MG213 Class Week 03

Technochange
 Reading
• Markus, M. L. (2004). Technochange
Management: Using IT to Drive
Organizational Change, Journal of
Information Technology 19(1), 4–20
 Contextualising the readings
• Published in an ‘academic’ journal
• Draws extensively on academic literature
(25+ references to academic sources)
• Integrates insights from the literature to
present distinctive concept with practical
(and academic) implications
 Questions
• What do technochange projects tell us
about the interrelationships between
people, technology, tasks and structures?
• How might you seek to manage and
minimise the risk of "exported problems"
in technochange projects?
• What techniques might be most effective
to spot potential technochange misfits
(Box 1 in the paper)?
• In recent years, and particularly in
response to COVID-19, LSE has made
many changes to the student experience.
Which would you consider as examples of
technochanges rather than just IT projects?
Why?
Small group discussions
Report back
 Questions
• What do technochange projects tell us
about the interrelationships between
people, technology, tasks and structures?
• How might you seek to manage and
minimise the risk of "exported problems"
in technochange projects?
• What techniques might be most effective
to spot potential technochange misfits
(Box 1 in the paper)?
• In recent years, and particularly in
response to COVID-19, LSE has made
many changes to the student experience.
Which would you consider as examples of
technochanges rather than just IT projects?
Why?
Changes to education
• Pandemic “offered an opportunity for an
authentic learning experience, outside
some of the constraints of an exam”
• “traditional assessments unfairly
standardises children of different abilities,
fail to capture essential skills and put
young people off through its rote-learning,
one-size-fits-all approach”
• “Survey after survey says creativity,
critical-thinking and communications are
what we need. Exams don’t assess those
things”
• “The real energy now — across the world
— is in coming up over the next two years
with research and prototyping that
develops really credible, reliable and valid
ways of assessing young people’s talents”
 Assessment and chatGPT
• “The problem that AI apparently exposes
has been there for decades. In general, we
design inauthentic assessments with bad
questions that don’t assess or facilitate
learning. They can be searched through
Google, replicated by contract cheating
sites, and aggregated from unattributed
sources before we even get to AI”.
• “Learning is not a procedure, it is a
sometimes traumatic, sometimes joyous
journey of transition from not knowing to
knowing, from incompetence to
competence and from personal to
collective. No generative AI can replicate
that” (Bryant 2023)
 Class summary
• Discussed and applied the notion of
technochange
 Class Week 4
• Introducing group work

• Groups will be based on who is registered

for this class.
• If you need to change class, please arrange
this with DoM.UG@lse.ac.uk as soon as
possible
 Preparation
• Read the group project description –
released on Monday

• Think about the competitive forces that

might affect the case
• How might you use technology to support
internal operations? To transform the
competitive marketplace?