Understanding the social system when embedding tech-supported curriculum design and approval

    Research output: Other contribution

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    Abstract

    To date no single model for the successful embedding or implementation of systems - of any type - has been proposed in the literature, despite the fact that user resistance is cited as the principal cause of system implementation failure. Instead, literature emanating from the information systems domain proposes a number of strategies. In recent decades there has been a philosophical shift towards participative embedding approaches as the best way of executing system implementation. The typical components of a participative approach tends to include, among other things, open or participative system design approaches, an emphasis on extensive staff training or user support services, fluid staff-management-system team communication, cognisance of the organisational issues surrounding the embedding of new systems and responding appropriately to the cultural implications of system implementation. All of this tends to highlight that embedding technology is inherently social. This contribution explores the concept of 'social systems' and their influence on information system implementation, within the particular context of technology-supported curriculum design.
    Original languageEnglish
    TypeBlog post
    PublisherUniversity of Strathclyde
    Number of pages3
    Place of PublicationGlasgow
    Publication statusPublished - 11 Oct 2012

    Keywords

    • technology-supported curriculum design
    • system implementation
    • user acceptance
    • organisational behaviour
    • organisational theory
    • systems theory and complexity
    • data politics
    • organisational inertia
    • social systems

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