Older people and digital disengagement: a fourth digital divide?

Digital technologies are becoming more pervasive in all areas of society. Enabling everyone to have access and capability to use the Internet and associated digital technologies, summed up in the term ‘digital inclusion', is seen to have wide-ranging benefits to the individual, to the economy and to society. For older people, being digitally included can help them to maintain their independence, social connectedness and sense of worth in the face of declining health or limited capabilities, as well as also offering new opportunities to improve their quality of life. At present however, access to the technology and to the benefits is not equally distributed either between or within nations, and older people tend to be on the ‘wrong' side of what is termed the ‘digital divide'. Governments globally are developing strategies to promote digital inclusion and indeed Internet uptake is increasing steadily, including amongst older people. However, such strategies have focussed on getting people online, and there appears to be an assumption that once someone is online they will remain ‘digitally engaged'. In fact statistics show that some users give up using the Internet, and there is emerging evidence that older people are more vulnerable to the factors which can lead to this outcome. The authors see this phenomenon as a potential but largely unrecognised ‘fourth digital divide' which has serious implications for social inclusion. The objectives of this article are (a) to raise awareness of the phenomenon of digital disengagement by considering some of the emerging evidence, (b) to explore some of the potential implications of not recognising and therefore not addressing the needs of the digitally disengaged older population, and (c) to reveal the prevailing gap in knowledge which future research should address

Knowledge sharing in project teams: a research model underpinned by action learning

Project environments are highly knowledge-intensive as project teams are intentionally formed with a diverse range of members with specialist knowledge, skillsets and experiences in order to collaborate and produce a unique product or service. Due to their specialist expertise, individually, project team members do not have all of the knowledge a project requires and must acquire this knowledge from their peers in order to accomplish their work. So, effective knowledge sharing by team members is a fundamental component in projects that leads to better performance. Essential learning from each project is vital in order for the team to develop and can be acquired from sharing of tacit knowledge, for example, post-project reviews or sharing of lessons learned which typically take place after project completion. Learning is ‘cradled in the task’ and occurs through reflection on the experience. However, reflection does not occur easily or naturally, as it requires a space in which individuals are able to stand back and relax their presuppositions. This is a greater challenge in team environments where efforts to generate reflection often fail. Action learning (AL) takes place in a mutually supportive team where individuals can openly share experiences and problems, which enables a team to learn, develop, and make decisions on appropriate courses of action during the project lifecycle. Thus, in AL teams, reflection occurs naturally and continuously because of the time and conditions that are deliberately carved for reflection and listening. In addition to the learning that is generated, action learning also provides benefits such as team building, increasing learning capacity, empowering employees and transforming organisational culture. However, from an extensive literature review it has become evident that there is a lack of a ‘standard’ definition of or approach to action learning. Despite the wide variety of action learning applications and approaches, it is primarily being used as a pragmatic instrument in research where its philosophical roots are often overlooked. Thus, in this paper, we propose a novel qualitative research approach, philosophically underpinned by AL, which will enable effective knowledge sharing, reflection and learning in cross-functional project teams

Knowledge sharing and information security: a paradox?

This paper presents the findings of a knowledge sharing and information security literature review and identifies an interesting research gap in the intersection of the two practices. In a fast changing environment where there is increasing need to understand customers’ demands and competitors’ strategies (Lin et al, 2012), knowledge sharing is recognised as an essential activity for organisational success (Wasko and Faraj, 2005; Renzl, 2008). Organisations continuously aim to exploit existing knowledge, seek new ways to improve and increase knowledge sharing activities, as well as to identify and reduce possible knowledge sharing barriers. However, albeit the integral role and benefits of knowledge sharing having been widely recognised, the security or protection of knowledge has not received the same level of attention. Although the importance of protecting knowledge has been stressed by some researchers (e.g. Gold et al, 2001; Desouza and Awazu, 2004; Desouza 2006; Ryan, 2006), research into the ‘softer’ or the human behaviour aspects of knowledge protection is scarce. Information security is another field that has grown tremendously and is now a globally recognised discipline (Gifford, 2009) receiving attention from academics and practitioners (Wiant, 2005). Information security measures aim to prevent the loss or leakage of an organisation’s valuable information and manage the resulting cost of any loss. Despite organisations’ investments in prevention measures, information security breaches are still common where humans are often seen as the weakest link and ‘incorrect’ human behaviour as the most common point of failure. However, much of the research carried out to prevent information security breaches focuses on technical facets (Gordon and Loeb, 2006; Coles-Kemp, 2009). From the literature review, it is evident that knowledge sharing and information security have become well-established concepts in academia and within organisations. However, the middle ground between these two equally important, and adjacent, practices, has received inadequate attention. Knowledge sharing aims to encourage individuals to share knowledge with colleagues, organisational partners and suppliers; on the other hand, information security initiatives aim to apply controls and restrictions to the knowledge that can be shared and how it is shared. This paper draws attention to the perceived paradoxical nature of knowledge sharing and information security and raises awareness of the potential conflict that could compromise the protection of knowledge, or alternatively, reduce the openness of knowledge sharing

The impact of culture on information behaviour: A case study of the polio eradication campaigns in Nigeria

Human beings actively seek information to utilise it for various reasons, especially to increase their knowledge and understanding for effective decision making and during problem-solving. However, individuals and societies are likely to have their specific patterns of information behaviours (IB), which is widely determined by their specific values and cultures. Although, various studies have generated extensive literature differentiating IB based on individuals, professional group or culture group, most of the literature simply report the differences without pointing out the underlying factors causing these differences. By considering IB evolutionarily, and linking it to all the factors of culture, such as language, tradition and religion, this study focused on the way people in Nigeria relates with the polio eradication campaign. It was found that cultural orientation greatly impacted on the way people across Nigeria relates with the polio campaign as a consequence of IB of the people within the north and south of Nigeria. The findings revealed that information interpretations, as well as the understanding derived from information, are not completely based on cognition but in the current socio-cultural interpretation of that information

Innovative contribution to organisational knowledge management strategy: a team action learning initiative

The paradoxical requirements of knowledge sharing and information security bring various knowledge management (KM) issues that affect both individuals’ day-to-day work and the overall organisation’s performance. This was the basis of a case study tackled by a team from Loughborough University. The Energy Technologies Institute (ETI) is an organisation that combines knowledge and expertise from partnerships with academia, industry and the UK government, in order to deliver innovative low carbon solutions. Operating within a complex governance structure, the organisation works to meet the expectations of various stakeholders, comply with legal parameters of its membership model (to protect its unique knowledge and arising intellectual property), deliver innovative solutions many of which are of a competitive nature, and, disseminate this knowledge effectively and on time. Thus, the management of both, ‘knowledge sharing’ and ‘information security’, is an operational challenge for the ETI. The aim of the KM initiative was to (i) understand the current knowledge sharing and information security practices at the ETI and (ii) identify ways of improving knowledge sharing within and beyond the organisation. The KM initiative consisted of the development of an innovative and creative Action Learning (AL) approach through which ETI project teams combined their knowledge and experiences to identify their organisation’s current knowledge sharing and information security practices and collectively devised practical solutions. Thus, through the combined effort of its project teams, the ETI was able to learn effectively and efficiently as an organisation about its challenges and the subsequent changes required, incorporate these in its KM strategy and initiate relevant changes to improve its KM. In addition to the value and benefits it has brought for the ETI, this innovative initiative has made methodological, theoretical and practical contributions to and received excellent feedback from international KM and AL communities

Citizen information needs of local authority websites in the UK

The UK Government is pursuing ambitious targets for the delivery of e-government at the local level. As part of the implementation of local e-government, all local authorities in the UK now have a website. Annual surveys, such as those carried out by the Society of Information Technology Managers (Socitm) show significant advances in the delivery of services but the level of usage of e-government services by citizens in the UK is low compared to other countries. One possible reason for low uptake is that the information contained in e-government websites is not organised in a way that meets citizens’ information needs. Using real life scenario-based queries an evaluation was undertaken of the ‘top 20’ local authority websites as rated by the Socitm 2005 survey. The findings suggest that even websites that perform highly in terms of accessibility, transactional capability and ease of use will not necessarily meet citizens’ information needs

Action inquiry for investigating knowledge management within social welfare partnerships

This paper examines critically the research methodology of an ongoing inquiry about knowledge brokering in a UK-based social welfare partnership called Charnwood Connect (CC). CC is a two-year project funded to improve knowledge management amongst advice practitioners and managers, increase interagency collaboration and make local advice services more accessible and resilient. The partnership comprises a number of local social welfare agencies, better known in the UK as “voluntary and community organisations”, the term that will be used in this paper. The partners involved in CC provide a range of advice, information, signposting and support services mainly to marginalised communities on key social welfare issues such as homelessness, unemployment, debt and domestic violence. The first author is employed by CC as its Knowledge Management Officer with lead responsibility for delivering two core knowledge management outputs: an online platform called the Knowledge Hub and a face-to-face networking facility known as the Charnwood Connect Forum. As its methodology, this study is using a variant of action research known as action inquiry. This involves taking a dialogical approach, collaborating with participants and taking action on the issues identified. More critically, in the current context, this involves an amalgam of first-person inquiry (direct observations, dialogue and critical reflection by the first author who is in situ); second person inquiry where the inquirer seeks reactions and feedback from participants (e.g. through discussions, focus groups and interviews) and, third person inquiry where a wider constituency (e.g. service users) can be involved. The paper shares the rationale for using action inquiry in the current context and its strengths and limitations as a methodology for understanding knowledge brokering in partnership arrangements such as CC. It considers the usefulness and validity of action inquiry in social welfare environments where multiple perspectives exist, participant engagement is key, learning in and through action is desired and the inquirer is also a paid practitioner within the subject organisation. The objective of the paper is to reflect critically on the challenges faced by insiders who undertake practice-based research, the issues involved in deploying a methodology that seeks to synchronise research and action, and the lessons that can be drawn from this about knowledge management in social welfare organisations and wider

Falling off the bandwagon? Exploring the challenges to sustained digital engagement by older people

Objectives: This study examines older people's use of information and communication technologies (ICTs) and identifies the factors which can prevent or promote their sustained use. Methods: A mixed methods approach was adopted. Quantitative and qualitative data were collected by a survey of 323 older ICT users (aged ≥50 years) between 2011 and 2012. These data were supplemented by qualitative data obtained through in-depth interviews, focus groups and storytelling. Quantitative data were analysed using PASW including bivariate and multivariate analyses. Qualitative data were analysed using an inductive, thematic approach. Results: The findings show that, contrary to some stereotypes, many older people are enthusiastic, competent and confident users of ICTs. However, they report a range of challenges in reaching and maintaining this situation. These include technological complexity and change, age-related capability changes and a lack of learning and support mechanisms. Intrinsic motivation and social support are important in enabling older people to overcome these challenges. Discussion: Getting older people online has been a high priority in many countries over the past decade. However, little attention has been paid to whether and how their usage can be sustained over time. We discuss the implications of the findings for policy and practice. © 2013 S. Karger AG, Basel