Why Don't More Students Major in IS?

Abstract

The large increases in the number of information systems (IS) majors about 10 years ago have been matched by equally large decreases in IS enrollments over the last few years. This article addresses the question of why students choose any major in general, and why students no longer choose to become an IS major in particular. We used a validated survey instrument and the responses from 163 students to examine this question in detail. Not surprisingly, we found that "genuine interest" in the subject was the most salient factor affecting the decision to major in IS. More surprising were what factors did not appear to influence this decision-for example, the promise of good job salaries, job security, the advice of others, or even the image of those who become IS professionals. Students seem aware that information technology employment opportunities exist; if job and salary issues contribute to choosing majors other than IS, it is due to the perception of an unfavorable work/salary ratio for our field rather than one of job security or availability. That is, the amount of work to get an IS degree (the perception of harder-than-average courses) combined with (for many students) the perception of an undesirable amount of continuous training to keep an IS career just do not seem to balance with salary levels. These findings have important implications for the recruiting efforts of IS faculty seeking to attract more IS majors.

A Stimulating Experience

“…Kuechler et al (2009) listed six possible influences on a student's choice of major, namely, career drive, personality traits, genuine interest, anticipated difficulty, the influence of others, and a host of ancillary factors. These remaining factors were grouped further into three main categories: economic, social, and psychological (Kimweli & Richards, 1999;Kuechler et al, 2009).…”

“…Kuechler et al (2009) listed six possible influences on a student's choice of major, namely, career drive, personality traits, genuine interest, anticipated difficulty, the influence of others, and a host of ancillary factors. These remaining factors were grouped further into three main categories: economic, social, and psychological (Kimweli & Richards, 1999;Kuechler et al, 2009). Economic factors were mostly career-related and included job security, salary, signing bonuses, opportunities for advancement, hiring opportunities upon graduation, and initial compensation levels (Kuechler et al, 2009).…”

“…Unfortunately, for many high school students, selecting a career path is not an easy task; in addition, they are not particularly well informed about the implications of their college major selections (Hansen, 2011). Various factors play a role in selecting a college major, and students need to consider each benefit and drawback carefully (Kuechler, McLeod, & Simkin, 2009) to select a college major that renders them both productive and satisfied. Thus, investigating the factors that influence students' major selection is vital.…”

Trinity Walton Club: What is its Potential for Promoting Interest in STEM?

“…This has implications for Ireland's future social and economic growth (EGFSN, 2008). To combat this problem, studies have identified that stimulating and maintaining students' personal interest is a key issue to address (Beggs et al, 2008;Kuechler et al, 2009;Prendergast and O'Donoghue, 2014). Too many students lose interest in science and mathematics at an early age, and thus make an early exit from possible STEM careers (Sanders, 2009).…”

Impact of Engineering Ambassador Program on Academic Attainment of Minority Students in Engineering

“…Studies have shown that the knowledge of students about a field of study is the key factor that influences their interest in considering a major [3,4]. The program has since expanded and is administered in multiple institutions.…”