Distributed Computer System Complexity Versus Component Simplicity: Their Effects on Software Maintenance

Theissueappearstodependontwodiametricsofinformationsystemarchitectures: componentsimplicityandsystemcomplexity. The smaller (and more n~ous) the systemcomponents, the simpler they are to deal with individually (lower software maintenance costs) but the harder it is to deal with the overall system (higher software maintenance costs). This research seeks empirical quantitative and qualitative data from IS system and application software analysts, designers, programmers, testers, and customer service representatives to determine whether the complexity of a distributed computer system has a greater effect on software maintenance than component simplicity and what the explanatory factors are

STATER NV: E-Servicing Strategies

After two years of online experiments, Tom van Vianen, CEO, felt certain it was time to fully implement STATER NV’s new “e-servicing” concept with a cohesive strategy. Established in 1997 in The Netherlands and headquartered in Amersfoort, STATER had 27 business clients and serviced over 80 different mortgage portfolios of more than 450,000 mainly residential loans in the Netherlands, Belgium, and Germany. Their mortgage service operations and information systems were considered state-of-the-art in 2002, but they were moving business online while simultaneously increasing the types of services provided and expanding operations into Spain, France, and Italy—within the next five years. In a land known for taming the forces of the sea, Tom faced what seemed like a sea of “e-uncertainty.” What exact roles should STATER play in an online loan market? How should they position themselves to lead in those roles? The E-Servicing Steering Committee looked to Tom to direct them, and he knew he needed a clear vision for the next steering committee meeting in two months, in May 2002

Exploring Media Influences on Individual Learning: Implications for Organizational Learning

Individual learning in organizations is an important activity to be nurtured for corporate procedures, policy, and knowledge sharing. One essential mechanism for individual learning is communication, increasingly occurring via multiple media environments. Understanding individual learning effectiveness depends on our ability to understand and predict media effects. Since recent research on media richness theory suggests that its central proposition does not hold, we explore why this may be. Within the context of communications among individuals in three media environments (asynchronous online, synchronous video conferencing, and face-to- face), this research explores individual perceptions of media and outcomes through individual cognitive communication processes. We link cognitive learning theories and their influence on individual learning and media perceptions to media theories. Results suggest that asynchronous media allow time to pause and reflect during learning, playing an important role in determining an individualís perceptions of media and learning outcomes. This study presents an important contribution to studies of media, technology mediated learning, and individual learning in organizations

Computer Based Assessments of Student Performance in Hybrid Classes: Does Class Size Really Matter?

This paper reports the relationship between student performances evaluated using computer-based assessment (CBA) tools in large (500+ students) and small (35 students) classes. While large classes allow an efficient use of limited university resources, they are sometimes perceived as diluting the richness of a small classroom learning process, resulting in poorer student performance. Computer-based (including online) student assessments have the potential to familiarize students with technology assessment tools widely used by business recruiters and trainers, while also freeing up valuable inclass lecture time, lessening the administrative burden of grading and recording scores, and automatically providing statistical feedback to instructors and students on student performance. In this study, hybrid course formats (combining face-to-face lecture techniques with computer-based training and performance assessments) were used in two large and nine small classes teaching the same topics and using functionally identical CBA tools. The differences between pre-treatment (instruction) and post-treatment student CBA skill scores were statistically compared. The findings suggest there are no endemic student performance differences between large and small classes using computer-based assessment tools, and imply that the apparent administrative and educational benefits of computer-based assessments— especially for large classes— may override educational concerns

An Analysis of the Canadian Information Techology Labour Market

Applied information technology (IT) is credited with ushering in a new era - the information era - delivered by specialized information technology labour. In spite of industry reports of information technology labour market shortages over the past 15 years, some Canadian government reports give no evidence of an IT labour shortage now or in the near future. This paper examines these conflicting reports by discussing them in the context of labour economic theory. The results support the notion of a national IT labour shortage relative to the general Canadian labour market and they highlight deficiencies in IT labour market information. Policy implications of the findings are discussed.

Cases in electronic commerce

x,467 p .; 23 cm