Building a Stronger Irm Curriculum

Laribee, Janet F.

doi:10.1080/10580539208906861

Cited by 14 publications

(5 citation statements)

References 2 publications

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“…Past studies to assess the effectiveness of IS education, and SA&D in particular, have focused on surveys of educators in universities, i.e., the supply side (Gupta and Seeborg, 1989;Gupta, Wang, Ravichandran, 1994;Misic and Rusoo, 1999). However, few studies have focused upon the effectiveness of programmer/systems analysts' skills and competencies and how the practitioners, forming the demand side, perceive the education of IS graduates (Laribee, 1992; Ruparel, 1991). Figure 1 outlines SA&D research topics and salient studies reported in the literature.…”

Section: The Systems Analysis and Design Coursementioning

confidence: 99%

“…As educators and practitioners discuss the effectiveness of SA&D education and the approaches to deliver such • Prerequisites [Gupta& Seebrog, 1989;Gupta & Wachter, 1998;Ravichandran & Gupta, 1993] • Topic Covered [Laribee, 1992] • Skills Offered [Gupta et al, 1994] • Effectiveness of Courses Taught…”

Section: The Systems Analysis and Design Coursementioning

confidence: 99%

“…This is also evident from the results of the survey reported above in which the practitioners rated systems development as one of the most important topics. In another survey (Laribee 1992), educators rated organizational issues as first and the management of systems development as the fourth most important topic. IS practitioners preferred graduates with relatively more technical skills than currently produced by academic institutions (Ahmadi and Brabson, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of Systems Analysis and Design Education

Kohli

Gupta

2002

Journal of Organizational and End User Computing

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This paper reports the results of an exploratory study of student perceptions of the education and experiences of the Systems Analysis and Design (SA&D) course taught in the IS programs at academic institutions. An ex-ante and post hoc empirical study of student perceptions in the SA&D courses was conducted. The results indicate that after taking the SA&D course and working with a real-life project, students' perceptions improved for the applicability of structured methodologies across industries, the importance of computer programming in systems analysis and design process, and the role of advanced technologies in SA&D. Respondents also perceived that when working as groups, SA&D team members did not do their fair share of the work. However, the importance of user involvement was recognized.

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Section: The Systems Analysis and Design Coursementioning

confidence: 99%

Section: The Systems Analysis and Design Coursementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effectiveness of Systems Analysis and Design Education

Kohli

Gupta

2002

Journal of Organizational and End User Computing

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“…Initiating such change requires the involvement of the IS industry as a whole and the solicitation of views from a number of sectors. Laribee (1992) reports that while IS managers and educators agree on the importance of some topics for the IS curriculum, major differences of opinion existed with regard to the importance of others, especially at the undergraduate level. A well balanced curriculum can be developed if it incorporates the micro-perspective of IS managers along with the macroperspective of IS educators.…”

Section: Educational Implications Educational Implications Educationa...mentioning

confidence: 99%

Paradigm Shift

Burn

Tye

C.K.

1995

Journal of Global Information Management

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“…This is strongly supported by the findings of the Boston Chapter of the Society for Information Management (Lee et al, 1995) which suggest that industry will demand a cadre of IS professionals with knowledge and skills in technology, management and interpersonal skills to effectively lead organizational integration and process reengineering activities. Nevertheless, significant gaps exist between the needs of IS managers in the future and the university curricula that prepare and educate these future professionals (Laribee, 1992, Trauth et al, 1993, Lee et al, 1995. There is also evidence to suggest that different perceptions apply within the IS practitioner profession and IS academics which affect the ability of academic institutions to respond to the profession's needs (Leitheiser, 1992).…”

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confidence: 99%

Innovation in IT Education

Burn

Louis

1997

Information Resources Management Journal

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An on-going concern for information systems (IS) curriculum designers is to strike the right balance between the technical, people and business skills required (Rogow, 1993, Farwell et al 1992, Chau and Tye 1993. Many would suggest that the manager who possesses a firm understanding of the role of IS in an organization coupled with a sound management training and sufficient human relations skills is vital to the development of effective IS in the new global environment (Carlson and Wetherbe, 1989, Leitheiser 1992, Trauth et al 1993, Earl and Feeny 1994, Burn et al 1994. This "hybrid" however, remains a very elusive species.Lee et al (1995) suggest that the current IS curricula in many universities are not well aligned with business needs and that IS curriculum design must be targeted at specific career tracks relevant to the restructured IS services. This gap between organizational requirements and IS professionals is the focus for an innovative program offered at post-graduate level at Hong Kong Polytechnic University. The program recruits business managers who wish to improve their under-standing of the strategic application of IS and who will be in a position to influence the decision making process surrounding the use of information technology (IT).The main focus of the curriculum is the strategic use of IT in organizations and the development of effective IS and business strategies to support this. While there are many strategic frameworks which can be explored within the syllabus, it is often difficult to show students how these can be practically applied in a real environment. One solution has been to use extensive case study material but in order to be effective these have to be large scale and fairly complex. A further problem in the use of case studies relates to the "customization" of case material which may be required, particularly when transportation across cultures takes place, and the amount of work involved to maintain currency. The course team have developed a novel approach which eliminates these problems but furthermore, provides a very rich base of case material relevant to the working environment. The approach not only facilitates student learning but has had The changing skills requirements for the information systems professionals of the nineties has forced many universities to reconsider their curriculum. The concept of a generic curriculum to meet the educational needs of all future IS professionals is obsolete and IS curriculum design must be targeted at specific career tracks. This paper describes the development of an innovative program to cultivate the "hybrid" business and information systems manager who can play a major role in strategy formulation for effective use of information technology. In order to sustain a high degree of relevancy to the needs of the business community, an action research approach is used which allows the students to build up case portfolios through an organizational cultural audit. These cases have initiated and supported considerable research work from...

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Building a Stronger Irm Curriculum

Cited by 14 publications

References 2 publications

Effectiveness of Systems Analysis and Design Education

Effectiveness of Systems Analysis and Design Education

Paradigm Shift

Innovation in IT Education

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