Computer Software Patents: a Dilemma in Competitive Advantage IT Research

A significant amount of information technology (IT) research centers on the attainment of competitive advantage through the use of IT. In many cases, the use of patents to protect that IT does not receive much attention. Often studies conclude that patent protection cannot help IT to achieve such an advantage. Our research finds that many IT researchers based these conclusions predominately on two studies that are no longer relevant. This paper reviews some of that IT research and then links that research to these two dated studies. A number of reasons why researchers may continue to use the research for support of their conclusions are put forth, including lack of knowledge, research as a lagging indicator, pressure to complete research The paper offers recommendations for improving the research efforts such as using law as a reference discipline, considering the law in the reviewing process, and including legal considerations in doctoral training. We conclude with lessons learned

Relevance in MIS Research: The Need for the Laws as a Reference Discipline

Recently, IS research has been criticized for lacking in rigor and relevance. One reason for this is that IS researchers have a limited exposure to relevant contexts where IT use and behavior of management are involved. Another consideration is the multiplicity of theoretical frameworks and reference disciplines that exist. This paper suggests that considering the law as a much needed reference discipline for IS research can advance rigor and relevance. The body of law that is suggested includes contract, tort, and intellectual property. Some areas of IS research that would be lacking in rigor and relevance should the law not be considered are also identified and discussed

The Use of Problem-Based Learning to Enhance MIS Education

Many colleges of business require a course in computer applications concepts, often consisting of spreadsheet and database applications. Quite often, students resist taking the class because they do not see any worth to it, it duplicates what they already have taken, and they already know much of what is purported to be taught in the class. Instructors too are often frustrated with this class. This article suggests that part of the problem is the method of instruction often used: lecture and demonstration of tools followed by end‐of‐chapter assignments. We propose that problem‐based learning is an alternative instructional method that may produce more positive results for students. To examine this approach, a semester‐long study involving 186 business school students enrolled in a computer applications concept course of seven different sections was conducted. Student motivation, computer self‐efficacy, knowledge, and satisfaction were studied. Results strongly support a problem‐based learning approach as an instructional approach to teaching this class