Richard Ivey Building 3368
- Information Systems
- Computer Mediated Communication
- Virtual Organizations
- Remote Leadership
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Associate Professor, Information Systems
Derrick Neufeld is an Associate Professor of Information Systems at the Ivey Business School. He has a B.Comm (Honours) degree from the University of Manitoba, the Chartered Professional Accounting, Certified Management Accounting (CPA, CMA) designations, and a Ph.D. from Ivey. Before joining Ivey as a professor in 1999 he held positions as a systems analyst and management consultant, and taught for several years in the Asper School of Business at the University of Manitoba.
Professor Neufeld’s research examines how computer mediation impacts important individual and organizational outcomes — for example, mobile worker productivity, open source community participation, virtual team effectiveness, and remote leadership efficacy. His work has been published in various technology and management journals such as Journal of Management Information Systems, Journal of Information Technology, Journal of Engineering and Technology Management, Computers in Human Behavior, Leadership Quarterly, and European Journal of Information Systems. In 2009 he received the Information Systems Senior Scholar’s Best IS Publication Award, and in 2016 he was awarded the Emerald Literati Award for a paper published in the Journal of Managerial Psychology.
Neufeld teaches in Ivey’s HBA, MBA, MSc and EMBA programs in Canada and Hong Kong, and frequently works with doctoral students. He has been honoured with several teaching awards including Western University Students’ Council Teaching Honour Roll Award of Excellence. He has authored more than 50 business cases.
In his free time Neufeld enjoys tinkering with technology, playing squash, roasting coffee, and refining his skills as an artisan chocolatier.
- Information Systems
- Data Management
- Technology Innovation
- BComm, Hons - Manitoba
- CPA, CMA
- PhD, Ivey
Recent Refereed Articles
Brotheridge, C., Neufeld, D.J., Dyck, B.,
2015, "Communicating Virtually in a Global Organization", Journal of Managerial Psychology, November 30(7): 909 - 924.
Abstract: Purpose– The purpose of this paper is to consider the extent to which changes in communication media are associated with changes in the nature of manager-expatriate employee communications. Using an affordance lens, the authors explore how hierarchical level and communication medium interact to influence status dynamics manifested in communication attributes. Design/methodology/approach– The hypothesis was tested with a 2 (hierarchical level)×3 (communication media) multivariate analysis of covariance (experience level) in a sample of 1,193 messages that were transmitted between managers and field employees in a global organization over a ten year period. Findings– The authors found significant interaction effects between communication media and hierarchical level on communication attributes such that changes in communication media intensified status differences between managers and their employees. Research limitations/implications– Communications media may be appropriated differently depending on one’s hierarchical level. Practical implications– Managers should adopt new communication media more consciously given their potential influence of how people communicate. Originality/value– Unlike many computer-mediated communications (CMC) effects studies that compare face-to-face communications with CMC or employ self-report questionnaires or laboratory designs with student samples, this study examines a complete set of manager-employee communications over an extended period of time.
Link(s) to publication:
Roghanizad, M., Neufeld, D.J.,
2015, "Intuition, risk, and the formation of online trust", Computers in Human Behavior, September 50: 489 - 498.
Abstract: Understanding how consumers evaluate website trustworthiness is a critical factor for online vendors. The dominant view espouses a deliberative trust formation process whereby shoppers evaluate security certificates, return policies, user feedback and the like, implying a highly rational underlying trust calculus. In this paper we use a laboratory experiment to explore an alternative perspective, based on the non-rational associative reasoning approach. Our findings show that when faced with a no-risk hypothetical decision about whether or not they would purchase a book from an online bookseller, subjects’ decision-making processes were indeed consistent with the dominant deliberative view. However, when confronted with a decision entailing risk (i.e., sharing sensitive personal information with an unknown website), subjects became reliant on their non-rational, gut-level intuition. We adopt a dualprocess reasoning theory to make sense of these findings, and recommend that vendors take into account associative reasoning factors when designing online interfaces. Future research directions are provided.
Link(s) to publication:
Neufeld, D.J., Fang, Y., Wan, Z.,
2013, "Community of practice behaviors and individual learning outcomes", Group Decision and Negotiation, July 22(4): 617 - 639.
Abstract: The community of practice (CoP) concept has grown in popularity, yet remains under-studied. In particular, we have not developed a sufficient understanding of the individual outcomes associated with CoP engagement. This paper offers a fresh research model that identifies three practice-based concepts described in the CoP literature – shared repertoire, joint enterprise, and mutual engagement – and links them to individual learning outcomes. Survey measures are developed using a card sorting procedure, a research model is pilot tested using survey data collected from 53 graduate students in a large Canadian university, and then the model is field-tested using interview and survey data collected from 59 employees in a non-profit organization. The paper offers a new set of distinct CoP measures, and examines how they are associated with learning. A discussion of practical implications and future research directions is provided.
Link(s) to publication:
Neufeld, D.J., Wan, Z., Fang, Y.,
2010, "Remote Leadership, Communication Effectiveness and Leader Performance", Group Decision and Negotiation, May 19(2): 227 - 246.
Abstract: As remote work arrangements have gained in popularity, workforce dispersion has become increasingly widespread. Little research to date has examined how physical distance influences leader-follower communication effectiveness or leader performance. Building on top of transformational leadership theory, this paper explores how perceived leader performance is influenced by leadership style, physical distance, and communication effectiveness between leaders and followers. A survey of 138 followers, reporting to a total of 41 leaders, was conducted and data were analyzed at the individual follower-level using the partial least squares (PLS) technique. Our model explained 45% of the variance in communication effectiveness and 67% of the variance in perceived leader performance. Consistent with past empirical findings, transformational leadership was associated more strongly with perceived leader performance than transactional contingent reward leadership. Communication effectiveness was also a strong predictor of leader performance, and furthermore acted as a mediator of leadership behavior on performance. Surprisingly, distance had no influence on either communication effectiveness or perceived leader performance. Implications for theory and practice are discussed.
Fang, Y., Neufeld, D.J.,
2009, "Understanding Sustained Participation in Open Source Software Projects", Journal of Management Information Systems, Spring 25(4): 9 - 50.
Abstract: Prior research into open source software (OSS) developer participation has emphasized individuals' motivations for joining these volunteer communities, but it has failed to explain why people stay or leave in the long run. Building upon Lave and Wenger's theory of legitimate peripheral participation (LPP), this paper offers a longitudinal investigation of one OSS community in which sustained participation is hypothesized to be associated with the two major elements of LPP theory: "situated learning" (the process of acting knowledgeably and purposefully in the world), and "identity construction" (the process of being identified within the community). To test these hypotheses, data were collected from multiple sources including online public project documents, electronic mail messages, tracker messages, and log files. Results from qualitative analyses revealed that initial conditions to participate did not effectively predict long-term participation, but that situated learning and identity construction behaviors were positively linked to sustained participation. Furthermore, this study reveals that sustained participants distinguished themselves by consistently engaging in situated learning that both made conceptual contribution (advising others) and practical contribution (improving the code). Implications and future research are discussed.
Dong, L., Neufeld, D.J., Higgins, C.A.,
2009, "Top Management Support of Enterprise Systems Implementations", Journal of Information Technology, March 24(1): 55 - 80.
Abstract: Despite the general consensus regarding the critical role of top management in the information systems (IS) implementation process, the literature has not yet provided a clear and compelling understanding of the top management support concept. Applying metastructuring (Orlikowski, et al., 1995) as a guiding framework for understanding top management support behaviors, this paper attempts to address the gap by focusing on two key questions: (1) What supportive actions do top managers engage in during IS implementations? (2) How do these actions affect IS implementation outcomes? Analyses of in-depth case studies at two Canadian universities that had implemented a large-scale enterprise system revealed three distinct types of top management support actions: top management support-resource provision (TMSR - actions related to supplying key resources such as funds, technologies, staff, and user training programs); top management support-change management (TMSC - actions related to fostering organizational receptivity of a new information system); and top management support-vision sharing (TMSV - actions related to ensuring that lower-level managers develop a common understanding of the core objectives and ideals for the new system). Results suggest that different support behaviors exercise different influences on implementation outcomes, and that top managers need to adjust their support actions to achieve desired outcomes. In particular, TMSR affected project completion, TMSC impacted formation of user skills and attitudes, and TMSV influenced middle manager buy-in. Theoretical and practical implications of these findings are discussed.
Dong, L., Neufeld, D.J., Higgins, C.A.,
2008, "Testing Klein and Sorra's Innovation Implementation Model", Journal of Engineering and Technology Management, December 25(4): 237 - 255.
Abstract: Despite a substantial volume of research activities on innovation implementation (Holahan, et al., 2004; Klein and Sorra, 1996; Kwon and Zmud, 1987), implementation outcomes continue to disappoint - particularly those related to large-scale information systems (IS) implementation projects (Aiman-Smith and Green, 2002; The Standish Group International Inc., 1995; Whittaker, 1999). In 1996, Klein and Sorra introduced a promising model that posited key determinants of implementation effectiveness. In this paper we present validated construct measures, and then test their model using a survey of 209 employees in seven organizations. Our results demonstrate that IS implementation effectiveness is influenced directly and indirectly by innovation-values fit, and indirectly by implementation climate.
Wan, Z., Fang, Y., Neufeld, D.J.,
2007, "The Role of Information Technology in Technology-Mediated Learning: A Review of the Past for the Future", Journal of Information Systems Education, Summer 18(2): 183 - 192.
Abstract: Technology-mediated learning refers to an environment in which the learner's interactions with learning materials, peers, and/or instructors are mediated through information technologies (Alavi and Leidner, 2001). The objective of this paper is to review current research on technology-mediated learning using a theoretical framework derived from the existing literature. The framework presents three dimensions (primary participant, instructional design, and information technology) that influence students' psychological learning processes, and eventually lead to different learning outcomes. The literature review reveals that certain relationships identified by this framework have received significant attention (e.g., the influence of a technology feature on learning outcomes), while others have been ignored (e.g., the influence of IT on psychological processes). Research questions that can help advance our understanding of technology-mediated learning are discussed.
Neufeld, D.J., Dong, L., Higgins, C.A.,
2007, "Charismatic Leadership and User Acceptance of Information Technology", European Journal of Information Systems 16(4): 494 - 510.
Abstract: Although there is widespread agreement that leadership has important effects on information technology (IT) acceptance and use, relatively little empirical research to date has explored this phenomenon in detail. This paper integrates the unified theory of acceptance and use of technology (UTAUT) (Venkatesh et al., 2003) with charismatic leadership theory (Conger & Kanungo, 1988; Conger & Kanungo, 1998), and examines the role of project champions influencing user adoption. PLS analysis of survey data collected from 209 employees in seven organizations that had engaged in a large-scale IT implementation revealed that project champion charisma was positively associated with increased performance expectancy, effort expectancy, social influence and facilitating condition perceptions of users. Theoretical and managerial implications are discussed, and suggestions for future research in this area are provided.
Neufeld, D.J., Fang, Y., Huff, S.L.,
2007, "The IS identity crisis", Communications of the Association for Information Systems 19(19): 447 - 464.
Abstract: Defining the central identity of the information systems (IS) field is a subject of ongoing concern and debate among IS researchers. Published empirical studies to date have focused on restricted sets of IS-related journal publications spread across relatively short time periods. This paper offers a broader review of the central identity of the IS field, using three dimensions proposed by Albert and Whetten : central character (i.e., what topics do IS scholars research?); temporal continuity (i.e., to what extent has the identity of the IS field remained static over time?); and distinctiveness (i.e., how unique is research published in IS vs. non-IS research journals?). The first two dimensions are examined using a dataset containing 6,466 journal citations drawn from seven leading IS journals over a 32-year period, and the third is evaluated by comparing results from these seven journals with research published in 15 leading non-IS business journals over the same time period. Results suggest that articles published in leading IS journals do share a strong central character that is distinct from research published in non-IS journals, and yet an identity that has continually shifted over time. This study contributes to the literature by providing an empirically supported review of who we are, how we are different, and some thoughts about where we may be going as a discipline.
Fang, Y., Neufeld, D.J.,
2006, "The Pendulum Swings Back - Individual Acceptance of Centralized Computing Platforms", Data base for Advances in Information Systems 37(2/3): 33 - 41.
Abstract: After two decades of actively distributing computing power to individual users in the form of desktop and notebook PCs, IT executives are now being drawn back to the benefits of centralized computing platforms, as evidenced by the emergence of thin client technology and the application service provider (ASP) business model. But will individual users embrace this "re-centralization?" This study examines major influencing factors on end-user use of centralized application platforms using the theory of planned behavior (TPB). Two new perceived behavioral control factors are identified: (1) relative functional advantage of the local PC versus the central server, and (2) response promptness of the central server. Data were collected using a paper-and-pencil survey of twenty-six users who had access to a centralized application platform. The two new measures demonstrated satisfactory reliability and validity, and both were strong predictors of intention to use the centralized platform and actual usage. Results also suggest that TPB has strong predictive power for individual use of centralized application platforms.
Neufeld, D.J., Fang, Y.,
2005, "Individual, Social and Situational Determinants of Telecommuter Productivity", Information and Management, October 42(7): 1037 - 1049.
Abstract: Productivity of remote workers is of critical concern to organizations and managers contemplating telecommuting arrangements. Here we suggest a general theoretical framework for understanding telecommuter productivity, and then report on a two-phased research study. In the first phase, semi-structured interviews with 32 telecommuters were conducted in one organization, and individual, social, and situational factors associated with telecommuter productivity were qualitatively explored. The second phase involved a survey of 100 telecommuters in two organizations, followed by predictive discriminant analyses to identify factors that might usefully distinguish between telecommuters exhibiting low and high levels of productivity. Results indicate that telecommuter beliefs and attitudes, and the quality of their social interactions with managers and family members, were strongly associated with productivity. Furthermore, telecommuters' social interactions with colleagues, managers, and family members had a strong influence on their beliefs and attitudes about telecommuting.
Howell, J.M., Neufeld, D.J., Avolio, B.J.,
2005, "Examining the Relationship of Leadership and Physical Distance with Business Unit Performance", Leadership Quarterly, April 16(2): 273 - 285.
Abstract: Measures of transformational and transactional contingent reward leadership and physical distance were used to predict the business unit performance of 101 managers. Results revealed that transformational leadership positively predicted unit performance, while contingent reward leadership was not related to performance. Physical distance between leaders and followers negatively moderated the relationship between transformational leadership and unit performance, and positively moderated the relationship between contingent reward leadership and performance. Implications for future work on leadership at a distance are discussed.
Parent, M., Neufeld, D.J., Gallupe, R.B.,
2002, "An Exploratory Longitudinal Analysis of GSS Use in the Case Method Classroom", Journal of Computer Information Systems, Fall 43(1): 70 - 80.
Abstract: This exploratory study reports on term-long use of a discussion-based GSS by 137 undergraduate business students in a case-based core MIS course. We develop a model of student participation in case-based learning environments and examine the role and impact of technology on participation. Overall participation increased dramatically as students became more comfortable and adept with the technology. The GSS appeared to provide marginalized students with a `voice' in the classroom, and allowed prolific participators an additional outlet. However, we observed some potentially negative consequences, such as a decline in the proportion of messages containing novel ideas, examples, information requests, and references, and some students expressed difficulty with multi-tasking - simultaneously typing and listening. As a result, we advocate further exploration of this technology in the classroom, and suggest that its use be more structured, dividing class time into 'technology' (GSS only) and 'human' moments (oral discussion).
Neufeld, D.J., Haggerty, N.,
2001, "Collaborative Team Learning in Information Systems: A Pedagogy for Developing Team Skills and High Performance", Journal of Computer Information Systems, December 42(1): 37 - 43.
Abstract: "Business schools must learn how to deliver graduates who are capable team players, particularly in the field of information systems where IS personnel are frequently cited as lacking in interpersonal and teams skills, and where information technology work is increasingly structured around team-based projects. We report here on the effectiveness of a collaborative pedagogical approach called team learning, which was used in a database management systems course. The team learning methodology requires students and their team mates to bear sole responsibility for learning in teams, with the Professor acting as a 'Guide on the Side' . Using an experimental design, this study demonstrates that teams consistently outperformed individuals, that critical team skills improved over time, and that important team skills were positively associated with team performance.
- Associate Professor, Ivey Business School
- Assistant Professor, Ivey Business School
- Assistant Professor, The University of Manitoba
- Visiting Professor, The University of Victoria (International EMBA-Bangkok)
- President, InfoGen Research