This document outlines an agenda for a workshop on action design research methods. The workshop includes sessions on action design research, comparing design science, action research, and action design research methods, and using the action design research method. It discusses principles of action design research like problem-inspired research, theory-ingrained artifacts, and reciprocal shaping between researchers and practitioners. The document also includes frameworks and schemas for the generic action design research process.
Research Gap: Situating Your Inquiry within the Study of the Topic Richa Srishti
The presentation is about the major aspects related to Research gap.
Contents:
What is Research Gap?
Significance of Research Gaps
Types of Research Gaps
Identifying Research Gaps
Challenges and Limitations
Framework to Identify Research Gaps
Presenting Research Gaps
Common Mistakes in Presenting Research Gaps
Research Gap: Situating Your Inquiry within the Study of the Topic Richa Srishti
The presentation is about the major aspects related to Research gap.
Contents:
What is Research Gap?
Significance of Research Gaps
Types of Research Gaps
Identifying Research Gaps
Challenges and Limitations
Framework to Identify Research Gaps
Presenting Research Gaps
Common Mistakes in Presenting Research Gaps
Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research
Understanding the Public Policy Landscape: Lessons From a Retrospective Evalu...Innovation Network
These slides accompanied a presentation at the American Evaluation Association's annual conference in October 2013 in Washington, DC.
Innovation Network evaluators Veena Pankaj and Kat Athanasiades discussed how the Framework for Public Policy Advocacy was used in a retrospective evaluation of a large scale philanthropic public policy campaign. The framework helped to identify and plot grantee strategies across two dimensions - target audience(s) and desired outcomes. Using bubble charts to illustrate the strategic focus of each grantee, the evaluation team was able to recognize trends among the grantee partners, identify gaps and provide an aggregate overview of the types of strategies being supported. Presenters highlighted how the framework was used in selecting and developing appropriate data collection methodologies based on the strategic focus of the grantees. These methodologies were created to specifically correspond to the outcome areas and target audience(s) highlighted by the framework. Finally, the presenters reflected on lessons learns and share insights for improving advocacy evaluation at the portfolio level.
The presentation's handout is available here: http://www.innonet.org/resources/node/728
Innovation Network is a nonprofit evaluation, research, and consulting firm. We provide knowledge and expertise to help nonprofits and funders learn from their work to improve their results. To learn more, visit www.innonet.org.
SARAN BUAT MAHASISWA
Untuk sukses melakukan advokasi policy di media sosial, mahasiswa perlu membangun:
• Kajian ilmiah yang melibatkan aspek komunikasi, sosial, dan politik.
• Narasi yang mudah dipahami oleh publik.
• Ambil “frame” atas isu yang diangkat sehingga ”what is it for me” bagi publik terasa jelas (misal harga rokok, dampak rokok).
• Endurance yang tinggi, karena advokasi isu dan kebijakan di media sosial sering harus dilakukan secara “marathon” (berbulan-bulan), bukan “sprint” (1-2 minggu).
• Lakukan secara berjejaring dan serentak.
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
Part of a course I run introducing quantitative methods. One of the slideshows on my site www.kevinmorrell.org.uk please reference the site if you use any of it - hope it is useful.
Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research
Understanding the Public Policy Landscape: Lessons From a Retrospective Evalu...Innovation Network
These slides accompanied a presentation at the American Evaluation Association's annual conference in October 2013 in Washington, DC.
Innovation Network evaluators Veena Pankaj and Kat Athanasiades discussed how the Framework for Public Policy Advocacy was used in a retrospective evaluation of a large scale philanthropic public policy campaign. The framework helped to identify and plot grantee strategies across two dimensions - target audience(s) and desired outcomes. Using bubble charts to illustrate the strategic focus of each grantee, the evaluation team was able to recognize trends among the grantee partners, identify gaps and provide an aggregate overview of the types of strategies being supported. Presenters highlighted how the framework was used in selecting and developing appropriate data collection methodologies based on the strategic focus of the grantees. These methodologies were created to specifically correspond to the outcome areas and target audience(s) highlighted by the framework. Finally, the presenters reflected on lessons learns and share insights for improving advocacy evaluation at the portfolio level.
The presentation's handout is available here: http://www.innonet.org/resources/node/728
Innovation Network is a nonprofit evaluation, research, and consulting firm. We provide knowledge and expertise to help nonprofits and funders learn from their work to improve their results. To learn more, visit www.innonet.org.
SARAN BUAT MAHASISWA
Untuk sukses melakukan advokasi policy di media sosial, mahasiswa perlu membangun:
• Kajian ilmiah yang melibatkan aspek komunikasi, sosial, dan politik.
• Narasi yang mudah dipahami oleh publik.
• Ambil “frame” atas isu yang diangkat sehingga ”what is it for me” bagi publik terasa jelas (misal harga rokok, dampak rokok).
• Endurance yang tinggi, karena advokasi isu dan kebijakan di media sosial sering harus dilakukan secara “marathon” (berbulan-bulan), bukan “sprint” (1-2 minggu).
• Lakukan secara berjejaring dan serentak.
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
Part of a course I run introducing quantitative methods. One of the slideshows on my site www.kevinmorrell.org.uk please reference the site if you use any of it - hope it is useful.
Palestra sobre "Ciências do Artificial" e como fazer pesquisa (research) neste paradigma epistemológico. Discutimos noções sobre ciência, epistemologia, método, empiria. Apresentamos uma pesquisa em Design Science Research. Terminamos com a proposição de um modelo sobre como estruturar a pesquisa na abordagem da Ciência com Design (ou Projeto).
Palestra proferida na disciplina "Metodologia de Pesquisa Científica" do programa de pós-graduação em Música da UNIRIO, em 28 de março de 2016.
Palestrantes: Mariano Pimentel e Denise Fillipo
A brief introduction to Design Science for Information Systems by Paul Johannesson at KTH/Stockholm University. The presentation builds on the work by Alan Hevner and others.
Lugović, S., Čolić, M., & Dunđer, I. (2014, January), Znanstveni pristup dizajnu informacijskih sustava, Design Science and Information Systems, Overview of Design Science models over the years presented @ International Scientific Conference On Printing & Design 2014
During the last quarter century, Buckminster Fuller’s concept of Design Science has come to mean different things to different people, evolving in the process into a
potent combination of method, metaphor and myth.
The purpose of this document is to refocus the concept, address it in the context of some reflections about design in general, and link Design Science to the sustainability
challenge facing humanity today.
Design science, systems thinking and ontologies summary-upward a-v1.0Antony Upward
For my York University / Schulich School of Business Graduate Degree in Environmental Studies / Graduate Diploma in Business and the Environment.
This presentation describes the sources of my epistemological and hence methodological approach, and then presents an overview of my research design.
I note SlideShare doesn't do a very good job of the PowerPoint animations which makes some of the slides more comprehendable - so suggest you download it. Also allows you to see the speakers notes on many of the slides.
My methodology will be fully written up in my final thesis document.
For more details about the background on Strongly Sustainable Business Models please see http://slab.ocad.ca/SSBMs_Defining_the_Field and http://www.EdwardJames.biz/Research.
If you would like to know something more about the content of my work - the Strongly Sustainable Business Model Ontology - please contact me
The overlaps between Action Research and Design ResearchSandeep Purao
Cole, R. , Purao, S., Rossi, M., Sein, M. 2005. Being Proactive: Where Action Research meets Design Research. International Conference on Information Systems. (ICIS) Las Vegas, NV, December 11-14. Originally presented at ICIS.
This presentation is about a lecture I gave within the "Software systems and services" immigration course at the Gran Sasso Science Institute, L'Aquila (Italy): http://cs.gssi.it/.
http://www.ivanomalavolta.com
CHAPTER 4 WRITING STRATEGIES AND ETHICAL CONSIDERATIONSBefore WilheminaRossi174
CHAPTER 4 WRITING STRATEGIES AND ETHICAL CONSIDERATIONS
Before designing a proposal, it is important to have an idea of the general structure or outline of the topics and their order. The structure will differ depending on whether you write a quantitative, qualitative, or a mixed methods project. Another general consideration is to be aware of good writing practices that will help to ensure a consistent and highly readable proposal (or research project). Throughout the project, it is important to engage in ethical practices and to anticipate the ethical issues prior to the study that will likely arise. This chapter provides guidance for the overall structure of proposals or projects, writing practices that make projects easy to read, and ethical issues that need to be anticipated in research studies.
WRITING THE PROPOSAL
Arguments Presented in a Proposal
It is helpful to consider early in planning the study the major points that need to be addressed in a proposal. These points—or topics—all need to be interconnected to provide a cohesive picture of the entire project. For us, these topics seem to span all proposals, whether the project is qualitative, quantitative, or mixed methods. We think that a good place to start is by examining Maxwell’s (2013) list of the core arguments that need to be advanced in any proposal. We will summarize them in our own words:
What do readers need to better understand your topic?
What do readers need to know about your topic?
What do you propose to study?
What is the setting, and who are the people you will study?
What methods do you plan to use to collect data?
How will you analyze the data?
How will you validate your findings?
What ethical issues will your study present?
What do preliminary results show about the practicability and value of the proposed study?
These nine questions, if adequately addressed in one section for each question, constitute the foundation of good research, and they could provide the overall structure for a proposal. The inclusion of validating findings, ethical considerations (to be addressed shortly), the need for preliminary results, and early evidence of practical significance focus a reader’s attention on key elements often overlooked in discussions about proposed projects.
Format for a Qualitative Proposal
Beyond these nine questions, it is also helpful to have an overall outline or general structure for topics that will be included in a proposal for a study. Unquestionably, in qualitative research, no one structure for a qualitative proposal prevails. We do think, however, that a couple of general outlines would be helpful, especially for the student who has never written a thesis or dissertation project. Here we propose two alternative models. Example 4.1 is drawn from a constructivist/interpretivist perspective whereas Example 4.2 is based more on a participatory–social justice model of qualitative research.
Example 4.1A Qualitative Constructivist/Interpretivist Format
...
Modeling Framework to Support Evidence-Based DecisionsAlbert Simard
Describes a framework for modelling in a regulatory environment founded on sound scientific and knowledge management concepts. It includes 1) demand (isue-driven) and supply (model driven) approaches to modelling, 2) balancing modeler, manager, and user perspectives, 3) documentation to demonstrate due diligence, and a 700-term glossary.
This presentation provides an overview of the Systematic Inquiry Cycle and Logic Modeling as tools for designing and developing a research study or project/program initiative.
This presentation is about a lecture I gave within the "Software systems and services" immigration course at the Gran Sasso Science Institute, L'Aquila (Italy): http://cs.gssi.infn.it/.
http://www.ivanomalavolta.com
This is a presentation from video on 'Introduction to Operations Research' available at the end of this presentations and directly at https://youtu.be/PSOW3_gX2OU
Topics like Organisations of Operations Research, History of Operations Research Role of Operations Research(OR), Scope of Operations Research(OR), Characteristics of Operations Research(OR), Attributes of Operations Research(OR).
This video also talks about Models of Operations Research
• Degree of abstraction
o Mathematical models
o Language models
o Concrete models
• Function
o Descriptive models
o Predictive models
o Normative models
• Time Horizon
o Static models
o Dynamic models
• Structure
o Iconic or physical models
o Analog or schematic models
o Symbolic or mathematical models
• Nature of environment
o Deterministic models
o Probabilistic models
• Extent of generality
o General model
o Specific models
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks trasformative change through the simultaneous process of taking action and doing research which are linked together by critical reflection
Lecture on case study design and reporting in empirical software engineering. The lecture touches on the topics of units of analysis, data collection, data analysis, validity procedures, and collaboration with industries.
Similar to Information Systems Action design research method (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. 12.00 – 13.30 Action Design Research
13.30 – 14.00 Cafee break
14.00 – 15.00 Using Action Design Reseach method
Discussion how to apply ADR-method
15.00 – 16.00 Comparison DSR, AR and ADR
methods
how to generalize results using by deduction and induction
Summary and conclusion
3. ISDSR Framework Activity Framework for DSR
Dominant
paradigm
Design science Utility theory, Problem theories
Focus Solution focused Problem-oriented, solution focused
Perspective Researcher as experimenter
(intervener)
Researcher as theory developer and
experimenter
Logic Intervention-outcome Enhancement or creation of a method,
product, system, practice or technique
Research question Alternative IS interventions for
classes of problems
Problem space understanding and causes and
consequences
Research product Tested and grounded
technological rules (design
knowledge)
Tested and evaluated product by
Field studies, Experiments
Action research, Simulations
Nature of research
product
Heuristic Iterative cyclical process from theoretical
basis to evaluated and implemented product
Justification Saturated evidence Meta-design and meta-requirements
Type of resulting
theory
Practical and abstract IS design
theory and knowledge
Practical and scientific IS design theory and
knowledge
Source: Walls et al (1992), van Aken (2004), Carlsson (2006), Venable (2006)
4. Paradigmatic dimension Action research Design science research
Ontology Anti-realism Realism or anti-realism
Epistemology Mainly anti-positivism Mainly positivism but
also anti-positivism
especially in evaluation
Methodology Idiographic Constructive (building)
Nomotethic (evaluation)
Idiographic (evaluation)
Ethics Meand-end
Possible interpretive
Unlikely critical
Means-end
Possible interpretive
Possible critical
Source: Iivari and Venable (2009)
“Considering the practical implications of this analysis, we further identify that the employment of
AR in the conduct of DSR needs to be done with care, especially where there is the potential for
significant risk to the client or other stakeholders.”
5. Action design research
approach
Action research
criterion
Design research criterion
Problem identification and
definition
The principle of
research-client
agreement
Design as an artifact
Problem relevance
Build, intervention and
evaluation (BIE)
The principle of cyclical
process model
The principle of theory
Design evaluation
Research rigor
Design as a search process
Reflection and learning The principle of change
through action
The principle of learning
through action
Communication of research
results for practitioners and
researchers.
Formalization of learning Research contribution
Source: Cole, Purao, Rossi and Sein (2005)
6. Action research Design science research
Action research emphasizes the utility aspect of
the future system from the people’s point of
view.
Design science’s products are assessed against criteria
of valua or utility.
Action research produces knowledge to guide
practice in modification.
Design science produces design knowledge (concepts,
constructs, models, and methods.)
Action research means both action taking and
evaluating.
Buildin and evaluation are the two main activities of
design science.
Action researc is carried out in collaboration
between action researcher and and the client
system.
Design science research is initiated by the researcher(s)
interest in developing technological rules for a certain
type of issue. (Each individual case is primarily oriented at solvin
the local problem in close collaboration wtih the local people.)
Action research modifies a given reality or
develops new system.
Design science solves construction problems (producing
new innovations) and improvement problems (improving the
performance of existing entities).
The researcher intervenes in the problem setting. Design science research is initiated by the researcher
(s) interest in developing technological rules for certain
type of issue.
Knowledge is generated, used, tested adn
modified in the course of the action research
project.
Knowledge is generated, used and evaluated through
the building action.
Source: Järvinen P: (2005, 2007)
7. 1. Problem Formulation
Principle 1. Practice-Inspired research
Principle 2. Theory-Ingrained Artifact
Principle 3. Data-inspired research
2.
Building, Intervention, and
Evaluation
Principle 3. Reciprocal Shaping
Principle 4. Mutually Influential Roles
Principle 5. Authentic and Concurrent
Evaluation
3. Relfection
and learning
Principle 6.
Guided
Emergence
4. Formalization of Learning
Principle 7. Generalized Outcomes
8. 1. Identify and concepualize the research opportunity
2. Formulate initial research questions
3. Cast the problem as an instance of a class of problems
4. Indentify contributing theoretical bases and prior technology
advances
5. Secure long-term organizational commitment
6. Set up roles and responsibilities
Orlikowski and Iacono (2001) defined IT artifacts as the “bundles of
material and cultural properties packaged in some socially
recognizable form such as hardware and/or software”.
9. Principle 1. Practice-Inspired Research
The principle emphasizes to consider field problems (real-world
problems)
Action design research method is applied to study intersection of
technological and organizational domains.
The researcher can investigate how technological solutions can be
used to improve organizational processes and achieve better results.
An action design Researchers should try to generate knowledge that
can be applied at the class of problems. (The cases are examples of
the recognized class of problem).
The result from the research activity is problem-inspired.
10. Principle 2. Theory-Ingrained Artifact
The principle emphasizes that created artifacts are based on theories.
Gregor (2006) explored systems of statements that allow
generalization and abstraction to be theories. Gregor’s theory of Type
IV (explanation and prediction theories) or Type V (design theories)
The applied theories can be universal laws of natural science or ADR-
researcher can utilize the specific theory (e.g. TAM, IS-succes) .
1. Identify problem, 2. Identify potential solutions, 3. design guide.
Ingrained artifact is subject to organizational practice and it provides
basis for cycles of intervention, evaluation and further reshaping.
11. ADR
team
The Generic Schema for IT-dominant building, intervention and evaluation
Practitioners
End-users
Artifact
Design principles
Contribution
to the specific
ensemble being
designed
Utility for
the users
Researcher(s)
Alpha version
Beta version
12. Researcher(s)
Practitioners
End-users
Alpha version Beta version
Implementation of
Artifact
Design principles
Contribution
to the specific
ensemble being
designed
Utility
for the users
ADR
team
The Generic schema for Organization-Dominant BIE
1. Discover initial knowledge creation target
2. Select or customize BIE form
3. Execute BIE cycle(s)
4. Assess need for additional cycles, repeat
Implementation
of an artifact can lead
to modification of
organizational processes
and work flows.
14. Principle 3: Reciprocal Shaping
The iterative process that are described is based on DeGrace and Stahl
(1990) recursive cycles.
Scrum process
Source: scrumalliange.org, DeGrace P and Stahl L. (1990), Sutherland J. (2010)
Scrum meeting 30 min.
1. What did you do yesterday?
2. What will you do today?
3. What obstacles got in your way?
The roles of Scrum project
1. The product owner
2. The Team
3. The Scrum Master
The basic concecpt
1. The product backlog
2. The Sprint
3. Sprint planning
4. Daily scrum meeting
5. Sprint review and retrospective
15. Principle 4: Mutually Influential Roles
The action design researcher’s role is to share the knowledge of
theory and technological advances.
The practitioner’s role is to consider practical hypotheses and
knowlegde of organizational work practices.
Researchers and practitioners’ role are complementary and complate
each others.
The clear assigment of these responsibilities is important that
reflection and experience can be utilized during the research
projects.
16. Principle 5: Authentic and Concurrent Evaluation
The evaluation is essential activities in building, intervention and
evaluation process.
The evaluation is not a separate stage as it is e.g. March and Smith
(1995) state-gate models or compared to Peffers et al.’s (2008) model.
The evaluation is ongoing and continues from start to the end of the
project. The style of evaluation is formative (Remenyi and
Sherwood-Smith (1999).
The summative evaluation is utilized for beta version evaluation.
The controlled evaluation may be difficult to achieve, so it should
be carried as part of natural controls where possible.
17. Principle 6: Guided Emergence
The designed artifact will reflect preliminary design and ongoing
shaping by organizational use, perspective and participants.
Component of ISDT Design product
1. Meta-requirement
2. Meta-design
Describes the class of goals to which the theory
applies.
Describes a class of artifacts hypothesized to meet
meta-requirements.
3. Kernel theories Theories from natural or social sciences governing
design requirements.
4. Testable design
product hypotheses
Used to test whether the meta-design satisfies the
meta-requirements.
Design process
1. Design method A description of procedure(s) for artifact
construction.
3. Kernel theories Theories from natural or social sciences governing
design process itself.
4. Testable design
process hypotheses
Used to verify whether the design method results in
an artifact which is consistent with meta-design.
Source: Walls et al. (1992, 2004)
Kernel
theories
Meta-
requiremens
Meta-design
Testable
desing
product
Kernel
theories
Desing
method
Testable
design
process
18. The objective is to formalize the learning.
According to Van Aken (2004), the situated
learning should develop general solution
concepts for a class of field problems.
Principle 7: Generized Outcomes
1. Generalization of the problem instance
2. Generalization of the solution instance
3. derivation of design principles from the design research
outcomes.
19. 1. Absract the learning into concepts for a class of real-
world problems.
2. Share outcomes and assessment with practitioners
3. Articulate outcomes as design principles
4. Articulate learning in light of theories selected
5. Formalize results for dissemination
Tsang and Williams (2012) Definition of statements:
a statement is empirical when and only when it cannot be ascertained to
be true or false without experience or observation.
a statement is theoretical when and only when it is a generalization that
purports to predict and explain the phenomena to which it refers.
20. Evidence
Cause Effect
Prescribed
action
Explanatory statement
Goal
Prescribtive statement
Articact
evaluation
Kernel
theories
Mid-range
theories
Design
theories
Theory development
Might lead to
Is installed to lead to
Source: Kuechler and Vaishnavi (20008)
can be confirmed byleads to revision of
Kuechler and Vaishnavi (2008) pointed out to need for to create mid-range
theories. The mid-range theories act as a bridge between kernel theories
and design theories.
21. Design Theory
Design
Principles
Design
process
Class of
Problems
Problem
Solution as
an artifact in
use
Class of
Solutions
Four levels in conceptual process:
1. Generalization of the problem
instance
2. Generalization of the solution
instance
3. Emerging design knowledge in the
form of design principles
4. Feedback to design theory
Level 1 Level 2
Level 3
Level 4
Rossi, Purao and Sein (2012)
22. Trying to generalize results of the research project can be
characterized using by Yin’s process(1994, p.31).
Theory Rival theory
Population
characteristics
Sample of
research
Case study
findings
Experimental
findings
Subjects
Level-2
inference
Level-1
inference
23. Lee and Baskerville (2003) considered generalization problem and
proposed the framework.
Generalizing
empirical statements
Generalizing to
theoretical statements
Generalizing from
empirical statements
(EE)
Generalizing from data to
description.
Measurement, observation or
other description.
It may be Inductive analogy.
(ET)
Generalizing from desription
to theory.
Measurement, observation or
other description to a theory
Generalizing from
theoretical statements
(TE) (emprical testing)
Generalizing from theory to
description.
Confirmed in one setting, to
descriptions of other settings.
(Deduction)
(TT) ?
EE = emprical to emprical, ET = empirical to theory
TE = theory to empirical, TT = theoretical to theory
Accroding to Järvinen P review this framework may be problematic?
25. Types Definition
Theoretical Generalization from research findings to theories
Within-
population
Generalizing from the characteristics of a sample to those of the corresponding
population.
Cross-population Generalizing from a sample in one population to members of another population,
with both population existing in a similar context and a similar period of time.
Contextual Generalizing from a sample in one population to members of another population,
with both population existing in a significantly different context but a similar
period of time.
Temporal Generalizing from a sample in one population at one point in time to members of
the same or a different population at another point in time, assuming that the
context remains more or less the same.
Statistical
syllogism
An inference of the form
P1 N % of Fs are Gs.
P2 X is an F.
C X is a G.
where “N” denotes a precise statistic or a vague range of statistics as in “Most” or
“Nearly all.”
Inductive
analogy
An inference of the form
P1 X has properties a, b, c … and z
P2 Y has properties a, b, c …
C Y has property z
Source: adopted from Tsang and Williams (2012
26. Property Design research Action research Action design
research
Artifact Central Peripheral Central
Organizational impact Peripheral Central Central
Subject participation in
research design
Possible Mandatory Mandatory
Subject Feedback Discrete Continous Continous
Transferability Explicit Implicit Explicit
Success measure Quantifiable
measures of artifact
behaviour
Organizational
impact
Organizational
learning and artifact
generalizability
Source: Henfidsson (2011)
27. Orientation Quantitative Qualitative
Assumption about
the world
A single reality and specified real-
world phenomenon.
Multiple realities and real-world phenomena.
Purpose of the
research
Trying to establish relationships
between measured variables.
Trying to understand social situation from
participants’ perspective.
Methods and
processes
Research procedures and activities are
established before research begins.
Hypotheses are formulated before
study can begin.
Deductive approach.
Research procedures and activities varies depending
on data gathering and how the study is proceeding.
Saturation point is essential for data collection process.
Inductive approach.
Researcher’s role Ideally an objective observator. The researcher participates in the study activities, and
it can have different roles during the research project.
Participant’s role No active role during the research
project.
Participants’ role is the active participant from start to
the end of the project.
Research results
and
generalizability
Generalizations are context-free
depending on sample size and
population.
Generalizations are based on context-detailed data and
analysis.
Source: Modified from Thomas (2010)
29. Intensive cases Comparative cases
Purpose Developing theory from intensive
exploration.
Developing concepts based on
case comparison.
Assumption Creativity through comparison with
existing theories.
Comparison of cases leads to
more useful theory.
Examples
Situation Usually evolves out of a researcher’s
intensive experience with culture or
organization
Usually concepts are
developed from one case
compared with another case.
Types Narratives, tabulation, explanatory
or interpretative
Case comparison, case survey,
interpretative comparison.
Source: Järvinen (2011)
30. Stage Key Charasteristics
Identify research
problem and
question(s).
Phenomenon is examined in a natural
setting. The focus is on contemporary
events.
Determine type of case
study.
The complexity of the unit is studied
intensively.
Select participants or
groups.
One or view entities are examined
(person,group, organization)
Collect data. Data are collected by multiple means.
Analyze data. Independent and dependent variables
are not specified in advance.
Within-case or cross-case analysis.
Compose the report. Why and How questions are useful in
case studies.
Evaluate the validity
and reliability.
No experimental controls or
manipulation are involved.
Write proposals. The resultss derived depend heavily
on the intergrative powers of
investigator.
Write contributions.
The research
situation
Problem
analysis
Field insights
and data
gathering
Resourse
development
evaluate the
validity and
reliability
Write
Proposals
Real-world
situation
A single
case
Source: modified from Benbasat et al. (1987), Eisenhardt K.M. (1989) Järvinen P. (2012)
31. How and Why questions are important
The focus is contemporal
The purpose of case studies:
Description of phenomena
Grounded theory can be applied to explore
phenomena
Explorative approach is used to validate, confirm or
falsify developed theory or model based on collected
data.
32. Conceptual requirements:
Construct validity
Internal validity
External validity
Reliability
Structural requirements:
Relevance for the audience
Voyage of discovery
Controversies
Include all necessary data but not too much
Formal structure and elaboration
33. Plan the human
centred process
Specify the
context of use
Specify user
requirements
Specify
organizational
requirements
Specify main
features of an
application
Design and
develop an
application
Evaluate appication
against user
requirements
Evaluate application
against organizational
requirements
Demonstrate
application against
speficied features
(Field experiment)
Information
related work
systems
Test processes
module test
Incremental
Acceptance test
verification
Practitioners
Users, managers and executices
participates to define needed features.
34. Baskerville and Wood-Harper’s strategies:
Establish an ethical client-system infrastructure
Design data gathering process carefully
Follow the planned iterative phases:
plan action
take action
evaluate action
Promote collaboration by the subject and support their
subjects’ learning cycles.
Write the report that disseminate the scientific knowledge
in a way that it is possible to carry out future research
and by this way confirm or refute any causal suggestions
or claims of generilized theory.
35. The following slides include examples, how ADR-method
has been applied by other researchers.
Saarinen L. (2012) Dissertation in Aalto University
Rothengatter D. (2012) Dissertation
Modified action design reserch method:
Bilandzic and Venable (2011): Participatory Action Design
Research method, a new method applied to urban
informatics in Australia
Wieringa and Morali (2012) Technical Action Research as a
Validation Method in ISDS.
Papas, O’Keefe and Seltsikas (2012) The Action research vs
design science debate: reflection from an intervention in
eGovernment. They point out that ADR-method is meta-
method.
38. Literature review
Initial design
Problem formulation
Domain analysis
Implementation of
improved design
Evaluation of
improved desing
Building, intervention and
evalluaution
Donain analysis
Implementation of
initial design in case
Evaluation
Design updating
based on evaluation
Building, implementing
and evaluation
Analysis of initial
design
Analysis of
evaluation of desing
Analysis of improved
desing
Reflection and learning
Update of underlying
theories
Formalization of final
design
Formalization of learning
Rothengatter’s meta-level
process in ADR included
two building, intervention
and evaluation states.
First iteration stage focus is
to develop version 1.
Second iteration stage
includes an improvement of
version one after evaluation
is carried out, and results are
available.
Reflection and learning
include three analyses.
Rothengatter applied
contingency theory to
achieve IS performance
and organizational
performance of
Information system
design (ISD).
39. Source: Bilandzic and Venable (2011)
Diagnosis and
Problem formulation
Action planning
Action taking: design
Impact evaluation
Reflection and
learning
Participative problem setting
Ethnographic study
Opportunity identification
Participative planning
Participative design
Prototyping and installation
Ethnographic study
Participative evaluation
Participative client learning
Design theorizing for UI
Urban informatics
Community, Urban dwellers
Social good
Well-being, healt, social
connectedness
Government, public institution
Open, mobile, diverse
Public, access for all
Public
Completely discretionary
Essential
42. Real-world practices and values
Local
Practices
Design
Research
Practice
Reserch
Practices
Knowledge base and values
Contribution to
general practice
Contribution to
knowledge base
Practical Realm Academic Realm
Purely practical
contribution
Practical and scientific
contribution
Purely scientific
contribution
Practical
advancement
Scientific advancement
No
contribution
Source: modified from Sjöström and Donellan (2012
43. Research object Questions AR DR ADR
The artefact What is the role of the artefact?
Is the design of the artefact to improve organizational practice?
Is the use cases needed to before artefact development?
? ? ?
The process and
research cycles
How is the research problem going to be determined and agreed?
Is a predetermined cycle of activity going to be followed?
Is a software development method a necessary part of the activities?
? ? ?
The focus of
evaluation
Can evaluation be a by-product of the research cycle?
Is it necessary to carry out explicit evaluation activities?
(e.g. ex-ante, ongoing, ex-post, verifaction and validation)
How are acceptance tests included to research cycle?
? ? ?
The role of
knowledge
How is the role of knowledge concerning researchers understanding of
real-world phenomena?
How is the role of knowledge about practitioners understanding of the
research processes?
? ? ?
The role of learning What expectations are in question of learning in organizational
practices?
? ? ?
The role of
practical results
How important is the artefact or improvement of the organizational
process during the research process?
? ? ?
The role of
scientific results
To what extent is to develop scientific knowledge during the research
process?
? ? ?
Source: modified from Papas et al. (2012)
44. Identify real-world situations (P)
and
desired outcomes (O)
Review (kernel theories)
and
previous research
Propose/refine
design theory
Test design theory
Source: Carlsson et al. (2007), Hrastinski et al. (2007)
O=f(p,i,c,m),
where
P = problem
I = IS initiative
M = Mechanism
C = Context
O = Outcomes
A realist
Information
Systems
intervention
45. Research area Research objects
Design science
research
Design research
method are used
more int the future.
Design and designers
are selected to the
research objects.
Design science theory
is developed and
studied in the future.
Healt care and
IT
Safety and efficiency
healt-care systems.
e-recipes, electronic
medical records.
clinical decision
support systems.
Design challengies are
multiple.
Green
technology and
IT
Carbon footprints:
1. Primary
2. Secondary
Renowable energy
and energy usage in
IS.
Green computing:
Algritm efficiency
Computer
virtualization
Telecommuting
Collaboration Two-way
information channels
Collaboratice design Education
Web 2.0 (3.0) Semantic web Social media Voice over IP
Game industry Designer Software developers Animators
Source: modified from Hevner et al. (2010)
46. Bilandzic, M., & Venable, J. (2011). Towards Participatory Action Design Research: Adapting Action
Research and Design Science Research Methods for Urban Informatics. Journal of Community
Informatics. Special Issue: Research in Action: Linking Communities and Universities, 7(3).
Carlsson, S.A. (2006): Towards an Information Systems Design Research Framework: A Critical Realist
Perspective, Proceedings of the First International Conference on Design Science in Information Systems and
Technology (DESRIST 2006), 192-212.
Henfridsson O. (2010) Action Design Research, presentation slides, University of Oslo
Hevner A and Chatterjee S. (2010) Design Research in Information Systems, Theory and
Practice, Integrated Series in Information Systems 22, Springer.
Järvinen P. (2012) On baundaries between field experiment, action research and design
research, University of Tamper, School of Information Sciences, Reports in Information Sciences
14, Tampere
Järvinen P. (2010) IS reviews, Department of Computer Sciences, University of Tampere, DE-2010-
16, Tampere
Lee, A. S., and Baskerville, R. L. 2003. “Generalizing Generalizability in Information Systems
Research,” Information Systems Research (14:3), pp. 221-243.
Rothengatter D. (2012) Engineering situational methods for professional service organization, An
action design research approach, CTIT Ph D. Thesis Series No. 11-225, Enchede.
Saarinen L. (2012) Enhancing ICT Supported Distributed Learning through Action Design
Research, Department of Information and Service Economy, Aalto University, Doctoral Dissertation.
Sein, Henfridsson, Purao, Rossi and Lindgren (2011), Action Design research, MIS Quarterly, Vol.
35, No. 1, pp. 37-56
Sjörström and Donellan (2012) Design research practice: A product semantics interpretation, The
International workshop on IT Artefact Design & Workpractice Intervention, 10 June 2012, Barcelona
Tsang E. W. K. and Williams J.N. (2012) Generalization and induction: Clarifications, and a
classification of induction, MIS Quarterly, Vol. 36, No. 3, pp. 729-748.
Yin R.K, (2003 ) Case Study Resaarch, 3rd edition, Sage Publication.