Final report of work-with-IT: the JISC study into evolution of working practices

Technology is increasingly being used to underpin business processes across teaching and learning, research, knowledge exchange and business support activities in both HE and FE. The introduction of technology has a significant impact on the working practices of staff, often requiring them to work in a radically different way. Change in any situation can be unsettling and problematic and, where not effectively managed, can lead to poor service or functionality and disenfranchised staff. These issues can have a direct impact on institutional effectiveness, reputation and the resulting student experience. The Work-with-IT project, based at the University of Strathclyde, sought to examine changes to working practices across HE and FE, the impact on staff roles and relationships and the new skills sets that are required to meet these changes

Challenges and Paradoxes of Teaching Project Management the Agile Way

This paper discusses challenges and paradoxes for teaching project management (PM) in an Agile way outside of a software development context. Based on a critical analysis of two PM course iterations in a professional masters program, the paper identifies several areas with tensions between established processes, norms, values, and expectations in higher education and the Agile PM course design. Ultimately, the paper finds that fulfilling the professional masters program’s mission (to educate workforce-ready graduates for today’s Agile / hybrid working environments) would require subverting numerous norms, values, and expectations on the course design, the students’, and the lecturers’ sides. Teachers and program directors in higher education can draw on this paper’s findings to identify and manage pitfalls and paradoxes in their own PM course designs, in order to have them convey Agile PM’s principles, values, and techniques effectively while retaining a positive student experience

Virtual workplaces : when metaphors breakdown

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1998.Includes bibliographical references (leaves 79-81).Our model of work is shaped by the places we choose to work and the tools we choose to work with. As we introduce new technologies and build new environments our model is changing. Today's virtual workplaces are grounded in models of work that have been reformed from our experiences using current technology in physical workspace. However we are discovering opportunities and possibilities for work in collaborative, virtual environments that question physical models. Emerging patterns of distributed collaboration in persistent virtual environments are changing the way we work in time and space, recasting our notion of workplace. Virtual workplaces are interpreted and experienced through metaphors that describe a space of potential for work occurrences. Through the lens of metaphors, this research focuses on breakdowns between collaborative work and the environment in which work occurs. If what we understand and predict is based on what we already know, then by examining the breakdowns between design and use of collaborative environments we can illuminate the space of possibilities for collaborative work.by Thomas W.I. Gallemore.M.S

Implementing a hybrid cognitive-behavioural therapy for pain-related insomnia in primary care : lessons learnt from a mixed-methods feasibility study

Objectives: To test the feasibility of implementing a brief but intensive hybrid cognitive behavioural therapy (Hybrid CBT) for pain-related insomnia. Design: Mixed-methods, with qualitative process evaluation on a two-arm randomised controlled feasibility trial. Setting: Primary care. Participants: Twenty-five adult patients with chronic pain and insomnia. Intervention: Hybrid CBT or self-help control intervention. Primary and secondary outcome measures: Primary outcomes measures were the Insomnia Severity Index and interference scale of the Brief Pain Inventory (BPI). Secondary outcomes measures were the present pain intensity rating from the BPI, Multidimensional Fatigue Inventory, Hospital Anxiety and Depression Scale and EQ-5D-5L. Results: Fourteen participants were randomised to receive Hybrid CBT, 11 to receive the self-help control treatment. Of the 14 in the Hybrid CBT group, 9 (64%) completed all four treatment sessions (4 discontinued due to poor health; 1 due to time constraints). Adherence to the self-help control treatment was not monitored. The total number of participants completing the 12-week and 24-week follow-ups were 12 (6 in each group; Hybrid CBT: 43%; self-help: 55%) and 10 (5 in each group; Hybrid CBT: 36%; self-help: 45%). Based on the data available, candidate outcome measures appeared to be sensitive to changes associated with interventions. Thematic analysis of pre-postintervention interview data revealed satisfaction with treatment content among those who completed the Hybrid CBT, whereas those in the self-help control treatment wanted more contact hours and therapist guidance. Other practical suggestions for improvement included shortening the duration of each treatment session, reducing the amount of assessment paperwork, and minimising the burden of sleep and pain monitoring. Conclusion: Important lessons were learnt with regard to the infrastructure required to achieve better patient adherence and retention. Based on the qualitative feedback provided by a subset of treatment completers, future trials should also consider lowering the intensity of treatment and streamlining the data collection procedure. Trial registration number: ISRCTN17294365

Solving Real World Problems With Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate what aspects of this problem-based, hybrid, course design students found most and least beneficial to their learning. Findings suggest strategies for designing technology-based learning environments to support complex problem solving. Specific recommendations pertain to scaffolding team-based problem solving, particularly concept development processes, interdependence among team members, and group self-organization

A System Architecture Approach to Global Product Development

Recent advances in engineering collaboration tools and internet technology have enabled the distribution of product development tasks to offshore sites and global outsourcing partners while still maintaining a tightly connected process. Most firms in complex engineering industries are indeed experimenting with various ways to structure their product development processes on a global basis. In this research, we have explored global product development structures from the perspectives of process flow and system architecture. We employ the design structure matrix method to display and explain these structures and our observations thereof. Through five case studies spanning electronics, equipment, and aerospace industries, we consider the interaction complexity inherent in various global work distribution strategies. We conclude the paper with a summary and directions for future research work