Thesis (PhD) -- University of South Australia, 1998

This thesis explores the relationship between information systems (IS) and organisational learning. The literature suggests that IS implementation and use can affect and stimulate organisational learning, including higher order learning. However, it is not well understood when and how IS enable and support and when they disable and prevent organisational learning. Furthennore, studies of the relationship between IS and organisational learning tend to reflect theoretical fragmentation of organisational learning literature - focusing either on the individual or on the organisation as a learning entity. The objective of this thesis is to explore the relationship between IS and organisational learning beyond these limitations, including different learning views from the individual up to the organizational. This is achieved by drawing from a Sensemaking perspective of organizations (Weick, 1995) that fills an important gap in linking infonnation systems, organizing, and learning. The Sensemaking perspective offers an understanding of human sensemaking and sense-'unmaking' as an essential individual, collective and organisational ingredient of organising and learning. By integrating Argyris and Sch??n' s (1978) theory of organisational learning with the sensemaking model of organizations this thesis suggests a more comprehensive view to explore the relationship between IS and organisational learning. Specifically this thesis examines the following research question: What are the ways and mechanisms by which information systems' implementation and use engage sensemaking in organisations, and how does such engagement engender or prevent organisational learning? This research question is investigated through an interpretive, longitudinal case study of the implementation and use of a loan approval information system in a large South-East Asian Bank. The study involved an extensive collection of data from the Bank headquarters and its branches, including 43 interviews, strategic and operational documents, IS project documents and informal discussions. The thesis makes two important contributions to knowledge. Grounded in empirical data, it first argues that the emergence of organizational learning when instigated by an IS implementation is likely to follow the pattern from 'not learning', to 'single-loop' to 'double-loop' learning. Secondly, it also proposes that an IS's likelihood to instigate organizational learning depends on the nature of sensemaking involved: a) if an IS implementation engages only individual, intra-subjective sensemaking organizational learning is not likely to occur and system is at risk of being rejected; b) for single-loop learning to emerge the engagement of intra- and inter-subjective sensemaking, mutually intertwined during an IS implementation, is required, and c)the change of mindset and double-loop learning can be achieved through the interplay of all sensemaking processes (intra, inter, generic-subjective and extra-subjective) in an IS implementation. This thesis puts to the test and demonstrates the value of the Sensemaking approach to the understanding of the relationship between IS implementation and organisational learning.

The combination of entrepreneurship and strategy is gaining increasing recognition as a pathway for growth within both individual organisations and national economies. Hence the benefits emerge from both a micro and macro economic perspective. Essentially, however, research on strategic entrepreneurship, being the intersection of entrepreneurship and strategy remains in the early stages. While the benefits of combining entrepreneurship and strategy are well established, specific details and underlying elements of strategic entrepreneurship as a concept remain under-developed and unsubstantiated. Prevailing models of strategic entrepreneurship are limited in number, conceptual in nature, and do not yet have practical or empirical support. Thus the question arises as to what constitutes strategic entrepreneurship?In order to address this issue a preliminary framework of strategic entrepreneurship is derived from the literature on both entrepreneurship and strategy, in order to identify the intersection of the two. This framework is then examined in the context of activity which is recognised as both entrepreneurial and strategic within three state-owned enterprises. Thus the research question addressed is:What constitutes strategic entrepreneurship in both theory and practice in the context of SOEs?Based on this examination, six elements are identified as central to strategic entrepreneurship, being opportunity identification, innovation, acceptance of risk, flexibility, vision, and growth. Additional findings uncovered inductively from the data reveal a number of supporting elements which foster strategic entrepreneurship, including strategy, culture (encompassing both people and confidence), branding, operational excellence, cost efficiency, and transfer and application of knowledge.Thus, an enhanced understanding of strategic entrepreneurship as a concept is obtained, being activity which is both entrepreneurial and strategic in nature, and characterised by the integration of the six core elements. Findings indicate strategic entrepreneurship is a concept not bound by context, and thus, may be applied to various forms of business. Such businesses which do create strategic entrepreneurship activity and are able to maintain a balance of the core elements over time have the potential for both competitive advantage and wealth creation.

This thesis explores the relationship between information systems (IS) and organisational learning. The literature suggests that IS implementation and use can affect and stimulate organisational learning, including higher order learning. However, it is not well understood when and how IS enable and support and when they disable and prevent organisational learning. Furthennore, studies of the relationship between IS and organisational learning tend to reflect theoretical fragmentation of organisational learning literature - focusing either on the individual or on the organisation as a learning entity. The objective of this thesis is to explore the relationship between IS and organisational learning beyond these limitations, including different learning views from the individual up to the organizational. This is achieved by drawing from a Sensemaking perspective of organizations (Weick, 1995) that fills an important gap in linking infonnation systems, organizing, and learning. The Sensemaking perspective offers an understanding of human sensemaking and sense-'unmaking' as an essential individual, collective and organisational ingredient of organising and learning. By integrating Argyris and Sch??n' s (1978) theory of organisational learning with the sensemaking model of organizations this thesis suggests a more comprehensive view to explore the relationship between IS and organisational learning. Specifically this thesis examines the following research question: What are the ways and mechanisms by which information systems' implementation and use engage sensemaking in organisations, and how does such engagement engender or prevent organisational learning? This research question is investigated through an interpretive, longitudinal case study of the implementation and use of a loan approval information system in a large South-East Asian Bank. The study involved an extensive collection of data from the Bank headquarters and its branches, including 43 interviews, strategic and operational documents, IS project documents and informal discussions. The thesis makes two important contributions to knowledge. Grounded in empirical data, it first argues that the emergence of organizational learning when instigated by an IS implementation is likely to follow the pattern from 'not learning', to 'single-loop' to 'double-loop' learning. Secondly, it also proposes that an IS's likelihood to instigate organizational learning depends on the nature of sensemaking involved: a) if an IS implementation engages only individual, intra-subjective sensemaking organizational learning is not likely to occur and system is at risk of being rejected; b) for single-loop learning to emerge the engagement of intra- and inter-subjective sensemaking, mutually intertwined during an IS implementation, is required, and c)the change of mindset and double-loop learning can be achieved through the interplay of all sensemaking processes (intra, inter, generic-subjective and extra-subjective) in an IS implementation. This thesis puts to the test and demonstrates the value of the Sensemaking approach to the understanding of the relationship between IS implementation and organisational learning.

Thesis (M.A.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (M.S.)--Air Force Institute of Technology, 2007. / AFIT/GIR/ENV/07-M18. "March 2007." Title from title page of PDF document (viewed on: Nov. 27, 2007). Includes bibliographical references (leaves 66-71).

Thesis (Ph. D.)--Florida Atlantic University, 2001. / Includes bibliographical references (leaves 359-409).

Thesis (PhD) - Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2006. / This thesis is submitted in fulfillment of the requirements for the degree Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology - 2006. Typescript. Includes bibliographical references (p. 213-231).

Thesis (M.S.)--University of Missouri--Rolla, 2007. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed April 29, 2008) Includes bibliographical references (p. 96-100).

Thesis (MPhil) -- Auckland University of Technology, 2004. / Also held in print (115 leaves, 30 cm.) in Wellesley Theses Collection (T 658.4038011 HIL)