Dennis Galletta was the accepting Senior Editor. This article was submitted on 7/10/2009 and accepted on 8/17/2009. It was with the authors ten days for 2 revisions.Zhang, P, N. Li, M. J. Scialdone, and J. Carey (2009) This paper assesses the intellectual advancement of Human-Computer Interaction (HCI) scholarship as one of the five research streams of the Management Information Systems (MIS) discipline. It particularly demonstrates the vitality and maturity that the HCI stream (or sub-discipline) has achieved in recent years, and adds to the few studies that draw an overarching picture of HCI. This study uses the same approach as that of Zhang and Li (2005), and delineates the intellectual development of HCI research in MIS by employing a multifaceted assessment of the published HCI articles over a period of 19 years (1990)(1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008) in eight primary MIS journals. In addition, this study includes several journal special issues and two book collections in the assessment. Twenty-four specific questions are addressed to answer the following five mega-research questions about the HCI sub-discipline:(1) What constitutes HCI's intellectual substance? (2) What relationships does HCI have with other disciplines? (3) How is HCI evolving? (4) What are the patterns of HCI publication in the primary MIS journals? And, (5) Who are the contributing scholars? A number of areas for future research are predicted, along with a discussion of potential future directions for the sub-discipline. This study is of interest to researchers in the HCI sub-discipline, the MIS discipline, and other related disciplines to inform future research, collaboration, publication, and education. It should also be of interest to doctoral students for identifying potential topics for dissertation research and to identify academic institutions for future employment where such research is understood, appreciated, and encouraged.
Abstract. Group Maintenance is pro-social, discretionary, and relation-building behavior that occurs between members of groups in order to maintain reciprocal trust and cooperation. This paper considers how Free/libre Open Source Software (FLOSS) teams demonstrate such behaviors within the context of email, as this is the primary medium through which such teams communicate. We compare group maintenance behaviors between both core and peripheral members of these groups, as well as behaviors between a group that remains producing software today and one which has since dissolved. Our findings indicate that negative politeness tactics (those which show respect for the autonomy of others) may be the most instrumental group maintenance behaviors that contribute to a FLOSS group's ability to survive and continue software production.
Successful professionals in technical disciplines require abilities beyond technical competence-to interpret complex and ambiguous situations, interact with experts from other specialties and disciplines, and constructively evaluate their own work and the work of others. In this article, we argue that experiences and interactions with the arts should play an important role in the education of a specific group of technical workersinformation professionals-and that such interactions provide a useful and necessary complement to the more familiar rational, scientific model that currently informs technical professional education. We discuss the principles inherent in an arts-based approach to learning and show how the work done by information professionals is similar to the work done by creative and performing artists as well as those in the design professions. Finally, we describe three examples of complementary learning opportunities built on arts-based practices.Education in technical disciplines typically helps students to learn skills, but often does not provide opportunities to apply those skills in novel and more open-ended contexts encountered in the workplace.An arts-based mode of learning can complement the familiar scientific model that currently guides education in most technical disciplines, including the information field. While it is entirely appropriate that the primary focus of such professional and scientific education be on the technical body of knowledge and skills that students must master, it is insufficient to teach technical methods in isolation of the contexts in which they are to be applied. Several researchers have employed arts-based pedagogical methods such as studio learning in physics, information systems, and other scientific and technical fields (Carbone, Lynch, Barnden, & Gonsalvez, 2002;Foulds, Bergen, & Mantilla, 2003;Lister, 1998Lister, , 2001Simpson, Burmeister, Boykiw, & Zhu, 2003;Wilson & Jennings, 2000).Our discussion of the role of the arts in technical education derives from two basic premises. First, the arts offer a pathway into complementary modes of thinking and knowing that are not only highly beneficial for the technical professions but also may be important for the development of a competitive work force. We refer to this as an artistic mode of knowing. Second, much of the work done by technical workers, such as information professionals, has more in common than would first appear with the work done by design professionals and creative and performing artists, and thus is amenable to the pedagogical techniques employed in those fields. Extending from these premises, we introduce a conceptual model of artsbased professional education that identifies and draws on the parallels between the ways artists and technical professionals actually do their work.We begin by establishing a theoretical context for the role that the arts can play in technical education, first arguing that an artistic mode of thinking and knowing is an important complement to the traditional scientific ...
The current identity of the information systems (IS) discipline, to certain extent, relies on the presence of information technology. The urgent call to theorizing IT artifacts made by previous IS studies raises concerns on the roles and importance of IT artifacts in the wide range of topics investigated by IS scholars, especially in the studies in which IT artifacts are considered absent. We analyze the topics, IT artifacts, and contexts of these studies from the 2009 and 2010 ICIS proceedings to address this concern. We find that IT professions and IT artifacts are significant contextual factors that cannot be ignored in these studies. This helps the IS discipline to rethink the establishment of its intellectual identity solely on the premise of theorizing IT artifacts.
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