Improving IS Enrollment Choices: The Role of Social Support

Over the last decade, enrollment in Information Systems (IS) and related programs has dropped worldwide and still remains low despite positive job market predictions. Given the significant negative consequences of low enrollments on both academia and industry, the IS community has focused its efforts on mechanisms to increase enrollments. This study investigates how such a mechanism – social support – influences students’ aspirations to pursue an IS degree. More specifically, the study suggests that social support, self-efficacy, outcome expectations, and interests independently and cumulatively affect students’ choice of IS as their major

A Measurement Instrument for Understanding Student Perspectives on Stereotypes of IS Professionals

Academic and popular literature suggest that one plausible explanation for declining enrollments in the Information Systems (IS) discipline is the negative stereotypical image students have about IS professionals and the profession. However, there is a lack of empirical research that investigates the image of IS professionals. This study addresses this research gap. First, an instrument was developed to measure stereotypes of IS professionals. A series of empirical analysis was conducted to establish the measure’s psychometric properties. The findings revealed a five-factor, 15-item instrument that measured IS stereotypes in terms of geeks, gender, intelligence, managerial and technical dimensions. Then, the presence of stereotypes along each of these dimensions was examined. The literature has generally assumed that IS professionals are viewed as geeks, mostly male, intelligent, technically oriented, and lacking managerial skills. The study uncovered that strong stereotypes do exist along these dimensions. However, interestingly, most of the stereotypes were found to be in the opposite direction than the literature suggested. Students disagreed that IS professionals were geeks, that the IS profession was typically dominated by men, and that IS professionals were too technically oriented. They agreed that IS professionals possessed good managerial skills and were intelligent. The paper concludes with implications for theory and practice

Students Stereotypes of IS Professionals and the Influence of the Introductory IS Course

Over the last decade, declining enrollments in Information Systems (IS) discipline has been a major concern for the IS community. Literature suggests that one plausible explanation for the decline in enrollments is the negative stereotypical image students hold about IS professionals. It has also been emphasized that the introductory IS course plays a significant role in busting prevailing myths about the IS profession and in attracting larger pools of students to the discipline. Therefore, the purpose of this study was twofold: (a) to understand student’s perceptions of IS professionals; and (b) to investigate the role the introductory IS course plays in shaping students image of IS professionals. The study’s findings have important implication for IS programs, as the information gained in this study facilitates a deeper understanding of IS stereotypes and confirms the important influence of the introductory IS course on how students view the IS field

The Influence of Role Models on Students’ Decisions to Pursue the IS Major

The purpose of this study was to understand the influence of role models on students\u27 decisions to major in Information Systems (IS). Based on social cognitive career theory, we derived and tested a theoretical model to explain how role models influence students’ academic choices. Results indicate that role models do not have a direct effect on students’ aspirations to major in IS and its effects on academic choices are channeled indirectly through other factors. More specifically, role models boost students’ confidence in their own abilities to successfully perform as an IS major and raise their expectations of the positive outcomes that will be received by majoring in this discipline. Encouragement and stimulation from role models also inspire students to be inquisitive about IS majors and careers, which in turn elevates students’ aspirations to pursue an IS major. Implications for theory and practice are discussed

Students’ Stereotypes of IS Professionals and the Influence of the Introductory IS Course

Over the last decade, declining enrollments in Information Systems (IS) discipline has been a major concern for the IS community. Literature suggests that one plausible explanation for the decline in enrollments is the negative stereotypical image students hold about IS professionals. It has also been emphasized that the introductory IS course plays a significant role in busting prevailing myths about the IS profession and in attracting larger pools of students to the discipline. Therefore, the purpose of this study was twofold: (a) to understand students’ perceptions of IS professionals; and (b) to investigate the role the introductory IS course plays in shaping students’ image of IS professionals. The study’s findings have important implication for IS programs, as the information gained in this study facilitates a deeper understanding of IS stereotypes and confirms the important influence of the introductory IS course on how students view the IS field

An Investigation of Students\u27 Stereotypes of IS Professionals

Over the last decade, declining enrollments in the Information Systems and related disciplines has been a major concern for academic institutions offering IS degrees and companies that are in need of hiring qualified professionals. Academic and popular literature suggests that one plausible explanation for declining enrollments is the negative stereotypical image students have about IS professionals and the profession. However, there is a lack of empirical research that investigates the image of IS professionals from students’ perspective. Utilizing domain identification theory, this study will address this important research gap. The survey methodology will be used to collect the data. The introductory level IS course is believed to have a significant role in shaping students’ image of IS professionals and the profession. Therefore, the sample will consist of students enrolled in an introductory IS course at a large, public university located in the United States. A multidimensional scale will be used to measure the different dimensions of the stereotypes construct. The study’s findings will have important implication for IS programs, as the information gained in this study will facilitate a deeper understanding of IS stereotypes and its impact on students’ academic and occupational interests and choices. University educators can use this information to design and implement specific intervention strategies to attract larger pools of students to the IS discipline

Establishing an Interdisciplinary Entrepreneurship Program in Higher Education

The entrepreneurship curriculum at Grand Valley State University (GVSU) provides students with the skills and knowledge to start and grow their own businesses. In this article we will discuss GVSU\u27s experiences in establishing a successful interdisciplinary and experiential entrepreneurship program. GVSU has faced several challenges in its journey. Based on the lessons learned along the way, this study presents a structured approach for successfully launching an entrepreneurship program. We hope that the initiatives discussed herein provide insights for universities that are in the process of creating an entrepreneurship program

The Influence of Suggestive Guidance on Risk Taking Behavior in Personalization Systems

This paper investigates whether the effects of personalization systems based on risk propensity and suggestive guidance, which varies in congruency with the users natural risk taking tendencies, affect user decisions. The results indicate that the influence of risk propensity is nullified when the system suggests a conservative course of action. I will also be charing a session under the Information Systems Strategy and Design track

Personalization systems: Effects of risk propensity and congruency of suggestive guidance on risk taking behavior

Using a laboratory experiment, this study designs and tests a personalization system that captures an important user personality trait of risk propensity and subsequently offers suggestive guidance that varies in congruency with the users\u27 natural risk taking tendencies. Findings suggest that when the personalization system recommends an aggressive course of action, both high and low propensity individuals take greater risks, with high risk propensity users taking significantly higher risks than low risk propensity users. However, all users make conservative decisions when the system suggests a conservative course of action. In essence, providing incongruent offerings to risk-seeking users nUllifies the effects of their risk propensity. As such, the findings suggest that offering congruency interacts with user personality traits. Implications for theory and practice are discussed. © 2010 IEEE