Mutual Learning and Informing Between Academia and Practice in ISD

A Learning Theory perspective
  • Maung K. Sein
  • Robert P. Bostrom
  • Lorne Olfman


We postulate that the argument about whether research in the field of Information Systems has relevance for practice is moot. We believe that there is constant learning and informing between academia and practice. This paper uses Kolb’s learning cycle theory (KLCT) to demonstrate our conjecture. It presents a critique of the KLCT and an interpretation of its usefulness to the understanding of how research and practice mutually and continuously inform each other in the context of information systems development. An explanation of the learning cycle is following by a description of three illustrative cases that show how mutual and continuous informing between academia and practice takes place. The paper concludes with a discussion of how informing can be facilitated, and what additional research can be performed to further understand and apply the concepts and processes described in the paper.


Active Experimentation Information System Abstract Conceptualization Memory Source Organizational Memory 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media New York 2002

Authors and Affiliations

  • Maung K. Sein
    • 1
  • Robert P. Bostrom
    • 2
  • Lorne Olfman
    • 3
  1. 1.Department of Information SystemsAgder University CollegeKristiansand SNORWAY
  2. 2.Terry School of BusinessUniversity of GeorgiaAthensUSA
  3. 3.School of Information ScienceClaremont Graduate UniversityClaremontUSA

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