Dr. Kenneth A. Grant, BA, MBA, GDipMC, DBA, CMC, is an Associate Professor in the Department of Entrepreneurship & Strategy within the Ted Rogers School of Business Management. Prior to joining the department, he was the founding Director of the Ted Rogers School of Information Technology Management.
Ken is a passionate teacher committed to improve the education experience of his students. A teaching award winner, he was the Ted Roger Faculty Teaching Chair from 2010 to 2013 and is the co-founder and leader of the Ted Rogers Case Learning Centre. His international teaching experience includes work in the UK, Europe and Asia. His research interests include strategy, entrepreneurship, knowledge management and innovation, and pedagogy. He also provides entrepreneurship seminars and coaching across the University to support student incubators and startups. He is the co-author of Innovation Nation – Canadian Leadership from Java to Jurassic Park (John Wiley & Sons, 2002)
Prior to joining Ryerson, Dr. Grant had an extensive career as a management consultant and industry executive in Canada and the UK, leading consulting practices in several major firms, and delivering projects across the world. His consulting work has included business strategy, Internet and e-business strategy, executive leadership and development and operations improvement. Industries he has served include high-tech, IT and telecommunications, retail, automotive, manufacturing and government.
Areas of Expertise (4)
Henley Management College: D.B.A. 2012
York University: M.B.A 1981
The Open University: B.A. 1976
Selected Articles (3)
Candace T Grant, Kenneth A Grant
The 21st century has seen a much-increased focus on the importance of ethical behaviour in business, driven by major scandals, calls for stricter regulation and increased demands for improved governance and reporting. In parallel, there are calls for the incorporation of moral and ethical elements in business education and university accreditation bodies and schools are responding. In particular, the explosion of technology change, particularly Internet, social media and beyond have raised many challenges for individuals, organizations and legislators. However, educational responses are varied and little has been done to determine the effectiveness of what has been done. Most responses to this need to provide ethical education follow a cognitive, rule-based approach, often using case-based techniques. This can improve knowledge and understanding of ethical issues, but it may have limited influence on actual behaviour. A relatively new field – Positive Psychology -- provides an alternate perspective, focusing on what is good rather than what is poor behaviour. One Positive Psychology approach, that of Appreciative Inquiry, which has not previously been used in ICT ethics education, offers a promising technique to develop improved moral attitudes and behaviour. This paper reports on a large-scale pedagogical research project that: (1) examines ethical perspectives from philosophy, psychology and pedagogy in the context of ICT professional education; (2) describes the development and multistage implementation of an ethics course in an undergraduate business ICT program delivered to more than 1,200 students; (3) discusses the formal evaluation of changes in moral attitude following a Positive Psychology intervention in the education of some 300 Business ICT students using the Defining Issues Test, Version 2 (DIT2) and the IMIS Survey developed at the Centre for Computing and Social Responsibility. The project results demonstrate that a well-designed applied ICT ethics course produces measureable positive changes in the ethical stances of participants and that the use of Appreciative Inquiry increases the impact of these changes. In addition to the relevance of the findings for educators they can provide guidance to those in organisations responsible for the ethical behaviour of their ICT employees.
Rob Babin, Kenneth A Grant, Lea Sawal
This paper examines the role of influencers in Canadian high school student decisions to pursue Information and Communications Technology (ICT) careers and education. With growing rates of retirements of ICT workers expected over the next 10-15 years, industry representatives are concerned that the shortfall in replacement workers will have a significant detrimental impact on business. Various authors and panels have cited the need to attract more high school students to enroll in ICT post secondary programs. However, what is not clear is how or why students make decisions to pursue ICT in university and as a career. This paper examines the various influencers
that affect students’ decisions to choose an ICT education and career. As part of an ongoing program this paper presents the results of three surveys – with responses from 111 Canadian guidance counsellors, 141 ICT university students and 1335 first year business and IT management students. The survey findings suggest that parents are the strongest influencers and guidance counsellors are
the weakest influencers. To achieve any significant improvement in the numbers of students choosing ICT careers, it is recommended that ICT industry representatives must speak directly with students and their parents. The survey results do suggest that students are attracted by the relatively high income potential of ICT careers and the entry to a business environment that ICT skills provide. Further, guidance counsellors see math and science subjects as much more important for success in
an ICT career than do students.
Kenneth A Grant, Umair Qureshi
Many recent IT project failures relate to the implementation of a wide variety of knowledge-focused systems. High levels of failure are reported and reasons cited in the literature tend to associate these failures with poor project definition and an over focus on the technology. However, there may be another reason for these failures - a misuse of the concept of tacit/explicit knowledge in the form of an assumption that one can easily be converted into the other. A closer examination of tacit knowledge - particularly through the seminal works of Polanyi and Nonaka - would suggest otherwise.