Analysis of a large-scale IT outsourcing "failure": what lessons can we learn?

Much of the research that has been carried out into outsourcing is based on relatively successful case studies. Yet drawing inferences from case studies when those with largely negative outcomes rarely see the light of day represents a significant problem. When negative cases are systematically unrepresented, there is less opportunity to subject theory to scrutiny. This chapter goes some way towards redressing this trend, by reporting on a large scale “selective” outsourcing arrangement that has been publicly described as a failure — the Australian Federal Government’s “whole of government” IT infrastructure outsourcing initiative. This initiative, originally promoted as likely to lead to a billion dollar saving, was abandoned early in 2001, after a damning public report by the Australian Auditor General. However, a detailed study of the initiative suggests that the “failure” occurred despite the project adhering to many of the recommended guidelines for successful outsourcing that had been derived from earlier case analysis. The findings have important implications for decision makers confronted with outsourcing choices. The study suggests that the risks of outsourcing are often downplayed, or ignored in the rush to reap the expected benefits. The study also suggests that expectations of savings from outsourcing IT are often substantially higher than those that have been empirically confirmed in the field. Decision makers are advised that key assumptions about costs, savings, managerial effort, and the effects of outsourcing on operational performance might be incorrect, and to plan for their outsourcing activity accordingly. They should pay particular attention to coordination and transaction costs, as these tend to be overlooked in the business case. These costs will be magnified if “best in breed” multiple-vendor outsourcing is chosen, and if contracts are kept short. Decision-makers are also warned of the difficulties they are likely to have at the end of an outsourcing contract if there is not a large and robust pool of alternative vendors willing to bid against the incumbent.

What can we learn about social work assessment from the textbooks?

Summary: Although often criticized for inadequacies, textbooks are both highly influential and a readily available source of information about contemporary thinking in social work theory and practice. As part of a series of studies about facilitating learning and teaching about assessment in social work, the authors have been conducting a review of how this professional task is presented in textbooks which are currently known to be used in programmes of social work education in the UK. Relevant chapters of each of the selected textbooks were subjected to an in-depth analysis in order to determine how assessment was understood, assessment processes, relevance to the UK practice context and evidence bases.

Findings: What are considered the key issues in, and skills required for, social work assessment are contested, with considerable variety between textbooks as to the extent of detail and topics covered in relation to assessment. Some issues which are prominent in the policy context, such as the need to ensure the involvement of service user and carer perspectives, and multidisciplinary assessment, were hardly mentioned. Changes in emphasis over time and differences in emphasis between textbooks published in the UK and North America were found.

Applications: Given the many differences in emphasis and depth of content between textbooks ostensibly outlining the same aspects of practice, it is essential that educators have a clear rationale for recommending particular textbooks.

What can we learn from McLuhan? Electronic communication technologies and the future of schooling

In the 1960's, Marshall McLuhan predicted that schooling, among other things, would be transformed as society embraced electronic communication technologies. McLuhan and other medium theorists provided an evocative but controversial discussion of the effects of technological development on society and its institutions. McLuhan's ideas were widely criticised by his contemporaries, particularly educationalists; however, his ideas are not so radical today and visions similar to those formulated by McLuhan can now be found in mainstream educational literature. Predictions made by medium theorists about the future of schooling are consistent with both the reforms advocated by current-day educationalists and the speculations of technologists.

In this paper, I revisit McLuhan's predictions for the future of education. I then draw parallels between McLuhan's vision and those espoused by contemporary educationalists. I argue that, although McLuhan's predictions have re-emerged, his analysis of the interaction between new technologies and old ways of doing have not re-emerged to the same extent, with many commentators neglecting to take account of the resilience of the institutionalised practices, structures and roles of traditional schooling.

Learn to design vs design to learn: enhancing educational opportunities using game technoloy

Recognizing as children’s input in game design and development process is critical, we applied cooperative inquiry experiences working with young children as game design partners. The computer-based games specifically were designed and developed for the acquisition of survival literacy by 12-14 year old intellectually disabled children. During the design and development game process, children learnt game design techniques without their acknowledgement. Importantly, the development process will be undertaken by the students with the minimum guidance of team members. The experiences, challenges and lesson learned through game design process are discussed.

Play to learn : building literacy in the early years

Features a range of activities that will help teachers use pretend play in the classroom.

Practical activities : what science teaching can learn from primary classrooms

Although I have been teaching and researching in primary science for the past decade, I began my career in science teaching in secondary and tertiary institutions and my views on science teaching were formed in these environments. Because I have never been a classroom primary teacher it has only been slowly that I have come to recognise some of the unique characteristics of science teaching in primary schools and come to value them. This paper is an attempt to begin a discussion about what science teaching can learn from the culture of teaching in primary schools by examining some of the ways in which science is taught.

This paper is based on research conducted for my doctorate. It was done in two parts: first a pilot study, Current Primary Science Practice, to try and get a feel for the way science is taught in primary schools in Victoria, N.S.W. and the A.C.T., followed by an in study of a term-long unit of science teaching done by four teachers at four different schools in Victoria and N.S.W, The Role of Practical Activities in Science Teaching.