A Pattern-Oriented Approach to a Methodical Evaluation of Modeling Methods

Amberg, Michael

doi:10.3127/ajis.v4i1.371

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…1. the adequacy or completeness of the modeling method in being able to represent the underlying reality [Amberg, 1996;Bajaj and Ram, 1996;Brosey and Schneiderman, 1978;Kramer and Luqi, 1991;Moynihan, 1996;Siau, 2004], 2. the readability of the modeling method's schemas [Hardgrave and Dalal, 1995;Shoval and Frummerman, 1994], and 3. how easy it is to use the modeling method to represent requirements [Bock and Ryan, 1993;Kim and March, 1995;Shoval and Even-Chaime, 1987;Siau and Cao, 2001].…”

Section: Relevance Rigormentioning

confidence: 99%

Information Technology and Systems - I Systems Analysis and Design: Should We Be Researching What We Teach?

Bajaj

Batra

Parsons

et al. 2005

CAIS

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A guiding premise of academic scholarship is that knowledge gained from first-hand research experience is disseminated to students via the classroom. However, that valuable connection is lost when professors are not researching what they teach. In this paper, we explore issues of mismatch between teaching and research in the Information Systems (IS) discipline. Specifically, while systems analysis and design (SA&D) is an integral topic in IS curricula, this topic is the research specialty of few IS professors. This situation is reflected by the low number of research publications in this area; particularly in the leading mainstream IS journals. We characterize the gap between teaching and research in SA&D, offer possible explanations for this gap, suggest avenues to better understand and enhance SA&D research via the design science paradigm, list a number of areas in SA&D in which there is ample need and opportunity for high quality research, and show through an example how a research mindset can be incorporated in a graduate level SA&D course.

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Section: Relevance Rigormentioning

confidence: 99%

Information Technology and Systems - I Systems Analysis and Design: Should We Be Researching What We Teach?

Bajaj

Batra

Parsons

et al. 2005

CAIS

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“…Using this approach, Bajaj & Ram (1996) specify a content specification for conceptual process models and use it to analyze the Data Flow Diagram Model and the Integrated Definition Standards Model. Similarly, Amberg (1996) specifies a guiding set of principles that can be used to evaluate conceptual models. Wand & Weber (1995) use an ontology of systems proposed by Bunge, (1979) to analyze information systems.…”

Section: Non-empirical Methodsmentioning

confidence: 99%

Evaluating Completeness of Conceptual Business Process Models (CBPMs): A Metric Based on Case Studies

Bajaj

Ram

1999

Journal of Information Technology Case and Application Research

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Conceptual models representing data and business processes bridge the gap between requirements specified by end-hers and sofiware systems specifcations used to fulfill these requirements. More often than not, the entire systems development methodology is driven by a specific conceptual model used in a given situation. For example, a well-known database system development methodology uses the Entity-Relationship data model to capture end-user requirements and to drive the development of the ensuing database application.Several models have been proposed and some have been used as fiont-end inputs for automated tools to help in systems development. The question facing systems development managers is: which conceptual model to adopt? One important criterion for the effectiveness of a model is its completeness. The completeness of conceptual models has been widely accepted as an important attribute for efticient development of an effective system. Our survey of existing work on evaluating and comparing existing conceptual business process models indicates that almost no work has been done on empirically evaluating completeness of the models in real business situations. The primary contribution of this research is the development of a metric to measure the level of completeness of conceptual business process models (CBPMs). A case study demonstrates the use of this metric to evaluate the completeness of a CBPM -the Integrated Definition Standards Model.

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“…In order to reengineer a process, we have to compare AsIs model (current state) with ToBe model (state that we would like) (Amberg, 1996).…”

Section: Educational Processes At Higher Education Institutionmentioning

confidence: 99%

Designing and Building an Information System for a Higher Education Institution

Ruzic-Dimitrijevic¹,

Nikolic²

2008

Proceedings of the 2008 InSITE Conference

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The paper describes the initiative of the management of a higher education institution to design and realize an Information System (IS) in order to implement new study rules for new study programmes that are in agreement with the Bologna Declaration.The authors based their work on the common theory about projecting ISs, but with focus on expected practical results. The goal is to achieve better organization in our Institution and necessary informing about conditions and regulations of studies. This information has to be supplied to both students and faculty staff.Knowing the old study system and its differences with respect to the new one, authors attempted to create a prototype for a new IS that incorporates strict rules regarding enrolment into study years, course selection, and taking exams. In this way the IS will resolve many issues and questions for students and staff alike.

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A Pattern-Oriented Approach to a Methodical Evaluation of Modeling Methods

Cited by 6 publications

References 4 publications

Information Technology and Systems - I Systems Analysis and Design: Should We Be Researching What We Teach?

Information Technology and Systems - I Systems Analysis and Design: Should We Be Researching What We Teach?

Evaluating Completeness of Conceptual Business Process Models (CBPMs): A Metric Based on Case Studies

Designing and Building an Information System for a Higher Education Institution

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