About this paper

Appears in:
Pages: 1370-1377
Publication year: 2009
ISBN: 978-84-612-7578-6
ISSN: 2340-1079

Conference name: 3rd International Technology, Education and Development Conference
Dates: 9-11 March, 2009
Location: Valencia, Spain

BEG, STEAL OR BORROW? THE CHALLENGES FACED BY BORROWING THE FAILURE MODE AND EFFECTS ANALYSIS METHOD TO ELICIT THE UNINTENDED CONSEQUENCES OF IMPLEMENTING ELEARNING IN THE HIGHER EDUCATION CONTEXT

F. Boylan

Dublin Institute of Technology (IRELAND)
Effective project management, change management and risk management are key to the successful implementation of elearning. Connected to risk is the notion of unintended consequences, and it is with the issues and concerns surrounding the borrowing of the Failure Mode and Effects Analysis method from the field of engineering to elicit the unintended consequences of implementing elearning in a higher education institute, that this paper is concerned.

The Law of Unintended Consequences holds that any action undertaken can result in desirable and undesirable, as well as anticipated and unanticipated outcomes that fall beyond those originally intended. There is no research method readily available to the education researcher that is designed specifically to elicit this type of information, however, the Failure Mode and Effects Analysis (FMEA) method, native to the field of engineering, is a systematic and disciplined method designed to highlight the unintended or unanticipated consequences of all identifiable aspects of a system, design, process or service, thereby making it possible for procedures to be put in place to counteract, eliminate or plan ahead for the occurrence of any identified consequences, ultimately leading to increased success and quality.

There is no set pattern to ‘borrowing’, and it is a common practice amongst researchers. However, it does bring with it many challenges as the researcher struggles to understand that which they wish to borrow in its traditional context in order to maintain its integrity as they adapt it and render it useful for an alternative context. This is not an impossible task, but one that requires a great deal of epistemological reflexivity on behalf of the researcher as they prepare for and execute the process. This paper will discuss issues surrounding ‘borrowing’ in general before going on to describe specifically the practical issues and concerns that arose when modifying the FMEA for use in the education context. This session would be of interest to anyone contemplating undertaking interdisciplinary research of which borrowing will be an element.
@InProceedings{BOYLAN2009BEG,
author = {Boylan, F.},
title = {BEG, STEAL OR BORROW? THE CHALLENGES FACED BY BORROWING THE FAILURE MODE AND EFFECTS ANALYSIS METHOD TO ELICIT THE UNINTENDED CONSEQUENCES OF IMPLEMENTING ELEARNING IN THE HIGHER EDUCATION CONTEXT},
series = {3rd International Technology, Education and Development Conference},
booktitle = {INTED2009 Proceedings},
isbn = {978-84-612-7578-6},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {9-11 March, 2009},
year = {2009},
pages = {1370-1377}}
TY - CONF
AU - F. Boylan
TI - BEG, STEAL OR BORROW? THE CHALLENGES FACED BY BORROWING THE FAILURE MODE AND EFFECTS ANALYSIS METHOD TO ELICIT THE UNINTENDED CONSEQUENCES OF IMPLEMENTING ELEARNING IN THE HIGHER EDUCATION CONTEXT
SN - 978-84-612-7578-6/2340-1079
PY - 2009
Y1 - 9-11 March, 2009
CI - Valencia, Spain
JO - 3rd International Technology, Education and Development Conference
JA - INTED2009 Proceedings
SP - 1370
EP - 1377
ER -
F. Boylan (2009) BEG, STEAL OR BORROW? THE CHALLENGES FACED BY BORROWING THE FAILURE MODE AND EFFECTS ANALYSIS METHOD TO ELICIT THE UNINTENDED CONSEQUENCES OF IMPLEMENTING ELEARNING IN THE HIGHER EDUCATION CONTEXT, INTED2009 Proceedings, pp. 1370-1377.
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