Suzanne Iacono

The Institutional Character of Computerized Information Systems

Examines how important social and technical choices become part of the history of a computer‐based information system (CBIS). Argues that CBIS should be developed in terms of their social, as well as their information‐processing characteristics. Demonstrates that developing CBIS as an institutional system is important because: the useability is more critical than the technology; a well‐used CBIS with a stable structure is more difficult to replace than an unstable, ill‐used one; and CBIS vary from one social setting to another. Illustrates with a case study of a failed attempt at conversion.

The Mobilization of Support for Computerization: The Role of Computerization Movements

This paper describes how computerization is the byproduct of loosely organized movements rather than simply an industry selling products to an eager market. We briefly examine five “computerization movements”: urban information systems, artificial intelligence, office automation, instructional computing, and personal computing. These computerization movements share key ideological beliefs, which we also characterize. The main alternative normative analyses of appropriate computerization come from counter movements whose interests intersect with some special form of computerization: in workplaces, around intrusions on personal privacy, and on consumer rights. These counter movements articulate how computing should be balanced with competing values such as good jobs, fair information practices, and consumer control. We argue that these counter movement views do not add up to a coherent alternative humanistic vision for appropriate computerization.

Learning in context: Extensively computerized work groups as communities-of-practice

Abstract As computing becomes increasingly integral to organizational life, how work groups learn to successfully use computing becomes a critical issue. The current focus in the management information systems literature is on individual training and teaching methods. The context in which people and groups learn is overlooked in these studies. But work groups provide different types of learning environments, some which encourage learning while others discourage it. Three characteristics of work group environments help explain why learning varies: differential valuation of work roles in organizations (clerical vs professional work groups); differential participation in legitimate peripheral learning (through the presence of local expertise and time to interact and learn); and differential levels of participation in noncanonical communities-of-practice (especially through grass roots computing implementations). Two contrasting case studies illustrate how these concepts result in different learning environments. Professional work groups are more highly valued in organizations and members are given more autonomy to participate in legitimate peripheral learning and emerging communities-of-practice, while clerical groups are less valued, isolated from other practitioners and more rigorously held to canonical work practices. Participation in computing implementations also provides opportunities for learning that are missing in groups that have computing forced on them by management.

How Do Office Workers Learn About Computing

Quotes recent (1994) literature suggesting that workers receive more training and support in their local work area than from a centralized management information systems (MIS) group. Suggests that there is therefore little knowledge about how users learn the computing skills necessary for them to achieve their tasks. Explores the issues. Presents four case studies, two having a central MIS training and support functions and two having none. Observes that in four work groups members depended on locally emerging arrangements for training and support.

Office routine: The automated pink collar: Secretaries and clerks are often enthusiastic about new technologies, until they discover that shortsighted managers use the new tools to isoiate them further

Electronic aids are changing work routines in office, but not all changes may be for the better. Studies show that peoples work lives must be considered in relation to the new equipment. Otherwise workers can become more disgruntled, even though their initial expectations for the new equipment may have been high.

Computerization Movements and the Mobilization of Support for Computing

THERE is a major mobilization to foster computerization in many institutional sectors in the United States and Western Europe. Computerization is a social process for providing access to and support for computer equipment and computer-based services to be used in activities such as teaching, accounting, writing, designing circuits, financial payments, etc. Computerization entails social choices about the level of appropriate investment and control over equipment and expertise, as well as choices of equipment. Many organizations are adopting computing equipment much more rapidly than they understand how to organize positive forms of social life around it. However, the most fervent advocates of computerization see the actual pace of computerization in schools, offices, factories, and homes as slower than they wish [Papert, 1980; Yourdon, 1986; See also Kaplan, 1983].