What Every Business Student Needs to Know About Information Systems

Ives, Blake; Valacich, Joseph S.; Watson, Richard T.; Zmud, Robert W.; Alavi, Maryam; Baskerville, Richard; Baroudi, Jack J.; Beath, Cynthia Mathis; Clark, Thomas A.; Clemons, Eric K.; Davis, Gordon; Davis, Fred D.; Dennis, Alan R.; Fedorowicz, Jane; Galliers, Robert D.; George, Joey; Gray, Paul; Hirschheim, Rudy; Järvenpää, Sirkka L.; Jessup, Leonard M.; Kemerer, Chris F.; King, John Leslie; Konsynski, Benn R.; Kraemer, Ken; Luftman, Jerry N.; March, Salvatore T.; Markus, M. Lynne; Mason, Richard O.; McFarlan, F. Warren; McLean, Ephraim R.; Olfman, Lorne; Olson, Margrethe H.; Rockart, John F.; Sambamurthy, V.; Todd, Peter; Vitale, Michael R.; Weber, Ron; Whinston, Andrew B.

doi:10.17705/1cais.00930

Cited by 32 publications

(33 citation statements)

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“…One thing that we need to keep in mind is that the reduced demand of IS faculty may be temporary. As Ives et al [2002] pointed out, the need for firms to manage information did not diminish, and the demand of IT professionals would return to a steady growth rate. The U.S. Department of Labor, Bureau of Labor Statistics [2002], projects that computer occupations such as system analysts, computer scientists, and database administrators as being among the fastest growing occupations.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

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Supply and Demand for IS Faculty: A Longitudinal Study

Frolick¹,

Chen²,

Janz³

2005

CAIS

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The supply and demand of IS professors shifted in the last decade. Understanding the fluctuation of the IS faculty job market is a critical success factor for future planning and recruitment efforts. This paper presents the results of a longitudinal study that monitored the supply and demand of IS professors between 1992 and 2004. Data, primarily from the AIS and ICIS placement services, were analyzed to identify the trends in this market. Other relevant issues such as the composition of IS faculty position applicants, supply of IS doctorates, and trends in IS professor salary are also discussed. The paper concludes with recommendations to business and IS schools based on the findings. Explain what the findings were Keywords: management information systems faculty, supply and demand, IS faculty.While the demand of IS faculty cooled since 2000, this reduction in demand was believed to be the result of an economic recession, a sluggish IT job market, a negative portrayal of the IT career outlook by the media, and severe state budget shortfalls. However, this gloomy atmosphere may be tempered somewhat by other statistics. As the 2002-2003 report from the ] clearly indicated, computer occupations are expected to be among the fastest growing careers in the coming years. Therefore, modest demand of IS faculty may not continue forever. The surge in IS faculty demand in the late 1990's caught many universities unprepared. To develop an effective action plan to prepare themselves for future changes in the IS faculty job market, business and IS schools need to take this opportunity to reflect on and learn from experience.The objective of this study is to provide an accurate picture of the IS faculty job market over an extended time period. The results should help both administrators and faculty better understand the dynamics that affect the supply and demand of IS professors. PAST WORKThe supply and demand of IS professors is of interest to every academic in IS. Insightful previous work on this topic includes Jarvenpaa et al. [1991] and Freeman et al. [2000]. While this study differs from prior research in terms of research methodology, research questions, and Lei-da Chen is Assistant Professor of Information Systems and Technology in the College of Business Administration of Creighton University. His research and consulting interests include electronic commerce, mobile e-commerce, Web-based systems development, data warehousing and mining, and diffusion of information technology in organizations. He is the author of over 40 professional articles in refereed journals and national and international conference proceedings.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

“…The IS job market was one of the hottest for many years during this time. It enjoyed double digit growth accompanied by steady increases in income for IS professionals [Ives, et al 2002]. The same was true for IS faculty positions in the 1990's.…”

Section: Introductionmentioning

confidence: 93%

Supply and Demand for IS Faculty: A Longitudinal Study

Frolick¹,

Chen²,

Janz³

2005

CAIS

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“…Most textbook content, and subsequently course content, reflect the guidelines for the Information Systems Foundations course proposed in the MSIS 2000 model curriculum [Gorgone and Gray 2000]; which was subsequently revised in 2006 [Gorgone et al] and henceforth, referred to as the classical approach. The topics recommended by the classical approach are derived directly from the Information Systems Foundations course outline in the Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems [Gorgone et al, 2003], which in turn closely follows the Communications of the Association for Information Systems (CAIS) paper outlining the recommendations by Association of Information Systems' (AIS) task force group [Ives et al, 2002]. The article is the task force's response to the draft of the Association to Advance Collegiate Schools of Business International's (AACSB) Accreditations Standards document.…”

Section: Current Pedagogical Approachesmentioning

confidence: 99%

Focusing on IS Skills for the Middle and Senior Level Manager: A New Approach to the MBA Core IS Course

Swinarski¹

2008

CAIS

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The core information systems (IS) course in an MBA program (the foundations IS course required for all students) is typically one of the hardest to teach. The wide range of student skills and the differing opinions on the content make this course a perennial problem. Who is the target audience? What should be the focus of the course? What is the appropriate course content? What is the proper balance between technical and managerial topics?To help answer these questions this paper investigates the problematic issues surrounding the core IS course and the current pedagogical approaches. An examination of past studies on IS skills seems to suggest academia should consider redesigning the MBA level core IS course. The paper proposes a new IS managerial approach to the course that may better fit the needs of middle and senior managers. This approach differs from previous approaches by making the central focus of the course the skills/knowledge needed by management, particularly general management, for exploiting information technology. A detailed description of a course example following this proposed new approach is provided along with a discussion of the flexibility that this approach offers MBA level IS instructors in achieving various pedagogical objectives. The paper concludes with some limitations associated with the approach and how these limitations can be overcome.

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“…The Information Systems (IS) field is currently experiencing an enrollment crisis. Despite the allure of high-paying jobs in the information technology (IT) sector [Hamm 2006;Kalwarski et al 2006] and an estimated 30 percent increase in IT jobs by 2012 [Hecker 2004], forces such as offshoring, completion of Y2K overhauls, and the dot com bust have taken their toll on the number of students seeking IS degrees [George et al 2005;Ives et al 2002;Vegso 2005]. In fact, reports indicate that enrollments have declined by roughly 50 percent since 2002 [George et al 2005].…”

Section: Introductionmentioning

confidence: 99%

Combating the IS Enrollment Crisis: The Role of Effective Teachers in Introductory IS Courses

Looney¹,

Akbulut²

2007

CAIS

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Assigning effective teachers to introductory IS courses represents one intervention strategy that has been broadly advocated to help reverse the sharp decline in students majoring in Information Systems (IS). Using a survey of 305 students enrolled in a multiple-section introductory IS course, this study empirically confirms that students who are taught by effective teachers are more likely to be attracted to the IS discipline. Moreover, based on a robust theoretical foundation grounded in Social Cognitive Theory, the findings reveal the underlying mechanisms through which teaching effectiveness influences students' aspirations to pursue an IS degree. Specifically, teaching effectiveness bolsters students' confidence in their ability to successfully perform as IS majors (i.e., self-efficacy), raises students' expectations that valued rewards will be received by majoring in IS (i.e., outcome expectations), and helps students develop enduring interest in the IS field. In addition to teaching effectiveness, students with high self-efficacy and robust outcome expectations become more interested in IS. In turn, interest serves as the primary channel through which goals to choose the IS major develop. Implications for theory and practice are discussed.

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What Every Business Student Needs to Know About Information Systems

Cited by 32 publications

References 0 publications

Supply and Demand for IS Faculty: A Longitudinal Study

Supply and Demand for IS Faculty: A Longitudinal Study

Focusing on IS Skills for the Middle and Senior Level Manager: A New Approach to the MBA Core IS Course

Combating the IS Enrollment Crisis: The Role of Effective Teachers in Introductory IS Courses

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