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Sun, Nov 5, 8:00 - 8:25, Normandy A Paper (refereed)

Recommended Citation: Choi, K S, M Ulema, and M Waldman. Analyses of Compliance with IS 2002 Curriculum. In The Proceedings of the Information Systems Education Conference 2006, v 23 (Dallas): §4132. ISSN: 1542-7382. (A later version appears in Information Systems Education Journal 6(11). ISSN: 1545-679X.)

Recipient of Meritorious Paper Award

Analyses of Compliance with IS 2002 Curriculum

Refereed

7 pages

Kyungsub Steve Choi    [a1] [a2]
Computer Information Systems Department
Manhattan College    [u1] [u2]
Riverdale, New York, USA    [c1] [c2]

Mehmet Ulema    [a1] [a2]
Computer Information Systems Department
Manhattan College    [u1] [u2]
Riverdale, New York, USA    [c1] [c2]

Marc Waldman    [a1] [a2]
Computer Information Systems Department
Manhattan College    [u1] [u2]
Riverdale, New York, USA    [c1] [c2]

The work to develop a model curriculum and guidelines for undergraduate degree programs in Information Systems has evolved over a number of years. The current version of this effort is called the Information Systems 2002 (IS 2002) model curriculum. Many Business schools have used these guidelines as a basis for improving their IS curriculum. However, we have found in a previous study that IS 2002 has not been fully embraced by many IS departments. This paper attempts to explore the reasons for this reticence to the IS 2002 curriculum. Five variables are identified for the analyses in this paper: 1) program ranking - whether the program is highly ranked or not, 2) program classification - whether the affiliated Business school offers a PhD program or not, 3) campus community - whether the campus community is urban or not, 4) institutional control - whether the Business school is part of is a public or a private institution, and 5) operating budget per faculty - whether the program carries a high or low operating budget per business faculty member. Our analysis has found that none of these five variables were found to be a significant factor, nor were the interaction effects among the variables. The result of this study shows that there is neither a distinct pattern nor a measurable reason among these variables as to why these programs show such a low compliance rate.

Keywords: information systems, education, business school, curriculum, undergraduate business program, IS 2002

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