Learning Styles as Predictors of Problem-Based Learning Success in the Information Systems Classroom

Problem-Based Learning (PBL) is increasingly used as a mode of instruction to more fully engage students, while at the same time promote self-learning and retention. For many students, PBL is a welcome change from traditional professorial lecture approach. In practice, however, some students do not thrive in this less structured environment. We utilize theories of learning styles to shed light on this apparent tension. This paper develops an approach to arrive at a predictive model of how learning styles determine student acceptance of problem-based learning. First, a chronological view of PBL and the learning style literature is provided. This is followed by a discussion of the research constructs, methodology, and survey instruments to be used to predict the efficacy of PBL techniques, based on learning styles. We use Felder and Solomon’s (1996) freely available and widely validated instrument to assess student learning styles, and develop this predictive model through data analysis using Principle Least Squares (PLS). This model will be used to form specific hypotheses which can be tested further. A discussion of how the results from this study may aid professors, and thus benefit students, is then presented

Understanding Events, Critical Incidents, and Punctuation in Process Theories

Paradigmatic diversity in information systems research has increased as process theorizing from case studies has become increasingly popular. Central to process theorizing is the identification of events, or critical incidents that mark the evolution of a process over time. In this paper, we present a way of understanding events while building on process models which have been described in the IS literature. Specifically, we outline the interplay between punctuations, critical incidents, and incremental adaptations using a visual mapping strategy. We argue that a more precise understanding of these elements will strengthen the rigor and adoption of process research methods

Composing Adaptive and Scalable IT Shared Services

IT units are often perceived as ineffective by other business units who, as a result, often choose to obtain services from external providers. In an effort to remain competitive, many IT units are turning to a shared service model, wherein they are operated like an independent company, maintaining transparent costs and constructing formal service level agreements. However, divergent requirements and continuous change requests of customers limit the ability to achieve the economies of scale enjoyed by external service providers. Given these pressures how can an IT unit compose services that are adaptive to customer needs, yet still achieve economies of scale? Based on an exploratory case study of an organization (Public_IT) which has undergone a shared services transformation, we elaborate an analysis of how such services become aligned with end-user needs through three phases necessary to achieve process repeatability

Implementation Failure and System Developer Values: Assumptions, 7[tuisms and Empirical Evidence

In the information systems literature the incidence of implementation failures has increasingly been attributed to excessive attention to technical and economic issues, and an absence of concern about the social, political, and psychological (individual) aspects of the system being developed. On an intuitive level this has been explained by assuming a techno-economic value orientation of the system developer This paper presents empirical evidence in support of the assumption of the dominance of technical and economic values in system developers. The basis of this evidence is a field study of developer values. These values were measured by adapting a value measurement methodology developed by England (1967). This methodology determines the behavioral relevance of values by classifying them from operative (most likely to govern behavior) to non-relevant (values having no impact on behavior). The study results show that technical and economic values are the most operative of system developer values. In the social, political, psychological domain, systemic values, and the values relating to the organization and functioning of the development project were found to be operative. However, the study found that the developers considered user job satisfaction related values mostly non-relevant

ALIGNMENT OF BUSINESS PROCESS MANAGEMENT AND BUSINESS RULES

Business process management and business rules management both focus on controlling business activities in organizations. Although both management principles have the same focus, they approach manageability and controllability from different perspectives. As more organizations deploy business process management and business rules management, this paper argues that these often separated efforts should be integrated. The goal of this work is to present a step towards this integration. We propose a business rule categorization that is aligned to the business process management lifecycle. In a case study and through a survey the proposed rule categories are validated in terms of mutual exclusivity and completeness. The results indicate the completeness of our main categorization and the categories’ mutual exclusivity. Future research should indicate further refinement by identifying rule subcategories

Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise

Around the world business process education and research has taken off, except in the USA. Why?

Today’s leading organizations are investing millions of dollars in Business Process Management (BPM) related services and software products. The BPM area is expected to be a $26B industry next year and grow by at least 12% for the foreseeable future. However, the bulk of BPM research and university-level course offerings are not in the USA. Why is there so little BPM education and research in the USA? Why are top recruiting firms for this area in the USA going to Europe or to Ops Management or Industrial Engineering? Are we laggards in the USA, or do we know something the rest of the world fails to see? These questions and the other questions and related topics will be addressed in this panel session.(undefined

Bring Your Own Device (BYOD): Current Status, Issues, and Future Directions

The smart mobile device has emerged as an extension of the self, closely tied to the personal behaviors and preferences. This panel discussion covers the current status, real world cases, adoption, pros/cons, issues (security, privacy), and future direction of the use and adoption of Bring-Your-Own-Device (BYOD). The panel also covers BYOS (Bring-Your-Own-Service) and BYOA (Bring-Your-Own-Apps)

Business Process Management Education in Academia: Status, Challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise