Information Systems Development as an Activity

Information systems development (ISD) is analysed in this paper as asystemic work activity, using Activity Analysis and Development (ActAD)as the theoretical framework. ISD is regarded here as the process bywhich some collective work activity is facilitated by newinformation-technological means through analysis, design, implementation,introduction and sustained support, as well as process management. Itis a temporary, boundary-crossing activity which draws its actors,means, rules, etc. from two sides – typically a software companyand the IS user organization. ISD is analysed as a part of a networkof activities, too, around software development and a computer-supporteduse activity. A theoretical framework and a pragmatic checklist arepresented for studying ISD activities. It is argued that the activity-theoretical framework provides a theoretically foundedbut detailed and practicable procedure for studying ISD as a workactivity in context.     

Towards a distinctive body of knowledge for Information Systems experts: coding ISD process knowledge in two IS journals

Abstract.  This paper introduces the idea of coding a practically relevant body of knowledge (BoK) in Information Systems (IS) that could have major benefits for the field. In its main part, the paper focuses on the question if and how an underlying body of action-oriented knowledge for IS experts could be distilled from the IS research literature. For this purpose the paper identifies five knowledge areas as the most important parts for an IS expert's BoK. Two of these are claimed as distinct areas of competence for IS experts: IS application knowledge and IS development (ISD) process knowledge. The paper focuses particularly on ISD process knowledge because it allows the organizing of practically relevant IS knowledge in an action-oriented way. The paper presents some evidence for the claim that a considerable body of practically relevant IS process knowledge might, indeed, exist, but also notes that it is highly dispersed in the IS literature. It then argues that the IS research community should take stock of this knowledge and organize it in an action-oriented way. Based on results from prior work it proposes a four-level hierarchical coding scheme for this purpose. In order to test the idea of coding action-oriented knowledge for IS experts, the paper reports the results of a coded literature analysis of ISD research articles published from 1996 to 2000 in two leading IS journals – Information Systems Journal and MIS Quarterly. The results suggest that ISD approaches form a useful framework for organizing practically relevant IS knowledge.     

Individual attitude toward improvisation in information systems development

In the area of information systems development (ISD) the traditional approaches to developing innovative projects, which are historically characterised by top-down, meticulously planned procedures, may not allow the effective handling of the emergent and continuously evolving needs of users. This article investigates the role of improvisation in addressing the shortcomings of traditional approaches to ISD in the fulfilment of the user's need for the maximisation of IS effectiveness. Prior research on software engineering and human–computer interaction (HCI) has focused considerable attention on the need for a shift in the developer's attitude in dealing with contingencies departing from the original plan, while less emphasis has been placed on the factors that may augment the incidence of the attitude towards extemporaneous action (i.e. improvisation). In an attempt to fill this gap, we theoretically analyse the antecedents of individual attitude toward improvisation, grounding our theoretical framework on the ISD domain.     

Towards the development of a social capital approach to evaluating change management interventions

Many of the issues associated with the inefficiency and ineffectiveness of information systems development (ISD) have been attributed to the poor relationship between business and IT colleagues. Relational issues relating to collaboration and communication before, during and after ISD lead to dissatisfaction with information systems and services. To address these relational issues, many organisations have introduced relationship management initiatives (RM). Yet, their effects have been debatable. This paper argues that this is partly because there is no appropriate evaluative framework for RM. In response, this paper proposes a framework, based on social capital theory, for conceptualising the effects of change management interventions in the poor relationship between business and IT colleagues. The research adopts a case study approach to this end. It explores the strengths and limitations of the approach and suggests new directions for its further development. Overall, the research shows that there is a potential merit in using a social capital approach for the evaluation of change management interventions that aim to improve the collaboration between business and IT, during ISD and beyond.     

Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

Abstract This study discusses the evolution of an instructional systems design (ISD) model that is based on an expanded view of Shulman's concept of pedagogical content knowledge (PCK). An initial model was evaluated in the first iteration of a design experiment, and then it was changed and assessed in two other iterations that followed. The proposed ISD model can be used in educational technology courses, elementary teacher education method courses, and teacher professional development courses to develop information and communication technology (ICT)-related PCK. ICT-related PCK comprises a body of knowledge that educators need to be able to teach with ICT. Evidence from the present study, with preservice elementary teachers, indicates that the evolved model was effective in developing some aspects of ICT-related PCK. Based on the results of the study, more systematic efforts are needed to engage preservice teachers in technology-rich design activities, so that they can adequately develop all aspects of ICT-related PCK. Finally, this study provides baseline data that can be used for comparison purposes in future studies that may be conducted to further validate or modify the suggested ISD model.     

Distilling a body of knowledge for information systems development

As a contribution towards consolidating the information systems (IS) field, we offer a systematic method for distilling a canonical body of knowledge (BOK) for information systems development (ISD), an area that historically accounts for as much as half of all IS research. Based on an integrative synthesis of the literature, we present a map of the most significant ISD research, uncover gaps in its canons and suggest fruitful lines of inquiry for new research. Our review combines citation analysis, which identifies the field's evidence of cumulative tradition, with computer‐aided textual analysis, a hermeneutically guided method that organizes the fragmented corpus of ISD literature into coherent knowledge areas. From a pool of over 6500 articles published in the IS Senior Scholars' Basket of Journals, we find 940 IS citation classics, and from that list, 466 ISD articles that offer canonical ISD knowledge distinctive to IS and complementary to other disciplines such as software engineering and project management. From this study, we offer two contributions: (1) a justification for an ISDBOK grounded in the theory of practice and professionalism, and (2) a canonical map of disciplinary ISD knowledge with areas that have demonstrated cumulative tradition and others that require the attention of IS scholars. © 2017 John Wiley & Sons Ltd     

COSA – A generic cognitive system architecture based on a cognitive model of human behavior

This article presents an overview of COSA, a cognitive system architecture, which is a generic framework proposing a unified architecture for cognitive systems. Conventional automation and similar systems lack the ability of cooperation and cognition, leading to serious deficiencies when acting in complex environments, especially in the context of human-computer interaction. Cognitive systems based on cognitive automation can overcome these deficiencies. Designing such artificial cognitive systems can be considered a very complex software development process. Although a number of developments of artificial cognitive systems have already demonstrated great functional potentials in field tests, the engineering approach of this kind of software is still a candidate for further improvement. Therefore, wide-spread application of cognitive systems has not been achieved yet. This article presents a new engineering approach for cognitive systems, implemented by the COSA framework, which may be a crucial step forward to achieve a wide-spread application of cognitive systems. The approach is based on a new concept of generating cognitive behaviour, the cognitive process (CP). The CP can be regarded as a model of the human information processing loop whose behaviour is solely driven by "a-priori knowledge". The main features of COSA are the implementation of the CP as its kernel and the separation of architecture from application leading to reduced development time and increased knowledge reuse. Additionally, separating the knowledge modelling process from behaviour generation enables the knowledge designer to use the knowledge representation that is best suited to his modelling problem. A first application based on COSA implements an autonomous unmanned air vehicle accomplishing a military reconnaissance mission. Some of the application experiences with the new approach are presented.     

Team leader strategies for enabling collaboration technology adaptation: team technology knowledge to improve globally distributed systems development work

Active management of team adaptation of collaboration technologies offers an important lever for influencing success rates in distributed project work, particularly in settings characterized by high task interdependence, such as information systems development (ISD). Substantial uncertainty exists as to how a leader might influence such technology adaptation during project work. Prior research indicates that a major leader resource to accomplish technology adaptation in these settings would be team technology knowledge (TTK). This empirical field study develops a five-factor model of strategies regarding awareness of TTK that team leaders take in intervening to affect technology adaptation in distributed ISD projects. The analysis indicates insights into when and why these strategies are effective and how they relate to each other as well as the leader's awareness of TTK. The study provides a way for ISD team leaders to approach improving team collaboration from a socio-technical perspective as well as insights into potential levers for improving team technology adaptation and the efficacy of ISD projects.     

Information systems development as emergent socio-technical change: a practice approach

Many information systems development (ISD) initiatives fail to deliver the expected benefits. An important percentage of these are the result of social and organizational factors, not simply technical failures. This paper explores the dynamics of these social and organizational factors to better understand the causes of success and failure. Based on data from a detailed case analysis of an ISD project, the paper depicts the ISD process as an emergent and dynamic one, characterized by continuous local adaptations. The paper ends with a proposal of a feedback-rich framework, based on a practice view of socio-technical change that offers theoretical insights and practical heuristics to system developers and project managers.     

Multi-metaphor method: organizational metaphors in information systems development

Abstract.  Conventional methods have been criticized for their positivist philosophy and for either ignoring the organizational context of information systems development (ISD) or using only a simplistic, machine-based conceptual model of organizations. We have developed an approach to enable systems developers to use a richer view of organizations and a more interpretive approach. Multi-Metaphor Method (MMM) supports developers via a range of metaphors as cognitive structuring devices to understand an organization so that developers can learn to move between different ways of 'reading' the social context in which ISD occurs. We explain the rationale and theoretical underpinnings of MMM and then discuss our action research to investigate the viability and relevance of MMM during ISD practice. We show how the developers' use of organizational metaphors via MMM did not just enable rich conceptualizations of the client organizations but also influenced the ISD process and final product. We review the learning outcomes and discuss the implications for systems development practice of our research.     

Some thoughts on systems integration: A conceptual framework

This article presents a conceptual framework for systems integration in the area of computing systems. The framework identifies a hierarchical structure of concepts and methods that allows us to discuss the different elements of systems integration. The kernel of this approach is the concept of an integration architecture, specifying the general layout of the integration framework. Such an integration architecture is based on enabling technologies, like networking, and forms the basis for global integration activities. These global integration activities are targeted to preserve a common universe of discourse for the user of the integrated architecture and to agree upon a conceptual model of the application domain. Based on these prerequisites, two models for managing the process of systems integration, the post factor approach and the phased top-down approach, are discussed.     

What went right? An analysis of the protective factors in aviation near misses

Abstract

Learning from successful safety outcomes, or what went right, is an important emerging component of maintaining safe systems. Accordingly, there are increasing calls to study normal performance in near misses as a part of safety management activities. Despite this, there is limited guidance on how to accomplish this in practice. This article presents a study in which using Rasmussen’s risk management framework to analyse 16 serious incidents from the aviation domain. The findings show that a network of protective factors prevents accidents with factors identified across the sociotechnical system. These protective networks share many properties with those identified in accidents. The article demonstrates that is possible to identify these networks of protective factors from incident investigation reports. The theoretical implications of these results and future research opportunities are discussed.

Practitioner Statement: The analysis of near misses is an important part of safety management activities. This article demonstrates that Rasmussen?s risk management framework can be used to identify networks of protective factors which prevent accidents. Safety practitioners can use the framework described to discover and support the system-wide networks of protective factors.     

Hypertext functionality: A theoretical framework

This article presents a theoretical framework useful for understanding the functionality of Hypertext systems in terms of their ability to satisfy cognitive requirements for expressing concepts and their relationships. This theoretical framework is derived from a re‐interpretation of Guilford's theory of the Structure of Intellect.     

What affects information systems development team performance? An exploratory study from the perspective of combined socio-technical theory and coordination theory

Quality is an important factor in information systems development (ISD), and ISD team performance closely relates to quality. To better understand ISD teams, we empirically tested a model on ISD team performance by combining socio-technical theory and coordination theory. Using existing empirical studies and data collected from three well-known ISD companies in China, our research results identified influential characteristics of ISD team performance, and revealed similarities and differences between China’s ISD team performance and those in other countries. By the results, we find that knowledge sharing and major do not affect team performance. The compensation satisfaction to job performance is not significant in China, either. Our research provides suggestions for building and supporting ISD teams that could lead to performance improvements.     

EXPERT-MM: A knowledge-based system for maintenance management

This paper presents an approach to the design and development of knowledge-based systems in general and their application in the field of maintenance management in particular. Our approach is based on the idea that different kinds of knowledge in a given domain, namely declarative, procedural and heuristic are supported by corresponding methods and software tools. A prototype knowledge-based system, called EXPERT-MM, for the maintenance activities in the Siam Gipsum Industry (Bangkok, Thailand) has been worked out as a case study and is described in the paper. EXPERT-MM supports three main functions: maintenance policy suggestions, machine diagnosis and maintenance scheduling. The maintenance policy deals with the three types of preventive maintenance. For each component of the equipment it analyses the historical failure data and recommends an appropriate policy with optimal preventive maintenance intervals. This is based on the experts' knowledge stored in a knowledge base. A rotary screw type air compressor is selected for a diagnosis. The knowledge representation scheme is rule-based and the inference strategy mechanism is backward chaining. The knowledge-acquisition process has been organized and realised using a decision tree diagram. The knowledge base contains 154 rules for the diagnosis and 54 rules for the maintenance model selection. the maintenance scheduling module is procedure based. EXPERT-MM development is based on the software tools dBase III Plus, TURBO PASCAL version 6.0 and expert system shell EXSYS, all integrated into a single software system with a user-friendly interface.     

Questions and Information: Contrasting Metaphors

This article examines metaphors for question asking, information and knowledge in the context of knowledge management. Metaphors discussed include: information is a resource, knowledge is a product, a good question is an irritant, and questions are the enemies of authority. The analysis draws on current theories of metaphor from the cognitive sciences as a basis for understanding the conceptual entailments of these terms for the MIS field. Churchman's inquiring systems are discussed as an example of a question-centric approach to knowledge management. The article concludes that a greater emphasis on inquiry would offer a beneficial perspective for practices concerned with information quality and knowledge management.     

An argumentation framework in default logic

This article presents a formal theory about nontrivial reasoning with inconsistent information, applicable, among other things, to defeasible reasoning. The theory, which is inspired by a formal analysis of legal argument, is based on the idea that inconsistency tolerant reasoning is more than revising an unstructural set of premises; rather it should be regarded as constructing and comparing arguments for incompatible conclusions. This point of view gives rise to two important observations, both pointing at some flaws of other theories. The first is that arguments should be compared as they are constructed, viz. step-by-step, while the second observation is that a knowledge representation language is needed with a defeasible conditional, since the material implication gives rise to arguments which are not constructed in actual reasoning. Accordingly, a nonmonotonic logic, default logic, is chosen as the formalism underlying the argumentation framework. The general structure of the framework allows for any standard for comparing pairs of arguments; in this study two such standards are investigated, based on specificity and on orderings of the premises.