Ana Azevedo

Cultural analysis of the organizational consequences of information technology

Abstract For over 30 years, the literature on organizations has carried accounts of the potential for information technology to transform organizational structures and processes. Despite this enduring interest in the relationship between information technology and organizations, the variety of actual consequences for organizations has not been satisfactorily explained. In this paper, we propose the use of cultural analysis to understand the organizational consequences of information technology. Analyses that use the construct of culture meet two important requisites for understanding and resolving the contradictory empirical findings. First, cultural analysis emphasizes the importance of socially constructed meanings and their relationship to information technologys material properties. From this perspective, technologys social consequences are largely indeterminate because of the variety of meanings that technology can assume. Cultural analysis thus removes the temptation to consider information technology as an autonomous determinant of organizational form and process. Second, cultural analysis can address information technologys role in both the persistence and the transformation of organizations. Information technology can help preserve institutionalized practices in an organization, and it can operate as a catalyst for change. Because cultural analysis encompasses these opposing organizational processes, it helps to explain the diversity of outcomes experienced after information technology is implemented.

Building Adaptive Capacity in Online Graduate Management Education

Increasingly, employers state that university graduates are not “work ready” meaning graduates do not possess the combined academic disciplinary knowledge and professional skills needed in the workplace. Such include strong communication, collaboration, conflict resolution, continuous learning and creative problem-solving. Though educators attempt to address these concerns, questions remain. Building on ideas from Griffin and Heskath (Australian Journal of Psychology, 55(2), 65–73, 2003) and Pulakos et al. (Journal of Applied Psychology, 85(4), 612–624, 2000), this paper proposes the construct of adaptive capacity as a key capability that may help to address this perceived knowledge/skills gap. Using one online educator’s example, we explain how adaptive capacity can be developed within the context of an online MBA program directly mirroring skills needed increasingly in workplaces today. The authors begin this chapter with pertinent literature and summarized key findings regarding what employers perceive as skills gaps among graduate students and suggest techniques around building adaptive capacity that might assist higher education institutions in developing future work-ready graduates. The authors then propose key learning processes and outcomes synergistically combined to increase graduate students’ adaptive capacity. Key processes and outcomes to dimensions of adaptive performance, the main dependent variable that can be predicted from adaptive capacity, are noted. This paper advances the concept of “adaptive capacity” as the key and enduring competency construct composed of a set of skills that needs to be developed within the context of online graduate business education programs. As such, the authors suggest that instead of a continued focus on the lack of current work-ready graduates, educators and employers alike need to instead privilege the adaptive capacity building and producing of “future work-ready graduates,” meaning graduates ready for both current and future work. This paper concludes with a discussion of key implications for management educators.

Preparing leaders for the multi-generational workforce

Purpose This paper aims to advocate the need for educational leadership to understand and consider the immediate role and challenges associated with the unique values and characteristics of an age-diverse population and their impact on teaching and the facilitation of learning. Design/methodology/approach The paper draws on the review of the generational and diversity literatures and related organizational best practices to identify key definitions and empirical findings and to develop recommendations which can be deployed in future research and practice in different types of organizational settings. Findings This paper provides insights into how organizational leaders can promote a multicultural environment that leverages multi-generational differences. Also, the present study offers innovative pedagogical approaches that can help better prepare future business leaders for these challenges. Research limitations/implications The study attempts to reignite the debate through a detailed review that describes the current understanding of generational differences among four generational cohorts. Given the research approach, the recommendations may lack generalizability. Practical implications This paper advocates the need to understand generational differences to manage the challenges associated with differences in attitudes, values and preferences regarding leadership, human resource practices and organizational change initiatives. Social implications Organizations which create environments that are value-based and that support divergent views and values of each of the cohorts, create a positive outcome for both the organization and its employees. Originality/value This paper enhances knowledge and understanding at the theoretical and practical levels, enabling business leaders and faculty to gain insight regarding the generational differences and unique characteristics of four organizational workgroups – Veterans, Baby Boomers, Generation X and Generation Y.