Thin end of the wedge

system resistance and its implications for C-CAP

    Research output: Other contribution

    3 Citations (Scopus)
    4 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

    Fingerprint

    CAP
    Curricula
    curriculum
    stakeholder
    organizational change
    acceptance
    interaction

    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

    Cite this

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    title = "Thin end of the wedge: system resistance and its implications for C-CAP",
    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.",
    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",
    author = "George Macgregor",
    year = "2012",
    month = "7",
    day = "18",
    language = "English",
    publisher = "University of Strathclyde",
    type = "Other",

    }

    Thin end of the wedge : system resistance and its implications for C-CAP. / Macgregor, George.

    3 p. Glasgow : University of Strathclyde. 2012, Blog post.

    Research output: Other contribution

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    T2 - system resistance and its implications for C-CAP

    AU - Macgregor, George

    PY - 2012/7/18

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    N2 - 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.

    AB - 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.

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    KW - system resistence

    KW - user acceptance

    KW - organisational behaviour

    KW - organisational theory

    KW - systems theory and complexity

    KW - people-oriented theory

    KW - system-oriented theory

    KW - interaction theory

    UR - https://perma.cc/FR69-6B2U

    M3 - Other contribution

    PB - University of Strathclyde

    CY - Glasgow

    ER -