DOCSLIB.ORG

Information Systems Assignment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Information Systems Assignment MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL PhD Thesis Potentially disruptive IS innovation in UK higher education institutions: An Actor-Network Theory analysis of the embedding of M-Learning Peter William Bird A thesis submitted in partial fulfilment of the requirements for the award of PhD in Marketing, Operations and Digital Business of the Manchester Metropolitan University. Department of Marketing, Operations and Digital Business Abstract The use of mobile devices to support students’ learning experiences is a growing area of interest in higher education (Wankel & Blessinger, 2013). This study adopts an ‘umbrella’ term of m-learning to consider the use of mobile and wireless technologies to support students in a blended learning environment. Whilst m-learning pedagogy has received considerable attention (e.g. Attewell, 2005, Sharples et. al. 2007, Kukulska-Hulme, 2012), the process of adopting this potentially disruptive innovation within universities has been neglected. This study addresses this gap by attempting to answer the research question: How do university organizations (business models, modes of operation, people and processes) adapt to a potentially disruptive innovation like m- learning and what factors and working practices support or hinder embedding? Possible frameworks for studying innovation are reviewed, including Rogers’ innovation diffusion framework (Rogers, 1962), Actor-Network Theory (Latour, 2005) , Activity Theory ngestr m 1987), Structuration Theory (Giddens, 1984), theories of disruptive innovation (Christensen, 1997) and the Technology Acceptance Model (Venkatesh and Davis, 2000), Actor-Network Theory (ANT) is chosen as the most promising theoretical lens for an in-depth investigation of m-learning embedding, and a participative fieldwork approach is developed that uses Law and Callon’s ANT notion of ‘points of passage’ between local and global networks (Law and Callon, 1991) to illuminate factors and working practices that affect embedding. A framework based on Law and Callon’s work is developed through a year-long study of competing text messaging projects within a university and developed further through a three-year, longitudinal case study involving five universities using smartphone applications to assess students in medical practice situations. Several institutional issues are identified that help or hinder embedding, such as fragmentation of IT strategy and decision-making, and the need to provide students with a compelling offer of multiple institutional services on their mobiles. The role of people and artefacts in forming a link, or ‘point of passage’ between m-learning projects ‘local networks’) and institutional IT strategies and services ‘global networks’) is found to be of 2 central interest for understanding processes of embedding. A clear path to an ANT analysis is demonstrated starting from interview and observation data, using coding techniques borrowed from grounded theory (Schatzman and Strauss, 1973) and finishing with Law and Callon’s local-global network model, which is used to compare and contrast embedding trajectories of the case study institutions. Systematic comparison enables a three dimensional model of embedding trajectories to be built, which extends Law and Callon’s work and places in sharper focus the importance of establishing a path by which local initiatives can be evaluated strategically and, where appropriate, incorporated in a timely manner into a university’s IT strategy. Grounded in extensive longitudinal research, the study offers a contribution to methodology through its demystification of ANT; a contribution to theory through its three dimensional model for mapping embedding trajectories; and a contribution to practice by highlighting specific issues that affect mobile technology adoption in higher education, such as having a compelling, multi- service offer, appropriate mobile tariffs for undertaking mandatory assessment and guidelines for incorporating knowledge gained from technology experiments into institutional strategies and decision-making. The study concludes by highlighting opportunities for using its model to explore challenges of embedding faced not only by formal projects but by ‘maverick’ innovators and for potentially disruptive technologies other than m-learning, such as Web 2.0 services. 3 Declaration I declare that I have not, whilst being registered for the PhD in Marketing, Operations and Digital Business, been a registered candidate for another award of any other university. No material in this thesis has been used in any other submission for an academic award. 4 Contents Abstract ......................................................................................................................... 2 Declaration ................................................................................................................... 4 Contents ......................................................................................................................... 5 Index of Figures .......................................................................................................... 8 Index of Tables ............................................................................................................ 9 Acknowledgments................................................................................................... 10 Glossary of Terms ................................................................................................... 11 1. Introduction ......................................................................................................... 12 1.1 Research Background .............................................................................................. 13 1.2 Developing the Research Questions ................................................................... 15 1.3 Focus on Embedding ................................................................................................ 18 1.4 Methodology ............................................................................................................... 22 1.5 Thesis Structure......................................................................................................... 24 1.6 Chapter Summary ..................................................................................................... 25 2. What is Mobile Learning and what can we learn from existing research? .................................................................................................................... 28 2.1 Definitions of mobile learning .............................................................................. 30 2.2 Models of Learning ................................................................................................... 32 2.3 About devices and practical issues ..................................................................... 33 2.4 Mobile learning and the institutional fit ........................................................... 35 2.5 Research Timeline .................................................................................................... 37 2.6 Chapter Summary ..................................................................................................... 38 3. From Innovation Diffusion to Actor-Network Theory ........................... 41 3.1 Prior Knowledge and the meaning of Embedding ......................................... 42 3.2 Innovation Diffusion ................................................................................................ 45 3.3 Using Actor-Network Theory and not Diffusion theory .............................. 72 3.4 Chapter Summary and Contribution to Knowledge ...................................... 79 4. The Initial Field Study ....................................................................................... 90 4.1 Innovation Diffusion ................................................................................................ 93 4.2 The benefits of the technology and how they “translate” into the institution’s strategy ....................................................................................................... 94 4.3 Barriers to Innovation ............................................................................................. 95 4.4 Chapter Summary and Conclusion ...................................................................... 97 5. Methodology ......................................................................................................... 99 5.1 Background ................................................................................................................. 99 5.2 Epistemology ........................................................................................................... 100 5.3 Defining embedding and simplifying the research .................................... 106 5.4 Case Studies .............................................................................................................. 107 5.5 Case Study Sample ................................................................................................. 109 5.6 Case Study Protocol ............................................................................................... 114 5.7 Building Actor-Network Theory from the cases ......................................... 121 5.8 Interview & Observation techniques .............................................................. 124 5.9 Ethical Considerations ........................................................................................
Load more

Recommended publications
  • Learning and Teaching in Action Volume 11 Issue 1 2015
    Learning and Teaching in Action Volume 11 Issue 1 2015 Special Issue: Open Facilitator Stories Open Facilitator Stories 2014 by CELT & OKF is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Front cover Image Peter McEwan Peter McEwan completed a Btec Foundation Diploma in Art and Design in 2014, and is currently in the second year of the Degree in Illustration with Animation at Manchester Metropolitan University. Peter prefers to sketch from life and favour pen drawn illustrations enhanced with coloured pencils, Photoshop and occasional watercolour. Upon graduation he aims to work as a freelance illustrator. WEBSITE: petermcewan.wordpress.com INSTAGRAM: petermcewanillustration Centre for Excellence in Learning and Teaching Manchester Metropolitan University Published May 2015 Contents Page Article 5 Editorial Charles Neame 6 Open Facilitator Stories: What is this all about? The 2014 Collection Carol Yeager and Chrissi Nerantzi Bring Your Own Devices for Learning 12 Friday night’s alright for open online learning Alex Spiers 17 The importance of social glue in open facilitation, a personal exploration Chrissi Nerantzi 27 My Reflections of being a Facilitator on the BYOD4L course Chris Rowell 33 Facilitating the unknown David Hopkins 37 A facilitator’s journey: a game of two halves… Neil Withnell 44 My role as a facilitator: The value of reflection from multiple personal perspectives Sue Beckingham 52 Facilitating and Residing in a Digital World Sam Illingworth 59 Facilitating an Open Online
    [Show full text]
  • From Flowers to Palms: 40 Years of Policy for Online Learning Janice Smith* University College London, UK
    ALT-J, Research in Learning Technology Vol. 13, No. 2, June 2005, pp. 93–108 From flowers to palms: 40 years of policy for online learning Janice Smith* University College London, UK TaylorCALT110388.sgm10.1080/09687760500104054ALT-J,0968-7769Original2005Association132000000JuneJaniceSmithUniversity+44jsmith@ee.ucl.ac.uk0 (0)20 and Research Article 7679 College(print)/1741-1629Francis for2005 Learning3982 in LtdLondonDepartment Learning Technology Technology(online) of Electronic & Electrical EngineeringTorrington PlaceLondonWC1E 6JEUK This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the begin- ning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation. Introduction I think there is a world market for maybe five computers. (Watson, 1943) … it is clear that virtual learning is an industry which is striding forward all around us … (David Blunkett, 2000) This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom.
    [Show full text]
  • BLE-Bulletin Rounding up E-Learning News for the Bloomsbury Colleges
    *This bulletin is best viewed in Microsoft Outlook. Please see the attached file if text is unclear* BLE-Bulletin Rounding up e-learning news for the Bloomsbury Colleges Contents Autumn 2012 1. Bloomsbury News 2. Other News Please forward to any colleagues who might 3. Regional & National find this useful Events 4. Resources Your comments and contributions are invited. 5. Funding Please contact the BLE Officer: Opportunities [email protected] 1. Bloomsbury News i) Blackboard Shut Down We’re nearly there… After several years of deliberation, consultation, evaluation, planning and migration to Moodle, the Bloomsbury Blackboard servers will be officially shut down on 31st October 2012. After this time, access to content, courses, grades and student information within Blackboard will not be possible, even for BLE Technical staff. There’s not much time left, but make sure you’ve taken what you need from the site before it’s too late. And here’s to many happy years of Moodle J ii) Arrivals and Departures At the end of the summer, we bid a very sad farewell to Yanna Nedelcheva, the BLE Officer, who took up a post as a learning technologist at the University of Westminster. We wish Yanna every success in her new role and are pleased that she isn’t too far away from Bloomsbury to visit us. In November, Brigitta Goedhuys will be joining the BLE Team to take up the reins. Brigitta joins us from the IOE, where she has worked as a Programme Administrator and so brings a combination of Moodle, pedagogic and administrative experience.
    [Show full text]
  • IT Social Media Toolkit: a Practical Guide to Achieving Benefits
    Social Media Toolkit: a practical guide to achieving benefits and managing risks TOOLKIT UCISA Foreword This Toolkit stems from growing interest in the use of social media within the UCISA community. With institutional stakeholders looking increasingly to their information services departments for support in this area, our members sought a reference guide to help them answer a range of questions on related topics. More than that, however, they were seeking practical, contextual examples of use that would inspire others within their institution to take advantage of the affordances of a set of tools that offer new forms of engagement and ways to enhance many aspects of everyday business practice. We would like to thank the numerous UCISA colleagues, and others within the wider higher education community, who have contributed to the production of this Toolkit by providing examples and reviewing content. We hope the examples given here will encourage many more of you to try new approaches to supporting core university functions via social media tools. Adrian Ellison, Director of IT, University of West London UCISA Executive Committee Secretary Universities and Colleges Information Systems Association University of Oxford 13 Banbury Road Oxford OX2 6NN Tel: +44 (0)1865 283425 Fax: +44 (0)1865 283426 Email: [email protected] www.ucisa.ac.uk UCISA SOCIAL MEDIA TOOLKIT 2 Contents Foreword 2 Executive summary 5 Why should we be interested? 5 What are the benefits? 5 What are the risks? 6 Who needs to read this? 6 1 Purpose of this Toolkit 7 2
    [Show full text]
  • UCAS Council Members Biographies
    UCAS Council Members Biographies David Lowen Independent Governor and Chair of Leeds Beckett University and Deputy Chair of the Committee of University Chairs (CUC) UCAS Council Chair nominated by the CUC David is a television executive of wide experience and consultant adviser to broadcasters, programme makers and financial institutions. He was appointed Chair in December 2015 and is also Deputy Chair of the Committee of University Chairs (CUC), which plays a leading role in governance and regulation of the HE sector. He was board Director of Network Programme Development and later board Director of Corporate Development for ITV Yorkshire Television before leading ITV Network’s digital terrestrial television launch project, the first successful launch in the world. David runs International Television and Media Consulting Ltd, with many European broadcasters among its recent clients. He was “parachuted” into EuroNews by ITN to stabilise successfully the news channel’s finances, legal status, funding and creative structure ahead of the second Gulf War. He was Chairman of SysMedia Group plc, which recently sold its worldwide software development and subtitling business to a US-backed company. He is part-owner and director of Format Futures, a TV content “ideas factory”. He is a former President of CIRCOM, the organisation of Europe’s regional public service broadcasters, and currently President of its programme and TV skills awards. David is Honorary Secretary and trustee of the Royal Television Society; Honorary Fellow of Emmanuel College, Cambridge, and until recently Chairman of the Emmanuel Society (alumni); and Fellow of the Royal Society of Arts. Security marking: PUBLIC Document owner: Legal and Corporate Governance Assistant (Angharad Tompkins) Dr Tim Westlake Chief Operating Officer, University of Sussex; UCAS Council Deputy Chair Nominated to the UCAS Council by UUK (Universities UK) to represent English universities Since August 2017, Dr Tim Westlake has been Chief Operating Officer at the University of Sussex.
    [Show full text]
  • IT the UK Higher Education Learning Space Toolkit
    The UK Higher Education Learning Space Toolkit: a SCHOMS, AUDE and UCISA collaboration TOOLKIT UCISA Foreword The UK HE Learning Space Toolkit has been produced by SCHOMS, AUDE and UCISA to help members from all three professional bodies share best practice and work more effectively when creating learning spaces. We would like to thank the numerous colleagues from across the professional associations, and others within the wider higher education community, who have contributed to the production of this Toolkit by sharing their experiences and reviewing content. We hope this Toolkit will serve both as a practical guide and as a source of inspiration in the design of spaces that delight and motivate students, as well as meet their functional needs. Members of the Standing Conference for Heads of Media Services (SCHOMS) lead and manage a diverse set of educational, technology, media and institutional support services. They give strategic direction to support and promote excellence in teaching and learning practice through the deployment of classroom technology, AV equipment and innovation in the design of learning spaces. www.schoms.ac.uk AUDE, the Association of University Directors of Estates, promotes excellence in the strategic planning, management, operation and development of higher education estates and facilities. www.aude.ac.uk UCISA, the Universities and Colleges Information Systems Association, is a membership organisation representing those responsible for delivering information management systems and technology services in universities,
    [Show full text]
  • Procurement in the Face of a Pandemic
    SUPC Southern Universities Purchasing Consortium Procurement in the Face of a Pandemic SUPC Impact Report 2019/20 SUPC works for universities and is owned by Consulting and the Procurement Shared Service - universities. The HE sector is responding to a sets us apart from others. Our members are part of turbulent year, with Covid-19 adding to already a unique community that represents over a quarter challenging circumstances. Procurement teams of university spend across the sector. are striving to deliver even more with less. We understand universities and work with finance, We engage actively with organisations across procurement and other university staff to find the sector including other consortia and the right procurement solutions to provide professional bodies. Our strategic partnership value for money for the institution, its students, with the London Universities Purchasing and its wider community. Consortium (LUPC) has allowed us to reduce duplication and create new opportunities for Our in-depth knowledge of universities, and joint working across all category areas. specifically how to engage positively with academic areas, is our key strength. Our SUPC’s response to the challenges of the past members know finance and procurement teams year has been to focus on helping members must work together with other departments to deliver efficiencies and meet the rapidly deliver on university and departmental strategic changing demands imposed by the virus. goals which enhance the student experience We recognised that in these unprecedented and research delivery – we are our members’ circumstances, pressure was being placed preferred partner to make this happen. upon your resources and that you and our We understand how to connect strategy to HE community needed more timely, agile, operations to deliver cash and time savings in a way expert support - not less.
    [Show full text]
  • The Calling Notice
    COMPANY NUMBER: 09349804 CHARITY NUMBER: 1161218 UNIVERSITIES AND COLLEGES INFORMATION SYSTEMS ASSOCIATION LIMITED (the Company”) NOTICE is hereby given of the sixth Annual General Meeting (the 'Meeting') of the Company, and the 28th Annual General Meeting of the association, to be held at 12:00 noon on Thursday 10th June 2021 online via MS Teams for the following purposes: 1. To receive Chair’s welcome and apologies received 2. To consider and, if thought fit, approve the following resolutions, to be proposed as Ordinary Resolutions of the Company: A. To approve the minutes of the 2020 Annual General Meeting of the Company held on 11th June 2020. B. To receive and adopt the annual report of the Trustees and the accounts of the Company for the financial year ended 31 December 2020. C. To re-appoint Wenn Townsend the auditors of the Company to hold office from the conclusion of this meeting until the conclusion of the next general meeting of the Company at which audited accounts are laid, and to authorise the directors to fix their remuneration. D. To note the resignations of Mr. Garrod Barker as a Co-opted Trustee and Director of the Company, and Ms. Claire Priestley as an elected Trustee and subsequent appointment as a co-opted Trustee and Director of the Company. E. To consider and, if thought fit, appoint the following honorary officers (each of whom has consented to act) to stand as honorary officers of the Company from the close of this meeting for a term of two years in accordance with its Articles of Association, or as otherwise specified in any future amendments made to the Articles which are approved by the members of the Company: • Adrian Ellison as Chair of the Company.
    [Show full text]
  • THE UK HIGHER EDUCATION SERVICE DESK TOOLKIT 2 the UK HIGHER EDUCATION LEARNING SPACE TOOLKIT Contents
    UCISA TOOLKIT Service Desk Toolkit The UK HigherEducation Foreword As someone who is deeply passionate about the role that service desks can play in supporting and delivering on student experience this Toolkit has been a real labour of love. In the past few years I have seen university service desks push and drive the sector forward, rising from the bottom to leading the pack and as Chair of the UCISA Support Services Group I am immensely proud of what has been achieved. However, we must not rest on our laurels and we will need to continue to use a collaborative and creative approach to continual service improvement if we are to continue to develop and deliver high quality support services. The aim of this Toolkit is to provide the UCISA community with a practical and useful reference guide that will inspire our universities to invest in the service desk. I would like to thank the numerous UCISA colleagues and others within higher education who have not only contributed to the production of this publication but have also been an amazing source of motivation and inspiration. We hope that this Toolkit will encourage many more of you to adopt good practice and implement new approaches for providing effective front line support. Sally Bogg, Head of End User Services, Leeds Beckett University Chair, UCISA Support Services Group The UK higher education sector is undoubtedly a leading light across key service desk areas such as support for bring your own device (BYOD) and utilising social media for customer engagement, and much has been done across the sector to align with service management best practice and work to improve key process maturity.
    [Show full text]
  • LFHE Getting to Grips
    GETTING TO GRIPS WITH INFORMATION AND COMMUNICATIONS TECHNOLOGY RESOURCES FOR GOVERNORS OF UK HIGHER EDUCATION INSTITUTIONS SERIES EDITOR: ALLAN SCHOFIELD GETTING TO GRIPS WITH INFORMATION AND COMMUNICATIONS TECHNOLOGY ISBN: 978-1-906627-44-7 Published March 2013 © Leadership Foundation for Higher Education Registered and operational address: Leadership Foundation for Higher Education Peer House 8-14 Verulam Street London, WC1X 8LZ England Tel: +44 (0)20 3468 4810 Fax: +44 (0)20 3468 4811 E-mail: [email protected] www.lfhe.ac.uk Published by the Leadership Foundation for Higher Education. Extracts from this publication may be reproduced for non-commercial or training purposes on condition that the source is acknowledged and the content is not misrepresented. Funding was provided by the four UK higher education funding bodies, coordinated through Hefce. Acknowledgements: The Leadership Foundation is grateful to all those who have assisted in the development of this material, and in particular to those who acted as reviewers of early drafts. Contributors: Adrian Ellison, University of West London; Anna Mathews, UCISA; Jim Nottingham, Regents College; Luke Taylor, University of Bristol; Peter Tinson, UCISA; Sue White, University of Huddersfield; Steve Williams, Newcastle University. FOREWORD As the governance of universities and higher education (HE) colleges in the UK evolves, there are major implications for members of governing bodies: increasing expectations about how they undertake their role; a greater focus on measuring institutional performance with associated implications for information and strategy; the need to come to terms with the increasingly complex environment in which governance takes place; and so on. All this means that governors (particularly new ones) need to be well prepared for their roles and the challenges they face so that they can contribute effectively to their boards from the outset.
    [Show full text]
  • SCONUL Summer Conference 2012 14 – 15 June 2012
    SCONUL Summer Conference 2012 14 – 15 June 2012 Demonstrating value and maximising impact ipack: part 1 Formal conference papers Liverpool Hilton 3 Thomas Steers Way Liverpool L1 8LW SCONUL Summer Conference 2012 ipack: part 1 Contents Conference programme Page 3 List of delegates Page 6 Speakers’ biographies Page 11 Parallel sessions information Page 25 Evaluation Survey Page 33 Page | 2 SCONUL Summer Conference 2012 ipack: part 1 Conference Programme: Demonstrating value and maximising impact Thursday 14 June 2012 09.30 - 10.30 The SCONUL fringe: pre-conference briefings and seminars 10.00 - 11.00 Conference registration and refreshments Grace Foyer 11.00 - 11.15 Welcome Grace Suite • Fiona Parsons - Conference Chair 11.15 - 12.30 Panel debate: Excellence in the student experience Grace Suite • Nigel Weatherill - Vice-Chancellor, Liverpool John Moores University • Rachel Wenstone - NUS Vice-President for Higher Education • Joe Twyman - Director of Public and Social Research, YouGov • Paul Gentle- The Leadership Foundation • Chair: Ann Rossiter - Executive Director, SCONUL 12.30 - 13.30 Buffet lunch and the SCONUL fringe Grace Suite Foyer 13.30 - 14.30 Parallel sessions on evaluation 1. LibQual & other ARL initiatives Meeting Room 3 • Stephen Town - Director of Information, The University of York • Selena Killick - Library Quality Officer, Cranfield University 2. Delivering efficiency through effective benchmarking Meeting Room 7 • Chris Hale - Deputy Director of Policy, UUK 3. The Balanced Scorecard approach to evaluation Meeting Room 5 • Professor Sheila Corrall - Professor of Librarianship and Information Management, and Graduate Research Tutor, The University of Sheffield • Jacqui Dowd - Management Information Officer, University of Glasgow Meeting Room 4 4.
    [Show full text]
  • Ucisa Annual Review June 2020 – June 2021 Welcome from the Chair
    ucisa Annual Review June 2020 – June 2021 Welcome from the Chair As we look forward to our AGM on 10th June 2021, I am A programme of events was created and has continued between CAUDIT and ucisa on the HE Reference models delighted to introduce this Annual Review of ucisa’s throughout the year, including on-line conferences, which builds on the work of the capability model first activities over the past twelve months. webinars, peer-to peer CPD, study tours and round table published in 2018. events covering a broad range of topics to address the At the beginning of the year in January 2020 I looked back ucisa continues to be a thriving organisation making very challenges facing the education sector. at 2019 with a degree of satisfaction and a level of comfort good progress against the 5-year strategic plan. The knowing that we had worked through 2019 to achieve a To illustrate the progress against goal 4 to optimize the structural and administrative changes made during 2019 significant amount of change and transformation. Entering organisation, goal 3 to offer further membership benefits, have directly contributed to our ability to rapidly respond to 2020 ucisa had become a self-sufficient independently and goal 2 to grow membership and engagement, the events last year enabling us to offer unique opportunities operated organisation employing all its staff, had created comparison between 2019 and 2020 is stark. As an for members to Connect, Share expertise and Transform and recruited to the new role of Chief Executive, and had example, in 2019 ucisa hosted 16 events reaching 1,177 digital approaches, as well as enhancing ucisa’s ability to set up a new office, IT infrastructure and website.
    [Show full text]