There has been much advancement in the field of data and information quality (DIQ) since two decades ago. However, despite a large number of the theoretical and empirical studies in this field, there is a lack of understanding about the mechanisms and dynamics of forming, adjusting and changing organisational users’ (information consumers) assumptions and expectations based on which they perceive the quality of information required for making decision in order to perform a task within an organisational environment. Although it is already known that information consumers perceive the quality of information according to the requirements of the organisational task and the context of use, how the task requirements affect information consumers’ expectations of information quality has been a black-box in the body of literature. The main objective of this research is to contribute to the literature of DIQ by exploring the role of the setting of a task within an organisational context in the formation, development and change of information consumers’ underlying expectations of information quality. Information consumers’ assumptions and expectations are called information quality (IQ) frames by this research. Moreover, this research examines the role of IT artefacts, which are used to support performing the task, in these dynamics. As an organisational task is usually performed by a group, the role of the task group of which information consumers are members is investigated by this research. Having adopted a multi-case study design, this thesis has targeted seven different task groups in seven different organisations from multiple industries. This in-depth qualitative research also employs interviews as the main source of data and documents as the secondary source of data. The collected data and empirical evidence is analysed using the thematic analysis and pattern coding. This study’s theoretical contributions to the body of literature are as follows. Firstly, the findings indicate that information consumers should not be simply categorised into domain-specific experts or novices for understanding the mechanisms that affect their IQ frames. Regarding the domain of the task, an information consumer might have domain-related experience that differentiates him from both an expert and a novice. Moreover, this study found that the organisational-specific experience plays a significant role in these dynamics. Secondly, four different settings of a task within an organisational context have been recognised and the insights have been provided into the likely impact of each setting on IQ frames. The findings show that the setting of a task that affects IQ frames is enforced by the interplay between the degree of situatedness of the task and the degree of its explicitness. Thirdly, this research contends that the role of other members of a task group contributes directly to the setting of a task rather than directly influencing their colleague’s IQ frames. Fourthly, this thesis confirms that the organisational resource limitations and the time pressure, which were already mentioned in the literature, affect how information consumers perceive the quality of information but the empirical evidence reveals that other types of pressure such as the pressure of a competitive market has a similar role, therefore, it is argued that in general the organisational pressure impacts the way information consumers perceive information quality. However, this thesis argues that this influence is mediated by the setting of a task. In other words, the organisational pressure can increase the degree of situatedness of a task within an organisational context. Finally, the findings of this study indicate that information consumers’ interpretation of how an IT artefact enables a task within an organisational context is the key mechanism through which the IT artefact can participate in forming, adjusting or changing their IQ frames. The interpreted type of an IT artefact, its interpreted capabilities, the organisational intervention and the IT support by IT technicians of an organisations are the main four factors that govern the influence of the IT artefact on information consumers’ IQ frames. In addition, the computing environment in which the IT artefact operates in, information consumers’ level of IT knowledge and prior experience of using the IT artefact can be involved indirectly in these dynamics. The theoretical contributions of this research have led to the development of a framework for IQ frames and the underlying dynamics have been explained in detail. In addition to the theoretical contributions, this study has a number of practical implications for organisations and management regarding the importance of the organisational settings in how information quality is judged by organisational users (information consumers).

When a client has cognitive impairment resulting from cerebral dysfunction (CD) that goes undiagnosed and, therefore, untreated, psychotherapy and rehabilitation outcome is likely to be impacted negatively. Due primarily to managed care, screening for CD has reduced substantially. Master's level counselors need a cost-efficient way to detect possible CD and, thus, justify referral for neuropsychological evaluation. This study examined the Wechsler Abbreviated Scale of Intelligence™ (WASI™) instrument's ability to screen for possible CD by examining the relationship between a) WASI Performance IQ (PIQ) and Verbal IQ (VIQ) scores and neuropsychological test scores, and b) the VIQ-PIQ discrepancy and the severity of disability. In this retrospective study, test scores were extrapolated from neuropsychological assessments conducted between 2001 and 2004 on 73 CD-diagnosed adults at a CARF accredited rehabilitation facility. Disability severity ratings of mild, moderate, and severe were assigned based on clinical judgment and interrater agreement. The assessment battery included the WASI and several neuropsychological tests: Halstead-Reitan TPT, TMT-A and B, and FOT; WMS-III VR-I and 2, LM-1 and 2, and MC; McCarron-Dial HVDT; SDMT; and SCT. Based upon a multitrait-multimethod matrix, mild to moderate convergent and discriminant validity was found with the WASI VIQ and PIQ traits among neuropsychological verbal and performance measures. Statistically, the SCT, TMT-A, and HVDT-right shape were most predictive of the PIQ, and the WMS-III LM-2 and MC were most predictive of the VIQ. VIQ-PIQ discrepancy did not predict severity of disability, but IQ means and subtest scores between the mild and severe groups were significantly different. Results indicated that WASI VIQ-PIQ discrepancy did not detect CD. However, WASI subtest scores of 40 or lower may justify further evaluation of potential CD. Contrary to the WASI manual, Similarities and Block Design rather than Vocabulary and Matrix Reasoning subtest scores may be more predictive of CD. This author suggested that counselors administer the WASI, SCT, and TMT-A as a time efficient screening method for CD.

For a long time, inclusion or inclusive education (IE) has been high on the agenda both internationally and in Sweden, not least since the signing of the Salamanca Declaration in 1994 and the ratification of the United Nations Convention on the Rights of Persons with Disabilities in 2006. These call for inclusion to be the norm and are guided by the principle that all pupils, regardless of needs, feel that their social, emotional and academic needs are being met. Since the introduction of Lgr11 (2011), the most recent Swedish curriculum, special educational needs (SEN) should be seen as arising out of educational environments and methods that are not adapted enough to be accessible to a wide diversity of pupils. Despite a significant body of research into inclusive education, several researchers raised that few studies focused on the pupil perspective, few were collaborative and few focused on all pupils, that is to say, their focus lies only on pupils with SEN. Arguably, selecting certain groups to investigate goes against the ethos of inclusion and risks missing information from pupils experiencing difficulties that are not yet identified.  When considering factors impacting feelings of inclusion, many studies have raised the importance of socio-emotional functioning alongside academic self-concept. This collaborative study looks at how included pupils in a free school in Stockholm feel, with a focus on whether there is a difference between the pupils’ perception of inclusion depending on whether they have self-reported SEN or not, what grade they are in and their gender. This is measured using a new instrument, the ‘Perception of Inclusion Questionnaire (PIQ) - student version’, which is also being validated as a tool for measuring inclusion in Sweden. Results indicate clearly that pupils with SEN feel significantly less included than their typically-developing peers across all three scales, emotional inclusion, social inclusion and academic self-concept. In addition, grade has an impact, with pupils in Grade 8 having lower feelings of emotional inclusion, social inclusion and academic self-concept than in Grade 5. This difference was apparent for all pupils but the effect was greater in pupils with SEN. Gender returned insignificant results on all three scales. Another interesting result is that more pupils self-report actual or suspected SEN than the school reports, indicating that there are a number of pupils with difficulties who would be overlooked in studies that do not include all pupils. The Swedish version of the PIQ for Students has been validated.

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