Paper Type
Complete
Abstract
Core business courses, taught across multiple class sections, require coordination. Knowledge about college course coordination is based largely on courses in homogeneous and stable domains such as math and physics. Guidance for coordination of applied courses that sit between quantitative, technical, and business domains, and in which domain knowledge evolves quickly is sparse. Drawing on coordination theory and an embedded, revelatory case study of coordinating a freshman analytics course for ~2,500 students across 50+ sections a year, we investigate how mechanisms for coordinating delivery of a large, core analytics course emerge and how they shape outcomes. We contribute to educational practice a capability maturity framework for course coordination and to coordination theory the insight that while primary coordination mechanisms of standards, schedules and plans, mutual adjustment, meetings, and artifacts are enacted, relational coordination emerges as a secondary coordination mechanism through these enactments.
Paper Number
1601
Recommended Citation
May, Shane Carroll; Pullen, Brian; Aguiar, Brian; Harris, Ethan; Oki, Olukayode; Shook, Carole; Sude, Yujie; Yates, Jacob; and Miranda, Shaila M., "Collaborating for Relational Coordination: A Capability Maturity Model for Delivering an Analytics Course at Scale" (2026). AMCIS 2026 Proceedings. 15.
https://aisel.aisnet.org/amcis2026/sig_ed/sig_ed/15
Collaborating for Relational Coordination: A Capability Maturity Model for Delivering an Analytics Course at Scale
Core business courses, taught across multiple class sections, require coordination. Knowledge about college course coordination is based largely on courses in homogeneous and stable domains such as math and physics. Guidance for coordination of applied courses that sit between quantitative, technical, and business domains, and in which domain knowledge evolves quickly is sparse. Drawing on coordination theory and an embedded, revelatory case study of coordinating a freshman analytics course for ~2,500 students across 50+ sections a year, we investigate how mechanisms for coordinating delivery of a large, core analytics course emerge and how they shape outcomes. We contribute to educational practice a capability maturity framework for course coordination and to coordination theory the insight that while primary coordination mechanisms of standards, schedules and plans, mutual adjustment, meetings, and artifacts are enacted, relational coordination emerges as a secondary coordination mechanism through these enactments.
When commenting on articles, please be friendly, welcoming, respectful and abide by the AIS eLibrary Discussion Thread Code of Conduct posted here.
Comments
SIG ED