Curriculum development is particularly challenging in computing-related disciplines as the computing industry changes more quickly than most. As information technology degrees have become relatively pervasive, some institutions that offer information systems degrees have recognized a need to develop specialist studies in information systems. This detailed case study shows the forces related to a successful implementation of new Health Informatics degrees. The case describes both an unsuccessful and then a successful attempt at essentially the same curriculum development. Although the case includes some local political factors, these represent typical considerations that a curriculum developer is likely to encounter.
This paper presents an argument that the OSI proposed standard is technically superior to the TCP/IP standard for network communications. An Actor-Network Theory approach is taken for analysis of the historical record surrounding the adoption of TCP/IP. The paper does not seek to create a new history of TCP/IP but to suggest this is a case where traditional explanations of adoption based on the nature of the technology do not explain the demise of the OSI model. Parallels are then drawn between this adoption and the possible problems with the implementation of IPV6. These parallels provide insight into the impediments that may arise with the adoption of the new standard.
There is much known about logical ways of implementing security measures in an organization. Anecdotal evidence shows that few organizations implement a full suite of measures. This study used a single case to identify problems with a logical implementation. A framework was developed using the literature and these identified problems. The framework was then tested through interviews of experienced professionals.
Collaborative work can provide a valuable learning experience, especially for those preparing to enter the information systems workforce. There have been numerous papers that discuss various effective means of realizing the benefits of collaborative group learning, but the approach still experiences issues stemming from pragmatic environmental factors such as the non-traditional nature of many students. This chapter has identified a range of problems and reports on a longitudinal Action Research study in two universities in Australia and the United States. Over three semesters problems were identified and methods tested using various approaches. Several promising remedies to the identified problems are suggested, including the use of student profiles, ePortfolios, project milestones, and freely available online collaborative tools.
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