Revising the IS Model Curriculum: Rethinking the Approach and the Process

Topi, Heikki; Valacich, Joseph S.; Kaiser, Kate M.; Nunamaker, Jay F.; Sipior, Janice C.; Vreede, Gert-Jan de; Wright, Ryan

doi:10.17705/1cais.02045

Cited by 15 publications

(18 citation statements)

References 4 publications

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“…Incorporating IS 2010 into a wiki will allow the IS community to continually contribute to this now dynamic document.The editors of IS 2010 thank those who have helped in this project. We also acknowledge with gratitude the permission we received from Communications of the AIS to include material in this report from the two CAIS papers that the task force published during the course of this project [Topi et al, 2007;Topi et al, 2008]. We hope this ongoing cooperative curriculum development effort will continue to serve your needs.…”

mentioning

confidence: 94%

IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

Topi¹,

Kaiser²,

Sipior³

et al. 2010

CAIS

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IS 2010 is the latest in a series of model curricula for undergraduate degrees in Information Systems. It builds on the foundation formed by this earlier work, but it is a major revision of the curriculum and incorporates several significant new characteristics. IS 2010 is the third collaborative effort by ACM and AIS. Both organizations have worldwide membership, and, therefore, IS 2010 includes elements that make it more universally adaptable than its predecessors. IS 2010 is not directly linked to a degree structure in any specific environment but it provides guidance regarding the core content of the curriculum that should be present everywhere and suggestions regarding possible electives and career tracks based on those. ENDORSING ORGANIZATIONSAfter receiving the approvals from the sponsoring organizations, the committee is pursuing endorsements from other computing organizations. Once the endorsements have been finalized, this document will be updated. Volume 26Article 18 361 FOREWORDThe IS 2010 report is the latest output from model curriculum work for Information Systems (IS) that began in the early 1970s. Prior to this current effort, the most recent version of the IS undergraduate model curriculum is IS 2002, published in early 2003. IS 2002 was a relatively minor update of IS '97 [Davis et al., 1997]. Both IS 2002 and IS '97 were joint efforts by ACM, AIS, and DPMA/AITP (Data Processing Management Association/Association of Information Technology Professionals). IS '97 was preceded by DPMA '90 [Longenecker and ACM Curriculum Recommendations 1983 [ACM, 1983. IS 2002 has been widely accepted and it has also been the basis for accreditation of undergraduate programs of Information Systems. This report represents the combined effort of numerous individuals and reflects the interests of thousands of faculty and practitioners. It is grounded in the expected requirements of industry, represents the views of organizations employing the graduates, and is supported by other IS-related organizations.This report is one of the undergraduate curriculum volumes that have been produced for the core computing disciplines [see the CC2005 Overview Report;Shackelford, 2005]. In addition to IS 2010, curriculum recommendations exist for computer science [CS 2008], computer engineering [CE 2004], software engineering [SE 2004], and information technology [IT 2008] (see www.acm.org/education/curricula-recommendations). All of these reports are under the control of separate committees; updates are published as they are completed.All aspects of the global computing field continue to face rapid and frequent change. As a result, university-level Information Systems curricula need frequent updating to remain effective. Since most academic units have mechanisms to maintain currency of curricula, what is the role of professional society curriculum committees? If an IS academic unit were providing graduates solely to local business and government, the input on program contents could be derived from representatives of local organizat...

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mentioning

confidence: 94%

IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

Topi¹,

Kaiser²,

Sipior³

et al. 2010

CAIS

Self Cite

250

190

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“…Developing large scale IS in support of organizational business processes is a critical skill that is fundamental to any IS educational program [Avison and Cole, 2006;Topi et al, 2007]. Researchers and educators alike have, therefore, taken a keen interest in deriving a set of best practices in IS development course and project work design.…”

Section: Theoretical Background Information Systems Development Cmentioning

confidence: 99%

Designing an Information Systems Development Course to Incorporate Agility, Flexibility, and Adaptability

Tan

Tan²,

Teo

2010

CAIS

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Managing changing business environments and requirements in Information Systems (IS) development is becoming increasingly important. IS development project courses could thus benefit from the infusion of agile, flexible, and adaptable processes. This article reports two years of continuous effort in refining the IS development project course in the National University of Singapore to illustrate how undergraduate students could be effectively taught the agile IS development approach. The course design process was based on the system approach model to instructional design and followed the principles of instructional events suggested by Dick and Carey [1991] and Gagne et al. [1992]. Input from students, as well as pedagogic principles drawn from the extant literature, were used to rigorously refine the course design over time. The final course design exhibits five distinctive characteristics. The two most important characteristics were (1) the adoption of a hybrid agile methodology incorporating the best practices in both coding and project management drawn from three established agile methodologies, and (2) the introduction of requirement shocks at appropriate junctures to train students to react to changes in business requirements. The effectiveness of the course design was assessed using objective measures of learning operationalized as the numerical scores obtained by students. Statistical analysis results indicate that the students who were taught using the final course design obtained higher scores than those who were taught with the initial design. Our course design effort was, therefore, deemed successful.

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“…Since the work for the IS '97 and IS 2002 reports was completed, there have been major contextual changes in practice and academia that have motivated this current curriculum revision process. These have been discussed at a more detailed level in an earlier report of this task force [Topi et al 2007] and, thus, they will be reviewed only briefly here.…”

Section: Background and Motivationmentioning

confidence: 99%

Revising Undergraduate IS Model Curriculum: New Outcome Expectations

Topi¹,

Valacich²,

Wright³

et al. 2008

CAIS

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This paper outlines and further specifies the key points articulated in an IS Model Curriculum panel presentation at the Americas Conference for Information Systems (AMCIS) 2008. This presentation centered on the major changes to the IS Model Curriculum that is currently being proposed by the joint Association for Computing Machinery (ACM) and the Association for Information Systems (AIS) task force. The goal of this task force is to provide the first major revision of the IS model curriculum since IS '97. The major modifications to the IS Model Curriculum involve: 1) reaching beyond the business school to include programs housed in other parts of the university (e.g., health informatics); 2) revising the outcome expectations for the IS graduates and proposing subsequent changes to the curriculum topics; 3) revising the curriculum structure by separating the curriculum core from the elective topics; and 4) involving and making relevant the model curriculum to the global IS community. Also, this paper summarizes the key components to the restructuring of the IS Model Curriculum: high-level organizational needs for IS capabilities and graduate knowledge and skills. Finally, future steps in the curriculum revision process are discussed.

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Revising the IS Model Curriculum: Rethinking the Approach and the Process

Cited by 15 publications

References 4 publications

IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

Designing an Information Systems Development Course to Incorporate Agility, Flexibility, and Adaptability

Revising Undergraduate IS Model Curriculum: New Outcome Expectations

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