. Driftsäkert och robust nät är ett Hållbar utveckling krav för ökad användning av digitala tjänster, Inom alla insatsområden ska hållbarhetsper- idag och i framtiden. Fler och fler tjänster till- spektiven beaktas. Hållbar utveckling innehåller handhålls även inom samhällsviktiga funktioner ömsesidigt beroende dimensioner – den sociala och offentlig service, vilket bidrar till höga krav och kulturella dimensionen, den ekologiska och på driftssäkerhet. den ekonomiska dimensionen.

Samsyn för bredbandsutbyggnad, drift Den sociala och kulturella dimensionen och underhåll Denna aspekt av hållbarhet handlar om människ- Utbyggnad av bredband pågår i länet. Bredband ors möjligheter att engagera sig, kunna ta initiativ till alla är ett sätt att minska skillnaden mellan och vara delaktiga så att inflytande och makt stad och land. Det är också viktigt att invånarna fördelas rättvist, jämlikt och jämställt. Möjlighe- ska kunna verka, bo och leva i hela länet. Bred- terna till social service, trygghet och delaktighet i band skapar förutsättningar för detta. Genom samhället stärks med hjälp av fungerande digital ökad utbyggnad kan fler företag verka på lands- infrastruktur och utvecklingen av digitala tjänster. bygden. Det kan till exempel handla om att kunna delta i en medborgardialog utan att behöva lämna sitt Länets arbete för bredbandsutbyggnad inom hem, ta del av offentlig information och infor- landsbygdsprogrammet och det statliga kana- mation från vård och omsorg som handlar om lisationsstödet har lett till ett allt större lokalt den egna hälsan och det kan handla om att få ta engagemang. Flera byalag har tagit initiativ till del av kulturella arrangemang via webbsändning- utbyggnad på landsbygden och på marknadsmäs- ar med mera. siga grunder pågår både utbyggnad och uppgra- dering i alla kommuner i länet. Förutsättningar Den ekologiska dimensionen är goda för ett fortsatt arbete med bredbands- Ekosystemen ska skyddas och god livsmiljö utbyggnad i eftersatta områden. Efterfrågan på tryggas både för denna och kommande genera- stöd till prioriterade områden har dock överträf- tioner. Genom effektiv digital kommunikation fat tillgången på pengar. Det kan tolkas som att kan information spridas och fler tjänster, ser- utbyggnaden och stöden är väl förankrade i länet, vice och möten ske digitalt. Dessutom innebär men att ytterligare medel behövs för att nå målen digitaliseringen fler möjligheter att sälja varor och i den svenska bredbandsstrategin. tjänster på landsbygden utan att de som handlar behöver resa till tätorterna. Digitaliseringen kan Hur den pågående utbyggnaden sker och under därför innebära minskad klimatpåverkan genom vilka förutsättningar, varierar mellan kommu- färre resor. nerna. Utöver bristen på medel, är detta en av de största utmaningarna för att öka utbyggnaden av bredband. De olika modellerna för såväl utbyggnad som drift försvårar förutsättningarna för samsyn och gemensamma lösningar. En

6 | Regional digital agenda för Jönköpings län Den ekonomiska dimensionen Stabila och sunda ekonomiska förhållanden är en förutsättning för ett framtida hållbart välfärds- samhälle. Produktivitet och förmågan att utveckla och sälja både befintliga och nya varor och tjänster, är avgörande för ett starkt och konkurrenskraftigt näringsliv. Hållbar tillväxt innebär att varken miljön eller människors hälsa äventyras. Det är här den digitala agendan kommer in. Väl- fungerande och robust digital infrastruktur främ- jar ett breddat näringsliv. Digitaliseringens möj- ligheter innebär att många behov och efterfrågan kan tillgodoses med nyskapande digitala produkter och tjänster. Digitaliseringen innebär även att företag kan drivas var som helst i länet, vilket i sin tur främjar utvecklingen av glesbygden. Samverkansaktörer

Förverkligandet av denna regionala digitala agenda förutsätter samverkan mellan många olika aktörer. De viktigaste aktörerna för att insatserna inom agendans fem insatsområden ska kunna genomföras med framgång: • Region Jönköpings län • Länsstyrelsen • Kommunerna • Statliga myndigheter • Ideella organisationer • Utbildningsleverantörer, folkhögskolor och bildningsförbund • Nätägare exempelvis operatörer, byalag eller ekonomiska föreningar • Utvecklare av digitala lösningar • Företagsfrämjande organisationer

7 | Regional digital agenda för Jönköpings län 8 | Regional digital agenda för Jönköpings län (ReDa) Fem strategiska insatsområden

Den regionala digitala agendan för Jönköpings län har fem strategiska insatsområden. Dessa har Så här ska tabellen läsas identifierats som de viktigaste områdena att arbe- Våra fem insatsområden till vänster vertikalt ta med i Jönköpings län för att nå de övergripan- i tabellen främjar uppfyllandet av de övergri- pande målen horisontellt i tabellen. de målen. Kopplingarna mellan de fem insatsom- Symboler - insatsområden rådena och It i människans tjänst, Strategi för eSamhället, och Regional utvecklingsstrategi Insatserna påverkar olika insatsområden på ett positivt sätt, genom symbolerna kan du enkelt (RUS), illustreras i den här tabellen: jämföra regionala mål med övergripande mål.

Digital infrastruktur Effektiv digital Samverkan Delaktighet för alla Tryggare vardag kommunikation mellan länets digitala aktörer

Övergripande mål IT i människans tjänst, Näringsdepartementet

Regionala Lätt och säkert att Tjänster som Det behövs IT´s roll för sam- insatsområden använda skapar nytta infrastruktur hällsutvecklingen

Digital infrastruktur

Effektiv digital kommunikation Samverkan mellan länets digitala aktörer

Delaktighet för alla

Tryggare vardag

Övergripande mål StrategiStrategi för för eSamhället, eSamhället, Sveriges Sveriges kommuner kommuner och och landsting landsting MedborgarenMedborgaren i centrum, i centrum, Regeringskansliet Regeringskansliet Regionala Enklare vardag för pri- Smartare och öppnare Högre kvalitet och effek- insatsområden vatpersoner och företag förvaltning stödjer inno- tivitet i verksamheten vation och delaktighet

Digital infrastruktur

Effektiv digital kommunikation Samverkan mellan länets digitala aktörer

Delaktighet för alla

Tryggare vardag

9 | Regional digital agenda för Jönköpings län Övergripande mål Regional utvecklingsstrategi (RUS), Regionförbundet Jönköpings län

Regionala År 2025 är Region Jönköping en kon- År 2025 är region Jönköping en global insatsområden kurrenskraftig industriregion och har livsmiljö som präglas av ekologiskt, ett breddat näringsliv med betoning socialt och kulturellt ansvarstagande på kunskapsintensiva företag

Digital infrastruktur

Effektiv digital kommunikation Samverkan mellan länets digitala aktörer

Delaktighet för alla

Tryggare vardag Insatser

Inom varje enskilt insatsområde måste flera Förväntat resultat insatser göras för att nå önskade effekter. Många En regional samordnare medverkar till regi- insatser berör olika insatsområden. Dessa be- onal samsyn och resurseffektivitet genom att skrivs under det insatsområde där insatsen har samordna kommunöverskridande samver- sin starkaste koppling. Insatserna kan komma att kan. justeras och kompletteras beroende på samhällets och aktörernas behov och utveckling. 3. Initiera satsning på robusta nät Satsning på robusta nät bör genomföras Digital infrastruktur och ska omfatta rekommendationer för hur Det övergripande målet med den nationella en robust infrastruktur för bredband ska digitala strategin är att Sverige ska ha bredband anläggas. i världsklass. Hög användning av it och Internet är bra för Sveriges tillväxt, konkurrenskraft och Förväntat resultat innovationsförmåga. Det bidrar till utvecklingen Välfungerande digital infrastruktur genom av ett hållbart samhälle. Det hjälper också till att robusta nät. möta utmaningar i form av ökad globalisering, klimatförändringar och en åldrande befolkning 4. Tydlig ansvarsfördelning för drift- i glesbyggd. En förutsättning för att möta dessa säkerhet utmaningar och nå det övergripande målet, är Säkra en tydlig fördelning av ansvar för drift tillgång till bredband med hög överföringshastig- och underhåll av nya, planerade och befint- het i hela regionen. liga nät och sprida information om ansvars- fördelningen. Insatser 1. Regional bredbandsstrategi Förväntat resultat Gemensam regional strategi för samverkans- Förtydliga vilka krav och ansvar som åligger aktörerna leder till ökad samordning, bättre nätägare. ansvarsfördelning samt effektivare utbyggnad. 5. Tydlig information till invånarna om kommunens planerade bredbandsutbyggnad Förväntat resultat Alla samverkansaktörer behöver arbeta för Regional bredbandstrategi bidrar till målupp- god planering och samordning av bredband- fyllelse i den nationella bredbandsstrategin. sutbyggnaden på kommunal och regional Förutsättningar för utbyggnaden förväntas nivå i översiktsplaneringen. framgå mer detaljerat i den regionala bredbandsstrategin. Förväntat resultat Alla kommuner i länet ska ha tydlig informa- 2. Regional bredbandssamordnare tion om bredbandsutbyggnad. Genom att tillsätta en regional bredbandssamordnare med uppgift att kartlägga 6. Kartläggning av teknik i skolan behov, öka samverkan och initiera forum för Tillgängligheten till teknik inom länets samverkan mellan de olika aktörerna, stärks grundskolor varierar både mellan klasserna möjligheterna till uppföljning och en god och mellan skolorna. Insatsen syftar till att helhetssyn över behov, utmaningar, insatser kartlägga skolans behov av resurser för att och måluppfyllelse. eleverna tidigt ska fågrundläggande digital kompetens.

11 | Regional digital agenda för Jönköpings län Förväntat resultat Insatser Kartlagda behov som tydligt redovisar vilka 1. Införa regional långtidslagring av digital insatser som krävs för att öka tillgänglighe- information ten till it-verktyg. Genom samverkan kan våra gemensamma resurser användas kostnadseffektivt och 7. Tillgång till teknik och Internet på kommuner och landsting får ett effektivt offentliga platser verktyg för att uppnå öppenhet, demokrati, Samverkansaktörer i regionen måste arbeta rättssäkerhet, ökad effektivitet och utveck- för att det finns digital teknik och Internet ling. på fler platser, till exempel bibliotek, vård- centraler, sjukhus, kulturhus och särskilda Förväntat resultat boenden. De ska även arbeta att det finns Den digitala informationen bevaras och digital teknik och Internet i samverkan med lagras på ett säkert och kostnadseffektivt kommersiell service, till exempel genom att sätt enligt gällande lagstiftning. Invånare, införa samhällsservice i butiker på landet. näringsliv, akademi och offentlig förvaltning ska ha enkel tillgång till offentlig information Förväntat resultat i e-arkivet som tidigare inte varit tillgänglig Tillgänglighet till Internet och samhälls- på detta sätt. En gemensam organisation service för fler invånare. som stödjer organisationer och myndigheter i e-arkivfrågor. Utmaningar • Kompetensbrist inom säkerhet och risker 2. Sammanhållen offentlig information samt sårbarhet med bredband. Invånare och näringsliv ska kunna hitta det • Kartläggning av olika målgruppers behov. de söker hos offentlig förvaltning, utan att • Ökad tillgänglighet till informationstek- på förhand behöva veta vilken som är den nik (till exempel i särskilda boenden eller berörda myndigheten eller kommunen. för personer som på grund av ålder eller funktionsnedsättning har svårt att lämna Förväntat resultat hemmet) ställer krav på kunskaper hos Enklare dialog med offentlig förvaltning. personalgrupper samt att man lyckats ge Ökad tillgänglighet till digitala tjänster. relevant kompetensutveckling som kan komma dessa personer till godo. 3. Gemensam standard för informationsut- byte Effektiv digital kommunikation Utvecklingen ställer krav på integrationslös- ningar mellan verksamhetssystemen. För att kontakten mellan myndigheter, länsinvånare kunna samverka genom tekniska lösningar och näringsliv. Syftet med att utveckla digitala krävs att aktörerna har gemensam standard kommunikationslösningar är ökad kvalitet och för sin information och teknik. I första hand effektivitet i de tjänster som erbjuds till invånare ska nationell standard användas. och näringsliv samt att stärka regionens attrak- tionskraft. Tjänsterna ska kunna var tillgängliga Förväntat resultat mobilt. Ökad tillgång till öppen data främjar Gemensam standard möjliggör och entreprenörskap och innovation. Genom effektiv används i gemensamma utvecklingsprojekt digital kommunikation kan vi använda våra resur- för att till exempel överbrygga huvud- ser bättre. mannagränser samt tillgängliggöra information för invånaren.

12 | Regional digital agenda för Jönköpings län 4. Öka antalet relevanta e-tjänster Förväntat resultat Med fullvärdiga e-tjänster kan tillgänglighet Effektiv användning av digital infrastruktur. erbjudas dygnet runt. Enkla och smarta lösningar för behov inom näringsliv, vård Utmaningar och omsorg främjas. Rätt information på rätt • Aktörer kan underskatta den egna plats i rätt tid. arbetsinsatsen, vilket i sin tur negativt påverkar uppfyllelsen av de förväntade Förväntat resultat resultaten. Fler relevanta e-tjänster för digital • Eventuell brist på förändringsvilja. självservice. • Hitta den naturliga ägaren till projekt och produkt. 5. Bred satsning på kunskapsspridning om e-legitimation Samverkan mellan länets digitala Kunskapsspridning behövs för att öka aktörer förståelsen för vad e-legitimation är och hur Målsättningen med insatsområdet är att stärka e-legitimation kan användas. samverkan mellan digitala aktörer (offentliga organisationer, myndigheter och näringsliv) för Förväntat resultat att främja en gränsöverskridande utveckling av Fler invånare och näringsliv använder till exempel digitala tjänster, infrastruktur och e-legitimation. gemensamma it-lösningar.

6. Göra e-legitimation till standard i de Insatser tjänster som utvecklas 1. Utveckla samverkan och skapa samver- Att göra e-legitimation till standard förenklar kansforum säker inloggning för invånarna vid kontakter Genom att kartlägga den samverkan som med exempelvis statliga myndigheter och finns idag kring frågor som berör digital banker. utveckling, är det möjligt med en nystart för samverkan i länet. Några grupper kan vinna Förväntat resultat på att slås samman, medan det kan finnas Det blir enklare med samma säkra inlogg- behov av att skapa nya forum för effektiv ningsmetod för de tjänster som kräver detta. samverkan. Det skapar möjlighet till digital signering och därmed ett bättre digitalt flöde. Det blir även Förväntat resultat lättare att genomföra utvecklingsinsatser när Flera välfungerande samverkansforum denna metod är standard inom länet. anpassade för respektive områden och med mandat och handlingsutrymme att driva 7. Öppna bredbandsnät för tjänste- utveckling. leverantörer Samverkansaktörerna behöver tillsammans 2. Underlätta för gemensamma upphand- arbeta för att kommande bredbandsnät är lingar öppna för alla tjänsteleverantörer. Ett rådgivande upphandlingsforum får till Öppenheten ger invånarna möjlighet att välja uppgift att ta fram underlag för krav inom tjänsteleverantör och ökar konkurrensen på exempelvis it, infrastruktur, arkiv och infor- marknaden. mationssäkerhet för alla kommuner inom Jönköpings län. Kraven kan sammanställas och anpassas för att passa alla. En standard för fördelningsnyckel bör tas fram.

13 | Regional digital agenda för Jönköpings län Förväntat resultat: Delaktighet för alla Standardiserad, förenklad, förkortad och Många använder sällan eller aldrig digital teknik, kvalitetssäkrad upphandlingsprocess. Samlad de befinner sig i ett digitalt utanförskap. Det kan kompetens för upphandling och kostnadsef- bero på ointresse, att tekniken upplevs krång- fektivitet. lig eller att det kostar för mycket. Det är också många som, även om de har tillgång till dator 3. Gemensamma åtgärder för kompetens- och Internet, inte har tillräckliga kunskaper för utveckling att kunna tillgodogöra sig utbudet. Den digitala När vi utvecklar nya arbetssätt krävs nya agendan strävar efter att göra det så enkelt som kompetenser. Genom att kompetensutveckla möjligt för så många som möjligt. Det hand- personal tillsammans, kan vi minska kostna- lar såväl om fysisk tillgänglighet av teknik och derna samtidigt som vi når samma kompe- Internet i offentliga miljöer, som att se till att den tens hos berörda medarbetare. Främjar också digitala offentliga miljön är tillgänglig för perso- gränsöverskridande nätverkande, då repre- ner med till exempel funktionsnedsättningar eller sentanter från olika aktörer sammanstrålar språkliga hinder. Hög tillgänglighet i de digitala för kompetensutveckling. lösningarna ökar dessutom möjligheten för länets offentliga aktörer att skapa och tillvarata Förväntat resultat invånardialog. Gemensam kompetensutveckling skapar samsyn kring e-utveckling och arbetssätt och Insatser blir kostnads- och resurseffektiv. 1. Tillgång till öppen data Digitala aktörer och invånare ska ha tillgång 4. Öka samarbetet mellan kontaktcentren i till öppen data för att enkelt kunna tillgo- regionen dogöra sig information för olika syften. För Kontaktcentren i länet utvecklas i samver- att den uppdaterade öppna datan ska kunna kan. Kommunikationen ska kunna ske via användas, bör information om den spridas. tydliga kanaler. Detta möjliggör att kommu- Det främjar utveckling av exempelvis mål- nerna exempelvis kan hjälpa varandra vid gruppsanpassade tjänster. sjukdom eller ledighet. Förväntat resultat Förväntat resultat Antalet öppna och kvalitetssäkrade da- Kommunikationen med invånare, fö- takällor från offentliga organisationer ökar re-ningsliv och näringsliv sker på ett mo- och kunskapen om den sprids. Fler tjänst- dernt och effektiv sätt. Gemensamma system eutvecklare bygger tjänster som bygger på för kontaktcenterärenden ger kostnadseffek- öppen data. tiv förvaltning. Gemensamt metodstöd för införande och uppföljning. 2. Kompetenshöjning kring tillgänglighet Med rätt kompetens kring tillgänglighet och Utmaningar användarvänlighet kan e-tjänster med god • De olika aktörerna går i olika takt och ser funktionalitet utvecklas eller upphandlas. till sina egna behov • Förväntan på gemensamma lösningar leder Förväntat resultat till passivitet hos de enskilda aktörerna De som utveckar och upphandlar system • Införandefrågor och förvaltningsfrågor i och e-tjänster inom offentlig verksamhet kombination med juridiska, administrativa har hög kompetens inom tillgänglighet och och regleringsmässiga frågor. användbarhet.

14 | Regional digital agenda för Jönköpings län 3. Plan för kompetensutveckling av medar- Förväntat resultat betare inom offentlig verksamhet Tjänster och webbplatser för alla och med Idag riskerar tillgången till teknik och möj- hög tillgänglighet som främjar hög använd- ligheten att lära sig och att använda digitala ning. verktyg och kanaler bero på enskilda medar- betares kunskap och intresse. Därför behövs 6.7. Digitala forum en långsiktig plan för fortbildning om it som Syftet med insatsen är att skapa digitala verktyg. forum som stärker invånardialogen i frågor där kommunerna eller regionen efterfrågar Förväntat resultat: invånarnas synpunkter. Det kan exempelvis Höjd digital kompetens hos medarbetare handla om att samla information i aktuella inom offentlig verksamhet. frågor eller inför beslut genom en e-panel webbenkät eller sms. 4.3. Vägledning och support i offentliga miljöer Förväntat resultat Målet med insatsen är att öka möjligheterna Transparens i offentlig verksamhet och le- till vägledning och support som gäller digital vande invånardialog som främjar delaktighet teknik och Internet på grundläggande nivå i i det demokratiska samhället. alla kommuner i länet. 7.8. Webbsändning av arrangemang och Förväntat resultat offentliga möten Minskat digitalt utanförskap. Ett mer demo- Fler webbsändningar från offentliga arrange- kratiskt samhälle när vägledning och support mang och möten med allmänintresse. i offentliga miljöer ger fler invånare möjlig- het till delaktighet på Internet. Förväntat resultat Ökad tillgänglighet till kulturutbud och 5.4. Kompetenshöjning klarspråk arrangemang. Större insyn i myndigheters Alla har rätt att förstå information från verksamheter. myndigheter. Målet med insatsen är att medarbetare inom offentlig sektor stärker Utmaningar sina kunskaper i att skriva begriplig text på • Flera insatser inom området delaktighet offentliga webbplatser. Det kan ske genom bygger på samverkan mellan exempelvis webbaserad utbildning i klarspråk. kommuner, studieförbund och frivillig-or-

ganisationer. Det ställer frågor kring vem Förväntat resultat som äger frågan, ansvarsfördelning och Invånarnas förståelse av information från givetvis även kring finansiering. offentlig verksamhet ökar. • Insatser som syftar till att ge tillgänglighet till ny teknik, nätverk och vägledning i 5.6. Revision av tillgänglighet offentliga miljöer är komplexa frågor för För att den digitala kommunikationen ska alla kommuner. Utmaningen är större för innebära ökad delaktighet och tillgänglighet små kommuner. Utmaningen består bland bör en tillgänglighetsrevision göras av före- annat av att bygga ut nödvändig infrastruk- tag eller intresseorganisationer. tur och att få fler kommunala förvaltningar och verksamheter att arbeta mot gemensamma mål. Tydliga uppdrag till respektive förvaltning eller verksamhet är oftast nödvändiga.

15 | Regional digital agenda för Jönköpings län • För att möjliggöra likvärdiga satsningar i beslut eller kommande utredningar inom något de olika kommunerna kan det även finnas särskilt område. behov av ett gemensamt stöd till kommunerna i utvecklandet av olika tjänster och Förväntat resultat insatser för ökad digital invånardialog. Ökad trygghet och service till individen.

3. Samlad, begriplig och kvalitetssäkrad Tryggare vardag information om hälsa, vård och omsorg Digital teknik erbjuder många möjligheter till Ett arbete genomförs som leder till att ökad trygghet i vardagen. Det kan handla om information om hälsa, vård, tandvård och ökad trygghet i det egna hemmet genom till omsorg är samlad och lättillgänglig på ett sätt exempel trygghetslarm, möten och vårdplanering som innebär att invånare vet var information på distans och information om den egna hälsan finns att tillgå utan att i förväg behöva veta och läkemedel. Det kan också handla om möj- vilken organisation som ansvarar för vården lighet till digital kundanpassad övervakning av och omsorgen, exempelvis via 1177 Vårdgui- det egna hemmet. Den digitala tekniken innebär den. också potential för individanpassad information.

Förväntat resultat Insatser Invånaren har tillgång till samlad, begriplig 1. Gemensam satsning på och kvalitetssäkrad information. informationssäkerhet Alla offentliga verksamheter i regionen ska 4. Invånarna ska ha tillgång till sin egen arbeta aktivt med systematiskt säkerhetsar- samlade journalinformation för all vård bete för att säkerställa att rätt information är och omsorg tillgänglig för rätt person på rätt plats vid rätt Tillgång till den egna journalen ger patient tid med rätt utrustning och på ett rättssäkert och brukare möjlighet att förbereda sig, sätt. fördjupa sig och därmed bli mer motiverade och ta större eget ansvar, bättre möjligheter Förväntat resultat att fatta bra beslut och i större utsträckning Informationen som lagras i våra system är leva det liv man vill. Ett arbete måste ge- skyddad, men ändå lättillgänglig för de som nomföras för att tillgängliggöra all journalin- har rätt att ta del av den. formation för invånaren på en samlad plats så att denne inte behöver veta från vilken 2. Prenumerationstjänst för individanpas- organisation journalinformationen kommer. sad information En tryggare vardag kan stärkas med prenumera- Förväntat resultat tion av digital information som individanpassas Invånaren har ökad delaktighet i den egna utifrån behov och önskemål. Det kan handla om att utifrån en personlig profil prenumenera på vården och omsorgen. specifikt utvald information såsom övervakning av det egna hemmet, omfattande information om 5. Övergång från analoga till digitala till exempel elproblem, vattenflöde och inbrott. trygghetslarm Den kan också handla om individanpassad infor- Den analoga telefonin har börjat stängas mation om kollektivtrafiken, väglag från exem- och är helt borta inom några år. Det kan bli pelvis hemadressen till jobbet samt upplysningar problem med de analoga trygghetslarmens om olyckor, vägbyggen och alternativa vägar. funktion när analog och digital teknik i Dessutom skulle varje invånare kunna prenume- rera på offentlig information till exempel inför larmkedjan blandas. Larmsignaler riskerar att

16 | Regional digital agenda för Jönköpings län inte nå fram eller förvanskas. Övervakning Utmaningar av trygghetslarmens funktion förbättras och • De initiala kostnaderna för det nödvändiga gör nya tjänster möjliga. teknikskiftet inom trygghetslarmen och nya trygghetsskapande tjänster är stora och nyt- Förväntat resultat toeffekterna hämtas hem först på sikt. Alla analoga trygghetslarm har ersatts med • Teknikutvecklingen och möjligheten att köpa digitala. Säkerheten ökar genom trygghets- exempelvis mobila trygghetslarm på den pri- kedjan är digital. vata marknaden gör att kommunens ansvar behöver klargöras. 6. Trygghetsskapande tjänster och • Individanpassad prenumerationstjänst distansoberoende vård och omsorg kräver konkret och fortlöpande samarbete Med den digitala tekniken på plats i hemmet mellan en rad olika aktörer som ska uppda- erbjuds en mängd nya möjligheter till olika tera relevant information som i sin tur ska sorters teknikstöd, som komplement till sammanställas utifrån individens behov och traditionell vård och omsorg. Genom att ta önskemål. tillvara digitaliseringens möjligheter kan vi erbjuda distansoberoende vård och omsorg. Utveckling av nya trygghetsskapande tjänster innebär att äldre och personer med funk- tionsnedsättning får bättre möjligheter att bo kvar i sitt hem, kan få stöd till egenvård, bättre hälsa och stöd till fortsatt aktivt socialt liv.

Förväntat resultat Invånaren har tillgång till fler trygghetsskapande tjänster och verksamheten kan jobba på ett bättre och effektivare sätt.

7. Utbildning av personal och brukare kring möjligheterna med ny teknik Genom utbildning kring möjligheterna med ny teknik och nya digitala tjänster kan en diskussion hållas om hur verksamheten kan utvecklas och förbättras. Genom ökade kunskaper och delaktighet kan den nya tekniken anpassas efter brukarens behov, och förenkla vardagen för många invånare.

Förväntat resultat God kompetens kring möjligheterna med ny teknik. Personal inom vård och omsorg stöttar brukare och patienter i användning av den nya tekniken.

17 | Regional digital agenda för Jönköpings län Uppföljning och utvärdering

Den regionala digitala agendan ska vara ett levande dokument som kan uppdateras och löpande kompletteras. Länets invånare ska kunna se, följa och själva lämna synpunkter och förslag på det som planeras och genomförs. För att säkerställa att agendan förverkligas ska uppföljning och utvärdering ske två gånger per år. Utifrån resultatet kan olika åtgärder utformas efter behoven i Jönköpings län.

Ansvaret för uppföljning ligger hos Region Jönköpings län och sker i samverkan mellan de offentliga aktörerna i länet. Resultaten av dessa uppföljningar sprids till länets aktörer och görs tillgängliga via olika informationskanaler.

Tillsammans når vi målen

Tillsammans har vi skapat en regional digital agenda. Tillsammans gör vi Jönköpings län till en region som präglas av högt it-användande som gynnar en hållbar regional utveckling och tillväxt.

Region Jönköpings län, Länsstyrelsen och kommunerna i Jönköpings län

18 | Regional digital agenda för Jönköpings län