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1 – 10 of 12Towards the end of the 1980s, industry reported an IT “skillscrisis”. Academics and practitioners responded by focusing on theextent and nature of the apparent shortfall and…
Abstract
Towards the end of the 1980s, industry reported an IT “skills crisis”. Academics and practitioners responded by focusing on the extent and nature of the apparent shortfall and identified the most critical skills and roles for the following decade. Ironically, before the next decade had begun, the reported “crisis” reversed, due partly to an economic recession. This unforeseen “miracle” underscored the need for a much longer term view. While the “skills crisis” literature highlighted some very important points, its obsession with the demographic downturn detracted from fundamental issues concerning development of the human resource. Argues that the skills crisis was a product not of a skills shortage, but of a skills wastage resulting from inappropriate organizational practices. These practices are still in evidence. Stimulates analysis of a company′s treatment of their human resources, particularly of IT staff. Scenarios taken from the author′s fieldwork are suggested as tools which can effectively begin this process. Reflects on issues arising from the literature and within that context offers conceptual models of the research. Presents two scenarios for consideration. The first represents the main findings of the fieldwork and the second an “idealized” organizational form.
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Kala Saravanamuthu, Carole Brooke and Michael Gaffikin
The purpose of this paper is to review critical emancipatory literature to identify a discourse that could be used to successfully customise generic Enterprise Resource Planning…
Abstract
Purpose
The purpose of this paper is to review critical emancipatory literature to identify a discourse that could be used to successfully customise generic Enterprise Resource Planning (ERP) systems to particular user‐needs. The customisation exercise is posited in the context of contemporary society, which has to try to become more sustainable amidst uncertainty about the complex interrelationships between elements of the ecosystem. It raises new challenges for the customisation exercise, that of fostering the precautionary ethos and engaging realistically with complexity and uncertainty inherent in emergent knowledge about ecological resilience.
Design/methodology/approach
This is a conceptual paper that draws on published research papers to tease out political constructs which are vital for facilitating sustainable decisions.
Findings
This paper argues that the critical emancipatory influence on systems design has generated attempts to formulate socio‐ethical information systems. However, these systems are limited by their inability to engage with the politics of asymmetrical distribution of power, even though these systems rely on bottom‐up participation to change the status quo. Hence, it is suggested that systems design should learn from Gandhi's experiences in mobilising social reform to instil a precautionary ethos in the context of asymmetrical power relations. The discourse used to customise ERP should facilitate social learning about ecological resilience as it affects the capacity to reform in the interest of sustainable outcomes. It is proposed that the discourse be socially constructed on the vocabulary of integrated risk because it would enable management to take advantage of lived experiences and enhance the organisation's capacity to learn about formulating sustainable business practices.
Practical implications
The recommended approach to identifying user‐needs (in customising ERP) is based on Gandhi's tried‐and‐tested approaches of mobilising bottom‐up participation in social reform.
Originality/value
This paper brings in Eastern philosophy (namely Advaitic thinking) into the predominately Western‐dominated systems design arena. Its value lies in its practical applicability to real‐world design challenges.
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During 1990, one of the largest service sector companies in the UKwas in the process of implementing major change. Top management believedthat total quality management (TQM) was…
Abstract
During 1990, one of the largest service sector companies in the UK was in the process of implementing major change. Top management believed that total quality management (TQM) was an appropriate vehicle for such change. However, the research suggested that the quality objectives of the organization were contradicted in practice. This contradiction resonated with an apparently entrenched bias in the literature towards objective and realist philosophies of TQM implementation. It was concluded that the inability of TQM theory to handle cultural aspects and employee concerns had been translated into a critical gap between espoused philosophy and implementation techniques. Analyses empirical material by applying semiotics to the work process. Highlights that so‐called “quality methods” distance individuals from their acts of labour. Human resource concerns become subsumed beneath heavily objectified techniques which separate the individual from the software product itself. By reference to the work of writers in the TQM field, demonstrates how a general gap has been created between desire and deeds which allows quality to drain away. For the company under study it was an ironic impasse: it had introduced methods to promote quality which instead acted as barriers to its achievement.
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E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other…
Abstract
E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.
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Bernd Carsten Stahl, Neil McBride and Ibrahim Elbeltagi
The purpose of this paper is to investigate the emancipatory promises and realities of information and communication technology (ICT) in Egypt.
Abstract
Purpose
The purpose of this paper is to investigate the emancipatory promises and realities of information and communication technology (ICT) in Egypt.
Design/methodology/approach
The combination of Habermasian and Foucauldian ideas implemented by a critical discourse analysis of the Egyptian Information Society Policy and interviews with employees of local decision support systems employees. Promises and rhetoric are contrasted with findings and questioned with regards to their validity.
Findings
On the policy level, analysis shows that the emancipating rhetoric of ICT is not followed through. ICT is mostly seen as a means of attracting foreign direct investment. Neither political participation nor educational benefits are promoted seriously. On the local level, culture and organisational realities prevent individuals from exploiting the emancipatory potential of the technology.
Originality/value
The combination of the Habermasian and Foucauldian approach exposes the problems of ICT use in developing countries. It shows that emancipation is used to legitimise ICT policies but is not taken seriously on a policy level in Egypt. Local implementations also fail to deliver on their promise. In order to have emancipatory effects, ICT policy and use will need to be reconsidered.
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Linda Perriton, Carole Elliott and Anne Laure Humbert
The purpose of this paper is to establish the extent to which prospective students can see a visible commitment to study gender in the UK business/management school curriculum…
Abstract
Purpose
The purpose of this paper is to establish the extent to which prospective students can see a visible commitment to study gender in the UK business/management school curriculum prior to enrolment.
Design/methodology/approach
A content analysis of the descriptions of modules offered as part of business and management degrees offered by 112 UK universities was conducted. The analysis was restricted to the publicly available information on the websites visible to prospective students. Descriptive statistics regarding the distribution of gender topics across programmes and higher education institutions are presented in addition to university group affiliation (e.g. Russell Group) and accreditation in respect of variables.
Findings
The analysis reveals significant gaps in the undergraduate and taught postgraduate offerings of UK business schools that the authors suggest are reflective of subject silos, and institutional risk reduction strategies.
Research limitations/implications
The authors conclude by arguing that accreditation bodies can use their influence to leverage change and to ensure gender content becomes core to curriculum design and its visibility as part of the practice of management to prospective students.
Originality/value
This study provides a benchmark for the visibility of gender as an issue and perspective within UK business/management school offerings.
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LIONEL WHITE, CAROLE HUDSON, BERNARD HOUGHTON, GLYN ROWLAND, MICHAEL PEARCE, BRIAN C ARNOLD and NOSTALGIA PRESS LTD
THIS IS A polemical statement, not intended to inform, but to argue a case and try to get some sense of reality into the mass of recent writing on the purpose of the public…
Abstract
THIS IS A polemical statement, not intended to inform, but to argue a case and try to get some sense of reality into the mass of recent writing on the purpose of the public library service. It is taken for granted that the reader is already familiar with a good deal of the general background.
A READER kindly sent me a recent patent in which Xerox Corp claim a dramatic break through to prevent unauthorized photocopying. JANET SHAW of the Hertis industrial unit at…
Abstract
A READER kindly sent me a recent patent in which Xerox Corp claim a dramatic break through to prevent unauthorized photocopying. JANET SHAW of the Hertis industrial unit at Hatfield has summarized it for NLW:
Bonnie McBain, Antony Drew, Carole James, Liam Phelan, Keith M Harris and Jennifer Archer
The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse…
Abstract
Purpose
The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines.
Design/methodology/approach
The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey.
Findings
Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support.
Practical implications
Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks.
Originality/value
The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
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