Thin end of the wedge: system resistance and its implications for C-CAP

    Research output: Other contribution

    3 Citations (Scopus)
    5 Downloads (Pure)

    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 languageEnglish
    TypeBlog post
    PublisherUniversity of Strathclyde
    Number of pages3
    Place of PublicationGlasgow
    Publication statusPublished - 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

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