• academic executives to whom the information systems program reports
• academic heads of units where information systems programs are housed
• information systems faculty
• other faculty in the school or college where the information systems program resides
• information systems practitioners
• information systems students

Academic Executives to Whom the Information Systems Program Reports

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The IS discipline is an essential part of business and government organizations. Information systems are complex systems requiring both technical and organizational expertise for design, development, and management. They affect not only operations but also competitive strategy.

374
The nature of this rapidly changing field requires a unique set of resources. The minimal level of resources required to provide a viable undergraduate degree program in Information Systems is outlined below. Specifics of the resource requirements are detailed on pages 21-24. Additional resources are necessary to support the service courses provided by the IS faculty to other academic units of the university.

378
1. Faculty Resource Recommendations

379

The number of faculty will depend upon the number of students majoring in Information Systems. However, a critical mass of faculty is needed to provide the degree of specialization essential for proper coverage of the curriculum. The rapid increase and change in knowledge in the Information Systems field require that faculty continuously upgrade their skills. A significant part of each faculty member's workload needs to be spent in receiving training and acquiring new knowledge and skills. The changes in the field place heavy demands on IS faculty relative to tailoring the curriculum to local conditions, developing up-to-date instructional cases, and managing student projects and internships. Beyond normal teaching, research and service activities, IS faculty need to participate in these additional activities:

a. Technology assessment for maintaining currency of hardware and software in computer labs used in the program.

b. Serving as a high-level faculty resource about computing for other faculty in the college/university.

c. Seeking, obtaining and nurturing partnerships with hardware/software suppliers and users to keep computer labs current.

d. High level of participation in academic and professional societies in order to develop the field. A high level is necessary because there are fewer numbers of faculty in this discipline compared to other university disciplines.

e. Representing the academic unit on committees dealing with university information systems.

398

Students must have access to computing facilities equivalent to those they will use in industry. The rate of change in technology suggests a maximum three year upgrading cycle. University laboratories must be maintained with these requirements in mind.

a. While some of the hardware/communications equipment available in the central campus computing facility may meet the needs of Information Systems, special equipment is necessary. This includes client server architectures, networks, graphics, and multimedia.
 

b. The IS students should have access to large databases and development systems used in large organizations such as computer-assisted system engineering and development tools. These systems typically require powerful computing capabilities.

Because of the need for computer lab support, physical space requirements for the Information Systems program are more like that of the engineering and the biological and physical sciences than the professional programs in business administration and the social sciences. Laboratory facilities should include:

a. Laboratories equipped with computer work stations.

b. Laboratories to provide experience in designing, installing, and running networks.

c. Project team laboratories to accommodate team projects essential to the IS program.

In addition to facilities and physical space, IS laboratories require ongoing support for personnel, maintenance, and supplies.

419
The report provides the rationale for adopting the curriculum recommendations for an undergraduate degree program in Information Systems. The curriculum recommendations are based on an assessment of industry expectations for entry level professional employees in the Information Systems field. Industry has expressed a need for both increased emphasis in technical orientation and improved skill in individual and group interactions. Graduates need to be able to interact more effectively with clients and to work effectively in teams. Students must have good written and oral communication skills. This report gives the specific recommendations necessary to successfully implement and maintain a program in Information Systems meeting both technical and behavioral emphases. A summary of the resource requirements necessary to support a viable Information Systems program is outlined above (and detailed on pages 21-24).
 

Information Systems Faculty

429
The curriculum recommendations are described with different levels of detail. Courses are defined at a high level with course descriptions. These include course title, catalog description, scope, and topic list. A detailed description of each course is given in Appendix 8. Each course is described in terms of learning units for the course. Each learning unit is explained by a goal, objectives, and elements from an IS body of knowledge that fit the objectives. The IS body of knowledge was derived from industry and university survey responses. Each IS body of knowledge element for a course has a competency or depth of knowledge level for achievement in the course. This defines the depth of coverage for the topic in the course.

436
The learning goal, objectives, and body of knowledge elements with competency levels provide faculty members with details of the rationale supporting each course. They provide a basis for curriculum tailoring and curriculum experimentation. Each course represents a prescriptive grouping of learning units. However, this grouping is only one of several that may be appropriate. Given local conditions, faculty members may wish to modify the courses. With a modified set of courses, the set of learning units assists in evaluating completeness of topic coverage.
 

Other Faculty in the School or College Where the Information Systems Program Resides

443
The use of information technology is pervasive in society. The ability of the workforce to utilize this technology is increasing. Users of information technology are now expected to take personal responsibility for much of what has been handled in the past by a centralized computing services unit. While many organizations provide some user training in information technology, graduates who are capable users may have a comparative advantage in their employment. A strong, capable Information Systems program can benefit all students in a school and provide special benefits to non-majors who desire more competence in information technology and its application to their areas of interest.

450
IS'97 identifies prerequisite skills needed by all students in basic knowledge work software. Students in all majors should have a working knowledge of how to utilize software for word processing, Internet access and electronic mail, spreadsheet processing, database management, presentation graphics, statistical analysis, and external database retrieval. Although these skills are prerequisite and not part of the exclusive domain of Information Systems, the Information Systems faculty can provide useful competence for managing the self-study modules, course modules, and testing-out examinations for the prerequisites.

456
The IS'97 curriculum specifies some general courses to provide understanding and skill in information technology suitable for all students. There is a fundamentals of information systems course and a course on personal productivity with information technology. For students who desire more depth, a course on information systems theory and practice is also offered. These courses establish a foundation for specialized courses related to functional area information systems. Such courses may be taught by functional area faculty, by Information Systems faculty, or by cooperative arrangements.

462
Students in functional areas may wish to have a minor in Information Systems. The IS'97 curriculum defines a set of courses suitable for a minor. The courses include fundamental technologies for information systems and a systems analysis and logical design course.
 

Information Systems Practitioners

466
The report provides a basis for practitioner interaction with IS academic units in three respects:

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1. To understand levels of competency the curriculum expects to achieve with graduates who will be prospective IS employees.

469
2. To compare the competency levels needed by their organization with the curriculum recommendations. This comparison can be used by practitioners to assist faculty in identifying knowledge and skills needing improvement.

472
3. To understand how to become involved in IS education. For example, IS practitioners may serve on industrial advisory boards at local colleges and universities or help provide industrial experience for IS students and faculty. Advanced levels of IS undergraduate education require participative learning. Practitioners can play a supportive role in these activities by providing case studies on which a student can work as well as serving as outside evaluators for student projects.
 

Information Systems Students

478
When a student is considering which academic field of study to select, this report can help explain the IS field and the nature of IS programs. The subjects covered and the knowledge levels required for various program alternatives can be examined. Characteristics of the field, job titles, and the types of jobs for a graduate from such programs as well as possible career paths can be reviewed.
 
482
When students are enrolled in an IS program, this report can add to their understanding of the consequences of choices among various track options or elective courses. Students can examine the breadth and depth of the IS field and the career opportunities that specific programs offer them. Information in this report can prepare students for discussions with academic advisors as to options and choices in the program and strategies for entering the job market. This report can help the student in assessing job opportunities when they are near graduation.
 

489
Computer-based information systems have become a critical part of the products, services, and management of organizations. The effective and efficient use of information technology is an important element in achieving competitive advantage for business organizations and excellence in service for government and non-profit organizations. The information technology/information system strategy is an integral part of an organization strategy. The management support role for information systems extends to operational, tactical, and management processes. Information systems are vital to problem identification, analysis, and decision making at all levels of management. The importance of information technology and information systems to organizations and the need for well-educated professionals in the field is the basis for a strong link between educational programs and the professional community of IS practitioners (Mawhinney, Morrell and Morris1994; Trauth, Frawell and Lee 1993).

499
Information Systems as a field of academic study began in the 1960s, a few years after the first use of computers for information processing by organizations. As organizations extended the use of information technology to operational processes, decision support, and competitive strategy, the academic field also grew in scope and depth. An IS organization function emerged to manage information technology. In the same way that universities have degree programs reflecting important organizational functions, such as financial resource management, marketing resource management, and human resource management, a degree program emerged for management of information technology resources. During this 30 year period of growth and change, different names have been used and the definition of the field has been enlarged. The simple term information systems (IS) has become the most commonly accepted, generic term to describe the discipline.
 

Differing Names for the Academic Field of Information Systems

509
Information systems as a field of academic study exists under a variety of different names. The multiplicity of labels reflects historical development of the field, different ideas about how to characterize it, and different emphases when programs were begun. The following terms represent a sampling of names associated with the academic discipline of Information Systems:

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Information Systems
Management Information Systems
Computer Information Systems
Information Management
Business Information Systems
Informatics
Information Resources Management
Information Technology Systems
Information Technology Resources Management
Accounting Information Systems
Information Science
Information and Quantitative Science

526
Information Systems, as an academic field, encompasses two broad areas: (1) acquisition, deployment, and management of information technology resources and services (the information systems function) and (2) development and evolution of infrastructure and systems for use in organization processes (system development).

530
The information systems function has a broad responsibility to develop, implement, and manage an infrastructure of information technology (computers and communications), data (both internal and external), and organization-wide systems. It has the responsibility to track new information technology and assist in incorporating it into the organization's strategy, planning, and practices. The function also supports departmental and individual information technology systems.

535
The activity of developing systems for organization and inter-organization processes involves creative use of information technology for data acquisition, communication, coordination, analysis, and decision support. There are methods, techniques, technology, and methodologies for this activity. Creating systems in organizations includes issues of innovation, quality, human-machine systems, human-machine interfaces, sociotechnical design, and change management.

540
Information technology is pervasive in all organization functions. It is used by accounting, finance, marketing, production, and so forth. This pervasive use increases the need for information systems professionals with system management and system development expertise. Professionals with such expertise support innovation, planning and management of information infrastructures and coordination of information resources. System development by IS staff involves not only organization-wide integrated systems, but also support for individual and departmental application development.

546
There is a close relationship between Information Systems and Computer Science. In some schools, students in both areas may take common courses. However, Information Systems is unique in that its context is an organization and its information systems. This leads to important differences with Computer Science in the context of the work to be performed, the types of problems to be solved, the types of systems to be designed and managed, and the way the technology is employed. Information Systems concentrates on the organizational mission and objectives and the application of information technology to further these goals. Information Systems and Computer Science are distinct areas of study, but they both require a common subset of technical knowledge.
 

556
There are three levels of IS curriculum responsibility. The three level model consists of general IS courses for all students, courses for IS majors and minors, and courses for IS majors. There is a progression through the three levels. Courses in level 1 are required for level 2; courses in level 2 are required for level 3. (See Figure 1.) The three levels deliver increasing levels of competency in significant topics within IS. This concept is illustrated for twenty IS topics in Table 1, developed by the IS'97 Curriculum Task Force. The topics represent subareas of presentation. For example, all students may need recognition knowledge of systems software, students doing a minor may need to be literate in the topic, and majors may need to be effective users.

564

 

589
Prerequisite Computer Use Skills: The prerequisite skills level provides a personal capability for student use of information technology. Six types of applications useful to students and graduates are covered: Internet and electronic mail, spreadsheet processing, database management, presentation graphics, statistical analysis, and external database retrieval. Word processing is also included in this toolkit but is typically acquired prior to formal courses. Students obtain a competency base in each of these six foundation applications. Some institutions provide the prerequisite IS skills level via a course required of all students. Other institutions enable students to acquire this competency through laboratories with computer-based tutorial modules. Competency tests may be used to ensure adequacy of prior knowledge. The Information Systems faculty may also have major responsibilities for remedial work relative to the prerequisite skills.
598
Level 1. All Students: This level of IS education provides an understanding of the use and role of information systems in organizations. It also provides the necessary competencies for ensuring personal productivity for end-users of IS systems. Students proficient at this level obtain advanced instruction and competency in the six information technology foundation applications and a refined set of Internet skills.
602
The focus is on features and concepts for productivity through information technology. Students receive instruction in development of small systems, effective use of information systems, and quality concepts for systems. Level 1 courses also include a survey of information systems theory and practice. A related level of competence may be provided by courses tailored to functional areas. Majors in these areas may gain additional IS skills and practice through use of application packages in their major fields of study, such as accounting, finance or marketing. Team approaches are utilized. Knowledge at this level is necessary for courses at level 2.
609
Level 2. IS Majors and Minors: Courses in level 2 are taken by both IS majors and students in functional areas who desire an IS specialist competency equivalent to a minor. Minoring students take a subset of the curriculum focusing on information systems technology plus the first course in information systems analysis and design. Individuals with a minor in IS often serve as peer experts within their work unit and as user representatives on teams to develop and enhance major functional applications.
614
A minor (level 2) may be tailored to the unique requirements of a functional area, such as marketing or accounting, or a second field, such as health sciences. The following excerpt from Education Requirements for Entry into the Accounting Profession (1988) illustrates the demand for a specialized minor:
617

The widespread use of computer and telecommunications technology makes an understanding of the technologies and their application and limitations essential. Students should be familiar with the functions and interrelationships of hardware components, and with the capabilities and applications of software. File structures, data storage and retrieval, networking and telecommunications are relevant concepts. The internal controls that ensure accuracy, integrity and confidentiality of information should be examined. Most importantly, the CPA should know how and if the system provides information to management that is relevant, reliable, timely, and readily accessible. This requires that students be aware of the management processes and the importance of information to effective management.