Narratives of an outsourced information systems failure in a small enterprise

In this study we investigate a case of an outsourced information systems (IS) failure (OISF) within the collaborative partnership among asymmetric partners. A small and medium-sized enterprise (SME) is dealing with an independent software vendor (ISV) conducting a project of implementing an IS that fails. We used a narrative research methodology for our enquiry. In the construction of our narrative we followed the OISF framework as a theoretical touchstone. As a major conclusion we found that asymmetric collaborations with partners with inadequate managerial and technical IT capabilities are extremely prone to OISF’s. We showed that an outcome-based and fixed price contract is not an adequate instrument to conduct such a partnership and to avoid a failure

Narratives of an outsourced information systems failure in a small enterprise

In this study we investigate a case of an outsourced information systems (IS) failure (OISF) within the collaborative partnership among asymmetric partners. A small and medium-sized enterprise (SME) is dealing with an independent software vendor (ISV) conducting a project of implementing an IS that fails. We used a narrative research methodology for our enquiry. In the construction of our narrative we followed the OISF framework as a theoretical touchstone. As a major conclusion we found that asymmetric collaborations with partners with inadequate managerial and technical IT capabilities are extremely prone to OISF’s. We showed that an outcome-based and fixed price contract is not an adequate instrument to conduct such a partnership and to avoid a failure

Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, REALs are a response to educational practices that promote the development of inert knowledge, such as conventional teacher-to-student knowledge-transfer activities. In this article, we describe and organize the shared elements of REALs, including the theoretical foundations and instructional strategies to provide a common ground for discussion. We compare existing assumptions underlying education with new assumptions that promote problem-solving and higher-level thinking. Next, we examine the theoretical foundation that supports these new assumptions. Finally, we describe how REALs promote these new assumptions within a constructivist framework, defining each REAL attribute and providing supporting examples of REAL strategies in action

Mentoring the Mentors: Implementation and Evaluation of Four Fogarty-Sponsored Mentoring Training Workshops in Low-and Middle-Income Countries.

A growing body of evidence highlights the importance of competent mentoring in academic research. We describe the development, implementation, and evaluation of four regional 2-day intensive workshops to train mid- and senior-level investigators conducting public health, clinical, and basic science research across multiple academic institutions in low- and middle-income countries (LMICs) on tools and techniques of effective mentoring. Sponsored by the Fogarty International Center, workshops included didactic presentations, interactive discussions, and small-group problem-based learning and were conducted in Lima, Peru; Mombasa, Kenya; Bangalore, India; and Johannesburg, South Africa, from 2013 to 2016. Mid- or senior-level faculty from multiple academic institutions within each region applied and were selected. Thirty faculty from 12 South America-based institutions, 29 faculty from eight East Africa-based institutions, 37 faculty from 14 South Asia-based institutions, and 36 faculty from 13 Africa-based institutions participated, with diverse representation across disciplines, gender, and academic rank. Discussions and evaluations revealed important comparisons and contrasts in the practice of mentoring, and specific barriers and facilitators to mentoring within each cultural and regional context. Specific regional issues related to hierarchy, the post-colonial legacy, and diversity arose as challenges to mentoring in different parts of the world. Common barriers included a lack of a culture of mentoring, time constraints, lack of formal training, and a lack of recognition for mentoring. These workshops provided valuable training, were among the first of their kind, were well-attended, rated highly, and provided concepts and a structure for the development and strengthening of formal mentoring programs across LMIC institutions

Acumen: An interactive multimedia simulation based on situated learning theory

This paper describes the development and evaluation of a multimedia simulation for teaching research skills to business students. Graphics, sound and video are used to create semi- realistic ' microworlds' which students explore in order to solve a relatively unstructured problem, a process quite different to learning from textbooks, lectures or videos. One advantage of microworlds is that students construct meaning by actively and selectively working through a variety of information sources, a process which mimics real-world learning and enhances higher- order learning outcomes. We describe the theoretical principles used in designing the simulation, particularly situated learning theory which claims a number of advantages for teaching that is 'situated' in the context of real world problems. There is also evidence that the 'immersive' quality of microworlds may be more motivating than other teaching/ learning modes, at least to some students. As the technology for creating media- rich simulations is still new, we discuss the issue of how realistic simulations should be. Our multimedia package can be related to a long tradition of teaching methods in business that attempt to put theoretical principles into life-like contexts, via case studies, experiential learning, internships, or real-world projects. The advantages and disadvantages of computer microworlds over such methods are explored

Robot graphic simulation testbed

The objective of this research was twofold. First, the basic capabilities of ROBOSIM (graphical simulation system) were improved and extended by taking advantage of advanced graphic workstation technology and artificial intelligence programming techniques. Second, the scope of the graphic simulation testbed was extended to include general problems of Space Station automation. Hardware support for 3-D graphics and high processing performance make high resolution solid modeling, collision detection, and simulation of structural dynamics computationally feasible. The Space Station is a complex system with many interacting subsystems. Design and testing of automation concepts demand modeling of the affected processes, their interactions, and that of the proposed control systems. The automation testbed was designed to facilitate studies in Space Station automation concepts

What do peer support workers do? A job description.

BackgroundThe extant literature suggests that poorly defined job roles make it difficult for peer support workers to be successful, and hinder their integration into multi-disciplinary workplace teams. This article uses data gathered as part of a participatory evaluation of a peer support program at a psychiatric tertiary care facility to specify the work that peers do.MethodsData were gathered through interviews, focus groups, and activity logs and were analyzed using a modified grounded theory approach.ResultsPeers engage in direct work with clients and in indirect work that supports their work with clients. The main types of direct work are advocacy, connecting to resources, experiential sharing, building community, relationship building, group facilitation, skill building/mentoring/goal setting, and socialization/self-esteem building. The main types of indirect work are group planning and development, administration, team communication, supervision/training, receiving support, education/awareness building, and information gathering and verification. In addition, peers also do work aimed at building relationships with staff and work aimed at legitimizing the peer role. Experience, approach, presence, role modeling, collaboration, challenge, and compromise can be seen as the tangible enactments of peers' philosophy of work.ConclusionsCandidates for positions as peer support workers require more than experience with mental health and/or addiction problems. The job description provided in this article may not be appropriate for all settings, but it will contribute to a better understanding of the peer support worker position, the skills required, and the types of expectations that could define successful fulfillment of the role

The southern regional conference on technology assessment: Summary

The proceedings of a conference on technology assessment are presented. A survey of recent Federal activity in technology assessment was discussed initially. Emphasis was placed on state and local activities with respect to technology assessment to include the following subjects: (1) the technology assessment desired by states, (2) organization of technology assessment activities, (3) how to perform technology assessments for less than $5,000, and (4) the preparation of environmental impact statements. Specific application of technology assessment to solid waste management in Connecticut is reported

Doctor of Philosophy

dissertationClinical research plays a vital role in producing knowledge valuable for understanding human disease and improving healthcare quality. Human subject protection is an obligation essential to the clinical research endeavor, much of which is governed by federal regulations and rules. Institutional Review Boards (IRBs) are responsible for overseeing human subject research to protect individuals from harm and to preserve their rights. Researchers are required to submit and maintain an IRB application, which is an important component in the clinical research process that can significantly affect the timeliness and ethical quality of the study. As clinical research has expanded in both volume and scope over recent years, IRBs are facing increasing challenges in providing efficient and effective oversight. The Clinical Research Informatics (CRI) domain has made significant efforts to support various aspects of clinical research through developing information systems and standards. However, information technology use by IRBs has not received much attention from the CRI community. This dissertation project analyzed over 100 IRB application systems currently used at major academic institutions in the United States. The varieties of system types and lack of standardized application forms across institutions are discussed in detail. The need for building an IRB domain analysis model is identified. . iv In this dissertation, I developed an IRB domain analysis model with a special focus on promoting interoperability among CRI systems to streamline the clinical research workflow. The model was evaluated by a comparison with five real-world IRB application systems. Finally, a prototype implementation of the model was demonstrated by the integration of an electronic IRB system with a health data query system. This dissertation project fills a gap in the research of information technology use for the IRB oversight domain. Adoption of the IRB domain analysis model has potential to enhance efficient and high-quality ethics oversight and to streamline the clinical research workflow