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Grundén, Kerstin, 1952-
(författare)
A Social Perspective on Implementation of e-Government : A Longitudinal Study at the County Administration of Sweden
2009
Ingår i: Electronic Journal of e-Government. - 1479-439X. ; 7:1, s. 65-76
Tidskriftsartikel (refereegranskat) abstract
longitudinal study of implementation of e-Government at the County Administration of Sweden was analysedcand discussed from a social perspective. Two interview studies at the legal and traffic departments were compared.Interviews were made with decision makers, handling officers and administrative assistants focussing on socialcconsequences of work situations, work processes and quality of e-services to the clients. The MOA-model was used as a frame of reference for the study. According to the analysis, coping and sense making strategies by the respondents increased. e-Government made demands for new competencies for employees and clients. Internal and external digital divides are social consequences of the implementation of e-services. Management increased their focus on efficiency aspects related to e-Government. There is a need to integrate competence of social aspects into the development process of e-Government. The users were aware of the importance of social aspects of IT implementation. There is a need for competence development of social consequences related to IT implementation also for development personnel and different interest groups
4.
Grundén, Kerstin, 1952-
(författare)
A Study Circle Approach for Competence Development of e-Government Implementation
2010
Ingår i: Electronic Government and Electronic Participation. - Berlin : Springer. - 9783854997665
Konferensbidrag (refereegranskat) abstract
Implementation of e-Government means cultural changes involving changes of attitudes and competences, apart from technological changes. An interview study of a web-based course for issues related to implementation of e-Government at the County Academy of Sweden is described and analysed. The course was developed with a study circle pedagogical approach. Interviews were made with eighteen respondents from different authorities, different geographical locations and different professional roles. The respondents were especially positive to the group discussions of the studied course. The discussions were relevant for support of behaviour changes and competence development related to implementation of e-Government. A study circle approach could be relevant in order to encourage development-oriented learning needed for implementation of e-Government. There is also a need for pedagogical learning of producers and organisers of web-based education in public organisation, in order to make them conscious about the importance of different pedagogical approaches for different education objectives.
5.
Grundén, Kerstin, 1952-
(författare)
An Evaluation Model for CSCW Systems
2002
Ingår i: Ninth European Conference on Information Technology Evaluation. - Reading, UK : MCIL. - 0954048857 - 9780954048853 ; , s. 181-188
Konferensbidrag (refereegranskat) abstract
CSCW systems usually involve complex informal communication between several users at different geographical locations. An evaluation model focussing especially on organisational and social aspects is the MOA-E model. This model is used for the evaluation of the use of videoconferences for healthcare planning. The case study has a multi-method approach with the combination of participated observation, interviews and questionnaire. The use of the MOA-E model has contributed to a comprehensive understanding of the case study.
6.
Grundén, Kerstin, 1952-
(författare)
An Evaluation Model for Work-Integrated Learning
2003
Ingår i: Proceedings of E-Learn 2003 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. - Norfolk, USA : Association for the Advancement of Computing in Education. - 1880094509 ; , s. 217-224
Konferensbidrag (refereegranskat) abstract
An evaluation study of the development and test of a work-integrated e-learning course for dealing with official registers at the Swedish County Administration is presented and discussed. An evaluation model MOA-L was used as a frame of reference for the evaluation study, In this model especially the work situation, the work process and the quality of the service are focussed, when a new e-learning course is introduced. The use of the model contributed with an understanding of the norms and routines in the community of practice dealing with official registers. Further evaluation work is needed in order to examine effects of the individual learning on the organisational learning and work culture.
7.
Grundén, Kerstin, 1952-
(författare)
Back-office Implementation of E-Government : A Learning Process
2007
Ingår i: Proceedings of the 7th European Conference on e-Government. - 9781905305452 ; , s. 201-208
Konferensbidrag (refereegranskat) abstract
An interview study of back-office aspects of eGovernment implementation at the County Administration of Sweden is analysed and reported. The aim of the interviews was to identify attitudes towards the implementation of eGoverment and competence development needs. The respondents were very aware of social aspects of eGovernment. The implementation of eGovernment means a cultural change of attitudes, knowledge and competence for the personnel. Different perspectives from users and providers could be reasons behind neglecting social aspects. The respondents requested a bottom-up strategy of the implementation work. Participation of users in project work and thorough analysis of work culture, work routines before implementation could make focus of implementation work more relevant and make the implementation to a learning process for the users and increase their motivation. A web-based study circle focussing on eGovernment was developed and implemented in the organisation, as a consequence of the results from the interview study. A study circle could be one way of competence development stimulate development-oriented learning by the personnel (compared with adaptive learning). Competence development for eGovernment should be seen as process development where many educational initiatives could be combined in different blended learning situations.
8.
Grundén, Kerstin, 1952-
(författare)
Competence Development of E-Government : A Study Circle Approach
2012
Ingår i: Handbook for E-Government in Emerging Economies Adoption, Continuance usage, e-Participation, and legal frameworks. - : IGI Global. - 9781466603240 - 1466603240 - 9781466603257 ; , s. 591-604
Bokkapitel (refereegranskat) abstract
Implementation of e-Government means cultural changes involving changes of attitudes and competences, apart from technological changes. There is a need for competence development of employees and citizens using relevant educational forms and pedagogical approaches. An interview study of a web-based course for issues related to implementation of e-Government is described and analysed. The course was developed with a study circle pedagogical approach. Interviews were made with eighteen respondents from different authorities, different geographical locations and different professional roles. The respondents were especially positive to the group discussions of the studied course. The discussions were relevant for support of behaviour changes and competence development related to implementation of e-Government. A study circle approach could be relevant in order to encourage development-oriented learning needed for implementation of e-Government. There is also a need for pedagogical learning of producers and organisers of web-based education in public organisation, in order to make them conscious about the importance of different pedagogical approaches for different education objectives.
9.
Grundén, Kerstin, 1952-
(författare)
E-learning at work : Towards a participative approach
2009
Ingår i: E-Learning and Digital Media. - : SAGE Publications. - 2042-7530. ; 6:2, s. 206-220
Tidskriftsartikel (refereegranskat) abstract
A case study focusing on learning outcomes from a web-based course and integration ofn new knowledge into work practices at the County Administration of Sweden is analysed. The study has a process-orientated longitudinal character combining different methodological approaches. The current work situation of the workers was studied using interviews. A questionnaire was distributed to the first hundred learners after they had passed the course. Telephone interviews were then made a month after the course. The respondents were more positive with respect to the usefulness of the course for their work immediately after completing the course, compared with their interview responses a month later. When they answered the questionnaire they also thought it was easier to get time for the course, than they indicated later in the telephone interviews. Likely reasons for this discrepancy are considered. The study shows the risk of obtaining inflated positive judgements of a course when the evaluation is made immediately following course completion. Instead, a processoriented evaluation is recommended, evaluating both the work situation before the course, the comprehension of the course immediately after the course has been passed, and evaluation a month after the course has been passed. Although a majority of the learners had an overall positive judgement of the course, about half of them had not applied the new knowledge to their work, a month after thecourse. A participative approach with discussions in local work groups before and after the course supported by local management, is proposed in order to facilitate integration of knowledge from the course into the work practices.
10.
Grundén, Kerstin, 1952-
(författare)
E-Learning Processes in Organisations
2004
Ingår i: Proceedings of ED-Media 2004 World Conference on Educational Multimedia, Hypermedia and Telecommunications. - 1880094533
Konferensbidrag (refereegranskat) abstract
In this article two different types of e-learning processes in organisations are presented and discussed; adaptive and development-oriented learning. Both adaptive and development-oriented learning are seen as complementary. Two evaluation studies of IT-mediated learning illustrate these types of learning. Consciousness of these types of learning could lead to appropriate design of web-based courses and the organising of project work, supporting both organisational and individual learning processes.
