Research Framework of Integrative Action

Higher education institutions are traditionally seen as producers of new knowledge and technology. However, a change is taking place as cooperation in value networks, co-created service innovations, the contributions of lead innovations and regional development that impacts on social and global improvements have become more important for the development of new knowledge and technology. The objective of integrative action is to continuously integrate the three statutory tasks of the universities of the applied sciences: education; research and development; and regional development (third task). The objective of this design research study is to utilize research within integrative action from the perspectives of design science, design science research, action research, service design, and foster a proactive approach that supports creativity and innovations that have relevance and rigor in knowledge creation and action. The paper’s main presentation is the use of conceptual and physical creations and value-based design in IS research and practice

Improvement suggestions for DSRM model

This study addresses the process of Design Science Research Methodology (DSRM). The study’s proposal is that the DSRM process can be revised by relevant elements, such as user experience, co-creativity, and trust building. The research revealed that user-centered aspects and user-computer interactions are important for the success of the design and realization of information systems, and thus are necessary to take into account in the DSRM process model. The main findings of the study are that it is imperative to integrate the users’ experience and design research, trust building, and co-creativity aspects into the DSRM process as early as possible. It is also vital to train users to use the system so that the system’s design-development-dissemination continuums can be as effective as possible. The outcome of this study addresses the DSRM process and its modularity, usefulness, and feasibility in the field of information systems design theory

Towards Comprehensive Security Related Pedagogy : An Approach to Learning and Resilience

The indent of this study is in progress of comprehensive security related pedagogy in the forms of national-international information sharing and knowledge management with the shared policy developing, collaboration in externally funded research consortiums, structures of security and safety organisations, and integration of strategic research and development (R&D) agenda with higher education functions. The study includes multiple case study analysis of integration of R&D projects and higher education functions, revised viewpoints to comprehensive security pedagogy and R&D related learning, and an approach to adaptive change process and resilience. The main contribution of study addresses to the progress of emergent educational aspects for the security related interactions, pedagogy, integration of higher education R&D, and collective research with national and European Commission research programmes

Applying design science research methodology in the development of virtual reality forest management services

Peer reviewe

User experience evaluation of electronic moderation systems : a case study at a private higher education institution in South Africa

The transformation of a manual paper-based moderation process into an electronic moderation (eModeration) process poses unique challenges. These challenges concern academic processes, people and the user experience of interactive systems. eModeration can improve the user experience of assessment processes while lowering the risk of delaying the process or losing scripts. Despite the benefits associated with optimising assessment procedures, particularly examination procedures, the use of eModeration in South Africa is limited. There are several possible reasons for a lack of eModeration adoption ranging from infrastructure and technical issues through to organisational and human factors. The focus of this study is on the human factors involved in eModeration. Since no User Experience Evaluation Framework for eModeration existed at the time of this research, an in-depth study was conducted based on the experiences of eModeration users in the context of private higher education institutions. The study focused on identifying the most important user experience constructs for the evaluation of an eModerate system within the context of private higher education institutions in South Africa towards proposing a framework. The study was based in the fields of Information Systems and Human-Computer Interaction with eModeration being the application domain. The research used a Design Science Research methodology, which involved the development and testing of a User Experience Evaluation Framework for eModeration. The data generation methods included interviews with deans, eModerators and management, as well as a survey that included responses from both moderators and deans. The research was conducted at Midrand Graduate Institute and evaluated at Monash University. The study makes a validated contribution towards identifying the most important user experience constructs. The identified constructs were utilised in the design and development of the User Experience Evaluation Framework for eModeration, which can be used along with the evaluation criteria tool to evaluate eModerate systems.Information ScienceD. Litt. et Phil. (Information Systems