Journal of Information Systems Education


We propose conceptualizing design science education in the information systems (IS) discipline. While design science has become a robust research paradigm, well-recognized in solving practical problems, how design science should be taught is a question that IS scholars, academia, and practitioners are only now addressing. We do so by considering design science education as a pedagogical tool that engages IS students in design knowledge creation and authentic learning. We conceptualize design science education as three intersections: research-education, research-practice, and education-practice. We further use this conceptualization to introduce six new studies in design science education.



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