Electronic information sharing in local government authorities: Factors influencing the decision-making process

This is the post-print version of the final paper published in International Journal of Information Management. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2013 Elsevier B.V.Local Government Authorities (LGAs) are mainly characterised as information-intensive organisations. To satisfy their information requirements, effective information sharing within and among LGAs is necessary. Nevertheless, the dilemma of Inter-Organisational Information Sharing (IOIS) has been regarded as an inevitable issue for the public sector. Despite a decade of active research and practice, the field lacks a comprehensive framework to examine the factors influencing Electronic Information Sharing (EIS) among LGAs. The research presented in this paper contributes towards resolving this problem by developing a conceptual framework of factors influencing EIS in Government-to-Government (G2G) collaboration. By presenting this model, we attempt to clarify that EIS in LGAs is affected by a combination of environmental, organisational, business process, and technological factors and that it should not be scrutinised merely from a technical perspective. To validate the conceptual rationale, multiple case study based research strategy was selected. From an analysis of the empirical data from two case organisations, this paper exemplifies the importance (i.e. prioritisation) of these factors in influencing EIS by utilising the Analytical Hierarchy Process (AHP) technique. The intent herein is to offer LGA decision-makers with a systematic decision-making process in realising the importance (i.e. from most important to least important) of EIS influential factors. This systematic process will also assist LGA decision-makers in better interpreting EIS and its underlying problems. The research reported herein should be of interest to both academics and practitioners who are involved in IOIS, in general, and collaborative e-Government, in particular

Involving External Stakeholders in Project Courses

Problem: The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See paper/pdf for full abstract. Paper is forthcoming, accepted August 2017. Arxiv version 2 corrects misspelled author nam

Cross-border cooperation: the meaning of cognitive and normative expectations for the emergence of Global research and development cooperation

Drawing on Niklas Luhmann's theory of social systems, we analyse the importance of different styles of expectation (cognitive and normative) for global research and development. In our study, we find that contrary to Luhmann's prediction in 1971, the normative expectation style still plays a vital role for the cooperative deals under examination. The second result of our study is that non-state mechanismus such as reputation, resource-dependency and trust are highly important for the stabilization of normative expectations in global business transactions. The role of the state-based legal system is reduced to stabilizing few, albeit crucial, normative expectations. --

Improving requirements engineering by artefact orientation

The importance of continuously improving requirements engineering (RE) has been recognised for many years. Similar to available software process improvement approaches, most RE improvement approaches focus on a normative and solution-driven assessment of companies rather than on a problem-driven RE improvement. The approaches dictate the implementation of a one-size-fits-all reference model without doing a proper problem investigation first, whereas the notion of quality factually depends on whether RE achieves company-specific goals. The approaches furthermore propagate process areas and methods, without proper awareness of the quality in the created artefacts on which the quality of many development phases rely. Little knowledge exists about how to conduct a problem-driven RE improvement that gives attention to the improvement of the artefacts. A promising solution is to start an improvement with an empirical investigation of the RE stakeholders, goals, and artefacts in the company to identify problems while abstracting from inherently complex processes. The RE improvement is then defined and implemented in joint action research workshops with the stakeholders to validate potential solutions while again concentrating on the artefacts. In this paper, we contribute an artefact-based, problem-driven RE improvement approach that emerged from a series of completed RE improvements. We discuss lessons learnt and present first result from an ongoing empirical evaluation at a German company. Our results suggest that our approach supports process engineers in a problem-driven RE improvement, but we need deeper examination of the resulting RE company standard, which is in scope of the final evaluation

A conceptual framework for the establishment and operation of project management offices in South African municipalities

The aim of this research is to develop a conceptual framework for the establishment and operation of effective PMO in the South African Municipal Environment. In pursuit of this aim, the theory and practice of the PMOs were investigated and analysed from both literature perspective and field work leading to findings being reported in the thesis. In addition, the municipal PMOs were investigated to determine the extent to which their attributes match those of the proposed conceptual framework. A specific research philosophy and approach were adopted by utilising the case study strategy using interviews, document reviews and observation. A questionnaire guideline was developed for the interviews. The sampling frame from which the participants were obtained was from the three municipalities (cases). A total of 27 interviews were conducted. Data was analysed in line with Table 3.6 which prescribes the process for case study analysis using NVIVO 11 software for coding, clustering and pattern matching. The findings confirmed the original expectations of the researcher and all the objectives were sufficiently addressed. The first objective, which was to identify and analyse factors considered in establishing PMOs in the three municipalities, was adequately dealt with by identifying, listing and analysing all the key factors considered in establishing the PMOs. In merging these factors with the best practices outlined through the theory and practice in chapter two, gaps were identified which indicates that the process followed by the department of local government was flawed when developing the MIG guidelines. The identified factors were brought into consideration in building the proposed framework. The second objective was to analyse the level of fitness for purpose of the PMOs in the three selected municipalities. In order to deal with this objective, the adequacy of PMOs to carry out their mandates was scrutinised. This was done through identifying the key drivers of municipal PMO mandates, their achievements and challenges and whether they adhere to project management best practices. Most challenges, failures and negative perceptions that the PMOs faced were as a result of internal disablers that could be dealt with by identifying and dealing with the internal system deficiencies that were a result of procedural wrongs that could be traced from the establishment stage. This analogy or approach assisted in finally formulating a framework that would deal with these system deficiencies. The third objective was to analyse patterns of municipal dependent factors that dictate the type of PMO that is suitable for the municipalities. This was approached in terms of grouping the factors that can be classified as common denominators across municipalities. There were also few internal unique factors in each municipality. The new proposed framework deals with these aspects holistically. Ultimately, the aim which was to develop a conceptual framework for the establishment and operation of PMOs in the South African municipal environment was sufficiently answered through the proposed model and framework as presented in Figure 5.2 and Figure 5.5 respectively. This was achieved by merging the identified gaps and by proposing a conceptual model which ultimately let to the proposed framework that can be used to establish an effective PMO for the municipalities. The main gap that was found was that there is no model and framework for establishing PMOs and therefore the department of local government in developing a guideline, did not have an appropriate foundation from which they could have drawn a relevant model and framework that could have properly guided the formation of these units in the municipalities. It was recommended that a PMO will be more effective as a stand-alone directorate whose mandate should be considered beyond the MIG, in order to gain more authority and improved performance. This is demonstrated by the developed framework which indicates the role of the PMOs and their expected performance outcomes.Business ManagementD.B.L

Research on humanistic-experiential psychotherapies

In this chapter we focus on research published since our previous reviews (Greenberg, Elliott & Lietaer, 1994; Elliott, Greenberg & Lietaer, 2004), which covered research published between 1978 and 2001, plus additional earlier research on humanistic-experiential psychotherapy (HEP) outcome that we have been able to track down. A key element of the chapter is a meta-analysis of nearly 200 HEP outcome studies (through 2008) and a survey of the use of the approach with different client groups. In addition, we offer a meta-synthesis of qualitative research on these therapies (cf. Timulak, 2007), and provide a narrative review of recent quantitative research on change processes in HEPs. We conclude by reviewing and integrating the literature reviewed and discuss policy implications

A gap in competencies or in capabilities?: the role of regional universities in developing scientific and technological skills in Campania

A gap in competencies or in capabilities?: the role of regional universities in developing scientific and technological skills in Campania The paper assesses the role of universities in resolving the STEM (Science, Technology, Engineering and Mathematics) skills gap in the Campania region of Southern Italy. The results are shown to hinge on a doubled supply/demand model, involving a first upstream stage (logically if not chronologically) of derived demands for and supplies of STEM-based skill development within universities, and a second downstream stage of the usage of these skills in industrial firms. The main objective of this work is to re-examine the role of conventional ‘knowledge capital’ arguments for the role of universities in development processes in catching-up regions of the EU – i.e. human capital and R&D capital, or what will be identified here as ‘competencies’ – as against what we refer to as ‘capabilities’ arguments, reflected here in better ways in which universities might adapt to the actual needs of industry for highly skilled workers and research outcomes. The results suggest that the STEM skills gap is not clearly a deficiency just in capabilities, but more so in the links between capabilities and competencies. Moreover, the STEM universities are trying to feed the interaction with industry, however it is still left mostly to the personal relationships of the professors or their administrative counterparts, e.g. head of the T&T office, and/or to placement. Key words: Derived demand and supply, STEM subjects, Mezzogiorno region, skills gap, competencies and capabilities.

Supporting web programming assignment assessment with test automation and RPA

Automated software solutions to support and assist in assessment of student implemented applications are not a rarity, but often need to be custom engineered to fit a specific learning environment or a course. When such a system can be fielded in use properly, it has a tremendous potential to lighten the workload of course personnel by automating the repetitive manual tasks and testing student submissions against assignment requirements. Additionally, these support systems are often able to shorten the feedback loop which is seen to have a direct impact on student learning. In this thesis test automation and robotic process automation are researched to discover how they can be used to support web programming assignment assessment. The background on software testing, automation and feedback related pedagogy are researched mainly by the methods of literature review and expert interview. A third methodology – design science – is then applied for the purpose of verifying and extending the learnt theory in an empirical manner. A research artifact is created in the form of a prototype capable of supporting in assessment tasks. Performance of the prototype is measured by recording set execution metrics while assessing anonymized case study student submissions from a web development course arranged by University of Turku: DTEK2040 Web and Mobile Programming. Thesis concludes that to support assessment through test automation is to focus on unit and system level testing of functionalities while assuming the exact implementation at code level cannot be fully known. Suggestion is made that relying on assignment descriptions as basis for test design is not enough, but rather requirements engineering should be done together with course personnel to take advantage of their experience in what sort of errors are to be tolerated in student submissions. Thesis also concludes that automation can perform interaction with student submissions, file manipulation, record keeping and tracking tasks at a satisfactory level. The potential to shorten the feedback loop and summarizing quantitative feedback for the student is recognized, however, to build an automated system to identify, gather and summarize formative, pedagogically more valuable feedback was noted to be out of scope for this thesis and suggested as future work to possibly extend the prototype with.Automatisoidut ohjelmistoratkaisut, jotka tukevat ja avustavat opiskelijoiden toteuttamien sovellusten arvioinnissa, eivät ole harvinaisia, mutta ne useimmiten joudutaan rakentamaan tiettyyn oppimisympäristöön tai opintosisältöön sopiviksi. Tällaiset järjestelmät omaavat kuitenkin valtavan potentiaalin keventää kurssihenkilöstön työtaakkaa automatisoimalla toistuvia manuaalisia työtehtäviä ja automaatiotestaamalla opiskelijoiden palauttamia tuotoksia asetettuja tehtävävaatimuksia vastaan. Järjestelmät johtavat varsin usein myös opiskelijan näkökulmasta nopeampaan palautesykliin, jolla kyetään todeta olevan suora vaikutus oppimiseen. Tässä opinnäytetyössä tutkitaan testiautomaatiota sekä robottiprosessiautomaatiota pyrkimyksenä selvittää kuinka näitä teknologioita voitaisiin hyödyntää tukemaan web-ohjelmointitehtävien arviointia. Ohjelmistotestauksen, automaation ja palautteen pedagogiikan taustoja tutkitaan pääasiassa kirjallisuuskatsauksen ja asiantuntijahaastattelun menetelmin. Lisäksi sovelletaan kolmatta metodologiaa, suunnittelutiedettä, jonka tavoitteena on vahvistaa teoriaosuuden havaintoja sekä pyrkiä empiirisesti laajentamaan niitä. Suunnittelutieteen kautta tutkimusartifaktina syntyy prototyyppi, jonka suorituskykyä ja hyötyjä mitataan keräämällä dataa hyödyntäen aitoja, anonymisoituja opiskelijapalautuksia Turun yliopiston järjestämän DTEK2040: Web and Mobile Programming -kurssin tiimoilta. Opinnäytetyön johtopäätöksenä on, että arvioinnin tukeminen testiautomaation avulla on keskittymistä yksikkö- ja järjestelmätason toiminnallisuuksien testaukseen. Testaukseen on liitettävä myös oletus, että arvioitavan kohteen tarkkaa toteutusta kooditasolla ei voida täysin tuntea. Tehtäväkuvausten käyttö testitapausten suunnittelun perustana todetaan riittämättömäksi, ja vaatimussuunnittelu ehdotetaan tehtävän yhdessä kurssin henkilökunnan kanssa, jotta heidän kokemuksiaan voidaan hyödyntää yleisimpien opiskelijapalutuksissa ilmenevien virhetapausten kartoittamiseksi sekä testitapausten tarkkuuden ja arvioinnin jyrkkyyden säätämiseksi. Prosessiautomaation osalta todetaan, että automaatio kykenee suorittamaan vuorovaikutusta opiskelijoiden palautusten, tiedostojen käsittelyä, kirjanpito- ja seurantatehtäviä tyydyttävällä tasolla. Mahdollisuus palautesilmukan lyhentämiseen ja summaavan palautteen yhteenvetoon opiskelijalle tunnustetaan myös empiirisesti. Laadullisen, pedagogisesti arvokkaamman palautteen kokoaminen ja jalostaminen todettiin tämän opinnäytetyön mittakaavassa liian suureksi projektiksi ja sen empiiristä toteutusta ehdotettiin yhtenä mahdollisena jatkotutkimusaiheena