WHAT SHOULD WE PUT IN THE IS CURRICULUM Ian Beeson School of Information Systems UWE Bristol

What should we put in the is curriculum ian beeson school of information systems uwe bristol
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WHAT SHOULD WE PUT IN THE IS CURRICULUM? Ian Beeson School of Information Systems UWE Bristol TEACHING IS IN HE workshop at UWE 11 March 2005

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what IS educational programs? what would it be advisable for us to put into our IS educational program? who would we be able to inquire? industry? understudies? promoting? experts? demonstrate educational modules creators? each other? vulnerabilities in IS educational modules improvement who knows the train? Is it still pertinent? moving ground: are IS still IS? poaching specialization and fracture (in the scramble for numbers) conceivable mergings (eg with data science)?

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what's data? numbers Information: accurate count alphanumeric information handling mechanization representation demonstrating, reenactment content open correspondence records printing, distributed, dispersion voice moving pictures sight and sound worldwide telecom hypertext media: authentic, informative, anecdotal, engaging, enticing WWW IT no longer confined to data

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what data framework? innovation littler, all the more intense, less expensive more separated, dispersed, available, versatile data progressively rich: interactive media, hypertext expanding volume and scope: no more drawn out a rare asset new issues of organizing and inquiry and recovery no more drawn out momentary, yet reflecting and anticipating the world to us new issues of data proprietorship and assignment data framework data framework never matched the hierarchical framework IS are suborganisational and transorganisational IS are likewise individual and interpersonal frameworks as examples of human conduct in chose (and advancing) settings IS: examples of human utilization of data/IT

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Friedman's 4-stage model of PC frameworks advancement 1950-1965 Hardware Constraints 1965-1980 Software Constraints 1980-1995 User Relations Constraints 1995-2010 Interorganisational Constraints learning and abilities progressively appropriated, computerized, and bundled A L Friedman with A S Cornford, Computer Systems Development (Wiley 1989)

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Moschella's 4-arrange model of IT industry extension D Moschella, Customer-Driven IT, (Harvard Business School Press, 2003)

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inspiration for educational programs overhaul from IS '97 Internet transformation more elevated amounts of understudy PC proficiency at section IS accreditation development IS proficient must keep on showing wide business & true point of view solid explanatory & basic speculation aptitudes solid interpersonal and group aptitudes IS 2002 doesn't move a long way from IS 1997 IS 2002 courses P0 Personal Productivity with IS Technology Fundamentals of IS Electronic Business Strategy, Architecture & Design IS Theory & Practice IT Hardware & Systems Software Programming, Data, File and Object Structures Networks and Telecommunication Analysis & Logical Design Physical Design & Implementation with DBMS Physical Design & Implementation in Emerging Environments Project Management & Practice IS 2002 (ACM/AITP/AIS) http://www.spatial.maine.edu/SIEWEB/IS_ModelCurriculum.pdf

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OSRA Curriculum Revision Group Organizational and End-client Information Systems (OEIS) Model Curriculum OEIS-1 Organizational and End-client Information Systems Concepts OEIS-2 End-client Technology Solutions OEIS-3 Organizational and End-client Information Systems Planning and Design OEIS-4 Organizational and End-client Information Systems Implementation and Evaluation OEIS-5 Designing and Managing Organizational Training OEIS-6 Communications Technologies OEIS-7 Cases in Organizational and End-client Information Systems OEIS-8 Information and Media Management OEIS-9 Special Topics OEIS-10 Business Process Redesign OEIS-11 Internship in Organizational & End-client Information Systems http://pages.nyu.edu/~bno1/osra/model_curriculum/

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ICF-2000 subjects IFIP/UNESCO Informatics Curriculum Framework 2000 (ICF-2000): 'Building powerful advanced education informatics educational module in a circumstance of progress' Twelve subjects in the main subjects 1        Representation of data 2        Formalism in data handling 3        Information displaying 4        Algorithmics 5        System outline 6        Software improvement 7        Potentials and restrictions of registering and related advances 8        Computer frameworks and models 9        Computer-based correspondence 10      Social and moral ramifications 11      Personal and interpersonal abilities 12      Broader viewpoints and setting (incorporates joins with different controls) four introductions: - mindfulness - application - plan and demonstrating - conceptualisation and deliberation http://poe.netlab.csc.villanova.edu/ifip32/icf2000.htm

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classes of expert A1: instrumental I-clients B1: theoretical I-appliers B2: interfacing I-appliers B3: investigating I-appliers B4: coordinating I-appliers C1: operational I-laborers C2: building I-specialists C3: looking into I-specialists graduate profiles essential instrumental (20 credits) fundamental reasonable (40) minor I-profile (80) noteworthy I-profile (160) GENERIC JOB PROFILES Radio Frequency (RF) Engineering Digital Design Data Communications Engineering Digital Signal Processing Applications Design Communications Network Design Software & Applications Development Software Architecture and Design Multimedia Design IT Business Consultancy Technical Support Product Design Integration & Test/Implementation & Test Engineering Systems Specialist ICF-2000 profiles http://poe.netlab.csc.villanova.edu/ifip32/icf2000.htm

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The market for IS abilities EU reports express that: "… ..expertise bungles will be an intrinsic issue for work approach in the coming years. The key driver of this will be the proceeding with development of the Information Society administrations, particularly the rising Internet-based economy." "… . the present and future parts of ICT require specialized abilities crosswise over merging innovations, as well as business and interpersonal aptitudes to match administration and items to clients' needs. In this regard, "delicate" aptitudes, for example, relational abilities or even masterful aptitudes are turning out to be progressively pertinent ."

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e-abilities UK/Gartner report 1. Huge quantities of individuals required every year to enter the IT workforce, filling progressively mind boggling, high included esteem parts. 2. Abilities in IT workforce evolving quickly: open doors for more noteworthy key advantage for IT, have to convey more prominent RoI, impacts of geosourcing. 3. Creative activity expected to address sexual orientation irregularity. 4. IT supports advancement, intensity and administration in each area. 5. Business administrators must be prepared to understand the capability of IT. 6. Awesome dominant part of workers should be furnished with IT aptitudes, at a developing level of advancement. 7. Need to address issues of avoidance. Abilities in the utilization of IT getting to be as crucial as education and numeracy. 8. Continuous abilities advancement needs require new conveyance strategies that coordinate work-based, professional and scholastic learning. 9. Government-empowered joint effort is required, with instructors and bosses cooperating in new models of organization. IT workforce 0.6 million in IT industry, 0.6 million IT experts somewhere else Business supervisors 4 million IT Users 20 million IT Insights – Trends and UK Skills Implications, Nov 2004 ( www.e-skills.com/itinsights)

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G B Crow, Illinois State University, Nov 2003 http://www.exu.ilstu.edu/turn/presentations/HSPNGSD.ppt

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G B Crow, Illinois State University, Nov 2003 http://www.exu.ilstu.edu/turn/presentations/HSPNGSD.ppt

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Name the Industry – Auto or IT?? Held overall strength underway and work Experienced quickly rising worldwide interest for item Faced remote rivalry stressing expense and quality Racked by serious financial downturn Experienced extensive drop-offs in residential business Products turn out to be all around collected International rivalry embraces U.S. quality techniques International firms started setting up shop in U.S. G B Crow, Illinois State University, Nov 2003 http://www.exu.ilstu.edu/turn/presentations/HSPNGSD.ppt

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to return to the question… what would it be a good idea for us to put in the IS educational modules? it's halfway about plan: substance and structure dividing and leveling but at the same time it's about choosing what elements to pay consideration on and how to adjust them then we should accumulate and assess the data, and follow up on it procedure should serve us superior to anything advantage and incrementalism over the long haul… . maybe we can cooperate here