What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

http://www.sakkyndig.com/psykologi/artvit/nadkarni2012.pdf

Why do people use Facebook

Self-presentation and belonging on Facebook: How personality influences social media use and motivations

While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential as a motivational tool. This paper presents the results of testing both social networking and gamification in an undergraduate course, comparing them in terms their effect on students' academic achievement, participation and attitude. The effects of a gamification plugin deployed in a learning management system were compared to those of a social networking site in the same educational setting. We found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, the traditional e-learning approach was better. Also challenging current assumptions, participation rates and scores remained low with the new tools, although students' attitudes were positive.

An empirical study comparing gamification and social networking on e-learning

Facebook is a popular platform that may facilitate learning activities at university. In this study, students’ perceptions of using ‘Facebook pages’ within individual university subject offerings were evaluated. Individual ‘Facebook pages’ were developed for four university courses and used to provide information relevant to the courses and allow opportunities for student interaction. An initial questionnaire administered in the first lecture of semester indicated that nearly all students (n=161, 93.1%) possessed an active Facebook account. Most students (n=135, 78.0%) anticipated that a Facebook page would facilitate their learning, by increased interaction with students and instructors, and notifications for course information. A second questionnaire was completed in the final lecture of semester indicating that 81.9% of students engaged with the course Facebook page at some stage. However, perceptions of the effectiveness of the page as a learning tool were variable, with only 51% of students stating that it was effective. Despite this, the majority of students (n=110, 76.4%) recommended using Facebook in future courses. This preliminary evaluation of Facebook as a learning aid suggests that it has the potential to promote collaborative and cooperative learning, but further research is required, specifically to understand if and how it can enhance learning outcomes.

/pdf/students-perceptions-of-using-facebook-as-an-interactive-15twb4gajt.pdf

Students' perceptions of using Facebook as an interactive learning resource at university

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students' learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.

Can learning be virtually boosted? An investigation of online social networking impacts

Relying on social integration theory, this paper develops a conceptual model to explain how college students' online social networking (i.e., using Facebook) influences their social and academic social integration, and learning outcomes. Several rounds of focus group discussions were conducted to explore college students' current online social networking experience and their attitude toward using Facebook for education. Our findings indicate that students' online social networking is straightforwardly influential to their social learning, while its influence on the academic learning might be realised through a gradual and longitudinal process.

https://www.researchgate.net/profile/Wen_Stella_Tian/publication/220449471_The_impact_of_online_social_networking_on_learning_A_social_integration_perspective/links/548cb49d0cf225bf66a29b45.pdf

The impact of online social networking on learning: a social integration perspective

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that online social networking engagement leads university students to attain positive learning outcomes (self-esteem development, satisfaction with university life, and performance). We further argue that three attributions of social learning (self-efficacy belief, social acceptance and acculturation) bridge individual online social networking engagement with desired learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impact of university student online social networking on social learning processes and outcomes.

/pdf/embedded-social-learning-in-online-social-networking-x2nkig06gc.pdf

Embedded social learning in online social networking

Pedagogically-driven support for groups is a contin uing challenge as we move forward in embracing technology in an ever changing educational environment. SecondLife (www. SecondLife.com ) is a virtual environment that is receiving global attention and recognition. In this paper, we compare SecondLife to other group support technologies through an extended T echnology Acceptance Model (TAM) lens. T he environment chosen is a virtual team space in which an online book is produced through i nteractions between graduate students in Hong Kong and the Netherlands. A portfolio of technologies including email, forums, videoconferencing, SecondLife, and MSN was provided for team support and subsequently evaluated. Results indicate that SecondLife (at least in its c urrent incarnation) is likely to need some reincarnation prior to ascent to Nirvana. In that sense, it is a goal hoped for but yet to be attained in su pporting teams. Suggestions for development and dir ections for future research are provided. Conclusions are drawn. Ke ywords : virtual worlds, technology acceptance, TAM, group support, pedagogy, Second Life

/pdf/in-search-of-secondlife-nirvana-5expd07f78.pdf

In Search of SecondLife Nirvana

This paper examines the usage and diffusion of Government Credit Information Systems (GCIS) in
district-level governments in shanghai. The diffusion of GCIS was studied from a process-oriented
perspective. A System Dynamics (SD) model is developed to simulate the relationships of
technological, organizational and environmental, and institutional factors on GCIS diffusion under
different management policies. A holistic view on the feedback loops, the consequently nonlinear
behavior pattern of GCIS usage, and its diffusion in Shanghai government agencies is examined.
Our research model and results suggest that workload faced by GCIS users and the tolerable
maximum workload have a high impact on GCIS usage, task volume brought by GCIS, work pressure
and the perception of technological factors. Different combination of work intensity and the tolerable
maximum work intensity significantly influence the system usage. The contribution of our study lies in
revealing that the diffusion of GCIS requires a systematic consideration of the business development
plan, the GCIS user's workload and the organization's business environment. Flexible managerial
incentive strategy will enhance user's work efficiency, thus lead to effective diffusion of GCIS in
organizations. The theoretical and practical implications of this study are discussed.

Stella Wen Tian

Papers

Can learning be virtually boosted? An investigation of online social networking impacts

The impact of online social networking on learning: a social integration perspective

Embedded social learning in online social networking

In Search of SecondLife Nirvana

Modeling Government Credit Information Systems Diffusion in China: A System Dynamics Approach