A theory of change framework for developing cross-faculty programs : an information systems perspective

Information systems (IS) is a discipline that draws upon many other disciplines to bridge theory and practice and address the information and knowledge needs of individuals, organisations and society. We propose that an ideal education in IS would be delivered via cross-faculty programs of study that are not combinations of units from different faculties and disciplines, but programs which include a coherent and cohesive set of units co-designed and co-delivered by teaching staff from more than one faculty. This allows students, and teachers, to appreciate the different content and perspectives within the same context, as they will experience in the workplace, and allow them to develop deeper understandings of the complexity that can arise in their roles as mediators and communicators in finding appropriate IT solutions. Such a model poses a radical change, and thus the framework we offer uses a ‘theory of change’ agenda.

Enterprise systems curricula for Asia-Pacific region : a vision for 2020

Enterprise Systems (ES) have emerged as possibly the most important and challenging development in the corporate use of information technology in the last decade. Organizations have invested heavily in these large, integrated application software suites expecting improvments in; business processes, management of expenditure, customer service, and more generally, competitiveness, improved access to better information/knowledge (i.e., business intelligence and analytics). Forrester survey data consistently shows that investment in ES and enterprise applications in general remains the top IT spending priority, with the ES market estimated at $38 billion and predicted to grow at a steady rate of 6.9%, reaching $50 billion by 2012 (Wang & Hamerman, 2008). Yet, organizations have failed to realize all the anticipated benefits. One of the key reasons is the inability of employees to properly utilize the capabilities of the enterprise systems to complete the work and extract information critical to decision making. In response, universities (tertiary institutes) have developed academic programs aimed at addressing the skill gaps. In parallel with the proliferation of ES, there has been growing recognition of the importance of Teaching Enterprise Systems at tertiary education institutes. Many academic papers have discused the important role of Enterprise System curricula at tertiary education institutes (Ask, 2008; Hawking, 2004; Stewart, 2001), where the teaching philosophises, teaching approaches and challenges in Enterprise Systems education were discussed. Following the global trends, tertiary institutes in the Pacific-Asian region commenced introducing Enterprise System curricula in late 1990s with a range of subjects (a subject represents a single unit, rather than a collection of units; which we refer to as a course) in faculties / schools / departments of Information Technology, Business and in some cases in Engineering. Many tertiary educations commenced their initial subject offers around four salient concepts of Enterprise Systems: (1) Enterprise Systems implementations, (2) Introductions to core modules of Enterprise Systems, (3) Application customization using a programming language (e.g. ABAP) and (4) Systems Administration. While universities have come a long way in developing curricula in the enterprise system area, many obstacles remain: high cost of technology, qualified faculty to teach, lack of teaching materials, etc.

Administrative Placement of the Information Systems Discipline in Universities - A SWOT Analysis of Queensland University of Technology

In some Queensland universities, Information Systems academics have moved out of Business Faculties. This study uses a pilot SWOT analysis to examine the ramifications of Information Systems academics being located within or outside of the Business Faculty. The analysis provides a useful basis for decision makers in the School studied, to exploit opportunities and minimise external threats. For Information Systems academics contemplating administrative relocation of their group, the study also offers useful insights. The study presages a series of further SWOT analyses to provide a range of perspectives on the relative merits of having Information Systems academics administratively located inside versus outside Business faculties.

The information systems discipline in Australian universities : a contextual framework

This chapter presents the contextual framework for the second phase of a multi-method, multiple study of the information systems (IS) academic discipline in Australia. The chapter outlines the genesis of a two-phase Australian study, and positions the study as the precursor to a larger Pacific-Asia study. Analysis of existing literature on the state of IS and on relevant theory underpins a series of individual Australian state case studies summarised in this chapter and represented as separate chapters in the book. This chapter outlines the methodological approach employed, with emphasis on the case-study method of the multiple state studies. The process of multiple peer review of the studies is described. Importantly, this chapter summarises and analyses each of the subsequent chapters of this book, emphasising the role of a framework developed to guide much of the data gathering and analysis. This chapter also highlights the process involved in conducting the meta-analysis reported in the final chapter of this book, and summarises some of the main results of the meta-analysis.

Formative and reflective measurement and validation mismatch in survey research : an archival analysis of information systems success constructs 1985-2007

The generic IS-success constructs first identified by DeLone and McLean (1992) continue to be widely employed in research. Yet, recent work by Petter et al (2007) has cast doubt on the validity of many mainstream constructs employed in IS research over the past 3 decades; critiquing the almost universal conceptualization and validation of these constructs as reflective when in many studies the measures appear to have been implicitly operationalized as formative. Cited examples of proper specification of the Delone and McLean constructs are few, particularly in light of their extensive employment in IS research. This paper introduces a four-stage formative construct development framework: Conceive > Operationalize > Respond > Validate (CORV). Employing the CORV framework in an archival analysis of research published in top outlets 1985-2007, the paper explores the extent of possible problems with past IS research due to potential misspecification of the four application-related success dimensions: Individual-Impact, Organizational-Impact, System-Quality and Information-Quality. Results suggest major concerns where there is a mismatch of the Respond and Validate stages. A general dearth of attention to the Operationalize and Respond stages in methodological writings is also observed.