The influence of perceptions of social identity on information technology-enabled change

Growth in the sophistication of information technology (IT) has led to the increasing importance of information accessibility in the workplace. The pervasiveness of the resultant knowledge-based economy has centered attention on issues of employee group identity. In this article we explore how employee perceptions of group membership guide the change outcomes of an organization implementing new information technology. Using a social identity framework, we investigate the salient intergroup relationships of two groups of employees (management and IT implementation teams) and how employees use their different group memberships to reframe positions of authority or knowledge around technology change. We discuss the extent to which perceptions of social identity legitimate institutional structures already in place despite the potential of new technology.

Women, careers and information technology: An introduction

This special issue revisits the relationship between women, work and technology, focusing specifically on gender equity in information technology (IT) employment. Along with theoretical contestation over the broader relationship between gender and technology, arguments about the prospects for women in IT employment have ranged from optimistic to pessimistic extremes. On the one hand, optimists have envisaged a more gender-egalitarian workforce based on new occupations lacking traditional gender markers, and 'young' firms offering positive flexibilities and equal employment opportunity protections. On the other hand, pessimists anticipate that ongoing male dominance over tedmology and competitive pressures in the IT sector will ensure that the most prestigious and highly rewarded jobs remain concentrated in male hands, even as teclmologies and jobs are themselves transformed.

Making the processes of designing explicit within an information technology environment

In this paper, technology is described as involving processes whereby resources are utilised to satisfy human needs or to take advantage of opportunities, to develop practical solutions to problems. This study, set within one type of technology context, information technology, investigated how, through a one semester undergraduate university course, elements of technological processes were made explicit to students. While it was acknowledged in the development and implementation of this course that students needed to learn technical skills, technological skills and knowledge, including design, were seen as vital also, to enable students to think about information technology from a perspective that was not confined and limited to 'technology as hardware and software'. This paper describes how the course, set within a three year program of study, was aimed at helping students to develop their thinking and their knowledge about design processes in an explicit way. An interpretive research approach was used and data sources included a repertory grid 'survey'; student interviews; video recordings of classroom interactions, audio recordings of lectures, observations of classroom interactions made by researchers; and artefacts which included students' journals and portfolios. The development of students' knowledge about design practices is discussed and reflections upon student knowledge development in conjunction with their learning experiences are made. Implications for ensuring explicitness of design practice within information technology contexts are presented, and the need to identify what constitutes design knowledge is argued.

Undergraduate performance in accounting and business-based information technology

The pervasiveness of information systems (IS) in organizations mandates the need for high levels of IS skills. In recognition, professional bodies impose IS course requirements for accreditation. For both students and employers, performance in IS courses has become important. The tertiary entrance overall performance score accounted for 19.7 per cent of the variance in students' passing grades. Thereafter, proficiency in office automation software and programming accounted for 1.5 and 0.8 per cent of the variance, respectively. Students living in a stable, family home-based environment performed better and it is likely that this environment underpinned other factors affecting performance.

The impact of computer display height and desk design on 3D posture during information technology work by young adults

Computer display height and desk design to allow forearm support are two critical design features of workstations for information technology tasks. However there is currently no 3D description of head and neck posture with different computer display heights and no direct comparison to paper based information technology tasks. There is also inconsistent evidence on the effect of forearm support on posture and no evidence on whether these features interact. This study compared the 3D head, neck and upper limb postures of 18 male and 18 female young adults whilst working with different display and desk design conditions. There was no substantial interaction between display height and desk design. Lower display heights increased head and neck flexion with more spinal asymmetry when working with paper. The curved desk, designed to provide forearm support, increased scapula elevation/protraction and shoulder flexion/abduction.