Journal Article•
Defining innovation: Using soft systems methodology to approach the complexity of innovation in educational technology
28 Feb 2010-International Journal of Education and Development using ICT (Open Campus, The University of the West Indies, West Indies)-Vol. 6, Iss: 1, pp 5-13
TL;DR: This paper explores what educational technologists in one South African Institution consider innovation to be and produces a picture and a root definition based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players.
Abstract: This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the ‘situation definition’ in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.
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Journal Article•
TL;DR: It is demonstrated that teacher involvement in a community of practice can assist teachers in this endeavour and suggest that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences.
Abstract: Teaching in today’s classroom is technology-driven. For language teachers, computer-assisted language learning (CALL) is exciting yet challenging as they are required to possess appropriate skills and knowledge to teach in such an environment. Both technical skills and pedagogical knowledge are crucial for teaching and learning in a technologically-enhanced classroom (Hubbard & Levy 2006). Consequently, teachers must be provided opportunities to learn and develop these skills. Online interactive platforms like blogs and Facebook can expose teachers to this. Through interaction with peers, teachers are not only made aware of the skills but also learn how to integrate the skills in their instruction. This paper attempts to demonstrate that teacher involvement in a community of practice can assist them in this endeavour. It is based on a study involving Malaysian Smart School English language teachers who shared their knowledge and experiences with other members in their community of practice through blogging. The findings suggest that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences.
27 citations
01 Jan 2014
TL;DR: In this paper, the authors discuss the Saudi development framework for training its treachers on skills and knowledge in terms of ICT having been in information communication age which helps in knowledge dissemination, knowledge transfer, knowledge sharing, and knowledge production.
Abstract: Teachers are the key knowledge producers and the development driving force of any nation. Studies have shown that, the wealth of any nation largely rests on empowering its knowledge producers and knowledge generators. Training teachers on necessary skills and knowledge for personal and career development is a must for attaining sustainable societal development. One of the Saudi’s Ninth Development Plan is to turn the Saudi society into information society through various mechanisms notably training and developing teachers on effective use of ICT. This paper discusses the Saudi development framework for training its treachers on skills and knowledge in terms of ICT having been in information communication age which helps in knowledge dissemination, knowledge transfer, knowledge sharing, and knowledge production. The impediments in the way of achieving this framework are discussed while suggestions are proposed for the improvement of the model for the Saudi Government, stakeholders, teachers as well as Saudi society at large. Field of Research: Professional development, ICT use, sustainable development, Saudi model.
26 citations
01 Jan 2014
TL;DR: In this article, Kasintorn et al. proposed a model for developing educational innovation competency and case studies of basic education school administrators in the Jurisdiction of the Education Ministry.
Abstract: Title of Dissertation A Proposed Model for Developing Educational Innovation Competency: Case Studies of Basic Education School Administrators in the Jurisdiction of the Education Ministry Author Mr. Aphisak Kasintorn Degree Doctor of Public Administration
11 citations
Cites background from "Defining innovation: Using soft sys..."
...Innovation is also essential for education development and capability enhancement of human resources because innovation can solve education problems and promote the learning ability of students (Cox, 2010)....
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Dissertation•
01 Jan 2015
TL;DR: This research begins by exploring how business process modelling techniques can be transferred to educational processes and proposes a fusion method combining modelling, improvement alternatives and organisational context that would enable HEIs to have a development strategy that leads to continuous improvement.
Abstract: In a competitive environment for good quality prospective students, where academic institutions are under pressure to develop employable graduates, quality of education has become a crucial differentiator. Therefore, institutions need to focus on the way they manage the quality of their processes in order to remain competitive in the business of education. Although the literature review shows several approaches have been adopted to improve quality in higher education, there is still no agreement on how best to apply quality within Higher Education Institutions. Hence, the main motivation for this research was to be able to improve the quality of educational processes. This research begins by exploring how business process modelling techniques can be transferred to educational processes. A mixture of hard and soft modelling techniques was used and findings were analysed, both with respect to the utility of techniques and the process improvement itself. A 'novel' hybrid Role Activity Diagrams (RADs) – Soft Systems Model (SSM) – Rich Picture was proposed and applied to the student journey process. However, even though the integrated model was useful in uncovering process issues, it did not always support innovative solutions for change nor did it help in deciding which solutions fit best with the organisational context. Therefore, a fusion method combining modelling, improvement alternatives and organisational context was proposed. The fusion method provides guidance to the nature of improvements that are suitable for a given context. While process modelling provides detailed process description, alternative improvements will enable the discovery of better solutions. Finally, determining the suitability of different improvements can be identified by matching those improvements to organisational context which will enable institutions to derive changes according to their capabilities. It would enable HEIs to have a development strategy that leads to continuous improvement. As a result, it would enable institution to being able to provide and then maintain high quality processes and in turn student satisfaction.
9 citations
Cites background or methods from "Defining innovation: Using soft sys..."
...In Egypt, the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) was established by the end of 2007 as an accrediting body for all Egyptian HEIs. Its main role is to evaluate and provide accreditation to HEIs which are able to fulfil the criteria covering various areas of the activities of HE institutions (NQAA, 2004). Also, within the UK, the role of Quality Assurance Agency (QAA) is to examine, review and report on the quality procedures within institutions. However, Dick and Tarí (2013) advise higher education managers not only to focus on fulfilling national and accreditation bodies standards as it generally leads to symbolic adaption of quality management rather than a undertaking a real quality improvement strategy....
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...Moreover, Hwarng and Teo (2001) stated that education is a process of converting tangible resources into intangible resources....
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...Various authors agree that due to the complex and multifaceted construct of higher education, there is still no widespread agreement/compromise on how quality should be best managed/applied within HEIs (Mehralizadeh et al., 2007, Becket and Brookes, 2005, Becket and Brookes, 2008, Srikanthan and Dalrymple, 2003, Campbell et al., 2002, Middlehurst, 2001, Cheng and Tam, 1997, Owlia and Aspinwall, 1996, Harvey and Knight, 1996). Moreover, Dick and Tarí (2013) conducted a literature review of quality management in HEIs, which indicates that there is lack of research on quality management although the importance of quality is growing as universities are increasingly facing competition....
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...16 concerning the benefits that business processes can bring to the service industry (Vergidis et al., 2008) Aldin and Cesare (2009) stated that BPM is useful in facilitating human understanding and communication....
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...In higher education, Sohail et al. (2006) divided core business processes of the HEI into six main core processes (see Figure 1)....
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References
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Book•
01 Jan 1981
TL;DR: The Soft Systems Methodology (SSM) as discussed by the authors is an alternative approach which enables managers of all kinds and at any level to deal with the subtleties and confusions of the situations they face.
Abstract: Whether by design, accident or merely synchronicity, Checkland appears to have developed a habit of writing seminal publications near the start of each decade which establish the basis and framework for systems methodology research for that decade."" Hamish Rennie, Journal of the Operational Research Society, 1992 Thirty years ago Peter Checkland set out to test whether the Systems Engineering (SE) approach, highly successful in technical problems, could be used by managers coping with the unfolding complexities of organizational life. The straightforward transfer of SE to the broader situations of management was not possible, but by insisting on a combination of systems thinking strongly linked to real-world practice Checkland and his collaborators developed an alternative approach - Soft Systems Methodology (SSM) - which enables managers of all kinds and at any level to deal with the subtleties and confusions of the situations they face. This work established the now accepted distinction between hard systems thinking, in which parts of the world are taken to be systems which can be engineered, and soft systems thinking in which the focus is on making sure the process of inquiry into real-world complexity is itself a system for learning. Systems Thinking, Systems Practice (1981) and Soft Systems Methodology in Action (1990) together with an earlier paper Towards a Systems-based Methodology for Real-World Problem Solving (1972) have long been recognized as classics in the field. Now Peter Checkland has looked back over the three decades of SSM development, brought the account of it up to date, and reflected on the whole evolutionary process which has produced a mature SSM. SSM: A 30-Year Retrospective, here included with Systems Thinking, Systems Practice closes a chapter on what is undoubtedly the most significant single research programme on the use of systems ideas in problem solving. Now retired from full-time university work, Peter Checkland continues his research as a Leverhulme Emeritus Fellow. "
7,467 citations
"Defining innovation: Using soft sys..." refers background in this paper
...The aim of this exercise according to Checkland (2006b) is “to find a version of the real situation and ways to improve it which different people with different views can nevertheless work with....
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...These changes involve some interesting contradictions as they are the result of different views, as Checkland (2006b) says, this final stage should involve accommodation and not consensus....
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Book•
01 Jan 1990TL;DR: The Emergence of Soft Systems Thinking as discussed by the authors is a seminal work in the field of soft systems thinking, and it can be found in the Soft Systems Methodology--the Parts.
Abstract: The Emergence of Soft Systems Thinking. Soft Systems Methodology--the Whole. Soft Systems Methodology--the Parts. Soft Systems Methodology--the Whole Revisited. Soft Systems Methodology--the Context. Conclusion. Appendix. Bibliography. Indexes.
3,531 citations
TL;DR: In this article, a four-quadrant model is presented as a framework for an e-learning strategy in the context of a university eLearning strategy, which can capture and model complex strategic processes that will help move the potential of elearning in universities to a new stage of development.
Abstract: E-learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e-learning in universities to a new stage of development. It offers the example of a four-quadrant model created as a framework for an e-learning strategy. DOI: 10.1080/09687760500376439
274 citations
TL;DR: It is concluded that although a Structured Corporate institutional type enables the attainment of a ''critical mass'' within e-learning, Unstructured Collegium institutions are better at fostering innovation.
Abstract: This article investigates the relationship between policy (conceptualised as goals, values and resources), organisational culture and e-learning use. Through both qualitative and quantitative research methods, we gathered data about staff and student perspectives from four diverse South African universities representing a selection of ICT in education policy types (Structured and Unstructured) and organisational cultural types of ''collegium, bureaucracy, corporate and enterprise'' (McNay, 1995). While our findings show a clear relationship between policy and use of ICTs for teaching and learning, organisational culture is found crucial to policy mediation and the way that e-learning use is embedded within the organisation. We conclude that although a Structured Corporate institutional type enables the attainment of a ''critical mass'' within e-learning, Unstructured Collegium institutions are better at fostering innovation. Unstructured Bureaucratic institutions are the least enabling of either top down or bottom up e-learning change.
132 citations
"Defining innovation: Using soft sys..." refers background in this paper
...We know that there are tensions between setting and formalizing systems across an institution while still allowing flexibility so that academics feel they are not forced into a particular route (Czerniewicz and Brown 2009)....
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...DISCUSSION We know that there are tensions between setting and formalizing systems across an institution while still allowing flexibility so that academics feel they are not forced into a particular route (Czerniewicz and Brown 2009)....
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