Guiding Design Principle Projects: A Canvas for Young Design Science Researchers

Autor/inn/en	Schoormann, Thorsten; Möller, Frederik; Di Maria, Marco; Große, Nick
Titel	Guiding Design Principle Projects: A Canvas for Young Design Science Researchers
Quelle	In: Journal of Information Systems Education, 34 (2023) 3, S.307-325 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Scientific Research; Research Methodology; Research Design; Visual Aids; Inquiry; Active Learning; Doctoral Students + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Forschungsdesign; Anschauungsmaterial; Aktives Lernen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin
Abstract	Particularly young researchers face challenges in organizing large design science research (DSR) projects and often struggle to capture, communicate, and reflect on important components to produce purposeful outcomes. Making informed decisions at the project start, such as selecting suitable kernel theories and development procedures, is of great relevance because they affect the entire design process and the resulting design products. Although DSR can produce different types of outcomes, from more situational artifacts to more abstract design knowledge, scholars point to the need for generalizing insights collected in such projects to advance the knowledge base. As design principles are among the prevailing forms of such design knowledge, this paper builds a visual inquiry tool--represented as a canvas--that navigates researchers through common components for crafting design principles and leverages collaborative reflections on essential project decisions. To build our canvas, we adapt inquiry-based learning (IBL) guidelines and visual inquiry tools to DSR education. Evaluations with doctoral students revealed promising indications for the canvas's applicability and usefulness in guiding iterative DSR projects, reflecting on basic components, and communicating work-in-progress to other scholars and practice. Overall, we complement the body of DSR literature by providing an educational visual inquiry tool for producing design principles. (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01