Informing UK information management pedagogic practice: the nature of contemporary higher education culture

Kevin Grant, Ray Hackney, David Edgar

    Research output: Contribution to journalArticle

    Abstract

    This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. A web-based survey of 308 UK Information Systems/Management academics was undertaken. The sampling strategy for this phase was convenience sampling using a closed population, i.e. only members of the United Kingdom Academy for Information Systems (UKAIS) and yielded a 30% response rate. This was followed by 12 semi-structured interviews within two universities, giving a strong comparison between organisational contexts, staff expectations and practices.

    Original languageEnglish
    Pages (from-to)152-161
    Number of pages10
    JournalInternational Journal of Information Management
    Volume30
    Issue number2
    DOIs
    Publication statusPublished - 1 Apr 2010

    Fingerprint

    information management
    pedagogics
    Information management
    information system
    Information systems
    Education
    Sampling
    grounded theory
    academy
    education
    Teaching
    data analysis
    staff
    university
    history
    interview
    management
    evidence

    Keywords

    • academic enterprise
    • pedagogy
    • information management

    Cite this

    @article{ecc4a7edacf54339883eb7eb8e592371,
    title = "Informing UK information management pedagogic practice: the nature of contemporary higher education culture",
    abstract = "This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. A web-based survey of 308 UK Information Systems/Management academics was undertaken. The sampling strategy for this phase was convenience sampling using a closed population, i.e. only members of the United Kingdom Academy for Information Systems (UKAIS) and yielded a 30{\%} response rate. This was followed by 12 semi-structured interviews within two universities, giving a strong comparison between organisational contexts, staff expectations and practices.",
    keywords = "academic enterprise, pedagogy, information management",
    author = "Kevin Grant and Ray Hackney and David Edgar",
    note = "<p>Originally published in: International Journal of Information Management (2010), 30 (2), pp.152-161.</p>",
    year = "2010",
    month = "4",
    day = "1",
    doi = "10.1016/j.ijinfomgt.2009.09.008",
    language = "English",
    volume = "30",
    pages = "152--161",
    journal = "International Journal of Information Management",
    issn = "0268-4012",
    publisher = "Elsevier B.V.",
    number = "2",

    }

    Informing UK information management pedagogic practice: the nature of contemporary higher education culture. / Grant, Kevin; Hackney, Ray; Edgar, David.

    In: International Journal of Information Management, Vol. 30, No. 2, 01.04.2010, p. 152-161.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Informing UK information management pedagogic practice: the nature of contemporary higher education culture

    AU - Grant, Kevin

    AU - Hackney, Ray

    AU - Edgar, David

    N1 - <p>Originally published in: International Journal of Information Management (2010), 30 (2), pp.152-161.</p>

    PY - 2010/4/1

    Y1 - 2010/4/1

    N2 - This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. A web-based survey of 308 UK Information Systems/Management academics was undertaken. The sampling strategy for this phase was convenience sampling using a closed population, i.e. only members of the United Kingdom Academy for Information Systems (UKAIS) and yielded a 30% response rate. This was followed by 12 semi-structured interviews within two universities, giving a strong comparison between organisational contexts, staff expectations and practices.

    AB - This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory. A web-based survey of 308 UK Information Systems/Management academics was undertaken. The sampling strategy for this phase was convenience sampling using a closed population, i.e. only members of the United Kingdom Academy for Information Systems (UKAIS) and yielded a 30% response rate. This was followed by 12 semi-structured interviews within two universities, giving a strong comparison between organisational contexts, staff expectations and practices.

    KW - academic enterprise

    KW - pedagogy

    KW - information management

    U2 - 10.1016/j.ijinfomgt.2009.09.008

    DO - 10.1016/j.ijinfomgt.2009.09.008

    M3 - Article

    VL - 30

    SP - 152

    EP - 161

    JO - International Journal of Information Management

    JF - International Journal of Information Management

    SN - 0268-4012

    IS - 2

    ER -