Beyond the Model: Building an Effective and Dynamic IT Curriculum

Abstract

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.

The Structure of the Information Technology Profession: A Comparison Among Organizational Sectors in Thailand

“…Technical Support Services: Wongwuttiwat et al, 2008 ;Bullen et al, 2007;Winley et al, 2007;Westervelt, 2005. The Organization and Its Functions: Bullen et al, 2007;McAdams, 2007;Brewer et al, 2006;Ekstrom et al, 2006;Bell and Caldwell, 2005;Catanio, 2005;Gaudin, 2005;Meredith, 2005;Morello, 2005;Plummer et al, 2005. Management Activities: Bullen et al, 2007;McAdams, 2007;Srinutapong, 2007;Aasheim et al, 2006;Australian Government, 2006;Kamali et al, 2006;Catanio, 2005;Gaudin, 2005;Morello, 2005;Plummer et al, 2005.…”

Incorporating Knowledge of Legal and Ethical Aspects into Computing Curricula of South African Universities

“…They felt that ACM is largely American and needed to be tailored for the needs of the South Africa communities. This is strongly supported by Brewer, Harriger, and Mendonca (2006), who maintain that a model curriculum used as a reference should be tailored for the needs of the particular program under construction. While the reference models were found to be useful to some extent, respondents were concerned about their infrequent update.…”

“…There is also a need to alleviate fears among academics regarding changes introduced by such developments. Continuous review of the developed curricula is crucial as new development in technology and in the legislative environment take place (Brewer et al, 2006).…”

Facing the Metaphorical Fork: Existentialism in the Identity Formation of Information Systems Students

“…The IS2010 are the latest curriculum guidelines and an update to IS2002. Topi et al [39] describe the IS curriculum as having become more generic in response to encouragement for adaption to institutional and regionally relevant needs [5]. A significant part of IS2010's more generic approach was an acknowledgement that its predecessor, focused narrowly on the business domain and that application existed outside of business social contexts [30].…”