2022 EDSIG Proceedings: Abstract Presentation


Constructing a resolute citizen development research paradigm: A metatheoretical perspective


Victor Berardi
Kent State University at Stark

Vaneet Kaur
Kent State University at Stark

Guba and Lincoln (2005) espouse that a resolute research paradigm comprises of four components: axiology, ontology, epistemology, and methodology. As a thought exercise, we consider citizen development within the context of these four components to better understand and appreciate the impact citizen development is likely to have on individuals, organizations and society writ large. Citizen developers are non-technical individuals – who, importantly, possess valuable organizational process knowledge and understanding – that now can have programmer or developer impact due to innovative technology, known as low-code/no-code (LCNC) tools and platforms. Citizen developers are trained to utilize design thinking, an established innovation process, which creates a profusion of knowledge that must be effectively managed. The knowledge based dynamic capabilities (KBDC) strategic knowledge management model, not only works in concert with design thinking but also supports constructivist learning theory, too. KBDC include knowledge acquisition, combination, and protection; and (dynamic) knowledge capabilities of adaptiveness, absorptiveness, and innovativeness.

Axio

logy is concerned with understanding what is valued and why. As constructivists, we seek to involve students in the learning process, allowing them to participate in defining what they are learning and to do so in an experiential fashion. Ontology refers to what is knowable, what is real, and what impact underlying assumptions and beliefs might have on this understanding. In the practice of citizen development, design theory plays an ontological role in helping students to discover client/customer needs and system capabilities. Epistemology is concerned with the “what and how” of knowledge and how one can know what they do. A constructivist approach is important in this regard, as getting students actively involved in the learning process can drive such knowledge. Similarly, while KBDC does have a role in ontology (e.g., knowledge acquisition), it is central to epistemology, to managing, combining and extending knowledge. Methodology is concerned with the strategy or overall plan to acquire knowledge and in our case LCNC platform technologies is the archetype employed as the learning vehicle to introduce citizen development to students. For citizen development, an important aspect of methodology is the methods themselves, which are the specific techniques and tools utilized to gain knowledge. For citizen development, workflow automations (WFAs), Intelligent Agents (IAs), et al are the specific vehicles used with learners.

In summary, WFAs are used to demonstrate what LCNC platforms can enable. Learners are taught about knowledge management, especially KBDCs, and how they apply to individuals and organizations alike. Design theory helps to drill down into what is knowable while constructivism plays a key role in understanding what is valued and why. All of these items point towards citizen development, as being important in harnessing the impact that LCNC tools and technologies are prone to have on individuals and society alike.

Wednesday at 12:35 pm