My profile

Biography

Jing Wang is a lecturer in Business Information Systems at the Department of OTEHM and completes her PhD in Information Systems from the Information School at the University of Sheffield.

Her academic background is rooted in the socio-technical paradigm and explores digital technology-mediated project collaboration and digital transformation in the built environment, with expertise in qualitative methodologies like interpretive case studies and grounded theory. She earned a master’s degree in Information Management from the University of Sheffield (2018) and a bachelor’s degree in Construction Project Management in China (2017).

Over the last few years, Jing has had research experience in different interdisciplinary projects with academics and industry, including adopting IT/IS in food and healthcare sectors, AI and robotic technology-empowered smart cities, implementing and using ICT in international constructions, etc. Jing is passionate about the intersection of emerging technologies and organizational practices, e.g., industrial/organizational digital transformation and digital innovation.

In light of my research experience and interests, I am particularly interested in supervising students in the following areas:

  • Organisational digital transformation and innovation enabled by emerging technologies, including AI, big data, and robotics
  • Intra-/Inter-organisational digital collaboration and digital communication (particularly in sectors like the construction industry, food industry, and healthcare)
  • Knowledge management and boundary spanning
  • The application of digital twins (e.g., in the built environment)

Interests and expertise

Bouldering and Running

Teaching

Jing has been certified as a Fellow of the Higher Education Academy (FHEA) and is currently the Level 4 Unit Leader of Data Management in the Business Technology programme.

Research outputs

  • Chapters in books

    Wang, J., Abbott, P.Y., Zamani, E.D. (2021) 'BIM as a Boundary Object in Construction Projects: A Knowledge-as-Practice Perspective.' pp. 371-382.