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

The Accreditation Process for IS Programs in Business Schools

Accreditation is a seal of recognition sought by almost all institutions of higher education. Accreditation is offered at several levels, including university, college, school and program. American academicians are familiar with the Council for Higher Education Association and the Regional Accreditation\u27\u27 associations. Faculty in colleges and schools of business worldwide recognize AACSB International and European Quality Improvement System (EQUIS), as accrediting bodies for business colleges and schools. Similarly, degree programs, for example, accounting, the engineering fields, and health care professions, have accreditation bodies. One such accreditation body, very familiar to engineers and computer scientists, but new to business\u27 academicians is ABET. ABET, through its Computing Accreditation Commission (CAC), now accredits programs in Information Systems. This paper looks at the philosophy of accrediting programs, specifically information systems programs, overviews the ABET accreditation criteria and process, considers the costs and benefits\u27\u27 of accrediting information systems programs, and develops a diagram detailing the internal steps of the ABET accreditation process in a familiar systems analysis and design approach. These steps are then grouped into before, during, and after the accreditation onsite team visit. Potential impediments related to these steps are identified with resolution strategies are presented. The paper concludes by arguing that whether or not a program pursues IS accreditation, much of what is presented here and required of ABET is applicable to any well-run IS program dedicated to continuously delivering a quality curriculum to its students

A conceptual model : impact of usage of social media tools to enhance project management success

Research on the impact of social media in the workplace has focused on identifying ways in which the latest modes of shared communications has influenced productivity in project development, testing, and implementation. Traditionally, a written formal project management communication plan has been key in supporting the integration management that coordinates the project from beginning-to-end, to ensure a greater level of collaboration when managing project scope, schedule, budget and quality, and also to provide a greater sense of confidence in completing the project successfully. However, how beneficial are social media networks in improving the project team’s dynamics, which are important for successfully managing scope verification, budget adherence, and schedule compliance? How will these tools play a role in ensuring greater user involvement, senior management commitment, and user/system requirements? The purpose of this research is firstly to recognize what types of social media networks have been used and accepted as potential models for improving project management, and secondly; to promote a discussion to advance research paradigms for investigating the impact of implementing social media networks in project management.info:eu-repo/semantics/publishedVersio

Relationships of Learning Styles to Bloom’s Taxonomy of Gen Z

This research investigates a cohort of Gen Z students’ learning attributes to understand their learning styles. In this study, we applied Bloom’s Taxonomy as a framework to understand the cognitive learning strategies of Gen Z students and explore the development of corresponding and effective learning and appropriate assessment approaches for their academic success. A survey of Business students at a medium-sized southeastern (US) university was conducted. The results indicate a significant positive relationship between the dependent variable, taking information apart, and exploring relationships to some of the Bloom Taxonomy attributes as independent variables

Defining Objectives for Preventing Cyberstalking

Part 2: Human Aspects of SecurityInternational audienceCyberstalking is a significant challenge in the era of Internet and technology. When dealing with cyberstalking, institutions and governments alike have a problem in how to manage it and where to allocate resources. Hence, it is important to understand how individuals feel about the problem of cyberstalking and how it can be managed in the context of cybersecurity. In this paper we systematically interviewed over 100 individuals to interpret their values on cyberstalking. Keeney’s [21] value focused thinking approach is then used to convert individual values into objectives which form the basis for planning to curb cyberstalking and for institutions and governments to allocate resources prudently