e-Inclusion Through Text Messaging: The Emergence of an Administrative Ecology Within an University Student Population Via The Use of a Mobile Academic Information Delivery System

The investigation evaluated the impact of incorporating mobile technology and in particular the introduction of on-demand Short Messaging Service (SMS) – also known as text messaging - into the information exchange between universities and the students. The impact of the technology on the creation of a new mode of information exchange that augments the existing student learning experience was assessed. The pilot of the application used SMS mobile technology to improve student ‘on-demand’ access to information relating to their subject schedules and assessment performance and institutional provision of information to students. This innovative use of the emerging technology enabled ‘push-pull’ communication with the student body and provided a means of keeping pace with the marketplace and stakeholder demands in terms of communication mode

SMS - Push First and Then Students Will Pull Administrative Information in Higher Education?

This paper describes the pilot of a Short Messaging Service (SMS) technology in the higher education environment dynamic two-way ‘push-pull’ transfer of information between students and academics. Assessment results and reminders were pushed to students and access was provided to information relating to their subject schedules and assessment performance. Both qualitative and quantitative data were collected using an online student survey underpinned by the Davis’s (1989, 1993) Technology Acceptance Model (TAM) and focus groups for staff and student participants. The pilot and subsequent review enabled an evaluation of the benefits of SMS in relation to supporting student services, specifically scheduling information and assessment feedback. This paper discusses student and staff uptake of the ‘push-pull’ SMS prototype

Web Interactive Multimedia Technology Implementation: A University Context

Elluminate a web interactive multimedia technology (WIMT), was introduced in a large metropolitan university. The system incorporates several interactive and multimedia features, such as chat, audio, video, polling, screen-board and desktop sharing. This system provides real time collaboration when used in a university teaching and learning environment as it enables immediate feedback between participants across physical space. This provides opportunities for interactivity and relationship building between academics and students, a vital component of learning. However, there are also several constraints in using WIMT. This paper discusses the findings from a case study conducted using design science research approach employing semi-structured interviews to gather the implementer’s and adopter’s perspective on their use of WIMT. The findings demonstrate a practical approach used as well as the benefits and challenges in using WIMT for teaching and learning activities that can be used as a guide for others

Names and Faces: a staff dashboard to support student learning engagement

This paper describes the in-progress development and preliminary evaluation of a dashboard to support student-centred higher education. The dashboard, known as Names and Faces, aims to provide easy access to the data teaching staff need to proactively foster student engagement, and to improve the student’s overall university experience. Names and Faces brings together data from disparate systems, and provides a highly visual interface that meets the needs of a wide range of teaching staff. Importantly, the prototype has been developed by academic staff in collaboration with other academics using an iterative prototyping approach. 48 academic staff have used the prototype over two semesters, identifying new data sources and interfaces to be incorporated in future iterations. This project contributes to the development of improved information support for student-centred education, but also to academic information systems in terms of data integration, usability, and user-centred design

Stress-Based IS Security Compliance: Towards a Conceptual Model

This study extends current behavioural information security compliance research by adapting the “work-stress model” of the Job Demands-Resources model to security behaviour. The paper proposes that users’ compliance burnout and security engagement are results of coping with security demands and receiving resources respectively. Compliance burnout would reduce security compliance while security engagement would increase it. The security compliance model developed in this study emphasises developing emotional and cognitive resources from IS users through effective provision of organisational resources and security requirements to promote desired security practice

AN EMPIRICAL STUDY OF LEAN AND AGILE INFLUENCES IN SOFTWARE CONFIGURATION MANAGEMENT

Based on a web based survey of 158 IT software development practitioners, mostly from different organizations, this paper examines the application of Software Configuration Management (SCM) process in adaptable software development environments. From the literature review six independent variables and five dependent variables were derived to answer the research question “how does organization size impact on the usage of SCM process in adaptable software development environments?” The six hypotheses confirmed that organization size does not impact on the usage of SCM process in adaptable software development environments. Also, all sizes of organizations consider SCM process valuable and have similar software traceability approaches with different process formalities and tools sophistications. This study helps SCM practitioners to build a better understanding of the relationships between adaptable software development environment, lean principles and practices, and the tools and technologies established to facilitate the coexistence of Agile and SCM practices

Strengthening Undergraduate Information Systems Education in an Increasingly Complex Computing Disciplines Landscape

There are concerns that even at times when overall computing degree enrollments are increasing, IS bachelor’s degree programs and enrollments continue to decline. IS programs differ from other computing programs in that they include highly interrelated business and technology components. This inherent interdisciplinarity is the source of its value but also one of its challenges. This paper uses the Australian higher education sector as a case study to examine overall computing degree offerings including IS offerings using the ACM/AIS curriculum models and classification of computing disciplines. We find that IS program offerings are indeed trending down and that computing offerings are dominated by Computer Science and Information Technology degrees. IS is not widely present as a “base” discipline, nor is it providing a platform for the integration of new technologies, such as AI and Cyber Security into “business” settings. To strengthen UG IS programs and perceptions, we recommend that higher education providers develop structure and processes that support interdisciplinary UG IS program development and delivery and that professional bodies and curriculum models be revised to reflect and recognize the business outcome focus of IS. These actions, together with clearer messaging around the value of IS competencies, will improve the image of IS

Academic Perspectives on the Impact of Custom Publishing On Curriculum Construction

Educators in the higher education marketplace recommend texts and digital resource suites for subjects they have designed. Within many higher education institutions this task has become complex. As the subjects are delivered to many cohorts of students dispersed sometimes across the globe, teaching teams rather than individuals conduct the classes. The external marketplace also demands upgrades to discipline and generic knowledge on a continuous basis, particularly in the Information Systems (IS) domain. It is therefore often hard to find traditional texts that reflect the chronological order of a proposed schedule for delivery of theory and concepts in a subject. Technology has enabled publishers to respond to these difficulties with custom publishing. Not only are linear solutions tailored to specific teaching and learning needs but tight alignment between learning objectives, activities and assessments are easier to construct for the academics. Technology has enabled publishers to open up their vast and rich library of content to provide fast construction of texts that are cheaper. The case discussed in this research-in-progress paper describes the impact of custom publishing on curriculum development for two subjects. The text in question, is ‘Working Communications’ a Business textbook designed for the Information Technology (IT) and end-user market. This paper describes the process used to align digital resources and the curriculum

In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools?

Increasingly social web technologies, such as blogging and micro-blogging, audio and video podcasting, photo/video, social bookmarking, social networking, wiki writing or virtual worlds are being used as forms of authoring or content creation to support students&rsquo; learning in higher education. As Web 2.0 teaching practice is characterised by open access to information and collaborative networks there are both familiar and novel challenges for policy-makers in higher education institutions. The Government 2.0 Taskforce heralded legislative and practice changes necessary because of Web 2.0. We reflect on the qualitative feedback received from innovative higher education practitioners using Web 2.0 to assess student work. This indicates a need for information policy review to accommodate the cultural shift towards information exchange and communication across traditional institutional boundaries. Issues involved when implementing Web 2.0 assessments are identified to highlight requisite areas for policy improvement in higher education, in particular for academic integrity, copyright and privacy policies<br /