Abstract: After almost 30 years of being used in the information system (IS) discipline, only a few studies have focused on how IS scholars apply the method's guidelines to design Delphi studies. Thus, this paper focuses on the use of the Delphi method in IS research. To do so, articles published between 2004 and 2017 in the Senior IS Scholars' collection of journals of the Association of Information Systems (AIS), describing Delphi studies, were analised. Based on analysis of sixteen (16) retrieved IS studies, we concluded that IS researchers have applied the method’s most important phases and the procedural recommendations to promote rigor were considered in the majority of the analised studies. Nonetheless, IS researchers still need to include detailed information about (1) the steps taken to ensure the validity of the achieved results, (2) better describe the process of selecting and recruiting the experts, and (3) experiment with innovative techniques to keep participants involved in the Delphi process.
{"title":"The Delphi Method in Information Systems Research\u0000 (2004‑2017)","authors":"Ayman Alarabiat, I. Ramos","doi":"10.34190/jbrm.17.2.04","DOIUrl":"https://doi.org/10.34190/jbrm.17.2.04","url":null,"abstract":"Abstract: After almost 30 years of being used in the information system (IS) discipline, only a few studies have focused on how IS scholars apply the method's guidelines to design Delphi studies. Thus, this paper focuses on the use of the Delphi method in IS research. To do so, articles published between 2004 and 2017 in the Senior IS Scholars' collection of journals of the Association of Information Systems (AIS), describing Delphi studies, were analised. Based on analysis of sixteen (16) retrieved IS studies, we concluded that IS researchers have applied the method’s most important phases and the procedural recommendations to promote rigor were considered in the majority of the analised studies. Nonetheless, IS researchers still need to include detailed information about (1) the steps taken to ensure the validity of the achieved results, (2) better describe the process of selecting and recruiting the experts, and (3) experiment with innovative techniques to keep participants involved in the Delphi process.","PeriodicalId":38532,"journal":{"name":"Electronic Journal of Business Research Methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77397880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many argue that technology brought about by the Fourth Industrial Revolution offers new opportunities for student learning. In order for educators to use technology with wisdom, in‑depth longitudinal research using rigorous methodological approaches is needed to understand the opportunities and challenges of including these technologies in management education. Therefore, educational researchers are challenged to design research projects to collect data from multiple sites over several years using various methodologies. This article examines strategies used by the researchers to design and implement a research project employing a Participatory Action Research (PAR) approach that combined qualitative and quantitative data from two universities across several years. The research project was specifically designed to study learning using a business simulation. The article describes the research project including the various data collection points and analysis methods. The purpose of this article is to bridge the theory‑implementation gap enabling educational researchers to consider the design of a comprehensive research project as well as identifying key challenges and practical suggestions for using PAR.
{"title":"Charting a Clear Course Through the Methodological Jungle:\u0000 Lessons About PAR from and for Simulation‑Based Educational\u0000 Research","authors":"Suzaan Hughes, Frances Scholtz","doi":"10.34190/jbrm.17.4.003","DOIUrl":"https://doi.org/10.34190/jbrm.17.4.003","url":null,"abstract":"Many argue that technology brought about by the Fourth Industrial Revolution offers new opportunities for student learning. In order for educators to use technology with wisdom, in‑depth longitudinal research using rigorous methodological approaches is needed to understand the opportunities and challenges of including these technologies in management education. Therefore, educational researchers are challenged to design research projects to collect data from multiple sites over several years using various methodologies. This article examines strategies used by the researchers to design and implement a research project employing a Participatory Action Research (PAR) approach that combined qualitative and quantitative data from two universities across several years. The research project was specifically designed to study learning using a business simulation. The article describes the research project including the various data collection points and analysis methods. The purpose of this article is to bridge the theory‑implementation gap enabling educational researchers to consider the design of a comprehensive research project as well as identifying key challenges and practical suggestions for using PAR.","PeriodicalId":38532,"journal":{"name":"Electronic Journal of Business Research Methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84102738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a narrative, the objective of which is to open a conversation about some aspects of how doctoral degrees are examined. The focus here is on a viva voce which was conducted for a mature candidate who had been registered for his doctorate for some 10 years and who came close to failing this examination.The narrative presented is a description of a viva voce examination which was conducted by the rule book and resulted in what is described here as an outcome which the degree candidate and his supervisors regarded as unfortunate. There was no misconduct on the part of anyone but some mistakes were made by the degree candidate during the examination in that the candidate did not answer well the questions put to him and the examiners did not attempt to correct him or assist him with his nervousness, which was quite apparent. As a result, the candidate’s examination performance was regarded by all to be poor. The problem which caused this unfortunate event, it is argued, lay in the lack of concentration on the part of the degree candidate and the absence of what John Maynard Keynes once referred to as the goodwill of the examiners, which was in short supply (Checkland, 1981). This narrative and the accompanying reflections reveal how delicate the viva voce process actually is and why in its current form it may need a thorough review. The paper concludes with the suggestion that the viva voce needs reform.
{"title":"Never Smile at a Crocodile: A bad Viva Voce by the rule\u0000 book","authors":"D. Remenyi","doi":"10.34190/jbrm.17.2.02","DOIUrl":"https://doi.org/10.34190/jbrm.17.2.02","url":null,"abstract":"This is a narrative, the objective of which is to open a conversation about some aspects of how doctoral degrees are examined. The focus here is on a viva voce which was conducted for a mature candidate who had been registered for his doctorate for some 10 years and who came close to failing this examination.The narrative presented is a description of a viva voce examination which was conducted by the rule book and resulted in what is described here as an outcome which the degree candidate and his supervisors regarded as unfortunate. There was no misconduct on the part of anyone but some mistakes were made by the degree candidate during the examination in that the candidate did not answer well the questions put to him and the examiners did not attempt to correct him or assist him with his nervousness, which was quite apparent. As a result, the candidate’s examination performance was regarded by all to be poor. The problem which caused this unfortunate event, it is argued, lay in the lack of concentration on the part of the degree candidate and the absence of what John Maynard Keynes once referred to as the goodwill of the examiners, which was in short supply (Checkland, 1981). This narrative and the accompanying reflections reveal how delicate the viva voce process actually is and why in its current form it may need a thorough review. The paper concludes with the suggestion that the viva voce needs reform.","PeriodicalId":38532,"journal":{"name":"Electronic Journal of Business Research Methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77560610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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