Learning and using methodologies in information systems analysis and design/ by Peter Axel Nielsen.
Series: Report (Aalborg universitetscenter. Afdeling for matematik og datalogi) ; R 91-25.Publication details: Aalborg, Denmark: University of Aalborg, Institute for Electronic Systems, Dept. of Mathematics and Computer Science, [1991].Description: ix, 205 p.: ill.; 30 cmSubject(s): Dissertation note: Thesis (Ph. D.)--Lancaster University, 1990. Summary: Abstract: "This thesis addresses the fundamental question: 'Which methodologies in which situations?' Action Research has served as the primary research approach, i.e. the thesis is based on documented and practical experience. The argumentation throughout the thesis is rooted in this practice; the lessons learned, the interpretation and the reflection refer explicitly hereto or to the theoretical framework of the thesis. The thesis refers to three levels of practice: The individual level: Based on qualitative interviews with three systems developers lessons have been learned on the richness and diversity of individual use of methodologies. The project level: Based on the use of methodologies in three similar projects (documented in project diaries) several lessons have been learned. Some of the lessons address the question of the domain of usefulness of the involved methodologies. The remaining lessons address the question of how methodologies may be use [sic]: using only a single methodology, using a theory as a methodology, and using a combination of methodologies. The organisational level: Based on an inquiry structured by Soft Systems Methodology lessons have been learned on: the process of introducing new methodologies a DP department and the process of choosing methodology in a particular situation. Each of the lessons learned are argued with explicit reference to the interviews, the diaries, or the soft systems models. The implications drawn from this practice as to how to answer the fundamental question is twofold. On the one hand, it is possible and useful to have a framework to explicate differences between domains where different methodologies are useful. This has been done as a set of Use-Criteria related to: context of use, conditions for use, and characteristics of use. On the other hand, such a framework has itself limited usefulness as it is stable and general. A new dynamic and situational approach for learning and using methodologies is outlined. The approach is based on Soft Systems Methodology and integrates the Use-Criteria."| Item type | Current library | Collection | Call number | Copy number | Status | Date due | Barcode |
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Thesis
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Castorina Estantes Abertas (Open Shelves) | Teses (Thesis) | 1 | Available | 39063000275795 |
Cover title.
"June 1991."
Thesis (Ph. D.)--Lancaster University, 1990.
Includes bibliographical references.
Abstract: "This thesis addresses the fundamental question: 'Which methodologies in which situations?' Action Research has served as the primary research approach, i.e. the thesis is based on documented and practical experience. The argumentation throughout the thesis is rooted in this practice; the lessons learned, the interpretation and the reflection refer explicitly hereto or to the theoretical framework of the thesis. The thesis refers to three levels of practice: The individual level: Based on qualitative interviews with three systems developers lessons have been learned on the richness and diversity of individual use of methodologies. The project level: Based on the use of methodologies in three similar projects (documented in project diaries) several lessons have been learned. Some of the lessons address the question of the domain of usefulness of the involved methodologies. The remaining lessons address the question of how methodologies may be use [sic]: using only a single methodology, using a theory as a methodology, and using a combination of methodologies. The organisational level: Based on an inquiry structured by Soft Systems Methodology lessons have been learned on: the process of introducing new methodologies a DP department and the process of choosing methodology in a particular situation. Each of the lessons learned are argued with explicit reference to the interviews, the diaries, or the soft systems models. The implications drawn from this practice as to how to answer the fundamental question is twofold. On the one hand, it is possible and useful to have a framework to explicate differences between domains where different methodologies are useful. This has been done as a set of Use-Criteria related to: context of use, conditions for use, and characteristics of use. On the other hand, such a framework has itself limited usefulness as it is stable and general. A new dynamic and situational approach for learning and using methodologies is outlined. The approach is based on Soft Systems Methodology and integrates the Use-Criteria."
Supported in part by the Danish Natural Science Research Council. 11-6079
Supported in part by the Royal Society (U.K.). 621003.F608/UR
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