Emergence of the Information Technology Discipline

Gowan, Art; Reichgelt, Han

doi:10.1109/mc.2010.199

Cited by 8 publications

(8 citation statements)

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“…The Computing Accreditation Commission of ABET approved accreditation criteria for Information Technology programs in 2006 (ABET, n.d.; Gowan & Reichgelt, 2010). Accreditation standards provide programs with a set of criteria that ensures the continued quality of the program.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To ensure the quality of these IT programs, the Computing Accreditation Commission of ABET -the recognized US accreditation agency for college and university programs in computing -established accreditation criteria for IT programs and accredited the first three IT programs in 2006 (Gowan & Reichgelt, 2010). At the end of 2014, there were 28 accredited programs in the US and 37…”

Section: Introductionmentioning

confidence: 99%

“…worldwide (ABET, n.d.). IT curricula are distinguished by their need to provide hands-on instructional activities, problem solving and user-centered communication (Gowan & Reichgelt, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Online vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

et al. 2015

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This paper investigates students’ assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students’ ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and Perceived Success. The study analyzed five semesters of students’ ratings and found no significant differences in the overall ratings of the course quality indicators between the on-line and face-to-face courses. There were differences between the overall ratings of the course quality indicators, with instructor performance and course organization receiving the highest ratings. More importantly, there was a significant interaction between the course quality indicators and the course structure. Examination of this interaction indicated that the course organization, the assessment and grading procedures, and the students’ perceived success in the course, were higher in on-line courses, while instructor performance was better in face-to-face courses. These findings suggest different ways to improve both the on-line and face-to-face courses. Finally, the most surprising outcome was that students perceived greater success in on-line courses. However, this result needs further exploration in future studies.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Online vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

et al. 2015

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“…We speculate that some topics such a networking and data communication may not be as relevant for BI as for IS and that quantitative skills will necessarily have greater importance for BI. Eventually, these points might suggest the need for a fourth ABET-accredited computing discipline to accommodate BI/BA, similar to the development of IT standards (Gowan & Reichgelt, 2010).…”

Section: Abet Is Accreditationmentioning

confidence: 99%

Toward a Model Undergraduate Curriculum for the Emerging Business Intelligence and Analytics Discipline

Mitri¹,

Palocsay²

2015

CAIS

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Business intelligence (BI) combined with business analytics (BA) is an increasingly prominent strategic objective for many organizations. As a pedagogical subject, BI/BA is still in its infancy, and, in order for this to mature, we need to develop an undergraduate model BI/BA curriculum. BI/BA as an academic domain is emerging as a hybrid of disciplines, including information systems, statistics, management science, artificial intelligence, computer science, and business practice/theory. Based on IS 2010's model curriculum constructs (Topi et al., 2010), we explore two curricular options: a BI/BA concentration in a typical IS major and a comprehensive, integrated BI/BA undergraduate major. In support, we present evidence of industry need for BI/BA, review the current state of BI/BA education, and compare anticipated requirements for BI/BA curricula with the IS 2010 model curriculum. For this initial phase of curricular design, we postulate a preliminary set of knowledge areas relevant for BI/BA pedagogy in a multidisciplinary framework. Then we discuss avenues for integrating these knowledge areas to develop professionally prepared BI/BA specializations at the undergraduate level. We also examine implications for both AACSB and ABET accreditation and describe the next phase of applying the IS 2010 concept structure to BI/BA curriculum development.

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“…This article refers to IT as a discipline, to denote a field of study, consistent with [Gowan and Reichgelt, 2010], which cites the emergence of IT as a separate discipline over the past decade. This disciplinary standing for IT is also recognized by curricular and accrediting bodies [e.g., Lunt, et al, 2008 andABET, 2010 respectively], whose attention to the disciplinary content of IT has helped to render the subject sufficiently well-defined so that we can discuss IT research themes, as others have done [e.g., ReichgeIt, 2004;and Ekstrom, et al, 2006].…”

Section: Introductionmentioning

confidence: 99%

Toward an IT Agenda

Agresti¹

2011

CAIS

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The state of the information technology discipline is explored. A point of departure is a depiction of the IT field in a computing space along with computer science, computer engineering, software engineering, and information systems. This examination motivated a proposed distinctive anchoring theme for the IT discipline as deployment and configuration. Recommendations are made for advancing the research component of an IT agenda by seizing on jurisdictional vacancies, abstracting from professional practice, and drawing upon theoretical results from the systems sciences, serving as a reference discipline for IT. Five IT research thrust areas are proposed: IT artifacts, enterprise architectural infrastructure, interaction models, system performance, and domain induction. Appendices provide context by discussing viewpoints on the IS-IT relationship, perspectives on the role of artifacts in IS-IT research, and observations on the perceived standing of IT as a discipline or sub-discipline.

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Emergence of the Information Technology Discipline

Cited by 8 publications

References 0 publications

Online vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

Online vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

Toward a Model Undergraduate Curriculum for the Emerging Business Intelligence and Analytics Discipline

Toward an IT Agenda

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