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This paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students' (male and female) and their teachers' views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry. (Contains 1 table and 1 figure.)

This paper explores the way women perceive and talk about the nature of their work, in the context of the declining participation of women in the Information Technology (IT) industry. The study is part of an ongoing project (WinIT), commenced in 1995, that has examined the attitudes of high school and university students and IT personnel towards IT education and careers. The research so far has shown that most students have a poor understanding of IT education and work and perceive IT as a difficult, boring and masculinised domain. IT education is not attracting high achieving students in general and female students in particular. Interviews of women working in IT reinforce widely held impressions of the IT industry. This paper discusses a recent study (1999-2000) in which 32 female and 2 male IT professionals were interviewed. The data were initially sorted and analysed by the third author, using NUD*IST, an Australian qualitative analysis software tool. Giddens' Structuration Theory (1984) was used to interpret the discourse, revealing that the professional women's discourse is characterised by dualisms that are not always consistent with the women's lived experiences. The dualisms discussed in this paper are those relating to skills and attributes, such as technical and people skills, as well as gender specific dualisms, such as attention to detail and assertiveness. The dualisms in the interview discourse represent skills and attributes as either/or propositions associated with gender. The interview data, however, also reveals contradictions in these dualisms, indicating that these polarised views of women and IT work are being undermined by women in the IT industry. The perceptions of the interviewees are discussed as structures of signification that need to be altered in order to successfully challenge these dualisms. For example, the gendering of IT work is being undermined by men as well as women who are discouraged by the need to adapt to the "masculinised" domain of much IT work. The structuration of IT work is discussed particularly in relation to routinisation--the taken for granted nature of everyday work activities, and interpretive schemes--the use of dualisms by the interviewees as a way of making sense of their actions and aspirations. These concepts reveal how the IT industry is configured by routine activities as well as by discourse. Mentoring is suggested in this paper as a way to challenge these dualisms and structures of signification, through interactions between students, IT organisations, professional IT women and women in IT education. To explore this idea, the research team collaborated with Information and Processing Technology (IPT) teachers to establish a mentoring program for 110 IPT students in Year 11 (the penultimate year of secondary school in Australia). A total of 28 mentors were recruited, comprising IT professionals, academics and recent IT graduates. The role of the mentors was to assist small groups of students with the analysis and design stages of a programming assignment, as well as provide realistic advice about the nature of IT education and work, the skills needed to succeed and the wide range of options available in the industry. Surveys and interviews with students were conducted to determine whether the mentoring program has been successful in influencing students' perceptions of IT education and work. Feedback was also sought from teachers and mentors. Although we found problems associated with differing levels of expectation between students, teachers and mentors, and a lack of specific tasks within the assignment description to assist students to make full use of their mentor resource, the program provided more accessible role models for female students and provided a strong positive image to female students and corrected the widely held view that IT industry is intrinsically a male domain. Experience from this programme helped Queensland Government's Office for Women and Griffith University establish an IT mentoring program for several high schools in 2004. The paper concludes firstly that mentoring could be a viable way to challenge female students' perceptions of IT education, and to make IT a more attractive career option. Interaction with women who are challenging the dualisms of IT work is necessary to transform the structures of signification. Secondly, qualitative and longitudinal studies of women at work in IT as well as women talking about IT are needed, in order to have a better understanding of the way women help configure the institutional realm of IT work. (Contains 2 tables.)

An introduction is presented in which the editor discusses various reports within the issue on topics including women's role in information and communication technology (ICT) education, organizational interventions for work-life balance, and gender differences in ICT careers.

It is widely accepted that the successful adoption of information systems in organisations is dependent on the contextual factors relating to organisational culture, power, structure, and strategy. Of these, organisational power has been least investigated, especially in relation to information systems of a knowledge sharing context. Moreover, IS and power theories belonging to the emergent perspective of power have not been explored in detail in recent times. In this paper, an attempt is made to illustrate the intra-organisational power and political aspects associated with designing, implementing, using, and maintaining an information system used for sharing knowledge. This was achieved by investigating a case study focused on a knowledge sharing system of an IT services department in an Australian university. The findings were derived based on the analysis conducted using the elements of Political Variant of the Interaction Theory (PVIT), which we argue is a theoretical framework belonging to the emergent perspective of power. The analysis provided insights into how the investigated information system shaped, and was shaped by, the power relations of the organisational context. Moreover, the investigation confirmed the analytical strength and the applicability of the PVIT to modern case studies despite its age and lack of use. Based on the findings implications for future use of the PVIT are also drawn in this paper. [ABSTRACT FROM AUTHOR]

This paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students' (male and female) and their teachers' views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry. [ABSTRACT FROM AUTHOR]

This paper explores the way women perceive and talk about the nature of their work, in the context of the declining participation of women in the Information Technology (IT) industry. The study is part of an ongoing project (WinIT), commenced in 1995, that has examined the attitudes of high school and university students and IT personnel towards IT education and careers. The research so far has shown that most students have a poor understanding of IT education and work and perceive IT as a difficult, boring and masculinised domain. IT education is not attracting high achieving students in general and female students in particular. Interviews of women working in IT reinforce widely held impressions of the IT industry. This paper discusses a recent study (1999-2000) in which 32 female and 2 male IT professionals were interviewed. The data were initially sorted and analysed by the third author, using NUD*IST, an Australian qualitative analysis software tool. Giddens' Structuration Theory (1984) was used to interpret the discourse, revealing that the professional women's discourse is characterised by dualisms that are not always consistent with the women's lived experiences. The dualisms discussed in this paper are those relating to skills and attributes, such as technical and people skills, as well as gender specific dualisms, such as attention to detail and assertiveness. The dualisms in the interview discourse represent skills and attributes as either/or propositions associated with gender. The interview data, however, also reveals contradictions in these dualisms, indicating that these polarised views of women and IT work are being undermined by women in the IT industry. The perceptions of the interviewees are discussed as structures of signification that need to be altered in order to successfully challenge these dualisms. For example, the gendering of IT work is being undermined by men as well as women who are discouraged by the need to adapt to the... [ABSTRACT FROM AUTHOR]

An ongoing investigation into the declining participation of women in IT education and professional level work has recently focused on professional women's perceptions of the IT industry. This paper presents some of the findings from a discourse analysis of interviews with thirty-two female and two male IT professionals. The analysis identified a distinctive characteristic of the women's discourse in the representation of mutually exclusive attributes, skills and attitudes as closely identified with gender. This paper explores two of these dualisms - women's perceptions of the rapid and continuous change characteristic of the IT industry and the dualism of the public (work) and private (domestic) spheres. The implications of rapid change and the concomitant long working hours characteristic of the IT industry, are discussed in relation to women's continued responsibility for social and domestic life. Discourse analysis is used to identify contradictions in the women's talk and to relate this to tensions in the IT industry and the wider social context. Although these women characterise themselves as 'different' from most women, in their skills, aptitudes and attitudes towards IT, this characterisation shows tensions and contradictions. The authors use Giddens' perspective on identity formation and the structuration of institutions (Giddens, 1984; 1991) to identify factors, which may further discourage women from participating in IT education and work. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Clare Archer-Lean, Jo-Anne Clark and Don Kerr on enterprise resource planning package implementation and another by Phyl Webb and Carol Pollard on a hermeneutic approach to IS research.