Are we Teaching the IS 2009 Model Curriculum?
Are we Teaching the IS 2009 Model Curriculum?
复制标题
我们正在教授 IS 2009 示范课程吗？
DOI：
--
复制
发表时间：
2010
影响因子：
--
通讯作者：
Stanley E. Gambill
中科院分区：
文献类型：
--
作者：
Charles H. Apigian;Stanley E. Gambill
1.技术继续以快速的步伐变化和发展（Topi等人，2009年），这导致需要审查和保持最新的IS课程（Kung等人，2006年）。然而，信息系统（IS）课程是否跟上了这一演变？2009年9月，计算机协会（ACM）和信息系统协会（AIS）的一个工作组发布了一个更新的工作模型课程，名为IS 2009：信息系统本科学位课程指南。特别工作组评估认为，现在是改变信息系统课程结构的时候了，通过在维基风格的网站上发布草案，它提供了对指导方针的一致性和适当性进行批评和评论的机会。自从IS 2009发布以来（Topi等人，2009），它已被批准并更名为IS 2010（Topi等人，2010年）。本研究回顾了IS 2009的目标和意图：信息系统本科学位课程的课程指南（Topi等人，2009年），并回顾文献，以建立其理由的基础。本研究的第二个目的是确定是否信息系统学位课程在商学院教授拟议的课程，如果目前的产品已经发展，在最近几年相比，其他研究。这是通过汇编美国240所提供四年制本科学位的学院和大学的课程设置并将其与以前的研究（Maier和Gambill，1996; Porter和Gambill，2003）和IS 2009（Topi等人，2009年）示范课程。2.需要评估的是课程之前，收集有关当前课程设置的信息，文献进行审查，以建立一个新的模式课程的有效性。IS 2009：信息系统本科学位课程的课程指南（Topi等人，2009）建立了更新IS 2002指南的几个原因，这些原因在文献中得到了很好的支持。最明显的原因是自上次课程模型更新以来的时间长度。最后一次全面修订是IS 1997（Davis等人，1997）与IS 2002（Gorgone等人，2002年）审议了编辑更新，以包括电子商务问题（Topi等人，2009年）。IS 2009包括来自IS 2002模型课程的几个关键变化（Gorgone等人，2002年），根据目前的技术和工业实践。这些变化包括全球化、网络技术、新的架构范式、大规模ERP系统、移动的应用程序的可用性以及IT控制框架的使用（Topi等人，2009年）。另一个因素是对信息系统专业感兴趣的人数显著下降（Kung等人，2006年）。所有这些变化都支持需要重新评估IS课程的核心原则，并确保与业务需求保持一致（格兰杰等人，2007年）。课程模式的创建方式也发生了变化。更多的Web 2.0技术被用于通过wiki环境来包括IS社区。以下包括一个文献回顾，涉及到一个示范课程的需要和动机的修订和高潮的IS 2009。2.1不断变化的技术和所需的技能集技术及其所需的技能集继续变化和创新，这进一步鼓励需要审查的是课程。此外，行业需求和学术界对这些需求的看法之间的差异已经是一段时间以来的已知问题（Trauth等人，1993年）。IS 2009（Topi等人，2009）试图通过确定关于IS专业的四个指导假设来解决这一需求。首先，它表明，IS正在扩展到一个更广泛的领域，包括其他领域，如医疗保健，商业，政府等。这种模糊的disiplines可能faciltate需要鼓励更多的学生未成年人在IS，创建联合计划或证书课程，实践经验的学生和教师，更好地调整课程与当地产业（格兰杰等人。
1. INTRODUCTION Technology continues to change and evolve at a rapid pace (Topi et al., 2009), which has led to a need to review and maintain up-to-date IS curriculum (Kung et al., 2006). However, has the Information Systems (IS) curriculum kept up with this evolution? In September of 2009, a task force from the Association of Computing Machinery (ACM) and the Association of Information Systems (AIS) released an updated working model curriculum, titled IS 2009: Curriculum Guidelines for Undergraduate Degree Programs for Information Systems. The task force assessed that it was time for a change in the structure of the IS curriculum and by posting the draft in a wiki-style website, it offered the opportunity to critique and comment on the alignment and appropriateness of the guideline. Since the release of IS 2009 (Topi et al., 2009), it has been approved and renamed IS 2010 (Topi et al., 2010). This study reviews the aims and intentions of the IS 2009: Curriculum Guidelines for Undergraduate Degree Programs for Information Systems (Topi et al., 2009) and reviews the literature to establish a basis for its rationale. The second aim of this study is to identify whether information systems degree programs within business colleges are teaching the proposed curriculum and if the current offerings have evolved in recent years compared to other studies. This was completed by compiling course offerings from 240 colleges and universities in the United States that offer four-year undergraduate degrees and comparing it to previous studies (Maier and Gambill, 1996; Porter and Gambill, 2003) and the IS 2009 (Topi et al., 2009) model curriculum. 2. THE NEED FOR EVALUATION OF IS CURRICULUM Prior to gathering information about current course offerings, literature was review to establish the validity of a new model curriculum. The IS 2009: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems (Topi et al., 2009) established several reasons for updating the IS 2002 guidelines, which are well supported in the literature. The most obvious reason is the length of time since the last curriculum model update. The last comprehensive revision was IS 1997 (Davis et al., 1997) with IS 2002 (Gorgone et al., 2002) considered an editorial update to include e-commerce issues (Topi et al., 2009). IS 2009 includes several key changes from the IS 2002 model curriculum (Gorgone et al., 2002), based on current technology and industrial practices. These changes include globalization, web technologies, a new architectural paradigm, large-scale ERP systems, the availability of mobile applications, and the use of IT control frameworks (Topi et al., 2009). Another factor is a significant decline in the number of individuals interested in majoring in information systems (Kung et al., 2006). All of these changes support the need to reevaluate the core principles of the IS curriculum and ensure alignment with business needs (Granger et al., 2007). There was also a change in how the curriculum model was created. More Web 2.0 technologies were used to include the IS community through a wiki environment. The following includes a review of the literature that pertains to the need for a model curriculum and the motivation for the revision and culmination of IS 2009. 2.1 Changing Technology and Required Skill-Set Technology and its required skill set continue to change and innovate, which further encourages the need to review IS curricula. In addition, the difference between industry needs and academic perception of those needs has been a known issue for some time (Trauth et al., 1993). IS 2009 (Topi et al., 2009) attempts to address this need by identifying four guiding assumptions about the IS profession. First, it indicates that IS is expanding into a broader domain that includes other fields such as health care, business, government, etc. This blurring of disiplines may faciltate the need to encourage more students to minor in IS, the creation of joint programs or certificate programs, hands-on experience for students and faculty, and better alignment of curriculum with local industry (Granger et al. …