Hannes Rothe

Knowledge Accumulation in Design-Oriented Research

In this paper, we problematize a relative absence of established ways to develop and communicate knowledge contributions (KC) from Design-oriented research (DOR) within information systems. This is problematic since it hinders the potential for knowledge accumulation within the field. Thus, for communicating KC, we propose a framework, dubbed PDSA (Prescriptive, Descriptive, Situated, and Abstract). To develop KC especially from empirical data, we suggest the use of qualitative process methods. The framework is illustrated by revisiting a published DOR study. Finally, we show how the PDSA framework serves as a template to establish firm KC in DOR. In addition, we explore contributions generated from empirical data and suggest possibilities to use qualitative process methods as means to increase transparency and rigor of KC development and communication.

Shaping the Boundaries of a Service Ecosystem: The Case of Udacity

Service-dominant logic highlights the ability of service ecosystems to ‘self-adjust’ as a reaction to systemic inefficiencies or external changes [1]–[3]. We contribute to the question on how focal actors shape the boundaries of service ecosystems through service innovation. This is a single case study on a digital ecosystem focused on a first mover in digital platforms for Massive Open Online Courses (MOOCs): Udacity. We found two mechanisms, where Udacity shaped the boundaries of its ecosystem: ‘user self-service integration’ and ‘gradual partner disintegration’. Throughout three phases between 2011 and 2015 they disintegrated services from higher education, namely offering courses online, designing course, and accreditation due to lowly perceived adaptability of universities and external pressures for finding a sustainable business model. Additionally, they disintegrated self-organized solutions of user needs and re-integrated them with new actors. This led to newly shaped boundaries of the service ecosystem.

Analyzing Interactivity in Asynchronous Video Discussions

Evaluating online discussions is a complex task for educators. Information systems may support instructors and course designers to assess the quality of an asynchronous online discussion tool. Interactivity on a human-to-human, human-to-computer or human-to-content level are focal elements of such quality assessment. Nevertheless existing indicators used to measure interactivity oftentimes rely on manual data collection. One major contribution of this paper is an updated overview about indicators which are ready for automatic data collection and processing. Following a design science research approach we introduce measures for a consumer side of interactivity and contrast them with a producer’s perspective. For this purpose we contrast two ratio measures ‘viewed posts prior to a statement’ and ‘viewed posts after a statement’ created by a student. In order to evaluate these indicators, we apply them to Pinio, an innovative asynchronous video discussion tool, used in a virtual seminar.