Design Science Research in IS
Objective
The course develops skills needed for conducting design research in information systems. This kind of research aims at designing artifacts such as tools, methods and techniques, that make information systems more effective and efficient. Students will also acquire skills in writing research proposals and articles that follow the design research paradigm. They will learn how to publish such research.
Content
[Kuechler and Vaishnavi, 2008] details the emergence of IS design research (ISDR) and how it become a distinct line of research within the IS field. [Iivari, 2007] defines IS as an ”applied science of meta-artifacts”. An artifact is broadly defined as ”those bund les of cultural properties packaged in some socially recognizable form such as hardware and software” [Orlikowski and Iacono, 2001].
Design science in information systems research have been well defined in [March and Smith, 1995]. Recently, several papers promoting design science in IS have been published. Among them, a largely diffused paper [Hevner et al., 2004] consolidated artifact based research and design research in IS, and established IS design research as a legitimate alternate way of doing research to the more established empirical IS research. Different aspects of design science in IS research have been considered in the literature: paradigms and theses [Iivari, 2007], framework and guidelines [Hevner et al., 2004], taxonomy and theory [Gregor and Jones, 2007], method and process [Peffers et al., 2008], and patterns [Vaishnavi and Kuechler, 2008].
Upon completion this course, the participants will have a general understanding of the current state and trends in design research in information systems, and be aware of design paradigms, frameworks, theories, methods, patterns, evaluation approaches, and rationales.
Furthermore, the participants will be able to use theses design techniques for
• reviewing papers,
• writing research proposals, and
• writing articles and theses.
Course materials are listed in the syllabus and provided on the web site. Weekly reading materials will acquaint the participants with the topic to be covered in the upcoming class. Students are required to read all of them for the course. The assigned reading list is provided in the “Course Schedule” section of this syllabus.
Evaluation
For grading purpose, activities will be issued based on the following scheme: (a) 30% for the class participation, (b) 20% for the research proposal, and (c) 50% for the design research article).
Language
The course is given in French but the course material is in English. In addition, English-speaking students can ask their questions, and write exam and project paper in English.
Business Model Generation Book
In May 2009 Alex Osterwalder and I will bring a new management book to the market, which will be a beautiful manual for entrepreneurs and executives about business model innovation.
We talk about business models every day. New disruptive business models are changing the competitive landscape. They are a part of our generation. But rarely do we approach them systematically. Business Model Generation gives you a range of powerful, simple, applicable and tested tools to understand, design, differentiate and challenge your business models.
The book has four main sections that help you design outstanding and innovative business models. It covers describing business models visually, popular business model patterns, designing innovative business models, and questioning your business model strategically.
Business Model Generation is designed as a handbook that shall not just inspire you, but help you with its applicable content. It is a good company in your efforts to strengthen your current business model and/or assist you in your quest to craft new game changing business models.
Buy early access to raw content now on BMG website
See the video Business Model Generation (from Fisheye on Vimeo)