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  • 1.
    Babaheidari, Said Morad
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Haj-Bolouri, Amir
    University West, Department of Economics and IT, Divison of Informatics.
    Högberg, Karin
    University West, Department of Economics and IT, Division of Business Administration.
    Ljungdahl Eriksson, Martin
    University West, Department of Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, Department of Economics and IT, Divison of Informatics.
    Norström, Livia
    University West, Department of Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media and Design.
    Willermark, Sara
    University West, Department of Economics and IT, Division of Media and Design.
    Work-integrated Learning in a Doctoral Course in Informatics2016In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, p. 1-11Conference paper (Other academic)
    Abstract [en]

    Being the first university in the world to provide doctoral program in Work-integrated Learning (WIL), we face the challenge of how to integrate doctoral courses into the WIL philosophy, which is the profile of the University West, Sweden. To exemplify what we mean by such a notion of integration, we introduce and demonstrate our proposed ontological approach to integrate a PhDcourse into the fundamental concepts underpinning WIL. The WIL within the context of informatics research (which is a subfield of the IS discipline) playsfive different roles of (1) the main course content, (2) the target occupation ofthe students and occupational field of the teachers, (3) the analytical perspective of the research activities in the course, (4) the educational method where teachers and students conduct collaborative research activities as a cognitive apprenticeship learning model, and (5) a co-authored research paper as outcome.The outcomes of such a conducted approach and lessons learned from the course will be thoroughly described. In the course, a meta-analysis of WIL informatics research will be performed to examine four dimensions which are: theories relevant for WIL; methods used in WIL research; occupational fields in WIL informatics studies; and roles of technology in WIL research. The course is arranged in the these phases: Local investigation; locally rooted research within the informatics field is examined by the course participants in dialogue with the authors of a number of published articles in order to see the extent and the how aspects of these identified WIL-oriented research work; Local synthesis; both teachers and the PhD students (i.e., course participants) explore the results and synthesize a local WIL-model; Global overview; a number of related international literature is selected and studied; Global synthesis; The local WIL model is compared to the global investigation. Co-authoring; a research paper is co-authored by the course participants and presented at a conference. By doing so, we enhance our understandings and thus contribute to one additional practical application of WIL's pedagogical philosophy, which influences the course content, the course format, the activities, the teaching-learning model,and the outcome of the course.

  • 2.
    Haj-Bolouri, Amir
    University West, School of Business, Economics and IT, Divison of Informatics.
    Design Principles for E-Learning that Support Integration Work: A Case of Action Design Research2019In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 11491 LNCS, p. 300-316Article in journal (Refereed)
    Abstract [en]

    Design principles are prescriptive knowledge that offers theory-based guidelines for Design Science Research in Information Systems. This paper introduces and proposes a set of design principles for e-learning that support integration work. The design principles are proposed based on two cycles of Action Design Research. The cycles were conducted in the organizational setting of stakeholders and end-users known as integration workers, which are responsible for supporting the integration process of newly arrived immigrants of society. Overall, the contributions of this paper are (1) e-learning technologies that support integration work, (2) prescriptive knowledge in form of design principles for designing e-learning technologies that support integration work, and (3) an explicit case of Action Design Research that demonstrates the process of shaping and re-shaping design principles through two different cycles. © 2019, Springer Nature Switzerland AG.

  • 3.
    Haj-Bolouri, Amir
    University West, School of Business, Economics and IT, Divison of Informatics.
    Designing for Adaptable Learning2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The research in this thesis emphasizes the endeavor of designing for adaptable learning. Designing for adaptable learning is understood as an overall response to designing for integration work. Designing for integration work is thus classified as a special case of designing for adaptable learning. Integration work in this research is understood as a professional practice that aims to improve and support the integration process of newly arrived immigrants (referred to as newcomers) in society. As professional practitioners of integration work, integration workers face daily challenges that are wicked by nature. In order to understand and problematize these challenges, the empirical work of this research was organized and performed within a case of digitalizing the civic orientation program in Sweden. The civic orientation program is a special case of integration work in Sweden, where integration workers organize and provide civic orientation to newcomers in Sweden. Different groups of newcomers are subsequently participating in a required 60 hours of civic orientation and are provided sessions through their native language. The integration workers are responsible for organizing and performing civic orientation through a dynamic process of dialogues, exercises, and more. Integration work as a practice, however, does not incorporate a standardized knowledge base, which provides integration workers a unified way of organizing and performing civic orientation. Instead, different counties and municipalities in Sweden organize and perform civic orientation in various ways. Furthermore, due to the extreme heterogeneity among newcomers as participants in civic orientation, the integration workers are forced to adapt. In turn, the integration workers themselves are heterogeneous due to their different roles, areas of responsibilities, and more essentially, worldviews. In order to understand and problematize the aspects of designing for integration work, an explorative approach was adopted through three consecutive cycles of Action Design Research. The cycles were performed from 2013 until completion of this thesis. The thesis was subsequently governed through three research questions: (1) How to design for integration work? (2)What makes designing for integration work significant? (3) Why do design for integration work? There search questions were addressed and answered through a body of produced knowledge that captures and provides the essential contributions of the thesis. The contributions of the thesis highlight different aspects of designing for integration work, as a special case of designing for adaptable learning. Thus, the contributions are presented and discussed with an explicit bearing toward designing for adaptable learning,as the general class of problems and solutions of this research. The contributions are consequently provided through: (1) an ensemble artifact that is termed a digital platform for civic orientation; (2) an Information Systems Design Theory for adaptable e-learning; (3) a design research methodology that incorporates work-integrated learning; (4) the meta-design of an open learning platform that supports the social integration of newcomers in society; and (5) a philosophical concept that problematizes and conceptualizes the essence of presence in e-learning. Ultimately, the research contributes to the research domains of information systems and work-integrated learning, by providing findings that problematize core aspects of designing for adaptable learning. Furthermore, the thesis extensively discusses the findings of this research by emphasizing a philosophical perspective toward core aspects of the research contributions. Finally, the thesis concludes with a set of limitations of the current research and a brief discussion about potential endeavours of future research.

  • 4.
    Haj-Bolouri, Amir
    University West, School of Business, Economics and IT, Divison of Informatics.
    Kernel Philosophy: A Way of Inspiring and Making Sense of Design in Information Systems Research?2018In: SIGPrag's proceedings, American Information Society , 2018, p. 1-19Conference paper (Other academic)
    Abstract [en]

    This research in progress introduces the concept of kernel philosophy to advance prior discussions concerning design, meta-design, the underlying rationale of design, and the assumptions and values of which a design rationale rests upon. Consequently, the present research proposes philosophy as a kernel that ingrains the assumptions and values of a design rationale, and how an active use of kernel philosophy may establish a reflective attitude to-wards design in information systems research, through two main features (1) sense-making of design/meta-design and (2) inspiring the design/meta-design process. Finally, the paper pro-vides a brief demonstration of kernel philosophy in use and ends with a brief discussion con-cerning limitations and future research.

  • 5.
    Haj-Bolouri, Amir
    University West, Department of Economics and IT, Divison of Informatics.
    The Notion of Users in Design Science Research2015In: Proceedings of the 38th Information Systems Research Seminar in Scandinavia (IRIS 38), Oulu, Finland, 9-12 August / [ed] Anssi Öörni, Netta Iivari, Kari Kuutti, Harri Oinas-Kukkonen and Mikko Rajanen (eds.), 2015, p. 1-15Conference paper (Refereed)
    Abstract [en]

    Design Science Research (DSR) has since the last decade become a paradigm within the field of Information Systems (IS). It provides researchers and practitioners within IS with a rich set of tools in terms of methods, theoretical foundations, research validity and other characteristics. This paper investigates what the notion of users is in DSR. It presents results from a small literature review based on 31 DSR-papers. The results indicate a low presence of how DSR-papers conceptualize the concept of users. The paper suggests that DSR hasn’t reached it’s full potentialities in terms of positioning an explicit notion of users, and that it can be a relevant task for further research for IS-researchers in general, and for DSR-researchers in particular.

  • 6.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, Department of Economics and IT, Division of Media and Design.
    A Duality of Digitalization: How Can We Understand the Tension Between Professional's Beliefs and Affordances with Digital Services in Civic Orientation?2015In: Conference Proceedings: ABSTRACTS All Concurrent Sessions Presented at the 19th World Conference on Cooperative & Work Integrated Education, WACE , 2015Conference paper (Refereed)
    Abstract [en]

    Throughout the last 2 decades, workplaces have been provided with digital services for optimizing work activities and processes. A variety of professions have incorporated their tasks for teaching and learning through the utilization of novel digital services. Teachers and students have the opportunity to interact with each other regardless of geographical locations through distance education and learning. Overall, the phenomenon of digitalization has generated consequences and effects for the society in general, and workplaces and professionals in particular.

        Recently, a notion of digitalization has reached projects conducted on a national level for integrating newcomers in Sweden. The Swedish government has appointed members from University West, together with a municipality in West Sweden to launch a novel digitalization project. The project emphasizes challenges and issues with designing, developing and evaluating an open digital experience in Civic Orientation. This paper examines and discusses a duality of digitalization by investigating how we can understand the tension between professional’s pre-understanding and affordances of digital services in Civic Orientation. We will present results from interviews with professionals at the municipality, together with results from a survey evaluation. We argue in the paper, that it is beneficial for further research, to understand the tension between professional’s beliefs and affordances of digital services.

  • 7.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, Department of Economics and IT, Division of Media and Design.
    Bernhardsson, Patrik
    University West, Department of Economics and IT, Division of Media and Design.
    CollaborGeneous: A Framework of Collaborative IT-Tools for Heterogeneous Groups of Learners2015In: New Horizons in Design Science: Broadening the Research Agenda / [ed] Donnellan, Brian; Helfert, Markus; Kenneally, Jim; VanderMeer, Debra; Rothenberger, Marcus; Winter, Robert, Springer International Publishing , 2015, Vol. 9073, p. 376-380Chapter in book (Other academic)
    Abstract [en]

    In this paper, we present our designed prototype: CollaborGeneous. CollaborGeneous is a framework of collaborative IT-tools for heterogeneous groups of learners in Civic Orientation. It is designed to serve different types of activities for producing, maintaining, distributing and presenting digital learning-material within Civic Orientation. The significance of introducing our prototype is relevant for both practitioners and researchers within Design Science Research. The novelty of our artifact lies in its characteristic of use in the intersection between Civic Orientation and Information Systems, providing different groups of learner's necessary tools to collaborate and create an open digital experience of Civic Orientation.

  • 8.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Bernhardsson, Patrik
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    An information systems design theory for adaptabe E-learning2016In: Proceedings of the Annual Hawaii International Conference on System Sciences, ISSN 1530-1605, Vol. 2016-March, p. 4414-4423Article in journal (Refereed)
    Abstract [en]

    An Information Systems Design Theory is a prescriptive theory that offers theory-based principles, which can guide practitioners and scholars in the design of effective information systems and set an agenda for on-going research. This paper introduces and describes an ISDT for adaptable E-Learning. We formulate our ISDT based on two cycles of Action Design Research. The cycles were conducted in an authentic organizational setting with end-users, responsible for organizing, producing and distributing civic orientation. Based on our findings, we propose that our ISDT, together with its components, can be used to design, implement and support an information system that incorporates E-Learning, which is not explicitly constrained to the formal context of higher education. © 2016 IEEE.

  • 9.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, Department of Economics and IT, Division of Media and Design.
    Rossi, Matti
    Aalto University, Finland.
    Introducing PADRE: Participatory Action Design Research2015In: Workshop Programme and Proceedings: AIS SIGPRAG Pre-ICIS Workshop :Practice-based Design and Innovation of Digital Artifacts, SIGPrag , 2015, p. 1-16Conference paper (Refereed)
    Abstract [en]

    Action Design Research (ADR) is a Design Research (DR) method that enriches the DesignScience Research (DSR) paradigm, by providing stages and principles for designing IT artifacts and allowing for their emergence in an organizational context. The method has been used and elaborated by scholars, extending the mode of the method and its stages, incorporating and adopting knowledge from related approaches such as Participatory Action Research(PAR) and Participatory Design (PD). In this paper, we have adopted principles and philosophy from PAR and PD to extend and elaborate the AD R method, by providing afront-end of Action Research (AR) that emphasizes learning through incremental iteration. We will introduce our elaborated method as Participatory Action Design Research (PADRE) and demonstrate how we have used it in our own research. We argue that the ADR method can benefit from incorporating learning within and across each and every stage iteratively. We also argue that learning can be used as an repository of knowledge, which informs and gets accumulated for formalization of learning that can be re-used within different cycles of ADR.Hence, we introduce PADRE and provide a model that consists of a set of key-components, which extends and elaborates the ADR method.

  • 10.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, Department of Economics and IT, Division of Media and Design.
    Rossi, Matti
    Information Systems, Aalto University, Finland.
    PADRE: a Method for Participatory Action Design Research2016In: Tackling Society's Grand Challenges with Design Science: 11th International Conference, DESRIST 2016, St. John's, NL, Canada, May 23-25, 2016, Proceedings / [ed] Editors: Parsons, J., Tuunanen, T., Venable, J., Donnellan, B., Helfert, M., Kenneally, J. (Eds.), Springer International Publishing , 2016, Vol. 9661, p. 19-36Conference paper (Refereed)
    Abstract [en]

    Action Design Research (ADR) is a Design Research (DR) method that enriches the Design Science Research (DSR) paradigm, by providing stages and principles for designing artifacts and allowing for their emergence in an organizational context. The method has been used and elaborated by scholars, extending the mode of the method and its stages, incorporating and adopting knowledge from related approaches such as Participatory Action Research (PAR) and Participatory Design (PD). In this paper, we have adopted principles and philosophy from PAR and PD to extend and elaborate the AD R method, by providing a front-end of Action Research (AR) that emphasizes learning through incremental iteration. We will introduce our elaborated method as Participatory Action Design Research (PADRE) and demonstrate how we have used it in our own research. We argue that the ADR method can benefit from incorporating learning within and across each and every stage iteratively. We also argue that learning can be used as a learning nexus, which informs and gets accumulated for formalization of learning that can be re-used within different cycles of ADR. Hence, we introduce PADRE and provide a model that consists of a set of key-components, which extends and elaborates the ADR method

  • 11.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Chandra Kruse, Leona
    University of Liechtenstein, Vaduz, Liechtenstein.
    Iivari, Juhani
    University of Oulu, Information Systems, Pentti Kaiteran katu 1, 90014 Oulu, Finland.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    How Habermas' Philosophy can Inspire the Design of Information Systems: The Case of Designing an Open Learning Platform for Social Integration2016In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016. Ljungskile, Sweden, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika, 2016, Vol. 7, p. 1-13Conference paper (Other academic)
    Abstract [en]

    The notions of immigration and social integration have increasingly become central themes in public discourse,particularly in the European Union. Besides opportunities, this phenomenon also poses challenges to the host nations of promoting social integration of immigrants. Continuing an earlier Design Science Research project that developed an open learning platform for Civic Orientation in Sweden, this paper attempts to extend this platform using Jürgen Habermas' Theory of Communicative Action as an inspiration. We aim at designing a more inclusive open learning platform for social integration that supports instrumental, strategic, normatively-regulated, dramaturgical, and communicative action. We expect to further the relevance of philosophy in IS research by not only making sense of phenomena through philosophical lens, butalso attaining inspirations from philosophy in designing sociotechnical information systems.

  • 12.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Conceptualizing the Essence of Presence in Distance Education through Digital Dasein2017In: International Journal on E-learning, ISSN 1537-2456, E-ISSN 1943-5932, Vol. 16, no 2, p. 149-173Article in journal (Refereed)
    Abstract [en]

    Abstract: In order to learn, presence is necessary. If we experience a genuinely rich presence, exams, tests and other forms of evaluating knowledge are not crucial for learning. In distance learning, the concept of presence is not obvious. Presence in distance and network contexts usually means being active on social media. However, in distance and network learning, something more is needed. It is the face-to-face interaction that needs to be "digitalized". In order to investigate this, we have turned to Heidegger (1927) and the concept of Dasein. The concept of Dasein means to apprehend the existence of the world and not only the world itself. Digital Dasein means to transcend the digital medium and reveal the essence of presence for a more translucent form of e-learning. The need for an artefact mediating Digital Dasein has been identified.

  • 13.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Conceptualizing the essence of presence in E-learning through digital dasein2017In: International Journal on E-learning, ISSN 1537-2456, E-ISSN 1943-5932, Vol. 16, no 2, p. 149-173Article in journal (Refereed)
    Abstract [en]

    In order to learn, presence is necessary. If we experience a genuinely rich presence, exams, tests and other forms of evaluating knowledge are not crucial for learning. In distance learning, the concept of presence is not obvious. Presence in distance and network contexts usually means being active on social media. However, in distance and network learning, something more is needed. It is the face-to-face interaction that needs to be “digitalized”. In order to investigate this, we have turned to Heidegger (1927) and the concept of Dasein. The concept of Dasein means to apprehend the existence of the world and not only the world itself. Digital Dasein means to transcend the digital medium and reveal the essence of presence for a more translucent form of e-learning. The need for an artefact mediating Digital Dasein has been identified. © 2017, Association for the Advancement of Computing in Education. All rights reserved.

  • 14.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Designing a Web-Based Education Platform for Swedish Civic Orientation2014In: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August. / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, p. 1-13Conference paper (Refereed)
    Abstract [en]

    Newcomers in Sweden face a problem of learning the Swedish society with respect to laws, culture, democratic values, education system, labor market and aspects of taking the role as a parent. The municipality of Gothenburg and the county administrative board in Västra Götaland are appointed by the Swedish government to educate newcomers in civic orientation. This paper describes some problems in providing distance education for Swedish civic orientation in forms of advanced learning modules (ALM). Requirements for implications for design were gathered through several conducted workshops together with relevant stakeholders through a participatory design approach. We concluded that our design for implications can be processed for future research and used together with a system solution.

  • 15.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Conceptualizing the Essence of Presence in Distance Education through Digital Dasein2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 746-754Conference paper (Refereed)
    Abstract [en]

    In order to achieve learning, presence is necessary. If we have good presence, no tests are necessary. In distance learning, the concept of presence is not obvious. Presence in distance and network contexts usually means being active on social media. However, in distance and network learning, something more is needed. It is the face-to-face interaction that needs to be “digitalized”. In order to investigate this, we have turned to Heidegger (1927) and the concept of Dasein. The need for an artifact mediating Dasein has been identified. The concept of Dasein is not easy, not even in philosophical terms. It means being somewhere else, and not on the place you are present. We have extended the The Community of Inquiry Model originating from Garrisson & Andersson (2003) by introducing the concept of digital Dasein.

  • 16.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, Department of Economics and IT, Divison of Informatics.
    Thapa, Devinder
    University of Agder, Department of Information Systems, Gimlemoen 25, Kristiansand.
    Imparting social values through eLearning platform: A social learning approach2016In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, p. 1-15Conference paper (Other academic)
    Abstract [en]

    In this paper, we have identified a gap with regard to imparting social values in an eLearning platform that was designed for orienting immigrants entering Sweden (newcomers). We identified that an existing eLearning platform is more oriented towards creating awareness rather than imparting transformative learning. Therefore, we propose a conceptual framework suggesting how to bring in the social values in eLearning platform,by subsequently applying social learning approach to promulgate transformative learning in which the learner also internalize the values in their attitude and behavior. The proposed framework makes a theoretical contribution by combining the notion of value, value content, value systems and social learning approach in the eLearning platform. The contribution also has practical implications in terms of providing transformative learning to newcomers. We argue that the contents on social values through the eLearning platform should be transformative, and not only informative. We suggest to integrate social values in the eLearning platform; make the learning transformative, and impart those values through social learning approaches such as triple-loop learning, connecting various communities of practices and to make the platform more interactive and engaging

  • 17.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Purao, Sandeep
    Information and Process Management, Bentley University, USA.
    Rossi, Matti
    Information Systems, Aalto University, Finland.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Action Design Research as a Method-in-Use: Problems and Opportunities2017In: Designing the Digital Transformation: DESRIST 2017 Research in Progress Proceedings / [ed] Maedche, Alexander [Hrsg.]; Brocke, Jan vom [Hrsg.]; Hevner, Alan [Hrsg.], Karlsruhe: KIT Publishers, 2017, p. 110-118Conference paper (Refereed)
    Abstract [en]

    This paper reports on the results of a study to investigate how scholars engage with and use the action design research (ADR) approach. ADR has been acknowledged as an important variant of the Design Science Research approach, and has been adopted by a number of scholars, as the methodological basis for doctoral dissertations as well as multidisciplinary research projects. With thisuse, the research community is learning about how to apply ADR's central tenets in different contexts. In this paper, we draw on primary data from researchers who have recently engaged in or finished an ADR project to identify recurring problems and opportunities related to working in different ADR stages, balancing demands from practice and research, and addressing problem instance vs. class of problems. Our work contributes a greater understanding of how ADR projects are carried out in practice, how researchers use ADR, and pointers to possibilities for extending ADR.

  • 18.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Purao, Sandeep
    Bentley University, Bentley, USA.
    Rossi, Matti
    Aalto University, Helsinki, Finland.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Action Design Research in Practice: Lessons and Concerns2018In: Proceedings ECIS 2018 / [ed] Frank U.,Kautz K.,Bednar P.M., 2018, article id 1755Conference paper (Other academic)
    Abstract [en]

    This paper reports on the results of a study of how scholars engage with and use the action designresearch (ADR) method. Since its publication, ADR has been acknowledged as an importantvariant of DSR, and has been adopted by a number of researchers. It has been adopted as theprimary research method for doctoral dissertations as well as research projects in severaldisciplines. With the increasing use of ADR, the research community is also learning about how toapply ADR in different contexts. In this paper, we focus on how researchers are using the method.Drawing on primary data from researchers who have recently engaged in or finished an ADRproject, we identify several recurring themes: managing expectations with actual outcomes ofADR-projects, coordinating work across different ADR-stages, and balancing the focus on probleminstance versus class of problems. Our work contributes a greater understanding about how ADRprojects are carried out in practice, how researchers can avoid some of the common pitfalls, andhow the method can be applied more effectively.

  • 19.
    Haj-Bolouri, Amir
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Designing for Heterogeneous Groups of End-Users Towards a Nascent Design Theory2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 765-776Conference paper (Refereed)
    Abstract [en]

    Poverty, war, conflicts, and other forces of global turmoil are constantly challenging how developed nations design their processes for immigration in general, and civic orientation in particular. This paper focuses on an exploratory study of the challenges coupled with the digitalization of civic orientation in a region of West Sweden – and concludes with a set of five tentative design guidelines for how to design for heterogeneous groups of end-users.

  • 20.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Rossi, Matti
    Aalto University, Information Systems, Helsinki, Finland.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-Integrated Learning as an Outcome of Using Action Design Research in Practice2019In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 11491, p. 92-107Article in journal (Refereed)
    Abstract [en]

    This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADRis a subtype of Design Science Research (DSR) and a prominent method forfacilitating mutually beneficial collaboration between academia and practice.Subsequently, we tie our work around ADR and WIL to the Scandinavianschool of IS-research and worker participation, by emphasizing reflectivepractice on both researcher and practitioner side. We demonstrate this throughtwo empirical cases and four case episodes. Consequently, the cases highlightbuilding, intervention, and evaluation in the areas of civic orientation and countyadministration. The narrative around each case focuses on ADR-activities thatmediate reflection and learning through iterative cycles. Outcomes from thecases are reported as WIL-outcomes and finally, we conclude this paper bybriefly suggesting two implications for future relevant research

  • 21.
    Sjöström, J.
    et al.
    University, Uppsala, Department of Informatics and Media, Uppsala Sweden.
    Kruse, L. C.
    University of Liechtenstein, Institute of Information Systems, Vaduz, Liechtenstein.
    Haj-Bolouri, Amir
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Software-embedded evaluation support in design science research2018In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 10844 LNCS, p. 348-362Article in journal (Refereed)
    Abstract [en]

    Even though the practice of integrating evaluative features into software has long been applied in commercially available software, it is still underrepresented in the Information Systems (IS) community. This paper presents a framework for embedded evaluation support. We are aware of the challenges of evaluation of socio-technical systems and take this issue into consideration in our framework. Our framework is the result of conceptualizations drawing from the evaluation discourse discussion on the topics of artifact evaluation in DSR. We also demonstrate our ideas through two examples of embedded evaluation support mechanisms designed and used in a DSR project in the Swedish healthcare sector. © Springer International Publishing AG, part of Springer Nature 2018.

  • 22.
    Sjöström, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Chandra Kruse, Leona
    University of Liechtenstein, Vaduz, Liechtenstein.
    Haj-Bolouri, Amir
    University West, Department of Economics and IT, Divison of Informatics.
    A Design Theory for Built-in Evaluation Support2016In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, p. 1-17Conference paper (Other academic)
    Abstract [en]

    Even though the practice of integrating evaluative features into the artifact has long been applied in commercially available software, it is still under represented in IS community. This paper presents a design theory for built-in evaluation support. We seek to incorporate the idea of 'the self-evaluating artifact' into the design science research. We are aware of the challenges in designing built-in evaluation features in socio-technical systems and take this issue into consideration in our framework. While the theory draws from the literature on evaluation in DSR, we also provide an expository instantiation of the theory demonstrating a built-in evaluation support mechanism designed and used in DSR research in the Swedish healthcare sector.

1 - 22 of 22
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