1,721,227 research outputs found
Unmasking the drivers and implementation of change
No full textThis paper investigates the drivers for, and implementation of, digital transformation projects and organizational change initiatives in 20 companies in the UK. The study follows on previous research based on the Socio-Technical Toolbox [STT], specifically focusing on the activity analysis and employees’ experience and participation in the change initiative or digital transformation project
A Socio-technical toolbox for business systems analysis and design
No full textThis paper provides an overview of a socio-technical toolbox (STT) based on a combination of methods from a number of contemporary socio-technical (ST) methodologies. The STT supports a pragmatic ST approach to organizational change practice and job redesign. It has been developed and used in practice in many different types of organizations over a period of many years. The use in practice of STT supports constructive learning and develops critical analysis skills of the students who will be future systems analysts or designers. It also improves companies' understanding of their job practices and enhances their learning about their business sustainability. Our findings show that these experiences of improvements are not dependent on the sector or the size of the involved companies and confirm the perceived usefulness and relevance of ST analysis in practice
A double helix metaphor for use and usefulness in informing systems
Full text linkFollowing the theme of this monograph, this paper discusses a dialectic we perceive to subsist between meaningful use and reflection upon use. This dialectic between experiencing use and reflecting upon experiencing use (or thinking, and thinking about thinking) may be considered in the following way. Each of these elements is subject to change. As reflection triggers change in use, and such change triggers further reflection, a spiral comes about. Lived human experience, and reflection upon that experience, seems to shape a double helix. In this paper, the authors suggest a need for a hermeneutically-informed, phenomenological approach when considering the complexities of informing systems, viewed as human activity systems. It is suggested that human actors, as users of informing systems, must own and control any inquiry into use in relation to design for themselves, and that individual sensemaking processes are the key to successful interaction within the double helix metaphor
Teaching business systems analysis to cyber-security managers:a socio-technical perspective
No full textDouble helix relationships in use and design of informing systems: lessons to learn from phenomenology and hermeneutics
Full text linkThe theme of this monograph of Informing Science is a dialectic we perceive to exist between meaningful use and reflection upon use. This dialectic between use and reflection on use (or thinking, and thinking about thinking) may be considered in the following way. Each of these elements is subject to change. As reflection triggers change in use, and such change triggers further reflection, a spiral comes about. Lived human experience, and reflection upon that experience, seems to shape a double helix. The monograph contains contributions exploring particular ways in which studies of use could benefit from a relationship to philosophical frameworks such as hermeneutics and phenomenology
Blended and online learning environments: motivations, contradictions, and influencing factors
No full textBlended and online learning environments continue to grow, transforming higher education. The motivation behind this study is to explore blended and online learning environments, from the perspective of students, through the lens of Activity Theory (AT). Based on 12 virtual semi-structured interviews with Master's (MSc) students at one University in England, the paper sheds light onto some of the findings with respect to student motivation underlying engagement, as well as tensions and contradictions in the activity system
Exogenous shocks, Covid 19 and firms' ability to learn, adapt and evolve
Full text linkIn the context of the exponential growth of data, the Covid 19 pandemic and the need for quick adaptation faced by companies, as well as by society at large, the concept of organisational learning is flourishing and becoming an even more critical component of organisational survival and growth. This study applies a socio-technical lens to shed light on the organisational learning processes taking place in 40 various sizes and kinds of UK businesses during the critical, volatile, and unprecedented period - February-May 2021. Our study identifies organisational learning antecedents and key organisational context enabling and/or impeding learning processes and follow up evolution within companies. The findings suggest that even if employees have capability, not all are able to capture and transform intelligence into learning and apply it at a strategic level, reconfiguring purposefully future operational capabilities to respond to environmental changes, as they are not empowered and supported by the organisational management
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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