ADDRESSING TACIT KNOWLEDGE IN ISD METHODOLOGIES

Stapleton, Larry and Murphy, Fiona (2005) ADDRESSING TACIT KNOWLEDGE IN ISD METHODOLOGIES. In: Information Systems Development: Advances in Theory, Practice and Education. Kluwer Academic Press.

[img]
Preview
PDF
CReady_Murphy_Stapleton_AddressingTacitKnowledge.pdf

Download (124kB) | Preview
Official URL: http://www.springerlink.com/content/nk2h01260421r2...

Abstract

This paper identifies a gap in ISD methodologies regarding the exclusion of tacit user requirements in the development of information systems (IS). It recognises that this will lead to IS failure, since given that tacit requirements are not considered or incorporated, these systems will not address these types of requirements. In the mid 90’s Clegg et al (1997) argued that 80-90% of IT investments do not adhere to the performance objectives of the user. They identified a number reason for systems failure, one of them being the poor articulation of user requirements. Tacit knowledge is inarticulable (Wong & Radcliffe, 2000) and subjective (Baumard, 1999). Therefore requirements that result from tacit knowledge use are omitted from consideration in current ISD processes. This paper identifies three characteristics and five acquisition dimensions of tacit knowledge that have a significant impact upon the ISD process. Four well-known ISD methodologies are then critiqued in relation to these. This leads to a revised perspective on current ISD methodologies, which challenges the traditional view regarding the development of systems.

Item Type: Book Section
Departments or Groups: Centre for INformation SYstems and TEchno-culture
Divisions: School of Science
Depositing User: Admin SSL
Date Deposited: 09 Dec 2008 15:32
Last Modified: 22 Aug 2016 10:25
URI: http://repository.wit.ie/id/eprint/1109

Actions (login required)

View Item View Item