Mikko Ruohonen

Stakeholders of strategic information systems planning: theoretical concepts and empirical examples

Abstract Strategic information systems planning (SISP) requires the participation and involvement of different managerial groups. It is suggested that the key stakeholder groups in this process are top management, user management and IT/IS management. Management education is needed to integrate the different views of managers concerning the use of IT. Successful SISP requires sound communication and the interpretation of these different views. The nature of these three stakeholder groups is defined. Emphasis is placed on the interaction and collaboration of managers and managerial groups. Theoretical reflection is supported by experience of three case examples from different companies. Results provide a wider framework through which to examine intra-group and inter-group relationships in the context of SISP.

Capacity Building for IT in Education in Developing Countries

Preface D. Watson. Introduction G. Marshall, M. Ruohonen. Part I: National Perspectives. 1. Nordic cooperation on communication and information technologies and didactics in education P. Bollerslev. 2. Building resource capacity for IT education and training in schools - the case of Botswana S. Ojo, B. Awuah. 3. Computer education and human capacity building for information technology in Namibia G. Kiangi. 4. Schools with SPIRIT capacity building in The Netherlands P. Hogenbirk. 5. Information technology in Norwegian education - consistency of strategic initiatives implementing IT in primary education S. Rosvik. 6. Development of information technology in Hong Kong education over the past decade A. Fung. 7. Fighting a lone battle for computer education in Nepal H.G. Shrestha. Part II: Building Skills in the National Context. 8. Building the skills gap in Zimbabwe A. Sithole. 9. Information technology education and training initiatives - the Nigerian experience U. Modum. 10. Using applications programs in a university to build human capacity for information technology D. Arganbright. Part III: Targetted Projects. 11. Infrastructure issues for implementation of portable computer use in schools A. McDougall. 12. Capacity building with a difference S. Gumbo. 13. Principles, information technology and leadership - coping with professional development despite isolation W. Newman. 14. Communicate and learn - a collaborative project Z. Ji-Ping, J. Moonen. 15. Theeffect of network technology on education A. Knierzinger. Part IV: Classroom-based Initiatives. 16. Technology and young children - new strategies to prevent illiteracy and create better chances of success for all R. Cohen. 17. Designing logo-based microworlds for effective learning - a road to improving teacher education M. Turcsanyi-Szabo. Part V: Research for IT-based Education. 18. The needs and challenges of information systems education - the case of Nigerian universities M. Ruohonen, O. Adelakun. 19. Blame the technocentric artefact! What research tells us about problems inhibiting teacher use of IT D. Watson. 20. Measuring success in the global village - resources for conducting systematic and comprehensive evaluations in IT settings G. Marshall. Part VI: Resource Acquisition, Allocation and Utilization. 21. The role of educational and professional bodies in guidance towards capacity planning P. Juliff. 22. The European computer driving licence D. Dolan. 23. Information literacy - the missing link in education, with special reference to developing countries J. Isaac. 24. Maximizing the benefits of aid for information technology I. Mitchell. 25. Building capacity for information technology in educational management in developing countries A.J. Visscher. 26. Information technology resources for education in developing countries M. Williams. Part VII: A Curriculum for the Future. 27. The need for a new perspective - creating learning networks for African teachers: change, professional developments and ICTs D. Berg, J. Vo

Aligning DSS development with organization development

Abstract One of the fundamental assumptions underpinning the strategic school of management is that the most appropriate structure for an organization is dependent on its strategy; strategy drives the structure and a change in strategy requires a change in administrative structure and also in formal information systems. Rockart and Scott Morton have proposed that information technology (IT) may have an essential role in organizational change. However, only a few researchers have studied MIS/DSS in the context of organizational development. Most of the research has been based on technological imperative. If an organizational imperative is adopted this leads to the consideration of the use of IT in the context of organization development. At present organizations are developing their strategies for the 1990s which demand structural changes or at least development of the organizations control and decision-making processes. The essential point is that the changes also effect the information needs of organizational actors. Thus, organizational change quite often requires the existing information systems to be reconstructed or even replaced. For MIS/DSS development the establishment of new information channels offers a challenging task. In this study a process approach to the analysis of the relationship of OD and MIS/DSS development is applied. The change process in a Finnish public-sector organization is observed in a longitudinal manner. In the first phase of this study the authors role was to assist in aligning the planning of a single information system — Workplace Information System (WIS) — with other organizational change processes. Empirical data was gathered through action research. One of the most important findings of this study was that new WIS options were created through organizational learning. Both researchers and organizational actors learned to focus on WIS as an opportunity for organizational change.

Action learning in information management education

Strategic Information Systems Planning (SISP) is the process of deciding the objectives for organizational computing and identifying the potential computer applications which the organization should implement. Information Management Education (IME) has become increasingly necessary for executive education, as a result of the competitive effects of Information Systems (IS). Managers also need to set the strategic guidelines for IS planning, and effective planning can be supported by management education. The problem is how to determine a suitable way to teach the knowledge and skills needed in Information Management. Managers are a very difficult group to teach, due to their other responsibilities and their lack of time. This paper explores some potential approaches for IME, and presents Action Learning (AL) as one way to introduce managers to the strategic use of IT. The experiences and the tentative findings from the use of the AL approach in one case study company are discussed at the end of the paper.

The needs and challenges of information systems education - the case of Nigerian universities

Inadequate human resource capacity for IT development militates against effective IT adoption and utilisation in developing countries. Educational institutions play key roles in providing intellectual resources for society. Many of the organisational, management and development issues which are included in Information Systems (IS) education are not represented in the curricula of higher education institutions in developing countries. Our study examines the Nigerian perspective as one representative example of African IS university education, and examines the level and quality of IS education in Nigerian federal universities as well as the cuniculum development challenges.

Discussion Group 3 — Guidelines and directions for ICT policy in education

This document does not attempt to prescribe policy. It is provides guidelines and directions that are important in considering the creation of policy. Policy in its final form applies to all schools and as such must be very carefully worded.

Discussion Group 5 — Information Technology in institutional administration and management

The discussion group consisted of representatives from several educational institutions. The group looked at Information Technology in Educational Management (ITEM) in the three countries represented. Moreover, the group discussed which measures could be taken to promote the use of ITEM in Zimbabwe.

Discussion Group 4 — IT education delivery and learning

The aim of the discussion group was to examine the effects of Information and Communication Technologies (ICT) on the process of learning and the delivery of education. The majority of the group members were involved in education at primary and secondary levels, and the discussion was mainly centered around the issues relating to education at those levels. The focus of the group was the issues relating to the use of computer-related technology in the teaching and learning process, with particular emphasis on the problems encountered in developing countries.

Discussion Group 1 — IT in curriculum and courseware development

Psychology shows that access to new media at this age is easy. Children do not yet build resistance to new media and are not biased. International research shows that small children can use and love to use computers, and take benefit from this.

Discussion Group 2 — Policies, strategies & initiatives of ICT in education

Discussing the theme of policies, strategies and successful initiatives for Information and Communication Technology (ICT), one has to consider first the objectives. From these objectives, policies can be derived to meet the goals. Policies still are general statements, which have to be worked out in elements of strategy. In the last stage of elaborating on this theme the elements of strategy need to be made operational into activities and actions which might be the most successful to achieve the originally formulated objectives. We actually decided not to split up the discussion into the three levels of education - primary, secondary and tertiary education - in order to get a framework that could apply to all of these levels. So it was agreed to structure the discussion in the following four stages: definition of the targets, needs, objectives or goals one wants to achieve with respect to ICT in education — (the ‘why’); development from this of various aspects of policy making (the ‘what’); development of the strategy elements fitting to the policies (the ‘how’); implementation of the strategies by activities that might be most successful.