Teaching

Changes in communication, collaboration, and coordination have occurred in tandem with changes to the organization, creation and use of information. The classroom offers an excellent context to explore this phenomenon empirically and analytically. Instead of simply reading texts or listening to lectures about organizational issues, I want students to learn by observing, doing, reading, reflecting and analyzing. My philosophy of teaching thus focuses on the following three elements.

First, a major objective of my teaching is to help students appreciate the relationship between organizational behavior and information systems. My teaching aims to address the question:

"What is the intersection between the organization of work, and the organization, creation and use of information?"

To facilitate this I draw on my own and others' research, case studies and participate in interdisciplinary conferences integrating organizational behavior and information systems research.

Second, I strive to make the phenomena I teach come alive to students through experiential pedagogical strategies. I do this by organizing readings, classroom interactions, and assignments to allow students to experience and experiment with the ways information permeates organizational behavior and vice versa. The experimental approach allows me to merge my research interests with my teaching responsibilities, and make both the empirical and theoretical aspects of this work come to life.

Third, I strive to engage and develop students’ analytical skills by helping them to draw on concepts from literature to analyze their own and others' experiences as they emerge in class, through case studies, and in the case of PhD students - through refining their research agenda.