Lost, Dysfunctional or Evolving? A View of Business Schools from Silicon Valley

Recent articles have rekindled discussions around the direction and relevance of US business schools. The two main viewpoints are distinct but equally critical. On one hand, business schools are considered overly focused on “scientific research” and having lost their connection to “real world” and management issues. On the other hand, schools are considered “dysfunctionally” focused on media rankings and short-term superficial marketing fixes. Our study of educational opportunities and workforce development in Silicon Valley suggests a different viewpoint. We agree that both approaches correctly identify the challenge of preparing managers in globalized world. However, we believe they misdiagnose the cause of the failure. Rather than being lost or dysfunctional, we believe business programs — like the firms and students they serve — are in the process of evolving to meet a shifting global and local environment. Our findings indicate that business schools face structural, content, and program shifts. Educationally, business programs continue to be seen as doing a good job of educating their students in core functional areas and processes. However, they do less well in teaching their graduates interpersonal skills, real-time decision-making, recognition of contexts, and integration across functional areas. These are increasingly the skills demanded by the global business environment. Even more challenging is meeting the demand for both sets of skills within very specialized fields like technology management. Structurally, new types of students and learning demands are placing stresses on traditional full-time two-year programs and their business models. Women and minority groups increasingly form the majority of the future student population, with distinct needs and demands for part-time and executive education. This shift is also evident in demands for life-long learning and engagement as opposed to a fixed, one-shot program experiences. These challenges require business schools to build upon what they do well, while innovating to serve new business and student needs.management education; Silicon Valley; globalization; technology

IT OFFSHORING: History, Prospects and Challenges

Offshore provision of IS/IT related services has been growing rapidly in recent years and seems firmly set to continue. This trend is fueled by the many advantages of offshore service procurement; however, there are dangers in this practice. Furthermore, offshoring requires adaptation of the IS function and IS management. This, in turn suggests the need for modifications of IS curricula in order to prepare graduates for the new environment. The advantages of offshoring are those of outsourcing in general – cost saving and allowing the organization to focus on its core activities. The main dangers include loss of possibly-important business skills and reliance on remote suppliers who face risks that are unfamiliar to the client firm. The loss of jobs due to offshoring also introduces political considerations. Offshore IS activities are generally the responsibility of an organization’s CIO. This management responsibility requires awareness of cultural and legal differences and of risks associated with offshoring and outsourcing in general. Offshoring has an effect on job opportunities for graduates of information systems programs. The number of some jobs will shrink, but new positions with new responsibilities are likely to emerge. Training of students in the U.S. and other countries in the developed world to function in an environment of offshored operations will introduce new IS roles and skills and require the adaptations of IS curricula

Redesign of a Master\u27s in Information Systems Curriculum: The Influence of Global Sourcing

We present a case study of a successful response to outsourcing, and IS job and enrollment declines through an IS curriculum redevelopment in a business school. First, we examine literature on outsourcing/offshoring phenomenon and on IS curricular redesign. A conceptual framework is presented that is useful in understanding the role of global collaborative group projects for learning about outsourcing in the IS graduate curriculum. A case study of one approach to an IS graduate curriculum redesign is then presented. The case examines the results of a survey of IT executives that informed the design of the curriculum. The case study curriculum is compared to the MSIS 2006 national model, and results are interpreted from prior literature and workforce trends

e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)

Who are our students? A profile of IS majors

The decline in IS enrollments since 2002 have been a cause of serious concern for IS departments. Many programs have closed IS departments, reduced in size or merged with other departments. IS faculty and associations have taken numerous steps to stem the tide of declining enrollments such as redesigning the IS curricula, forming partnerships with alumni and IS professionals, improved marketing and information dissemination to alleviate myths and stereotypes as well as apprise students of the global opportunities available in IS. An understanding of the IS student will help us better target programs and approaches to reduce the enrollment decline. This study seeks to answer this question about the academic standing, demographic profile and satisfaction levels of the IS student by analyzing the 277,238 exit surveys of which 13,910 are from IS majors from 344 US business schools for the period 1999 – 2007

Lost, Dysfunctional or Evolving? A View of Business Schools from Silicon Valley

Recent articles have rekindled discussions around the direction and relevance of US business schools. The two main viewpoints are distinct but equally critical. On one hand, business schools are considered overly focused on “scientific research” and having lost their connection to “real world” and management issues. On the other hand, schools are considered “dysfunctionally” focused on media rankings and short-term superficial marketing fixes. Our study of educational opportunities and workforce development in Silicon Valley suggests a different viewpoint. We agree that both approaches correctly identify the challenge of preparing managers in globalized world. However, we believe they misdiagnose the cause of the failure. Rather than being lost or dysfunctional, we believe business programs — like the firms and students they serve — are in the process of evolving to meet a shifting global and local environment. Our findings indicate that business schools face structural, content, and program shifts. Educationally, business programs continue to be seen as doing a good job of educating their students in core functional areas and processes. However, they do less well in teaching their graduates interpersonal skills, real-time decision-making, recognition of contexts, and integration across functional areas. These are increasingly the skills demanded by the global business environment. Even more challenging is meeting the demand for both sets of skills within very specialized fields like technology management. Structurally, new types of students and learning demands are placing stresses on traditional full-time two-year programs and their business models. Women and minority groups increasingly form the majority of the future student population, with distinct needs and demands for part-time and executive education. This shift is also evident in demands for life-long learning and engagement as opposed to a fixed, one-shot program experiences. These challenges require business schools to build upon what they do well, while innovating to serve new business and student needs

Lost, Dysfunctional or Evolving? A View of Business Schools from Silicon Valley

Recent articles have rekindled discussions around the direction and relevance of US business schools. The two main viewpoints are distinct but equally critical. On one hand, business schools are considered overly focused on “scientific research” and having lost their connection to “real world” and management issues. On the other hand, schools are considered “dysfunctionally” focused on media rankings and short-term superficial marketing fixes. Our study of educational opportunities and workforce development in Silicon Valley suggests a different viewpoint. We agree that both approaches correctly identify the challenge of preparing managers in globalized world. However, we believe they misdiagnose the cause of the failure. Rather than being lost or dysfunctional, we believe business programs — like the firms and students they serve — are in the process of evolving to meet a shifting global and local environment. Our findings indicate that business schools face structural, content, and program shifts. Educationally, business programs continue to be seen as doing a good job of educating their students in core functional areas and processes. However, they do less well in teaching their graduates interpersonal skills, real-time decision-making, recognition of contexts, and integration across functional areas. These are increasingly the skills demanded by the global business environment. Even more challenging is meeting the demand for both sets of skills within very specialized fields like technology management. Structurally, new types of students and learning demands are placing stresses on traditional full-time two-year programs and their business models. Women and minority groups increasingly form the majority of the future student population, with distinct needs and demands for part-time and executive education. This shift is also evident in demands for life-long learning and engagement as opposed to a fixed, one-shot program experiences. These challenges require business schools to build upon what they do well, while innovating to serve new business and student needs

Employment Status of the Graduates of De La Salle Lipa’s Certificate in Medical Transcription Program: A Tracer Survey and an Assessment

De La Salle Lipa has been offering the Certificate in Medical Transcription since June 2006. It is a 1- year certificate program that blends online transcription, facility- based instruction, and on the job training. The Department\u27s Vision- Mission is to be the leading provider of qualified medical transcriptionists both in local and global healthcare industry. It also aims to produce medical transcriptionists with Lasallian values who are efficient in converting dictated medical records into electronic data. This tracer study looked into the different aspects of the graduates past and present activities, more particularly in the aspects of education, training and employment. Utilizing a customized questionnaire in gathering vital information for the study, 22 graduates belonging to four batches from AY 2006- 2010 were surveyed. The study revealed that majority of the graduates are young adults falling on the age bracket 20-30 years old; are single and are female and have attended 1 or 2 years of college and are shiftees from different degree courses. Graduates consider listening skills, competence in Human Anatomy, and transcription practice as most useful in their job. MT graduates are highly employable, mostly are hired as medical transcriptionists, some are call center agents and MT trainer. Strengths that were cited include on-line training, effective and efficient course delivery, the mentors and the school facilities. The non- USAge of foot pedals and the length and duration of the training are the perceived weaknesses. Recommendations on intensifying the marketing strategy for the program and for some modifications in the course flow and design are put forward

An Analysis of IT/IS Offshore Outsourcing: Educator Perspectives

IT/IS Offshore outsourcing is defined as a commercial arrangement of transferring local ITIIS functions, assets, activities, products and services to a foreign contractor therefore removing new employment positions, replacing or displacing U.S. domestic IT/IS workers with those from other countries for financial or competitive advantage of the outsourcing client. This process of offshore outsourcing to overseas locations was perceived to have consequences on IT/IS student enrolment at U.S. universities. The objective of this study was to identify administrators\u27 responses to reduced IT/IS student enrolments. The majority of ITIIS college administrators have concerns about offshore outsourcing, and is perceived to reduce student enrolments. Ninety-five percent of the universities experienced enrolment declines after the year 2000. The dotcom bubble burst, offshore outsourcing and media talk on lost jobs were the perceived main causes. Some universities have taken remedial steps; marketing IT/IS to high school students, getting the IT industry involved, and seeking government funding. The research questions for this study include: What are the concerns in U.S. universities due to IT/IS offshore outsourcing, in relation to interest and enrolment by students in IT/IS programs? What are the prevailing consequences of ITIIS offshore outsourcing on undergraduate training for IT/IS programs? What are the specific changes in ITIIS university programs that can be attributed to ITIIS offshore outsourcing? This study was conducted by running interviews with college administrators (Dean or Head of Department) in U.S. Universities. A total of twenty randomly selected universities voluntarily participated in this research. The interview transcripts were validated for content with the respondents through email feedback. The following are recommended actions; implementing curriculum reviews, redefining departmental marketing strategies for new students, advocating for government funding, advertisements in news media, and seeking IT industry plus professional organizations\u27 assistance. It is recommended that IT/IS training be focused on offshore-proof skills. Some of the training skills include: bio-informatics, nano-technology, double majors, offshore business management, teamwork participation, forensic technology, security, and data mining. According to the department of labor and statistics, the projected job growth for IT/IS careers is excellent. Universities can leverage on this message and promote student interes

Business Intelligence in the Business Curriculum

There has been widespread investment in business intelligence/business analytics within industry because of the potential for improved managerial decision-making through mining the vast quantities of data collected by modern corporations; however, despite major recent curriculum changes in business schools, there has been very little attention given to this field. This has been true of both research and teaching and is compounded by inadequate quantitative literacy possessed by U.S. students and antipathy towards quantitative literacy among faculty. This paper documents the importance of business intelligence within business and the programs offered by the 50 leading business schools. A pioneering minor in the field offered by one school is described