IS'95: Guideline for Undergraduate IS Curriculum

Couger, J. Daniel; Davis, Gordon B.; Dologite, Dorothy G.; Feinstein, David; Gorgone, John T.; Jenkins, A.P.; Kasper, George M.; Little, Joyce Currie; Longenecker, Herbert E.; Valacich, Joseph S.

doi:10.2307/249599

Cited by 81 publications

(44 citation statements)

References 2 publications

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“…Any graduate of an IS program should be equipped to function in an entry-level position and should have a basis for continued career growth (Adler, 1992;Couger et al, 1995;Dalal, 1994;Staiti, 1997). In 1972, reporting the result of the research of ACM Curriculum Committee on Computer Education for Management, Ashenhurst suggested a curriculum for a master's level program in information systems development.…”

Section: Knowledge and Skills Required By Is Personnelmentioning

confidence: 99%

“…He generated 37 skills and abilities that students in a graduate MIS program should be expected to acquire and classified them into six categories: people, models, systems, computers, organizations, and society. Couger et al (1995), Lee et al (1995), Nelson (1991), Todd et al (1995) and Young and Lee (1996) provide other classifications of the abilities, knowledge, or skills that an IS graduate must possess. Table 1 shows various classifications of traits an IS graduate needs to maintain.…”

Section: Knowledge and Skills Required By Is Personnelmentioning

confidence: 99%

“…A series of surveys repeatedly reported that IS personnel generally show their deficiency most seriously in these important areas (Lee et al, 1995;Nelson, 1991;Todd et al, 1995;Trauth et al, 1993). Table 1 Classifications of IS abilities/knowledge/skills Authors Categories Ashenhurst (1972) People, models, systems, computers, organizations, society Couger et al (1995) Communication, computer applications systems, information technology and tools, interpersonal relationships, management, problem solving, systems development methodologies, systems theory and concepts, professionalism Lee et al (1995) Business functional knowledge (H), interpersonal and management skills (H), technology management knowledge (M), Technical specialty knowledge (L) Leitheiser (1992) (developer skills) interpersonal (H), analysis & design (M), programming (M), business (M), environment (L), programming language (L), specific application (L) (specialist skills) database & data communication (1), software (2), hardware (3), advanced applications (4) Nelson (1991) Organizational knowledge, organizational skills, organizational unit, general IS knowledge, technical skills, IS product Todd et al (1995) Hardware, software, business, management, social, problem solving, development methodology Young & Lee (1996) The number in parentheses represents the rank of importance of the items of each category, with 1 the most important. H, M, and L in parentheses represent high, middle, and low importance, respectively.…”

Section: Knowledge and Skills Required By Is Personnelmentioning

confidence: 99%

“…Many researchers have reported a gap between the relative importance of the required IS knowledge and skills rated by industry and academia (Ashenhurst;Barley & Orr, 1997;Burk, 1998;Couger et al, 1995;Lee et al, 1995;Nelson, 1991;Todd, McKeen, & Gallupe, 1995;Young & Lee, 1996). In addition, the proportion of the hours provided in terms of the required IS knowledge and skills by IS academia is not in line with the importance of the required IS knowledge and skills ranked by the industries.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan

Yen¹,

Chen²,

Lee³

et al. 2003

International Journal of Information Management

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Section: Knowledge and Skills Required By Is Personnelmentioning

confidence: 99%

Section: Knowledge and Skills Required By Is Personnelmentioning

confidence: 99%

Section: Knowledge and Skills Required By Is Personnelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan

Yen¹,

Chen²,

Lee³

et al. 2003

International Journal of Information Management

View full text Add to dashboard Cite

“…But, even as recently as the 1995, Guideline for Undergraduate IT Curriculum, the course descriptions of required courses hardly mentioned social skill training, despite the fact that Interpersonal Relationships, Management and Professionalism were included as representative abilities/knowledge required for IT program graduates (Couger, et al, 1995). Even when the curriculum is revised as to its goals, the tactics have not addressed its fundamental flaw.…”

Section: Implications For It Curricula -It Majorsmentioning

confidence: 99%

IT Education's Failure to Deliver Successful Information Systems: Now is the Time to Address the IT-User Gap

Mann¹

2002

JITE:Research

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Executive SummaryIT curricula were created in business schools because traditional computer scientists had problems building information systems that were acceptable to the people that use them. Now, many years later, the percentage of unsuccessful information systems is still alarmingly high. Research in this area tended to be focused on the project level and seemed to ignore the growing conflict between end-users and the IT department as a whole.The IT-User gap is pervasive and takes many different forms. In fact, the IT-User gap has become such a problem that many organizations are taking matters into their own hands by creating new hybrid positions to bridge the gap. Personnel in these positions bridge the gap by helping end-users deal with the IT personnel and vice versa. Moreover, despite extensive obstacles, these people are taking on the challenge and becoming quite successful. The names of these positions may vary widely (relationship manager, IT-User Liaison, etc.) but they all have similar roles in the organization. This paper begins with the premise that the IT-User gap will not disappear but that we could be doing more in our IT curricula to address the gap. First, the curriculum for IT majors should recognize that the role of IT professionals is changing in organizations and that the trend is for IT professionals to need stronger interpersonal skills and an organizational learning perspective. Second, the curriculum must be modified to give more than just lip service to the importance of these skills.Changes to the IT curriculum, however, may not be enough. If organizations have found hybrid personnel to be indispensible, then it is time that IT curricula begin to prepare students to take on this new career. IT programs often have students that are not very strong programmers but yet really like working with computers. Rather than encouraging the students to change majors, we should recognize that organizations can benefit from their skills too. This paper addresses the issue by presenting two enhancements to the traditional IT curriculum. The first is a hybrid major that emphasises that the person would need both technical and inter-personal skills. The second is a hybrid minor that would allow non-IT business majors or even non-business majors to enhance their technical skills enough to be effective liaisons between their work group and the IT department.

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Developing a Contextualized Information Systems Curriculum for an Emerging Economy

Ayalew

Renken

Mgaya

et al. 2012

E J Info Sys Dev Countries

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Information Systems (IS) curriculum development in developing countries faces the challenge of balancing conformance to international trends while remaining relevant to the local context. Model curricula such as IS2010 provide a clear and up-to-date reflection of IS curricula trends. However, such curricula cannot be directly implemented especially in developing countries where there are a number of environmental factors that affect the curriculum. In this paper we describe the approach taken to develop a contextualized undergraduate IS curriculum in a highly interdisciplinary African university. In an effort to harmonize the 3 undergraduate IS programs at the University of Botswana (UB), it was necessary to identify the content and direction for a new common IS core curriculum. To achieve this, several activities were carried out, namely: study of existing model curricula, survey and study of the needs of the local IS industry, tracer study of UB IS graduates, study of some regional and international IS curricula, and study of some relevant local policy documents. The paper discusses how the results of our empirical enquiries (i.e., different studies) have shaped the proposed IS curriculum appropriate to the emerging economic context in Botswana. We emphasize on the importance of proper adaptation/contextualization and exploiting the interdisciplinary nature of IS that can resolve important resource (both human and physical) constraints which is common in many African universities.

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IS'95: Guideline for Undergraduate IS Curriculum

Cited by 81 publications

References 2 publications

Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan

Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan

IT Education's Failure to Deliver Successful Information Systems: Now is the Time to Address the IT-User Gap

Developing a Contextualized Information Systems Curriculum for an Emerging Economy

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