The Past Decade View of the IS Workforce and Gender Literature: A Systematic Review

Due to the demand of Information Systems (IS) professionals, gender in the IS workforce (ISWF) has been a continuing research topic. Despite these efforts, there remains a need for a greater understanding of gender theory and an individual’s decision to pursue, succeed, and obtain promotion within the IS workforce. This research uses a systematic literature review process to critically examine the research from the last decade on gender and the ISWF. A conceptual model, ISWF Multi-Factor Model, is introduced combining IS and vocational guidance theories to categorize the focus of research identified in the systematic literature review into four areas: Individual, Workforce, Individual Influences, and Environmental Influences. The findings of this study outline the current state of gender and ISWF research and is relevant to research and practice

Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning

In this paper, we argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university. We illustrate this with examples of positive action initiatives for women. The concept of transactional distance allows us to explore distance as a form of psychological and communication space, not simply of geographical distance. Feminist pedagogy, on the other hand, has recognised the importance of gender in structuring disciplines as well as teaching strategies. Both theories implicitly position the face-to-face classroom as the ideal learning environment, with the implication that distance learning has to produce a deficient environment. We argue that the evidence for women does not support this and present examples of feminist distance learning provision that has offered successful technology-enhanced learning and educational opportunities

Gender Bias in Information Systems Research: A Literature Review

Gender bias is a systemic, unfair difference in the way men and women are treated in a particular domain. We conduct a thematic review of 82 papers out of 7,260 total papers found in the IS Basket of 8 journals that centre on themes related to gender, identifying extant domains of contribution and qualifying gaps in gender bias research. The papers fall into three broad categories that i) incorporate gender as a variable in empirical research, ii) study gender imbalances in the IT industry, or iii) discuss gender bias in the academic IS profession. Based on the review, we delineate an agenda for further work to investigate the role of gender in the IS academic space

Enhancing Girls’ Feeling of Belonging to Computer Science : Possibilities of Interdisciplinary Online Courses to Increase Diversity of Learning

Computer science education at its current state lacks sufficient opportunities for young women to identify themselves with the subject. My research involves the investigation of interdisciplinary online courses enriched with gamification elements to create engaging learning environments that promote diversity in computer science education

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

What Makes AI ‘Intelligent’ and ‘Caring’?:Exploring Affect and Relationality Across Three Sites of Intelligence and Care

This research was funded in whole by the Wellcome Trust [Seed Award ‘AI and Health’ 213643/Z/18/Z]. For the purpose of Open Access, the authors have applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission. The authors would like to thank Dr Jane Hopton for inspiring discussions about AI and dimensions of intelligence, and three anonymous reviewers as well as the editor in chief Dr Timmemans at Social Science and Medicine for their very helpful and constructive feedback.Peer reviewedPublisher PD

Theorising the design-reality gap in ICTD: matters of care in mobile learning for Kenyan community health workers

This thesis examines the sociomaterial relations of “design practice” in order to advance new perspectives on success and failure in Information and Communication Technology for Development (ICTD). I conduct an ethnographic case study of an academic research intervention and update the widely-cited theory of design-reality gaps (Heeks, 2002). Using methods from classic actor-network theory and post-structural material-semiotic tools, the analysis: 1) disentangles the entwined sociomaterial practices around design, production, and use of technology; and 2) integrates these insights into more elaborate conceptualisations of gaps, sustainability, scalability, and project failure. In doing so, my study answers the research question: What are the sociomaterial relations of “design practice” in a globally-distributed, multi-stakeholder, and technologicallymediated ICTD project for poverty alleviation? My research narrative describes how an array of humans and non-humans participated as designers in a transnational, interdisciplinary Participatory Action Research project to train Kenyan health workers using mobile phones. At least six different patterns of sociomaterial relations operated through a given set of people and things, enacting the material-discursive apparatuses (Barad, 1998) of educational research, healthcare, the market, the state, and the local community. I assert that in this Participatory Action Research project for mobile learning, the design-reality gap was not so much a matter of geographic or socio-cultural divides, but was instead constituted as fluid space (Mol, 2002) separating the educational researchers’ designerly practices from the multiplicity of ways in which health workers, mobile phones, and other actors lived in relation to one another. I conclude that these ontological politics enacted design as an empirical matter of care – an affective and morally-charged sociomaterial practice with an ethico-political commitment to the marginalised (Puig de la Bellacasa, 2011). I therefore present a conceptual model of success and failure in participatory ICTD projects that explicitly incorporates the affective and material dimensions of care, and conceptualises social justice – not solely in terms of universal claims or global standards – but as embodied, sociomaterial enactments

Rethinking the 'problem' of gender and IT schooling: discourses in literature

A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limitations of earlier research, the changing nature of IT schooling, contradictions in students’ computer interests and dissatisfaction with simplistic explanations has led, however, to post-structural rethinking and the emergence of a critical discourse. Assumptions of essential differences and deficit ways of thinking are challenged. Persistent gender differences in IT use are explored in their social complexity and the very notion that there is a gender problem is problematised. This presents a different and ultimately more satisfying way of thinking about the problem of gender and IT schooling