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of interpretations between users’ requirements and
the developers’ views of the design based on
specification). By formalizing such intermediation
we will allow participants in the system
development process to retain and deal with their
metaphors (Kendall and Kendall, 1993).
Additionally, we will preserve the variety that is
inherent in any functionally rich system.
We believe that instead of a monolithic
methodology (e.g., one based on UML), there should
be a place for multiple methodologies. In order for
proper and continuous natural selection to take place
in the world of methodologies, all three classes of
participants – users, analysts and developers – need
to participate vigorously in the larger discourse. So
far, the developer community has been the most
active and dominant in showing concern for this
issue. Therefore, unless the community of end users
(or researchers representing them) start playing a
more active role in the process of system
development and critically reflecting on how to
conceptualise and think about information systems,
we will keep on ending up with analytical and
modelling approaches that are more responsive to
the needs of the developer community.
Our proposal is consistent with other proposals
(Kosaka, 1997) that posit that a shift of ontological
assumptions in systems analysis from the realist
world to the socially constructing world. This would
facilitate the smooth transition of OO modelling
from a static view to a dynamic one.
Apart from abstract issues like temporal
dynamics, there are other major implications of our
proposed approach for both research and practice.
Once modelling is understood as a social process as
much as a technical process, the importance
accorded to the ontology of different stakeholders
will be formalized. From a research standpoint, this
will mean the development of meta-models for
retaining multiple ontologies while attempting to
aspire to a closed and integrated framework to
seamlessly accommodate all these ontologies. In this
context metrics in connection to the use of specific
modelling languages for different modelling tasks
should also be developed based on existing work
(Krogstie, 1998).
From a pedagogical standpoint, classroom
instructors will be better able to sustain a discourse
on the appropriateness of modelling approaches for
different constituencies and stages in a lifecycle.
Specifically, the uncomfortable relationship that
exists between business school IS curriculum and
the engineering school CS curriculum will be
mitigated. Our framework provides a framework to
see exactly where the complementarities lie.
6 CONCLUSION
Taking a balanced look at both approaches (the
process-oriented and object-oriented) and
decoupling them helps avoid falling into the trap of
accepting (in error) the primacy of one worldview
over another. We have shown in this paper the both
the process-oriented and object-oriented approaches
are desirable and useful when applied appropriately.
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