Identifying and evaluating information technology bachelor's degree programs

Hansen, Andrew R.; Neupane, Bikalpa; Lunt, Barry M.; Ofori, Richard

doi:10.1145/2380790.2380796

Cited by 10 publications

(4 citation statements)

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“…In 2019, Lunt et al [3] updated an earlier effort [4] to identify 4year undergraduate IT programs in the U.S. In the most recent study, 389 programs were identified as IT based on a compliance factor that measured alignment with the IT2017 Model Curriculum [3,5].…”

Section: Methodsmentioning

confidence: 99%

An Academic Profile of IT Program Leadership in the U.S.

Martin

2020

Proceedings of the 21st Annual Conference on Information Technology Education

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IT as an academic discipline is in its infant stages compared to CS. As a result, IT programs compete with CS and industry to recruit and retain qualified faculty. A multi-phase project is underway that will add to our understanding of IT leadership and faculty profiles and investigate a variety of questions and issues related to IT faculty and IT programs. This paper presents the first data collected as part of that project and provides a profile of IT program leadership in the U.S. Findings reveal that most department or school leaders are male, come from a CS background, and most possess a Ph.D. degree.

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Section: Methodsmentioning

confidence: 99%

An Academic Profile of IT Program Leadership in the U.S.

Martin

2020

Proceedings of the 21st Annual Conference on Information Technology Education

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“…Since its inception nearly two decades ago, the SIGITE community has successfully helped establish the Information Technology (IT) discipline, articulate the ACM/IEEE Computer Society curriculum recommendations for undergraduate IT programs worldwide [5,15], and maintain relevant ABET CAC/CSAB IT program accreditation criteria [4,9,16]. In support of its mission, SIGITE members have constantly focused on understanding which academic computing programs are IT [3,6,8], who teaches in these programs [7], and how to assess the alignment of IT curricula [17] with the ACM/IEEE Computer Society recommendations.…”

Section: Introductionmentioning

confidence: 99%

“…Studies [3,6] that evaluated the curricula of undergraduate IT programs in the U.S. focused on both (1) identifying the colleges and universities with IT programs, and (2) evaluating program requirements according to the ACM/IEEE Computer Society curricular recommendations [5,15] to determine if a program was "truly an IT program. " This paper complements these studies by examining who participates in undergraduate IT education, particularly how many students enroll in these programs, which groups they represent based on gender, race, and ethnicity, and what the retention and graduation rates are as measures of programs' academic performance.…”

Section: Introductionmentioning

confidence: 99%

“…CIP codes are also instrumental to computing education research by IT educators. Studies on IT programs' curricular quality are representative examples of such research contributions [3,6,7,17]. Despite the importance of CIP codes, IT faculty and department chairs are typically not involved directly in choosing or changing these codes, which are used to report data about their programs.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating Student Participation in Undergraduate Information Technology Programs in the U.S.

Sabin

Zweben

Lunt

et al. 2020

Proceedings of the 21st Annual Conference on Information Technology Education

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Enrollment, retention, and graduation rates of undergraduate students in Information Technology (IT) programs are useful measures of institutional performance. Disaggregated by demographics characteristics, such as gender, race, and ethnicity, analysis of student data across IT programs in the U.S. supports the exploration of the breadth and diversity of student participation in IT. Evaluating undergraduate IT programs is particularly challenging for multiple factors, including: IT programs are not always titled "Information Technology"; IT programs are not always ABET-accredited; and IT programs may be housed in various academic units, such as business, computing, engineering, technology, or information sciences. This paper builds on prior work used to identify IT programs in the U.S., including the National Center for Education Statistics' Classification of Instructional Programs (CIP) codes, specifically CIP code 11 that designates IT and other computing programs. It also refines CIP code-based program identification and then analyzes 2017-2018 student data from the National Student Clearinghouse Research Center to evaluate IT programs through a student participation lens. The in-depth analysis of student enrollment, retention, and graduation is intended to support IT programs with designing more inclusive learning environments that increase participation of all students, in particular women and racial and ethnic minority students. This paper finally signals the importance of CIP codes that designate IT programs and focuses attention to the role that faculty, IT programs, and SIGITE community at large need to have in CIP code selection to further advance research in IT education.

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