1 / 16

WHAT SHOULD WE PUT IN THE IS CURRICULUM? Ian Beeson School of Information Systems UWE Bristol

WHAT SHOULD WE PUT IN THE IS CURRICULUM? Ian Beeson School of Information Systems UWE Bristol. TEACHING IS IN HE workshop at UWE 11 March 2005. what IS curriculum?. what should we put into our IS curricula? who can we ask? industry? students? marketing? consultants?

daniel_millan
Download Presentation

WHAT SHOULD WE PUT IN THE IS CURRICULUM? Ian Beeson School of Information Systems UWE Bristol

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WHAT SHOULD WE PUT IN THE IS CURRICULUM?Ian BeesonSchool of Information SystemsUWE Bristol TEACHING IS IN HEworkshop at UWE 11 March 2005

  2. what IS curriculum? • what should we put into our IS curricula? • who can we ask? • industry? • students? • marketing? • consultants? • model curriculum designers? • each other? • uncertainties in IS curriculum development • who knows the discipline? Is it still relevant? • shifting ground: are IS still IS? • poaching • specialisation and fragmentation (in the scramble for numbers) • possible convergences (eg with information science)?

  3. what’s information? numbers Information: factual calculation alphanumeric data data processing automation graphics modelling, simulation text communicative communication documents printing, publishing, distribution voice moving images multimedia global broadcasting hypertext media: factual, communicative, fictional, entertaining, persuasive WWW IT no longer restricted to information

  4. what information system? • technology • smaller, more powerful, cheaper • more differentiated, distributed, accessible, mobile • information • increasingly rich: multimedia, hypertext • increasing volume and coverage: no longer a scarce resource • new problems of structuring and search and retrieval • no longer transitory, but reflecting and projecting the world to us • new problems of information ownership and appropriation • information system • information system never did match the organisational system • IS are suborganisational and transorganisational • IS are also personal and interpersonal • systems as patterns of human behaviour in selected (and evolving) settings • IS: patterns of human use of information/IT

  5. Friedman’s 4-phase model of computer systems development • 1950-1965 Hardware Constraints • 1965-1980 Software Constraints • 1980-1995 User Relations Constraints • 1995-2010 Interorganisational Constraints • knowledge and skills successively appropriated, automated, and packaged A L Friedman with A S Cornford, Computer Systems Development (Wiley 1989)

  6. Moschella’s 4-stage model of IT industry expansion D Moschella, Customer-Driven IT, (Harvard Business School Press, 2003)

  7. motivation for curriculum update from IS ’97 Internet revolution higher levels of student computer literacy at entry IS accreditation movement IS professional must continue to show broad business & real world perspective strong analytical & critical thinking skills strong interpersonal and team skills IS 2002 doesn’t shift far from IS 1997 IS 2002 courses P0 Personal Productivity with IS Technology Fundamentals of IS Electronic Business Strategy, Architecture & Design IS Theory & Practice IT Hardware & Systems Software Programming, Data, File and Object Structures Networks and Telecommunication Analysis & Logical Design Physical Design & Implementation with DBMS Physical Design & Implementation in Emerging Environments Project Management & Practice IS 2002 (ACM/AITP/AIS) http://www.spatial.maine.edu/SIEWEB/IS_ModelCurriculum.pdf

  8. OSRA Curriculum Revision Group Organizational and End-user Information Systems (OEIS) Model Curriculum • OEIS-1 Organizational and End-user Information Systems Concepts • OEIS-2 End-user Technology Solutions • OEIS-3 Organizational and End-user Information Systems Planning and Design • OEIS-4 Organizational and End-user Information Systems Implementation and Evaluation • OEIS-5 Designing and Managing Organizational Training • OEIS-6 Communications Technologies • OEIS-7 Cases in Organizational and End-user Information Systems • OEIS-8 Information and Media Management • OEIS-9 Special Topics • OEIS-10 Business Process Redesign • OEIS-11 Internship in Organizational & End-user Information Systems http://pages.nyu.edu/~bno1/osra/model_curriculum/

  9. ICF-2000 themes • IFIP/UNESCO Informatics Curriculum Framework 2000 (ICF-2000): ‘Building effective higher education informatics curricula in a situation of change’ • Twelve themes in the core curriculum 1        Representation of information 2        Formalism in information processing 3        Information modelling 4        Algorithmics 5        System design 6        Software development 7        Potentials and limitations of computing and related technologies 8        Computer systems and architectures 9        Computer-based communication 10      Social and ethical implications 11      Personal and interpersonal skills 12      Broader perspectives and context (includes links with other disciplines) • four orientations: • - awareness • - application • - design and modelling • - conceptualisation and abstraction http://poe.netlab.csc.villanova.edu/ifip32/icf2000.htm

  10. categories of professional A1: instrumental I-users B1: conceptual I-appliers B2: interfacing I-appliers B3: researching I-appliers B4: directing I-appliers C1: operational I-workers C2: engineering I-workers C3: researching I-workers graduate profiles basic instrumental (20 credits) basic conceptual (40) minor I-profile (80) major I-profile (160) GENERIC JOB PROFILES Radio Frequency (RF) Engineering Digital Design Data Communications Engineering Digital Signal Processing Applications Design Communications Network Design Software & Applications Development Software Architecture and Design Multimedia Design IT Business Consultancy Technical Support Product Design Integration & Test / Implementation & Test Engineering Systems Specialist ICF-2000 profiles http://poe.netlab.csc.villanova.edu/ifip32/icf2000.htm

  11. The market for IS skills • EU reports state that: • “…..skill mismatches will be an inherent issue for employment policy in the coming years. The key driver of this will be the continuing growth of the Information Society services, especially the emerging Internet-based economy.” • “….the current and future roles of ICT require not just technical skills across converging technologies, but also commercial and interpersonal skills to match service and products to customers' needs. In this respect, “soft” skills such as communication skills or even artistic skills are becoming increasingly relevant.”

  12. e-skills UK/Gartner report 1. Significant numbers of people needed each year to enter the IT workforce, filling increasingly complex, high added value roles. 2. Skills in IT workforce changing rapidly: opportunities for greater strategic benefit for IT, need to deliver greater RoI, effects of geosourcing. 3. Innovative action needed to address gender imbalance. 4. IT underpins innovation, competitiveness and service in every sector. 5. Business managers must be equipped to realise the potential of IT. 6. Great majority of employees will need to be equipped with IT skills, at a growing level of sophistication. 7. Need to address issues of exclusion. Skills in the use of IT becoming as fundamental as literacy and numeracy. 8. Ongoing skills development needs require new delivery methods that integrate work-based, vocational and academic learning. 9. Government-enabled collaboration is required, with educators and employers working together in new models of partnership. IT workforce 0.6 million in IT industry, 0.6 million IT professionals elsewhere Business managers 4 million IT Users 20 million IT Insights – Trends and UK Skills Implications, Nov 2004 (www.e-skills.com/itinsights)

  13. G B Crow, Illinois State University, Nov 2003 http://www.exu.ilstu.edu/spin/presentations/HSPNGSD.ppt

  14. G B Crow, Illinois State University, Nov 2003 http://www.exu.ilstu.edu/spin/presentations/HSPNGSD.ppt

  15. Name the Industry – Auto or IT?? • Held worldwide dominance in production and labor • Experienced rapidly rising global demand for product • Faced foreign competition emphasizing cost and quality • Racked by severe economic downturn • Experienced large drop-offs in domestic employment • Products become globally assembled • International competition adopts U.S. quality methods • International firms began setting up shop in U.S. G B Crow, Illinois State University, Nov 2003 http://www.exu.ilstu.edu/spin/presentations/HSPNGSD.ppt

  16. to come back to the question… • what should we put in the IS curriculum? • it’s partly about design: • content and structure • partitioning and levelling • but it’s also about deciding • what factors to pay attention to • and how to balance them • then we must gather and evaluate the information, and act on it • strategy ought to serve us better than opportunism and incrementalism in the long run…. • perhaps we can work together in this area

More Related