Abstract
Workarounds have been extensively researched in different contexts in the developed world, but the same type of focus has not been invested on the phenomenon in developing countries. In these contexts, WhatsApp has emerged as a prominent workaround, particularly in the public health and educational sectors, albeit the former have been more extensively researched. However, there is a lack of understanding regarding the institutionalization of the application in such contexts. This thesis aims to address the gap by exploring how WhatsApp has emerged as a workaround and evolved into a standard tool for educational management at the Ministry of Basic and Secondary Education (MoBSE) in the Gambia, and examining its implications for existing processes. The research adopts an interpretive case study approach, conducting empirical data collection on field trips in 2022 and 2023 with relevant stakeholders at the central, regional, and school levels. The analysis reveals that WhatsApp has become institutionalized within the work system of the organization, influencing both the organizational structure and workflows. As a workaround for teacher management, it utilizes dedicated group- chats for specific stakeholder needs, such as attendance monitoring, communication, information sharing, and decision-making. The research uncovered challenges with this usage itself, concerning privacy and security, including the risk of losing and misusing data. Additional hindrances were associated with the lower levels having substandard infrastructure, such as unstable Wi-Fi and mobile data connections, and the higher levels lacking control of data circulation, creating uncertainty regarding data recipients. Despite these concerns, removing WhatsApp from the organization is likely to cause problems, making it currently the most viable solution. Thus, the study recommends the development of guidelines and policies to ensure the appropriate use of WhatsApp for educational management while mitigating potential risks. This thesis provides insights into the institutionalization of WhatsApp as an integral part of educational management in low resource settings. It enhances understanding of the challenges and opportunities faced by developing countries, particularly in the education sector. The outcomes of this research provide guidance for MoBSE and other policymakers when determining policies and guidelines on workaround usage for educational management. Moreover, it lays the groundwork for future research on optimizing Educational Management Information Systems (EMIS) in low resource countries, with implications for the broader field of educational management.