| Journal: | BAR - Brazilian Administration Review |
| Database: | CLASE |
| System number: | 000494875 |
| ISSN: | 1807-7692 |
| Authors: | Keskin, Duygu1 Romme, Georges1 |
| Institutions: | 1Eindhoven University of Technology, Eindhoven. Países Bajos |
| Year: | 2020 |
| Volumen: | 17 |
| Number: | 1 |
| Country: | Brasil |
| Language: | Inglés |
| Document type: | Artículo |
| Approach: | Analítico, descriptivo |
| English abstract | The methodology of design science (DS) has been emerging as a new form of engaged scholarship in which key managerial and organizational challenges are addressed and solved. These developments have major implications for management education, which has been repeatedly criticized for its lack of relevance to practitioners. However, design science methodology and its implications for management education are still unclear and disputed. Teaching and learning DS thus often suffers from the lack of a consistent methodology. In this respect, teaching DS is very much like mixing oil with water. The purpose of this paper is to compare various taxonomies for DS methodology proposed in the management literature and then develop a consistent taxonomy and integrative framework that may appeal to management students at undergraduate and graduate levels. The proposed framework for DS involves an iterative cycle of exploration, synthesis, creation and evaluation. Design principles arise from, but also connect and inform, these four steps in DS |
| Disciplines: | Administración y contaduría |
| Keyword: | Administración de instituciones, Diseño científico, Enseñanza de la administración |
| Keyword: | Management of institutions, Design science, Management education |
| Full text: | https://biblat.unam.mx/hevila/BARBrazilianadministrationreview/2020/vol17/no1/5.pdf Texto completo (Ver HTML) Texto completo (Ver PDF) |
