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Learning at the boundaries: An action agenda for business analysts


Vashist, R and McKay, J and Marshall, P, Learning at the boundaries: An action agenda for business analysts, Proceedings of the 47th Annual Hawaii International Conference on System Sciences, 6-9 January 2014, Waikoloa, Hawaii, pp. 4536-4545. ISBN 978-1-4799-2504-9 (2014) [Refereed Conference Paper]

Copyright Statement

Copyright 2014 IEEE

DOI: doi:10.1109/HICSS.2014.557


The business analyst role was established in response to concerns about a ‘gap’ between technical IT staff and users. Such a ‘gap’ has been implicated in the failure of information systems to consistently deliver business value. However research suggests that while business analysts may facilitate the relationship between technical staff and business users, boundaries may still occur between business analysts and user groups on one hand, and business analysts and IT staff on the other. Nonetheless, these boundaries present opportunities for all the participant groups to learn by developing new understandings, knowledge and practices, thus enabling them to more effectively interact with their constituents. Through the adopted practice perspective, our research demonstrates that learning via socio-spatial and instrumental-developmental expansions at the boundaries can improve the practice of business analysts. Our findings make a contribution to the practice perspective literature by highlighting the importance of boundaries as opportunities for learning.

Item Details

Item Type:Refereed Conference Paper
Research Division:Information and Computing Sciences
Research Group:Information systems
Research Field:Information systems not elsewhere classified
Objective Division:Information and Communication Services
Objective Group:Information services
Objective Field:Information services not elsewhere classified
UTAS Author:Marshall, P (Professor Peter Marshall)
ID Code:100302
Year Published:2014
Deposited By:Research Division
Deposited On:2015-05-11
Last Modified:2015-11-05

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