Conceptualizing electronic governance education

Responding to the issues of complexity, relevance, cost and risk of Electronic Governance (EGOV), we witness a specialization of the roles responsible for EGOV development and operation, professionalizationof the personnel playing such roles, and utilization of the EGOV services and information to fulfill citizen needs. In order to build competencies required by such(managerial, professional, technician and user) roles, education becomes a key success factor, and a growing variety of EGOV learning opportunities emerges. However, lacking conceptual underpinnings for EGO education, the discovery, analysis and integration of such opportunities is difficult. To address this need, the paper develops a theoretical construct for EGO education, applies six measures to this construct: who-- learners, why -- roles, what -- competencies, how --programs, where -- schools, and when -- prerequisites, and validates it through a landscaping exercise focusing on EGOV university programs.