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Academic Journal
BIS

“Organizational Information Technology Norms and IT Quality”

The effectiveness of IT governance initiatives in improving IT’s contribution to organizational success has been demonstrated but the mechanisms by which improved outcomes are realized have largely remained unexplored. Although IT governance tools such as COBIT and ITIL specify procedures and policies for the management of IT resources, the experts who developed those tools also embedded a set of core principles or ‘norms’ in the underlying frameworks. This article explores these norms and their role in the realization of organizational IT quality. Through analysis of normative messages implicitly expressed in the documentation elements provided by COBIT, we extract two norms (commitment to improvement and a risk/control perspective) thought to indicate that an organization has adopted the spirit of IT governance. Next, we model the relationship between adoption of these norms and IT quality and evaluate the model with data from a survey of 86 individuals who use, manage, and/or deliver organizational IT services. Principal component analysis is used to validate the survey items. Results show statistically significant relationships between norm adoption, participation in norm-driven activities, and organizational IT quality.
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Academic Journal
Management

“Organizations and complexity: Searching for the edge of chaos”

Traditional organizational theory advocates increased differentiation and horizontal integration for organizations in unstable environments or with uncertain technologies. This paper seeks to develop a better understanding of the relationship of group structure and the level of interdependency between individuals on group performance under various task complexities. Complexity theory in general, and NK models in particular, are introduced as theoretical frameworks that offer an explanation for group performance. Simulation models are developed, based on the communication network research of Bavelas (1948) and Leavitt (1952), to explore the effects of decentralization and interdependence. The simulation model developed here shows general consistency with previous human subject experiments. However, contrary to predictions, not all decentralized group structures perform well when undertaking complex task assignments. Structures that are highly connected (actors communicating with all others) perform much worse than those with a lower level of connection. Further experiments varying both the number of actors and the degree of interdependence between them find evidence of the “edge of chaos.” This research advances our understanding of organizations beyond earlier models by suggesting that there is an optimal range of interconnectedness between actors or tasks that explains the variation in performance. An intriguing result is that this optimal level of interdependence is fairly low, regardless of the size of the group.
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Other
Business Analytics

“Pacing online learning: The impact of video segmentation on conceptual development”

Abstract
Many online learning environments use prerecorded video lectures as a primary mode for disseminating learning content. Despite the commonality of this lecture-based video format, it is not clear to what degree video length and the incorporation of active learning elements influence learner success. We investigated the efficacy of segmenting pre-recorded lecture videos and interspersing elements of active learning in an asynchronous online introductory biology course at Oregon State University. In our experiment, biology students were exposed to three “lecture styles”: 1) a single long-form lecture video with formative topical questions at the lecture’s conclusion, 2) a single long-form lecture video with formative topical questions interspersed throughout the lecture, and 3) a series of shorterform lecture video segments (i.e., “chunked” versions of the long-form lecture) that had formative topical questions at each video’s conclusion. We gauged student performance by assessing exam scores and learning gains on evidence-based Concept Inventory questions. Our findings indicate that all video-lecture styles allowed students to improve their knowledge of biology concepts and none were significantly better than another. These results suggest that students are able to effectively learn regardless of the online video lecture approach.
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