A Teaching Framework for the Methodically Versatile DSR Education of Master’s Students
Abstract
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.
Keywords
Course development; Design specification; Higher education; IS education research; Teaching framework