Discussion: IT as Competitive Advantage Enabler
Discussion: IT as Competitive Advantage Enabler
After reading this week’s literature, consider how each article relates to the others. What research questions or apparent gaps come to mind?
Keeping in mind what you have learned about research design and threats to validity in your courses to this point, complete the following:
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BY DAY 7 OF WEEK 2
This week, assigned Presenters should post a PowerPoint presentation with a detailed notes section that contains the following:
- Incorporation and analysis of the Recommended Readings from this 2-week unit, including identification of any apparent gaps in the literature
- An original research topic related to the week’s literature (the proposed research topic can be related to the general topic for the week or to gaps in the literature for the week, or it can be related to a specific reading for the week)
- Background information on the research topic, including identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
- Evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
- A minimum of 10 peer-reviewed, scholarly new references
Note: The presentation must be in APA format and must incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs with appropriate citation of peer-reviewed, scholarly references.
Refer to the Presentation Format document for more information about the expected contents of your Presentation. For suggestions on creating an effective PowerPoint presentation, see the Learning Resources for Weeks 2–3.
Refer to the Presentation Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess your work.
| Criteria | Superior Criteria | Excellent Criteria |
| Element 1: Incorporation and Analysis of Recommended Readings | 10 (10%)
Student’s presentation incorporates a thorough and detailed analysis of the Recommended Readings from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking. |
9.5 (9.5%)
Student’s presentation incorporates a thorough and detailed analysis of the Recommended Readings from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking. There are one or two minor errors in analysis. |
| Element 2: Original Research Topic & Background Information | 10 (10%)
Student’s presentation incorporates an original research topic related to the week’s literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking. |
9.5 (9.5%)
Student’s presentation incorporates an original research topic related to the week’s literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking. There are one or two minor errors in analysis. |
| Element 3: Evaluation of Main Concepts & Impact on Positive Social Change | 10 (10%)
Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and impact on positive social change. Several sources and examples support thinking. |
9.5 (9.5%)
Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and impact on positive social change. Several sources and examples support thinking. There are one or two minor errors in evaluation. |
| Element 4: Minimum of 10 Peer-Reviewed, Scholarly New References | 10 (10%)
Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic. |
9.5 (9.5%)
Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic. There are one or two minor errors in the reference citations and/or References slide. |
| Element 5: Critical Analysis in Presentation | 10 (10%)
Student demonstrates an excellent ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a clear understanding of the weekly topic in the assigned 2-week span. |
9.5 (9.5%)
Student demonstrates a very good ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a very good understanding of the weekly topic in the assigned 2-week span. |
| Element 6: Response to Colleague’s Posting | 10 (10%)
Student responds to at least two colleagues each week thoroughly addressing the “so what?” questions in the field, how the readings are valuable to the research in the field, discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps supported by at least one scholarly source for each response. |
9.5 (9.5%)
Student responds to at least two colleagues each week mostly addressing the “so what?” questions in the field, how the readings are valuable to the research in the field, discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps supported by at least one scholarly source for each response. |
| Element 7: Discussion Forum Engagement | 10 (10%)
Student actively engages with several peers in discussion forum more than two times each week. |
9.5 (9.5%)
Student engages with peers in discussion forum two more times each week. |
| Element 8: Written Delivery Style & Grammar | 15 (15%)
Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. |
14.25 (14.25%)
Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. |
| Element 9: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) | 15 (15%)
Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. |
14.25 (14.25%)
Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. |
Discussion: IT as Competitive Advantage Enabler
Abdelkader, B., & Abed, B. (2016). The effect of information technology on competitive advantage of firm: The role of environmental uncertainty. International Journal of Management Science and Technology Information, 22, 16–38. Retrieved from http://www.naisit.org/journal/detail/id/1
Note: You will access this article from the Walden Library databases.
Ashrafi, R., & Mueller, J. (2015). Delineating IT resources and capabilities to obtain competitive advantage and improve firm performance. Information Systems Management, 32(1), 15–38. doi:10.1080/10580530.2015.983016
Note: You will access this article from the Walden Library databases.
Kiron, D., Kane, G. C., Palmer, D., Phillips, A. N., & Buckley, N. (2016). Aligning the organization for its digital future. MIT Sloan Management Review, 58(1), 1–28. Retrieved from http://sloanreview.mit.edu/projects/aligning-for-digital-future/
Note: You will access this article from the Walden Library databases.
Turulja, L., & Bajgorić, N. (2016). Innovation and information technology capability as antecedents of firms’ success. Interdisciplinary Description of Complex Systems, 14(2), 148–156. doi:10.7906/indecs.14.2.4
Note: You will access this article from the Walden Library databases.
Zardini, A., Rossignoli, C., & Ricciardi, F. (2016). A bottom-up path for IT management success: From infrastructure quality to competitive excellence. Journal of Business Research, 69(5), 1747–1752. doi:10.1016/j.jbusres.2015.10.049
Note: You will access this article from the Walden Library databases.
Zhang, X., Chen, H., Wang, W., & Ordóñez de Pablos, P. (2016). What is the role of IT in innovation? A bibliometric analysis of research development in IT innovation. Behaviour & Information Technology, 35(12), 1130–1143. doi:10.1080/0144929X.2016.1212403
Note: You will access this article from the Walden Library databases.
Optional Resources
Bilgihan, A., & Wang, Y. (2016). Technology induced competitive advantage: A case of US lodging industry. Journal of Hospitality and Tourism Technology, 7(1), 37–59. doi:10.1108/JHTT-01-2015-0001
Iazzolino, G., & Laise, D. (2016). Value creation and sustainability in knowledge-based strategies. Journal of Intellectual Capital, 17(3), 457–470. doi:10.1108/JIC-09-2015-0082
Mikalef, P., & Pateli, A. (2017). Information technology-enabled dynamic capabilities and their indirect effect on competitive performance: Findings from PLS-SEM and fsQCA. Journal of Business Research, 70, 1–16. doi:10.1016/j.jbusres.2016.09.004
Discussion: IT as Competitive Advantage Enabler