2000 words analyse and de-construct four readings and to reconcile them

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For this assignment, you are asked to analyse and de-construct four readings and to reconcile them to the four perspectives discussed in the lectures and in Hirsheim and Klein's (1989) paper.

Assignment 1 CLO

CLO	Description	Relation to the Assignment
CLO1	Identify different analytical perspectives employed to understand organisations at the individual, social, structural and systemic levels.	Addresses this PLO. You are expected to identify all four analytical perspectives, and to be able to demonstrate your understanding at the individual, social, structural and systemic levels through the four given readings.
CL02	Interpret and apply these multiple perspectives to empirically analyse specific organisations and the contexts in which they operate.	Addresses this PLO, through interpretation and application by classification and therefore demonstrating your mastery of the perspectives in different organisational contexts.
CLO3	Draw on different analytical perspectives as the basis for a multidisciplinary approach towards organisational functionality, political and social relations.	Addresses this PLO, by building your mastery of the four analytical perspectives.
CLO4	Evaluate knowledge assumptions and come to recognise their management implications and practical consequences.	Partially addresses. This assignment builds your skills but not application.
CLO5	Assess and judge how organisational analysis can be used to engender solutions to organisational challenges that are socially responsible.	Partially addresses. This assignment builds your skills but not application.

The first assignment takes you deeper into how you deconstruct scholarly literature. You have the opportunity to demonstrate your ability to critically analyse and organise information.

To do well in this assignment, you must demonstrate a good understanding of how knowledge is legitimised, i.e. how writers attempt to convince you of their ideas.

Step 1 - learn the four perspectives

One of your required readings is: Hirschheim, R. and Klein, H. K. (1989). Four Paradigms of Information Systems Development. Communications of the ACM, 32(10), pp. 1199-1216. Further, in Lecture Topic 1 four rationales behind Organisational Analysis were identified and discussed. Use these two resources to learn the four perspectives of analysis.

Step 2 - Using your understanding of the four perspectives, de-construct and classify four scholarly readings by critical analysis

Student Name:
Student ID:

Given Paper 1

Question	In your lectures, four rationales for organisational analysis are described.
1	Critically discuss the argument presented by the author(s).
	Answer hints: · How do the author(s) try to describe their context? (e.g. how is the narrative presented?)
2	What is the method - how do the author(s) convince their readers?
	Answer hints: · What data is relied on? · How is data collected? · How is data analysed? · Are the conclusions open to be challenged?
3	Drawing on your answers from analysing Q (1) and (2), critically analyse and match your analysis to the rational given in Lecture 1 for Organisational Analysis
	Answer hints: · What rational is best matched to the paper analysed? · Critically discuss your reasoning

Given Paper 2

Remember, this assignment template shows you how to deal with a varied range of terminology and how you can organise and reconcile your understanding.

Students should achieve this assignment using 2000 words as a maximum.

The four readings you must read, analyse and de-construct are:

Reading	Perspective
Howard, SK, Thompson K, Yang, J & Ma, J 2017, 'Working the system: Development of a system model of technology integration to inform learning task design', British Journal of Educational Technology, vol. 50, no. 1, pp. 326–341.	Which perspective or paradigm was this written and why did you draw this conclusion?
Almas A G, and Krumsvik R 2008, 'Teaching in Technology-Rich Classrooms: Is There a Gap between Teachers’ Intentions and ICT Practices?'Research in Comparative and International Education, vol. 3 no 2, pp. 103–121.	Which perspective or paradigm was this written and why did you draw this conclusion?
Haugsbakk, G & Nordkvelle Y 2007, 'The Rhetoric of ICT and the New Language of Learning: A Critical Analysis of the Use of ICT in the Curricular Field', European Educational Research Journal, vol. 6, no. 1, pp. 1–12.	Which perspective or paradigm was this written and why did you draw this conclusion?
Biesta, G 2005, 'Against learning. Reclaiming a language for education in an age of learning', Nordic Studies in Education, vol. 25, pp. 54–66.	Which perspective or paradigm was this written and why did you draw this conclusion?