Use of the IS Curriculum
From IS Curriculum
The model Information Systems undergraduate curriculum report has several intended classes of users who have a stake in the achievement of quality IS degree programs:
- academic executives to whom the information systems program reports
- academic heads responsible for the information systems program
- accrediting boards
- information systems faculty
- non-information systems faculty in the school or college where the information systems program resides
- information systems practitioners
- information systems students
In this section, the uses of the report by these intended stakeholders are described and its value explained.
Contents |
For Academic Executives to Whom the Information Systems Program Reports
The IS discipline is an essential part of business and government organizations. Information systems are complex systems requiring both technical and organizational expertise for design, development, and management. They affect not only operations but also competitive strategy.
The nature of this rapidly changing field requires a unique set of resources. The minimal level of resources required to provide a viable undergraduate degree program in Information Systems is outlined below. Specifics of the resource requirements are detailed elsewhere in the document. Additional resources are necessary to support the service courses provided by the IS faculty to other academic units of the university.
Faculty Resource Requirements
The number of faculty will depend upon the number of students majoring in Information Systems. At a minimum, a critical mass of faculty is needed to provide the degree of specialization essential for the proper coverage of the curriculum. The interests, qualifications, and scholarly contributions of the faculty members must be sufficient to teach the courses, plan and modify the courses and curriculum, and remain abreast of current developments in information systems. The rapid increase and change in knowledge in the Information Systems field require that faculty continuously upgrade their skills. Thus, all faculty members must remain current in the discipline. It is recommended that a significant part of each faculty members workload be spent in receiving training in new technologies and acquiring new knowledge and skills. The changes in the field place heavy demands on IS faculty who are required to tailor the curriculum to meet regional conditions, develop up-to-date instructional materials, and manage student projects and internships.
Physical Space Requirements
Physical space requirements for the Information Systems program are similar to those of engineering, biological and physical sciences. The facilities should include:
- Laboratories equipped with computer workstations, network ports, high-speed Internet access and/or wireless capabilities.
- Laboratories to provide experience in designing, installing, and running networks.
- Project team laboratories to accommodate team projects essential to the IS program.
- Classrooms equipped with computer projection, Internet, and local network access, and appropriate computing and software infrastructure, so that the entire curriculum can be adequately delivered.
Computing Infrastructure Requirements
Computing infrastructure consists of hardware, software, and technical support. Because of the need to keep abreast of the rapidly changing technology environment, Information Systems students and faculty must have access to computing facilities at least equivalent to those used in industry. This is necessary to prepare the students for their profession and for the faculty to contribute to the creation of new knowledge in the field. The rate of change in technology suggests a rapid replacement cycle, with some technologies reaching obsolescence in less than 12 months. While some of the general university or school computing laboratories may meet some of the needs of Information Systems, special infrastructure resources are necessary to support the requirements of the curriculum, including systems development, network infrastructure, and other advanced and emerging technologies. In addition to software and hardware, it is paramount to the success of the program that adequate technical support is provided.
For Academic Heads Responsible for the Information Systems Program
The report provides the rationale for adopting the curriculum recommendations for an undergraduate degree program in Information Systems. The curriculum recommendations are based on an assessment of industry expectations for entry level professional employees in the Information Systems field. Industry has expressed a need for both increased emphasis in technical orientation and improved skill in individual and group interactions. Graduates need to be able to interact effectively with clients and to work effectively in teams. Students must have good written and oral communication skills. This report gives the specific recommendations necessary to successfully implement and maintain a program in Information Systems stressing technical, behavioral, and organizational elements. A summary of the resource requirements necessary to support a viable Information Systems program is outlined elsewhere in the document.
For Accreditation Boards that Accredit Information Systems Programs
Accreditation of IS programs requires a widely accepted definition of the discipline and curriculum. This report, developed by the major professional societies in information systems, provides the basis for the curriculum criteria employed in IS accreditation.
For Information Systems Faculty
The curriculum recommendations are described with different levels of detail. Courses are defined at a high level with course descriptions. These include course title, catalog description, scope, topic list, and discussion.
Each course is described in the appendix in terms of learning units for the course. Each learning unit is explained by its goals and objectives. A separate web resource www.is2002.org links the learning units to the elements from the IS body of knowledge that fit the objectives. The IS body of knowledge was derived from industry and university survey responses. Each IS body of knowledge element for a course has a competency or depth of knowledge level for achievement in the course. This defines the depth of coverage for the topic in the course.
The learning goal, objectives, and body of knowledge elements with competency levels provide faculty members with details of the rationale supporting each course. They provide a basis for curriculum tailoring and curriculum experimentation. Each course represents a prescriptive grouping of learning units. However, this grouping is only one of several that may be appropriate. Given local conditions, faculty members may wish to modify the courses. With a modified set of courses, the set of learning units assists in evaluating completeness of topic coverage.
For Non-Information Systems Faculty
The use of information technology is pervasive in society. The ability of the workforce to utilize this technology is increasing. Users of information technology are now expected to take personal responsibility for much of what has been handled in the past by a centralized computing services unit. While many organizations provide some user training in information technology, graduates who are capable users may have a comparative advantage in their employment. A strong, capable Information Systems program can benefit all students in a school and provide special benefits to non-majors who desire more competence in information technology and its application to their areas of interest.
IS 2002 identifies prerequisite skills needed by all students in basic personal productivity software. Students in all majors should have a working knowledge of how to utilize software for word processing, Internet access, and electronic mail, spreadsheet processing, database management, presentation graphics, statistical analysis, and external database retrieval. Although these skills are prerequisite and not part of the exclusive domain of Information Systems, the Information Systems faculty can provide useful competence for managing the self-study modules, course modules, and testing-out examinations for the prerequisites.
The IS 2002 curriculum specifies some general courses to provide understanding and skill in information technology suitable for all students. There is a Fundamentals of Information Systems course and a course on Personal Productivity with IS Technology. For students who desire more depth, a course on Information Systems Theory and Practice is also offered. These courses establish a foundation for specialized courses related to functional area information systems. Such courses may be taught by functional area faculty, by Information Systems faculty, or by cooperative arrangements.
