Digital Transformation and the Changing Role of IS in Business Education: Lessons from the AACSB MaCuDE Project

This panel provides the Information Systems (IS) community with an update on and engages in a pivotal discussion regarding the impact of digital transformation and advanced information technologies—such as big data analytics and artificial intelligence—on the IS curricula of AACSB accredited business schools. The panel draws upon the work done by the IS task force of the AACSB MaCuDE project in collaboration with curriculum leaders of the IS community. The panel reflects on the role and identity of the IS discipline in the future based on the MaCuDE project findings, explores the role of IS as the natural boundary spanning leader in digital transformation, analyzes areas in which IS is most likely to continue to provide distinctive value, considers the resource implications of the emerging changes, and discusses the role of ethical implications of advanced information technologies in IS education

MSIS 2016: a comprehensive update of graduate level curriculum recommendation in Information Systems

The process to revise MSIS 2006, the master's level curriculum recommendation for Information Systems, is getting close to completion. In spring and summer 2016, the joint AIS/ACM task force will continue the process of soliciting comments from various stakeholders, including the academic IS community and employers. The purpose of the AMCIS panel is to give the audience an update of the status of the MSIS 2016 revision process and provide the task force with feedback regarding the draft document. A significant portion of the session will be reserved for conversation. The task force is proposing significant changes to the curriculum content and structure, including the new curriculum's focus on specifying desired graduate competencies instead of articulating courses or knowledge areas/units. Some of the changes are a reflection of the changes in the process used to revise the curriculum: MSIS 2016 will be a result of a truly global process.The MSIS 2016 task force thanks all members of the IS community and other stakeholders of the project for all the invaluable feedback and comments we have received throughout the process.info:eu-repo/semantics/publishedVersio

Competency-Based Approach to Information Systems Program Development: Guidance from the MSIS 2016 Global Competence Model

The panel has three objectives: First, it will present multiple perspectives on competency-driven approaches to developing and evaluating degree programs in Information Systems and compare the competency-driven approach to earlier, teaching topic or body of knowledge –driven approaches. Second, it will introduce the (nearly) completed version of the MSIS 2016 global competency model to the members of the global IS community and celebrate IS community’s efforts to improve the quality of graduate education. Third, the panel will discuss the essential role the competency-driven approach has as a foundation of MSIS 2016

Current MSIS students' views on program outcomes

This paper reports the results of a pilot survey sent to current specialized master's students in Information Systems at several universities around the world. The survey was developed to support the MSIS revision process, but the results will also provide insights on the perceptions of current IS master's students regarding their current degree program. The results suggest that the respondents valued individual foundational skills and high-level business competences more than technical or lower-level managerial competences. The study utilized competence specifications from the European e-CF 3.0 model, which was useful and performed well as a competence framework.(undefined)info:eu-repo/semantics/publishedVersio

Master’s degree programs in information systems: a global view

In this paper, we present an analysis of 254 master's degree programs in Information Systems, offered by 229 universities in 32 countries. The entry requirements usually include a Bachelor's degree in IS or a related subject. In some countries such as USA any kind of Bachelor's degree is acceptable. In a few countries significant relevant work experience can replace or supplement the BSc. The duration of the degrees varies between one to two years, with the student workload between 1350-3200 hours. If we take into consideration the differences in entering the program (from none to four years of IS studies), the gap grows considerably. Most programs require course work in both computing and a domain of practice (such as business), but some have no requirements related to the domain of practice and still others have only modest computing requirements. Degrees with a professional orientation emphasize industry projects and internships, while in several countries a thesis is an essential part of the degree thereby preparing for further studies. A thesis also trains for reading and writing academic papers, thus enabling graduates to tap into current research in their daily work. The variation amongst programs presents a concern for the image of IS as a profession and a challenge for recruiters. The results are discussed in the context of an ongoing project to revise the graduate level model curriculum in Information Systems, with a particular emphasis on the IS profession.(undefined)info:eu-repo/semantics/publishedVersio

MSIS 2016 global competency model for graduate degree programs in information systems

[Extract] This document, “MSIS 2016: Global Competency Model for Graduate Degree Programs in Information Systems”, is the latest in the series of reports that provides guidance for degree programs in the Information Systems (IS) academic discipline. MSIS 2016 is the seventh collaborative effort between ACM and AIS (following IS’97, IS 2002, and IS 2010 at the undergraduate level; MSIS 2000 and MSIS 2006 at the graduate level; and CC 2005 as an integrative document).(undefined)info:eu-repo/semantics/publishedVersio

Revising the MSIS 2016 model curriculum: status update and panel discussion

This panel discussion will provide an update of the ongoing work to revise the ACM/AIS graduate level curriculum recommendation for Information Systems (MSIS). The panel will consist of the members of the task force, who will report on a) changes in the direction of the task force's work since summer 2015 position paper; b) results of the fall 2015 data collection; and c) key decisions regarding the curriculum architecture made by the time of the panel. A major part of the panel will be reserved for open discussion and participant feedback, which will directly impact the work of the task force.(undefined)info:eu-repo/semantics/publishedVersio

Revising the MSIS 2016 model curriculum: status update and panel discussion

This panel discussion will provide an update of the ongoing work to revise the ACM/AIS graduate level curriculum recommendation for Information Systems (MSIS). The panel will consist of the members of the task force, who will report on a) changes in the direction of the task force's work since summer 2015 position paper; b) results of the fall 2015 data collection; and c) key decisions regarding the curriculum architecture made by the time of the panel. A major part of the panel will be reserved for open discussion and participant feedback, which will directly impact the work of the task force.(undefined)info:eu-repo/semantics/publishedVersio

Current MSIS students\u27 views on program outcomes

This paper reports the results of a pilot survey sent to current specialized master’s students in Information Systems at several universities around the world. The survey was developed to support the MSIS revision process, but the results will also provide insights on the perceptions of current IS master’s students regarding their current degree program. The results suggest that the respondents valued individual foundational skills and high-level business competences more than technical or lower-level managerial competences. The study utilized competence specifications from the European e-CF 3.0 model, which was useful and performed well as a competence framework

Torsade de Pointes due to Methadone Use in a Patient with HIV and Hepatitis C Coinfection

We present a case of Torsade de Pointes secondary to multiple factors including patient susceptibility and iatrogenic influences. Contributing causes are presented, and the approach to treatment is discussed