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Fostering criticality in architecture, construction management, and quantity surveying undergraduate students through digital interdisciplinary collaboration
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Previous study at three leading high school in East Java have revealed that student’s higher order thinking skills are good but their collaboration skills are still low. This study was aimed to reveal the effect of implementation the ASICC problem-based learning model on student’s critical thinking and collaboration skills. The study included quasi-experimental research with a non-equivalent pre-post test control group design in second grade students in three leading high school in East Java. All instruments used are valid and reliable. Collaboration data that were normally and homogeneous were analyzed by t-test. The correlation between collaboration skills with critical thinking was analyzed with Pearson’s correlation. This study revealed that there were significant differences in student’s collaboration scores in the experimental and control classes. The ASICC class collaboration score is higher than the control class. There was a positive correlation between the ability of collaboration with critical thinking (r = 0.78). The ASICC learning model can be used as one of promising learning model to improve student collaboration skills and maintain critical thinking skills.
The purpose of this study is to verify the effectiveness of the constructivism education theory in building information modeling (BIM)/integrated project delivery (IPD) collaboration education by determining education methods that are most relevant to collaboration in the interaction process. We propose a BIM training model that enhances students’ satisfaction in class and collaboration. We aim to identify interrelationships between BIM collaboration education and constructivism theories, examining constructivism methods in BIM/IPD classes to discern which are the most suitable for improving and enhancing collaboration and the proposed education model. A model of the hypothesis “Constructivism Collaboration Process (CCP)” for BIM/IPD collaboration education was derived and a curriculum was created. The hypothesis model was tested by dividing into an experimental group and control group, and finally, prior and post-satisfaction and collaboration level assessments were performed in the BIM and IPD classes. After evaluating and analyzing the improvement in collaboration level and satisfaction, the results were derived for the hypothetical model of the “Constructivism Collaboration Process (CCP)” and the facts that can have a positive impact on BIM/IPD education.
Critical thinking ability is one of the
competencies that must be possessed by students. Critical
thinking is an intellectual skill of one character that has
become an issue in education in facing industrial revolution 4.0.
This study aims at describing the development of students’
critical thinking ability in learning Civic Education. The
method of this research is descriptive-analytical with a
qualitative approach. The results show that the development of
critical thinking ability through Civic Education learning in
the era of industrial revolution 4.0 brings better results on
students’ critical thinking. This shows that it has developed on
the aspects of knowledge, political, law, moral values,
education characters, and citizenship identity so that as young
citizens have earned a result in developing a critical thinking
ability. This study is expected to be able to describe critical
thinking, civic education learning and industrial revolution 4.0.
Keywords: development of critical thinking skills, Civic
Education learning, industrial revolution 4.0
BIM has been discussed widely for enabling collaboration in AEC professions. Its widespread benefits from efficiency to sustainability in design and construction converted it into a primary tool in most AEC education institutions in the last decade. However, Turkey, like a part of the central Europe, remains hesitant in this concern. The majority of schools of architecture have conventional curricula based on fragmented areas of expertise studied separately with disconnected contents, teaching methods, and requirements. This separation not only prevents the students from building links between different contents of sustainable design, but also increases their work load while decreasing their creative potential. Regarding the necessity for collaboration in the growing complexity of built environments, underdeveloped skills in building links between fragmented data bases is eventually becoming a serious problem. After scrutinizing the fragmented curricula of the schools of architecture in Turkey, in comparison with the integral examples from around the globe, the potentiality of a BIM based transformation is going to be discussed. In order to build a strategy to redesign a curriculum of integration, apparent obstacles and potentials are going to be evaluated, with example cases for the use of BIM as a medium to include environmental and structural information in the design solutions from the second and third year students of architecture at Başkent University. This study is expected to demonstrate how provoking the skill to employ BIM can be to integrate creative educational experience in architecture, at the center of which remains the design studio. The discussion concludes by suggesting pathways to catch up with the growing gap between the global evolutions of interdisciplinary and integral design thinking through the use of BIM in AEC education.
This research aimed at examining the effectiveness of collaboration of Jigsaw and problem-based learning (PBL) model in developing students' critical thinking skills. This research exerted an experimental design using pre-experimental one group pretest-posttest. The implementation of such model collaboration was carried out in SMK Batik 1 Surakarta, Central Java, Indonesia by engaging 37 accounting students of class XI. Before and after the implementation of the two-model collaboration, the students were given the tests of critical thinking skills which were set in the same composition. The research data were in the form of pretest and posttest scores which were analyzed by examining t-test and gain score whose calculation was assisted by SPSS 23 program. The result indicated that there was a difference between the pretest score and the posttest score with the significance level of 0,000 < 0,05. The average of pretest and posttest scores respectively referred to 48,44 and 68,93. Accordingly, the implementation of collaboration of Jigsaw and problem-based learning (PBL) model was effective in developing students' critical thinking skills. From this research finding, there was an impediment of time limitation in enacting the collaboration of the two models. This constraint happened while presenting the result of group discussion.
The aim of this article is to provide a brief outline of different research paradigms. It explores the philosophical underpinnings of three major paradigms: positivism, interpretivism, and critical theory. The article starts with a brief description of the four components of a research paradigm: ontology, epistemology, methodology, and methods. This is followed by a detailed discussion of the three paradigms and what characterizes the four components in each of the three paradigms. The article concludes by stating that researchers can investigate different phenomena under any of the three paradigms and they should not eschew the possibility of subscribing to different paradigms because of any concerns that they have to be mutually exclusive. Instead, the decision of choosing a philosophical outlook to investigate a phenomenon should be guided by the necessities and requirements of a research study rather than the obdurate insistence of adhering to one particular philosophical outlook to the exclusion of others.
The world is marching into a new development period when the digital technology, physical technology, and biological technology have achieved an unprecedented development respectively in their own fields, and at the same time their applications are converging greatly. These are the three major technological drivers for the Fourth Industrial Revolution. This paper discusses the specific technology niches of each kind technological driver behind the Fourth Industrial Revolution, and then evaluates impacts of the Fourth Industrial Revolution on global industrial, economic, and social development. At last this paper proposes possible measures and policies for both firms and governments to cope with the changes brought by the Fourth Industrial Revolution.
Incredible technology changes are defining our current reality, impacting on our approach to society, to planning and to breaking new ground in terms of education. There is a rise of a new generation that is "location-aware" and speaks a “technological-language”. This has a great impacts on the teaching-learning environment within the current university structures, as students (the new Generation Z learners) are more equipped with technology, than typical Generation X (lecturers), which increase complexity of education processes involving instruction, guidance, and supervision. This study investigated the preferences of the new Generation Z student, in terms of technology usage within formal educational systems, based on the surveys conducted among the Urban Planning students on the Potchefstroom campus of the North-West University, South Africa, over a 7 year period. It also tested perspectives and technology usage and preferences of current lecturers (of the same group of students), in order to reveal some of the complex realities and challenges faced when teaching Generation Z. The research concluded with the viewpoints of both groups and presented some solutions to bridge the gaps and enhance teaching-learning strategies.
In the past several years, Building Information Modeling (BIM) adoption has grown significantly in the architecture, engineering, and construction (AEC) industry. In response to this trend, the industry and academia realized that BIM education in university curricula is an important requirement for satisfying educational demands of the industry, and a notable body of research has reported strategies AEC programs implemented to incorporate BIM in their curricula. However, no study has comprehensively reviewed and synthesized the research on strategies adopted by educators. To bridge this gap in the literature, this paper presents a systematic review of research on BIM curriculum design in AEC education. The authors report on the trends of research on BIM curriculum design (e.g. methods, timelines, and contexts) as well as a synthesis of implemented pedagogical strategies with detailed discussions on their implications and effectiveness across different studies and contexts. These strategies address a variety of important pedagogical issues such as enrolment of students, optional or required BIM use, important competencies and skills, tutoring methods, industry engagement, designing assignments, and assessment methods and criteria. This synthesis shows that designing pedagogical strategies for BIM education is complex and challenging, and AEC programs need to make trade-offs between advantages and disadvantages associated with these strategies. The results also highlight the need for more diverse research designs and settings to bridge the gaps identified in BIM curriculum research to date. Finally, the authors present a literature-based framework of BIM curriculum design strategies as well as a set of recommendations that can be used BIM educators and researchers as a guide for designing or assessing their BIM curricula in future research.
This paper explores the relationships between a number of different developments in higher education pedagogy, which are subsumed under the broad heading of progress files. The overall concern of the paper is to explore the ways in which personal reflection and learning is enhanced through dialogue. The paper explores the ways learners engage in dialogue in two environments that use different aspects of digital technologies to support the development of portfolios. The findings from the case studies point to the ways in which different technologies facilitated personal reflection mediated through sharing and dialogue. We develop the idea of affordances as a relationship whereby the learner is involved in a purposeful engagement with the possibilities created by their environment. The affordance of digitised technologies in supporting dialogue is, therefore, conceptualised in relation to the characteristics of the learner, not as a simple technology relation.
Generation Z is born and raised with the social web, they are digital centric and technology is their identity. This generation will be entering in the companies in the coming years but little is known of this generation about their characteristics, needs, attributes and work style. They seem to have different attitudes towards work then the previous generations. Without proper understanding of this generation, organizations will find difficulties to hire and retain them for the sustainable growth of the organizations. By understanding them, the companies can determine what can impact their recruitment and retention success through paying attention to what this generation tick in the workplace. This paper examines the characteristics and preferences of the Generation Z from the existing literature so that organizations can foresee and build work place suitable for them which in turn will impact the organizational performances.
The construction industry worldwide is moving towards more collaborative working practices, such as integrated project delivery (IPD). The era of the Master Builder has passed; modern construction projects are too complex for one person to understand all aspects. New specialist disciplines are emerging, with experts engaged at earlier stages of the design process. However, this collaborative approach is not reflected in the current education of architecture, engineering, and construction (AEC) professionals. Students of the separate disciplines are generally educated in isolation from the others. On graduation, they are then expected to be able to work in integrated teams without prior training in multidisciplinary teamwork. This contributes to the poor levels of trust and inadequate information sharing that plague the industry and prevents it from fully embracing the productivity savings that BIM (building information modelling) and IPD promise. Academics of the AEC disciplines also work in isolation, and the same courses are developed from scratch every time a new academic arrives at an institution. This paper proposes an integrated approach to the teaching of AEC subjects, including a framework to assist academics in adapting their existing curricula, and reports on some initial trials carried out in three Australian Universities.
Testing the students' cognitive level is the prime objective of any assessment system. However, it is perhaps necessary to review and introduce steps in the examination paper design to ensure that the student is tested for the different cognitive levels of learning. Blooms Taxonomy named after Benjamin Bloom classifies the different layers of learning processes that a student goes through when the learning objectives are set for them in a teaching program. In an educational environment where an array of programs and modules are taught by different teachers with differing learning objectives, the consistency of assessment across all modules also become a major task. Essentially, this is the prevailing learning and teaching atmosphere in Caledonian College of Engineering, Sultanate of Oman. This paper explores the elements of Blooms Taxonomy in examination assessment system in this college. Further, the methodology adopted by the assessment office of the College, in testing the students' cognition levels (applying Blooms Taxonomy principles) and the questions for mapping the cognitive levels are illustrated. It is also felt that the application of Blooms Taxonomy system has enabled the teachers to set examination papers that are well balanced, testing the different cognitive skills without a tilt towards a tough or easy paper perception.
Research disciplines and subdisciplines are steeped in epistemological beliefs and theoretical assumptions that guide and constrain research. These beliefs and assumptions both enable scientific inquiry and limit scientific progress. Theory and review papers tend to be a means for reproducing ideological assumptions. However, review papers can also challenge ideological assumptions by critically assessing taken-for-granted assumptions. Critical review methods are underdeveloped in the management disciplines. The information systems (IS) discipline must do more to improve the critical examination of its scientific discourse. In this paper, we present a method with guiding principles and steps for systematically conducting critical reviews of IS literature based on Habermasian strains of critical discourse analysis. We provide an empirical example of the method. The empirical example offers a critical review of behavioral information security research with a focus on employees’ security behaviors.
Student satisfaction with teamwork experiences is important for two interrelated reasons. First, students learn about teamwork more effectively when they view their teamwork learning experience more positively. Second, their satisfaction with prior teamwork learning has an impact on future teamwork learning - because team effectiveness is influenced by attitudes and motivations to teamwork shaped by past experience. This paper draws on data collected from almost 196 students at 4 Australian universities. It considers the relationships between architecture students' satisfaction with two dimensions of teamwork - its processes and its outcomes - and five pedagogic factors that teachers can control: team size, assessment, team formation, the teaching of teamwork skills and knowledge, and feedback on teamwork skills and processes. The results indicated that a student's perception of whether assessment was fair was the greatest predictor of satisfaction. Through an understanding of the factors that contribute to positive learning experiences for students in teams, suggestions are given on how design educators might better support student learning in teamwork assignments and student learning of how to design in teams.
The integration of technology and team collaboration is increasingly becoming a critical juncture in construction education of the work environment. Through literature review and interviews, the authors find that students equipped with knowledge of BIM technology is not the ultimate goal, while the collaborative process of using BIM to solve practical construction problems emerges as key to individuals entering the industry. However, a majority of BIM-relevant courses have been taught as technology training without the context of a collaborative learning environment, while the industry values training in collaboration as a paramount skill in possible employees.
To fill this gap, the authors assume that the collaborative construction skills can be
obtained through training in higher education of construction. This work applies a case
study analysis of one of Virginia Tech’s Department of Building Construction courses,
the Integrated Construction Studio (ICS), to demonstrate how the BIM process help
students to build their collaboration skills in 4Cs: Common goals, Communication,
Coordination, and Cooperation. This work then uses a survey analysis to validate
the assumptions, and results from statistical analysis reinforce findings from the case
study and also suggest some noteworthy observa
The positive and constructive paradigms have typically been popular among researchers as two main approaches to scientifically investigate issues of life and social sciences. Particularly novice researchers
unconsciously tend to fit their studies in one of the framework set up by either of these approaches. This paper
develops arguments in the perspective of paradigmatic issues in research to highlight the comparatively young
paradigm of critical theory which has not yet gained due projection. The discussion informs on how critical
approach to research may gain equally, or even more, valuable insight not only by analyzing and exploring the
situation but also by offering a change agenda for reformation. The paper also appraises one of the critical research tools, critical discourse analysis in depth, to elaborate the philosophical and theoretical basis of this research methodology in order to enhance awareness among novice researchers investigating under the umbrella of critical paradigm.
This study examined the effect of a technology-enriched classroom on student development of higher-order thinking skills and student attitudes toward computers. A sample of 80 sixth-grade and 86 fifth-grade students was tested using the Ross Test of Higher Cognitive Processes and surveyed using the Computer Attitude Questionnaire. The creation of a technology-enriched classroom environment appears to have had a positive effect on student acquisition of higher-order thinking skills. This study identified several implications related to classroom design to enhance the development of higher-order thinking skills. Teachers reported that the technology-enriched classroom differed from the traditional classroom in several significant ways.
Abstract Since the 1980s, there has been a growing body of critical theory in information systems research. A central theoretical foundation of this research is Habermas’ theory of communicative action, which focuses on implications of speech and proposes general normative standards for communication. Habermas also places particular emphasis on the importance of the public sphere in a democratic society, critiquing the role of the media and other actors in shaping public discourse. While there has been growing emphasis on critical discourse analysis (CDA), there has been limited effort to systematically apply Habermas’ validity claims to empirical research. Moreover, while critical research in information systems has examined communication within the organizational context, public discourse on information technology has received little attention. The paper makes three primary contributions: (1) it responds to Habermas’ call for empirical research to ground and extend his theory of communication in every day critical practice; (2) it proposes an approach to applying Habermas’ theory of communication to CDA; and (3) it extends the reach of critical research in information systems beyond micro-level organizational concerns and opens up to critical reflection and debate on the impact of systematically distorted communication about technology in the public sphere.
Peer-to-peer programs are growing in popularity in higher education (HE) due to institutions’ increased interest in engaging students as partners in learning and teaching. This study explores one institution’s approach to engaging level 5 and level 6 undergraduate students as teaching assistants (TAs) in engineering to support the first-year transition and academic success. The study focuses on the effect of the pilot program on the peer mentors i.e. the TAs, rather than on the peer mentees. An online questionnaire was designed to investigate TAs’ experiences of participating in a student-staff role, and the impact the role had on their academic and non-academic skills development. The findings show that the TA role contributed to enhanced subject understanding and transferable skill development, particularly communication and learning skills. The main attribute valued by TAs was helping others and making a positive impact, contributing to their sense of belonging.
Most often, members of the dental team are educated in separate programs. These professionals then come together in practice to work as a team, often with limited knowledge about each other's roles. The aim of this study was to assess the perspectives of dental and dental hygiene students regarding collaborative learning after taking two courses together. Five years (2010-14) of survey data were collected from a convenience sample of dental and dental hygiene students. The dental hygiene students were in their first and second years (DH1 and DH2) at Eastern Washington University (EWU). The dental students were in the University of Washington (UW) Regional Initiative in Dental Education (RIDE) program, taking their first year of courses in Eastern Washington with EWU's dental hygiene and UW's medical students. Eight first-year dental (D1) students participate in the RIDE program each year, totaling 40 across the five years. Because the same D1 students take both courses, this target population was 80. The number of DH1 and DH2 students in these courses ranges from 32-36 each year, for a target population of 323 across the five years. A total of 193 survey responses were collected, for an overall response rate of 48%; the D1 response rate was 72%, and the DH response rate was 42%. In the results, students perceived that learning collaboratively helped them think positively about other dental professionals, benefitted their problem-solving skills, increased their understanding of clinical problems, helped them become better team members, improved trust and respect, and improved their understanding of course content. These results suggest that collaborative learning had a positive impact on both groups. In comments, students suggested they would benefit from more shared learning experiences in the clinic and agreed that collaborative learning would help them create a more cohesive team. © 2018 American Dental Education Association. All rights reserved.
Building Information Modeling (BIM) offers a novel approach to design, construction, and facility management in which a digital representation of the building product and process is used to facilitate the exchange and interoperability of information in digital format. BIM is beginning to change the way buildings look, the way they function, and the ways in which they are designed and built.
The BIM Handbook, Third Edition provides an in-depth understanding of BIM technologies, the business and organizational issues associated with its implementation, and the profound advantages that effective use of BIM can provide to all members of a project team. Updates to this edition include:
• Information on the ways in which professionals should use BIM to gain maximum value
• New topics such as collaborative working, national and major construction clients, BIM standards and guides
• A discussion on how various professional roles have expanded through the widespread use and the new avenues of BIM practices and services
• A wealth of new case studies that clearly illustrate exactly how BIM is applied in a wide variety of conditions
Painting a colorful and thorough picture of the state of the art in building information modeling, the BIM Handbook, Third Edition guides readers to successful implementations, helping them to avoid needless frustration and costs and take full advantage of this paradigm-shifting approach to construct better buildings that consume fewer materials and require less time, labor, and capital resources.
The use of Common Data Environment (CDE) collaboration platforms, although a requirement of the government BIM (Building Information Modelling) mandate within the UK, is an area that has been under-reported in research publications, especially in relation to the education sector for the management of undergraduate multidisciplinary student BIM projects. Up to this point, academics have focused on the use of BIM authoring and analysis tools and collaborative and multidisciplinary working methods, but not necessarily on how information is managed and the platforms that can be used in this regard. This paper presents the findings of a three-year longitudinal study undertaken at Ulster University experimenting with three different platforms for the delivery of an undergraduate multidisciplinary collaborative student BIM project. A case study methodology is employed to provide a description of experiences over the three-year period, with an ethnographic approach to data collection in the form of direct observations in the field. Thematic analysis is used to identify key trends followed by a cross-case synthesis. The results of the study identify advantages for all of the differing platforms utilised depending on the functionality and learning outcomes required, whilst highlighting challenges in terms of familiarity and assessment integration. The paper concludes by presenting potential CDE methods of integration at undergraduate Levels 4, 5 and 6 (Years 1, 2 and 3).
Critical thinking is acclaimed as a valuable asset for graduates from higher education programs. Technology has advanced in quantity and quality; recognized as a requirement of 21st century learners. A mixed methods research study was undertaken, examining undergraduate nursing student engagement with critical thinking instruction, platformed on two technology-enhanced learning environments: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framed the study capturing constructivist collaborative inquiry to support learning, and facilitate critical thinking capability. Inclusion of quantitative and qualitative data sources aimed to gather a comprehensive understanding of students' development of critical thinking and engagement with technology-enhanced learning. The findings from the students' perspectives were positive toward the inclusion of technology-enhanced learning, and use in supporting their development of critical thinking. Students considered the use of two forms of technology beneficial in meeting different needs and preferences, offering varied means to actively participate in learning. They valued critical thinking instruction being intentionally aligned with subject-specific content facilitating understanding, application, and relevance of course material. While the findings are limited to student participants, the instructional strategies and technology-enhanced learning identified as beneficial can inform course design for the development of critical thinking.
The construction industry worldwide is moving towards more collaborative working practices, aided by building information modelling (BIM) tools and processes. BIM could be more accurately described as Project Lifecycle Information Management (PLIM). Many firms are claiming to be ‘doing BIM’, but are just scraping the surface in terms of the benefits that can be leveraged from true integrated, collaborative design and construction. New graduates, trained in collaboration and PLIM techniques will be the best people to drive positive change, but current educational models do not tend to provide these skills. This paper describes current worldwide educational trends in collaborative multidisciplinary education, and a proposed framework to assist academics in implementing changes to AEC curricula. © IFIP International Federation for Information Processing 2013.
Building information modeling (BIM) and related digital innovations can serve as a catalyst for more transparency, tighter integration, and increased productivity in the architecture, engineering, and construction industry. Yet, many project teams struggle with how to work based on the new technology. Collaborative design based on shared information systems like BIM requires changing traditional and institutionalized work practices and routines. A case study of integrated BIM design in a large healthcare construction project serves as an example for how commonly experienced challenges can be overcome. The project has been awarded BuildingSMART's 2015 award for 'outstanding open BIM practice' making it Norway's role model for BIM practice. Based on diffusion of innovations theory, we identified the following set of key factors enabling digital collaboration in this project: change agents, new roles and responsibilities, a cloud computing infrastructure, BIM contracts, and a BIM learning environment. The findings presented in this article may serve as an example for BIM implementation and collaborative work in construction projects.
An increase in the size of projects, ambitious design objectives, and a greater number of participants in the planning process, call for an effective integrated planning practice, and an adequate software support, such as the BIM (Building Information Modelling) tools. However, the BIM skills as demanded by practice are not represented in lecturing plans and programs at technical universities. This paper presents the interdisciplinary BIM design course conducted at the Vienna University of Technology. The feedback received from students has proven to be beneficial for creating guidelines for further BIM teaching activities. © 2015, Union of Croatian Civil Engineers and Technicians. All rights reserved.
This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. Although 21st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education.
The Palgrave Handbook of Critical Thinking in Higher Education explores critical thinking in higher education in all its forms, from definitions to teaching and incorporating it into the curriculum, its relationship to culture and the professions, and its social perspectives and scientific and cognitive manifestations. Davies and Barnett ask what is critical thinking, especially in the context of higher education? The handbook explores these questions, with contributors offering their insight into the contemporary understandings of higher education worldwide. This forthcoming book is an edited collection of papers from around the world. The editors are Martin Davies (Melbourne) and Ron Barnett (London).
“The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy.” Professor Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA.
[*Before you ask, I can't send you the whole book as it would infringe copyright. Palgrave provide an epub at a reasonable price: https://link.springer.com/book/10.1057/9781137378057*]
The paper discusses and analyzes the notion of information quality in terms of a pragmatic philosophy of language. It is argued that the notion of information quality is of great importance, and needs to be situated better within a sound philosophy of information to help frame information quality in a broader conceptual light. It is found that much research on information quality conceptualizes information quality as either an inherent property of the information itself, or as an individual mental construct of the users. The notion of information quality is often not situated within a philosophy of information. This paper outlines a conceptual framework in which information is regarded as a semiotic sign, and extends that notion with Paul Grice's pragmatic philosophy of language to provide a conversational notion of information quality that is contextual and tied to the notion of meaning.
Communication a hands-on approach
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