Towards coherent practice in capstone courses for IS majors

Simple item page
dc.contributor.advisorSewchurran, Kosheeken_ZA
dc.contributor.authorScott, Elsjeen_ZA
dc.date.accessioned2015-06-04T12:35:09Z
dc.date.available2015-06-04T12:35:09Z
dc.date.issued2012en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractInformation and communication technologies (ICTs) are used to support almost all areas of human activity, and information systems play an increasingly important role in organisations and in society as a whole. At the same time, continuous and dramatic changes in the field of Information Systems (IS) and its context pose serious challenges to educators preparing students for professional practice. This study is therefore about the search to design, develop and implement a framework for constructing a capstone course that will be both flexible and efficient, while simultaneously embracing the interdisciplinary character of the IS field. A capstone course can be viewed as a man-made artefact intended to meet the needs of the world we live in and the activity of building theory in such a world is embedded in the sciences of the artificial. The research paradigm for this environment thus comprised a combination of the behavioural science and design science paradigms. The evolution of a capstone course at the University of Cape Town commenced in 2001 and led to the development of a conceptual framework for a coherent practice. During 2010 and 2011 the conceptual framework acted as a bridge enabling the researcher to develop, refine and evaluate a design science theory. This was done through a series of themed action experiments each consisting of several interventions, to create a synthesis of theory and practice for preparing thoughtful practitioners. The theory includes prescriptive statements of actions leading to specific outcomes that provided evidence of how a reflective practice nurtures deep involvement of students in their learning experience. It further demonstrated how accompanying theories within this framework can be utilised either to underpin or to make sense of the different activities within this practice. These meaning-making activities initiated the reconstruction of interventions and actions to promote transcendence and embodied cognition, nurturing competence and lifelong learning. Ultimately, the intention of the theory is to extend the boundaries of the capabilities of IS majors (or students of other exit level courses) to such an extent that they become empowered to cope with the complex and changing demands of the real world.en_ZA
dc.identifier.apacitationScott, E. (2012). <i>Towards coherent practice in capstone courses for IS majors</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,Department of Information Systems. Retrieved from http://hdl.handle.net/11427/13056en_ZA
dc.identifier.chicagocitationScott, Elsje. <i>"Towards coherent practice in capstone courses for IS majors."</i> Thesis., University of Cape Town ,Faculty of Commerce ,Department of Information Systems, 2012. http://hdl.handle.net/11427/13056en_ZA
dc.identifier.citationScott, E. 2012. Towards coherent practice in capstone courses for IS majors. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Scott, Elsje AB - Information and communication technologies (ICTs) are used to support almost all areas of human activity, and information systems play an increasingly important role in organisations and in society as a whole. At the same time, continuous and dramatic changes in the field of Information Systems (IS) and its context pose serious challenges to educators preparing students for professional practice. This study is therefore about the search to design, develop and implement a framework for constructing a capstone course that will be both flexible and efficient, while simultaneously embracing the interdisciplinary character of the IS field. A capstone course can be viewed as a man-made artefact intended to meet the needs of the world we live in and the activity of building theory in such a world is embedded in the sciences of the artificial. The research paradigm for this environment thus comprised a combination of the behavioural science and design science paradigms. The evolution of a capstone course at the University of Cape Town commenced in 2001 and led to the development of a conceptual framework for a coherent practice. During 2010 and 2011 the conceptual framework acted as a bridge enabling the researcher to develop, refine and evaluate a design science theory. This was done through a series of themed action experiments each consisting of several interventions, to create a synthesis of theory and practice for preparing thoughtful practitioners. The theory includes prescriptive statements of actions leading to specific outcomes that provided evidence of how a reflective practice nurtures deep involvement of students in their learning experience. It further demonstrated how accompanying theories within this framework can be utilised either to underpin or to make sense of the different activities within this practice. These meaning-making activities initiated the reconstruction of interventions and actions to promote transcendence and embodied cognition, nurturing competence and lifelong learning. Ultimately, the intention of the theory is to extend the boundaries of the capabilities of IS majors (or students of other exit level courses) to such an extent that they become empowered to cope with the complex and changing demands of the real world. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - Towards coherent practice in capstone courses for IS majors TI - Towards coherent practice in capstone courses for IS majors UR - http://hdl.handle.net/11427/13056 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13056
dc.identifier.vancouvercitationScott E. Towards coherent practice in capstone courses for IS majors. [Thesis]. University of Cape Town ,Faculty of Commerce ,Department of Information Systems, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13056en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Information Systemsen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherInformation Systemsen_ZA
dc.titleTowards coherent practice in capstone courses for IS majorsen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_com_2012_scott_elsje.pdf
Size:
5.78 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
PhD / Doctoral