Theoretical constructions for the stage Formalisation of Learning
| Theoretical construction | Evaluation of theoretical construction | |
|---|---|---|
| Task in the ADR method | Integrated method support in the ADR project | Empirical evidence |
| Generalisation of design principles | Conceptualising Generalisability (Lee and Baskerville, 2003) Analytical generalisation (Kvale, 2007) | Supported the ADR project to decide about an appropriate generalisation type. The type selected was from description, the empirical evidence identified in organisational contexts, to theory Researchers and practitioners argued that the method support ensured the quality of the design principles formulated |
| Formulation of design principles | Guidelines for formulation of design principles (Van den Akker, 1999) | Pinpointed essential elements that should be involved when formulating design principles, and therefore ensured that no element was overlooked by the ADR project. The formulation of the design principles was considered easy to communicate and understand by both researchers and practitioners |
| Theoretical construction | Evaluation of theoretical construction | |
|---|---|---|
| Task in the ADR method | Integrated method support in the ADR project | Empirical evidence |
| Generalisation of design principles | Conceptualising Generalisability ( | Supported the ADR project to decide about an appropriate generalisation type. The type selected was |
| Formulation of design principles | Guidelines for formulation of design principles ( | Pinpointed essential elements that should be involved when formulating design principles, and therefore ensured that no element was overlooked by the ADR project. The formulation of the design principles was considered easy to communicate and understand by both researchers and practitioners |
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