|Volume 29 Issue 2, Spring 2018, is now published (see Current Issue section below). This is a Special Issue on Agile in Teaching and Learning with guest editors Jason H. Sharp and Guido Lang. The issue contains an introductory article by the guest editors and six new articles. Many thanks to Professors Sharp and Lang for their hard work on this special issue. Enjoy!|
|JISE is pleased to announce that the Best Paper award for 2017 goes to "Approaches to Incorporating IT Entrepreneurship into the Information Systems Curriculum" by Christopher G. Jones and David Liu. The winner of the Best Paper Finalist award is "Exploring Reflective Means to Handle Plagiarism" by Nikunj Dalal, and the winner of the Best Paper Honorable Mention award is "IS Programs Responding to Industry Demands for Data Scientists: A Comparison between 2011-2016" by Robert J. Mills, Katherine M. Chudoba, and David H. Olsen. Details about the award process and selection criteria can be found on the Best Papers page.|
Agile in Teaching and Learning: Conceptual Framework and Research Agenda
Jason H. Sharp, Tarleton State University
Guido Lang, Quinnipiac University
Do Pair Programming Approaches Transcend Coding? Measuring Agile Attitudes in Diverse Information Systems Courses
Kuanchin Chen, Western Michigan University
Alan Rea, Western Michigan University
Scrum-Based Learning Environment: Fostering Self-Regulated Learning
Tanya Linden, Swinburne University of Technology
Fostering Cooperative Learning with Scrum in a Semi-Capstone Systems Analysis and Design Course
Alejandra J. Magana, Purdue University
Ying Ying Seah, Purdue University
Paul Thomas, Purdue University
A Three Cohort Study of Role-Play Instruction for Agile Project Management
Kurt Schmitz, Georgia State University
Origami: An Active Learning Exercise for Scrum Project Management
Christopher Sibona, University of North Carolina - Wilmington
Saba Pourreza, University of North Carolina - Wilmington
Stephen Hill, University of North Carolina - Wilmington
Coping with Uncertainty in an Agile Systems Development Course
Toni Taipalus, University of Jyvaskyla
Ville Seppänen, University of Jyvaskyla
Maritta Pirhonen, University of Jyvaskyla
Teaching Case: Congratulations! …to the World?
One Person’s Experience with Social Media
Social media has quickly garnered the attention and interaction of users of all ages from around the world. The growth in popularity of social media platforms raises important issues for individuals and organizations regarding how to interact with the relatively new technology. This teaching case describes the experience of an information systems Ph.D. graduate whose confidential notification regarding her employment went public on Facebook. The case highlights four key learning objectives relevant for students learning about social media in the context of business: 1) identifying changes that come with the advent of social media including the speed, scope, and structure of communication in a social network, 2) understanding the variety of stakeholders who control the message in social media, 3) evaluating the positive and negative impacts of confidential information being released publicly, and 4) discussing how reactions to the scenario may differ among unique segments of the population. The case is designed as an introductory case for an undergraduate or graduate course pertaining to the topics of social media, web 2.0, and internet-enabled technologies in business.
Eric C. Larson
Teaching Case: “What Gets Measured, Gets Managed”
The Wells Fargo Account Opening Scandal
Wells Fargo & Co.’s Community Banking unit had enjoyed a strong positive reputation for decades. Wells Fargo as a whole had avoided most of the problems of the 2008 financial crisis, only to stumble into its own crisis in late 2016. The Community Banking unit was accused of opening millions of unauthorized accounts, firing employees for violating policy without addressing the root causes of those violations, and failing to detect and prevent these sorts of issues before they became widespread. Impact on consumers was widely varied, from new checking accounts that sometimes caused no significant impact, to new credit accounts that generated fees and caused negative impacts on consumer credit scores. How did the bank’s approach to information management contribute to this problem? What could the bank have done differently to have detected, responded to, and prevented future instances of improper account opening? What does the bank need to do going forward to prevent future problems and regain customer trust?
Paul D. Witman
Teaching Case: An Interdisciplinary Task-Based Activity for Teaching Internal Controls
This case addresses the critical topic in education of developing students’ skills and capabilities associated with enterprise-level business intelligence systems and associated internal control concerns. The experiences of using a business intelligence task-based activity in an interdisciplinary curriculum model are presented and discussed. Pedagogically, the task-based activity enhances perceived learning for both accounting and IS disciplines in domain (internal controls and IS development), communication (comprehension and creation), and critical thinking skills. Additionally, students appreciate the realism and active learning associated with the task-based activity delivered in an interdisciplinary curriculum model. The design of the task-based activity as a teaching resource allows other instructors, based on their requirements, to develop a lesson plan around using the activity as written, or focusing on the any of the many aspects of controls or technology presented.
Moving Forward by Looking Backward: Embracing Pedagogical Principles to Develop an Innovative MSIS Program
Program design is a challenging task that requires significant effort and resources. When a proposed program is being designed for both face-to-face and online delivery, the challenges are compounded. If done right, this task offers an opportunity to leverage pedagogical theory and principles in designing a curriculum for the program. Our research shares findings from program development effort at a Midwestern university using the Backward Design approach. The Backward Design approach entails working in reverse and involves identification of objectives, creating assessments, and learning activities. This approach was used to design a graduate Masters of Science program in Information Systems (MSIS). Alignment of objectives, faculty involvement, mutual accountability, and developing a learning Global Positioning Systems (GPS) for students emerged as key lessons that can be used by other institutions as they undergo efforts to develop or revise curriculum. Further, using Backward Design helped to integrate Assurance of Learning (AOL) processes recommended by AACSB into the curriculum design.
Vishal Shah, Anil Kumar, and Karl Smart
Relationship between Teamwork and Team Performance: Experiences from an ERPsim Competition
Much interest exists in using Enterprise Resource Planning simulation (ERPsim) games to help students learn complex concepts involved in Enterprise Resource Planning (ERP) systems. However, little research has explored factors that contribute to team performance during an ERPsim game. The current study investigated teamwork as a contributor to team performance in the context of a competition. The research measured teamwork in five dimensions: contributing to the team’s work, interacting with teammates, keeping the team on track, expecting quality, and having relevant knowledge, skills, and abilities (KSA). Net income was the measure for team performance. Participants also rated their satisfaction with their team. Data from 62 student teams showed that all five teamwork dimensions had a positive correlation with net income. Moreover, all correlations were statistically significant except the relationship between keeping the team on track and net income. Teams with relevant KSA were more likely to generate higher net income. Expecting quality was the second most significant dimension, followed by interacting with teammates and contributing to the team’s work. All five teamwork dimensions had a significant positive correlation with team satisfaction. This research suggests that students will likely engage in good teamwork during a game if it is set up as a high-stakes competition. Additionally, good teamwork will likely result in higher team performance and satisfaction. The evidence should encourage more widespread adoption of ERPsim games as a means for teaching and assessing teamwork in addition to learning ERP concepts.
Mark I. Hwang
Aligning IS Masters Programs with Industry
Information Systems (IS) programs in Higher Education (HE) institutions have a long tradition of enabling graduates to develop the appropriate skills needed for their future careers. Nevertheless, previous studies suggest that IS curricula are not always well-aligned with industry/business needs. At the same time, universities increasingly have to deal with issues concerning the quality of their degrees and whether students earning the degrees obtain high-quality employment with good employers. This study thus sets out to achieve two objectives: (1) to better re-align the IS programs with business needs/standard work practice; and (2) to provide students with an opportunity to earn a professional practitioner certification prior to their graduation. We present an approach to, and an example of, aligning a Master’s Business Analysis curriculum with practitioner certification of a key professional body for the IS industry. The approach to alignment was grounded by theory in teaching and learning in HE. We provide a detailed description of the process of embedding and aligning the business analysis certification objectives within the course curriculum, which can be replicated by IS educators in other universities. Our results show a positive outcome for the HE institution and professional body partnership. We conclude the paper with a discussion of the wider implications for IS curricula design.
Yin L. Tan, Keiichi Nakata, and Debra Paul
ISSN#: 1055-3096 (print)
ISSN#: 2574-3872 (online)
The Journal of Information Systems Education (JISE) is a peer reviewed journal published quarterly that focuses on IS education, pedagogy, and curriculum including (but not limited to) model curriculum, course projects/cases, course materials, curriculum design & implementation, outcomes assessment, distance education challenges, capstone learning projects, and technology selection & impact.
The mission of JISE is to be the premier journal on information systems (IS) education. To support that mission, JISE emphasizes quality and relevance in the papers that it publishes. In addition, JISE recognizes the international influences on IS education and seeks international input in all aspects of the journal, including authorship, reviewing, and Editorial Board membership.
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The EDSIG Conference on Information Systems and Computing Education (EDSIGCon) is a peer-reviewed conference for academic professionals and institutions of higher learning focused on Information Systems education including (but not limited to) model curriculum, assessment, distance education challenges, capstone and service learning projects, and information systems research geared toward educators. EDSIGCon 2018 will be held in Norfolk, VA, from October 31 - November 3, 2018. Check out edsigcon.org for full details regarding the call for participation, the venue, key dates, and more.
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