Managing information quality: Increasing the value of information in knowledge-intensive products and processes

Managing Information Quality: Increasing the Value of Information in Knowledge-intensive Products and Processes

Volumn , Issue , 2006, Pages 1-398

  Eppler, Martin J ^a  

^a UNIVERSITY OF LUGANO   (Switzerland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892338132     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/3-540-32225-6     Document Type: Book

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251. For alternative definitions and their implications see also: Reeves, C. A., and Bednar, D. A. (1994) Defining Quality: Alternatives and Implications, in: Academy of Management Review, 19, no. 3, pp. 319-445.
252. For a description of the famous Peter Principle of promotion, see: Peter, L. J. and Hull, R. (1969) The Peter Principle, New York: William Morrow and Company. The principle states that, in a hierarchy, every employee has a tendency to be promoted to his level of incompetence.
253. See Parkinson, C. N. (1980) Parkinson: The Law, Boston: Houghton Mifflin Company.
254. For further information on the history of this principle see: Koch, R. (1998) The 80/20 Principle: The Secret of Achieving more with less, New York: Bantam Doubleday. In general terms one can paraphrase the principle as follows: a minority of causes, inputs, or effort usually leads to a majority of the results, outputs, or rewards.
255. For a description of this principle see: Harvard Business Review on Negotiation and Conflict Resolution, 2000 or Fisher, Roger and William Ury (1983) Getting to Yes: Negotiating Agreement Without Giving in, New York: Penguin Books.
256. For this definition, he refers to Alford and Beatty's book on Principles of Industrial Management (New York: The Ronald Press Company, 1951, p. 30).
257. For an insightful discussion of proverbs and their functions see: Erasmus of Rotterdam (1983) Adagia, Berlin: Reclam. In this work of 1500, Erasmus discusses a great variety of famous and lesser known proverbs and reveals their insights and rationale.
258. For further descriptions of aphorisms, see: Gross, J. (1987) The Oxford Book of Aphorisms, Oxford: Oxford University Press.
259. For further insights on the potential of statistical methods to reduce information load and for a sophisticated discussion of 'information statistics' see: Kullbach, S. (1997) Information Theory and Statistics, Mineola: Dover Books.
260. For a detailed description of highlighting see: Kowalski, G. (1997) Information Retrieval System - Theory and Implementation, Boston: Kluwer Academic Publishers.
261. See for example: Popper, K. (1979) Die beiden Grundprobleme der Erkenntnistheorie, Tübingen.
262. (see for example Varela, F. (1996) Invitation aux Sciences Cognitives, Paris: Seuil, Points Sciences).
263. (see www.lets-focus.com).
264. An example of a media clipping service that goes beyond aggregating media information, and provides in-depth analysis of media reporting is www.mediatenor.com.
265. For an online version of their glossary see: http://www.uky. edu/BusinessEconomics/dssakba/dssbook/glossary.htm [15.9.01]
266. Another way of checking the order and validity of a piece of reasoned information is by applying argumentation schemes or argumentation rules. Such argumentative techniques to evaluate the validity of information are described in: Frans H. van Eemeren, Rob Grootendorst A Systematic Theory of Argumentation. The pragma-dialectical approach. Cambridge University Press, 2003.
267. For a very effective form of such a 'collaborative reviewing' see for example: www.slashdot.org or www.wikipedia.org.
268. For a particularly comprehensive review criteria list see: the Procedures for Reviewing Papers for the Annals of Biomedical Engineering: http://nsr.bioeng.washington. edu/ABME/rev.html. This checklist provides a generic and yet specific and instructive set of criteria which can be used to evaluate contributions critically (especially in regard to the quality of the writing).
269. For a similar explanation of sensitivity analysis see: http://pespmc1.vub.ac.be/ASC/SENSIT-ANALY.html. [10.11.01]
270. See: http://ubmail.ubalt.edu/~harsham/senanaly/SenAnaly.htm [20.11.01]
271. Software tools that measure such traffic or information demand in the context of the Internet can be found at the following sites: www.websuxess.com, www.segue.com, www.webtrends.com, www.ebSure.com, www.netgen. com. Some of these tools can also locate format inconsistencies or tagging or code and spelling errors.
272. For comparable validation procedures (particularly tailored to the Internet context) see for example: www.esu13.org/tech/courses/literacy or www.anovember.com/articles/zack.html. Both of these articles (entitled "Information Validation") provide heuristics such as the ones listed above.
273. Contextualizing also has another advantage. It can help learners to de-contextualize their acquired knowledge and use it effectively in new contexts, something which many students find difficult. By making the context of a method, a technique or a theory explicit, the later de-contextualization can be fostered, since the contextual factors can be more easily separated from the information itself. For the phenomenon of knowledge lockin or knowledge inertia (that can be prevented through contextualization) see: Gerstenmaier, J. & Mandl, H. (1994). Wissenserwerb unter konstruktivistischen Perspektive. Forschungsbericht Nr. 33. Institut für Pädagogische Psychologie und Empirische Pädagogik. Ludwig-Maximilians-Universität München.
274. See: http://www.mpib-berlin. mpg.de/dok/metadata/pots/tsld004.htm [3.08.2001].
275. The idea of the context visualizer is based on an application developed by the Technical University of Vienna called Libviewer, see: http://www.ifs.tuwien. ac.at/libviewer/.
276. For an analysis of stories and their elements, see for example: Mellon, N. (1998) The Art of Storytelling, New York: Harper Collins.
277. Or: Lipman, D. (1999) Improving your Storytelling: Beyond the Basics for All Who Tell Stories in Work or Play, August House.
278. See his vision statement on the homepage of the Internet Society at: http://www.isoc.org/internet/conduct/truth.shtml [3.1.02]
279. For an overview on the right kinds of questions see: Finlayson, A. (2001) Questions That Work: How to Ask Questions That Will Help You Succeed in Any Business Situation, New York: Amacom.
280. For information on how to ask these questions in the right manner, see: Magruder, J., Mohr, B. J. (2001) Appreciative Inquiry: Change at the Speed of Imagination, New York: John Wiley & Sons.
281. For similar and related instructive questions see also: www.memory-key.com/StudySkills/asking-better-questions.htm.
282. Honey and Mumford's typology is by far not the only learning typology. It is, however, one of the most practical ones. For an overview on other models of learning types, see for example: DeBello, T. C. (1990) Comparison of eleven major learning models: variables, appropriate populations, validity of instrumentation and the research behind them, in: Journal of Reading, Writing and Learning Disabilities, No. 6, pp. 203-222.
283. Typical site analyzers are Webmaster 5.0 by Coast Inc. (www.coast.com), WebAnalyzer 2.0 by Incontext (www.incontext.com), Watchfire (www.watchfire.com), or Hypertrak Perfor-mance Monitor by TrioNetworks (www.trionetworks. com).
284. MedCERTAIN states its mission as follows: MedCERTAIN will establish a fully functional self- and third-party rating system enabling patients and consumers to filter harmful health information and to positively identify and select high quality information. We aim to provide a system allow European citizens to place greater trust in networked information, exemplified in the domain of health information. See: http://www.medcertain.org/english/metadata/ overview.htm [13.1.02].
285. The following statements are based on information provided at Nielsen's net rating website at www.nielsen-netratings.com/products-IQ.htm [8.2.2000].
286. th 2005).
287. Commercially available tools that provide such functionalities are for example www.opinionpoll.com, www.lets-ask.com, www.infopoll.com, www.websurveyor. com, www.webtrends. com, www.analog.cx, www.nedstat.com.