Enterprise Resource Planning (ERP) systems have been in existence for over 2 decades yet businesses are still losing billions of dollars annually in the implementation of software designed to reduce costs and increase profitability. The inability to manage risks is an area that contributes to these losses, specifically due to uncertain outcomes when dealing with an interconnected construct such as risk, and a research gap at the tactical and operational levels between risks and controls. A comparative case study approach, encompassing 12 different organisations was adopted to explore emerging patterns at the project implementation level, and from this three contributions emerged. After observing risks behaving in a hierarchical fashion with predictable results, Hierarchy of Risk models representing different implementation stages were constructed. Although these models are still in their formative stages, it may prove useful in furthering our understanding of the close inter-relationship between different risks, where they occur in ERP implementations and the implications of managerial choice when determining risk prioritisation. A second finding is that no direct linear relationship appears to exist between risks and controls. Rather, this counter-intuitive finding suggests that it is additional factors including risk categories, implementation stages, prior control decision making and the hierarchical flow-on effect of impacts as a consequence of identified risks. Finally, by combining the Hierarchy of Risk models and the risk-to-impact-to-control relationship, a method of reverse engineering portfolios of control was discovered. This potentially offers an explanation as to how portfolios of control can be constructed, and why they are essential in ERP implementations.

The purpose of this creative project was to provide a way for intermedia artists to present their artwork. The creative project is a videotape of the author's works, which are separated into four categories: computer images, two-dimensional animation, photographs and three-dimensional animation. Emphasis was placed on unifying artwork from different mediums. Digital editing effects were used to help distinguish between the various artwork sections. The five minute piece is presented on a VHS tape. / Department of Art

The purpose of this study was to begin to define and describe some of the complex intersections between teaching and learning first-year composition with digital portfolios, focusing on the construction, presentation, and assessment processes in one first-year composition course at Ball State University. The study employed a qualitative ethnographic methodology with case study, and used grounded theory to develop a resultant guide to code the data collected through several methods: observation, interview, survey, and artifact assessment.The resultant coding guide included the core categories "reflective immediacy," "reflexive hypermediacy," and "active remediation." With the guide findings indicate several effective "common tool" digital portfolio strategies for both teachers and learners. For teachers: introduce the digital portfolio as early in the course as possible; make connections between digital portfolios and personal pedagogical strategies; highlight rhetorical hyperlinking and constructing navigational schemes; emphasize scalability; create a sustainable support system. For learners: consider the instructor's objectives within the framework of the portfolio; synthesize writing process with course content and portfolio construction; include each component of the writing process in the portfolio. / Department of English

The emergence of the dynamic capabilities view has essentially extended the resource-based view, while also providing an integrated framework for an understanding of how firms evolve and how they secure competitive advantage in rapidly changing environments. While much research into dynamic capabilities has been developed in the theoretical and qualitative arenas, there has of yet been limited empirical support for its core assumptions. Such a limitation, authors have noted, may be due to its equivocal framework and the lack of a model with specified antecedents. This research conducts both conceptual and empirical works to address this gap. The primary goal of the research is to clarify the conceptual structure of dynamic capabilities, while also investigating potential micro-foundations of dynamic capabilities and their influences on firm performance. These micro-foundations, as the research traces back to the origins of dynamic capability from much firm capability and strategic management literature, could potentially include innovation, processual formalisation, social integration platforms (i.e. employee training and education) and the application of information technology. Alternatively, the research also looks into a possible extension of the dynamic capabilities view by extending inter-firm activities. In this part, the exploratory focus is on the relationship between a firm’s intended actions and its employment of alliance portfolios for capability and resource development. Using a subsample in the Australian manufacturing SME sector (from the Business Longitudinal Survey), the research finds a significant mediating effect of market transformation on the inter-relationships within the nexus of dynamic capabilities and firm performance. The empirical evidence of the research suggests that a firm’s dynamic capabilities are able to be viewed as a driver of competitive performance of firms insofar as they become evident in marketplaces. In other words, a firm’s development of dynamic capabilities confers upon the firm an adaptive capability in response to, or indeed perceiving, market dynamics, which in turn leads to superior performance. For the issue of inter-firm capability development, the research also finds that a firm’s capability development is indeed able to be achieved through some potential inter-firm specific activities. The empirical findings suggest that, for a purpose of capability development, alliance portfolios employed by a firm are able to be viewed as an approach to filling its resource stock or exploiting a perceived opportunity in its operational and strategic environments. In addition to the provision of empirical evidence, the research also extends the discussion of capability development by utilising a contextual case discussion in Taiwan’s ICT industry. Comparing strategy adoptions between OBM and OEM/ODM from Taiwan’s ICT businesses, the research reveals that many firms’ long-term and successful path dependencies that are absent the mediating arrangements discussed above may in fact form an obstacle to financial performance and growth into new business locales. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1522593 / Thesis (Ph.D.) -- University of Adelaide, Business School, 2010

Research into learner autonomy has confirmed the importance of learner competencies such as effective strategy use, goal setting and planning, maintaining motivation, and the ability to reflect and self-evaluate to the development of autonomy. The introduction of key competency frameworks to develop learner autonomy has been a focus of recent curriculum development from primary through to tertiary levels in the New Zealand education system. However, facilitating and managing the development of these learning competencies in a programme of study that has a number of different papers and staff, can be problematic. The learning portfolio is emerging as a possible medium to provide the required framework. This study investigated the effectiveness of an ePortolio in enhancing learner autonomy in the context of a language learning programme. The aim of this study was to gain insight from a student perspective into the usfulness of ePortfolios as a tool to enhance student learning. Investigating learner autonomy and the development of self-reflection resulting from the use of ePortfolios was the main focus of the study. It also examined some of the practicalities of using an ePortfolio to develop the desired learner competencies, and discussed whether an ePortfolio provides an effective framework to record, monitor and provide feedback to students. The results of the study reinforce the findings of previous studies in that there are benefits of ePortfolios as they encourage reflection. ePortfolios also have the potential to support the reflective process by making learning outcomes visible and they promote goal-setting. However, despite these apparent benefits, the findings suggest that there are many challenges, which have the potential to negatively influence its effectiveness. The ePortfolio in this study was used with varying degrees of success. The findings have raised several issues regarding the introduction of an ePortfolio. The time it takes for teachers to give individual feedback and maintain an adequate level of feedback throughout the semester was one major challenge. The extent to which learners need to be trained in the purpose of the ePortfolio and its link to reflection and developing autonomy was another issue that was raised. In addition, getting students to reflect on their learning holistically also proved to be problematic. Overall however, findings as to the effectiveness of the ePortfolio in promoting autonomous learning appear promising, but they have highlighted the need to make changes to the ePortfolio itself. Its integration into the curriculum needs to be reconsidered to maximize its use and gain maximum benefit.

Thesis (Ed. D.)--University of Toronto, 2005.

Thesis (Ph.D.)--University of Wollongong, 2005. / Typescript. Includes bibliographical references: leaf 194-209.

Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Jan. 22, 2009). "Department of English." Includes bibliographical references (p. 207-222).

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ed.D)--University of Delaware, 2006. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.