Interactive and diagnostic uses of management control systems in IS projects: Antecedents and their impact on performance

We attempted to determine how formal management control systems (MCS) are used by project managers in IS development (ISD) contexts. This involved investigating the antecedents of two types of project MCS use (interactive and diagnostic), and their direct and moderated impact on project performance. PLS analysis of data collected in a survey of 93 projects indicated that project managers’ level of discretion positively affected their level of interactive use of project MCS but did not influence their diagnostic use. Our findings also showed that interactive use of MCS enhanced performance when task uncertainty (task novelty and complexity) of an ISD was high, but worsened it when task uncertainty was low. Finally, diagnostic use of MCS apparently increased project performance when an ISD task uncertainty was low, but did not reduce it when task uncertainty was high. Overall, these results were stable across different size projects.     

Information system development activities and inquiring systems: an integrating framework

This article presents a framework that maps information system development (ISD) activities on systems for the creation of knowledge. This work addresses the relevant and persisting problem of improving the chances of ISD success. The article builds upon previous research on knowledge aspects of ISD, abandoning the idea of a monolithic approach to knowledge and presenting a pluralistic approach based on the idea that different inquiring systems can support micro-level ISD activities. The article is divided into two parts. The first part presents the theoretical development of the framework based on ISD literature and on Churchman's (1971) inquiring systems. The second part presents the use of the framework in an ISD project. The case is used to show the applicability of the framework and to highlight the advantages of this approach. The main theoretical implication is that the framework provides a new way to see the development of a system in terms of the knowledge created in the process. The main practical implication of the framework is that it improves the managers' ability to guide ISD activities as knowledge activities embedded in a knowledge process, a crucial element in development projects.     

A model of information systems development project performance

abstract. Performance in information systems development (ISD) projects can be critical to business success. But, while project performance has been the subject of much debate, there has been little empirical research into its determinants. A survey of IS projects in the UK and New Zealand is analysed to test hypotheses concerning performance in terms of both project completion and budget (time-cost) variances. Subsequently, a secondary analysis of the findings is used to build a more complete empirical model of project performance. The paper helps to develop the theory of IS development project performance and also has significant implications for practice. Discussion of the findings highlights the importance of project team dynamics, risk management, senior management support for strategic projects and user participation in ensuring successful IS project performance.     

Team leader strategies for enabling collaboration technology adaptation: team technology knowledge to improve globally distributed systems development work

Active management of team adaptation of collaboration technologies offers an important lever for influencing success rates in distributed project work, particularly in settings characterized by high task interdependence, such as information systems development (ISD). Substantial uncertainty exists as to how a leader might influence such technology adaptation during project work. Prior research indicates that a major leader resource to accomplish technology adaptation in these settings would be team technology knowledge (TTK). This empirical field study develops a five-factor model of strategies regarding awareness of TTK that team leaders take in intervening to affect technology adaptation in distributed ISD projects. The analysis indicates insights into when and why these strategies are effective and how they relate to each other as well as the leader's awareness of TTK. The study provides a way for ISD team leaders to approach improving team collaboration from a socio-technical perspective as well as insights into potential levers for improving team technology adaptation and the efficacy of ISD projects.     

The interstitiality of IT risk: An inquiry into information systems development practices

Information systems development (ISD) has been part of the core of information systems for over 40 years. Throughout its history, the issue of risk has been closely related to ISD projects, and significant efforts have been made by researchers and practitioners to improve their quality. While important headway has been made in assessing and resolving ISD risk, the literature shows that new and salient risks emerge outside the scope of extant risk management regimes. As a consequence, organizations still struggle with leveraging new technology as projects continue to fail at almost the same rate, albeit for different reasons. Understood as the distinction between reality and possibility, risk is inherently intertwined with practice and rooted in the knowledge, goals, power, and values of specific actors in particular contexts. Hence, to understand how risks emerge, we present a longitudinal case study in which we trace the origin and locus of risks in contemporary ISD practices. We draw on these insights to theorize information technology risk as increasingly interstitial, originating from sources positioned in between established practices and therefore outside the scope of conventional risk analyses. In conclusion, we discuss interstitial risks as an important form of emergent risk with implications for both research and practice.     

Distilling a body of knowledge for information systems development

As a contribution towards consolidating the information systems (IS) field, we offer a systematic method for distilling a canonical body of knowledge (BOK) for information systems development (ISD), an area that historically accounts for as much as half of all IS research. Based on an integrative synthesis of the literature, we present a map of the most significant ISD research, uncover gaps in its canons and suggest fruitful lines of inquiry for new research. Our review combines citation analysis, which identifies the field's evidence of cumulative tradition, with computer‐aided textual analysis, a hermeneutically guided method that organizes the fragmented corpus of ISD literature into coherent knowledge areas. From a pool of over 6500 articles published in the IS Senior Scholars' Basket of Journals, we find 940 IS citation classics, and from that list, 466 ISD articles that offer canonical ISD knowledge distinctive to IS and complementary to other disciplines such as software engineering and project management. From this study, we offer two contributions: (1) a justification for an ISDBOK grounded in the theory of practice and professionalism, and (2) a canonical map of disciplinary ISD knowledge with areas that have demonstrated cumulative tradition and others that require the attention of IS scholars. © 2017 John Wiley & Sons Ltd     

Persistent problems and practices in information systems development

Abstract.  This paper identifies and discusses the persistent problems and development practices of information systems development (ISD). A critical examination and comparison of past times'traditional' and present-day 'web-based' development shows that contemporary ISD can be seen as an accentuated evolution – rather than a revolution – of well-known challenges and solutions. On this basis, (1) diversity; (2) knowledge; and (3) structure are identified as inherent and interrelated problems, while the practices for coping with these three challenges are (a) organization and specialization; (b) constant verbal communication and negotiation; and (c) pragmatic application of certain development methods and methodical concepts. We conclude that more research on the occurrence and interaction of problems and practices at, and between, different contextual levels (e.g. the business environment, company, project, team and individual levels) is needed to understand and assess (the gap between) 'observed practice' and 'good practice' across the many types of Web and non-Web ISD projects conducted today. We outline a possible research agenda to investigate these issues.     

A taxonomy of political processes in systems development

Significant resources invested in information system development (ISD) are wasted due to political manoeuvres. Prior research on ISD politics has contributed mainly through theoretical development and case studies. This has enhanced understanding of relevant concepts, political tactics and conditions facilitating politics. However, there is limited understanding of the different processes through which politics unfold. This paper uses 89 ISD projects to develop a taxonomy of political processes in ISD. The taxonomy includes three distinct processes: Tug of War, wherein multiple parties strive to gain project control; Obstacle Race, which involves efforts to resist and pursue the project; and Empire Building, wherein the project is used as an instrument to enhance political or resource bases. The taxonomy is explained using the non‐proponents' view of the project and the balance of power between system's proponents and non‐proponents. We also discuss the emergent taxonomy's implications for how politics can be managed and studied.     

An Exploration of Impact of Cognitive Elaboration on Learning in ISD Projects

Stakeholder learning has been considered crucial for effective participation and the success of information system development (ISD). However, little guidance has been offered as an operational method to facilitate learning in ISD settings. We argue that “cognitive elaboration” (CE) is a helpful strategy for developing effective learning in client–developer interactions in ISD efforts. Two types of learning are investigated: model-building (MB) and model-maintenance (MM). The current study investigated whether CE performed by stakeholders themselves in client–developer interaction led to their MB rather than MM learning. In addition, an alternative hypothesis has been explored: whether mere communication activities may induce learning. Fifty individuals in seven ongoing software development projects in four organizations were examined. For each project, two meetings in which clients and developers participated were observed. The empirical results demonstrated that stakeholders in an ISD process who have engaged in CE themselves are more likely to experience MB learning; and that mere communication does not account for MB learning. An insignificant link between CE and MM learning was found. This study deepens our understanding about IS–user interactions. Limitations of the current research and implications for future research are discussed.     

Social interactions of information systems development teams: a performance perspective

We report results from a longitudinal study of information systems development (ISD) teams. We use data drawn from 60 ISD teams at 22 sites of 15 Fortune 500 organizations to explore variations in performance relative to these teams' social interactions. To do this, we characterize ISD as a form of new product development and focus on team-level social interactions with external stakeholders. Drawing on cluster analysis, we identify five patterns of team-level social interactions and the relationships of these patterns to a suite of objective and subjective measures of ISD performance. Analysis leads us to report three findings. First, data indicate that no one of the five identified patterns maximizes all performance measures. Second, data make clear that the most common approach to ISD is the least effective relative to our suite of performance measures. Third, data from this study show that early indications of ISD project success do not predict actual outcomes. These findings suggest two issues for research and practice. First, these findings indicate that varying patterns of social interactions lead to differences in ISD team performance. Second, the findings illustrate that singular measures of ISD performance are an oversimplification and that multiple measures of ISD performance are unlikely to agree.     

Individual attitude toward improvisation in information systems development

In the area of information systems development (ISD) the traditional approaches to developing innovative projects, which are historically characterised by top-down, meticulously planned procedures, may not allow the effective handling of the emergent and continuously evolving needs of users. This article investigates the role of improvisation in addressing the shortcomings of traditional approaches to ISD in the fulfilment of the user's need for the maximisation of IS effectiveness. Prior research on software engineering and human–computer interaction (HCI) has focused considerable attention on the need for a shift in the developer's attitude in dealing with contingencies departing from the original plan, while less emphasis has been placed on the factors that may augment the incidence of the attitude towards extemporaneous action (i.e. improvisation). In an attempt to fill this gap, we theoretically analyse the antecedents of individual attitude toward improvisation, grounding our theoretical framework on the ISD domain.     

External social capital and information systems development team flexibility

Context

ISD research based on the socio-technical perspective suggests that two sources of socio-technical change have a bearing on the performance of information systems development (ISD) projects: business requirements and development technology. To enhance project effectiveness, ISD teams need to enhance their flexibility in the face of the constant changes taking place from business and technical environments in which they operate. Flexibility is conceptualized as an outcome of capability development through constantly integrating and reconfiguring available resources within and outside of the organization where the team is embedded.

Objective

The purpose of this study is to examine the relationship between a team’s external social capital and team flexibility. More specifically, based on social capital theory, this study argues that external social capital leads to IS team flexibility, which in turn contributes to the successful project performance.

Method

A survey design was selected to collect data and test the proposed model. A snowballing strategy was employed to collect data. 118 information systems developers participated in the survey and the model was analyzed using partial least squares regression. Results: The findings show that, in general, the ISD teams’ external social capital do contribute to the team’s response to changes. However, they exhibit unique impacts on ISD team flexibility respectively.

Results

The findings show that, in general, the ISD teams’ external social capital does contribute to the team’s response to changes. However, they exhibit unique impacts on ISD team flexibility respectively.

Conclusion

The various external social capitals have distinctive effects on a team’s flexibility. Specifically, horizontal relationships are positively associated with both business and technology flexibility. Vertical relationships are positively associated with business flexibility and market relationships technology flexibility. ISD managers should establish robust relationships with its high-ups, other lateral units, and third parties outside in the market. They also need to be more adaptive to the increasingly volatile socio-technical environment, and proactively search, exploit, upgrade, and integrate resources that are essential to the development of system development team flexibility.     

Partnering effects on user-developer conflict and role ambiguity in information system projects

Context

Information system development (ISD) has been plagued with high failure rates. This is partially due to the activities being a combination of both a technical and social processes involving stakeholders with conflicting interests.

Objective

Existing software risk management theories and frameworks offer limited suggestions for actions that can be taken to reduce the chance of failure of ISD projects. Our objective is to examine the connections among some of the more important user related risks in order to shed light on how specific strategies enhance the chance of project success.

Method

We conducted a sample of information systems project managers to test a multivariate model to explain the impact of pursuing a partnership with users on the conflicts that arise between users and developers, role ambiguity, and subsequent impact on project performance.

Results

The proposed model was supported, suggesting that user-developer conflict and role ambiguity have a negative impact on performance estimation difficulty, which negatively affects project performance.

Conclusion

Pursuit of project partnering yields a number of significant relationships in the model indicating an organization can implement practices that reduce risks associated with role ambiguity and conflict in system development projects.     

Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

Abstract This study discusses the evolution of an instructional systems design (ISD) model that is based on an expanded view of Shulman's concept of pedagogical content knowledge (PCK). An initial model was evaluated in the first iteration of a design experiment, and then it was changed and assessed in two other iterations that followed. The proposed ISD model can be used in educational technology courses, elementary teacher education method courses, and teacher professional development courses to develop information and communication technology (ICT)-related PCK. ICT-related PCK comprises a body of knowledge that educators need to be able to teach with ICT. Evidence from the present study, with preservice elementary teachers, indicates that the evolved model was effective in developing some aspects of ICT-related PCK. Based on the results of the study, more systematic efforts are needed to engage preservice teachers in technology-rich design activities, so that they can adequately develop all aspects of ICT-related PCK. Finally, this study provides baseline data that can be used for comparison purposes in future studies that may be conducted to further validate or modify the suggested ISD model.     

Information systems development as emergent socio-technical change: a practice approach

Many information systems development (ISD) initiatives fail to deliver the expected benefits. An important percentage of these are the result of social and organizational factors, not simply technical failures. This paper explores the dynamics of these social and organizational factors to better understand the causes of success and failure. Based on data from a detailed case analysis of an ISD project, the paper depicts the ISD process as an emergent and dynamic one, characterized by continuous local adaptations. The paper ends with a proposal of a feedback-rich framework, based on a practice view of socio-technical change that offers theoretical insights and practical heuristics to system developers and project managers.     

Information systems fitness and risk in IS development: Insights and implications from chaos and complex systems theories

Information Systems Development often takes place within a complex and uncertain socio-technical environment. The use of methodologies is considered an appropriate way of reducing risks of failures of the ISD projects, allowing for managing of the complexity of the process and product of ISD. Traditional functionalist methodologies, however, are not adequately equipped for dealing with non-linear interactions endemic to such complex social systems as IS. This paper examines IS development from the perspective of the complex systems behavior and chaos theory. It offers insights and implications for augmenting traditional approaches to ISD that could lead to better strategies for managing complexities in the ISD process and the behavior of an IS.

Why situational method engineering is useful to information systems development

Effective methods and methodologies for building information systems (IS) remain crucial to building successful IS. This paper investigates the use of situational method engineering for IS development (ISD) projects in a professional bureaucracy. This specialist organization methodology (SOM) is built starting with the philosophy of ISD moving through to flexible, amethodical implementation methods, a proposed instance of situational method engineering that is targeted towards professional bureaucracies. An in‐depth philosophical discussion of the ontological, epistemological, research methodological and ethical underpinnings of SOM are outlined, in addition to its limitations, to develop the building blocks of a methodology to implement within a professional bureaucracy organization ISD scenario. Amethodical ISD will be introduced as the appropriate way to implement this developed methodology to build a successful IS. The contribution of this paper is to detail how to develop a philosophically consistent methodology for a specific organizational environment (in this case, using the specific organizational example of a professional bureaucracy) that, when combined with developers and tools, can create a method to be applied to build an IS that has a greater possibility of successful organizational adoption than an IS built using a method devised using more common IS method engineering approaches.