Awonke Geqeza | Digital Transformation | Best Researcher Award

Published on by Global CSE Awards

 

Best Researcher Award

Awonke Geqeza

iYunivesithi Walter Sisulu, South Africa

Awonke Geqeza
Award Best Researcher Award
Institution iYunivesithi Walter Sisulu
Country South Africa
Scopus ID 60124835900
Documents 2
Subject Area Digital Transformation
Event Global CSE Awards
ORCID 0000-0002-0697-9462

Awonke Geqeza is identified in the supplied details as a researcher affiliated with iYunivesithi Walter Sisulu in South Africa, with Digital Transformation as the stated subject area. The three supplied publications explore the role of internal controls in supporting the growth and sustainability of small and medium enterprises in South Africa, the integration of digital skills into internal auditing education, and the challenges and opportunities associated with digital curriculum renewal at a rural university.The profile presents the supplied researcher information and publication references for academic review.[1] [2] [3]

Abstract

This profile presents the supplied academic information for Awonke Geqeza, a researcher affiliated with iYunivesithi Walter Sisulu in South Africa. The stated subject area is Digital Transformation, with the supplied publications focusing on internal controls and sustainable SME development, digital skills in internal auditing education, and digital curriculum renewal in a rural university context. These themes demonstrate the relevance of digital transformation to organizational sustainability, professional education, and higher education development. The supplied Scopus information lists two documents. Citation counts, h-index values, and other bibliometric indicators were not provided and are therefore not included.[1] [2] [3]

Keywords

Digital Transformation; internal controls; small and medium enterprises; SME sustainability; internal auditing education; digital skills; curriculum innovation; digital curriculum renewal; pedagogical design; higher education; rural universities; academic development; organizational growth.

Introduction

Digital transformation is an important area of contemporary research, influencing organizational processes, professional education, and institutional development. In the business environment, effective internal controls can contribute to responsible management, operational stability, and the sustainable growth of small and medium enterprises. In education, digital transformation involves updating curricula, integrating relevant technological competencies, and adapting teaching approaches to changing professional requirements. Internal auditing education is one area where digital skills and curriculum innovation can help prepare learners for evolving workplace practices.[1] [2] [3]

Research Profile

The supplied details identify Awonke Geqeza as a researcher affiliated with iYunivesithi Walter Sisulu, South Africa. Digital Transformation is the stated subject area.The research themes represented by the supplied publication titles include internal control systems, SME growth and sustainability, digital competencies in internal auditing education, and curriculum renewal in higher education.Publication attribution and profile details should be checked against the original records.[1] [2] [3]

Research Contributions

The supplied references represent three areas connected to digital transformation and institutional development. The first examines the role of internal controls in promoting the growth and sustainability of small and medium enterprises in South Africa.The second addresses curriculum innovation in internal auditing education, focusing on the integration of digital skills into learning outcomes and pedagogical design.The third explores challenges and opportunities in renewing digital curricula for internal auditing, drawing on evidence from a selected rural university.[1] [2] [3]

Publications

The three publication references supplied for this profile are listed below with their DOI links. They address internal controls and SME sustainability, digital skills in internal auditing education, and digital curriculum renewal in a rural university. The list reproduces the titles and links provided and should not be interpreted as a complete bibliography. Publication metadata, author names, dates, and researcher attribution should be checked against the publisher records before the references are used in formal academic or award materials.[1] [2] [3]

Research Impact

The research themes represented by the supplied references are relevant to business sustainability and the modernization of professional education. Work on internal controls addresses organizational practices that can support the responsible management and long-term development of small and medium enterprises.Research on curriculum innovation highlights the importance of embedding digital skills into internal auditing education.Research into digital curriculum renewal at a rural university brings attention to the challenges and opportunities involved in educational transformation across different institutional contexts.These topics indicate potential academic and practical relevance.[1] [2] [3]

Award Suitability

A Best Researcher Award may recognize scholarly contributions, research activity, and work that addresses significant academic or practical challenges. The supplied publications cover organizational sustainability through internal controls, digital skills integration in internal auditing education, and digital curriculum renewal in a rural university context. These subjects provide a connected research focus within Digital Transformation, particularly in relation to business practices and higher education. A formal assessment of award suitability requires verification of publication authorship, originality, research quality, documented impact, and the official eligibility criteria of the Global CSE Awards.[1] [2] [3]

Conclusion

The supplied profile identifies Awonke Geqeza as a researcher affiliated with iYunivesithi Walter Sisulu in South Africa, with Digital Transformation as the stated subject area. The three provided references concern internal controls and SME sustainability, digital skills in internal auditing education, and digital curriculum renewal in a rural university. Together, these themes connect organizational development with the modernization of professional and higher education. The supplied Scopus and ORCID links provide starting points for further academic review.[1] [2] [3]

References

  1. The role of internal controls in promoting growth and sustainability of small and medium enterprises in South Africa.
    https://doi.org/10.70132/k6697789267
  2. Curriculum innovation in internal auditing education: Embedding digital skills into learning outcomes and pedagogical design.
    https://doi.org/10.20448/jeelr.v13i3.9397
  3. Challenges and Opportunities for Digital Curriculum Renewal of Internal Auditing: Evidence from a selected rural university.
    http://dx.doi.org/10.36941/jesr-2026-0424

Tushar Dhiman | Digital Transformation | Best Researcher Award

Published on by Global CSE Awards

Best Researcher Award

Tushar Dhiman

Faculty of Management Studies, Gurukula Kangri (Deemed to be University), India

Tushar Dhiman
Award Best Researcher Award
Institution Faculty of Management Studies, Gurukula Kangri (Deemed to be University)
Country India
Scopus ID 60522247600
Documents 2
Subject Area Digital Transformation
Event Global CSE Awards
Award Website Global CSE Awards

Tushar Dhiman is associated with the Faculty of Management Studies at Gurukula Kangri (Deemed to be University), India, according to the supplied researcher details. The stated subject area is digital transformation. The provided publications address digital public infrastructure and service delivery, the role of digital infrastructure in governance through the Apuni Sarkar Portal in Uttarakhand, and outcome-based teaching in engineering institutions in India. These topics connect digital technologies with public administration, institutional processes, and educational practices. This profile presents the supplied information and publication links for academic reference.[1] [2] [3]

Abstract

This profile presents the supplied academic information for Tushar Dhiman of the Faculty of Management Studies, Gurukula Kangri (Deemed to be University), India. The listed subject area is digital transformation. The three supplied publications address digital public infrastructure and service delivery, digital governance through the Apuni Sarkar Portal in Uttarakhand, and outcome-based teaching in engineering institutions in India. These themes illustrate how digital systems can intersect with public services, governance, and education. The supplied profile lists two documents. This page provides researcher details and publication links for further review; publication attribution and bibliographic information should be checked against the original records.[1] [2] [3]

Keywords

Digital transformation; digital public infrastructure; digital governance; public service delivery; Apuni Sarkar Portal; outcome-based teaching; engineering education; e-governance; digital innovation; institutional transformation.

Introduction

Digital transformation involves the use of digital technologies to improve processes, services, decision-making, and organizational practices. In public administration, digital public infrastructure can support access to services and enable more integrated service delivery. Digital governance initiatives also provide opportunities to examine how technology is implemented within particular administrative contexts. In education, outcome-based teaching focuses on defining, assessing, and improving learning outcomes. The publications supplied for Tushar Dhiman cover these related themes, offering a basis for exploring digital transformation across governance, public services, and educational institutions.[1] [2] [3]

Research Profile

The supplied details identify Tushar Dhiman with the Faculty of Management Studies at Gurukula Kangri (Deemed to be University), India, and list digital transformation as the subject area. The supplied document count is two. These details are reproduced from the information provided and should be checked against the current Scopus record for accuracy.[1] [2] [3]

Research Contributions

The supplied publication titles represent three themes related to digital transformation. The first focuses on how digital public infrastructure is shaping service delivery. The second examines digital public infrastructure and governance through a case study of the Apuni Sarkar Portal in Uttarakhand, India. The third addresses outcome-based teaching in engineering institutions in India, connecting educational practices with institutional outcomes. Together, these titles provide a basis for examining the role of digital systems in public services and governance alongside approaches to teaching and learning. Detailed methods, findings, and implications should be assessed from the original publications.[1] [2] [3]

Publications

The three references supplied for this profile are listed below with their original links. Their subjects include digital public infrastructure and service delivery, governance through the Apuni Sarkar Portal in Uttarakhand, and outcome-based teaching in Indian engineering institutions. This list reproduces the references provided and should not be interpreted as a verified or complete bibliography. Author names, publication dates, journal or book details, and the relationship of each publication to the researcher should be confirmed using the linked records before formal citation or attribution.[1] [2] [3]

Research Impact

The topics represented by the supplied references are relevant to discussions about digital service delivery, public-sector governance, and educational practice. Digital public infrastructure can be studied in relation to the accessibility and organization of public services, while case studies of governance portals can provide context for understanding the implementation of digital systems. Research on outcome-based teaching can contribute to discussions about learning objectives and educational assessment in engineering institutions. The practical and academic impact of these works should be evaluated using their original findings, verified publication details, subsequent research, and evidence of implementation or adoption.[1] [2] [3]

Award Suitability

A Best Researcher Award may recognize sustained academic contribution, research quality, originality, and relevance within a defined field. The supplied publication topics relate to digital transformation in public services, governance, and education, providing a possible basis for evaluating research in this area. A formal assessment requires verification of authorship, publication records, research quality, documented outcomes, and the official eligibility criteria of the Global CSE Awards. This profile summarizes the supplied information and does not imply that the award has been granted.[1] [2] [3]

Conclusion

The supplied profile for Tushar Dhiman identifies digital transformation as the subject area and lists publications concerning digital public infrastructure, digital governance through the Apuni Sarkar Portal in Uttarakhand, and outcome-based teaching in engineering institutions in India. These themes connect technology-enabled public services with governance and educational practices. The provided Scopus identifier and publication links offer a starting point for further academic review. The current Scopus record, publication attribution, bibliographic details, and official award requirements should be verified before formal publication.[1] [2] [3]

References

  1. From Vision to Reality: How Digital Public Infrastructure is Shaping Service Delivery.
    https://jmsr-online.com/article/from-vision-to-reality-how-digital-public-infrastructure-is-shaping-service-delivery-284
  2. Transforming Governance through Digital Public Infrastructure: A Case Study of Apuni Sarkar Portal in Uttarakhand (India).
    https://jiclt.com/article/transforming-governance-through-digital-public-infrastructure-a-case-study-of-apuni-sarkar-portal-in-uttarakhand-india–182
  3. Outcome-Based Teaching in Engineering Institutions in India.
    https://www.igi-global.com/chapter/outcome-based-teaching-in-engineering-institutions-in-india/404786