Business computing - a shared curriculum proposal for the spanish-portuguese border under the auspices of the new european higher education area

García, Félix; Gomes, Juliana Azevedo; Alonso, Lola Fernández; Amaral, Luís; Perez, Jackie

doi:10.1109/fie.2004.1408719

Cited by 2 publications

(1 citation statement)

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“…Research shows that the majority of students find their first jobs in the region where they graduated or in the region they come from. The importance of such an analysis is stressed in [3].…”

Section: Resultsmentioning

confidence: 99%

Implementating international IS curricula in the Croatian Universities

Mesarić¹,

Dukić²

27th International Conference on Information Technology Interfaces, 2005.

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All universities and polytechnics in the European Union as well as universities and polytechnics in countries which are in the joining process are restructuring their curricula according to the Bologna declaration. The main ideas of the Bologna declaration are standardization of knowledge and attaining a high level of education quality in all scientific areas, which will enable student and researcher mobility, as well as development of such knowledge, skills and capacities that qualify graduates for new highly demanding jobs. The restructuring of higher education is based on new learning paradigms and assumptions about new demands of labour market as well as technological trends, especially in information and communication technology. Faculties and polytechnics of business economics, both in European non European countries, are also restructuring their curricula, introducing, besides others, modules of business informatics (business information systems management, MIS). Many of IS curricula are rely on IS 2002 curriculum for undergraduate and MSIS 2000 curriculum for graduate degree. These curicula serve as references for content and methodology. Although these two curricula have body of knowledge based on logical and approved methodological basis, the curricula designed on particular higher institution differ significantly in realization. In this paper we compare the conceptual frames and methodologies in new IS curriculum design on Croatian faculties of business economics with those presented in IS 2002 and MSIS 2000 documents. We also explain the gaps and inconsistency among the referent IS curricula and those created at particular faculties. The consequences arising from that inconsistency are also explained.

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Section: Resultsmentioning

confidence: 99%