Project-Based Learning in Industry-University Collaboration – Three Normative Models

This paper reports three normative models for project-based learning (PjBL) in university-industry relations in computing. The models are inspired by normative theories on business ethics, and are designated as archetypes that describe the objectives and responsibilities of parties in collaboration: 1) The Slaver model prescribes that a university should sell students as slaves for business and reap the benefit, 2) The Educator model recognizes that the knowledge and skills development of students is also important, and 3) The Reformer model integrates the development of working life and project work practices into collaboration and represents a form of ethics teaching in this manner. The aim of the three models is to sensitize teaching professionals in PjBL in computing to critically reflect on their current practices. The Reformer model combines PjBL and ethics teaching, and a solution based on this model is presented

Moral Conflicts in Teaching Project Work: A Job Burdened by Role Strains

This case study concerns moral conflicts identified by instructors on a project course in information systems education. Students on the course in question are expected to acquire project-work skills through implementing a project task for a real-life client. Data about moral conflicts was gathered by means of participant observation and interviews, and a phenomenographical approach was taken in the analysis. Six types of moral conflicts were identified, reflecting two aspects of the phenomenon. The first relates to conflicts involving outside parties and task-related and human issues and the second to deliberation about performing morally wrong acts or upholding relations. The core problem area in the instructor\u27s work became visible in the form of inherent role strains and the need to react to conflicting expectations from all parties. The underlying source of the strains was the clash between the objectives of the clients and the learning aspect promoted by the university. This and three other types of strain made the instructor\u27s work mentally demanding and morally challenging. Recommendations for dealing with these moral conflicts and role strains are given. Finally, the study is evaluated against the principles laid down for interpretive research

Developing social responsibility of members of ISD project teams

Information systems development (ISD) affects individual workers, organizations (e.g., computerization of work places and quality of work) and the surrounding society (e.g., reliability and safety of software). It is relevant to consider social responsibility of those who design and implement information systems (IS) because of these effects of ISD. We combine results of studies on bases of orientations of ISD team members and the literature on responsibility to provide ISD team members with guidelines. These guidelines aim to develop team members’ sense of responsibility by focusing on the ISD process, the product itself and this product in the practice context. The guidelines are finally linked to IS education and practice of ISD, and recommendations for future research are presented

On IS Students’ Intentions to Use Theories of Ethics in Resolving Moral Conflicts

It is widely agreed that ethics teaching should have an important role in Information Systems (IS) teaching. Yet, there are no studies exploring how students apply theories of ethics in their decision-making. This is unfortunate, because teaching ethics is of little practical use if the students do not utilise the acquired knowledge in practice. In order to bridge this significant gap in the literature, we introduced IS students to the following theories: utilitarianism, Kantian ethics, virtue ethics, prima-facie principles, and Rawls\u27 veil of ignorance. We then asked them (n=75) to apply these theories to a given moral conflict, and to assess whether they intended to use the theories in real life. Phenomenographic analysis revealed four developing levels in the students’ perceptions: 1) rejection (the student trusts his or her intuition, consciousness or feelings rather than the theories); 2) latent use (the student recognizes that the theories may be latently present in intuitive deliberation); 3) conscious use (the student uses the theories to support intuitive deliberation); and 4) internalised use (the student has internalised the theories to such an extent that he or she does need to consciously steer his or her deliberation to their use). These findings entail recommendations to IS educators on how to educate students to address ethical issues through the application of theories

Digital Strategy in Information Systems : A Literature Review and an Educational Solution Based on Problem-Based Learning

In recent years, there has been a considerable amount of information systems (IS) research on digital strategy. However, it is not clear how digital strategy is taught in higher education. To investigate this issue, we conducted a literature review on digital strategy in the IS field and IS education. We then developed a digital strategy course using the problem-based learning (PBL) approach with constructivism as a theoretical lens. The research contributes to the literature by illustrating the key differences between digital strategy and IT/IS strategy while providing insight into the dimensions of digital strategy. These dimensions are digital strategy environments, digital strategy visions, digital strategy approach, digital strategy capabilities, digital strategy stakeholders, and digital strategy challenges. We then used these dimensions as inputs to design the digital strategy course. We contribute to IS education by proposing a meta-requirement for the digital strategy course based on the PBL approach and provide an example of the course syllabus.©2022 by the Information Systems & Computing Academic Professionals, Inc. (ISCAP).fi=vertaisarvioitu|en=peerReviewed

How to Incorporate Accessibility to Design Principles for IS Artefacts?

Design principles are used to specify design knowledge and describe the aim of artefact instantiation. Accessibility research aims to create artefacts that can be used by all users. However, schemes for design principles lack the tools to define accessibility explicitly. This study proposes extensions to scheme design principles for accessibility-related design science research. We draw accessibility domain-specific characteristics from the literature to include accessibility in design principles for Human-Computer Interaction (HCI) instantiations. We extended the components of design principles with the following attributes: HCI Artefact Features; Contextual factors; Computer Input Modalities; Computer Output Media; Human Sensory Perception; Human Cognition; Human Functional Operations. We devised a checklist for researchers to follow the variations in accessibility. The extensions are intended to foster researchers to incorporate accessibility in producing a more accurate formulation of design principles.© authors, Welzer Družovec, Hölbl, Nemec Zlatolas, Kuhar, 2023. Published by University of Maribor, University Press.fi=vertaisarvioitu|en=peerReviewed

UNDERSTANDING MOTIVATORS AND CHALLENGES IN ACCESSIBILITY DEVELOPMENT

We analyzed secondary data from nine studies including a total of 1962 respondents on what motivates web practitioners such as user experience developers, web designers, and web masters’ intention to promote accessibility, and what challenges they encounter during accessibility development. In this ex-ploratory study, we adopt the viewpoint of motivation and challenges and aim to study them from in-trinsic and extrinsic viewpoints. We then interpreted intrinsic and extrinsic motivators and intrinsic and extrinsic challenges that should be addressed in the management of accessibility work so that the main accessibility milestones become implemented in the design of information technology artifacts. We re-trieved recommendations for top management and superiors to gain and support practitioners’ motiva-tion and to address challenges in accessibility development to avoid ethical conflict in accessibility development. These findings strengthen an understanding of possible ethical conflicts in accessibility development and help to act responsibly in the accessibility development of information systems

Teaching End-User Ethics: Issues and a Solution Based on Universalizability

The ethical aspects of computing are increasingly being taught and written about in professional information systems education in universities. However, the ever-increasing role and use of computer technology means that computer ethics education related to computing is also necessary for non-professional/non-major computing/information systems students. Owing to the differences between professional and non-professional education, end-users need a different computer ethics program. First, this paper explores some of the issues (goals, challenges and problems to overcome) in end-user ethics teaching. Second, it proposes a solution based on the concept of universalizability. Third, the paper argues that the universalizability thesis is a proper tool for end-user education. Finally it demonstrates, with the help of three cases, how the solution chosen can be used to solve the issues identified and to educate end-users

Value Co-Creation and Co-Destruction in Online Video Games : An Exploratory Study and Implications for Future Research

In this empirical study we studied how players of online video games co-create and co-destroy value. From players perceptions we identified that value co-creation and co-destruction occur amid themes of giving feedback and building relations. Feedback encourages players but it may also be harmful in the form of verbal abuse. Building relations relates to making friends in general but also on an international level. Building relations also relates to competition that creates a bad spirit. The most intensive interplay between value co-creation and codestruction was found in gaming groups. Gaming groups motivate players to engage in intense gameplay, but at the same time they are resourcedemanding with respect to time and mental capacity. In conclusion, we argue that further study is required of the ways that value co-creation and co-destruction interact in online video games.fi=vertaisarvioitu|en=peerReviewed