Martin Dias, PhD
Research & Teaching Interests
Dias’s research interests involve the design and use of information systems that support group and interorganizational information sharing and collaboration. He has conducted research as a research associate on two NSF-funded efforts – one on interagency collaborations in public safety and the other on ERP implementation. Martin is particularly interested in improving organizational performance and legitimacy through enhancing the design and implementation of interorganizational information architectures. Accordingly, his teaching has covered the use of information systems in business process management and improvement at the MBA level, and both introduction to management information systems and use of emerging information technology at the undergraduate level.
Industry & Academic Experience
Prior to joining the D’Amore-McKim School of Business faculty, Dias served as an instructor at Bentley University and Eastern Nazarene College. Through his teaching and research, Dias has studied and worked with numerous multi-national corporations and inter-agency collaborations using information systems to improve efficiency and effectiveness. In addition to research and teaching, Dias worked for fourteen years at State Street Corporation with 10 years of progressive leadership experience in the area of information technology implementation and use.
Services to the Profession
Dias has conducted peer-reviews for journals (Journal of Strategic Information Systems, Journal of Information Technology), as well as conference proceedings (Americas Conference on Information Systems, International Conference on Information Systems).
Awards & Recognition
Kesner, R., Dias, M., Zack, M., Russell, B. (2013). Constructing an Integrated Learning Framework for Online Course Delivery – An Information Management Course Example (pp. 330-341). Common Ground Publishing.
Kesner, R., Dias, M., Zack, M., Russell, B. (2013). An Integrative Framework for the Teaching of Information Management in a Business Context. Journal of Learning in Higher Education, 9(1), 1-28.