Start Date
10-12-2017 12:00 AM
Description
This work focuses on the unintended consequences of digital transformation in the context of higher education. We use this familiar context to problematize digital transformation by first discussing the evolution of a required college course over a twenty-year period. We show how increasing digitization under resource constraint lead to a fully online delivery and we highlight three unintended consequences: role reversal, minimization of human interaction, and strategic learning. We then envision an alternative design for an in-class required introductory college course that can scale to large numbers of students under resource constraint. We conceptualize the course as a Socio-Technical (ST) artifact. Framed by intervention theory and recent relevant IS literature, we derive seven meta-requirements and 20 design principles for the implementation of the course.
Recommended Citation
Piccoli, Gabriele; Rodriguez, Joaquin Alfredo; Palese, Biagio; and Bartosiak, Marcin, "The Dark Side of Digital Transformation: The Case of Information Systems Education" (2017). ICIS 2017 Proceedings. 6.
https://aisel.aisnet.org/icis2017/TransformingSociety/Presentations/6
The Dark Side of Digital Transformation: The Case of Information Systems Education
This work focuses on the unintended consequences of digital transformation in the context of higher education. We use this familiar context to problematize digital transformation by first discussing the evolution of a required college course over a twenty-year period. We show how increasing digitization under resource constraint lead to a fully online delivery and we highlight three unintended consequences: role reversal, minimization of human interaction, and strategic learning. We then envision an alternative design for an in-class required introductory college course that can scale to large numbers of students under resource constraint. We conceptualize the course as a Socio-Technical (ST) artifact. Framed by intervention theory and recent relevant IS literature, we derive seven meta-requirements and 20 design principles for the implementation of the course.