Develop your understanding of the nature of the key organizational perspectives and their related theories.

1.1 Aims of the assignment
The aims of this assignment are for you to:
 Develop your understanding of the nature of the key organizational perspectives and their related theories;
 Demonstrate an understanding of the key perspectives and the meta-theoretical assumptions that underpin each;
 Develop research skills and the ability to assess the strengths and weaknesses of various debates and arguments;
 Demonstrate the ability to critically engage with academic literature and develop your own answer to a set question.
 Gain skills in the written presentation of an argument, including the ways in which scholars incorporate and acknowledge the ideas of other writers.
The assignment topic is as follows:
Individual perspectives produce different types of knowledge. Choose two organisational theory perspectives and critically evaluate how each contributes a different understanding of technology within organizations.
Based on your selected perspectives, draw upon relevant readings out of this list to as a starting point for your essay. You should also use the textbook and other resources to assist in the development of your analysis.
1.2 Resources for the Individual Assignment
The following are assignment resources from which you choose four that are relevant to your chosen perspectives:
1. Selwyn, N. (2002). ‘E-stablishing’an inclusive society? Technology, social exclusion and UK government policy making. Journal of Social Policy, 31(01), 1-20.
2. Selwyn, N. (2003). Apart from technology: understanding people’s non-use of information and communication technologies in everyday life. Technology in society, 25(1), 99-116.
3. Sher, P. J., & Lee, V. C. (2004). Information technology as a facilitator for enhancing dynamic capabilities through knowledge management. Information & management, 41(8), 933-945.
4. Spanos, Y. E., Prastacos, G. P., & Poulymenakou, A. (2002). The relationship between information and communication technologies adoption and management. Information & Management, 39(8), 659-675.
5. Cukier, W., Ngwenyama, O., Bauer, R., & Middleton, C. (2009). A critical analysis of media discourse on information technology: preliminary results of a proposed method for critical discourse analysis. Information Systems Journal,19(2), 175-196.
6. Heracleous, L., & Barrett, M. (2001). Organizational change as discourse: Communicative actions and deep structures in the context of information technology implementation. Academy of Management Journal, 44(4), 755-778.
7. Ciborra, C. U., & Lanzara, G. F. (1994). Formative contexts and information technology: Understanding the dynamics of innovation in organizations.Accounting, management and information technologies, 4(2), 61-86.
8. Andreu, R., & Ciborra, C. (1996). Organisational learning and core capabilities development: the role of IT. The Journal of Strategic Information Systems, 5(2), 111-127.
Based on your selected perspectives, choose four relevant readings out of this list to as a starting point for your essay. You should also use the textbook and other resources to assist in the development of your analysis.

The suggested process for selecting your perspectives and supporting materials is depicted as follows:
(there is a typo in the diagram. Instead of two journal papers, select FOUR as mentioned above)

2 Guide to Presentation and Structure
The following is a guide for writing your essay. Avoid using headings in an essay, but if you must, please keep them to a minimum and ensure that they enhance rather than undermine your argument. The final draft of an essay should include the following flow:
 Introduction, which indicates how you have interpreted the assignment topic, and how you propose to go about responding to it; (write in first person perspective; start with “In this essay, I will…) (200 words)
 Body of the essay, where you make your main points, and support them with evidence from your reading; (1600 words)
 Conclusion, which should answer the question as you interpreted it in the introduction. The conclusion should not be a statement of your opinion: it should be a summation of the argument you have developed in the essay; (200 words)
 List of references you have used. These references should be cited within the essay as outlined in the next section, and full publication details are provided in the bibliography.

2.1 Assignment Checklist

Check these before handing in an assignment
Topic
Is the topic clearly identified?
Is the essay on the topic?
Content
Does the essay say what I want it to say?
Will it tell the marker what I have learned?
Arguments
Are my arguments developed logically?
Have I included evidence to support the points I make?
Source material
Have I read the required reading?
Have I included comment about each reference?
Have I summarised points correctly?
Are quotations reproduced accurately?
Have I read beyond the required reading?
Writing style: Check for these while proofreading
Is the essay easy to read?
Are words spelled correctly?
Like sounding words can be tricky. Have I chosen the right one?
Have I written in complete sentences?
Are paragraph breaks at the right place?
Referencing
Have I identified all direct quotations?
Have I identified paraphrases?
Have I cited author, date and page for each of these?
Presentation and layout
Is the print large enough to read easily?
Is the margin wide enough for comments?
Are my name and the unit details on the cover sheet?
Have I identified which topic is being attempted?
Are the pages numbered?
Is the reference list attached?

3 Assessment Marking Rubic

Weight % Criteria Fail (30 49%) Pass (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (80-100%)
60 Argument(s)
Critical thinking, evidence, focus on relevant issues & logical development of the essay Inadequate understanding of the subject in terms of knowledge, skills
and application.
Little understanding of underlying principles and concepts, and no effective analysis.
Minimal reading and inadequate planning. The subject is covered satisfactorily but the volume of reading is
insufficient for Credit.
Factual and descriptive rather than carefully argued and analytical style of work. Lacks evidence of intellectual independence to adapt
knowledge in diverse contexts. Conclusions are limited in scope and poorly substantiated. Broad understanding of the subject or area of practice and has read widely.
Well-developed skills to present critical arguments and competent use
of theoretical and technical knowledge with depth in some areas. Coherent arguments supported by evidence and illustration from the work of other authorities, but without but without the self- awareness and self-questioning found in higher grades.

Reflective statements provide a thoughtful commentary on the task, learning and relationships with others, ability to critically evaluate relevant theories. Exceptional work – showing evidence of the following:
Highly original or insightful work.

Could not be improved at this learning level and in the context in which
the assessment was conducted.
15 Structure of Essay
Appropriate introduction, paragraph & conclusion. Grasp of English, including vocabulary, spelling grammar. Accurate spelling, grammatical sentences, correct punctuation, fluent & succinct writing Poor or incoherent vocabulary. Reflective statements provide an incomplete or inaccurate description
of the task. Spelling, grammar, vocabulary, and communication
style is competent and coherent. Work is not well organized or structured. Spelling, grammar, vocabulary, and/or use of
sources, and communication style is good. The work is clearly structured and the exposition of knowledge and ideas is clear and competent. Grammar and/or syntax could not be improved at this learning level and in the context in which
the assessment was conducted.
15 Source material
Understanding, use & extent of essential & extra reading Reasonable coverage of the relevant body of knowledge but does not
review critically, analyze, consolidate with a high level of insight. Volume of reading of sufficient breadth and depth for a competent
understanding of main issues, underlying principles and concepts but
without the comprehensiveness of higher grades. Displays competence in reviewing critically, analysing, consolidating and synthesizing the various cases made within a body of knowledge.
Material is deployed in a disciplined way with sophisticated
comprehension of key issues. Evidence of formulated and sustained arguments with sophisticated
analysis, inferences, synthesis of material and identifying flaws in
published work.
10 Referencing and Presentation
Correct, consistent citation & bibliographic format, wide margins, 1.5 or double spacing, numbered pages and a word count. No evidence of correct scholarly referencing. Only minor lapses in referencing and/or use of sources. Work is fully referenced according to accepted scholarly standards. Work is referenced to a high level of academic integrity. Referencing could not be improved at this learning level and in the context in which the assessment was conducted.

Additional notes:

• Write in first person perspective
• Use Harvard referencing system
• Do not try to cover every single detail; you only have 2000 words so concentrate on the major points rather than fine details
• 10-12 references required in total – 4 from the list of references provided above to assist/kick start the essay, 1-2 from the prescribed textbook & 5-6 of your own references (scholarly articles and journals favoured)

• prescribed textbook is Organizational Theory by Mary Jo Hatch with Ann L. Cunliffe (second edition) by Oxford University press.
• Online resource centre provides resource material: www.oxfordtextbooks.co.uk/orc/hatch2e/