Barriers to the Effective Integration of Developed ICT for SMEs in Rural NIGERIA
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated three key factors (technological-related, organisational-related and environmental-related barriers) affecting the adaptation to or integration of developed ICT. It also examined how SMEs in less developed countries can explore the different stages of developed ICT by moving from one stage to the other. The integration of ICT in SMEs is important as technologies have become competitive tools in contemporary business practices. This study is based on a survey of 322 Nigerian SMEs which was successfully validated using the SmartPLS3 software. The quantitative analysis centred on the three hypothesised barriers to measure the extent to which SMEs’ internal and external variables could limit their competitiveness in relation to business expansion and organisational growth. The analysis helped explain some of the critical challenges faced by rural SMEs in an emerging economy such as Nigeria despite the literature’s previous emphasis on the impacts of ICT on the SMEs’ growth and expansion. A major contribution of the study is the development of a distinct model to help SMEs identify the significance of developed ICT and propose a strategy for SMEs to navigate the stages of developed ICT.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it