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4Die Organisation des Lernprozesses11
Just as traditional contingent claims
1Introduction11
an dessen Durchführung die Autorin gemeinsam mit einer zweiten Diplomandin
Diffusion and Adoption of Information Technology Breitscheidstr. 10 4Die Organisation des Lernprozesses11It. is well known that t. he introduction of a new technology in one organization not always produces the intended benefits (Levine, 1994). In many cases, either the receivers do not reach the intended level of use or simply the technology is rejected because it does not match with the expectations (true or false) and the accepted psychological effort to use it. The case of formal methods is a paradigmatic example of continual failures. The published
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