Theory-generating design science research

Beck, Roman; Weber, Sven; Gregory, Robert Wayne

doi:10.1007/s10796-012-9342-4

Cited by 55 publications

(54 citation statements)

References 41 publications

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“…Scholars promote cross-fertilisation of DSR with action research for evaluating artefacts in an organisational context (Sein, Henfridsson, Purao, Rossi, & Lindgren, 2011) and to improve theoretical abstraction and knowledge generation from DSR. Beck, Weber, and Gregory (2013) suggest that the latter goal is achieved through the critical reflection and learning steps of action research.…”

Section: Methodsmentioning

confidence: 99%

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the ThreeStage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

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Section: Methodsmentioning

confidence: 99%

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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“…I also argue, in line with [57], that prescriptions are not the onlyand perhaps not a sufficient theoretical outcome of socio-technical design science research. Furthermore, it can be argued that the problem can never be known beforehand, but is instead iteratively understood as the development of an artifact unfolds, similar to the reasoning by [11], [12]. By designing the problem beforehand and then performing evaluations that match the initial problem understanding, knowledge is reduced to recipes rather than meals and ingredients.…”

Section: Discussionmentioning

confidence: 99%

“…[1], [2]) or theory output (e.g. [11], [12]) differs. DSR is thereby regarded as relying on an iterative process that contains three main parts: defining or finding a problem to solve, designing an IT/IS artifact that solve the problem, and evaluation to prove that the artifact did in fact improve status quo (e.g.…”

Section: Design Science Knowledgementioning

confidence: 99%

“…design theories) during the design and evaluation activities is also an important part of design science (e.g. [11], [12], [15]) The knowledge production of DSR has been articulated as knowledge of how to achieve desired ends or prescriptive knowledge [1], [16], [18], [19]. In [19] Gregor compares design theories with recipes and states that following a provisioned recipe will cause an artifact of a certain type to come into existence.…”

Section: Design Science Knowledgementioning

confidence: 99%

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Re-Visiting IS Design Science Artifacts: Making a Case for Critical Realism

Uppström¹

2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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“…Design Research (DR) is a research paradigm that deals with human problems through creating innovative artifacts (Beck, Weber and Gregory 2013), the result contributing knowledge to understand human problems (Hevner and Chatterjee 2010). It aims to create new and innovative artifacts consisting of constructs, models, methods and instantiations (Hevner et al 2004;March and Smith 1995).…”

Section: Action Research (Ar) -Design Research (Dr) -Ethnographic Resmentioning

confidence: 99%

Designing an information system for updating land records in Bangladesh: Action design ethnographic research (ADER)

Brooks

Alam

2014

Inf Syst Front

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Information Systems (IS) has developed through adapting, generating and applying diverse methodologies, methods, and techniques from reference disciplines. Further, Action Design Research (ADR) has recently developed as a broad research method that focuses on designing and redesigning IT and IS in organizational contexts. This paper reflects on applying ADR in a complex organizational context in a developing country. It shows that ADR requires additional lens for designing IS in such a complex organizational context. Through conducting ADR, it is seen that an ethnographic framework has potential complementarities for understanding complex contexts thereby enhancing the ADR processes. This paper argues that conducting ADR with an ethnographic approach enhances design of IS and organizational contexts. Finally, this paper aims presents a broader methodological framework, Action Design Ethnographic Research (ADER), for designing artefacts as well as IS. This is illustrated through the case of a land records updating service in Bangladesh.

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Theory-generating design science research

Cited by 55 publications

References 41 publications

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Re-Visiting IS Design Science Artifacts: Making a Case for Critical Realism

Designing an information system for updating land records in Bangladesh: Action design ethnographic research (ADER)

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