The Information Systems Academic Discipline in Hong Kong

This paper looks to the history of the development of Information Systems in Hong Kong as a contextual base for examining the Information Systems discipline in Hong Kong. The historical analysis highlights the newness of Information Systems as an academic discipline in Hong Kong, dating back little more than 20 years. The study reports on data from eight of the ten universities in Hong Kong. All Information Systems groups in Hong Kong universities are shown to be located in business schools, with almost all groups having no separate Information Systems identity. Few Information Systems academics in Hong Kong are reported to have senior faculty positions. In keeping with the placement of Information Systems groups, and reflective of Hong Kong\u27s status as a world finance centre, Information Systems curricula are shown to have a level of consistency across the state, with a heavy business component. By contrast, the study reports diversity in Information Systems research topics and research methods. Although the data analysed suggests that that the Information Systems discipline is immature in Hong Kong, evidence of a strong turnaround in ICT in Hong Kong and the recent establishment of the Hong Kong Association for Information Systems suggest a basis for boosting the status of Information Systems as a discipline in Hong Kong universities

The Information Systems Academic Discipline in Pacific Asia 2006: A Contextual Analysis

This paper serves as an introduction to, and contextual analysis for, the overarching study titled "The Information Systems Academic Discipline in Pacific Asia 2006" reported in this special edition of the Communications of the AIS. This paper describes the genesis of the study; reflects on prior literature on the state of IS; discusses the theory underpinning the individual case studies; and outlines the overall multi-method approach, particularly the case study method used for the state reports. The process of multiple-peer review of the individual state reports is also described. Importantly, this paper summarizes and interrelates each of the component studies reported in the special edition. An outline is also provided of in-progress studies that complement the efforts reported in this special edition

Competency maturing: a substantive theory of how senior information systems undergraduates develop their existing competencies and acquire additional competencies within an organic learning environment

There is a high demand for competent Information Systems (IS) / Information Technology (IT) graduates in a globalised knowledge-driven economy with rapidly evolving Information and Communication Technology (ICT). However, becoming a competent IS/IT graduate is not a once-off event because rapid technological changes require that IS/IT graduates continually strive to be up-to-date and relevant. Continuous updating of knowledge, keeping up-to-date, acquiring a diverse set of IS/IT/ICT competencies, and being competent is a problematic task globally, and requires building competencies comprising knowledge, skills, abilities and values. This thesis employs Classic Grounded Theory Methodology (CGTM) with a single case to identify the main concern of senior IS undergraduates during their learning process, and how they resolve the concern. Data were obtained from two diverse groups of senior IS undergraduate classes using multiple data collection methods, embedded in constant comparative analyses. Understanding what was going on in the substantive research area and explaining how the senior IS undergraduates' main concern was resolved was the focus of the data collection and conceptualisation. Through the single case exploratory CGTM study, the senior IS undergraduates' main concern emerged as a perceived lack of IS Competency, and the main concern was explored. A substantive theory of Competency Maturing conceptualises and explains how these students attempt to resolve their perceived lack of IS Competency. A substantive theory of Competency Maturing is a Basic Social Process (BSP) which involves engaging in learning by doing, and spontaneous learning within an organic learning environment. Three phases of the BSP of Competency Maturing are student engagement, self-awareness of competency, and self-development. This thesis recommends a Framework for a South African senior IS undergraduates' programme and offers a set of conceptual propositions developed from empirical data. The thesis makes theoretical and practical contributions to the IS education body of knowledge of student engagement, learning environment, senior IS undergraduates' curriculum development and competency development. A substantive theory of Competency Maturing is relevant to IS educators who wish to break away from traditional, teacher-centred approaches in higher education, and are willing to create learning environments where senior IS undergraduates are motivated to learn in rich, relevant and real-world contexts. The thesis contributes to IS educators who seek to understand how the learning environment and IS educational content influence and support student engagement and Competency Maturing. This thesis also offers IS educational practitioners an understanding of the educational content and a delivery style that can provide senior IS undergraduates with strong theoretical and practical foundations. The thesis's findings suggest that creating an organic learning environment can be a useful approach to developing more competent IS graduates