Information Technologies and the Management of Mega-Events: the Case of the UEFA European Football Championship â an Institutional Approach
Bibliographic record
Abstract
This study adopts an institutional approach to analyze the introduction of new information technologies (IT) in the management of mega-events. More specifically, it focuses on the last three UEFA European Football Championship (2000, 2004, 2008), a period during which the nature of technologies used has changed dramatically. A qualitative approach is adopted and the two main technologies identified (e-ticketing and online broadcasting of results) are compared to each other and over time. We suggest that actors purposefully adopted these technologies in order to influence the institution to which they belong (the UEFA). Actors perform institutional work with the objective to create, maintain or disrupt this institution. Our results unveil several strategies enacted to use IT in order to adopt new practices. The adoption of e-ticketing, inspired by established practices in other tournaments, was supported by technical work that aimed at defining this new way of doing things and at educating users. The online broadcasting of results is based on technical and cultural work: actors also made an effort of theorization and education; it was also an opportunity for reinforcing the mission and the central values of the UEFA. Overall, this study is, to our knowledge, a first effort in the literature to understand the role of IT in the management of mega-events, and it provides a new angle to the study of IT actors as change agents, that of an institutional actor.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".