The implementation of software products is a time-consuming activity and requires specific expertise to be completed successfully. This is especially the case in research fields where there is no or little tool support available, such as Business Rules Management (BRM) and Business Rules Management Solutions (BRMS). Tool support is essential to successfully guide the organizational implementation of a BRMS. Motivated by the diversity of organizational structures and their BRMS implementation contexts, we design a situational-aware framework for the organizational implementation of BRMS. The framework is based on the theory of situational artefact construction. Using situational artefact construction, we study 13 BRMS implementation cases distributed over the financial and public sectors in the Netherlands. Based on the results of the cases analysed we present a framework with three main artefacts that are a stepping-stone towards further research on situational implementation methodology in the BRM field. Leewis, Sam; Smit, Koen; and Zoet, Martijn, "An Explorative Study Into Situational Artefact Construction in Business Rules Management" (2018). BLED 2018 Proceedings. 30. https://aisel.aisnet.org/bled2018/30
DOCUMENT
When it comes to hard to solve problems, the significance of situational knowledge construction and network coordination must not be underrated. Professional deliberation is directed toward understanding, acting and analysis. We need smart and flexible ways to direct systems information from practice to network reflection, and to guide results from network consultation to practice. This article presents a case study proposal, as follow-up to a recent dissertation about online simulation gaming for youth care network exchange (Van Haaster, 2014).
DOCUMENT
In order to understand how technical artifacts are attuned to, interacted with, and shaped in various and varied classrooms, it is necessary to construct detailed accounts of the use of particular artifacts in particular classrooms. This paper presents a descriptive account of how a shared workspace was brought into use by a student pair in a face-to-face planning task. A micro-developmental perspective was adopted to describe how the pair established a purposeful connection with this unfamiliar artifact over a relatively short time frame. This appropriation was examined against the background of their regular planning practice. We describe how situational resources present in the classroom—norms, practices, and artifact —frame possible action, and how these possibilities are enacted by the pair. Analysis shows that the association of norms and practices with the technical artifact leads to a contradiction that surfaced as resistance experienced from the artifact. This resistance played an important part in the appropriation process of the pair. It signaled tension in the activity, triggered reflection on the interaction with the artifact, and had a coordinative function. The absence of resistance was equally important. It allowed the pair to transpose or depart from regular procedure without reflection.
DOCUMENT
