Search results

The purpose of the study is to assess the implementation of integrated information systems in UK higher education institutions (HEIs) via multiple internal stakeholders.

The approach analyses the implementation strategy of two HEIs and assesses the impact of new systems on working practices. This involves interviews with various stakeholder groups from the HEIs, capturing 35 interviews.

Results indicate that growth of alternative power bases emerge within both HEIs, as well as new roles and responsibilities for administrative staff, and different working practices for academics. Varying levels of importance are given to people and culture, management support, user involvement and clarity of communication and systems' requirements at project pre-implementation, implementation and post-implementation stages.

This study provides lessons of HEIs planning to undertake significant change by implementing integrated information systems. Challenges emerge around fit, complexity, training, communication and consultation. Benefits gained and emerging challenges show some commonality between the two case HEIs, pointing the way forward for other “large” (student number determined) HEIs embarking on similar change.

The UK HEI sector is experiencing major change emphasising cost reduction and operational efficiency. Understanding challenges relating to significant systems change in complex settings with varying stakeholder demands has considerable sectoral value.

Predictive maintenance (PdM) has attracted increasing attention in recent years owing to the emergence of advanced condition-monitoring technologies and data analytics tools. However, the application of PdM in spare parts inventory management across the supply chain (SC) has not been sufficiently investigated and its digital transformation (DT) requirements have not been adequately researched. Therefore, this study aims to analyse the organisational readiness for the use of integrated spare parts inventory management together with PdM systems across the SC.

A series of semi-structured interviews were designed and took place across organisations in various industries to address the pre-defined research aim. In total, 15 interviewees were recruited through purposive sampling, including managers and technicians in various organisations from different industries.

The findings reveal that while maintenance planning and optimisation has been the subject of extensive research for decades, manufacturers are still encountering barriers in adopting and implementing digital innovations. The experts also highlighted the need for an integrated information system (IS) enabling data sharing across the organisation since lack of integration has a vital impact on the overall business and operations performance as well as the successful DT of the enterprise. In addition, they report that the necessary and relevant data for implementing PdM is not captured or stored in their organisations.

The present study emphasises the technical, organisational, and environmental (TOE) dimensions that can affect such DT and sheds light on the enablers and inhibitors that organisations face in their efforts to be technologically ready to embrace the digital integration of PdM with spare part inventory management. It is recommended that a clear shift in management mindset and organisational culture is necessary for companies to realise the benefits of PdM and the DT that will result from its implementation.

This study aims to assess the feasibility and effectiveness of incorporating predictive maintenance (PdM) into existing practices of spare part inventory management and pinpoint the barriers and identify economic values for such integration within the supply chain (SC).

A two-staged embedded multiple case study with multi-method data collection and a combined discrete/continuous simulation were conducted to diagnose obstacles and recommend a potential solution.

Several major organisational, infrastructure and cultural obstacles were revealed, and an optimum scenario for the integration of spare part inventory management with PdM was recommended.

The proposed solution can significantly decrease the inventory and SC costs as well as machinery downtimes through minimising unplanned maintenance and addressing shortage of spare parts.

This is the first study with the best of our knowledge that offers further insights for practitioners in the Industry 4.0 (I4.0) era looking into embarking on digital integration of PdM and spare part inventory management as an efficient and resilient SC practice for the automotive sector by providing empirical evidence.

Organisations spend a lot of money, time and resources on enterprise system (ES) implementation and often they do not realise the expected benefits from these complex systems. There is a gap in the literature in providing sufficient insight into the implementation process or how an ES might influence or contribute to a culture change. The purpose of this paper is to address the gap in the ES literature around culture by exploring the implementation that was undertaken within a large UK university.

This paper contributes to the higher education (HE) and ES literature through an in-depth study of an ES, Strategic Information Technology Services (SITS) implementation within a university in the UK. The study was undertaken over a three-year period where one of the authors was embedded within the organisation.

Using a cultural analysis framework, the extensive rich data were analysed and the outcomes indicate that SITS has had a huge influence on the culture of the university; the technology’s rigid structure has imposed many changes that had not been anticipated.

ES have recently emerged in the HE sector where they are intended to support the management of student data and provide strategic management information. Although there are many studies which have explored important aspects of the implementation of ES, one area that appears to have been under-researched is how these systems are implicated in culture change within organisations. The results of this study will enable managers as well as IT specialists to gain rich insights into an ES implementation in the HE sector and to use this knowledge for future implementations.

This study aimed to examine the impact of ICT and digital knowledge on students’ thoughts and beliefs. Using Information and Communication Technology (ICT) in learning and teaching processes can improve the interpretation of knowledge, not only in the learning process but also for thoughts and beliefs. Beliefs and thoughts as propositional content are understood to be a subjective manner of knowing and becoming a focal point of education process. In addition, ICT plays a vital role in enhancing the efficiency of the teaching process which can change the thoughts of learners. So, in this paper, the usage of ICT in education was considered as a key factor for improving students’ thoughts and beliefs. In addition, a conceptual model was proposed to evaluate this impact.

Data were collected from 384 students from secondary schools in Iran. For assessing the elements of the model, a complete questionnaire was designed. For statistical analysis of questionnaires, SPSS 22 and SMART-PLS 3.2 software package was used.

The obtained results showed the high strength of the proposed model. The outcomes indicated that digital technology acceptance positively affects students’ thoughts and beliefs. In addition, the findings showed that the role of digital knowledge, digital training facilities and digital education content on students’ thoughts and beliefs was significant.

The authors deal with one experiment and so the results cannot be generalized. The trail should be repeated with many groups and in diverse contexts.

Despite the importance of the investigating the impact of ICT and digital knowledge on the students’ thoughts and beliefs, the relationship among these factors was not examined well in previous research. Thus, the investigation of the impact of ICT and digital knowledge on the students’ thoughts and beliefs is the main originality of this research. For this goal, a new conceptual model is proposed, which has 11 sub-indicators within four variables: digital technology acceptance, digital knowledge, digital training facilities and digital education content.