Information Systems Design Science Research Articles

Getting Around to It: How Design Science Researchers Set Future Work Agendas

Abstract Background: There is a long tradition of writing about future work in research papers, and information systems design science research (IS DSR) is no exception. However, there is a lack of studies on (1) how IS DSR authors currently envision the next steps for their work and (2) guidelines to improve the communication of opportunities to accumulate knowledge. Method: This paper contributes to this topic, building on a systematic literature review of 123 IS DSR papers published between 2018 and 2022. Results: Design-oriented research requires the research team to decide which tasks to carry out immediately in building the future and which to postpone as research debt. The paper's contribution is threefold. First, we propose a research debt lifecycle to support (1) project stakeholders, (2) IS DSR community, and (3) societies looking for better futures. Second, we discuss the anatomy of future work in recent IS DSR. Finally, we suggest guidelines to manage and report the next research steps. Conclusion: This paper presents a pioneering assessment of future work suggestions in the IS field, focusing on the design science research paradigm. Future work directions emerge from researchers' choices during the IS DSR process that must be continuously managed.

Self-reporting Limitations in Information Systems Design Science Research

Self-reporting Limitations in Information Systems Design Science Research

Building an Integrated Digital Transformation System Framework: A Design Science Research, the Case of FedUni

The purpose of this paper is to propose an integrated digital transformation system framework (IDTSF) to help support business leaders and teams in making their products, services, and operations more streamlined and competitive. The framework will help organizations to best meet user/customer needs with minimum waste and time and enables businesses to achieve efficiency compared with island and traditional sequential approaches. The proposed framework can also provide insights to help organizations to avoid common failures when deploying digital transformation initiatives. The paper follows the design science research (DSR) and the information systems design science research (ISDSR) methodologies to develop the IDTSF model and a practical design artifact. The main problems were the initiation, execution, and governance challenges associated with digital transformation. After identifying the problems and the objectives, a relevant IDTSF model was synthesized and tested as a design artifact. The results of the test of the proposed artifact showed its effectiveness and efficiency in facilitating the components of the model in creating a cohesive framework.

A Multi-Sided Platform to Activate the Sharing of Digital Labs

This paper presents a business model for digital laboratories (labs) to promote sharing in network organizations. Using information systems design science research methodology, a multi-sided platform is created and evaluated as a sustainable business model. Digital labs complement theoretical concepts in science, technology, engineering, and mathematics (STEM) to promote understanding of concepts, practical knowledge, and experiences. However, these labs are expensive and typically only available to local user groups, and not every university can offer the same or equivalent labs. Many universities are not well prepared to share labs with other institutions or to be part of a network organization. Among the findings are that digital labs are becoming more important, that there is an emerging trend from product- to service-oriented solutions, that a lab-sharing marketplace should provide targeted offerings for teaching and training, and that industry customers and students are showing interest in digital labs education content. The willingness to pay for students and industry is there, but for students the discussion remains ethical in nature as to who should pay for education. On the other hand, industry customers point out that there is a fear of losing intellectual property and security risks. This paper shows how a sustainable business model for digital labs activates lab sharing. Then universities can offer a better curriculum, instructors have more opportunities to provide a good education, and only then can students have access to more lab environments.

Socially responsible design science in information systems for sustainable development: a critical research methodology

ABSTRACT This study presents an Information Systems (IS) research methodology for the conduct of critical research into sustainable development that encompasses the objectives of socially inclusive and environmentally sustainable economic growth. The specific context is the application of critical research in the problem definition phase of IS Design Science Research for sustainable development. The paper guides IS research through problem scenarios of unsustainable development where power can distort truth and corrupt the public discourse in the furtherance of their ambitions. The methodology provides a structured approach to engage in inquiry of topics which are by their nature, deceptive and opaque. The methodology enables research inquiry encompassing societal topics, macro-social issues related to sustainable development and the application of nomothetic inquiry to address systemic problems. The paper concludes with illustrative examples of outcomes from the application of the prescribed methodology. The study provides an IS response to systemic social and environmental challenges by identifying the routes to transformation which in turn inform the design of IS solutions. Consequently, the study lays a foundation for IS engagement in socially responsible design science research.

Exploring the Scientific Impact of Information Systems Design Science Research

While design science research has established its position as a prominent field of research in the IS community, there is a lack of transparency regarding the impact of recent information systems design science research (IS DSR) papers. This lack of insight arguably poses challenges to an informed discourse and limits our ability to communicate the progress that IS DSR has achieved. Therefore, after mapping impactful IS DSR papers, we develop a scientometric study to address the lack of insights into factors that affect the scientific impact of IS DSR papers in top IS journals. In this study, we focus on active, IS-specific DSR areas and consider papers published in the AIS Senior Scholars’ basket of journals between 2004 and 2014. Specifically, we develop a model that explores factors that affect IS DSR papers’ scientific impact. Our findings show that theorization and novelty significantly explain scientific impact. We discuss our work’s implications and derive recommendations intended to shape future knowledge creation in IS DSR.

Applying Action Design Research (ADR) to Develop Collaboration Virtual Programming Laboratory as Supporting System For Student Centered Learning

The development of technology is currently growing very rapidly. The change of information and communication technology (ICT) to ubiquitous technology is inevitable. This affects the development of the world of education, where the current learning method that is being promoted by the government is a student-based learning system or known as the Student Centered Learning (SCL). ADR is one of Information systems design science research frameworks. To produce a perspective design of knowledge through four main stages: Problem Formulation, Building Intervention and Evaluation (BIE), Reflection and Learning, Formalization of Learning, ADR is a combination of Action Research (AD) with Design Science Research (DSR). In learning of programming required laboratory infrastructure that can support in terms of programming practice. Growth of learning students is not aligned with the extension of supporting infrastructure, in this case the laboratory, especially the programming laboratory. In a case study at Widyatama University, along with the change of teaching and learning system, the learning media also changed. The current learning media that is e-learning, can only support theoretical learning but not support for learning in practice. This project is done by two domains: Teaching Learning Office (TLO) as the department that responsible for current e-learning, and An informatics study center developing a virtual laboratory. At the evaluation stage, testing is qualitative for users, as well as testing in Alpha and Betha. Alpha testing is done intranet on VPL-SCM, whereas on Betha testing done internet on VPL_SCM. Conclusion is an important aspect when designing IT artifacts is the dynamics between plan design and use context, The ADR interaction focuses on researchers, practitioners and end users during the design process and is strongly collaborative-oriented, The evaluation stage in ADR is a continuous stage, so the development of IT artefac can be continuously adjusted through repeatable processes, so virtual programming laboratory can be implemented properly as a supporter of existing e-learning system.

Considering the social impacts of artefacts in information systems design science research

Design science research (DSR) is a distinct research paradigm in the information systems (IS) field that encourages the creation and evaluation of artefacts as a means for research. Yet, design science researchers often create and evaluate artefacts that tend to be techno-centric. By also considering the social impacts of a design science artefact throughout the creation and evaluation process, the researcher develops an artefact with a greater potential to thrive when the artefact is instantiated and implemented. Furthermore, the purposeful consideration of social impacts in the design science creation and evaluation process supports the researcher in developing a more complete contribution to the IS field, a field whose core foundation relates to information, technology, and social interactions. In this paper, we discuss the importance of identifying social impacts of artefacts as well as an expanded notion of artefacts in DSR. We provide guidelines for design science researchers on how to incorporate the social impacts of artefacts throughout the DSR process. Using vignettes, we demonstrate how researchers have incorporated social impacts and demonstrate the value of considering social impacts as design science researchers seek to create and evaluate artefacts to address a research problem.

Application Strategies for Neuroscience in Information Systems Design Science Research

Design science has evolved as a major research paradigm in the information systems (IS) discipline, which aims to design innovative and useful IT artifacts, such as conceptual models and software systems. Despite the increasing attention paid to the cognitive and emotional mechanisms that underlie the perception of such artifacts, research that explores the neurobiological determinants of these mechanisms has only recently begun to emerge. The primary argument for the use of neurobiological approaches in IS design science research is that IT artifact design — and, ultimately, human-computer interaction in general — may significantly benefit from neuroscience theories, concepts, methods, and data. In particular, the consideration of neuroscience may improve IT artifacts' alignment with users' perceptual and information processing mechanisms, particularly the brain. Against this background, this article presents a taxonomy of application strategies for neuroscience in IS design science research. It describes three major areas of application and explains that conducting research in an area comes with a specific set of requirements (e.g., applicability, costs, accessibility, and knowledge relevant to planning and conducting a research project). Therefore, if an IS design science scholar decides to draw upon neuroscience, the taxonomy transparently explains possible working areas and corresponding requirements. The taxonomy is described based on example studies published in the IS literature and on contributions that appeared in outlets pertaining to related disciplines, such as affective computing and neuroergonomics. The article concludes that, if neuroscience is considered a valuable complement to the more traditional approaches, it has the potential to become a major reference discipline for IS design science research.

The Sensemaking-Coevolution-Implementation Theory of Software Design

Understanding software design practice is critical to understanding modern information systems development. New developments in empirical software engineering, information systems design science and the interdisciplinary design literature combined with recent advances in process theory and testability have created a situation ripe for innovation. Consequently, this paper utilizes these breakthroughs to formulate a process theory of software design practice: Sensemaking-Coevolution-Implementation Theory explains how complex software systems are created by collocated software development teams in organizations. It posits that an independent agent (design team) creates a software system by alternating between three activities: organizing their perceptions about the context, mutually refining their understandings of the context and design space, and manifesting their understanding of the design space in a technological artifact. This theory development paper defines and illustrates Sensemaking-Coevolution-Implementation Theory, grounds its concepts and relationships in existing literature, conceptually evaluates the theory and situates it in the broader context of information systems development.

Criteria of progress for information systems design theories

According to Kuhn, science and progress are strongly interrelated. In this paper, we define criteria of progress for design theories. A broad analysis of the literature on information systems design science reveals that there is no consensus on the criteria of progress for design theories. We therefore analyze different concepts of progress for natural science theories. Based on well-founded criteria stemming from the philosophy of science and referring to natural science theories, we develop a set of criteria of progress for design theories. In summary, our analysis results in six criteria of progress for design theories: A design theory is partially progressive compared to another if it is ceteris paribus (1) more useful, (2) internally more consistent, (3) externally more consistent, (4) more general, (5) simpler, or (6) more fruitful of further research. Although the measurement of these criteria is not the focus of this paper, the problem of measurement cannot be totally neglected. We therefore discuss different methods for measuring the criteria based on different concepts of truth: the correspondence theory of truth, the coherence theory of truth, and the consensus theory of truth. We finally show the applicability of the criteria with an example.

E-Portfolios for Integrated Reflection

Introduction Recently more and more students and teachers are using e-portfolio systems. There will be massive pieces of electronic portfolio artifacts stored in those systems. E-portfolios are supposed to serve three purposes: assessment, showcase, and learning (Greenberg, 2004). For assessment purposes, e-portfolios include rubrics-based documentations and feedback from teachers. For showcase purposes, e-portfolios present artifacts of accomplishments and lifelong career development. For learning purposes, e-portfolios can be useful for on-going reflection. The current commercial or open source e-portfolio systems have been successfully used for assessment and showcase, but have not been effectively applied to enhancing students' learning (Zhang, Olfman, & Rectham, 2007). This is mainly because generic e-portfolio systems are more or less learning domain (or subject) independent. On the other hand, useful learning portfolios must be learning domain specific. This challenge raises a significant research question: how e-portfolios can be used as a learning tool for students thinking. To make generic e-portfolio systems more useful for enhancing students' thinking, a layer of e-portfolio system must be developed to facilitate students' integrated reflection. In this study, reflection is higher-order thinking for a purpose such as learning what one has learned. Integrated reflection is active higher-order thinking process cross the boundaries between topics, courses, or even disciplines. This paper proposes an ontological model that specifies a generic organizational structure of e-portfolios in the integrated reflection context. The ultimate objective of this study is to make contribution to information systems design science (Gregor 2006; Gregor & Jones 2007; Hevner, March, Park, & Ram, 2004; Walls, Widmeyer, & El Sawy, 1992) through the demonstration of an information system artifact for e-portfolio systems. Related Work E-Portfolios A portfolio is a systematic and purposeful collection of work and achievement documentations (Drier, 1997). E-portfolios are highly personalized, customizable, Web-based files which document learning portfolios and demonstrate individual and collaborative learning process (McCowan, Harper, & Hauville, 2005). An e-portfolio system is a Web-based repository management system that stores students' learning documents (known under the name of artifacts) such as academic records, essays, project reports, assignments, assessments, and personal and professional development related contents. Students use e-portfolio systems to present artifacts, receive feedback from instructors and advisors, and communicate with each other. There are many commercial, non-profit organizational, and open-source e-portfolio systems, such as Chalk & Wire (CW, 2009), KEEP toolkit (KEEP, 2009), foliotek (2009), TaskStream (2009), and Open-Source Portfolio (OSP) (OSP, 2005). While there are high variations of user interface design among these e-portfolio systems, the functionalities of current competitive e-portfolio systems are about the same and include artifacts editing and uploading, commenting and assessing on student work, communicating and sharing within groups, showcase generating, and administrative reporting. E-portfolios are stored online and have great accessibility for the portfolio owners themselves, teachers, colleagues, and employers (Bruder 1993; Bushweller 1995; McCowan et al. 2005). E-portfolios are a mechanism for students and education institutions to improve and demonstrate their teaching/learning skills and to display competencies to the society (Lumsden, Garis, Reardon, Unger, & Arkin, 2001). E-portfolio systems enable administrations at all levels to survey and to conduct comprehensive assessment of teaching and learning accomplishments (Barrett 1994). E-Portfolio Artifacts are Learning Objects An e-portfolio artifact is a unit of digital resource that can be used to support learning, and thus is a learning object (Wiley & Edwards, 2002). …

Microenvironment Analysis of a University Campus: GIS Design Considerations for Process Repeatability

Please click here to download the map associated with this article. A GIS-based microenvironment analysis of the campuses of the Claremont Colleges was conducted to assess the environmental impact of the campus footprint and to implement new ideas and approaches for advancing environmental sustainability. The project used concepts from information systems design science to provide a framework for assembling a GIS analysis engine to produce map images and data to explore economic, environmental, energy savings, and social outcomes of planting and preserving appropriate tree species. The framework assisted investigation of increasing the tree canopy coverage at various levels, as well as stakeholder preferences for tree types and aesthetic outcomes. In addition, the study's methods, outcomes, and limitations may be of interest to local and regional planning and sustainability administrators.