Institutionalisation of technology-supported organisational processes: A structurational perspective on IT service management support technology.

Increasing emphasis on strategic and operational IT-business alignment and best-practice frameworks (e.g. ITIL) has promoted the deployment of cross-functional process-based IT Service Management (ITSM) technologies within a wide range of organisations. Such technologies underpin core IT support processes such as Incident, Problem, and Change Management within a Service Management framework, promoting greater visibility and evaluation of IT contribution to the business. However, strategic and operational improvement of cross-functional ITSM processes requires effective embedding of process-supporting software in the organisation's ITSM process infrastructure. This research is based on an in-depth interpretive case-study of the use made of an ITSM software package in an IT Services department of a major UK university. In particular, this thesis examines the roles of organisational context, specific software functionality and design features, and organisational process infrastructure to develop an understanding of how particular ways of working with the software are embedded in various organisational routines. This research identifies a number of prevalent IT support working practices as organisational routines, and analyses the interrelationship between the working practices, organisational processes, the ITSM software artefact, and the immediate and wider organisational context. This thesis makes a number of contributions, including developing a theoretical framework for studying the role of technological artefact and organisational context and processes from the perspective of organisational routines and structuration theory

Improved Partnership Working for Local Authority Transport Planning

Diverse perspectives need to be brought together to facilitate the organisational delivery of more sustainable transport plans and policies. This necessitates close-working partnerships and good cross-sector learning. This paper looks at the rationales for design of, and anticipated roles for, two tools to assist this process: one a guide to cross-sector and intra-organisational partnership working written specifically for local authority transport practitioners; and the other an online framework within which practitioners can better identify and utilise other products from the research programme. Whilst grounded in UK research and experience, the lessons learned are generic to the European context. The paper also investigates the success of DISTILLATE’s own interdisciplinary approach and relates this to the literature, in particularly to the idea of ‘double loop learning’ by which individuals and organisations (research and practitioner) can acquire the new knowledge necessary to make the step-change towards more sustainable transport systems and practices. This is followed by a discussion of the implications of this for supporting decision-making more widely in the field of transport and infrastructure

Supporting organisational learning: an overview of the ENRICH approach

Traditional training separates learning from the work context in which the newly acquired knowledge is to be applied. This requires the worker themselves to apply imparted theoretical knowledge to knowledge in practice, a process that is grossly inefficient. The ENRICH approach builds on organisational learning theory to intertwine working and learning. The ENRICH methodology incorporates theories of learning at the individual, group and organisational level. Individual level learning is supported through the provision of semantically related resources to support problem reframing and to challenge assumptions. Group learning is supported through the evolution of domain concepts through work documents and representations linked to formal models of group knowledge, and the development of group practices and perspectives through enhanced sharing and collaboration. Organisational learning is supported through exposure to customs and conventions of other groups through shared best practices and knowledge models. The approach is being investigated in a range of industrial settings and applications

Process performance measurement support : a critical analysis

Design development processes, within engineering disciplines, lack the necessary mechanisms in identifying the specific areas where improved design development performance may be obtained. In addition, they lack the means to consider and align the goals and respective performance levels of related development activities with an organisation's overall goals and performance levels. Current research in organisational performance behaviour, formalised through performance frameworks and methodologies, has attempted to identify and focus upon those critical factors which impinge upon a wealth creation system while attempting to, simultaneously, remain representative of organisational functions, processes, people, decisions and goals. Effective process improvements remain conditional upon: the ability to measure the potential performance gains which may result from an improvement initiative; the ability to understand existing process dynamics and in turn understand the subsequent impact of some change to a system/process; and, the ability to identify potential areas for improvement. The objective of this paper is to discuss some of the management techniques, which are purported to support various process performance concerns and perspectives, and present the major factors that remain unsupported in identifying, measuring and understanding design process performance

Design thinking and innovation: synthesising concepts of knowledge co-creation in spaces of professional development

This paper explores how design thinking connects to concepts of knowledge creation and innovation. A case study of a knowledge sharing network in the social services sector is used to illustrate how design thinking supports Ba, the spaces for knowledge creation. Further exploration of the four enabling conditions for Ba resulted in delineation of two distinct types: relational and structural. Relational enablers support three groups of enabling conditions: interaction, shared values and communication. It is proposed that design thinking aligns well with relational enabling conditions for Ba to create the ideal spaces for knowledge creation. The group of structural enablers can assist or obstruct change and relate to the culture and management approaches of an organization, which may or may not be assisted by design thinking. However, to ensure that design thinking is not undermined, and innovation is achieved, the presence of an appropriate structural enabler is critical for success

The Global People landscaping study: intercultural effectiveness in global education partnerships

The Context The Higher Education sector in the UK is experiencing a period of rapid and competitive internationalisation. The market for higher education, at undergraduate and post graduate levels, is now truly global: many potential students can make choices about study destinations between an enormous range of institutions in any of the five continents. The audience for research is also global, with a proliferation of domestic and international journals, a multitude of international conferences in every discipline and widely disseminated international indices, ranking universities in terms of their publication and teaching performance. In particular, the recent growth of the major Asian economies has re-shaped the profile of many UK universities both in the composition of their student bodies and also in the number, nature and importance of their overseas partnerships. This Study It is within this context that the Global People project has been established, with the objective of providing knowledge and resources that will support those in the UK Higher Education sector who work, or wish to work, in international collaborations. Phases 1 and 2 of the eChina Programme (see Section1, Introduction) generated a great deal of learning about managing international education projects and Phase 3 of the Programme, the Global People project, was instigated with the aim of capturing this emergent knowledge for the benefit of others. This current report is a Landscaping Study that argues for the value of developing intercultural competence in order to better understand, create and manage productive and enjoyable partnerships with educational institutions outside the UK. Our arguments are supported by data from a wide range of research in disciplines as diverse as applied linguistics and international management. Key Findings a) The need for cultural awareness and sensitivity to diversity has been well established from studies in a range of disciplines. The high risks of mishandling intercultural interaction have prompted the development of a substantial literature both on perceived cultural differences and on the competencies that might be acquired to deal with this challenge. Although this concern has been driven by the financial requirements of international business, the internationalisation of Higher Education has imposed similar requirements on universities engaging in international collaboration. The challenge for academics and project managers is, within limited resources, to develop effective ways of identifying and acquiring the competencies needed to be interculturally effective. b) Interest in the cultural values of Chinese society has never been higher as global interaction with China, through business, government, education and science expands exponentially. There is a real danger in generalising about any nation’s cultural values and especially one where society and economy are changing so rapidly. However, the recent literature on China – from a number of disciplinary perspectives – argues that the influence of traditional Confucian values on Chinese behaviour is still strong. This means that values such as propriety, trustworthiness and the desire for harmony are still reflected in behaviour that is more relationship-based, restrained and consensual than may be normal in Western business relations. Working with Chinese partners will still be facilitated by an understanding of the centrality of social networks to Chinese private and public life and interaction in working teams will benefit from an appreciation of the Chinese respect for hierarchy and reluctance to pass judgement openly on colleagues. c) The majority of the work done on the impact of culture on e-learning has focused on issues of content and materials design. Too frequently this has been a concern for adaptation of existing materials for a local audience, rather than collaborative development of new materials by an intercultural team. As a consequence, there is limited insight into the complexities of designing and delivering learning programmes in different cultural contexts. What the research does show is that learning styles and preferences can vary between cultures and that this is related to the varying pedagogies dominant in particular national cultures. Understanding the implications of this diversity of pedagogies and reconciling cultural differences remain substantial challenges for those adapting or designing online learning programmes across a variety of cultures. d) Research into the performance of international teams offers many insights into good management practice. Principles of team selection, development, leadership and collaboration are well-established in the literature on global management and multinational partnerships. These principles recognise the importance of organisational culture, occupational culture and team roles as additional dimensions to that of national culture in influencing behaviour in project groups. International collaborations are viewed as complex dynamic systems which move through a life cycle, with valuable opportunities for reflection, learning and performance improvement. The implementation of transparent, and mutually agreed, norms, procedures and objectives is regarded as crucial to effective collaboration. e) At the level of the individual, an extensive literature exists on the competencies required to be effective in intercultural interaction. There is an apparently high degree of consensus on the core competencies that should be acquired by the culturally effective individual. Chief among these are self-awareness, cultural knowledge, language proficiency, openness, flexibility and communication skills. However, in many cases there is, at best, limited data to support the theories put forward. There is also a lack of clarity in the use of terminology, with no guarantee that researchers are using terms in the same way. The more detailed, applied research has succeeded in teasing out the knowledge and skills that may be critical in successful interaction by further breaking down broad competencies (e.g. ‘openness’) into more detailed behaviours (‘openness to new thinking; positive acceptance of different behaviour). A Way Forward A major obstacle to accessing and utilising the current knowledge and guidance on intercultural effectiveness is its dispersion across a large number of disciplines and the consequent disparity of the conceptual models and terminology employed. A framework for understanding intercultural effectiveness in international projects has a very high potential value to a wide range of professionals engaged in cross-cultural collaboration. There is substantial learning to be gained from the insights of different research disciplines but these insights need to be brought together in a way that practitioners from any field can access them without specialist knowledge. These ambitions have materialised in the form of the Toolbook, which is specifically designed to be used as a self-explanatory guide, complete with tools to stimulate awareness-raising and to encourage reflection on available resources and current practices

Beyond knowledge brokerage: an exploratory study of innovation intermediaries in an evolving smallholder agricultural system in Kenya

The recognition that innovation occurs in networks of heterogeneous actors and requires broad systemic support beyond knowledge brokering has resulted in a changing landscape of the intermediary domain in an increasingly market-driven agricultural sector in developing countries. This paper presents findings of an explorative case study that looked at 22 organisations identified as fulfilling an intermediary role in the Kenyan agricultural sector. The results show that these organisations fulfill functions that are not limited to distribution of knowledge and putting it into use. The functions also include fostering integration and interaction among the diverse actors engaged in innovation networks and working on technological, organisational and institutional innovation. Further, the study identified various organisational arrangements of innovation intermediaries with some organisations fulfilling a specialised innovation brokering role, even as other intermediaries take on brokering as a side activity, while still substantively contributing to the innovation process. Based on these findings we identify a typology of 4 innovation intermediation arrangements, including technology brokers, systemic brokers, enterprise development support and input access support. The results indicate that innovation brokering is a pervasive task in supporting innovation and will require policy support to embed it in innovation support arrangements. The paper is not normative about these arrangements

Public-Public Partnerships as a catalyst for capacity building and institutional development: Lessons from Stockholm Vatten’s experience in the Baltic region

This report explores the developmental potential of Public-Public Partnerships in the water sector, in light of Stockholm Vatten's experience in Kaunas, Lithuania and Riga, Latvia

Planning and implementation of effective collaboration in construction projects

The 21st century is now seen as the time for the construction industry to embrace new ways of working if it is to continue to be competitive and meet the needs of its ever demanding clients. Collaborative working is considered by many to be essential if design and construction teams are to consider the whole lifecycle of the construction product. Much of the recent work on collaborative working has focused on the delivery of technological solutions with a focus on web (extranets), CAD (visualisation), and knowledge management technologies. However, it is now recognised that good collaboration does not result from the implementation of information technology solutions alone. The organisational and people issues, which are not readily solved by pure technical systems, need to be resolved. However, approaches that exclusively focus on organisational and people issues will not reap the benefits derived from the use of technology, especially in the context of distributed teams which are the norm in construction. Work currently being undertaken at Loughborough University aims to bring together the benefits enabled by the technology, with the organisational, and its people issues to provide a framework enabling high level strategic decisions to be made to implement effective collaboration. This paper reports on the initial stages of the project: the background to the project, the methodology used, and findings from the literature survey and the requirements capture survey conducted as part of the project