Design Principles for Inter-Organizational Systems Development – Case Hansel

Lempinen, Heikki; Rossi, Matti; Tuunainen, Virpi Kristiina

doi:10.1007/978-3-642-29863-9_5

Cited by 5 publications

(2 citation statements)

References 14 publications

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“…Case studies do also allow to investigate research objectives and questions that explicate findings from research projects that have adopted a particular methodology or approach (Klein and Myers, 1999;Runeson and Höst, 2009). Then although there are plenty of empirical studies on how ADR has been used in the field of IS (Lempinen et al, 2012;Maccani et al, 2014;Haj-Bolouri et al, 2016;Keijzer-Broers et al, 2016;McCurdy et al, 2016;Petersson and Lundberg, 2016;de Vries and Berger, 2016;Leinhard and Legner, 2017;Dreyer et al, 2017), very few have emphasized the use of ADR for WPL (MacKrell, 2016). Hence, we seek to generate new insights on how and why the ADR method is a sufficient alternative for organizing WPL research in particular, by focusing on two successful case studies, where ADR was used to organize WPL.…”

Section: Research Approachmentioning

confidence: 99%

Action design research as a means for organizing workplace learning: case studies of e-learning platforms

Haj-Bolouri

Östlund

Rossi

et al. 2021

JWL

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Purpose Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular. Design/methodology/approach This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular. Findings The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes. Originality/value The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.

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Section: Research Approachmentioning

confidence: 99%

Action design research as a means for organizing workplace learning: case studies of e-learning platforms

Haj-Bolouri

Östlund

Rossi

et al. 2021

JWL

Self Cite

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“…The ADRmethod provides a framework for participation that is organized into four stages (shown in Fig 1). [13] Previous ADR-studies [16][17] [18][19][20][21][22][23] motivate and verify the utility of ADR from perspectives of continuous process of building, intervention, and evaluation of sufficient artifacts that solve situated problems (e.g. organizational issues); iterative cycles of reflection and learning that are incorporated across various stages of ADR and producing generalizable learning outcomes and sharing those with representatives of both academia and practice.…”

Section: Introductionmentioning

confidence: 99%

Work-Integrated Learning as an Outcome of Using Action Design Research in Practice

Haj-Bolouri

Östlund

Rossi

et al. 2019

Lecture Notes in Computer Science

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This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADR is a subtype of Design Science Research (DSR) and a prominent method for facilitating mutually beneficial collaboration between academia and practice. Subsequently, we tie our work around ADR and WIL to the Scandinavian school of IS-research and worker participation, by emphasizing reflective practice on both researcher and practitioner side. We demonstrate this through two empirical cases and four case episodes. Consequently, the cases highlight building, intervention, and evaluation in the areas of civic orientation and county administration. The narrative around each case focuses on ADR-activities that mediate reflection and learning through iterative cycles. Outcomes from the cases are reported as WIL-outcomes and finally, we conclude this paper by briefly suggesting two implications for future relevant research.

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