Strengthening The Curriculum Of Information Systems Program

Information Systems as a field of academic study has witnessed tremendous growth in scope and depth since its beginning in the 1960s. Diversified information systems job market and widespread use of technology in healthcare organizations indicate a growing demand for IT personnel in healthcare organizations. This paper attempts to present a model for designing curriculum for Healthcare Information Systems concentration for an IT undergraduate program. The design of this curriculum is based on the recommendations of the Accreditation Board for Engineering & Technology (ABET) - Computing Accreditation Commission (CAC). This model can be used by any higher educational institute that plans to redesign its IT curriculum to offer specializations. Lessons learnt indicate a need to get employers involved in the design process so that the knowledge and skill areas of the curriculum are responsive to the employer’s requirements

An Interdisciplinary Undergraduate Degree Program in Electronic Commerce

This paper describes an innovative curriculum for an interdisciplinary undergraduate degree program in electronic commerce. Faculty from the disciplines of computer information systems, computer science, operations management, marketing and graphic design collaborated in devising a curriculum that focuses on the business of electronic commerce while providing a solid base of information technology skills. The program includes an integrated junior year experience that gives students business and technical skills in a team-taught environment. During the senior year, students concentrate on technology infrastructure, business processes, or market analysis and development. This paper not only presents a blueprint for an undergraduate curriculum, but also provides a model for faculty cooperation across academic disciplines

Geographic Information Systems Model for Curriculum Management on Cloud Computing in Supply Chain for Higher Education Institution

This article about geographic information systems model for Curriculum management on Cloud Computing in Supply Chain for higher education institution is important for the effectiveness of the model as well as the application in actual work settings. Literature on Cloud Computing in Supply Chain. The objectives of this study are to design and to evaluate geographic information systems model for Curriculum management on Cloud Computing in Supply Chain for higher education institution. The participants were 5 experts in supply chain management, 2 experts in information and technology and 3 experts in Curriculum, totalling 10 experts. The research tool was the questionnaire about geographic information systems model for Curriculum management on Cloud Computing in Supply Chain for higher education institution comprising of eight principal components, namely, Main components, Suppliers, University, Platform as Service, Information exchange, Internet access, Graduate student, Customers. The data were analyzed by using arithmetic mean and standard deviation. The evaluation result from experts agreement geographic information systems model for Curriculum management on Cloud Computing in Supply Chain for higher education institution was a high level and can develop geographic information systems on Cloud Computing in Supply Chain the tasks

A Practical Information Technology Program

This paper discusses the challenges facing business in the 21 st century and the dramatic changes in the use of computers and application development process. These challenges, as well as the increase of global economy, coupled with the demand for the business technology workers indicate the need for redesigning the Information System Curriculum. The proposed framework for an Information Technology (IT) Program in this paper offers a pragmatic curriculum model to accommodate the needs and challenges of the 21st century. The framework provides a fundamental IT education for the graduates of such a curriculum, as well as allowing an area of specialization. In addition, the program can be implemented easily with existing resources

Tackling an IS Educator’s Dilemma: A Holistic Model for “When” and “How” to Incorporate New Technology Courses into the IS/IT Curriculum

To prepare their students for the rapidly changing and increasingly competitive job market, universities must constantly modify their Information Systems (IS)/Information Technology (IT) program curricula to incorporate relevant and emerging technologies in addition to computing fundamentals. The “haunting” conundrum that faces IS/IT educators is assessing whether an emerging technology is a “game-changing” development or something more transient. In addition, university curriculum approval proposals may be a barrier to timely incorporation of a new course. To solve the dilemma, the authors have developed a holistic model to provide strategic guidance for IS/IT educators to make a valid decision in terms of “when” to introduce a new course on emerging technology and “how” to incorporate the new course into an existing IS/IT curriculum. In addition, the authors present several examples demonstrating how the proposed models to IS/IT curriculum modification and new technology course insertion was useful in their curriculum decisions

A Framework for Comparing IS Core Curriculum and IS Requirements for Accounting Majors

Core curriculum in information systems is of vital interest to the information systems community. Long scrutinized by the academic community and various stakeholders, the content of information systems core curriculum is once again a topic of debate. Accounting has undergone similar curriculum examination (including technology curriculum) amid criticisms for a variety of accounting failures in the 1990s. We map information systems core curriculum frameworks to accounting core curriculum frameworks for information systems courses and confirm the value of a core information systems curriculum for accounting majors. Using industry perspective as a focus, a pilot study in a graduate accounting information systems course identified information systems topics that are of distinct importance to managerial accountants as opposed to public accountants, suggesting different information systems curriculum needs within the major. This study resulted in the development of a three-dimensional modular information systems curriculum model mapping topical areas in information systems to specific major with Bloom\u27s taxonomy represented on the third axis indicating how the learning takes place. Examination of information systems topics required by major within business may help confirm the identity of core concepts in information systems

GI-education: the impact of EduMapping

The creation of a European Higher Education Area during the last 20 years has resulted in a considerable degree of harmonization when it comes to the structure of higher education in the European countries. With regard to geoinformation (GI) education, less progress has been made. Formats for course and curriculum descriptions vary per organization and languages vary per country. For the described content a central reference on domain level seems absent. The reference documents published in the United States (2006: the Geographic Information Science and Technology Body of Knowledge, 2010: Geospatial Technology Competency Model) have not yet been widely accepted in Europe, but seem useful. The EduMapping method aims at concisely characterizing GI course or curriculum content in a label, to be added to existing descriptions. This paper points at a role for EduMapping as a connection between the European multinational and multilingual situation and the American reference potential. Application of EduMapping might help Europe to achieve the objectives of the Europe 2020 Strategy

An Information System Model for Curriculum Management According to Career Standards in Supply Chain for Thailand Professional Qualification Institute

This is a research and survery research study. The purpose of research study were to design and evaluate an information system model for curriculum management according to career standards and professional qualification  in supply chain for Thailand professional Qualification Institute. .The research results indicated that the model which has been developed consists of six main elements namely, Suppliers, Manufacturers, Service provider, customers and consumers. A sample groups group consists of 10 experts in arranging information technology,supply chain and curriculum were selected by purposive sampling . The experts have four years of work experience. The data is analyzed by means and standardized deviations statistically. The model using Back-Box technique.The results from experts agreement of model was a high level(=3.60,S.D.= 0.76) that mean an information system model for curriculum management according to career standards and professional qualification  in supply chain for Thailand professional Qualification institute aims to support sustainable information system development

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Computer‐supported experiential learning (Phase One ‐ staff development)

The Computer‐Supported Experiential Learning Project has been established to promote the use of communication and information technologies for teaching and learning within a vocational university. Phase 1 has concentrated upon raising awareness and actively involving academic staff in experiencing these technologies. The project is curriculum‐led, and considers how technology can be applied appropriately to an established curriculum model which links theory and practice (Kolb, 1984). All academic staff were invited to take part by logging onto the university intranet, accessing information about teaching and learning, trying out ideas and emailing their online mentors with their plans and reflections. In addition, all staff could take part in discussion forums concerning a range of issues. The participation of academic staff is reported; which staff registered as having visited the site, which staff actively used the information to experiment with their teaching, and which staff took part in public online discussions. Barriers which limited participation are also reported The outcome of Phase 1 has been to encourage over 40 academic staff to embed the use of learning technologies in their own course modules in Phase 2 with continued support from the Learning Methods Unit