In a business environment that is constantly evolving the management of knowledge is becoming increasingly important. In particular the shareability and repeatability of experience gained in change situations can prove an invaluable tool for the evolving enterprise. We advocate the use of the pattern paradigm as a means to capture and disseminate this type of knowledge. The patterns that we propose are organisational design proposals, where particular emphasis is placed on representing two complementary aspects of change: the ways in which an enterprise can conduct change (the process of change), and the possible states to which this change leads the enterprise (the product of change). Our approach to pattern development is based (a) on the existence of a pattern template and (b) on a cooperative and discussant way of working, so as to ensure that a maximum of knowledge relevant to the domain of interest is captured. The approach is illustrated with examples from a study of change management in the electricity sector, where it is currently being applied.
Research methodology is a quintessential component of science, but methods differ greatly between sciences. In computing, methods are borrowed from many fields, which causes difficulties to methodology education in computing. In our methodology courses in computing, we have observed a number of core and threshold concepts that affect students' success. This essay describes a work in progress towards understanding those core and threshold concepts in methodology education in computing, classified along two dimensions. We classify methodological concepts in terms of standard elements of research design in students' projects in computing, and in terms of their centrality and difficulty. We present examples of three types of troublesome knowledge concerning methodology: the strangeness and complexity of methodological concepts, misimpressions from everyday experience, and reasonable but mistaken expectations.
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