Analysis of Current Grounded Theory Method Practices

Use of the grounded theory research method (GTM) is increasing across many fields of inquiry. Understanding the GTM and how to apply it is therefore a key task for researchers examining the possibility of using these methods in their research. Since its introduction by Glaser and Strauss in 1967, GTM has evolved into two major streams, and there has been a continual debate about the choice between them and their applicability. Examination of the extant literature reveals significant problems in applying the GTM. In this paper, we take a first step in the quest for identifying the current GTM practices and providing more effective procedures for conducting GTM research. To achieve our goal we started by analysing and identifying a number of difficulties encountered by researchers who have used GTM. We then examined and presented the ways in which they have resolved and addressed the problems

Using Technical Artefacts in the Development of a Sociotechnical Curriculum for Business Education

The information systems discipline is founded on the interplay between technical artefacts and their social and organisational contexts. Conveying this interplay is challenging in the classroom because the artefact is separated from its context, vendor material may limit teaching approaches, and students may perceive the benefits of an IS course in terms of technical training. This paper discusses these challenges with reference to three IS subjects, each using complex technological artefacts to convey learning outcomes. It opens a dialogue on design approaches to meet these challenges and enhance students’ understanding of the importance of a sociotechnical approach to their studies. These approaches take account of context, the expectations of external groups, the nature of the subject, and the characteristics of learners and teachers. The concepts of boundary crossing , boundary objects, and synergistic pedagogies, are suggested as ways of moving towards a comprehensive and integrated sociotechnical approach to business education

Course Design Principles to Support the Learning of Complex Information Infrastructures

This paper presents an integrated, learning-centred course design for studying the complex, rapidly changing information infrastructures underpinning organisations and society. Students need to develop an agile, critical mindset in order to influence and be influenced by these socio-technical systems in ways which enhance information management, control and innovation. There are several challenges to developing this mindset. Students and technology vendors often expect technical training and current educational materials reinforce this approach. A silo-based structure to most degrees exacerbates the problem. The complexity of context and rapidity of change often get lost in the mix. This paper addresses these problems and makes two contributions. It models an information infrastructure as a complex adaptive system (CAS) with particular characteristics. It suggests design principles to support the learning of complex information infrastructures by extending the learning context in Whetten’s learning-centred course design. An educational ecosystem, supported by integrated case studies underpins this design

Towards Information Systems Project Success: The Influence of Incentives on Project Managers\u27 Drive and Participation

Project managers’ behavior has been found to positively influence project outcomes we explore the issue through the development of a two-stage model incorporating agency theory that examines the relationship between PM behavior and IS project success. We measure project success by delivery on time, within budget, and adhering to specification. A web-based survey was used to collect data and test the model using SEM. The two-stage model was supported, however, further analysis suggests that a combination of three factors commitment, willingness, and motivation would significantly improve the model fit by forming a higher-order factor we call drive. We found that PM’s participation level is the most important factor influencing project success and is directly influenced by incentives and drive

Framework for evaluating online assessment in business education: Trade-offs in promoting innovation

The rapid transition to online teaching due to the COVID-19 pandemic has highlighted various challenges in designing and implementing online assessment. As part of a research project commissioned by the Australian Business Deans Council, we have developed a framework to evaluate online assessments against six design considerations and four contextual factors. Assessments must ensure academic integrity, be authentic, allow for the provision of quality feedback, support a positive learning experience for students, assure the integrity of student information and be delivered so that all enrolled students have an equal chance to complete the assessment successfully. Accreditation, resourcing, scale and institutional policies are contextual factors integral to evaluating and creating quality online assessment designs. Our study also revealed the tensions between increased efficiency and introducing innovation. To encourage the framework application, in this paper we first introduce the participants to the framework. Second, we task them to employ the framework when designing innovative assessments within a set of given contexts. This will open a dialogue among business educators to explore and discuss strategies for designing and implementing innovative online assessments. We therefore aim to uncover productive discourse to help educators manage their challenges with online assessment and embrace new opportunities in today’s online world

A framework of issues in large process modeling projects

As process management projects have increased in size due to globalised and company-wide initiatives, a corresponding growth in the size of process modeling projects can be observed. Despite advances in languages, tools and methodologies, several aspects of these projects have been largely ignored by the academic community. This paper makes a first contribution to a potential research agenda in this field by defining the characteristics of large-scale process modeling projects and proposing a framework of related issues. These issues are derived from a semi-structured interview and six focus groups conducted in Australia, Germany and the USA with enterprise and modeling software vendors and customers. The focus groups confirm the existence of unresolved problems in business process modeling projects. The outcomes provide a research agenda which directs researchers into further studies in global process management, process model decomposition and the overall governance of process modeling projects. It is expected that this research agenda will provide guidance to researchers and practitioners by focusing on areas of high theoretical and practical relevance

Cost-effective, scalable online assessment solutions to assure academic integrity, privacy and equity of access: Towards a framework for success

In the context of the rapid transition to fully on line teaching and learning, the ABDC commissioned a project into online assessment in higher education in Australia. This report summarises the findings of that project, providing current evidence about the forms of online assessment in use in undergraduate and postgraduate business courses at Australian ABDC member institutions, and developing a framework to guide best-practice decision-making about online assessments. We based our investigations on five design considerations for online assessments: the assessments must assure academic integrity, allow for the provision of quality feedback, support a positive learning experience for students, assure the integrity of student information and be delivered so that all enrolled students have an equal chance to complete the assessment successfully. Using input from a comprehensive literature review, the results of a survey of educators, and focus group discussions, we have extended these considerations to include authenticity. Our analysis confirmed that scale of delivery and resource limitations are broader and interrelated contextual factors that influence decisions about assessment design. These contextual factors also include institution policies and accreditation requirements. This report contains summary information about the assessment types in use in business disciplines within Australia. We found that most survey respondents used written assessments and online exams/ quizzes, with more than half also reporting that they used live or recorded presentations. The report also summarises the constraints and trade-offs identified in focus group discussions. The outputs of this project include a summary diagram to assist future educators and accreditors in applying our framework of design criteria for online assessment solutions, and a description of our online portal that will enable our project to be current beyond 2022, as academics access our framework and share their best practice assessment designs. We conclude this report with our recommendations as to the way forward for future educators, researchers and peak funding bodies

Aligning organisational requirements and enterprise systems capabilities: A longitudinal case study

Although participating organisations have extensive accumulated ES implementation experience, many enterprise systems (ES) implementation projects are still problematic. This research examines the concept of "alignment" to gain a deeper understanding of the dynamic process through which organisations match their organisational needs to ES package's capabilities. We seek to improve our basic understanding of important factors that either inhibit or facilitate this alignment in order to inform further theory development. We are using a longitudinal grounded-theory approach and a critical realist perspective to explore the ES alignment process. This issue is important because ES implementations that reflect alignment should result in improved business processes, thereby helping organisations obtain greater value from their ES