The importance of teamwork in Information Systems Development (ISD) practice and education has been acknowledged but not studied extensively to date. This paper tests a model of how groups participating in ISD projects perform and examines the relationships between some antecedents of this performance based on group research theory well established in the organizational behavior literature.Most modern organizations require individuals to work in teams to perform their tasks. Information systems development teams, advertising teams, and new product development teams are only a few examples from the business community. The group work environment creates challenges for the group members that may affect the group's performance. The relevance and importance of group performance and its antecedents has been addressed in other areas of research: in Social

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This study attempts to identify the factors contributing to overall satisfaction in end‐user computing (EUC) process. The sample of end‐users, who worked in a micro or minicomputer environment, corresponds to the first three of the six categories in Rockart and Flannery's (1983) typology: nonprogramming end‐users, command level users, and end‐user programmers. A survey was conducted asking respondents to rate their satisfaction with EUC on various attributes of not only the EUC application but also the EUC process, including the support, training, etc. A factor analysis of the generated data supports seven of the hypothesized factors: 1) quality of technical support, 2) quality of EUC product, 3) timeliness 4) EUC application characteristics, 5) user training, 6) documentation, and 7) user participation. A regression of respondents' ratings of overall satisfaction on the resulting factors and some user characteristics suggests that the first four of the mentioned factors, and variables such as perceived effect on career, familiarity with pre‐EUC manual operation, and experience with computer based IS contribute to overall satisfaction. Résumé Cette étude tente de déterminer les facteurs qui contribuent à la satisfaction globale en informatique individuelle. L'échantillon finale d'utilisateurs, provenant des contextes de micro et de mini‐informatique, correspond aux trois premières des six catègories de la typologie de Rockart et Flannery (1983): utilisateurs non‐programmeurs, utilisateurs niveau commande et utilisateurs programmeurs. Dans un sondage, les répondants ont indiqué le degré de satisfaction que leur apportent divers aspects de l'informatique individuelle, non seulement en matière d'applications, mais ausside processus d'informatisation, par exemple le soutien technique et la formation. L'analyse factorielle des données recueillies a permis de confirmer sept des facteurs de satisfaction fixés au départ comme hypothèses:1) qualité du soutien technique, 2) qualité du produit informatique, 3) rapidité de production, 4) caractéristiques des applications informatiques, 5) formation de l'utilisateur, 6) documentation et 7) participation de l'utilisateur. Par ailleurs, larégression des notes de satisfaction globale accordées par les répondants sur les facteurs résultants et sur certaines caractéristiques des utilisateurs suggère que les quatre premiers facteurs ci‐dessus ainsi que des variables telles que l'effet perçu sur la carrière, la connaissance de l'activité manuelle pré‐informatisation et l'expérience de systèmes d'information automatisés contribuent à la satisfaction globale.

A Classroom Response System (CRS) was adopted in an introductory business statistics course for the first time. This paper reports on the reflections on this experience by the professor teaching this course and feedback and contributions of the other members of the research team. It begins by presenting a theoretical foundation for the use of CRS and proceeds to a rationale for its adoption in statistics courses. A detailed description of how CRS was used in this particular course is provided and lessons learned are discussed in light of the relevant research literature. We hope that our reflections and lessons learned will raise awareness among faculty members contemplating using CRS, especially those in introductory statistics, about issues that might be encountered the first time around and help them be more proactive in their initial use of CRS.