Research Question: Which are the decisive factors that impact the adoption of business intelligence systems (BIS) among IT SMEs in Sweden? Purpose: This paper aims to examine Swedish SMEs and understand which decisive factors have an impact on the decision makers and their adoption of BIS. This study aims to study SMEs that have already adopted BIS. Method: A deductive qualitative approach was used to answer the study’s research question. The primary data was conducted through seven semi-structured interviews with Swedish IT SMEs. Empirical Findings: The empirical findings highlight that some factors had a greater influence on the adoption of BIS than others. These were possession of the right type of data, support of top management and service provider support. Conclusion: The presented study identified that small and medium sized enterprises are prone to BIS adoption when considering three decisive factors. First, the importance of possessing data and having the right type of data was a critical need and a factor for BIS adoption. Second, the use of service provider support for SMEs seemed to contribute with important value according to the findings. Third, working proactively with change management affected the perceived usefulness of technology and led to a higher chance of small and medium sized adopting BIS. / Frågeställning: Vilka är de avgörande faktorerna som påverkar antagande av business intelligence-system bland små och medelstora (SME) IT företag i Sverige? Syfte: Den här uppsatsen syftar på att undersöka svenska små och medelstora företag (SME) och förstå vilka faktorer som påverkar beslutsfattare och deras antagande av BIS. Uppsatsen syftar till att studera SME som redan har antagit BIS. Tillvägagångssätt: Denna studie använde en deduktiv kvalitativ metod för att besvara forskningsfrågan. Den primära datan samlades in genom sju semistrukturerade intervjuer med svenska SME inom IT-branschen. Bidrag: Resultaten visar att vissa faktorer hade ett större inflytande på antagande av BIS än andra. Dessa var innehav av rätt typ av data, stöd från högsta ledningen samt support från tjänsteleverantörer. Slutsats: Den presenterade studien identifierade att svenska SME är benägna att anta BIS när man överväger tre avgörande faktorer. För det första var vikten av att ha data och ha rätt typ av data ett kritiskt behov och en faktor för BIS antagande. För det andra verkade användningen av tjänsteleverantör stöd för små och medelstora företag bidra med ett viktigt värde enligt resultaten. För det tredje, att arbeta proaktivt med förändringsledning påverkade den upplevda användbarheten av teknik och ledde till en högre chans för SME att antagande BIS.

Submitted by Cristiane Oliveira (cristiane.oliveira@fgv.br) on 2011-05-24T13:29:02Z No. of bitstreams: 1 71080100009.pdf: 1036762 bytes, checksum: 893b5d89a98bed04889918f91de73acc (MD5) / Approved for entry into archive by Gisele Isaura Hannickel(gisele.hannickel@fgv.br) on 2011-05-24T13:41:36Z (GMT) No. of bitstreams: 1 71080100009.pdf: 1036762 bytes, checksum: 893b5d89a98bed04889918f91de73acc (MD5) / Approved for entry into archive by Gisele Isaura Hannickel(gisele.hannickel@fgv.br) on 2011-05-24T13:43:12Z (GMT) No. of bitstreams: 1 71080100009.pdf: 1036762 bytes, checksum: 893b5d89a98bed04889918f91de73acc (MD5) / Made available in DSpace on 2011-05-24T13:46:52Z (GMT). No. of bitstreams: 1 71080100009.pdf: 1036762 bytes, checksum: 893b5d89a98bed04889918f91de73acc (MD5) Previous issue date: 2010-04-26 / The research focus is to present an integrated analysis model for the behavior pattern of Brazilian banks in the Internet environment. A single case study was conducted at Banco do Brasil. Most interviews took place at Banco do Brasil’s administrative and technology headquarters in the city of Brasília, DF. An Integrated Analysis Model was presented based in many theories and structures of the organizational studies and information systems fields. Findings show that the studied phenomena can be understood with the simultaneous application of all selected theories, proving the complexity of the study object. Research limitations include the fact that this research was focused on a single case and also that it was not possible to run this research with a bigger sample of organizations. Study originality and contribution relies on proposing the Integrated Analysis Model with analysis structures and theories that help to understand the object of study. Future studies may replicate this research in a bigger number of companies to present a richer analysis. / O objetivo deste estudo é propor um modelo de análise integrada para a forma de atuação dos bancos brasileiros no ambiente da Internet. Para tanto foi conduzido um estudo de caso único com o Banco do Brasil. A maioria das entrevistas foi realizada nas sedes administrativa e de tecnologia do banco na cidade de Brasília, DF. Foi proposto um Modelo de Análise Integrada baseado em várias teorias e estruturas da área de estudos organizacionais e sistemas de informação. Entre as descobertas da pesquisa está a constatação de que o fenômeno estudado pode ser satisfatoriamente compreendido com o emprego de todas as teorias selecionadas, comprovando a complexidade do objeto desta pesquisa. O estudo apresentou entre suas limitações o fato de ter sido um estudo de caso único, como também a impossibilidade de se realizar esta pesquisa em amplo espectro, com um número consideravelmente maior de organizações. O ineditismo e a contribuição deste estudo residem no fato de ter proposto um modelo integrado com teorias e estruturas de análise que facilitam a compreensão do fenômeno observado. Em estudos futuros o pesquisador poderia incluir a pesquisa em um número maior de instituições para enriquecer a análise.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.