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2019 | nr 5 | 4-17
Tytuł artykułu

Developing Scientific Work Practice in Business Informatics - Digital Support for a Design Science-based Research Project

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Academic studies comprise skill development in scientific work practices. Scientific research, whether in the natural or social sciences, is a set of skills referring to a "continual process of rigorous reasoning supported by a dynamic interplay among methods, theories, and findings. It builds understandings in the form of models or theories that can be tested" (National Research Council, 2002, p. 2). When being introduced to scientific research work, students are guided by several principles. The first and crucial one is posing "significant questions that can be investigated empirically: moving from hunch to conceptualizing and specifying a worthwhile question is essential to scientific research. Questions are posed in an effort to fill a gap in existing knowledge or to seek new knowledge, to pursue the identification of the cause or causes of some phenomena, or to formally test a hypothesis." (ibid, p. 3) The questions lay the groundwork for study designs and should "reflect a solid understanding of the relevant theoretical, methodological, and empirical work that has come before." (ibid, p. 3) (original abstract)
Czasopismo
Rocznik
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4-17
Opis fizyczny
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Bibliografia
  • Baskerville, R., Baiyere, A., Gregor, S., Hevner, A., & Rossi, M. (2018). Design Science Research Contributions: Finding a Balance between Artifact and Theory. "Journal of the Association for Information Systems", 19(5), 358-376. https://doi.org/10.17705/1jais.00495
  • Collins, A. (1991). Cognitive Apprenticeship and Instructional Technology. In L. Idol, & B. F. Jones (Eds.), Educational Values and Cognitive Instruction: Implications for Reform (pp. 121-138). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. In L. B. Resnick (Ed.), Knowing, Learning and Instruction (pp. 453-494). Essays in Honour of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive Apprenticeship: Making Thinking Visible. "American educator", 15(3), 6-11.
  • Dalkir, K. (2013). Knowledge Management in Theory and Practice. London: Routledge. https://doi.org/10.4324/9780080547367
  • Fleischmann, A., Schmidt, W., & Stary, C. (Eds.). (2015). S-BPM in the Wild: Practical Value Creation. Cham, Switzerland: Springer.
  • Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning. Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
  • Hevner, A. R. (2007). A Three Cycle View of Design Science Research." Scandinavian journal of information systems", 19(2), 87-92.
  • Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design Science in Information Systems Research. "MIS Quarterly", 28(1), 75-106.
  • Hevner, A., & Chatterjee, S. (2010). Design Science Research in Information Systems. In A. Hevner, & S. Chatterjee (Eds.), Design research in information systems (pp. 9-22). Boston, MA: Springer.
  • Jacob, R. (1997). Was ist wissenschaftliches Arbeiten?. In Wissenschaftliches Arbeiten (pp. 11-18). Wiesbaden: VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-86593-9_2
  • Kaar, C., Frysak, J., & Stary, C. (2018). Scaffolding RAMI4. 0-Exploration as Design Support. In Proceedings of the 36th European Conference on Cognitive Ergonomics (pp. 1-8). New York, NY: ACM. https://doi.org/10.1145/3232078.3232098
  • Kaar, C., & Stary, C. (2019). Structuring Academic Education in Makerspaces: Consolidated Findings from the Field. In Proceedings IEEE Global Engineering Education Conference (EDUCON) (pp. 920-927). New York, NY: IEEE. DOI: 10.1109/EDUCON.2019.8725080
  • Klopper, H. (2008). The qualitative research proposal. "Curationis", 31(4), 62-72. DOI: 10.4102/curationis.v31i4.1062
  • Laudon, K. C., & Laudon, J.-P. (2017). Management Information Systems: Managing the Digital Firm. Upper Saddle River, New Jersey: Pearson.
  • Lu, I. M., & Mantei, M. M. (1991). Idea Management in a Shared Drawing Tool. In Proceedings of the Second European Conference on Computer-Supported Cooperative Work ECSCW'91 (pp. 97-112). Dordrecht: Springer. https://doi.org/10.1007/978-94-011-3506-1_7
  • Matzler, K., Renzl, B., Mooradian, T., von Krogh, G., & Mueller, J. (2011). Personality Traits, Affective Commitment, Documentation of Knowledge, and Knowledge Sharing. "The International Journal of Human Resource Management", 22(2), 296-310. https://doi.org/10.1080/09585192.2011.540156
  • National Research Council. (2002). Scientific Research in Education. Washington, DC: National Academy Press.
  • Navidi, F., Hassanzadeh, M., & Zolghadr Shojai, A. (2017). Organizational Knowledge Documentation in Project-based Institutes: A Case Study at the Satellite Research institute. "The Electronic Library", 35(5), 994-1012. https://doi.org/10.1108/EL-10-2015-0196
  • O'Leary, Z. (2017). The Essential Guide to Doing Your Research Project. London: Sage.
  • Oppl, S. (2016). Towards Scaffolding Collaborative Articulation and Alignment of Mental Models. "Procedia Computer Science", 99, 125-145. https://doi.org/10.1016/j.procs.2016.09.106
  • Peffers, K., Tuunanen, T., Gengler, C. E., Rossi, M., Hui, W., Virtanen, V., & Bragge, J. (2006). The Design Science Research Process: A Model for Producing and Presenting Information Systems Research. In Design Science Research in Information Systems and Technology (DESRIST 2006) (pp. 83-106).
  • Senge, P. (1990). The Fifth Discipline: The Art and Science of the Learning Organization. New York, NY: Currency Doubleday.
  • Stary, C. (2015). Towards Digital Craftsmanship. In K. Seta, & T. Watanabe (Eds.), Proceedings of the 11th International Conference on Knowledge Management (pp. 271-280). Osaka.
  • Stary, C., & Wachholder, D. (2016a). System-of-Systems Support - A Bigraph Approach to Interoperability and Emergent Behavior. Data & Knowledge Engineering, 105, 155-172. https://doi.org/10.1016/j.datak.2015.12.001
  • Stary, C., & Wachholder, D. (2016b). Personality Traits as Design Impetus for Learning Support. In Proceedings of the European Conference on Cognitive Ergonomics (pp. 1-4). https://doi.org/10.1145/2970930.2970934
  • Thomas, G. (2017). How to Do Your Research Project: A Guide for Students. London: Sage.
  • Thompson, M. M., Pastorino, L., Lee, S., & Lipton, P. (2016). Reenvisioning the Introductory Science Course as a Cognitive Apprenticeship." Journal of College Science Teaching", 46(1), 84-91.
  • Wieringa, R. J. (2014). Design Science Methodology for Information Systems and Software Engineering. Berlin: Springer.
Typ dokumentu
Bibliografia
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