Teaching Effective Listening Skills to Information Systems Majors

Moody, Janette; Usa, Sc

doi:10.28945/2541

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…They should also be capable of communicating clearly with a diverse group of people (Karanja et al, 2016;Taylor, 2016). In general, IS professionals should exhibit strong communication skills, such as effective listening, which is considered essential for requirements elicitation (Moody, 2002). Other soft skills that are considered important include courtesy, creativity, and resilience (Taylor, 2016).…”

Section: Skill Set Developmentmentioning

confidence: 99%

The Role of Service-Learning in Information Systems Education

Feyt

Mwalemba

2021

IISIT

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Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term.

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Section: Skill Set Developmentmentioning

confidence: 99%

The Role of Service-Learning in Information Systems Education

Feyt

Mwalemba

2021

IISIT

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“…In an applied discipline such as IS, research should be relevant to the needs of the practitioners (Lau, 1999;Rosemann and Vessey, 2008;Gill and Bhattacherjee, 2009). Conversely, IS practitioners contribute to this divide as they generally rely on their industry experience, peers or seek advise from vendors or consultants to solve ISD problems rather than looking to academic research (Moody, 2002). To avoid the repeat of past failures, the position of this editorial is that a synergetic relationship between ISD researchers and ISD practitioners would enable all stakeholders to positively exploit emerging technologies (e.g.…”

Section: Introductionmentioning

confidence: 99%

Guest editorial

Dennehy

Pappas

Wamba

et al. 2021

ITP

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Promoting communication skills for information systems students in Australian and Portuguese higher education: Action research study

Isaías

Issa

2013

Educ Inf Technol

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This paper aims to examine the value of communication skills learning process through various assessments in Information Systems (IS) postgraduate units in Australia and Portugal. Currently, communication skills are indispensable to students in expanding their social networks and their knowledge at university and in the future workplace, since businesses expect their employees to have strong communication and presentation skills. This paper provides empirical evidence based on the anonymous quantitative and qualitative data collected during two years from 126 postgraduate students, which were collected via formal and informal feedback. Various assessment methods were used in Information Systems units to promote and develop the communication skills; these assessments are: reflective journal, business plan and prototype, discussion forum, presentation, and final examination. A Communication skills model (CSM) was developed based on Action research principles to promote the assessments which will assist IS students to enhance their communication skills. The research outcomes indicated that integrating communication skills in the assessments will allow students to promote their communication skills and boost their self-esteem skills. Furthermore, this paper added a new theoretical and practical contribution to higher-education teaching and learning literature, especially the action research for teachers to promote and develop communication skills among students. Finally, integrating these skills in the units should meet the objectives and aims of the units, Master's degrees, universities, and businesses' needs, and satisfy our student's needs.

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Teaching Effective Listening Skills to Information Systems Majors

Cited by 3 publications

References 4 publications

The Role of Service-Learning in Information Systems Education

The Role of Service-Learning in Information Systems Education

Guest editorial

Promoting communication skills for information systems students in Australian and Portuguese higher education: Action research study

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