Carl R. Adams

DSS theory: a model of constructs and relationships

Abstract A theoretical framework for DSS research is developed in terms of the key elements of theory: domain boundaries, constructs, and relationships among constructs. Eight broad DSS constructs (environment, task, implementation strategy, DSS capability, DSS configuration, user, user behaviour, and performance) are identified. Based on a review of the literature, 17 relationships among these constructs are examined. The most frequently studied relationships in the model are the influences of: (1) DSS capabilities on user behaviour; (2) user behaviour on performance; and (3) DSS capabilities on performance. Studies regarding these relationships use a wide variety of measures and present generally divergent results. Although studied less frequently, fairly consistent relationships were observed, suggesting: (1) the strategy used for DSS implementation influences both user behaviour and DSS performance; and (2) environmental factors such as top management support and user training influence DSS performance. Conclusions include: (1) there has been some progress toward understanding DSS based on the accumulation of research to date; (2) past research has examined less than half of the possible relationships among constructs, creating opportunities for new insights; and (3) divergent results on key pairs of constructs may result from interaction with other constructs, necessitating the simultaneous examination of fuller DSS research models to understand the contingencies influencing these relationships.

Perspective: experiential education in new product design and business development

We describe an experiential approach to teaching new product design and business development in a year-long course that combines intensive project work with classroom education. Our course puts together up to six teams of graduate students from management and engineering who work on projects sponsored by individual companies. Student teams work with faculty from multiple disciplines and personnel from the sponsoring companies. The year-long format and involvement with company personnel provide opportunities for students to gain hands-on experience in a real product development project. Time constraints, coupled with students’ determination to demonstrate what they can accomplish, stimulate teams to learn how to compress the design and development cycle. To help students generalize from their own projects to a wider universe of product design and business development phenomena, students participate continuously in constructive critiques of others’ projects; and in presentations, case discussions and workshops that help them learn about the product and business development process itself. This article describes course objectives, syllabus, projects, sponsors, faculty, students and our course administration. In an effort to move towards a “paperless” course, we have put as much of the course material as possible on the World Wide Web; relevant websites are referred to in the article. At the end of the course each team presents a prototype and a protoplan to the sponsoring company in a final report, which in many cases includes suggestions for the sponsor on how to improve its design and development process. Students’ positive evaluations, along with their comments, indicate that they are attaining their educational goals. Course projects have resulted in commercialized products, patents, continuing development projects in sponsoring companies, and placements for students. The course has generated public relations value for the units involved and for the university as a whole.

Decision-Making and Information Systems in Colleges An Exploratory Study*

In order to develop new methods for improving decisionmaking and information systems it is necessary to understand how these systems currently operate. The study reported here was designed to illustrate some aspects of current administrative systems. Based on a sample of ten small to medium sized colleges, responses to the following types of questions are reported. How are particular decisions typically made? Who is involved in making various decisions? What information is available for decision-making and operations? What kinds of analyses are usually used? Part of the data presented focuses on describing particular decision processes, e.g., academic program review, faculty performance evaluation, and budgeting. Another part concentrates on assessing the use of various types of information and analytical data. Based on the survey data, a description of college decision-making and information systems is provided. Some tentative conclusions are also drawn in the form of hypotheses for further research.

Increasing Coordination Demands and the Impact on CIO Rank

There are a number of forces that have intensified the coordination demands in large, multi-business firms in recent years. This study considers the organizational response of the information technology function to meet those demands for coordination throughout the large firm. We utilize a unique measure, CIO Rank, to highlight an increase in the prominence of the IT function and specifically the top IT executive over the fifteen year period, 1993 to 2007. Data representing 186 Fortune 1000 firms was used to test hypotheses that the demand for coordination influences the CIO Rank and firms that address high demands for coordination with an elevated role for the IT function perform better. While the empirical evidence of an increasingly prominent role for IT is strong, the evidence is mixed regarding the contingent effect of coordination demands on the role of the IT function and subsequent firm performance.

A model academic Integrated Information Center

Based on the results of the information and technology requirements assessments, three configurations for the model IIC were developed—a basic model, an intermediate model, and an advanced model. These configurations of the model IIC represent increasing numbers and sophistication of support capabilities as well as increasing costs. They represent possible stages of implementation depending on the requirements of the academic unit and the resources at its disposal.

Integrating decision technologies: implications for management curriculum

The essence of management is decision making. Decision making requires the availability and proper use of data. Three evolving technologies relate to the support of decision making: information processing, decision science methods, and organization of decision makers and decision processes. More and more, because of technological developments and increased understanding of complex decision situations, these technologies must be seen as an integrated whole in order to support efficient and effective decision making. Within organizations, different groups are often charged with each of the three technologies that should support decision making. As a result, we often experience problems where the data is unavailable, is not compatible with the analyses desired, or is not relevant to the decision-making processes that managers wish to use. A substantive integration of these support groups and their expertise would help. Acting as a change agent, business and management schools can develop a conceptualization of the three technology areas that integrates them with respect to terminology. They can also develop a unified set of general constructs that carry throughout each of the areas. Further, a new series of core courses can be developed that present the integrated technology subjects in a logical sequence. Management schools have been concerned with teaching concepts and skills related to data acquisition, manipulation, and presentation to their students for some time. However, in organizing the delivery of data-handling concepts and skills, these schools have relied on courses from various disciplines such as decision sciences (DSci), management information systems (MIS), and managerial decision making (MDM). These courses in management school curricula are generally redundant, use similar terminology differently, and are not mutually supportive. This article focuses on the design and delivery of an integrated sequence of core courses that addresses the three technology areas. Drawing on experience at our own schools, we address general course design principles, resolution of issues on content requirements and delivery, implementation issues, and current and future problems related to the effective integration of topics that have traditionally been addressed in DSci, MIS, and MDM courses.

Issues Relating to the Implementation and Management of an Integrated Information Center.

This article addresses some issues related to the implementation and management of the Integrated Information Center (IIC). These issues include the impact of the legal environment within which an IIC must operate, the organization structure of the IIC, and the funding of the IIC. In addition, the article discusses the reactions of key stakeholders on campus to the proposed model IIC.

The Minnesota PhD program in management information systems: underlying philosophical views and operational decisions

The authors first describe the philosophical view of management information systems (MIS) as an academic and scholarly research field. The Minnesota philosophical view of an MIS doctoral program is then presented. The operational implications of these philosophical views are described in terms of curricular decisions and program management.<<ETX>>

A morphological approach to generating information technology product ideas

Abstract The use of information technology (IT) as a component of new products and services is increasing, often in unexpected areas. Chief information officers (CIOs) recognize their information systems (IS) staffs are not used to thinking in product development terms and that their staffs are viewed as unfamiliar with their basic business operations. In order to take advantage of the apparent potential in this area, IS organizations need a conceptualization of opportunities afforded by IT and a process for generating possible products and services. This paper presents a model for such a conceptualization that includes three dimensions: product/service change possibilities based on IT, the distinguishing of product inherent versus product support functions in meeting customer needs, and common approaches to differentiate product/service. Using this model, a morphological process can help to generate alternative IT product possibilities.

The design of the Integrated Information Center project

This article describes the information environment at the University of Minnesota at the beginning of the Integrated Information Center (IIC) project, the proposed design of the IIC, and the proposed organization structure of the IIC.