This unit will develop students capabilities to undertake research in the information systems field. Students will learn various research methods and study published research papers in which these research methods have been used. Students will learn to evaluate how well the research methods have been used in published research papers. Students will also develop an understanding of some of the exciting, leading-edge research in the information systems field. This understanding may enable students to identify research topics that they would like to pursue, perhaps in an honours, masters, or PhD thesis.
3 hrs seminar/wk
Students will be expected to spend a total of 12 hours per week during semester on this unit as follows:
Ron Weber
Braam Van Der Vyver
Examination (3 hours): 50%; In-semester assessment: 50%
| Assessment Task | Value | Due Date |
|---|---|---|
| Critical evaluation of a published paper in an information systems journal. | 35% | 14 September 2012, 5 pm |
| Seminar participation | 15% (consisting of the average of a student's best 10 participation scores). | At the beginning of each week's class. |
| Examination 1 | 50% | To be advised |
Monash is committed to excellence in education and regularly seeks feedback from students, employers and staff. One of the key formal ways students have to provide feedback is through SETU, Student Evaluation of Teacher and Unit. The University's student evaluation policy requires that every unit is evaluated each year. Students are strongly encouraged to complete the surveys. The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied and areas for improvement.
For more information on Monash's educational strategy, and on student evaluations, see:
http://www.monash.edu.au/about/monash-directions/directions.html
http://www.policy.monash.edu/policy-bank/academic/education/quality/student-evaluation-policy.html
Previous student feedback has indicated they are very satisfied with this unit and that they find the content of the unit to be challenging but useful in developing their research capabilities. At the request of students, in 2011 the class time was increased from two hours per week to three hours per week. Students indicated they thought a three-hour class time was much better than a two-hour class time.
If you wish to view how previous students rated this unit, please go to
https://emuapps.monash.edu.au/unitevaluations/index.jsp
Please check with your lecturer before purchasing any Required Resources. Limited copies of prescribed texts are available for you to borrow in the library, and prescribed software is available in student labs.
All reading materials used in the unit will be available online through the Moodle web site for the unit.
The final examination is open book. All reading materials used in the unit can be taken into the final examination if a student so wishes.
| Week | Activities | Assessment |
|---|---|---|
| 0 | Please read the Week-1 readings prior to coming to class. | No formal assessment or activities are undertaken in week 0. |
| 1 | Introduction: Choosing the Research Problem | Assessment task 2: weekly seminar participation. |
| 2 | Theory Building-I | Assessment task 2: weekly seminar participation. |
| 3 | Theory Building-II | Assessment task 2: weekly seminar participation. |
| 4 | Experiments-I | Assessment task 2: weekly seminar participation. |
| 5 | Experiments-II | Assessment task 2: weekly seminar participation. |
| 6 | Experiments-III | Assessment task 2: weekly seminar participation. |
| 7 | Case Study Research-I | Assessment task 2: weekly seminar participation. |
| 8 | Case Study Research-II | Assessment Task 1: Critical Evaluation of a published paper in an IS journal due 14th September 2012 at 5pm. Assessment task 2: weekly seminar participation. |
| 9 | Design Science Research-I | Assessment task 2: weekly seminar participation. |
| 10 | Design Science Research-II | Assessment task 2: weekly seminar participation. |
| 11 | Action Learning-I | Assessment task 2: weekly seminar participation. |
| 12 | Action Learning-II | Assessment task 2: weekly seminar participation. |
| SWOT VAC | No formal assessment is undertaken SWOT VAC | |
| Examination period | LINK to Assessment Policy: http://policy.monash.edu.au/policy-bank/ academic/education/assessment/ assessment-in-coursework-policy.html |
*Unit Schedule details will be maintained and communicated to you via your MUSO (Blackboard or Moodle) learning system.
Faculty Policy - Unit Assessment Hurdles (http://www.infotech.monash.edu.au/resources/staff/edgov/policies/assessment-examinations/unit-assessment-hurdles.html)
Academic Integrity - Please see the Demystifying Citing and Referencing tutorial at http://lib.monash.edu/tutorials/citing/
The criteria used to assess the assignment are:
The "ability to contribute to a structured discussion of key IS issues" is one of the objectives of FIT5181.
Each week the lecturer will assess the contribution of each student based on:
(a) the student's understanding of the readings that have been assigned,
(b) the student's insights in terms of the quality of the assigned readings, and
(c) the extent to which the student contributes constructively to the class discussion.
The seminar participation mark will be the average of a student's best ten participation scores. Students will be notified of their participation mark each week and their overall participation mark in Week 12. A copy of the assessment proforma that will be used is available on this web site.
It is a University requirement (http://www.policy.monash.edu/policy-bank/academic/education/conduct/plagiarism-procedures.html) for students to submit an assignment coversheet for each assessment item. Faculty Assignment coversheets can be found at http://www.infotech.monash.edu.au/resources/student/forms/. Please check with your Lecturer on the submission method for your assignment coversheet (e.g. attach a file to the online assignment submission, hand-in a hard copy, or use an online quiz).
Submission must be made by the due date otherwise penalties will be enforced.
You must negotiate any extensions formally with your campus unit leader via the in-semester special consideration process: http://www.infotech.monash.edu.au/resources/student/equity/special-consideration.html.
Monash has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University's academic standards, and to provide advice on how they might uphold them.
You can find Monash's Education Policies at:
http://policy.monash.edu.au/policy-bank/academic/education/index.html
Key educational policies include:
The University provides many different kinds of support services for you. Contact your tutor if you need advice and see the range of services available at www.monash.edu.au/students. For Sunway see http://www.monash.edu.my/Student-services, and for South Africa see http://www.monash.ac.za/current/
The Monash University Library provides a range of services and resources that enable you to save time and be more effective in your learning and research. Go to http://www.lib.monash.edu.au or the library tab in my.monash portal for more information. At Sunway, visit the Library and Learning Commons at http://www.lib.monash.edu.my/. At South Africa visit http://www.lib.monash.ac.za/.
Academic support services may be available for students who have a disability or medical condition. Registration with the Disability Liaison Unit is required. Further information is available as follows:
Week 1: Introduction; Choosing the Research Problem
Locke, K., and Golden-Biddle, K. (1997). Constructing opportunities for contribution: Structuring intertextual coherence and “problematizing” in organizational studies. Academy of Management Journal, 40 (5), 1023-1062.
Week 2: Theory Building-I
Gregor, S. (2006). The nature of theory in information systems. MIS Quarterly, 30 (3), 611-642.
Weber, R. (2012). Evaluating and developing theories in the information systems discipline. Journal of the Association for Information Systems, 13 (1), 1-30. (Read up to the end of Section 4 of Weber’s paper).
Week 3: Theory Building-II
Griffith, T.L., Sawyer, J.E., & Neale, M.A. (2003). Virtualness and knowledge in teams: Managing the love triangle of organizations, individuals, and information technology. MIS Quarterly, 27 (2), 265-287.
Weber, R. (2012). Evaluating and developing theories in the information systems discipline. Journal of the Association for Information Systems, 13 (1), 1-30. (Read from Section 5 to the end of Weber’s paper. Please check the validity of Weber’s analysis of Griffith et al.’s paper).
Week 4: Experiments-I
Experimental design reading from Web:
http://www.socialresearchmethods.net/kb/contents.php
Read the “Design” section only of this e-book up to but not including the subsection on “Hybrid Experimental Designs.”
Week 5: Experiments-II
Experimental design reading from Web:
http://www.socialresearchmethods.net/kb/contents.php
Read the subsections on “Construct Validity” and Reliability” only under the “Measurement” section of this e-book. Omit the subsubsection on “Pattern Matching for Construct Validity” under the subsection “Construct Validity.”
Week 6: Experiments-III
Allen, G.N., & March, S.T. (2006). The effects of state-based and event-based data representation on user performance in query formulation tasks. MIS Quarterly, 30 (2), 269-290.
Adipat, B., Zhang, D, and Zhou, L. (2011). The effects of tree-view based presentation adaptation on mobile web browsing. MIS Quarterly, 35 (1), 99-121.
Week 7: Case Study Research-I
Eisenhardt, K.M. (1989). Building theories from case study research. Academy of Management Review, 14 (4), 532-550.
Klein, H.K. & Myers, D. (1999). A set of principles for conducting and evaluating interpretive field studies in information systems. MIS Quarterly, 23 (1), 67-94.
Week 8: Case Study Research-II
Sarker, S., & Lee, A.S. (2006). Does the use of computer-based BPC tools contribute to redesign effectiveness? Insights from a hermeneutic study. IEEE Transactions on Engineering Management, 53 (1), 130-145.
Chua, C.E.H., Lim, W-K., Soh, C., and Sia, S.K. (2012). Enacting clan control in complex IT projects: A social capital perspective. MIS Quarterly, 36 (2), 577-600.
Week 9: Design Science Research-I
Hevner, A.R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75-106.
Gregor, S., & Jones, D. (2007). The anatomy of a design theory. Journal of the Association for Information Systems, 8 (5), 312-335.
Week 10: Design Science Research-II
Arnott, D. (2006). Cognitive biases and decision support systems development: A design science approach. Information Systems Journal, 16 (1), 55-78.
Albert, T.C., Goes, P.B, & Gupta, A. (2004). GIST: A model for design and management of content and interactivity of customer-centric web sites. MIS Quarterly, 28 (2), 161-182.
Week 11: Action Learning-I
Davidson, R.M., Martinsons, M.G., & Kock, N. (2004). Principles of canonical action research. Information Systems Journal, 14, 65-86.
Mathiassen, L., Chiasson, M., and Germonprez, M. (2012). Style composition in action research publication. MIS Quarterly, 36 (2), 347-363.
Week 12: Action Learning-II
DeLuca, D., and Valacich, J.S. (2006). Virtual teams in and out of synchronicity. Information Technology & People, 19 (4), 323 – 344.
Braa, J., Monteiro, E., & Sahay, S. (2004). Networks of action: Sustainable health information systems across developing countries. MIS Quarterly, 28 (3), 337-362.