Change search
Refine search result
1 - 18 of 18
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bernhardsson, Lennarth
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Gellerstedt, Martin
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Combining pedagogical strategies and ICT support for fostering the digitalized agentic learner2017In: INTED2017 Proceedings, 2017, p. 1433-1441Conference paper (Refereed)
    Abstract [en]

    Higher education is facing exceptional challenges due to an increased complexity on the labour market. The work life of today is highly specialized and demands continuous education, i.e. lifelong learning. Higher education must focus on developing competencies for work life, beyond traditional theoretical knowledge [1]. To cater for these demands, higher education must adopt more application-oriented and trans-disciplinary research [2]. Moreover, colleges and universities could more systematically take responsibility for career development and adjust curricula for both traditional and non-traditional students [3]. A crucial question to address is how higher education could foster a student to become a “lifelong learner”? From a pedagogical perspective, it is of course vital to teach a student how to learn [4], aiming at achieving the skill to become a self-directed learner. Interestingly, it is argued that the qualities for being a proactive and agentic learner in higher education are the very same abilities required for effective professional practice [5]. We need to use educational strategies, e.g. work-integrated learning (WiL), as a part of the preparation of becoming an agentic learner, that permit them to successfully negotiate, engage and learn from what they are afforded, for both personal and professional outcomes [6]. Furthermore, we need to adopt important key factors that support fostering agentic learners [7]. 

    In parallel to pedagogical strategies and key factors, Information and Communication Technology (ICT) could play an important role for continuous learning [8-10]. Research shows that over the recent years, social media has been pointed out as a tool, not only for external communication, but also for informal learning within organizations [11-14]. 

    In this paper we wish to suggest a combination where important pedagogical strategies are combined with ICT-support. Moreover, we wish to suggest a strategy for how this combination could be practiced in higher education, making the transfer to work life smoother. 

    We acknowledge that students of today most often have good knowledge of the use of various digital tools such as Facebook, Youtube etc. This is however often constrained to the use of various platforms and tools for entertainment and social contacts. How these tools can be used for learning portfolios, both during their studies and for lifelong learning, is less known and used. We suggest that students during their education choose digital tools based on individual preferences and build a personal learning environment (PLE) [15]. The PLE should include “open tools”, such tools are available outside closed systems within organizations, in order to be useful also after graduation. The student has the possible to develop and re-use knowledge of tools and platforms to work in the new context, working life. However, the use of a PLE will not in itself do the trick. 

    Portfolio is one of many tools to assess learning. When the digital development progressed and applications on the Internet has expanded, the portfolio characteristics can be changed to the e-portfolio [16]. We advocate that both teachers and student need support for developing pedagogical strategies that optimize the use of ICT and aims at fostering agentic learners. We suggest that an e-portfolio may constitute such a joint support. 

    In this paper we will show that an e-portfolio and PLE can support important factors for fostering agentic learners who in an efficient way take advantage of modern ICT. In sum, we suggest an approach for fostering “digitalized agentic learners”. 

  • 2.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Gellerstedt, Victoria
    Bernhard, Iréne
    University West, School of Business, Economics and IT, Division of Media and Design.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Work-Integrated Learning: Impact of Individual and organizational Digitalization on Knowledge management and Expertise Sharing2019In: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, p. 3601-3609Conference paper (Refereed)
    Abstract [en]

    The primary aim with this study was to examine the impact of digitalization and the use of ICT for knowledge sharing in an organization. A secondary aim was to further develop knowledge management models to also include collaborative knowledge production and expertise sharing. Based on such a model, we developed a questionnaire answered by 265 respondents. We found that the relationship between using ICT for knowledge sharing was correlated to knowledge sharing also when adjusted for established factors like organisational climate and social norms. We conclude that digitalization, both individually and on an organisational level is an important asset for knowledge management, and that the use of ICT could support knowledge sharing beyond known and established important factors.

  • 3.
    Islind, Anna Sigridur
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    From Digital Fight to Digital Pride in Public Sector: Redefining Professionals' Roles and Work in Public Sector2016In: SIG USE 2016 16th Annual Research Symposium at ASIST 2016: Information Behavior in Workplaces, October 15, Copenhagen, Denmark.: Information Needs Seeking and Use (USE), 2016Conference paper (Other academic)
    Abstract [en]

    Abstract

    The digitalization in the public sector poses challenges for the professionals that have previously not been using digital tools as a part of their everyday practice. Building on three qualitative research projects this study shed light on contradictions and tussles, as well as possibilities related to professionalism in the public sector. The three cases involve different professionals: cancer rehabilitation nurses, municipality communicators, and resident physicians. The paper aims to gain a better understanding of the impact of digitalization efforts on everyday work practices, and the emerging opportunities and challenges of using digital artifacts as a part of professional work. Our findings show how the transition toward digital work practices is pushing the professional boundaries of rooted professionalism in the public sector. The meaning of work and what it means to be a professional profoundly changes. The process of tuning professionalism in the public sector is not straight forward.

  • 4.
    Norström, Livia
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    NU-sjukvården.
    Balancing the Social Media Seesaw in Public Sector: A Sociomaterial Perspective2017In: IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia, ISSN 1891-9863, E-ISSN 2387-3353, no 8Article in journal (Refereed)
    Abstract [en]

    The use of social media in the public sector changes the professionals' everyday work practice. This paper sheds light on the emerging challenges of using social media as a part of work, based on the analysis of three contexts within the public sector in Sweden and through the lens of sociomateriality and affordances. The approach is interpretive field studies with a narrative analysis, where we interpret and analyse key elements of the storylines, focusing on the transition to social media use among professionals (nurses, municipal communicators, and physicians) in the three contexts. Social media enables an open work environment where information is visible and potentially spreadable to an unknown audience. The process of interacting with an unknown audience and finding a professional tone is analysed here as context collapse. The unknown, and at times imagined complex audience, makes it hard to balance the seesaw between friendliness on the one hand and an authoritative tone on the other; a tonality which leaves most of the potential audience unreached. The interplay between social media and the professionals shapes the professionals' practice. We analyse this interplaying practice more specifically, as sociomateriality in action.

  • 5.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group.
    The emergence of sharing and gaining knowledge: Towards smartwork in healthcare2017In: Proceedings of the 25th European Conference on Information Systems (ECIS),, 2017, p. 2578-2586Conference paper (Other academic)
    Abstract [en]

    The subject of this research-in-progress paper is on digitalization of healthcare in relation to work and learning. The aim is to explore the introduction of social technologies for collaboration and knowledge sharing at work. The empirical data is from a pilot study in the Swedish healthcare sector, involving emergency resident physicians, medical library team, and hospital management. Preliminary findings shed lights on some of the tensions and conflicting perspectives related to the digital workplace, and how to balance between them seems to be the challenge (personal vs. professional; medical vs. administrative; flexibility vs. institutionalization). This study also indicates that there is potential for collegial collaboration, knowledge sharing, and learning and argue that better integration in daily practice and new ways of working may contribute to meet demand for health-related IT competence for healthcare staff and the benefit of patients as well. © 2017 Proceedings of the 25th European Conference on Information Systems, ECIS 2017. All rights reserved.

  • 6.
    Vallo Hult, Helena
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Towards Digital Collaboration in Daily Work: Knowledge Sharing and Learning in Healthcare2016In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, p. 1-16Conference paper (Other academic)
    Abstract [en]

    The ongoing digitalization of society is bringing working life and social life closer together, posing both challenges and opportunities with respect to communication, knowledge sharing and everyday learning. The overall purpose of this research is to contribute with knowledge of the role and potential of Information Technology (IT) in relation to learning in the working life for health professionals. The subject of this exploratory study is on the introduction of social technologies for internal communication, collaboration and knowledge sharing at work. The methodology is qualitative and the empirical setting is in the Swedish healthcare sector, involving emergency resident physicians and hospital management and administration. The findings suggest that the introduction of digital collaboration and networking sites have potential to increase collegial communication and contribute to knowledge sharing and learning. However, to achieve these positive effects, digital collaboration need to be integrated in daily practice and include new ways of working. This study also highlights that there is need for better tools and methods for continuous monitoring and development in this area in practical settings

  • 7.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Byström, Katriina
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. University West, School of Business, Economics and IT, Divison of Informatics.
    ICT and Learning Usability at Work: Challenges and Opportunitiesfor Physicians in Everyday Practice2016In: Nordic Contributions in IS Research: 7th Scandinavian Conference on Information Systems, SCIS 2016 and IFIP8.6 2016, Ljungskile, Sweden, August 7-10, 2016, Proceedings / [ed] Ulrika Lundh Snis, Springer International Publishing , 2016, p. 176-190Conference paper (Refereed)
  • 8.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group.
    Byström, Katrina
    Department of Archivistics, Library and Information Service, Oslo and Akershus University College of Applied Sciences, Norway.
    The Workplace in Transition: Exploring Emerging Challenges and Demands for New Competence2017In: 10th International Conference on Researching Work & Learning: Transitions, Transformations And Transgressions In Work And Learning & Work And Learning Research Book of Abstracts, 6–8 December 2017 Rhodes University Grahamstown South Africa, Rhodes University, 2017, p. 104-104Conference paper (Refereed)
    Abstract [en]

    Digitalisation of society and the workplace is transforming the ways we work and learn. Not merely by automating existing tasks, replacing routine jobs and making work more effective, but also creating new tasks as well redefining competence, challenging and reshaping the professions. There has been renewed attention on the interplay between the social and the technological in context of digitalisation and recent trends toward self-service and IT consumerisation, i.e. blending consumer and enterprise technologies at work. Room is given to employees and customers rather than IT departments as leaders in the digital transformation, and research topics have evolved from computer-aided work towards reflections of the technological development and digitalisation in general. While there is no common definition of the digital workplace, one definition that emphasises the social, instead of the technological change is that digital workplaces occur when people collectively perform their work in digital, rather than physical work spaces, where the transition towards “peopleless offices and officeless people” brings new opportunities and challenges. In this paper, we argue that there is a severe need for a broader conceptualisation of the digital workplace, beyond focusing on specific IT applications or tools. The paper sheds light on emerging challenges related to the digitalisation of workplaces, aiming for an understanding ofthe changing prerequisites for work practices and competence. The research question is: What kinds of changes are emerging and how do they challenge the (digital) workplace? This paper reports on preliminary findings from an R&D project in Swedish healthcare and a follow-up focus group interview on the digital workplace. The research approach is qualitative and action-research oriented, with an aim togain knowledge through collaboration and intervention in real settings. Preliminary issues on emerging changes andchallenges related to the digital workplace are listed below.

    ¡ Flexibility, performance and workplace learning

    ¡ Transformation of work practices¡ Security and integrity issues¡ Leadership and issues of responsibility

    This paper has addressed challenges related to emerging digital workplaces. Clearly, as digitalisation increases, the conditions for work and workplace learning changes. Digital tools are already an integrated part of everyday work. Along with this integration, work practices have changed and new workplace norms, attitudes and cultures have emerged. The flexibility and simplicity that comes with constant access to information and support for collaboration and knowledge also demand leadership, teamwork and new competences. The broad implications of digitalisation illustrated in this paper point to the tendency to focus on technology (e.g. how to use a particular system) as outdated. The need for a socio-technical perspective that also introduces new ways of working and development of work practices is now unavoidable. We argue that in the development of digital workplaces,a sole focus on information systems, along with training and education from the systems’ perspective is insufficient. An understanding of work and its goals rather than systems oughtto be central. Thus, more focus is required on generating a joint purpose and the bigger picture, where the systems are one part of development, not the development.

  • 9.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Hansson, A
    University Health Care Research Center (UFC), Region Örebro län (SWEDEN).
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    ICT as support for learning: demanding new competence among phycians2017In: INTED2017 Proceedings, 2017, p. 4629-4636Conference paper (Refereed)
    Abstract [en]

    The subject of this paper is on emerging challenges and opportunities related to digitalization of work and learning in healthcare. Physicians are a typical specialized profession with a lot of formal education and demands for training and lifelong learning. Due to patient-centric care and advances in medicine and technology (e.g. apps for self-care) patients are now becoming active participants in healthcare, challenging the profession and patient-physician relationship. Another key challenge relate to evidence based medicine (EBM) that demand of physicians to keep updated and follow guidelines, while also balance this with own knowledge and best practice. Although the medical profession is based on communication, and social media have such major impact today, digital literacy is lacking in medical curriculum. While previous research suggest that social media have potential to support learning the impact of eHealth in relation to workplace learning has not yet been extensively studied. The research question is: How do physicians view their role in relation to informed patients and patient participation, and what are the implications for workplace learning and medical education in the information society of today?The methodology is a qualitative follow-up study. Thematic analysis was conducted on empirical data from 15 initial semi-structured interviews, and follow-up focus group (6 participants) based on patient scenarios. Our findings indicate that despite quite unionist call for change in the past decade medical education and training still seems to be based on traditional learning, formal lectures and learning by heart. We argue that this may be a key reason behind why the physicians find it hard to navigate the vast amount of medical information and digital tools available. Due to an underlying assumption that being a doctor is about treating patients, focus is placed on how to build up medical knowledge in terms of diagnoses, symptoms and treatments. While when they start to work are facing a much more complex situation, with informed, participating patients, increasingly digitalized workplace and extended networks of collegial and professional expertise. Findings from this study further support recent initiatives to increase health related ICT skills in the healthcare workforce but also highlights that what is needed is primarily related to literacy, as opposed to prior focuses on digital technology, computer skills and specific systems or databases. Thus, in addition to medical knowledge, this study indicate that a key skill is to have design knowledge, that is the ability to understand how the design of one's digital environment can make everyday life and work more effective. The physicians also addressed ethical concerns on the future digital healthcare in relation to patient participation, such as issues of equal care and responsibility. In conclusion, our findings call for a change in education and practice, further stressing a need for new educational models that emphasize on analytic and critical thinking skills (cf. the Bologna declaration) to meet the needs of modern medical learners along with meeting the demand for digital competence for lifelong learning in general.

  • 10.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group, Sweden.
    Hansson, Anders
    Örebro University, University Health Care Research Center, Faculty of Medicin and Health, Sweden.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flipped healthcare for better or worse2019In: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811, Vol. 25, no 3, p. 587-597Article in journal (Refereed)
    Abstract [en]

    The medical profession is highly specialized, demanding continuous learning, while also undergoing rapid development in the rise of data-driven healthcare. Based on clinical scenarios, this study explores how resident physicians view their roles and practices in relation to informed patients and patient-centric digital technologies. The paper illustrates how the new role of patients alters physicians’ work and use of data to learn and update their professional practice. It suggests new possibilities for developing collegial competence and using patient experiences more systematically. Drawing on the notion of flipped healthcare, we argue that there is a need for new professional competencies in everyday data work, along with a change in attitudes, newly defined roles, and better ways to identify and develop reliable online sources. Finally, the role of patients, not only as consumers but also producers of healthcare, is a rather formidable and complex cultural change to be addressed. © The Author(s) 2019.

  • 11.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Holmgren, Daniel
    Skaraborg’s Hospital, Skövde. University of Gothenburg, Sweden..
    Wekell, Per
    NU Hospital Group, Sweden. University of Gothenburg, Sweden.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Co-designing a Digital Platform: Towards e-Health and Continuous Learning in General Paediatrics2017In: International Forum on Quality & Safety in Healthcare: 26-28 April 2017 ExCel London Conference Proceedings Igniting Collective Excellence, 2017Conference paper (Other academic)
    Abstract [en]

    Background

    The study is part of a paediatric CPD program in Western Sweden, involving researchers and practitioners with expertise in medicine, informatics, and pedagogy. Based on previous experiences, the program provides a strong learning environment with extensive collaboration and networking among participants, while it is hard to maintain the collegial network and continue to share knowledge and experiences. Research has shown that new information technologies have potential to create learning opportunities and support reflection, collaboration and workplace learning. However, due to a history of IT-related problems in healthcare, where (despite documented benefits) many eHealth initiatives have failed in practice, health professionals are often less supportive towards such technologies. The research question is: How can IT be used for continuous learning and what are the implications of participatory design for the introduction of eHealth for workplace learning and use in clinical context?

    Method

    Inspired by participatory action research (PAR), the program is designed to offer a learning environment in which participants develop their paediatric and educational practices, as well as improve IT skills and digital competence needed as per today and in the future. In this new program a digital learning platform is introduced with the intention to contribute to formal course objectives but also to function as support for informal learning, networking and knowledge sharing during and after the CPD program, thus promoting long-term continuity of the educational outcomes. During the two-year course, the participants will develop a digital platform together with a Ph.D. student, for paediatric practice, present, and future learning as well as a web-based learning environment.

    Outcome

    The benefits of this project, where the focus is on eHealth as support for continuous learning, is for healthcare providers and physicians to be able to meet the demands and challenges for the future medical profession. The originality is that the digital platform in use is developed by the participants, integrated into the course and daily work and that the primary focus of the platform is to support continuous learning. This research is still in an initial stage (2016-2018), and findings are tentative. The project is linked to patient benefit, health professionals’ workplace learning, and continuous training. Children, carers or family members are not directly involved in this project, but the CPD program is built up around patient cases and focus on patient outcomes, in terms of improved safety and quality of care of the child.

    Conclusion

    There are potential difficulties recruiting paediatric educators to the program. This is addressed by supporting the participants in their role as educators and experts in outpatient paediatrics as well as regarding how IT could support not only learning a new subject or training skills but also learning how to learn. In summary, this project highlights the importance of interdisciplinary and practice-based research for continuous improvement and quality in healthcare, especially due to new demands following the patient-centric care and new role of patients, and sheds light on both benefits and challenges of integrating IT and learning in daily clinical work

  • 12.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Seeds of Workplace Learning in Information Systems: A Literature Review2017In: IRIS40, Information Systems Research Seminar in Scandinavia, Halden, Norway, August 6-10, 2017, 2017, p. 1-19Conference paper (Other academic)
  • 13.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Towards Learning with Digital Artifacts2017In: Diffusion and Adoption of Information Technology: Proceedings of the IFIP WG 8.6 working conference on the diffusion and adoption of information technology, Guimares, Portugal, June 2017, IFIP , 2017, article id 10Conference paper (Refereed)
    Abstract [en]

    The digitalization of the workplace and society at large brings new challenges for the field of Information Systems. A better understanding of how we learn with digital artifacts in our daily routines is needed. This paper is a literature review of how workplace learning has been addressed within the field, bringing together workplace learning and IS. The aim is to provide an alternative perspective to further IFIP 8.6 as a working group, where the suggestion is to re-image the group towards learning with digital artifacts. IS should be the leading field addressing digitalization of society. However, so far learning theorists has not been fully utilized within IS in fostering our understanding of how digitalization affects society. We argue that there is a need to explicitly talk about learning in IS and suggest IFIP 8.6 to be that place, which could contribute to advancements in our IS field in general.

  • 14.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group, S-461 85 Trollhättan, Sweden.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Tuning professionalism in the public sector2018In: AIS SIGPRAG Pre-ICIS Workshop 2018: "Practice-based Design and Innovation of Digital Artifacts", 2018, p. -3Conference paper (Other academic)
    Abstract [en]

    The digitalization in the public sector poses challenges for the professionals that have previously not been using digital tools as a part of their everyday practice. Building on three qualitative research projects this study shed light on contradictions and tussles, as well as possibilities re-lated to professionalism in the public sector. The three cases involve different professionals: cancer rehabilitation nurses, municipality communicators, and resident physicians. The paper aims to gain a better understanding of the impact of digitalization efforts on everyday work practices, and the emerging opportunities and challenges of using digital artifacts as a part of professional work. Our findings show how the transition toward digital work practices is pushing the professional boundaries of rooted professionalism in the public sector. The meaning of work and what it means to be a professional profoundly changes. The process of tuning professionalism in the public sector is not straight forward.

  • 15.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Wynn, Eleanor
    Ronin Institute, United States.
    Information Integrity and Human Infrastructure in Digital Health Care2019In: AMCIS 2019 PROCEEDINGS, Association for Information Systems, 2019, p. 1-10Conference paper (Other academic)
    Abstract [en]

    Healthcare informatics is undergoing major changes due to new infrastructures like social media that allow patients to proactively bring information to the physician consultation. We use the concept of infrastructuring to describe these changes, referring to the social practice of adapting human infrastructure for specific contexts. This poses informational and social challenges to providers, as they negotiate new boundaries with patients. Information integrity is essential because of risks to both parties. Infrastructuring in this case is the maintenance of information privacy and accuracy, or information integrity. The tasks of vetting information integrity and managing patient expectations add complexity to provider work even as physicians are positive about patients taking responsibility for their own health. The paper addresses infrastructure transformations, the process of infrastructuring, and a concept of information integrity. Using qualitative data from a medical setting, the study illustrates the contradictions physicians face in accommodating social media to their practice.

  • 16.
    Wynn, Eleanor
    et al.
    Ronin Institute, USA.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths2019In: Foundations and Trends® in Information Systems, ISSN 2331-1231, Vol. 3, no 1-2, p. 1-233Article in journal (Refereed)
    Abstract [en]

    Information Systems (IS) and Human Computer Interaction(HCI)–including Computer-Supported Cooperative Work(CSCW)–address the development and adoption of computingsystems by organizations, individuals, and teams. Whileeach has its own emphasis, the timelines for adopting qualitativeand critical research differ dramatically. IS used bothin the late 1980s, but critical theory appeared in HCI onlyin 2000. Using a hermeneutic literature review, the papertraces these histories; it applies academic cultures theoryas an explanatory framework. Institutional factors includeepistemic bases of source disciplines, number and centralityof publication outlets, and political and geographic contexts.Key innovations in IS are covered in detail. The rise ofplatformization drives the fields toward a common scopeof study with an imperative to address societal issues thatemerge at scale.

  • 17.
    Wynn, Eleanor
    et al.
    Ronin Institute, USA.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths2019Book (Refereed)
    Abstract [en]

    Qualitative and Critical Research in Information Systems and Human Computer Interaction explores the history and adoption of qualitative and critical research in Information Systems (IS) and contrasts it with the growth of similar methods/theories in Human Computer Interaction (HCI) and, to a lesser, extent Computer Supported Collaborative Work (CSCW). The supposition behind the comparison was that the areas overlap in subject matter and would overlap in methods and authors. However, marked differences were observed in the structure of publications, conferences, and on social media that led to questions about the extent to which the fields shared a common framework. The authors find that the history of each discipline reflects institutional factors that affected the respective timelines for the use of these approaches. This leads them to consider a sociological epistemic framework, which explains the differences quite well. It also supports characterizations of the culture of IS made by members, as having open paradigm and high collegiality, described as an adhocracy. The authors propose that qualitative and critical research developed interdependently in IS. Aside from institutional factors, a further difference in uptake of methods and critical framework comes from the US/Europe divide in research traditions and the political/epistemic climates affecting research in the respective regions. Research from beyond the transatlantic traditions postdates the developments covered here but is touched on at the end of the monograph. The primary goal of Qualitative and Critical Research in Information Systems and Human Computer Interaction is to better understand the ways the IS research community differentiates itself into diverse constituencies, and how these constituencies interact in the field's complex processes of knowledge creation and dissemination. Another goal is to create cross-disciplinary discussion and build on related work in the fields. This is important in the era of platforms with global reach, and the concurrent development of powerful AI and analytics capabilities that both intrude on daily life and try to emulate human intelligence.

  • 18.
    Wynn, Eleanor
    et al.
    Ronin Institute; United States.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Reputation Control and Theoretical Innovation in Two Academic Cultures2019In: Twenty-fifth Americas Conference on Information Systems, Atlanta, GA, USA: Association for Information Systems ( AIS ) , 2019, p. 1-10Conference paper (Other academic)
    Abstract [en]

    A meta-review of the history of qualitative and critical theory in Information Systems (IS) and HumanComputer Interaction (HCI) illustrates how source disciplines and publication outlets can filter reputation and affect methodological diversity. An academic cultures framework allows us to compare disciplines and explain different timelines for methods and theories. IS has many publication outlets, while HCI reputations depend on publication in the ACM Conference on Computer-Human Interaction (CHI). The fields deal with similar topics but are shaped by different institutional contexts. Qualitative research and critical theory arose in Information Systems during the 1980s and 1990s, while a search of HCI literature shows no critical theory until the 2000s. An open field of journals may create affordances for new approaches, whereas filtering reputation through a core conference may constrain them. The rise of platforms may blur domain distinctions through a common focus on AI, privacy and information integrity.

1 - 18 of 18
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf