MSIS 2006: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems

This article presents the MSIS 2006 Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems. As with MSIS 2000 and its predecessors, the objective is to create a model for schools designing or revising an MS curriculum in Information Systems. The curriculum was designed by a joint committee of the Association for Information Systems and the Association for Computing Machinery. MSIS2006 is a major update of MSIS 2000. Features include increasing the number of required courses from 10 to 12 while revising prerequisites, introducing new courses and revising existing courses to modernize the curriculum, and alternatives for phased upgrading from MSIS2000 to MSIS 2006. As with the previous curriculum, it is the product of detailed consultation with the IS community. The curriculum received the endorsement of 8 major IS professional groups

MSIS 2000: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems

This article contains the official text of the MSIS 2000 model curriculum as approved by both the Association for Computing Machinery and the Association for Information Systems. It is presented here in its original form

A Descriptive Study Of Graduate Information Systems Curriculums

The purpose of this study was to conduct a review of courses currently offered in Information Systems (IS) graduate programs across the United States and compare course offerings to the MSIS 2006 Curriculum Model.  The review was limited to programs offered in Colleges of Business.  While MSIS 2006 is a valuable tool in designing and updating IS curriculums, results show that the model is not followed closely by universities reviewed in this research. Six of the eleven required courses from MSIS 2006 were not taught at all as full courses at any university reviewed.  The five required courses from MSIS 2006 currently offered are Database, Data Communications, Systems Analysis & Design, Enterprise Systems and Project Management.  Beyond these five, there is a wide variety of courses being offered

The Master’s Program in Information Systems: A Survey of Core Curricula in AACSB-Accredited Business Schools in the United States

This paper investigates the core curricula of Information Systems (IS) master’s programs. It examines all 532 AACSB-accredited business schools in the United States and identifies 74 IS master’s programs. MSIS 2016 and other curricular models and studies are used in a research framework to survey core courses. The top three required courses are Data, Information, and Content Management, Systems Development and Deployment, and Project and Change Management. One unexpected result is that Business Intelligence/Analytics/Data Mining is now the fourth most popular core course, while Business Continuity and Information Assurance is the fifth. The results are compared to those of a 2012 study to examine IS master curricula’ change over the last decade. Based on actual data on core courses being offered, a new IS master’s curriculum model is developed

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

Future of Master’s Level Education in Information Systems Panel Presentation

Panels concerning Information System (IS) education issues and curriculum recommendations are part of a rich tradition and they have been well attended at past AIS conferences. This panel hopes to continue build on this foundation by focusing on master’s level programs and curricula in IS. Specifically, this panel will: 1) give the members of the audience an opportunity to review state-of-the-art practices in and innovative ideas related to master’s level education in IS, 2) start to engage the IS community in the process of revising the graduate level model curriculum and 3) present a number of alternative approaches to master’s level graduate programs in IS and to stimulate a discussion that will encourage the audience to consider different options for their programs

Future of Master’s Level Education in Information Systems

Master’s level programs in Information Systems provide exciting opportunities for schools and departments that are willing to actively engage with their corporate partners and other key stakeholders to develop products that simultaneously address the needs of students, employers, and other stakeholders and build on the core strengths of the IS discipline. This article reports on the results of a panel discussion on master’s level education in IS that took place at AMCIS 2010. The panelists included experienced program directors, curriculum experts, and academic administrators from both North America and Europe. Their contributions brought together descriptions of successful program models, in-depth understanding of how the context for master’s programs in IS is changing, and ideas regarding the future direction for master’s education in IS

Assessing an Information Systems Master\u27s Curriculum Program: Revisiting the ACM\u27s MSIS 2006 Model Curriculum

The field of Information systems continues to change dynamically with the painful impact for reacting to those changes felt by both undergraduate and masters’ level programs. The purpose of this paper is to report the results of a comparative selfstudy of one MSIS program as a measure to assess its competitiveness among a set of other comparable, competitive and aspirant masters’ programs. The focus of the study is determine the viability of one specific master’s curriculum used currently to prepare students for professional careers in information systems in order to meet the marketplace challenges created by the ever-evolving information systems business needs. The fundamental methodology used in this study is based on that which was employed in a previous study conducted to assess the ‘fit’ of 86 MSIS programs with the MSIS 2000 Model Curriculum (Vijayaraman, et.al.) Findings will be presented that reflect shared learning objectives, curriculum content, currency, and relevancy necessary to assess whether changes to the current curriculum are necessary to establish a more competitive position among the three categories of comparable, competitive and aspirant university MSIS programs. One benefit that resulted from this initiative is the recognition that there has been relatively little research directed at assessing the overall direction of current MSIS programs and the need to revisit the need for a new MSIS model curriculum. The last endorsed MSIS model curriculum was published in 2006 (Gorgone, et.al. 2006), almost 10 years ago. It is the hope of presenting the results of this study that a discussion can begin to address the challenge of maintaining a viable MSIS curriculum that meets the current and future demands of the business communit

Management Information Systems (MIS) Curricula Development, Management, and Delivery - Possible Sharing Economy Solutions

Effective use of information systems and modern business processes in private, public, and not-for-profit organizations is essential for them to become and remain successful enterprises. Higher education institutions often face challenges in keeping curriculum up-to-date as well as recruiting qualified faculty who can rapidly develop and deliver curriculum that prepares graduates who can utilize newer technologies, business models and processes. When developing new curriculum, we need to focus on our two main stakeholders – students and employers. Our evolving workforce needs and requires lifelong learning. Academic institutions need to adapt to these rapid changes and be agile and flexible in curriculum development and delivery. Several studies have looked at the knowledge and skill set of the current MIS graduates and future MIS professionals. Issues of rapid updating of curriculum and securing qualified faculty are a bit murkier and not addressed adequately in the MIS curriculum related literature. The current gap in expectations is difficult to fill with the traditional curriculum development and implementation cycle. We address these critical issues and suggest possible solutions