MSIS 2006: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems

Gorgone, John T.; Gray, Paul; Stohr, Edward A.; Valacich, Joseph S.; Wigand, Rolf T.

doi:10.17705/1cais.01701

Cited by 56 publications

(75 citation statements)

References 3 publications

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“…The ACM has established a systematic program which draws on expertise from across the community and works to consolidate the learning into a coherent form manifested as formal models of various different recommended curricula [1,2,12,15,22]. Preparation for the Computing Curricula 2013 is now underway [19] which it is intended will build on previous model curricula [2,3].…”

Section: The Acm Curriculum Familymentioning

confidence: 99%

“…CC2005 provided the starting point. Subsequently specific model curricula were examined (figure 3), computer engineering and software engineering models, deemed most distant from Web Science, were excluded leaving computer science [2], information technology [15]and information science [12,22]. The comparison items were course areas, topics and specific bodies of knowledge.…”

Section: Web Science In the Curriculamentioning

confidence: 99%

“…Current practice shows far more postgraduate specialisms in Web Science than undergraduate. We might therefore expect the specification of a model curriculum for Web Science to follow the pattern established by information systems in their recent recommendations [12,22] where the model for masters preceded that for undergraduates, but we might also usefully debate whether Web Science is an undergraduate topic. Three factors which may be influential in distinguishing degrees are i) emphasis on the mathematical and theoretical, often a strong signature in many European degrees; ii) early specialization in subject areaoften typical in courses derived from UK roots; iii) broad foundation with later specialization -more typical of North American models.…”

Section: Future Web Science Curriculamentioning

confidence: 99%

See 2 more Smart Citations

Web science

White

Vafopoulos

2012

Proceedings of the 43rd ACM Technical Symposium on Computer Science Education

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This paper discusses the role and place of Web Science in the computing disciplines. It provides an account of work which has been established towards defining an initial curriculum for Web Science. It presents and analyses plans for future curriculum developments utilizing novel methods to support and elaborate curriculum definition and review. The findings of a desk survey of Web Science education are presented. The paper then recommends future activities which may help determine whether we should expand the notion of computer science.

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Section: The Acm Curriculum Familymentioning

confidence: 99%

Section: Web Science In the Curriculamentioning

confidence: 99%

Section: Future Web Science Curriculamentioning

confidence: 99%

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Web science

White

Vafopoulos

2012

Proceedings of the 43rd ACM Technical Symposium on Computer Science Education

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“…Structured most often to include 'real life' immersion into the actual workplace setting, a practicum course may be in the form of cooperative education or an internship [16], an onsite, termlong fulfillment of an industrial customer's prototype project requirement for full-time students [17; 3], the preparation of an employer-specific project for part-time students [17], or as a weekend long, competition-based project, such as the Collegiate Cyber Defense Competition [18]. Where Cooper et al [5] include the use of demonstrations, field trips and PBL lab-based exercises as options to achieve an integrative experiential learning goal, Conklin [18] notes that the fact that a practicum course covers an entire term not only increases the opportunities for student/instructor interaction, but further has the potential to allow for far greater student reflection.…”

Section: Practicum Coursesmentioning

confidence: 99%

Capstone, thesis, or practicum?

Livermore

Baker

Krolczyk

et al. 2011

Proceedings of the 2011 Information Security Curriculum Development Conference

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Many graduate programs at institutions offering an Information Assurance (IA) specialization have a capstone, thesis or practicum as one of their last courses. These program terminating courses enable schools to: assess the effectiveness of their program, provide opportunities for experiential learning, and provide closure for students as they complete the program. This project attempted to measure the state of the practice in graduate education at schools offering IA education and examine how schools terminate their programs.A review of published information at institutions designated by the National Security Agency as Centers of Academic Excellence collected information on how they terminate their graduate information assurance programs. The review revealed that the most popular option for terminating a graduate program is the thesis. Many schools offer options to their students. The thesis is the most commonly offered option by schools that offer options.

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“…There are, of course, a number of other Bodies of Knowledge and Model Curricula (Joint Task Force on Computing Curricula 2002; Gorgone et al 2006; Association for Computing Machinery and IEEE Computing Society 2008) from around the world that those designing IS curricula need to take into account when deciding what to include and what to omit.…”

mentioning

confidence: 99%

Using actor-network theory to understand the process of information systems curriculum innovation

Tatnall

2010

Educ Inf Technol

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In this article I will note that Information Systems is a socio-technical discipline that is subject to rapid change and argue that changes in Information Systems curriculum can best be thought of as innovations and considered through the lens of innovation theory. In a socio-technical area like this where the contributions of both human actors (including academics, students and employers) and non-human actors (such as computers, programming languages and university infrastructure) must be taken into account, this article proposes the use of actornetwork theory as a means of understanding more of the innovation process. The adoption of the programming language Visual Basic by an Australian university in the 1990s is used as an example of how actor-network theory can identify and explain some of the important issues in curriculum change. Information systems curriculum and changeThis paper provides an actor-network account of how Visual Basic (VB) entered the Information Systems (IS) curriculum at a university in Melbourne in the 1990s, but before proceeding I think it is worthwhile taking a moment to address the question: How is something that took place in one university in the 1990s still relevant today? In answering this question I will argue that even though this curriculum change took place over a decade ago, similar processes, interactions and associations to those here described are likely to be found in any curriculum innovation and indeed in most situations of change. It is not the actual curriculum innovation itself here that is important, but the way that this example can illustrate the process of curriculum change.

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MSIS 2006: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems

Cited by 56 publications

References 3 publications

Web science

Web science

Capstone, thesis, or practicum?

Using actor-network theory to understand the process of information systems curriculum innovation

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