Improving IS Student Enrollments: Understanding the Effects of IT Sophistication in Introductory IS Courses

Abstract

Executive SummaryThe Information Systems (IS) discipline is facing a sharp downturn in student enrollments. Despite the steady decline in students pursuing the IS major, the demand for information technology (IT) professionals continues to increase. These trends indicate that there might be a shortage of qualified IT employees in the near future. In order to overcome this dilemma, academicians have recently begun to look for mechanisms targeted at improving IS enrollments. This study investigates how such a mechanism -IT sophistication -influences students' aspirations to pursue an IS degree. More specifically, the study suggests that IT sophistication, self-efficacy, outcome expectations, and interests are expected to independently and cumulatively affect students' choice of IS as their major. The data utilized to investigate this issue was collected from students enrolled in introductory IS courses at two large public universities. A total of 151 usable responses were obtained. The results indicate that the degree to which students perceive the IT to be sophisticated affects their aspiration to major in IS. Specifically, utilizing state-of-the art technologies that reflect current industry practices not only enhances students' confidence in their ability to successfully perform as an IS major, but also elevates students' expectations that valued rewards will be received by majoring in IS. In turn, strong self-efficacy and outcome expectations foster student interest in the IS discipline. Moreover, it was found that IT sophistication does not directly affect student interest. Rather, the effects of IT sophistication on interests are channeled indirectly through self-efficacy and outcome expectations. Similarly, our results did not provide support for the direct effects of self-efficacy and outcome expectations on choice goals. In contrast, choice goals develop through strong interests, and finally, interest serves as the primary mechanism through which goals to choose the IS major emerge.Our findings suggest that deploying sophisticated IT in introductory IS classes can be used as a powerful lever to attract additional students the IS discipline. We encourage those who teach introductory IS courses to focus on stateof-the-art technologies that reflect current industry practices. Utilizing these technologies also has the potential to increase student success in the classroom, provide a richer and more engaging learning environment for students, and help students become more attractive to recruiters.Despite the knowledge gained herein, the study has certain limitations. The Effects of IT Sophistication 88constructs in the research model represent a subset of the factors that could affect student choices. In order to develop a more comprehensive set of intervention strategies targeted at student recruitment, a wider range of factors should be considered. Also, future studies should utilize additional methods using complementary samples to identify the boundary conditions of our findings.

The Influence of Ease of Use and Facilitating Condition on Intention to Accept E-Learning Platform

“…Data were collected from 152 inservice teachers who education program in Hong Kong. The findings show that perceived ease of use become the sole determinant to the prediction of intention to use, Moreover, that computer self-efficacy and the perceived ease of use were able to explain 68% of the variance observed in users intention to use the e-learning system [28]. Zarqa university (Jordan) mode a study aimed to measure the impact of several antecedent factors (ease of use toward-learning, usefulness toward elearning, training on e-learning and trust of e-learning.…”

Introductory Information Systems Course Redesign: Better Preparing Business Students

“…But initial impressions from discussions with a few has been positive as they agree this was the necessary direction to go. Akbulut and Looney (2009) note that incorporating more sophisticated technologies in introductory IS courses can serve to not only increase student success in the classroom, but also can help students become more attractive to recruiters. With the call for the critical need to renew and redesign the introductory IS course to fit the needs of all business majors (Fichman et al, 2014;Schwald, 2011;Wang & Wang, 2104), we are confident that we are giving our students a stronger foundation as they move forward in both their college and professional careers.…”

“…Yet researchers note that many students do not get this foundation because the required core IS course is stuck in the past (Fichman, Dos Santos, & Zheng, 2014). Indeed, Akbulut and Looney (2009) posit that being exposed to updated technologies similar to those currently utilized in organizations can spur students' interest in IS courses, as opposed to technologies they are already familiar with. Keeping technologies updated presents an ongoing challenge to educators, however.…”

“…IS scholars across the discipline recognize this need to redesign IS courses for students in the interests of both relevance and practicality (Akbulut & Looney, 2009;Downey et al, 2008;Fichman, et al, 2014;Gudigantala, 2013;Jafar, Anderson, & Abdullat, 2008;Kesner, Zack, Russell, & Dias, 2013;Koohang, Riley, Smith, & Floyd, 2010;McGann, Frost, Matta, & Huang, 2007). In redesigning an entire IS program, Koohang et al (2010) noted that IT professionals today must be versatile in both technical abilities and have expertise in multiple domains within organizations.…”

“…Fichman et al (2014) call for a redesign of the core IS class, and a new approach to what students most need to know about IS from a business standpoint at a time when technology and digital innovation are transforming many traditional business models. Akbulut and Looney (2009) suggest that introductory IS courses should focus on state-of-the-art technologies that reflect current industry practices in order to remain relevant. Sidorova and Harden (2012) suggest that additionally, students, advisory board members, recruiters, and faculty are also important stakeholders of the IS identity who play a significant role in shaping the identity of the IS discipline, and therefore the IS curriculum.…”