Knowledge Conversion Processes in Thai Public Organisations Seen as an Innovation: The Re-Analysis of a TAM Study Using Innovation Translation

This article uses data collected for a study undertaken in the mid-2000s using the Technology Acceptance Model (TAM) to investigate knowledge conversion processes in a Thai Government Ministry. The authors re-analyse this study making use of the power of actor-network theory. The original TAM study, based on technological innovation, investigated the relationship between technology support and management of the knowledge conversion process in a government ministry in Thailand to increase knowledge sharing. The original study found that a number of external variables impacted on the knowledge conversion process, including personal details, training, tools of persuasion, national background and culture, management and policies, employee behaviour, management, and policies and computing support. This paper briefly outlines the findings of the original study and discusses how an ANT study would have approached this material. An analysis is then made of how an Innovation Translation approach differs fundamentally from one using the Technology Acceptance Model

Aspects of e-Learning in a University

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend