Executive SummaryA model curriculum, such as that developed by the ACM/SIGITE Curriculum Committee (2005), has two important functions. First, it provides a base structure for newly developing programs that can use it as a platform for articulating a curriculum. Second, it offers an existing curriculum framework that can be used for validation by existing programs. The model does not, however, reflect many of the characteristics and considerations necessary to build a fully-functional, effective and dynamic curriculum. Necessary components for a comprehensive curriculum that are discussed in this paper include adaptation to the institution's mission and other program goals, responsiveness to local and regional needs, sensitivity to the availability of expertise and other technical resources, and a mechanism for response to a continuously changing environment. This paper proposes a continuous improvement process framework for developing a comprehensive curriculum. The model consists of four phases: 1) Collect; 2) Evaluate; 3) Design; and 4) Implement. The Collect phase involves investigating current curricular standards, such as the SIGITE model curriculum, gathering data about the needs and desires of a program's stakeholders, and understanding the professional, technical and educational environment in which the curriculum will operate. The Evaluate phase integrates this data to develop a mission and set goals for the curriculum, define the outcomes expected of students, identify current and needed competencies, and specify other parameters that establish the foundation for an effective curriculum. The Design phase articulates the curriculum and assures that it is aligned with the goals, needs and resources identified. The Implement phase involves the establishment of the curriculum and a structure for governance and continuous evaluation and improvement. The cyclic nature of this model supports continuous improvement of the curriculum.Any established curriculum must be dynamic enough to adapt to the constantly changing information technology environment. Educators and curriculum administrators who are charged with effective curriculum design and delivery must be aware of new technologies and develop strategies for incorporating them as needed. Collecting data about the curriculum's effectiveness, especially the satisfaction with stakeholders, begins another iteration of the cyclic process, with the objective of continuous improvement. The model curriculum provides a valuable starting point, but program developers need to use the process model to define and build an effective, dynamic curriculum that is responsive to their stakeholders' needs initially and throughout the life of the program.

Executive SummaryBecause it is a strategic resource that is complex, costly and permeates all functions of the modern organization, information technology (IT) is closely scrutinized for its contributed value, particularly in relation to resources expended. From this perspective, understanding the business value of information technology is a requirement not only for CIO's and CEO's, but also for non-managers working in IT, as well as many others in the organization. It is important that models for learning about IT value are clearly defined, easy to use, and supportive of active learning. This paper proposes an Information Technology Business Value (ITBV) model for teaching discovery of value as applied to common information technology-enabled organizational processes. The model is comprised of 1) a two-dimensional application matrix, which focuses on what business value is and where it can be applied in the organization; and 2) a set of action "triggers" that focus on the "how to" of discovering value opportunities. The horizontal axis of the matrix (the what) identifies five value parameters: quality, cost, speed, innovation and relationship. The vertical matrix identifies five functional areas where IT-enabled value propositions can be applied. The action triggers, based on principles of process re-engineering, activate the process to guide students through the discovery of meaningful value opportunities.A recommended process for using the model suggests initial discussions about business value, value added functions in the organization, and the enabling role of IT via process re-engineering. The application of the model follows this and includes case analysis and documentation. A suggested schema for documenting uncovered opportunities includes identification of proposed activities (action items), a description of the value added and where it will be applied, and the appropriate technology for each action. A sample case, with sample completed action items, is included.As a basic learning tool, the model is not intended as a structure for the thorough, complex analysis of opportunities, although it can appropriately be used as the initial step in that process. Rather, its contribution is in illuminating and strengthening the fundamental connectivity between IT and business value contribution in a simple active-learning approach that is accessible to those learning about the value and organizational impact of information technology.

A course on leadership in Information Technology is distinct from a management course.

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