A Test of the Theory of DSS Design for User Calibration: The Effects of Expressiveness and Visibility on User Calibration

This paper reports a test of the theory of decision support systems design for user calibration that compares the efficiency of the visual computing paradigm with that of the conventional text paradigm over varied levels of problem novelty. Perfect user calibration exists when a user’s confidence in a decision equals the quality of the decision. The laboratory study reported here compared the effects on user calibration of problems depicted either using a text paradigm or visual computing paradigm. The results support the theory. When problems are new and novel, visual depiction improves user calibration. As problems became more familiar and problem novelty decreases, no difference was found in user calibration between subjects exposed to visibility diagrams and those exposed to a traditional text paradigm

Panel: IS & IT Program Accreditation: Who, What, Why, and How

The Computing Accreditation Commission (CAC) of ABET is committed to providing world leadership in assuring quality and innovation in computing education. To carry out this vision, the CAC has proposed changes in the structure of the criteria used to accredit computing programs – computer science, information systems and information technology. The new structure consolidates general criteria that apply to all computing programs, and cites program-specific criteria that apply to CS, IS or IT programs. This is an important reorganization that allows an emerging computing discipline program (e.g., bio-informatics) to apply for accreditation under the general criteria until the discipline matures to a point where a model curriculum can be developed. This new format also begins to move CAC documents to outcome-based statements leaving the implementation to the individual programs. This session discusses the who, what, why, and how of IS and IT accreditation. ABET and AACSB accreditation are compared, the CAC/ABET accreditation process is reviewed, and proposed revisions to the IS and IT programs accreditation criteria are highlighted

The IT-Productivity Linkage at the Country Level for Developing Economies

Recent evidence suggests that information technology (IT) investments have a positive impact on productivity and economic growth for developed countries. However, for developing countries the relationship between IT investment and economic growth remains unclear. This paper draws on the resource-based view (RBV) theory with its notion of resource complementarity to propose a theoretical model of how factors interact with IT investment to influence economic productivity. The proposed model posits a number of factors effecting the productivity of IT investment in developing economies

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

The Role of Negotiation in Privacy-Enhanced E-Commerce Transactions

Online vendors use personal information to deliver customized services efficiently to their customers. Both users and vendors value the relationship building made possible using personal data. However, the use of personally identifying data gives rise to the potential for privacy invasion. When consumers must disclose personal information, they are forced to perform a risk-benefit analysis in which the risks of disclosing one\u27s personal information are weighted against the potential benefits of the disclosure. While some researchers note that consumers maximize benefits in deciding whether to disclose personal information, others argue that consumers lack sufficient information and power to make educated, balanced decisions regarding disclosing their private information. We add to the privacy discussion by arguing that a real negotiation position for both parties can help realize the full benefits of online personalization. We propose a model for mitigating the tension between the benefits of personalization and the risks to privacy invasion. This framework informs our future work which seeks to develop rich and deep understandings of negotiated, privacy-concerned personalization

Completing the Loop: IS Program Improvement through Outcomes Assessment

Why are assessment results often not used to effect IS program improvement? Although both AACSB and ABET place great emphasis on the establishment of a systematic process for the collection and evaluation of academic program assessment data, moving assessment from a data collection activity to a mechanism for program improvement has proven to be a challenge for many programs. The ultimate goal of program assessment is improvement of the academic program. Achieving this goal requires demonstrating how an assessment process affects the quality of the academic program. This workshop will explore the barriers to effective use of assessment results for program improvement and will discuss strategies for addressing these barriers. In addition, different methods and tools that are currently being used to effectively “close the loop” will be presented. Examples specific to the information systems curriculum will be used. Participants will be encouraged to discuss and share the “best assessment practices” developed at their institutions. Practical examples will be presented that help faculty establish effective mechanisms and processes for program improvement at their institutions

Information Systems Accreditation: A New Criteria Structure and New Flexibility

The Computing Accreditation Commission (CAC) has proposed changes in the structure of the criteria used to accredit information systems programs. The new structure combines so-called “general criteria,” criteria that apply to any computing program, and additional program criteria that apply to IS, IT, or CS programs. This new format allows an emergingcomputing- discipline (e.g., bioinformatics) program to apply for accreditation under the general criteria while the discipline matures to where model curricula develop. This new format begins to move criteria documents to outcome based statements. This session will discuss the new criteria structure, including the proposed general and program criteria, and the timetable for implementation of the new structure. Time will be devoted to Q&A regarding any aspect of IS program accreditation. The session will also discuss accrediting IS programs, overview the IS accreditation criteria and processes, discuss the pros and cons of accrediting IS programs, and review the internal and external steps of the process, identifying bottlenecks and problems and suggesting solutions

AMCIS 2010 Panel Report: External Benchmarks in Information Systems Program Assessment

Accrediting bodies and other external constituencies are placing increased emphasis on the assessment of academic degree programs for continuous improvement. Most assessment plans are focused on determining how well program outcomes or goals are being met. However, benchmarking a degree program across institutions is rarely considered. This article provides general principles for assessing information systems programs and presents quantitative and qualitative methodologies and tools for benchmarking student learning in Information Systems programs

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