India and the USA: A Comparison through the Lens of Model IT Curricula

Abstract

Executive SummaryThis study compares two model curricula -one from India and one from the USA. These two countries have played a starring role in the development of information technology. Moreover, model curricula are useful tools for comparison of how different countries perceive and perpetuate ideas surrounding IT.Firstly, it was found that the Indian curriculum is far more instrumental than the American curriculum. Emphasis was placed on business applications of technology, laying bare the desire to turn graduates into engineers. Chemistry, Physics, and Electronics were well represented in the Indian curriculum but not at all in the American curriculum, possibly reflecting an Indian preference for this type of "hard" epistemology. This indicates that American and Indian curriculum designers perceive IT somewhat differently, and this may have significant implications for the way technology is developed in these two countries.

Information Systems Students as Independent Investigators of Truth

“…In addition to the narrow focus on the business domain, the IS2010 guidelines also acknowledge another shortfall of its predecessor; that traditional curriculum development has been too narrowly focused on North American business schools, and that flexibility of curriculum is necessary to allow for application and adoption of guidelines into differing educational contexts. While many see IT as a 'Great Globaliser,' "IT education has not converged to some worldwide standard" [16]. In addition to there being a difference in the developing and developed world, it is suggested that universities should consider the regional area as well as the institutional objectives in structuring curriculum [4].…”

“…Factors such as assurance, security and human computer interaction, were more prominent in the American curriculum. These same factors were non-existent in the Indian IT curriculum, which was more focuses on technical factors such as mathematics and thermodynamics, for example [16].…”

Facing the Metaphorical Fork: Existentialism in the Identity Formation of Information Systems Students

“…In line with Gupta and Wachter's notion that [19] "no single IS curriculum can possibly achieve all of industry's requirements" the IS2010 guidelines also acknowledged that traditional curriculum development had not catered for requirements of non-North American schools. Ezer [13] describes the state of IT education as a comical irony. While IT has possibly played the most significant role in globalisation, not only does IT education not converge to a worldwide standard, but curriculum developers are encouraging flexibility.…”

“…While IT has possibly played the most significant role in globalisation, not only does IT education not converge to a worldwide standard, but curriculum developers are encouraging flexibility. Lee [25] and Ezer [13] identified inconsistencies between curriculum globally, and Brown et al [6] identified a need for different applications to cater for the different cultural priorities of students.…”

“…As a result of this, it was argued that choosing a role or specialisation may be a naïve or uninformed decision, raising perplexing questions about ones desired identity that could be influenced by a team environment. Whilst research has been conducted about the differing focus and prioritisation on a global [13,25], institutional [27], and cultural level [6], there is a lack of research into the effect of differentiation on an individual level in the field. The authors feel, if it is accepted that global, institutional or cultural priorities can effect a student, there is a need to examine the effects of the first team event on an individual students role and career choice.…”