A Teaching Framework for the Methodically Versatile DSR Education of Master’s Students
Research output: Journal contributions › Journal articles › Research › peer-review
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In: Journal of Information Systems Education, Vol. 34, No. 3, 2023, p. 333-346.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - A Teaching Framework for the Methodically Versatile DSR Education of Master’s Students
AU - Schlimbach, Ricarda
AU - Khosrawi-Rad, Bijan
AU - Grogorick, Linda
AU - Becker, Felix
AU - Strohmann, Timo
AU - Siemon, Dominik
AU - Robra-Bissantz, Susanne
N1 - Publisher Copyright: © 2023 by the Information Systems & Computing Academic Professionals, Inc. (ISCAP).
PY - 2023
Y1 - 2023
N2 - Design Science Research (DSR) has become a widespread paradigm in the Information Systems (IS) discipline to design and evaluate novel artifacts for relevant problems in a scientifically rigorous manner. With its potential to complement the traditional IS curriculum, DSR education is gaining popularity in academia, despite still being in its infancy. Our contribution applies DSR for designing and evaluating a DSR teaching framework (TF) derived from reused and expanded design principles from literature. Our approach mediates the paradigm’s methodical versatility to master’s students, empowering them to evaluate and create their own DSR projects interactively. We evaluated our DSR TF in a workshop with DSR educators from three countries and six universities to discuss its applicability for reuse. Additionally, we surveyed former course participants to gather their feedback and reflect on their experiences.
AB - Design Science Research (DSR) has become a widespread paradigm in the Information Systems (IS) discipline to design and evaluate novel artifacts for relevant problems in a scientifically rigorous manner. With its potential to complement the traditional IS curriculum, DSR education is gaining popularity in academia, despite still being in its infancy. Our contribution applies DSR for designing and evaluating a DSR teaching framework (TF) derived from reused and expanded design principles from literature. Our approach mediates the paradigm’s methodical versatility to master’s students, empowering them to evaluate and create their own DSR projects interactively. We evaluated our DSR TF in a workshop with DSR educators from three countries and six universities to discuss its applicability for reuse. Additionally, we surveyed former course participants to gather their feedback and reflect on their experiences.
KW - Course development
KW - Design specification
KW - Higher education
KW - IS education research
KW - Teaching framework
UR - http://www.scopus.com/inward/record.url?scp=85171296659&partnerID=8YFLogxK
M3 - Journal articles
AN - SCOPUS:85171296659
VL - 34
SP - 333
EP - 346
JO - Journal of Information Systems Education
JF - Journal of Information Systems Education
SN - 1055-3096
IS - 3
ER -