Developing professional expertise in the knowledge economy: integrating industry-based learning with the academic curriculum in the field of information technology

In response to the forces of globalization, organizations have had to adapt and even transform themselves. Universities have had to recognize the value of practical working knowledge developed in workplace settings, and promote the value of academic forms of knowledge making to the practical concerns of everyday learning. This paper presents a contemporary case of a designed professional curriculum in the field of information technology that situates workplace learning as a central element in the education of students. Key integrative dimensions are considered along with an analysis of the perspectives of teaching staff and students on the educational experience. (Asia-Pacific Journal of Cooperative Education, 2004, 5(2), 1-11)

Knowledge transfer in enterprise information technology support using web-based self-service systems

This paper explores Critical Success Factors (CSFs) in the transfer
of after-sales support-oriented knowledge from Information Technology (IT)
support organisations to enterprise customers, using Web-based self-service Systems (WSS). As it appears that best-in-class companies are ahead of the academic work in this area, we approached the topic through an exploratory CSF study of a best-in-class multinational IT services firm and identified 26 CSFs. Key findings from the study indicate that best-in-class IT service organisations may be cognisant of a range of factors relating to supporting customers, but are less aware of what is needed to support their own frontline support agents. Such organisations also lack an understanding of what is needed to provide enterprise support in the later stages of knowledge transfer, where enterprise customers can experience problems attempting to integrate resolutions. The study further showed that many aspects that might be characterised as encompassing socio-technical issues relating to the provision of web-based self-service are still poorly understood.

Educating for professional capability in the field of information technology: integrating industry-based learning with the academic curriculum

In response to the forces of globalisation, societies and organisations have had to adapt and even proactively transform themselves. Universities, as knowledge-based organisations, have recognised that there are now many other important sites of knowledge construction and use. The apparent monopoly over valued forms of knowledge making and knowledge certification is disappearing. Universities have had to recognise the value of practical working knowledge developed in workplace settings beyond university domains, and promote the value of academic forms of knowledge making to the practical concerns of everyday learning. It is within this broader systems view that professional curriculum development undertaken by universities needs to be examined.

University educational planning responds to these external forces in ways that are drawing together formal academic capability/competence and practice-based capability/competence. Both forms of academic and practice-based knowledge and knowing are being equally valued and related one to the other. University planning in turn gives impetus to the development of new forms of professional education curricula. This paper presents a contemporary case of a designed professional curriculum in the field of information technology that situates workplace learning as a central element in the education of Information Technology (IT)/Information Systems (IS) professionals.

The key dimensions of the learning environment of Deakin University’s BIT (Hons) program are considered with a view to identifying areas of strong integration between the worlds of academic and workplace learning from the perspectives of major stakeholders. The dynamic interplay between forms of theorising and practising is seen as critical in educating students for professional capability in their chosen field. From this analysis, an applied research agenda, relating to desired forms of professional learning in higher education, is outlined, with specific reference to the information and communication technology professions.

Information technology applications for planning in deconstruction

In recent years, there has been obvious emphasis on the shift from design and construction of new facilities to maintenance, refurbishment, and demolition management of existing facilities. Demolition technology has gradually changed from conventional destruction to the recently developed deconstruction. Demolition management, particularly deconstruction management, is becoming a novel, but a fertile teaching and research discipline. This paper focuses on an important issue of deconstruction management, how to work out a deconstruction plan using information technologies.

Toward successful knowledge transfer in web-based self-service for information technology services

Web-based self-service has emerged as an important strategy for providing pre- and post-sales customer support. Yet, there is a dearth of theoretical or empirical research concerning the organisational, customer-oriented, knowledge-based, and employee-oriented factors that enable web-based self-service systems (WSS) to be successful in a competitive global marketplace. In this paper, we describe and discuss findings from the first phase of a multi-method research study designed to address this literature gap. This study explores critical success factors (CSFs) involved in the transfer of support-oriented knowledge from an information technology (IT) services firm to commercial customers when WSS are employed. Empirical data collected in a CSF study of a large multinational IT services business are used to identify twenty-six critical success factors. The findings indicate that best-in-class IT service providers are aware of a range of critical success factors in the transfer to commercial customers of resolutions and other support-oriented knowledge via WSS. However, such firms remain less certain about what is needed to support customer companies after support-oriented knowledge has initially been transferred to the customer firm.

Conceptualising best practices in cooperative industry-based learning in information systems and information technology: an inter-institutional investigation in Australian higher education

The professional fields of information systems and information technology are drivers and enablers of the global economy. Moreover, their theoretical scope and practices are global in focus. University graduates need to develop a range of leadership, conceptual and technical capacities to work effectively in, and contribute to, the shaping of companies, business models and systems which operate in globalised settings. This paper reports a study of the operation of industry-based learning (IBL) at three Australian universities, which employ different models and approaches, as part of a series of investigations of the needs, circumstances and perspectives of various stakeholders (program coordinator, faculty teaching staff, the students, industry mentors, and the professional body which has supported the most recent stage of this study). The focus of this paper is a discussion of salient pragmatic considerations as we attempt to conceptualise what constitutes best practice in offering industry-based learning for higher education students in the disciplines of information systems and information technology.

Electronic negotiation and security of information exchanged in e-commerce

In settings such as electronic markets where trading partners have conflicting interests and a desire to cooperate, mobile agent mediated negotiation have become very popular. However, agent-based negotiation in electronic commerce involves the exchange of critical and sensitive data that must be highly safeguarded. Therefore, in order to give benefits of quick and safe trading to the trading partners, an approach that secures the information exchanged between the mobile agents during e-Commerce negotiations is needed. To this end, we discuss an approach that we refer to as Multi-Agent Security NEgotiation Protocol (MASNEP). To show that MASNEP protocol is free of attacks and thus the information exchanged throughout electronic negotiation is truly secured, we provide a formal proof on the correctness of the MASNEP.

Enabling successful web-based information technology support for enterprise customers: a service provider perspective of stakeholder-based issues

An understanding by support organisations of the key factors enabling successful enterprise after-sales customer support provision when using Web-based Selfservice Systems (WSSs) is essential to making  improvements in such systems. This paper reports key stakeholder-oriented findings from an interpretive study of critical success factors (CSFs) for the transfer of after-sales support-oriented knowledge from an information technology (IT) service provider to enterprise customers when a WSS is used. The findings suggest that researchers and practitioners should consider WSSs within a complex network of service providers, business partners and customer firms. The paper also clearly points to a need for support organisations to engage in greater collaboration and integration of WSSs with enterprise customers and business partners.

I don't need IT because I'm going to be a teacher, and other popular beliefs: High school students' explanations for the under representation of girls in information technology subjects

This paper examines the implications for teacher educators of the dominant beliefs currently circulating within diverse Australian high schools about the (lack of) relationship between girls’ interests, girls’ careers, girls’ futures and the broad field of information technology. It identifies students' attitudes towards the content, relevance and general appeal of IT subjects to highlight the challenges for both teachers and teacher educators who may be seeking to address the issues associated with girls’ under representation in IT courses and also contribute to an ongoing project of gender based educational reform. Emphasis throughout the paper is on the persistence of discourses that continue to position girls and IT in opposition to each other and on the challenges of subverting these discourses through the introduction of new figurations (cf Rosi Braidotti, 1994) or transformative understandings of what it now means to be a female student, a female teacher, or a female IT user. The paper concludes by reflecting on the implications of these themes for teachers and teacher educators: particularly those with an on-going commitment to the broad field of educational justice.