3 research outputs found
Informing Students about Information: Seven Semantic Exercises
Information is a term widely but carelessly used in our day-to-day language While used poorly as a common expression, a growing number of recent publications on information have identified the importance of the term for both IS research and practice. Most of these publications, seeking to anchor the term more specifically, attribute meaning to information to distinguish it from data. In this paper, we present several in-class exercises we have developed to help students understand the implications of this semantic distinction. While one can use these exercises to teach and explain any semantic theory of information, they were originally designed to reinforce a particular semantic theory of informationāthe difference theory of information (McKinney & Yoos, n.d.). We discuss the lessons we learned and the paperās limitations and implications
Covenons! We owe our store to the companyās soul...
We argue that in contemporary business organizations, in which fundamental purpose is construed to be increased valueāespecially in āparticipativeā organizations, in which nonāhierarchal interaction (for example, work teams) is the norm; and in āadaptiveā organizations, in which unpredictable change is the ruleāa process of values covenanting will be much more valueable than just espoused values or even values covenants. We propose such a process model for organizational values covenanting and argue that such covenanting reflects an anthropomorphism of the human character development process, validated in terms of the theory of viable systems