Comparing Entry-Level Skill Depths Across Information Systems Job Types: Perceptions of IS Faculty

This paper compares and contrasts various information systems (IS) job types based on IS faculty perceptions of the skills that comprise each job type. A total of 148 IS academics took part in a skills survey as part of efforts to update of the IS\u2797 curriculum model (Davis, et al, 1997; Cougar, et al, 1995). IS academics perceive themselves are preparing students for four predominant jobs, the most prevalent one being information systems analyst. The results indicate that individual and team/interpersonal skills are perceived as needing the most depth for each of four job types studied; IS analysts and database analysts are the predominant job specializations perceived among IS faculty; and the network administrator and application developer roles have the most potential as sub-specializations. Future studies must validate these findings against industry perceptions of job types and their skill requirements

IS 2000 Progress Report on Undergraduate IS Curriculum Development

Undergraduate IS Curricula have been under development since the early 1970\u27s and have resulted in a series of curriculum reports. Initially the DPMA (now AITP) and the ACM organizations produced separate models. Beginning in the early 1990\u27s faculty associated with AITP, ACM and AIS have worked jointly to research and publish reports and curricula for undergraduate programs of Information Systems (Longenecker, et al 1994; Couger et al 1995) culminating in IS’97 (Davis, et al 1997). Survey results of IS faculty regarding the required depth of knowledge for the IS Body of Knowledge, as well as the necessity for achieving specific entry level skills will be presented and discussed. Results of the analysis of Learning Unit composition will be presented and discussed. Revision of the learning units will be identified. Approaches for funding and involvement of IS faculty and Industry professionals will be conducted. Participation will be solicited. Also, a schedule for the update process will be made available

Breadth and Depth of Coverage in IS Areas for Curriculum Accreditation: A National Study

Using the six information systems core areas for accreditation and the IS 2002 model curriculum as a framework, this paper proposes and uses metrics for reporting the breadth and depth of coverage across content areas, using data from a sample of 18 four-year IS degree programs. The results indicate that analysis and design and role of IS in organizations are covered in the greatest breadth, according to aggregate mappings of local courses to IS 2002 learning units and IS core accreditation areas. Networks and telecommunications and hardware and software are covered in the least breadth and depth. The remaining two areas— data management and modern programming language— are covered in the most breadth and depth as a percentage of core area size and total coverage, respectively. The results provide IS institutions with a basis for comparing their IS curricula both in terms of accreditation standards and the IS model curriculum