David Darcy

 DavidP. Darcy

David P. Darcy

  • Courses4
  • Reviews20
Sep 23, 2019
N/A
Textbook used: No
Would take again: No
For Credit: Yes

1
0


Not Mandatory



Difficulty
Clarity
Helpfulness

Awful

Professor Darcy was one of the worst teachers I've ever had. He doesn't know what he's doing. The class is a complete waste of time because he talks in circles and can't complete the assignments himself. The tests were impossible too. The material in lectures were easy. However, the exams were nothing like the quizzes or prep. I suggest that you take anyone else.

Dec 30, 2019
N/A
Textbook used: No
Would take again: No
For Credit: Yes

0
0


Not Mandatory



Difficulty
Clarity
Helpfulness

Awful

Professor Darcy seemed to mean well, but he was really awful. The grades took forever to be posted. He said he didn't know when he asked for feedback, on why he received a particular grade, because he didn't grade the work himself. Most of the software did not work on Mac computers and he had no idea why. He offers additional credits in the end though.

May 6, 2020
N/A
Textbook used: No
Would take again: No
For Credit: Yes

0
0


Not Mandatory



Difficulty
Clarity
Helpfulness

Poor

I really think Professor Darcy's class should have a C.I.S. designation. In my opinion, it was really an extension of CIS235. I'd be lying if I said I enjoyed this class. Part of the reason that the class is rated very low is that the material simply isn't for everyone. However, Darcy could have done more to improve the situation. His COVID accommodation was great though.

May 1, 2020
N/A
Textbook used: No
Would take again: Yes
For Credit: Yes

0
0


Not Mandatory



Difficulty
Clarity
Helpfulness

Good

I have no idea why Professor Darcy was rated badly. He's very accessible outside the classroom. He responded to emails at all times of the day and was very welcoming. The class is challenging, but it's not hard to go through any means. And although the classes were online this semester, he was very understanding and even offered a very easy extra credit.

Biography

Arizona State University - Computer Information Systems


Resume

  • 2011

    Florida International University

    Clinical Assistant Professor

    Miami/Fort Lauderdale Area

    Florida International University

    Phoenix

    Arizona Area

    Clinical Assistant Professor

    Arizona State University - W. P. Carey School of Business

  • 2007

    Irish Management Institute

    Designer and provider of Executive Education and Senior Management Development Programmes. Programme Director: Advanced Management Programme

    Business Research Project

    Mini-MBA

    Newly Appointed Managers

    and Gearing for the Future. Delivered on above programmes as well as various IT and Project Management modules.

    Irish Management Institute

  • 2000

    Robert H. Smith School of Business

    University of Maryland

    Robert H. Smith School of Business

    University of Maryland

  • 1999

    School of Computer Science

    Carnegie Mellon University

    Arizona State University - W. P. Carey School of Business

    Graduate Software Engineering distance education course

    School of Computer Science

    Carnegie Mellon University

  • 1994

    Joseph M. Katz Graduate School of Business

    University of Pittsburgh

    Information Systems research projects

    Joseph M. Katz Graduate School of Business

    University of Pittsburgh

  • 1991

    Schools of Business (Smurfit & Quinn)

    University College Dublin

    Assistant Professor

    Florida International University

  • 1990

    Schools of Business (Smurfit & Quinn)

    University College Dublin

    Schools of Business (Smurfit & Quinn)

    University College Dublin

  • 1989

    Ph.D.

    Information Systems

    Organisation Behaviour

    M.Mangt.Sc.

    Management Science

    University College Dublin

  • 1986

    B.Comm.

    Accounting

    University College Dublin

  • Business Analysis

    Coaching

    Statistics

    Instructional Design

    Data Analysis

    Program Management

    Software Engineering

    Analysis

    Teaching

    Problem Solving

    Change Management

    Process Engineering

    Public Speaking

    Writing

    Team Building

    Process Improvement

    Leadership Development

    Management Consulting

    Research

    Higher Education

    Disaster Management: The Marriage of POM and IT Officiated by Social Media

    Martin K. Starr

    Mahed Maddah

    Sushil Gupta

    Social Media (SM) can provide additional operational capabilities in Disaster Management while reducing coordination overhead

    significantly improving the effectiveness of DM. We describe how POM can work with IT to determine how SM can be structured and focused to play a powerful central role in managing disasters.

    Disaster Management: The Marriage of POM and IT Officiated by Social Media

    Roman Lukyanenko

    One of the issues that continues to raise controversy in the community is what constituents a legitimate scientific contribution to Design Science Research (DSR). While much of debate in DSR centered on the role of design theories

    we raise the question of how prolific

    in terms of knowledge generation

    design theorizing might be in DSR. We introduce a novel view from the philosophy of science called systematicity that sheds new light on the debate and provides new rationale for expanding the diversity of DSR contributions.

    On Systematicity: Expanding the Diversity of Design Science Research Contributions

    Past research on software development outsourcing has explored in some detail the client's perspective and its attendant performance issues. However

    relatively few studies have explicitly addressed performance drivers viewed from the vendor side. In this paper

    we fill this gap by examining how coordination within the project team and between the client and the vendor organizations influence two dimensions of software project performance-software quality and development speed-using data from 83 software projects from nine Indian software firms. Our results show that both client (external) coordination and vendor team (internal) coordination positively influenced software quality

    but not development speed. We also found that client communication barriers moderated the impact of coordination with the client on quality. While we did not find that vendor-team coordination affected development speed

    team size had a negative interaction effect with vendor-team coordination on development speed. Interestingly

    temporal boundaries had a detrimental effect on software quality

    but a positive effect on development speed. Finally

    we found that development speed increased with the number of person days devoted to the project up to a certain point (i.e.

    a first-order effect)

    but speed declined with additional person days (i.e.

    a second-order effect). Our findings contribute to literature and practice by offering nuanced insights into performance in outsourcing projects from the vendor perspective and the role of coordination

    both within the vendor team and with the client.\n

    Coordination and Performance in Global Software Service Delivery: The Vendor's Perspective

    Considerable expenditure on human resource development (HRD) has not necessarily resulted in a significant impact on organizational performance

    and research suggests that the failure to transfer learning may be an important explanation. The search for factors affecting transfer has been extensive

    as shown in Grossman and Salas's article in this issue

    but

    as they also show

    more research is needed. The purpose of the present study is to ascertain the views of HRD practitioners (in Ireland) about the factors that they believe are relevant to the transfer of learning in the workplace. The aim is to discover whether practitioners have identified potential factors which researchers have not explored or not explored sufficiently. This group of practitioners was chosen because of the considerable control they wield over significant tranches of organizational resources. The method first involved engagement with 28 senior HRD practitioners in a workshop setting to create a transfer inventory based on their expert opinion. The initial inventory was then responded to online by a group of 314 practitioners indicating the relevance of the items to the question of transfer. Factor analysis was used to achieve parsimony among items

    and 21 potential factors were identified. This study focused on the 15 factors adjudged by practitioners to be most relevant. It is concluded that trainer effectiveness

    organizational linkage and training event climate

    all deemed relevant by practitioners

    may justify further research.

    Learning Transfer: The View of Practitioners in Ireland

    David

    Darcy

online

CIS 311

1(1)

WPC 300

1.6(17)