Revising the MSIS 2016 model curriculum: status update and panel discussion

This panel discussion will provide an update of the ongoing work to revise the ACM/AIS graduate level curriculum recommendation for Information Systems (MSIS). The panel will consist of the members of the task force, who will report on a) changes in the direction of the task force's work since summer 2015 position paper; b) results of the fall 2015 data collection; and c) key decisions regarding the curriculum architecture made by the time of the panel. A major part of the panel will be reserved for open discussion and participant feedback, which will directly impact the work of the task force.(undefined)info:eu-repo/semantics/publishedVersio

MSIS 2016 global competency model for graduate degree programs in information systems

[Extract] This document, “MSIS 2016: Global Competency Model for Graduate Degree Programs in Information Systems”, is the latest in the series of reports that provides guidance for degree programs in the Information Systems (IS) academic discipline. MSIS 2016 is the seventh collaborative effort between ACM and AIS (following IS’97, IS 2002, and IS 2010 at the undergraduate level; MSIS 2000 and MSIS 2006 at the graduate level; and CC 2005 as an integrative document).(undefined)info:eu-repo/semantics/publishedVersio

IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

IS 2010 is the latest in a series of model curricula for undergraduate degrees in Information Systems. It builds on the foundation formed by this earlier work, but it is a major revision of the curriculum and incorporates several significant new characteristics. IS 2010 is the third collaborative effort by ACM and AIS. Both organizations have worldwide membership, and, therefore, IS 2010 includes elements that make it more universally adaptable than its predecessors. IS 2010 is not directly linked to a degree structure in any specific environment but it provides guidance regarding the core content of the curriculum that should be present everywhere and suggestions regarding possible electives and career tracks based on those

IS2020 A Competency Model for Undergraduate Programs in Information Systems: The Joint ACM/AIS IS2020 Task Force

The IS2020 report is the latest in a series of model curricula recommendations and guidelines for undergraduate degrees in Information Systems (IS). The report builds on the foundations developed in previous model curricula reports to develop a major revision of the model curriculum with the inclusion of significant new characteristics. Specifically, the IS2020 report does not directly prescribe a degree structure that targets a specific context or environment. Rather, the IS2020 report provides guidance regarding the core content of the curriculum that should be present but also provides flexibility to customize curricula according to local institutional needs

For Us by Us About Us: Constructing Latinx-Centered Higher Education Institutions

Higher education institutions’ organizational identities, cultures, and praxis have neglected to honor the values, culture, and knowledge assets of Latinx communities, making it difficult to gain educational justice and equity, which could be attained through Latinx-centered models of higher education. The Latinx higher education experience needs to be deconstructed and reconstructed by resisting whiteness as normative and including People of Color as “holders and creators of knowledge” (Bernal, 2002). Alternatives to normative higher education institutions are limited in the literature, particularly those that have been founded by Latinx communities. Thus, the purpose of the study was to explore how organizational identity, culture, and praxis at higher education institutions founded by Latinx communities reflected Latinx-centered approaches that built upon, promoted, and centered the assets (knowledge, values, culture, and experiences) of Latinx People. As a counternarrative, FUBU-About Us was considered a concept and approach for the study, informing decisions around literature, design, and centering of research participants (referred to as collaborators) in the findings. Through a qualitative interpretive instrumental multi-case organizational study approach of two U.S. historically Latinx-founded institutions, data collected included 28 individual interviews and five focus groups, document and artifact reviews, and observations. A conceptual framework brought together organizational theories with asset-based concepts from Latinx theorists that helped guide the design of the study, data analysis, and discussion of the findings. Individual college portraits and distinct findings for each case were presented, for example for case 1: ownership as resistance and empowerment, integrated roles as a practical and values-oriented practice, and for case 2: rooting historical activism as central to identity and planning processes speaking to values, among others. In addition, an analysis of shared and nuanced findings across the cases revealed the importance of place; naming strengths in the midst of challenges; arts and culture as staples of institutional identity, culture, and practices; and counterspaces, among others. The study offers a discussion on contributions of the study to the literature, a revised conceptual to real-life framework for FUBU-About Us institutions of higher education, as well as implications for practice, policy, and future research. Abstract (Spanish) Las identidades organizacionales, las culturas y la praxis de las instituciones de educación superior han descuidado honrar los valores, la cultura y los activos de conocimiento de las comunidades Latinx, lo que dificulta obtener justicia y equidad educativas, que podrían lograrse a través de modelos de educación superior centrados en Latinx. La experiencia de educación superior Latinx necesita ser deconstruida y reconstruida resistiendo a la blancura como normativa e incluyendo a las personas de color como “poseedoras y creadoras de conocimiento” (Bernal, 2002). Las alternativas a las instituciones de educación superior normativas están limitadas en la literatura, particularmente aquellas que han sido fundadas por comunidades Latinx. Por lo tanto, el propósito del estudio fue explorar cómo la identidad, la cultura y la praxis organizacionales en las instituciones de educación superior fundadas por comunidades Latins reflejaban enfoques centrados en latinx que construyeron, promovieron, y centraron los activos (conocimiento, valores, cultura y experiencias) de gente Latinx. Como contranarrativa, Para Nosotros Por Nosotros Acerca de Nosotros [FUBU-About Us] se consideró un concepto y un enfoque para el estudio, informando las decisiones sobre la literatura, el diseño y la centralización de los participantes de la investigación (denominados colaboradores) en los hallazgos. A través de un enfoque de estudio organizacional cualitativo interpretativo instrumental de casos múltiples de dos instituciones históricamente fundadas por latinos en los EE. UU., los datos recopilados incluyeron 28 entrevistas individuales y cinco grupos focales, revisiones de documentos y artefactos, y observaciones. Un marco conceptual reunió teorías organizacionales con conceptos basados en activos de teóricos Latinx que ayudaron a guiar el diseño del estudio, el análisis de datos y la discusión de los hallazgos. Se presentaron retratos universitarios individuales y hallazgos distintos para cada caso, por ejemplo para el caso 1: propiedad como resistencia y empoderamiento, roles integrados como una práctica y orientada a valores, y para el caso 2: arraigar el activismo histórico como central para la identidad y procesos de planificación que hablan de valores, entre otros. Además, un análisis de los hallazgos compartidos y matizados en los casos reveló la importancia del lugar; nombrar fortalezas en medio de los desafíos; las artes y la cultura como elementos básicos de la identidad, la cultura y las prácticas institucionales; y contraespacios, entre otros. El estudio ofrece una discusión sobre las contribuciones del estudio a la literatura, un marco conceptual revisado de la vida real para las instituciones de educación superior FUBU-About Us, así como las implicaciones para la práctica, la política, y la investigación futura

The Chironian 2021-2022

The Chironian is distributed to a readership of 16,000 faculty, alumni and employees of New York Medical College, government and community leaders, affiliated hospitals and selected media. Each issue is carefully crafted to provide a balance of articles on cutting-edge research, personality profiles, student accomplishments and alumni news from all five schools on the NYMC campus. Inquiries can be sent to [email protected]://touroscholar.touro.edu/nymc_arch_journals/1184/thumbnail.jp

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse