/pdf/qualitative-research-in-information-systems-1sezxwy02d.pdf

Qualitative Research in Information Systems

http://choo.fis.utoronto.ca/FIS/ResPub/IJIM2006.pdf

Innovation and knowledge creation: How are these concepts related?

Purpose – Researchers debate whether tacit knowledge sharing through information technology (IT) is actually possible. However, with the advent of social web tools, it has been argued that most shortcomings of tacit knowledge sharing are likely to disappear. The purpose of this paper is two‐fold: first, to demonstrate the existing debates in the literature regarding tacit knowledge sharing using IT; and second, to identify key research gaps that lay the foundations for future research into tacit knowledge sharing using the social web.Design/methodology/approach – This paper reviews current literature on IT‐mediated tacit knowledge sharing and opens a discussion on tacit knowledge sharing through the use of the social web.Findings – First, the existing schools of thought in regards to IT ability for tacit knowledge sharing are introduced. Next, difficulties of sharing tacit knowledge through the use of IT are discussed. Then, potentials and pitfalls of social web tools are presented. Finally, the paper con...

Towards tacit knowledge sharing over social web tools

In this paper, the development of knowledge management (KM) was surveyed, using a literature review and classification of articles from 1995 to 2004. With a keyword index and article abstract, we explored how KM performance evaluation has developed during this period. Based on a scope of 108 articles from 80 academic KM journals (retrieved from six online databases), we surveyed and classified methods of KM measurement, using the following eight categories: qualitative analysis, quantitative analysis, financial indicator analysis, non-financial indicator analysis, internal performance analysis, external performance analysis, project-orientated analysis and organizationorientated analysis, together with their measurement matrices for different research and problem domains. Future development directions for KM performance evaluation are presented in our discussion. They include: (1) KM performance measurements have tended towards expertise orientation, while evaluation development is a problemorientated domain; (2) different information technology methodologies, such as expert systems, knowledge-based systems and case-based reasoning may be able to evaluate KM as simply another methodology; (3) the ability to continually change and obtain new understanding is the driving power behind KM methodologies, and should be the basis of KM performance evaluations in the future.

https://ir.nctu.edu.tw:443/bitstream/11536/12822/1/000236053800003.pdf

Knowledge management performance evaluation: a decade review from 1995 to 2004

Project managers and the journey from good to great: The benefits of investment in project management training and education

Performance assessment is an important task in all levels of education, both as input for identifying remedial needs of individual students and for improving general quality of education. Although explicit assessment measures can be obtained through objective standardized testing, it is much more difficult to capture fuzzier, or tacit, performance assessment measures. The problem of tacit knowledge capture is a central theme in the field of knowledge management, and assessment management can be thought of as a form of knowledge management. Therefore, tacit assessment management can be facilitated through technologies commonly used in knowledge management systems such as databases, Internet architectures, artificial intelligence, and decision support techniques. This paper describes tacit performance assessment in the context of knowledge management and presents a prototype decision support system for managing tacit assessment knowledge using knowledge management techniques.

Applying tacit knowledge management techniques for performance assessment

here is a reportedcrisis of quality inthe softwareindustry whereonly 20% of large softwaresystems are implementedon time and, of those,approximately two-thirdsexperience cost overrunsapproaching 100% [4]. A major contributor tothis problem is inadequateproject management [1].The most recent model IScurriculum developed by aconsortium of industry and edu-cational professionals advocatesincreased emphasis on projectmanagement (PM) and evenincludes an entire courseemphasizing PM concepts andpractice [2].The recommendation calls forlearning units on: 1) project plan-ning; 2) project organization man-agement, principals, concepts, andissues; 3) work breakdown struc-tures and scheduling; 4) projectstaffing; 5) project control; 6)managing multiple projects; 7)management concerns; 8) control-ling project scope; 9) projecttracking; 10) project close-down;and 11) software project manage-ment. (The numbers correspondto the bar-chart labels in the figurehere.) The

How university professors teach project management for information systems

Business intelligence (BI) combined with business analytics (BA) is an increasingly prominent strategic objective for many organizations. As a pedagogical subject, BI/BA is still in its infancy, and, in order for this to mature, we need to develop an undergraduate model BI/BA curriculum. BI/BA as an academic domain is emerging as a hybrid of disciplines, including information systems, statistics, management science, artificial intelligence, computer science, and business practice/theory. Based on IS 2010’s model curriculum constructs (Topi et al., 2010), we explore two curricular options: a BI/BA concentration in a typical IS major and a comprehensive, integrated BI/BA undergraduate major. In support, we present evidence of industry need for BI/BA, review the current state of BI/BA education, and compare anticipated requirements for BI/BA curricula with the IS 2010 model curriculum. For this initial phase of curricular design, we postulate a preliminary set of knowledge areas relevant for BI/BA pedagogy in a multidisciplinary framework. Then we discuss avenues for integrating these knowledge areas to develop professionally prepared BI/BA specializations at the undergraduate level. We also examine implications for both AACSB and ABET accreditation and describe the next phase of applying the IS 2010 concept structure to BI/BA curriculum development.

/pdf/toward-a-model-undergraduate-curriculum-for-the-emerging-3gk1jbltjo.pdf

Toward a Model Undergraduate Curriculum for the Emerging Business Intelligence and Analytics Discipline

Curriculum assessment is becoming an increasingly important task in primary, secondary, and higher education. Due to increasing emphasis on training and skill development, educational assessment tasks are also important in the business world. Knowledge management, collaborative work, artificial intelligence, and decision support techniques are promising avenues for increasing the effectiveness of assessment operations in educational institutions and business organizations. This paper discusses issues of curriculum assessment in the context of knowledge management and organizational learning. In addition, a prototype decision support system for managing assessment knowledge using knowledge management techniques is described.

A Knowledge Management Framework for Curriculum Assessment

This paper presents a capstone course given to CIS seniors involving projects which utilize programming, database design, requirements analysis, use cases, object modeling, project management, and written and oral communication skills in an active learning environment. The learning objectives for this course correspond with most of the learning units described for the upper level courses in the IS 2002 model curriculum. The course content and capstone project are based on an object-oriented methodology that centers on component-based design. Project elements emphasize both creative and critical thinking processes and are designed to utilize and challenge the technical, managerial, and communication skills of students, who also engage in reflective analysis by constructing project workbooks and journals.

Michel Mitri

Papers

Applying tacit knowledge management techniques for performance assessment

How university professors teach project management for information systems

Toward a Model Undergraduate Curriculum for the Emerging Business Intelligence and Analytics Discipline

A Knowledge Management Framework for Curriculum Assessment

A Software Development Capstone Course and Project for CIS Majors