The process of information technology adoption and use is critical to deriving benefits of information technology. Thus, one of the most challenging issues in information systems research is to understand how people have experienced the adoption process that may lead to insights to why they accept or reject the information technology (Davis, Bagozzi, & Warshaw, 1989). There are many factors affecting the adoption process of information technology innovations within an organization. To ensure successful adoption of information technology innovations, organizations develop a planned approach to change and employ change management strategies such as communication, training, and functional users support groups to serve as leverage for the adoption. The purpose of this study informed by phenomenological perspectives was to better understand the lived experiences of university staff in the Student Information System (SIS) adoption process. By following Moustakas’ (1994) four primary steps in phenomenological research and his systematic approach, the inductive data analysis process assists in revealing the essence of Big University (Big U) (pseudonym) staff’s lived experiences of the change management strategies put in place for the SIS adopting process via long, in-depth interview sessions. The 24 participants were grouped by criteria profiles with the textural descriptions clustered by the ten emergent themes. Structural descriptions for each participant were developed based on the textural descriptions. The validated textural and structural descriptions were then used to develop the composite textural-structural descriptions. The composite textural-structural description for each criteria profile integrated the experiences of all the individual participants within the criteria profile. The validated composite textural-structural descriptions were then used to develop the synthesis textural-structural descriptions to reveal the universal experiences of all the participants. Thus, this study provided a detailed account of the Big U staff’s experiences which revealed how the change management strategies informed their decision in adopting and using the SIS. The universal experiences indicated that the success of the Big U SIS adoption and use after the initial SIS implementation was greatly enhanced by these planned change efforts. Thus, Big U upper administration declared the success of the SIS implementation when the project was completed on time and under budget. However, while the universal experiences reflected the success of the initial SIS adoption and use due to the planned changed efforts, a very different picture emerged for the SIS post-implementation for unit functions on-going support.

Svenska skolan digitaliseras och fler skolor använder digitala lärplattformar för att hantera allt ifrån administrativa sysslor till kommunikation kring specifika uppgifter mellan lärare och elev. Dessa lärplattformar följer inga statliga direktiv eller kravspecifikationer, utan utformning styrs av skolledningens uttryckta behov. Målet med denna studie är dubbelt, dels att skapa en djupare förståelse för hur matematiklärare på gymnasiet arbetar med bedömning i dagsläget och hur de upplever att lärplattformar passar in i detta arbete; dels att förstå om arbetet med bedömning går i linje med Skolverkets direktiv för bedömning. Då kunskapskrav och bedömningskriterier skiljer sig mellan ämnen begränsades studien till endast matematiklärares arbete och åsikter. För att undersöka detta intervjuades gymnasielärare som använder digitala lärplattformar i sitt vardagliga arbete. Utöver intervjuerna har denna studie använt sig av en enkätundersökning i enlighet med blandade metoder för att få en bredare bild av lärares åsikter. Enkäten skapades digitalt och distribuerades via sociala medier till aktiva lärare för att få en generell bild av problematik inom bedömning som uppmärksammades under intervjuerna. En jämförelse mellan lärares bedömningsprocess och Skolverkets allmänna råd och riktlinjer utfördes för att förstå och presentera strukturer inom bedömningsprocessen. Studiens resultat visar att matematiklärarna till viss del är nöjda med bedömningen på lärplattformar. De ser det som fördelaktigt att dokumentera digitalt men anser att det finns förbättringar att göra. Mycket tyder på att upplevda problem inte ligger hos lärplattformar utan hos ledningen som beställare av dessa samt utbildningen kring implementeringen av dem. Studiens resultat visar även att lärare i större utsträckning jobbar med själv- eller kamraträttning om de har tillgång till verktyget Kunskapsmatrisen samt använder egna kalkylark för summativ bedömning och dokumentation. I en stor utsträckning följer lärares bedömningspraktik Skolverkets råd och riktlinjer, detta beror troligen på att råd och riktlinjer är löst formulerade för att täcka in ett stort spektrum av lärarpraktiker. Diskussioner internt på skolor är ett av råden som inte följs enligt 18% av lärarna men ökade samtal och utbildning för lärare skulle kunna vara gynnsamt för deras användning av lärplattformar vid bedömning. Denna studie har bidragit med nya infallsvinklar att undersöka lärplattformar via för att få en bättre uppfattning av deras roll i bedömningen och digitaliseringen av skolan. / The Swedish school is being digitized and many schools use digital learning platforms to manage everything from administrative tasks to communication of specific tasks between teachers and students. However, these platforms do not follow any government directives or requirement specifications. Instead the platforms’ design is governed by the school management's expressed needs. This can lead to less fair and equivalent grades on a national scale since the platform dictates how grading is performed and structured to some extent. The goal of this study is twofold. First, it aims to create a deeper understanding of i) how mathematics teachers at the upper secondary school work with assessment in their current teaching practices and ii) teachers experiences of how digital platforms fit into their work with assessment. This study also aims to investigate whether the teachers’ work with assessment follows Skolverket’s (the National Agency for Education in Sweden) directives for assessment. This study limits itself to only examining the work and experiences of teachers in mathematics. To investigate teacher’s opinions and experiences of grading, six upper secondary teachers in mathematics were interviewed. Based on the interviews, a questionnaire survey was developed to quantify collected qualitative data. The questionnaire was created digitally and distributed online via social media to practicing teachers. 50 teachers answered the questionnaires. A comparison between the teachers' assessment process and Skolverket's directives and guidelines was performed to problematize structures within the assessment process. The study's results show that teachers to a greater extent let students assess their own work if the teachers have access to the tool Kunskapsmatrisen. Most teachers use private spreadsheets for documenting summative assessment. The guidelines set by Skolverket are followed to a wide extent but this can be because the guidelines are designed to cover a broad range of teaching practices. Internal discussions is one of the guidelines that isn’t followed by 18% of teachers while increased discussions and training for teachers could be beneficial for their ability to implement platforms in their work with assessment. The study concludes that teachers for the most part are satisfied with their work regarding grading on learning platforms. They appreciate the ability to document results online but express that several improvements still have to be made. The results indicate that the responsibility for the platforms’ shortcomings is partially caused by the schools’ board whom is responsible for purchasing and implementation of platforms. This study offers new viewpoints worth investigating in order to further better the understanding of learning platforms and their role in assessment.