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Using Systems Concepts to Research the Implications of Emerging Information Technologies (ITs) for Pedagogy in Higher Education (HE)

In: Synergy Matters

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  • W. F. Ian Beggs

    (University of Paisley, Department of Computing & Information Systems)

Abstract

Conclusion This paper offers an account of the author’s reflection of a research process in which systems concepts have been used explicitly to define the context of the research, provide focus at a variety of levels, and to address questions as to outcomes. It is the author’s experience that systems thinking has becomeprogressively pervasive as the process has developed, with concepts such as ‘hierarchy’, and ‘transformation’ having become meaningful in contexts other than those in which they were originally employed. Hierarchy, for example, became a means to understanding the management of the process as well as a means to conceptualising systems and subsystems. Similarly, transformation became a means to questioning the nature and quality of the influences depicted in the domain as well as a means to understanding the implications of employing particular methods. It seems to the author that one of the implications to arise from a systems approach to the research process is that the research framework itself may be presented as an ‘emergent construction’ (Weinstein and Weinstein, 1991).

Suggested Citation

  • W. F. Ian Beggs, 2002. "Using Systems Concepts to Research the Implications of Emerging Information Technologies (ITs) for Pedagogy in Higher Education (HE)," Springer Books, in: Adrian M. Castell & Amanda J. Gregory & Giles A. Hindle & Mathew E. James & Gillian Ragsdell (ed.), Synergy Matters, chapter 7, pages 37-42, Springer.
    • Handle: RePEc:spr:sprchp:978-0-306-47467-5_7
    DOI: 10.1007/0-306-47467-0_7
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