Search results

The paper seeks to investigate how the information assurance (IA) efforts of organisations should be aligned with their business strategy. From this analysis, a conceptual model of alignment is presented. This framework shows several organisational factors that can influence alignment.

A number of published works on alignment are discussed in order to develop a conceptual model of IA fit. In addition, Venkatraman's six perspectives of alignment are used as a framework to suggest future research in this area.

The paper presents a definition of information assurance and proposes various reasons why IA is a strategic issue and should be aligned with both IT and corporate strategy. From the literature, a conceptual model illustrating the variables that can influence alignment is presented.

A clear conceptualisation of alignment is needed. Six potential research models and associated research questions are proposed.

The paper concludes with a number of management and research implications. In looking at the implications for managers, it is argued that any alignment framework should include adequate metrics for checking the strategic fit on a continuous basis.

This paper is an initial attempt to fulfil an identified gap in the literature, namely the lack of research undertaken on IA and corporate strategy alignment. It offers practical help for management so that they can improve the fit between IA and business strategy. It also offers several avenues of potential future research using Venkatraman's six perspectives of fit.

Examines the Management Charter Initiative′s Senior Manager′s Standards project and assesses its effect on the long‐term development of organizations using it. Also investigates the effects of crediting competence (CC) and its future uses.

Many of the disadvantages of much distance learning provision stems from the difficulties of interaction between learner and tutor, learner and educational provider, and amongst learners themselves. Information technology can assist in breaking down barriers to interaction. The author describes the development of computer‐mediated communications for management courses, drawing lessons from recent experience.

The impact of video‐based distance learning technology will give women who are currently prevented from studying by time, money or geographical considerations, the chance to undergo further training and progress up the management ladder, an opportunity to reverse the trend that allows management still to be seen as a masculine role. Henley Management College (in conjunction with Brunei University) offers a two‐ to four‐year distance learning MSc, in addition to its full‐time courses, having the aim of training women managers and getting them into positions of seniority. (Article includes a listing of opportunities for women in management education).

Many managers responsible for functions where much of the work is of an administrative and clerical nature are expressing concern about the level of motivation apparent amongst employees. Changes in the nature of the tasks to be performed have resulted directly from mechanisation and automation. Such rationalisation is normally accompanied by reductions in staffing, a factor often leading to low morale. Opportunities for employees in clerical jobs to progress within the organisation are also diminishing, since the skills currently required for clerical work are not those generally demanded for management.

The diversity and sometimes‐sporadic nature of research in the area of knowledge management (KM) points towards the need for a better understanding of the underlying framework of issues and potential research topics. This paper describes the search for a research agenda in this fast developing area. Important issues were identified through a general review of the KM literature followed by a survey of business practitioners, consultants and academics at a one‐day conference dedicated to the subject. The investigation was carried out in the context of a feasibility study for a proposed KM Centre at Henley Management College in the UK. The survey followed an interpretivist approach employing open‐ended questions that sought to establish important issues in KM and to examine the benefits that participants would seek from a such a forum of practitioners and academics. A conceptual framework of disciplines and key topics was developed from the literature review and applied to the issues identified in the survey. The results point towards three areas of significant interest, namely: (i) implementation issues, (ii) best practice, and (iii) measurement. Additionally, the nature of the fast evolving field of knowledge management points to the need for more interactive research that brings together the different players in the field into a tighter and faster learning cycle.

A distance learning unit (Henley Distance Learning Ltd (HDLL)) was established at Henley — The Management College, in 1979 to meet the needs of those unable to participate in more conventional forms of management training. The college's strategy in establishing the unit is described. The types of courses available include open management education in several areas: Masters Degree in Project Management; Masters in Management and the Henley Certificate and Diploma Courses. Course contents are outlined. Course development and monitoring involves HDLL counsellors and the graduate studies support network. The strategy used to develop distance learning materials, production methods and monitoring of objectives are outlined. Company use of HDLL materials is described briefly. A business development plan and careful planning of implementation are essential to those considering the development of a similar venture.

The main aim of this paper is to present the results of a study examining managers' attitudes towards the deployment and use of information and communications technology (ICT) in their organisations. The study comes at a time when ICT is being recognised as a major enabler of innovation and new business models, which have the potential to have major impact on western economies and jobs.

A questionnaire was specially designed to collect data relating to three research questions. The questionnaire also included a number of open‐ended questions. A total of 181 managers from a wide range of industries across a number of countries participated in the electronic survey. The quantitative responses to the survey were analysed using SPSS. Exploratory factor analysis using Varimax rotation was used and ANOVA to compare responses by different groups.

The survey showed that many of the respondents appeared equipped to work “any place, any time”. However, it also highlighted the challenges managers face in working in a connected operation. Also, the data suggested that many managers were less than confident about their companies' policies and practices in relation to information management.

A next step from this exploratory research could be the development of a model exploring the impact of ICT on management and organisational performance in terms of personal characteristics of the manager, the role performed, the context and the ICT provision. Also, further research could focus on examining in more detail differences between management levels.

This paper reports on the development of a workplace‐based e‐learning programme for small and medium enterprise (SME) managers in five European countries. The course is designed to address the specific needs of SME managers who, it has been noted, represent a significant proportion of the EU workforce but often experience difficulty in finding time or resources to undertake relevant training. The aim of this paper is to present the design principles developed to underpin the programme. These principles were developed specifically to address the need for greater pedagogic structure in the design of e‐learning courses.

The course design was informed by a literature review of e‐learning and management learning and by a set of focus groups conducted to identify the specific concerns of SMEs with regard to accelerating their learning in the workplace. The course structure was further refined through trial workshops in all five partner countries.

The paper presents a pedagogic framework and a structured set of design features, both of which were built into the course as a result of the research undertaken. It also provides reflections on the efficacy of the design process that resulted in the formation of the design principles, and also the prospects for e‐learning programmes in supporting accelerated learning in the workplace.

The design process and reflections may usefully be extracted to inform other cross‐national or SME‐focused e‐learning programmes.

The paper draws on theory and research data to demonstrate the importance of thorough research in e‐learning course development.