Action Design Research - An Integrative Research Method for Studying Design

It is the premise of this position paper that a combination of design research and action research can be very useful for studying high performance designs. However, there has been a separation between the two approaches. A growing body of literature is recognizing these cross fertilization possibilities between AR and DR. Researchers argue for similarity between the two (J\u27rvinen 2007; Lee 2007; Figueiredo and Cunha 2007) as well as caution against fusion (Iivari 2007). Others suggest a middle ground stating that in some situations and contexts, the two may be integrated (Cole et al. 2005; Sein et al. 2007)

Social informatics perspective as an integrative design method for information systems technology and business intelligence and analytics: a critical realist study

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2016.This study contends that Information Systems and Technologies (ISTs) fail to adequately provide for effective delivery of Business Intelligence and Analytics (BIA), which limits the value that organisations can derive from their data assets. In spite of the influence that each has on the other and their widely acknowledged and undisputed relationship and interdependencies, design and development approaches still promote a silo approach to IST and BIA in theory and practice. The evolution of the role of data in the digital economy not only compels academics and practitioners to collaborate on how to enable creation of good quality data at source but intensifies the requirement for an integrated approach to IST and BIA design. The research problem that the study addresses is that design methods commonly employed in both Information Systems (IS) research studies and practice do not advocate for an integrated approach to design and development of IST and BIA. While IS research accounts for both IST and BIA, IST and BIA design and development studies are approached independently and/or in isolation, with limited integration. The effectiveness of Social informatics (SI) as an interdisciplinary study of design, uses and consequences of use, puts it above the rest of the commonly applied socio-technical design theories and approaches. SI’s strength is in studying designs, uses and consequences of IST use after implementation. However, the theory versus practice inconsistencies presented by the interpretivist paradigm, which is an underpinning philosophy for classical SI, limit its use as a design method. Critical Realism (CR) offers the research study a viable alternative and is crucial in addressing both contextual requirements, while embracing the positivist, deterministic aspects of the study. CR is a pluralist approach based on sound research method principles; hence the study adopted it as both the theoretical paradigm and research method. The research study objective is to reconceptualise the SI perspective as an integrative design method underpinned by CR. The study adopts CR as its research methodology. CR is a philosophy of science that allows for the pluralistic approach to operationalisation of the research strategy, a catalyst in addressing the paradigmatic challenges of the research study. The ability to address the qualitative realist requirements of the study while effectively dealing with the positivist characteristics of the research was crucial in ensuring comprehensive results. The insights which could only be effectively gained through a qualitative realist process of enquiry were invaluable in advancing the IST and BIA design knowledge and practice. CR’s strength in focusing the research practice on the complexities of the real world is a critical enabler for an open system discipline such as IS. It ensures that the research is placed within the realist context of time, space and culture. CR is effective in allowing the researcher to explain the mechanisms that influence the social actor action at different levels of social organisations. It allows for the identification of non-deterministic tendencies in a complex, multidisciplinary and open system such as IS. It not only accounts for the varying social actor requirements at empirical level but reveals possible underlying causes and relationships of the observable or non-observable events and/or activities at play. This approach to analysis of IST and BIA requirements offers a unique ability to frame problems in meaningful and social actor-centred ways, at all levels of social organisation, enabling design and development of IST that are BIA centric. The development of new knowledge advances the field of IS design, a crucial step towards offering practitioners with a practical, structured and integrative design method. The critical realist approach is the most appropriate theoretical paradigm to adopt to address the theory-practice inconsistency challenges at the heart of the IS field. Its strength as a research methodology offers the researcher a unique ability to interact with data at a level that other research methods do not: that is, to examine the impact of data at the three fundamental levels of research – empirical, actual and real – thereby enhancing the effectiveness of its application in practice. Therefore, reconceptualisation of the SI perspective theoretical paradigm from interpretivism to CR offers greater benefits not only to this research study but to the IS field. This is yet another development in the field which seeks to address the long-standing challenge of IS value contribution that is constantly diminished by ineffective design methods and poor integration of the IST and BIA disciplines, which by design should be leveraging on each other’s strengths in a quest to deliver superior results to businesses. Business requirements analysed as input into the design process using the integrative CR-based design method account for BIA requirements, thus enhancing value derived from both IST and BIA.MT 201

'Great Expectations': The motivational profile of Hungarian English language students.

In this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dörnyei and Ottó's process model of motivation (Motivation in Action, 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire data gained from 100 participants in order to have a better understanding of the apparent discrepancy between students' and society's expectations of teaching English Language at tertiary level and the present educational system in Hungary. The ambivalent nature of English language students' motivational profile was found to reflect this situation. The interview data revealed that the respondents had very favourable motivational characteristics but they did not invest sufficient energy in maintaining and improving their language competence. This is explained with reference to a low level of learner autonomy primarily caused by teacher-centered instruction

Chapter 5: Evaluation

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

A didactical design perspective on teacher presence in an international online learning community

This paper is based on a study of the student learning experience in a particular module of an international Masters programme that included a large element of online learning. It builds on earlier work which highlighted the importance of design and development of social infrastructure for supporting the development of an online learning community by revisiting the data from the perspective of a didactical design framework. The overall aims of this study are to consider how, as teachers, we designed and developed teacher presence and how this was achieved in practice from the design of teaching-studying-learning processes through development to interaction in the online learning community

Using surveys of Affymetrix GeneChips to study antisense expression.

We have used large surveys of Affymetrix GeneChip data in the public domain to conduct a study of antisense expression across diverse conditions. We derive correlations between groups of probes which map uniquely to the same exon in the antisense direction. When there are no probes assigned to an exon in the sense direction we find that many of the antisense groups fail to detect a coherent block of transcription. We find that only a minority of these groups contain coherent blocks of antisense expression suggesting transcription. We also derive correlations between groups of probes which map uniquely to the same exon in both sense and antisense direction. In some of these cases the locations of sense probes overlap with the antisense probes, and the sense and antisense probe intensities are correlated with each other. This configuration suggests the existence of a Natural Antisense Transcript (NAT) pair. We find the majority of such NAT pairs detected by GeneChips are formed by a transcript of an established gene and either an EST or an mRNA. In order to determine the exact antisense regulatory mechanism indicated by the correlation of sense probes with antisense probes, a further investigation is necessary for every particular case of interest. However, the analysis of microarray data has proved to be a good method to reconfirm known NATs, discover new ones, as well as to notice possible problems in the annotation of antisense transcripts

Rhetoric of landscape architecture and interior design discourses: preparation for cross-disciplinary practice

In the current reform context, the uniqueness of local disciplinary practices is being forgotten in the race towards cross-disciplinary practice. The rhetoric of the pedagogic discourses of landscape architectural students and interior design students is described as part of a doctoral study undertaken to document practices and orientations prior to cross-disciplinary collaboration. We draw on the theoretical framework of Bernstein and the rhetorical method of Burke to study the grammars of 'landscape' representation employed within these disciplinary examples. We offer a method of investigating how prepared final year students may be for working in a cross-disciplinary manner. The discursive interactions of their work, as illustrated by four examples of drawn images and written text, are described. Comparisons of these examples show both similarities and differences in the students' grammars of representation within their disciplines. Furthermore, however, the findings suggest a progressive weakening of the grammars of the pedagogic discourses that apply to the concepts and procedures of both disciplines. This poses some key issues for educators. It is argued that while weak grammars foster students' deeper understanding of concepts, they also weaken the pedagogic identity and autonomy of their discipline. Strong grammars resist domination and subordination, ensuring the ongoing relative autonomy of a discipline

Horizontal Violence Effect on Nurse Retention

Horizontal violence is known by a variety of terms such as lateral violence, bullying, and incivility. Christie and Jones (2014) describe lateral violence as a problem in nursing where a behavior is demonstrated through harmful actions that occur between nurses. Studies have revealed how horizontal violence affects nurse retention. Horizontal violence is a relevant issue in the healthcare community, yet often goes undiscussed. Walrafen (2012) explains that an outcome of horizontal violence in nursing is directly proportional to a decrease in retention of nurses. Sherman (2012) proclaimed that nurses who are subjected to horizontal violence have low self-esteem, depression, excessive sick leave, and poor morale. As Wilson (2011) identified nurses, who witness or experience horizontal violence have an increased desire to leave the organization where the bullying takes place. Horizontal violence is a pervasive source of occupational stress with physical, psychological, and organizational consequences (Hauge, et al, 2010). Roy (2007) describes this as an unkind, discourteous manner in which nurses relate to their colleagues. As nurses seek to perform their daily tasks, other co-workers may embarrass them for their lack of knowledge, tease them as they participate in informal cliques, or demean them for their technique (Bakker, 2012). Creating excuses, taunting, and refusing to share information, nursing education or knowledge are examples of horizontal violence (Ball, 1996)