Richard Ivey Building 2311
- IT Competence of Business Leaders
- IT Consulting
- Technology and Social Capital/Social Networks
- Technology Mediated Learning
- IT Project Management
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Dr. Nicole Haggerty is an Associate Professor at the Richard Ivey School of Business at Western University. Nicole holds an HBA (’89) and PhD (2004) in Management Information Systems from the Ivey Business School. Prior to joining Ivey, while in industry, she held senior roles in Marketing and Service Operations and frequently collaborated with systems designers to create innovative service solutions and supporting applications on behalf of Fortune 500 clients. She gained extensive experience with the strategic impact of information systems and its role in advancing firm performance.
Dr. Haggerty’s broad research area is enabling digital transformation and she has conducted and published research in areas of knowledge sharing antecedents and consequences, virtual competence antecedents and consequences. More recently her research involves multi-stakeholder shared knowledge influences on IT-enabled transformation projects with a focus on healthcare. Her research has been funded through grants from the Social Sciences and Humanities Research Council, Western University and Ivey and has been published in various journals and conference proceedings including; Journal of Management Information Systems, Information Systems Journal, Information & Management, Human Resource Management, Ivey Business Journal, Journal of Organizational and End User Computing and the International Conference on Information Systems.
Dr. Haggerty also has a keen interest in case-based education. She has 20 years of teaching experience in a wide range of undergraduate, graduate and Executive programs at Ivey, at IPADE in Mexico and at INALDE in Bogota. She is active in promoting case-based education initiatives and has taught Case Teaching and Case Writing faculty development workshops for over 500 faculty members in Colombia, The Netherlands, Kenya, Rwanda, Uganda, Ethiopia, Ghana, India and Canada. She has won various Ivey and Western University teaching awards including Marilyn Robinson Award for Excellence in Teaching, Western University, 2008, the 2012 Emerging Leaders Award in Academic Leadership from the Ivey Alumni Association and in 2014, and the Innovations in Case Teaching Award, “Cases in Support of Business School Collaborations: Insights from Service Learning in Africa, from The Case Centre in the UK.
Dr. Haggerty runs an initiative: The Ubuntu Management Education Initiative in which she coordinates partnerships with Africa business schools who are building capacity for case-based education. Since 2012, 84 Ivey students have engaged in service learning in support of over 1,400 Africa students to teach them how to learn from cases. The program has created 15 new indigenous teaching cases and supported the inbound exchange of 9 African students to Ivey over the last 3 years.
- Leveraging Information Technology (HBA, MBA, EMBA)
- International Service Learning in Africa (HBA)
- Special Topics in Information Systems Research (PhD)
- Case Teaching and Case Writing Workshops (for university and college faculty, in business, public health, medicine)
- HBA, Ivey
- PhD, Ivey
Recent Refereed Articles
Qureshi, I.; Fang, Y.; Haggerty, N.; Compeau, D. R.; Zhang, X.,
2018, "IT-Mediated Social Interactions and Knowledge Sharing: Role of Competence-Based Trust and Background Heterogeneity", Information Systems Journal, August 28(5): 925 - 955.
Abstract: In the knowledge-based economy, organizational success is dependent on how effectively organizational employees share information. Many studies have investigated how different types of communication activities and communications media influence knowledge sharing. We contribute to this literature by examining increasingly prevalent yet understudied IT-mediated social interactions and their effects on knowledge sharing among employees in comparison to face-to-face social connections. By integrating the literature on knowledge sharing, social networks, and information systems, we theorize the ability of IT-mediated social interaction to (1) afford interactions between individuals with heterogeneous backgrounds and (2) facilitate frequent IT-mediated social interactions that are high in competence-based trustboth supporting effective sharing of knowledge. Through a social network analysis of the employees in a high-tech organization, this study finds that IT-mediated frequent social interactions are the most effective in promoting knowledge sharing.
Link(s) to publication:
Sedig, K.; Naimi, A.; Haggerty, N.,
2017, "Aligning Information Technologies with Evidence-Based Healthcare Activities: A Design and Evaluation Framework", Human Technology, November 13(2): 180 - 215.
Abstract: vidence-based health care (EBHC) has given rise to expectations that decision-making be tethered to more high-quality information. As health information technologies (HITs) acquire an increasingly vital role in the information processes involved in EBHC, a more mature understanding is needed of the relationship between HITs and the EBHC activities they serve. In this paper, we conceptualize HITs and EBHC activities on a common foundation of distributed cognition that treats humans, technology, and the environment as interwoven parts of a whole, dynamic system. From that common foundation, we articulate a basis for achieving a contextually sensitive fit between HITs and EBHC activities by providing a framework (DETECT) of 20 properties that can be used to systematically characterize the fit between HITs and EBHC activities. Designers, deployers, and evaluators of HITs can use DETECT to better anticipate, locate, and diagnose the issues that arise when HITs are used to achieve diverse EBHC commitments
Link(s) to publication:
Wan, Z.; Haggerty, N.; Wang, Y.,
2015, "Individual Level Knowledge Transfer in Virtual Settings: A Review and Synthesis", International Journal of Knowledge Management, December 11(2): 29 - 61.
Abstract: Since the emergence of the knowledge-based view of the firm in the mid-1990, researchers have made considerable effort to untangle the complexity of how individuals create, capture and realize value from knowledge. To date, this burgeoning field has offered rich and yet diverse insights involving contextual, process and outcome factors that influence individual level knowledge transfer. Concomitantly globalization and advancing technologies have extended virtual work arrangements such as virtual teams and virtual communities on the internet and considerably extended the knowledge base upon which individuals can draw when creating, acquiring, sharing and integrating knowledge. Research on individual level knowledge transfer has also embraced these virtual environments spawning new insights. Hence the objective of this paper is to assess current state of research and identify potential avenues for future research at the intersection of these two dimensions. The authors focus specifically on knowledge transfer research at the individual level instead of the team or firm level and within virtual settings. Applying a process view of knowledge transfer, they synthesize existing findings and discuss issues surrounding the inputs, processes, and outputs. The synthesis reveals both strengths and gaps in the literature. Accordingly, the authors offer directions for future research that may address the gaps and contribute to a more comprehensive understanding of individual level knowledge transfer in virtual settings.
Link(s) to publication:
Wan, Z.; Compeau, D. R.; Haggerty, N.,
2012, "The Effects of Self-Regulated Learning Processes on E-Learning Outcomes in Organizational Settings", Journal of Management Information Systems, September 29(1): 307 - 339.
Abstract: This paper focuses on employees' e-learning processes during online job training. A new categorization of self-regulated learning strategies, that is, personal versus social learning strategies, is proposed, and measurement scales are developed. The new measures were tested using data collected from employees in a large company. Our approach provides context-relevant insights into online training providers and employees themselves. The results suggest that learners adopt different self-regulated learning strategies resulting in different e-learning outcomes. Furthermore, the use of self-regulated learning strategies is influenced by individual factors such as virtual competence and goal orientation, and job and contextual factors such as intellectual demand and cooperative norms. The findings can (1) help e-learners obtain better learning outcomes through their active use of varied learning strategies, (2) provide useful information for organizations that are currently using or plan to use e-learning for training, and (3) inform software designers to integrate self-regulated learning strategy support in e-learning system design and development.
Link(s) to publication:
Wang, Y.; Haggerty, N.,
2011, "Individual Virtual Competence and its Influence on Work Outcomes", Journal of Management Information Systems, June 27(4): 299 - 333.
Abstract: Witnessing both opportunities and challenges in virtual work arrangements, researchers have explored a number of technological, social and organizational factors in order to improve virtual work effectiveness. However, there is limited understanding of an important element of virtual work, individuals themselves. Our review of the literature indicates that the composition of individual knowledge, skills, and abilities (KSAs) required to work virtually would benefit from further research. In this study, we theoretically and empirically develop the construct of individual virtual competence that captures the key KSAs required to perform effectively in today’s virtualized workplace, within a parsimonious nomological network. Substantiated by its explanatory power on individual perceived performance and satisfaction, individual virtual competence contributes to the literature by acknowledging a distinct workplace competence which can be incorporated in future individual-level studies of virtual phenomena. This research provides managers with a lens to understand differences in individual work outcomes and it provides a lever to developing individuals’ capabilities so as to improve work outcomes.
Link(s) to publication:
Wang, Y.; Haggerty, N.,
2009, "Knowledge Transfer in Virtual Settings: The Role of Individual Virtual Competency", Information Systems Journal, October 19(6): 571 - 593.
Abstract: Economic forces, competitive pressures and technological advances have created an environment within which firms have developed new ways of organizing (e.g. virtual work settings) and managing their resources (e.g. knowledge management) in order to maintain and improve firm performance. Extant research has highlighted the challenges associated with managing knowledge in virtual settings. However, researchers are still struggling to provide effective guidance to practitioners in this field. We believe that a better understanding of individual virtual competency is a potential avenue for managing the complexity of knowledge transfer in virtual settings. In particular, we suggest that optimal knowledge transfers can be achieved by individuals armed with the right personal capabilities and skills for virtual work, particularly when those knowledge transfers are emergent, bottom-up and cannot be specified a priori. The virtual competency exhibited by individuals can be the key to overcoming the constraints of knowledge transfers with such characteristics because underlying competency can facilitate effective action in unfamiliar and novel situations. In this conceptual research, we develop a theoretical model of individual virtual competence and describe its role in the communication process, which underpins effective knowledge transfer in virtual settings. Additionally, we consider the antecedent role that prior experience in virtual activity plays in aiding workers to develop virtual competence, which in turn engenders effective knowledge transfer. We conclude with implications for future research and for practicing managers.
Wan, Z.; Wang, Y.; Haggerty, N.,
2008, "Why People Benefit from E-learning Differently: The Effects of Psychological Processes on E-learning Outcomes", Information and Management, December 45(8): 513 - 521.
Abstract: Using social cognitive theory, we opened up the black box of psychological processes in which e-learners engage. We believed that prior experience with ICT and virtual competence were two influential factors that affected e-learning and had a positive influence on its outcomes. We tested our hypotheses on a sample of 383 Chinese students participating in online courses. Our findings confirmed the effect of virtual competence and revealed a nuanced mechanism by which experiences with ICT affected e-learning outcomes. We discussed the implications of this in e-learning practice.
Rasmussen, H.; Haggerty, N.,
2008, "Knowledge Appraisal and Knowledge Management Systems: Judging What We Know", Journal of Organizational and End User Computing, January 20(1): 17 - 35.
Tsai, P.; Compeau, D. R.; Haggerty, N.,
2007, "Of Races to Be Run and Battles to Be Won: Technical Skill-Updating, Stress, and Coping of IT Professionals", Human Resource Management, September 46(3): 395 - 409.
Abstract: The expectation on today's information technology (IT) professionals to remain technically competent constitutes a significant source of stress. We examine how IT professionals experience and cope with the threat of technical obsolescence. Interestingly, not all IT professionals consider technology change a threat to their technical competence some viewed updating as enjoyable and pursued learning for its own sake. However, most viewed the relentless demand to update their technical skills as stressful and used a variety of coping strategies to address this threat. Using this cognitive approach to technical obsolescence, we describe implications for managerial practice and delineate a direction for future research.
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, January 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' [16. 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.
Schneberger, S. L.; Parent, M.; Haggerty, N.,
2000, "Teaching e-Commerce: A Multidisciplinary Approach", Journal of Informatics Education and Research, January 2(2): 1 - 8.
Abstract: In 1999, a Canadian university embarked on an effort to design and develop a multidisciplinary stream of courses for its MBAs and upper-level business undergraduates. With the premise that e-business is multidisciplinary, faculty from nine academic areas - information systems, marketing, strategy, communications, operations, management science, accounting, organizational behavior, and law organized themselves to design the curriculum, develop the course sessions, and teach the stream. This paper provides some detail as to the design process that was used, the resulting curriculum, and the pedagogy issues that arose.
Haggerty, N.; Schneberger, S. L.,
2000, "An Analysis of the Canadian Information Technology Labour Market", Canadian Public Policy, January 26(4): 461 - 475.
Abstract: Applied information technology (IT) is credited with ushering in a new era - the information era - delivered by specialized information technology labour. In spite of industry reports of information technology labour market shortages over the past 15 years, some Canadian government reports give no evidence of an IT labour shortage now or in the near future. This paper examines these conflicting reports by discussing them in the context of labour economic theory. The results support the notion of a national IT labour shortage relative to the general Canadian labour market and they highlight deficiencies in IT labour market information. Policy implications of the findings are discussed.
- Associate Professor, Ivey Business School, (2009-current)
- Assistant Professor, Ivey Business School, (2002-2009)
- Lecturer, Ivey Business School, Department of Computer Science, Western, (1989-1991, part time 1993-2002)
- Visiting Lecturer, INALDE, University de Sabana, Bogota, Colombia, (2000)
- Vice-President Oracle, The Assistance Group (now Sykes Canada), (1995-1998)
- Senior Account Director, Oracle, The Assistance Group (1991-1995)
- Knowledge Sharing and Collaboration
- Capability Development for IT Savvy Business Leaders
- IT Transformation in Healthcare
- Africa Service Learning