CREATING HIGH-VALUE REAL-WORLD IMPACT THROUGH SYSTEMATIC PROGRAMS OF RESEARCH
AffiliationUniv Arizona, Eller Coll Management
IS research methodology
value of IS research
systematic high-impact research model
MetadataShow full item record
PublisherSOC INFORM MANAGE-MIS RES CENT
CitationNunamaker, J. F., Twyman, N. W., Giboney, J. S., & Briggs, R. O. (2017). CREATING HIGH-VALUE REAL-WORLD IMPACT THROUGH SYSTEMATIC PROGRAMS OF RESEARCH. MIS Quarterly, 41(2), 335-351.
RightsCopyright © of MIS Quarterly.
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at email@example.com.
AbstractAn ongoing conversation in the Information Systems literature addresses the concern, "How can we conduct research that makes a difference?" A shortage of high-impact research will, over time, challenge the identity and weaken the viability of IS as an academic discipline. This paper presents the systematic high-impact research model (SHIR), an approach to conducting high-impact research. SHIR embodies the insight gained from three streams of high-impact research programs spanning more than 50 years. The SHIR framework rests on the proposition that IS researchers can produce higher-impact contributions by developing long-term research programs around major real-world issues, as opposed to ad hoc projects addressing a small piece of a large problem. These persistent research programs focus on addressing the entirety of an issue, by leveraging multidisciplinary, multiuniversity research centers that employ a breadth of research methods and large-scale projects. To function effectively, SHIR programs must be sustained by academic and practitioner partnerships, research centers, and outreach activities. We argue that SHIR research programs increase the likelihood of high impact research.
Note60 month embargo; Published online: June 2017
VersionFinal published version
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The play patterns of young hearing-impaired children with their hearing and hearing-impaired peers.Levine, Linda Mae; Antia, Shirin D.; Bos, Candace; Kreimeyer, Kathryn; French, Edward (The University of Arizona., 1993)An observational study was conducted examining the social and cognitive play of young children with hearing-impairment playing in small groups composed of both hearing and hearing-impaired peers. The questions addressed the effects of the hearing status of the play partner upon the social/cognitive play patterns of children with hearing-impairment, and the relationship between their play patterns and their communicative competence, social competence and speech intelligibility. Forty-eight hearing-impaired subjects ranging in age from 3-6 to 6-1 were observed playing with partners of same and different hearing status during integrated play sessions at 13 school sites. The social play categories included solitary, parallel and group play, while the cognitive play categories included functional, constructive and dramatic play. Results of the study showed that the play patterns of the hearing-impaired children differed significantly for each group of partners. When playing with hearing-impaired partners, subjects engaged in group functional and constructive play more frequently than parallel functional and constructive play, and with equal frequency in parallel dramatic and group dramatic play. When playing with hearing partners, subjects engaged with equal frequency in group and parallel play. When playing with mixed groups of hearing and hearing-impaired partners, subjects engaged in group dramatic play more frequently than parallel dramatic play, and with equal frequency in group functional and constructive play, and parallel functional and constructive play. Communicative competence was negatively correlated to functional play. A positive correlation was found between social competence and constructive play, and between speech intelligibility and dramatic play. These correlations remained significant when age was partialed out. The hearing-impaired subjects spent similar percentages of time in social/cognitive play as those reported for hearing children. The study supports the premise that the play of young hearing-impaired children varies according to the hearing status of the play partner and is neither delayed nor deficient.
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