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No description available.

The problem motivating this research is that ineffective communication may hamper systems development efforts. Specifically germane to this study are development efforts characterized as task-oriented, and which require information-sharing and problem-solving activities. This research problem motivated an analysis of the communication process and lead to the development of a temporal framework that delineates variables associated with task-oriented, end user/systems analyst communication interactions. Several variables within this framework are depicted in two theoretical models. The first model shows the theoretical relationship between an independent variable, communication mode (represented by asynchronous computer conferencing and face-to-face conferencing), and five dependent variables: (1) the amount of information shared, (2) the significance of the information shared, (3) the comprehensiveness of the information shared, (4) the perception of progress toward the goal, and (5) the perception of freedom to participate. The second model depicts the assumed interaction between communication mode, the five variables cited above (now acting as independent variables), and a dependent variable, communication quality. There are two theoretical components of communication quality: (1) deviation from an optimal set of user requirements, and (2) the degree of convergence (unity based on mutual understanding and mutual agreement) emanating from a communication interaction. Using the theoretical models as a guide, an experiment was designed and performed to test the relationships among the variables. The experimental results led to the rejection of all null hypotheses; the results strongly favored face-to-face conferencing for solving task-oriented, information-sharing problems analagous to the case used in the present study. The findings indicate that asynchronous computer conferencing may have a detrimental effect on the thoroughness of information exchange, on the relevance of the information shared in terms of making the correct decision, and on the completeness of the consideration given to all problem dimensions.

The literature emphasizes the important role played by stakeholder perceptions in explaining success and failure of IT-enabled change efforts. However, our knowledge of how stakeholder perceptions evolve and interact with outcomes during change processes is still limited. Consequently, this study adapts technological frames of reference (TFR) to explore the dynamics of stakeholder perceptions based on action research into an IT-enabled sales process innovation project at VoiceTech. The study attempts to answer the following research questions: How can TFR be adapted and applied to support action research into IT-enabled change efforts? What was the role of stakeholder perceptions during IT-enabled sales process innovation at VoiceTech? How do stakeholder perceptions evolve and interact with outcomes during IT-enabled change efforts? The study develops TFR as a theory for investigating stakeholder perceptions during IT-enabled change and it offers a process model of how frame interactions, incongruencies, and inconsistencies contribute to frame shifts and change outcomes over time. In addition, the study provides detailed insights into how the IT-enabled sales process innovation at VoiceTech shaped and was shaped by shifts in stakeholder perceptions over time.

The literature emphasizes the important role played by stakeholder perceptions in explaining success and failure of IT-enabled change efforts. However, our knowledge of how stakeholder perceptions evolve and interact with outcomes during change processes is still limited. Consequently, this study adapts technological frames of reference (TFR) to explore the dynamics of stakeholder perceptions based on action research into an IT-enabled sales process innovation project at VoiceTech. The study attempts to answer the following research questions: How can TFR be adapted and applied to support action research into IT-enabled change efforts? What was the role of stakeholder perceptions during IT-enabled sales process innovation at VoiceTech? How do stakeholder perceptions evolve and interact with outcomes during IT-enabled change efforts? The study develops TFR as a theory for investigating stakeholder perceptions during IT-enabled change and it offers a process model of how frame interactions, incongruencies, and inconsistencies contribute to frame shifts and change outcomes over time. In addition, the study provides detailed insights into how the IT-enabled sales process innovation at VoiceTech shaped and was shaped by shifts in stakeholder perceptions over time.

The purpose of this study was to survey information systems (IS) curriculum in Association to Advance Collegiate Schools of Business (AACSB) accredited information systems programs across the United States, to evaluate current adherence to the IS 2010 curriculum guidelines, and to assess the number and type of career track developments initiated as a result of less stringent requirements in the new curriculum guidelines. In addition, an analysis was conducted to see if curriculum in AACSB-accredited information systems programs across the United States changed significantly since other similar evaluations reported in 1996 and 2006, and whether it is closer in adherence to the IS 2010 curriculum guidelines. The results of this study provided a current-state description of IS curriculums in the United States, specifically: (a) percentage adherance relationships and between AACSB-accredited information systems programs to IS 2010 curriculum guidelines; (b) defined curriculum profiles or latent class cluster characteristics of recent career track developments that have emerged; and (c) perceptions of adherence by the IS department faculty compared to the assessed adherence to IS 2010 curriculum guidelines. In the findings, a comprehensive view of the landscape for adherence to IS curriculum guidelines is discussed, including the following. (a) There is a wide range of adherence to the IS curriculum guidelines. In addition, none of the IS program assessed were either entirely compliant or not compliant at all. (b) Some topics are widely covered (over half) as core curriculum while other topics are offered as core curriculum in less than half of IS programs. (c) Very few IS programs have formally implemented the IS 2010 career track guideline recommendations. (d) IS programs implementing formal career tracks specify a reasonably small number of track options for students to consider. (e) IS programs that include career tracks provide unique offerings beyond the proposed sample tracks depicted in the IS 2010 curriculum guidelines. (f) There appear to be reasonably well-defined categories or clusters of IS programs as related to IS 2010 curriculum guideline adherence. (g) IS program faculty describe a higher perceived adherence to IS curriculum guidelines than what is actually assessed in this study. (228 pages)