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In this paper we present a Vision Seminar Process (VSP) inspired by Future Workshops and core values from the Participatory Design tradition and the application of this process at Swedish university for the purpose of envisioning the future of study-administrative work and supporting technical systems for students. We present and discuss the use of scenarios in this process as well as an extension of the original VSP where the scenarios authored by participating students have been combined into one combined scenario by the authors of this paper. Possible implications and lessons learned from this experiment and potential uses for the resulting combined scenario are discussed before concluding with a brief discussion of the implications of the actual contents of the combined scenario.

How can students be included as critical stakeholders in the systems and services provided by a university? To address the whole student experience, we engaged students and employees at a large Swedish university in a vision seminar process to elicit how these groups envisioned an ideal future university, and the necessary changes to technology and organisational structures required to achieve this ideal version. The process entailed six four-hour workshops with four groups consisting of six participants each. A survey instrument was used to follow up on the participants' experiences of participating in the vision seminar process and their thoughts on the future of the university. The results show that the participating students were more positive compared to the university employees. The students envisioned harmonized interdepartmental systems, seamlessly integrating a variety of services into one university provided solution. The employees envisioned their future work as flexible, enabled by technology providing excellent support without hindering pedagogical and organisational development. Using technological frames, these visions of the future are identified, analysed and discussed in relation to the quality of university education and a holistic view on students' university experience. Finally we discuss the broader implications of the visions on the future of university education.

BACKGROUND:

In Sweden there are modular region-wide EPR systems that are implemented at various health organisations in the region. The market is dominated by four IT systems that have been procured and deployed in 18 out of 21 regions.

METHODS:

In a 2.5-year research study, deployments of three region-wide EPR modules: a patient administration system, eReferral module and eMedication module were followed and evaluated. Health professionals, EPR maintenance organisation, IT and health care managers were observed, interviewed and responded to questionnaires.

RESULTS:

Although the same deployment process was used during the three deployments, large variations in the units' adoptions were observed. The variations were due to: (1) expectation and attitude, (2) management and steering, (3) end-user involvement, (4) EPR learning, and (5) usability and the possibility of changing and improving the EPR.

CONCLUSIONS:

If changes in work processes are not considered in development and deployment, the potential benefits will not be achieved. It is therefore crucial that EPR deployment is conceived as organisational development. Users must be supported not just before and during the go-live phase, but also in the post-period. A problem often encountered is that it is difficult to make late changes in a region-wide EPR, and it is an open question whether it is possible to talk about a successful deployment if the usability of the introduced system is low.