University of Sheffield
Lecturer in Organisational Informatics
Lecturer in Organisational Informatics at University of Sheffield, Information School
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Lecturer in Organisational Informatics
I took up the post as Lecturer in Organisational Informatics in September 2012. My overarching teaching and research area is the management and use of information technology (IT) in complex organisations. I am interested in the intersection between IM/KM systems and organisation, with particular emphasis on structures, cultures, work practices, behaviour, and change. These intersecting teaching and research interests form the basis of my dual affiliation to the Information Systems, and to the Knowledge and Information Management research groups.
My research focus revolves around four main domains:
- Managing change in/ through technology-enhanced learning;
- Organisational trust and managerial social capital as catalysts of IS adoption;
- IM/KM strategy in technology-based organisations: decisions and actions that shape the future of high-technology organisations by establishing, maintaining, and enhancing the basis for competitive advantage;
- Organisations’ total digitisation. End to end integration of digital assets: redefining traditional employee, customer, and partner relationships; rethinking management competencies and organisational boundaries.
Specialties:I am interested in supervising research projects in the areas of: Technology-enhanced learning; Management of information technology; Trust; Organisational change; Information Systems change management; and Knowledge management strategy.
- Santander Research Mobility Award;
- The Information School's Distinguished Scholar Scheme.
This project aims to identify and conceptualise the extent to which knowledge management related core competences (e.g. sustaining absorptive capacity, innovation and knowledge integration, the balance between knowledge exploration and knowledge exploitation) formed the basis for the strategic turnaround of SMEs operating in low tech traditional sectors in Portugal.
Using data available in two microdatabases - the e-Business Watch survey 2006 and the European Hospital Survey (2012-2013) – the study reported in this paper explores the determinants that lead to the adoption of three of the most commonly used Health Information Systems (HIS) in European Hospitals: Patient Administration Systems (PAS), Electronic Documents Management Systems (EDMS), and Picture Archiving and Communication Systems (PACS). For statistical analysis and modeling purposes, the original variables in the two surveys were transformed into binary variables. In order to explore the determinants of system adoption, Probit models were built taking into consideration the following explanatory variables or predictors: public ownership; hospital size; and human resources allocated to Research and Development. It has been found that being a public hospital, particularly in recent years, has a negative impact on HIS adoption. Hospital size is one of the main positive predictors of HIS adoption. The impact of human resources allocated to R&D is also a determinant of HIS adoption, but less so in recent years.
Grounded Theory is an established methodological approach for context specific inductive theory building. The grounded nature of the methodology refers to these specific contexts from which emergent propositions are drawn. Thus, any grounded theory study requires not only theoretical sensitivity, but also a good insight on how to design the research in the human activity systems to be studied. The lack of this insight may result in inefficient theoretical sampling or even erroneous purposeful sampling. These problems would not necessarily be critical, as it could be argued that through the elliptical process that characterizes grounded theory, remedial loops would always bring the researcher to the core of the theory. However, these elliptical remedial processes can take very long periods of time and result in catastrophic delays in research projects. As a strategy, this paper discusses, contrasts and compares the use of pilot studies in four different grounded theory projects. Each pilot brought different insights about the context, resulting in changes of focus, guidance to improve data collection instruments and informing theoretical sampling. Additionally, as all four projects were undertaken by researchers with little experience of inductive approaches in general and grounded theory in particular, the pilot studies also served the purpose of training in interviewing, relating to interviewees, memoing, constant comparison and coding. This last outcome of the pilot study was actually not planned initially, but revealed itself to be a crucial success factor in the running of the projects. The paper concludes with a theoretical proposition for the concept of contextual sensitivity and for the inclusion of the pilot study in grounded theory research designs.
This paper presents the results of an interpretive study aimed at identifying factors which are perceived by faculty as most critical in originating a meaningful approach to e-learning institutional appropriation. A grounded theory of faculty cognitions is presented through a series of theoretical statements linking teachers’ perceptions of organizational design to emergent concepts and processes with strong political influence on academic identity, transformational leadership and on the role of planning for information systems development.
This paper attempts to demonstrate the insufficiencies of the longstanding and positivist-embedded TAM research tradition in IS and provide contextual rich insights on faculty acceptance of e-learning, by advocating the generation of in-context theories of appropriation, through a multi-layered, descriptive understanding of teachers as creative agents, in their perception, manipulation, assimilation and reinvention of technology-enhanced educational systems, within the university setting.
This paper applies a reflexive lens to qualitative IS research focusing on the process of data collection trough interviews, demonstrating the importance and impact of interview guide development on the outcomes of data generation, emergence and interpretation, in the framework of a Grounded Theory-based enquiry. It accounts for the researchers’ concerns in tailoring an effective interview guide for an interpretive study of e-learning appropriation by Portuguese Faculty, revealing the non-linear, iterative nature of the task, which entails reflection and revision. In the course of the study, aimed at understanding and ascertaining faculty’s relevant e-learning beliefs and related university-wide processes and factors influencing attitude and individual decision-making, it became apparent how the interview guide should provide the prompts to channel and accommodate emerging themes, extractable from informants’ focused responses. The rationale and approach to interview guide development are outlined and discussed alongside with examples from the research itself to assist qualitative research students and researchers by offering practitioner reflexivity on integral aspects of the interview process.
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