Understanding informations systems outsourcing success and risks through the lens of cognitive biases

Because outsourcing of information systems (IS) is now widespread, it is generally assumed to be successful. It is also often assumed that outsourcing risks are easily managed. In this paper we adopt an “evidence based management” approach to first test these assumptions through a qualitative metaanalysis of academic studies into IS outsourcing outcomes. Our research reveals a shortage of reliable and valid evidence for outsourcing’s benefits, and for the level of risk involved. We then use data from a series of focus groups to explain the paradox of widespread adoption of a strategy with limited empirical support. These focus groups were interpreted through the lens of research on a
range of cognitive mechanisms and biases that are known to affect decision makers. We conclude that cognitive mechanisms that are likely to affect sourcing decisions include framing biases, cognitive dissonance, attribution error, and the “optimism”, “confirmation”, “disconfirmation” and “overconfidence” biases. Given the shortage of supporting evidence, and the potential for these biases to operate, we argue that researchers need to be more critical in their analysis of reports of the success and risks of IS outsourcing.

Towards a multicultural world : identifying work systems, practices and employee attitudes that embrace diversity

The research program described focuses on identifying the role of organisational culture, as reflected in workplace systems and practices, and employee and group attitudes in the outcomes of interactions among dissimilar parties. A systematic, theory-testing approach underlies the program, which aims to both develop and validate the diversity openness construct. The Perceived Dissimilarity-Openness Moderator Model developed from the research asserts that the affective, cognitive and behavioural consequences of diversity depend in part upon the perception of difference and subsequent quality and magnitude of the response to the perceived dissimilarity. When individuals or social systems (groups or organisations) are diversity-closed, outcomes are predicted to be less positive than when they are diversity-open.

Instructional strategies integrating cognitive style construct : a meta-knowledge processing model

The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers. Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction. Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner) An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations. The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes. The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance. This research design provides a three-level discovery process to articulate: 1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies 2) acquisition of knowledge using measurable instructional outcome and learner characteristics 3) knowledge of the innate environmental factors which influence the instructional outcomes This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science. Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991). Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition. Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups. By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999). While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome. My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning. In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.

Cognitive aspects of knowledge management

The thesis addresses the issue of a limited success of knowledge management systems in spite of substantial investments in their development and implementation. Through the research, core reasons for this situation were identified and an innovative user-centered solution that focuses knowledge management on supporting professional activities is presented.

Systematic evaluation of a virtual environment-based training systems

This paper explores the application of three constructs that deemed to be essential to quantify virtual environments (VE) efficacy: cognitive, skill-based, and affective learning outcomes. The authors discuss the implementation of these constructs in a user-centered evaluation of a VE training system. By transforming both the conceptual and operational cohorts for training evaluation the authors illustrate the benefits of the development of a Multi-dimensional User-centered Systematic Training Evaluation (MUSTe) method for quantifying VEs efficacy. Importantly, MUSTe acknowledges the importance of combining holistic and analytical approaches in conducting systematic user-based evaluation. Furthermore, it also emphasizes that quantifying VEs efficacy must reflect the perception and preferences of the users rather than the imposition of efficacy on single measures of task outcome. An empirical study that applied MUSTe evaluation method in quantifying a VE training system efficacy provided valuable evidence of the theoretical construct and content validity of the method.

Predicting the acceptance of unit guide information systems

Information Systems can play an important role in ensuring and improving the quality of education provided. However, lack of acceptance of these information systems and resistance of technology innovations by the end users limit the expected benefits of the system. This research attempts to identify the key determinants for the acceptance of the Unit Guide Information Systems (UGIS) in the Australian higher education sector. The technology acceptance model (TAM), social cognitive theory (SCT) and model of PC utilization (MPCU) are combined to provide a new framework for this analysis. Results of the study are consistent with the technology acceptance factors for explaining the behavioural intention of the academics. The study also shows the effects of application specific self-efficacy, application specific anxiety and social influence on the acceptance of UGIS. Implications of the results are discussed within the context of unit guides and curriculum mapping.

The soft systems approach to understanding trust in alliances in Australia

Alliances are complex projects with high levels of risk and uncertainty. Despite the pain share and gain share commercial arrangement in alliances, Trust is still an issue between the Alliancing Leadership Team (ALT) and Alliancing Management Team relationship (AMT). Although the concept and components of trust have been discussed by various researchers, the characteristic of trust under different situations has not been tested within the procurement research domain. Based on semi-structured interviews with the members of the ALT and AMT of an alliance project in Australia the underlying trust based relationships between the AMT and ALT were investigated using the Soft Systems Methodology (SSM). Results demonstrate that cognitive, affect, system and cognitive-affect based trust are mediated by common good, needs, sharing, breach temptation and mishap situations. This research demonstrates that the adversarial culture of the Australian construction industry cannot be changed by the implementation of trust principles alone. The culture of suspicion dominating the ideological view of the construction industry requires organizational learning between alliance parties to execute appropriate behaviours, aligned with the alliancing philosophy, to effectively achieve ideal collaboration.

Digital systems for open access to formal and informal learning

 Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms.

Staging systems in bipolar disorder: an International Society for Bipolar Disorders Task Force report

We discuss the rationale behind staging systems described specifically for bipolar disorders. Current applications, future directions and research gaps in clinical staging models for bipolar disorders are outlined.

Role of dietary pattern analysis in determining cognitive status in elderly Australian adults

Principal Component Analysis (PCA) was used to determine the association between dietary patterns and cognitive function and to examine how classification systems based on food groups and food items affect levels of association between diet and cognitive function. The present study focuses on the older segment of the Australian Diabetes, Obesity and Lifestyle Study (AusDiab) sample (age 60+) that completed the food frequency questionnaire at Wave 1 (1999/2000) and the mini-mental state examination and tests of memory, verbal ability and processing speed at Wave 3 (2012). Three methods were used in order to classify these foods before applying PCA. In the first instance, the 101 individual food items asked about in the questionnaire were used (no categorisation). In the second and third instances, foods were combined and reduced to 32 and 20 food groups, respectively, based on nutrient content and culinary usage—a method employed in several other published studies for PCA. Logistic regression analysis and generalized linear modelling was used to analyse the relationship between PCA-derived dietary patterns and cognitive outcome. Broader food group classifications resulted in a greater proportion of food use variance in the sample being explained (use of 101 individual foods explained 23.22% of total food use, while use of 32 and 20 food groups explained 29.74% and 30.74% of total variance in food use in the sample, respectively). Three dietary patterns were found to be associated with decreased odds of cognitive impairment (CI). Dietary patterns derived from 101 individual food items showed that for every one unit increase in ((Fruit and Vegetable Pattern: p = 0.030, OR 1.061, confidence interval: 1.006–1.118); (Fish, Legumes and Vegetable Pattern: p = 0.040, OR 1.032, confidence interval: 1.001–1.064); (Dairy, Cereal and Eggs Pattern: p = 0.003, OR 1.020, confidence interval: 1.007–1.033)), the odds of cognitive impairment decreased. Different results were observed when the effect of dietary patterns on memory, processing speed and vocabulary were examined. Complex patterns of associations between dietary factors and cognition were evident, with the most consistent finding being the protective effects of high vegetable and plant-based food item consumption and negative effects of ‘Western’ patterns on cognition. Further long-term studies and investigation of the best methods for dietary measurement are needed to better understand diet-disease relationships in this age group.

An incremental meta-cognitive-based scaffolding fuzzy neural network

The idea of meta-cognitive learning has enriched the landscape of evolving systems, because it emulates three fundamental aspects of human learning: what-to-learn; how-to-learn; and when-to-learn. However, existing meta-cognitive algorithms still exclude Scaffolding theory, which can realize a plug-and-play classifier. Consequently, these algorithms require laborious pre- and/or post-training processes to be carried out in addition to the main training process. This paper introduces a novel meta-cognitive algorithm termed GENERIC-Classifier (gClass), where the how-to-learn part constitutes a synergy of Scaffolding Theory - a tutoring theory that fosters the ability to sort out complex learning tasks, and Schema Theory - a learning theory of knowledge acquisition by humans. The what-to-learn aspect adopts an online active learning concept by virtue of an extended conflict and ignorance method, making gClass an incremental semi-supervised classifier, whereas the when-to-learn component makes use of the standard sample reserved strategy. A generalized version of the Takagi-Sugeno Kang (TSK) fuzzy system is devised to serve as the cognitive constituent. That is, the rule premise is underpinned by multivariate Gaussian functions, while the rule consequent employs a subset of the non-linear Chebyshev polynomial. Thorough empirical studies, confirmed by their corresponding statistical tests, have numerically validated the efficacy of gClass, which delivers better classification rates than state-of-the-art classifiers while having less complexity.