Abstract
This contribution summarises issues surrounding user acceptance of technology-supported curriculum design tools, by using Kling's theoretical perspectives on social analyses of system resistance: people-oriented, system-oriented, and interaction. The emphasis on enhancing curriculum design, improving the efficacy of approval processes, creating mechanisms for responsive design, effecting organisational change, and so on; these ambitions are completely futile if the fundamental vehicle for achieving them is resisted, or worse, rejected by its stakeholders. The unspoken assumption that stakeholders will generally accept whatever technical widget is used to deliver tech-supported curriculum design and approval is misguided and - given its influence on whether system implementation will be successful or not - is extremely dangerous.
| Original language | English |
|---|---|
| Place of Publication | Glasgow |
| Publisher | University of Strathclyde |
| Publication status | Published - 18 Jul 2012 |
Keywords
- technology-supported curriculum design
- system resistence
- user acceptance
- organisational behaviour
- organisational theory
- systems theory and complexity
- people-oriented theory
- system-oriented theory
- interaction theory