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ChaptEr 5

A FRAMEWORK FOR IDENTIFYING THE
DRIVERS OF INFORMATION SYSTEMS
DEVELOPMENT METHOD EMERGENCE

sabinE madsEn and karlhEinZ kautZ

Abstract: This chapter explores how unique and locally situated information systems development (ISD)
methods unfold over time and why they emerge differently. The purpose is to identify the underlying pro-
cess form and drivers of ISD method emergence. Based on a synthesis of literature about contextualism,
structuration theory, and change processes, a theoretical framework is developed and used to perform
a comparative analysis of two longitudinal case studies of method emergence in a Multimedia project
and a Web project. The framework facilitates progression from narrative accounts, over systematic
comparison, to generalization of findings to theory, thereby allowing for a movement from surface
description to deep explanation. The analysis shows that while the two cases are very similar in some
regards they can in fact be seen as two different sequences of change (dialectical versus teleological)
driven by two different generative motors (conflict resolution versus social construction). We suggest
that the demonstrated framework is relevant to both researchers and practitioners in reading a situa-
tion before project initiation, during development, and after project completion and in identifying and
leveraging the dynamics inherent in or relevant to a particular situation and change process.

Keywords: ISD Methods, Emergence, Framework

INTRODUCTION

In the information systems development (ISD) literature, the concept of method is often used to
refer to an orderly, predictable, and universally applicable process (Truex, Baskerville, and Travis,
2000, p. 54). Lyytinen (1987) defines a method as an organized collection of concepts, beliefs,
values, and normative principles supported by material resources, while Andersen and colleagues
(1990) and Mathiassen (1998) declare that a method consists of prescriptions for performing a
certain type of work process with the help of principles, techniques, and computer-based tools
and is characterized by its application area and its perspective—that is, a set of assumptions on
the nature of the work processes and their environment. In line with these definitions, Fitzgerald,
Russo, and Stolterman (2002, p. 13) put forward the term “formalized method” and define it as
any formally documented in-house or commercially available method.
Most contributions within the field of ISD focus on formalized development methods: the
prescriptive literature emphasizes how they should be used, while empirically grounded writings
focus on how they actually are used. A number of method authors recommend that the development
process should be tailored to fit the contingencies of the particular situation (Avison et al., 1998;
Jacobsen, Booch, and Rumbaugh, 1999). In line with this, empirical studies show that in practice

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