This research considers whether interpretive techniques can be used to enhance our understanding of computer-mediated discussions. The case study considered in this research is the use of a group support system (GSS) to support employee discussions about gender equity in a university. Transcripts of the four discussions were analyzed using two analysis techniques: a positivist approach, which was focused on the GSS sessions themselves, and an interpretive approach, which broadened the scope to include contextual considerations as well. What emerged from the positivist analysis was the conclusion of effective group behavior directed toward consensus around alternative solution scenarios. What emerged from the interpretive analysis was evidence of multiple, rich types of information at three levels: cognitive, affective, and behavioral. The interpretive analysis also uncovered the absence of shared consciousness about the issue and imbalanced participation in the sessions. Comparison of the results of both approaches showed that, while the positivist analysis provided useful information, the interpretive analysis provided a different understanding of the same evidence and new information not found in the positivist analysis of the group discussions. This research adds to the body of knowledge concerning the effects of virtual group meetings on the type of information that is shared and the value of a combination of positivist and interpretive analyses of GSS data. INSET: Further Demographics on Session Participants.
This study was initiated in response to concerns expressed by the membership of the Boston Chapter of the Society for Information Management (Boston SIM) to investigate anticipated changes in the information systems (IS) profession, to study the impact of these changes on the skills and knowledge requirements, and to relate these requirements to the academic preparation of future IS professionals. To provide as broad a perspective as possible, the study was conducted by a joint industry/academic group of investigators. A series of focus group meetings was conducted first with representatives of the profession's different stake- holder groups (i.e., IS managers, user managers, and IS consultants) for issue generation. A survey instrument was then designed for data collection on computing trends and changing knowledge and skiffs requirements. Overall, our study suggests that industry' will demand a cadre Otis professionals with knowledge and skills in technology, business operations, management, and interpersonal skills to effectively lead organizational integration and process reengineering activities. The lower-level IS jobs are rapidly disappearing, and the requirements for IS professionals ate becoming morn demanding in multiple dimensions, particularly in the areas of business functional knowledge and interpersonal/management skills. Our results also found some clear patterns in IS staffing and activity trends that point to the shift in emphasis from a traditional, central IS organization toward a more decentralized, end-user-focused business orientation. Aligning IS solutions with business goals and needs as well as building the infrastructure for technological integration are becoming the top priorities for IS activities. Our results indicate these changes will likely lead to different camel tracks with differing emphasis on the multi-dimensional knowledge/skills for IS professionals. The realignment of IS activities in organizations will require corresponding re-structuring of IS curricula at universities. Our findings suggest that current IS curricula am often ill-matched with business needs. Many subjects emphasized in the typical IS curricula am assigned low priorities by practitioners, while them is pressing need to add both breadth and depth Iv the education of IS professionals. We argue further That the concept of a generic curriculum to meet The educational needs of all future IS professionals is obsolete, and different IS curricula must be tailored to meet the needs of different IS careers. These career driven IS pro grams will require the adoption of multi-disciplinary approaches and educational innovations for adding breadth, depth. and relevance to the curriculum in accordance with the focused mission of each specific program.
Recent changes in information systems technologies, applications, and personnel require us to reconsider the skills for tomorrow's IS professionals. This study uses data from four groups-IS managers, end-user managers, IS consultants, and IS professors-to identify the key skills and knowledge that will be required of future IS professionals. These requirements were then compared with current IS academic programs. The results reveal that despite a shared vision of the future IS professional, there is an "expectation gap" between industry needs and academic preparation. Industry and universities must work together to close this gap. Universities need to place more emphasis on the integration of technologies, applications, data, and business functions and less on traditional and formal system development. Arms need to send consistent messages to universities about their expectations while recognizing that the mission of university business programs is career education, not job training.
The growth of end-user computing and the trend toward the use of packaged software have focused greater attention on issues related to user support. A varied user population is requiring more tailored support, yet vendor-supplied software with a generic interface is increasingly being used. Four case studies illustrate ways in which organizational forms of support can enhance or overcome the limitations of the software interface. A framework called the organizational interface incorporates these organizational mechanisms by integrating the computer-human interaction (CHI), management information systems (MIS), and end-user computing (EUC) approaches to user support. This framework can be used in the design of end-user systems developed with packaged software and for retrofitting outdated user interfaces for an end-user computing environment. The organizational interface provides IS and end-user managers with a means to consider alternative methods of providing support for systems based on purchased software with fixed user interfaces.