Knowledge that Transforms

To use information technology to improve learning processes, the pedagogical assumptions underlying the design of information technology for educational purposes must be understood. This paper reviews different models of learning, surfaces assumptions of electronic teaching technology, and relates those assumptions to the differing models of learning. Our analysis suggests that initial attempts to bring information technology to management education follow a classic story of automating rather than transforming. IT is primarily used to automate the information delivery function in classrooms. In the absence of fundamental changes to the teaching and learning process, such classrooms may do little but speed up ineffective processes and methods of teaching. Our mapping of technologies to learning models identifies sets of technologies in which management schools should invest in order to informate up and down and ultimately transform the educational environment and processes. For researchers interested in the use of information technology to improve learning processes, the paper provides a theoretical foundation for future work.

A key concern in Information Systems (IS) research has been to better understand the linkage between information systems and individual performance. The research reported in this study has two primary objectives: (1) to propose a comprehensive theoretical model that incorporates valuable insights from two complementary streams of research, and (2) to empirically test the core of the model. At the heart of the new model is the assertion that for an information technology to have a positive impact on individual performance, the technology: (1) must be utilized and (2) must be a good fit with the tasks it supports. This new model is moderately supported by an analysis of data from over 600 individuals in two companies. This research highlights the importance of the fit between technologies and users’ tasks in achieving individual performance impacts from information technology. It also suggests that task-technology fit, when decomposed into its more detailed components, could be the basis for a strong diagnostic tool to evaluate whether information systems and services in a given organization are meeting user needs.

Despite the significant demographic changes in the work force projected by the year 2000 and beyond, little empirical research has been made on the obstacles faced by women in the field of computing. Since career advancement prospects are especially salient for IS employees, and IS workers are considered a distinct occupational group, it is important to understand the career advancement prospects of IS employees. This study examines the impact of gender on job performance evaluations, job performance attributions, and career advancement prospects. The results show that there are no significant gender differences in job performance ratings; however, women are perceived to have less favorable chances for promotion than men. We found that job performance ratings play an important role in influencing an individual’s chances for advancement. We also found that the effect of job performance on attributions is stronger among males than females. Additionally, we found that while the effect of job performance ratings on career advancement prospects is stronger among males, the effect of attributions on career advancement prospects is stronger among females. Suggestions regarding areas for future research are offered, and implications for human resource management are identified.

This longitudinal field study (three work sessions plus an initial training session) investigates the efficacy of a new technology—desktop videoconferencing (DVC)—in support of collaborative telelearning (i.e., collaborative learning among non-proximate team members). Two types of collaborative telelearning environments are considered: One involves local groups (i.e., students on the same campus), and the other involves non-proximate distant groups (i.e., students on two separate campuses). The collaborative telelearning environments are compared to each other and to a traditional face-to-face collaborative learning environment. The study found that the three environments are equally effective in terms of student knowledge acquisition; however, higher critical-thinking skills were found in the distant DVC environment. The subjects in the three learning environments were equally satisfied with their learning process and outcomes. At the conclusion of the longitudinal assessment, the distant students using DVC were more committed and attracted to their groups compared to local students who worked face-to-face or through DVC.

Many EDI researchers and practitioners have recognized the importance of high penetration levels for the success of EDI. Unfortunately, such penetration is partly impeded by the resistance of small companies to become EDI capable. To investigate this issue, three major factors are identified that influence the EDI adoption practices of small firms. These factors are: organizational readiness (because of the low levels of IT sophistication and resource availability of small firms), external pressures to adopt (because of the weak market positions of small firms and the network nature of the technology), and perceived benefits (because of the limited impact that IT has on small firms due to under-utilization and lack of integration). By combining the anticipated effects of these factors, we developed a framework of EDI adoption by small businesses. The applicability of this framework is empirically demonstrated using the results of seven case studies. Finally, recommendations are made for the development of successful EDI partner expansion plans. These include the development of a long-term EDI partner expansion plan from the very beginning, the individual assessment of each partner’s EDI preparedness level, and the selection of appropriate influence tactics to expedite adoption by small partners. Specifically, it is suggested that EDI initiators pursue promotional efforts to improve partners’ perceptions of EDI benefits, provide financial and technological assistance to partners with low organizational readiness, and carefully select and enact influence strategies to reduce resistance.

Information technology (IT) projects can fail for any number of reasons and in some cases can result in considerable financial losses for the organizations that undertake them. One pattern of failure that has been observed but seldom studied is the IT project that seems to take on a life of its own, continuing to absorb valuable resources without reaching its objective. A significant number of these projects will ultimately fail, potentially weakening a firm’s competitive position while siphoning off resources that could be spent developing and implementing successful systems. The escalation literature provides a promising theoretical base for explaining this type of IT failure. Using a model of escalation based on the literature, a case study of IT project escalation is discussed and analyzed. The results suggest that escalation is promoted by a combination of project, psychological, social, and organizational factors. The managerial implications of these findings are discussed along with prescriptions for how to avoid the problem of escalation.

This paper discusses the role of individuals’ beliefs about their abilities to competently use computers (computer self-efficacy) in the determination of computer use. A survey of Canadian managers and professionals was conducted to develop and validate a measure of computer self-efficacy and to assess both its impacts and antecedents. Computer self-efficacy was found to exert a significant influence on individuals’ expectations of the outcomes of using computers, their emotional reactions to computers (affect and anxiety), as well as their actual computer use. An individual’s self-efficacy and outcome expectations were found to be positively influenced by the encouragement of others in their work group, as well as others’ use of computers. Thus, self-efficacy represents an important individual trait, which moderates organizational influences (such as encouragement and support) on an individual’s decision to use computers. Understanding self-efficacy, then, is important to the successful implementation of systems in organizations. The existence of a reliable and valid measure of self-efficacy makes assessment possible and should have implications for organizational support, training, and implementation.

Changes in the knowledge and skill requirements of information systems (IS) positions were examined by analyzing the content of advertisements for IS professionals placed in four major newspapers over the 20-year period 1970-1990. Three types of jobs were examined: programmers, systems analysts, and IS managers. The analysis of the frequency of phrases in these advertisements suggests that job ads for programmers have changed very little—technical requirements remain high, and business and systems knowledge requirements remain relatively low (although the frequency of mention of business requirements has increased somewhat). IS management positions are also relatively stable (as reflected in the makeup of job ads) from the standpoint that business knowledge requirements have remained high, with technical and systems requirements specified less frequently. The greatest transition in specified job requirements over this 20-year period has occurred for systems analysts. Although this is perhaps not surprising, the nature of this transition is. Contrary to expectations, the relative frequency and proportion of stated technical knowledge requirements in ads have increased dramatically, while the relative frequency of business and systems knowledge requirements has actually decreased slightly. These results raise questions concerning the implicit understanding by academics and practitioners alike of the need for business knowledge on the part of systems analysts and other IS professionals. Various interpretations of these findings are provided, and the implications for both education and recruitment are discussed.