| 1. |
- Henningsson, Stefan, et al.
(författare)
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Socio-technical IS design science research : developing design theory for IS integration management
- 2011
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Ingår i: Information Systems and E-Business Management. - : Springer Science and Business Media LLC. - 1617-9846 .- 1617-9854. ; 9:1, s. 109-131
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Tidskriftsartikel (refereegranskat)abstract
- Design science research is an essential part of IS research since the field should not only try to understand how the world is, but also how to change it. We argue that the aim of IS design science research should be to develop practical knowledge not only for the design of novel information technology (IT), but also for IS governance and management. Whereas at least some methodological support exists for researchers engaged in IT-centric design science research, limited support is available for researchers who want to develop design knowledge and theory for IS governance and management. To overcome this shortcoming, we suggest a socio-technical IS design science research approach. The approach has four main activities: (1) identifying problem situations and desired outcomes, (2) reviewing extant theories, knowledge and data, (3) proposing/refining design theory and knowledge, and (4) testing design theory and knowledge. The applicability and usefulness of the proposed approach is shown by means of a design science research project concerning IS integration management in the context of mergers and acquisitions.
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| 2. |
- Hrastinski, Stefan, et al.
(författare)
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Design exemplars for synchronous e-learning : A design theory approach
- 2010
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Ingår i: Computers and education. - Amsterdam : Elsevier BV. - 0360-1315 .- 1873-782X. ; 55:2, s. 652-662
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Tidskriftsartikel (refereegranskat)abstract
- Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research. (C) 2010 Elsevier Ltd. All rights reserved.
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