Informing UK Information Management pedagogic practice

The nature of contemporary higher education culture

Kevin Grant (Lead / Corresponding author), Ray Hackney, David Edgar

    Research output: Contribution to journalArticle

    4 Citations (Scopus)

    Abstract

    This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. A web-based survey of 308 UK Information Systems/Management academics was undertaken. The sampling strategy for this phase was convenience sampling using a closed population, i.e. only members of the United Kingdom Academy for Information Systems (UKAIS) and yielded a 30% response rate. This was followed by 12 semi-structured interviews within two universities, giving a strong comparison between organisational contexts, staff expectations and practices. Our findings suggest that the culture of academic institutions can be driven by changes in the external business environment. The implication of this is that practice puts "the need to please" as its premise, rather than being driven by the requirements of the discipline and the potential impacts the graduate can have on the workplace and industry as a whole. As such, IM academics need to develop additional and alternative methods of teaching that are more relevant and prepare students for future work, rather than continuing the traditional lecture, seminar and computer laboratory formula. In addition, our research indicates that it is important to engage in academic consultancy, knowledge transfer partnerships, community activities and working with alumni. In this respect, the nature of IM is viewed within the holistic aspects of contemporary higher education organisational culture. © 2009 Elsevier Ltd. All rights reserved.
    Original languageEnglish
    Pages (from-to)152-161
    Number of pages10
    JournalInternational Journal of Information Management
    Volume30
    Issue number2
    Early online date30 Oct 2009
    DOIs
    Publication statusPublished - Apr 2010

    Fingerprint

    information management
    pedagogics
    Information management
    Education
    education
    Teaching
    information system
    Information systems
    Sampling
    alumni
    method of teaching
    knowledge transfer
    organizational culture
    Technical presentations
    grounded theory
    academy
    Industry
    data analysis
    workplace
    graduate

    Keywords

    • Academic enterprise
    • Culture
    • Information Management
    • Pedagogy
    • Perceptions
    • Practice
    • Academic institutions
    • Alternative methods
    • Business environments
    • Computer laboratory
    • Empirical evidence
    • Enterprise culture
    • Grounded theory
    • Higher education
    • Knowledge transfer
    • Organisational culture
    • Potential impacts
    • Quantitative data
    • Response rate
    • Sampling strategies
    • Semi structured interviews
    • United kingdom
    • Web-based surveys
    • Knowledge engineering
    • Knowledge management
    • Surveys
    • Teaching

    Cite this

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    title = "Informing UK Information Management pedagogic practice: The nature of contemporary higher education culture",
    abstract = "This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. A web-based survey of 308 UK Information Systems/Management academics was undertaken. The sampling strategy for this phase was convenience sampling using a closed population, i.e. only members of the United Kingdom Academy for Information Systems (UKAIS) and yielded a 30{\%} response rate. This was followed by 12 semi-structured interviews within two universities, giving a strong comparison between organisational contexts, staff expectations and practices. Our findings suggest that the culture of academic institutions can be driven by changes in the external business environment. The implication of this is that practice puts {"}the need to please{"} as its premise, rather than being driven by the requirements of the discipline and the potential impacts the graduate can have on the workplace and industry as a whole. As such, IM academics need to develop additional and alternative methods of teaching that are more relevant and prepare students for future work, rather than continuing the traditional lecture, seminar and computer laboratory formula. In addition, our research indicates that it is important to engage in academic consultancy, knowledge transfer partnerships, community activities and working with alumni. In this respect, the nature of IM is viewed within the holistic aspects of contemporary higher education organisational culture. {\circledC} 2009 Elsevier Ltd. All rights reserved.",
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    Informing UK Information Management pedagogic practice : The nature of contemporary higher education culture. / Grant, Kevin (Lead / Corresponding author); Hackney, Ray; Edgar, David.

    In: International Journal of Information Management, Vol. 30, No. 2, 04.2010, p. 152-161.

    Research output: Contribution to journalArticle

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    AB - This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. A web-based survey of 308 UK Information Systems/Management academics was undertaken. The sampling strategy for this phase was convenience sampling using a closed population, i.e. only members of the United Kingdom Academy for Information Systems (UKAIS) and yielded a 30% response rate. This was followed by 12 semi-structured interviews within two universities, giving a strong comparison between organisational contexts, staff expectations and practices. Our findings suggest that the culture of academic institutions can be driven by changes in the external business environment. The implication of this is that practice puts "the need to please" as its premise, rather than being driven by the requirements of the discipline and the potential impacts the graduate can have on the workplace and industry as a whole. As such, IM academics need to develop additional and alternative methods of teaching that are more relevant and prepare students for future work, rather than continuing the traditional lecture, seminar and computer laboratory formula. In addition, our research indicates that it is important to engage in academic consultancy, knowledge transfer partnerships, community activities and working with alumni. In this respect, the nature of IM is viewed within the holistic aspects of contemporary higher education organisational culture. © 2009 Elsevier Ltd. All rights reserved.

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