Journal of Information Systems Education (JISE)

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The latest news and important highlights regarding JISE

Volume 31 Issue 2, Spring 2020, is now published (see Current Issue section below). This issue contains seven new articles - three teaching tips, two teaching cases, and two manuscripts. The first teaching tip provides directions for teaching ERP with Microsoft Dynamics, and the other two teaching tips both address ways to improve the teaching of programming. One of the teaching cases takes a close look at the legal issues surrounding online reviews, and the second teaching case provides a multi-faceted systems analysis and design exercise. The first manuscript evalutes project management syllabi for their learner-centeredness, and the second manuscript looks at the interdisciplinary curriculum of accounting analytics (and was voted Best Conference Paper at the 2019 EDSIGCON in Cleveland, OH). Enjoy!
The EDSIG Conference on Information Systems and Computing Education (EDSIGCON) paper submission system is now open and accepting submissions for this year's conference. EDSIGCON is a peer-reviewed conference 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. The conference is sponsored by EDSIG, the Education Special Interest Group of ISCAP, Information Systems & Computing Academic Professionals, Inc. Due to the current COVID-19 pandemic, EDSIGCON 2020 will be held virtually from November 4-6, 2020. Check out for full details regarding the call for participation, the submission process, key dates, and more. Hope to "see" you there!

Current Issue

Volume 31 Issue 2, Spring 2020

83 Teaching Tip: Enhancing ERP Learning Outcomes through Microsoft Dynamics
Amir H. Zadeh, Wright State University
Hamed M. Zolbanin, University of Dayton
Arijit Sengupta, Florida International University
Todd Schultz, Augusta University

96 Teaching Tip: Teaching Programming to the Post-Millennial Generation: Pedagogic Considerations for an IS Course
Madhav Sharma, Oklahoma State University
David Biros, Oklahoma State University
Surya Ayyalasomayajula, Oklahoma State University
Nikunj Dalal, Oklahoma State University

106 Teaching Tip: Teaching Introductory Programming from A to Z: Twenty-Six Tips from the Trenches
Xihui Zhang, University of North Alabama
John D. Crabtree, University of North Alabama
Mark G. Terwilliger, University of North Alabama
Janet T. Jenkins, University of North Alabama

119 Teaching Case: Encounters with Bigfoot on the Strip: The Risks and Liabilities of Online Reviews
Christine Ladwig, Southeast Missouri State University
Dana Schwieger, Southeast Missouri State University

124 Teaching Case: Motion Picture Industry Pension Plan: A Database Design Case
Siva Sankaran, California State University - Northridge
Thomas L. Wedel, California State University - Northridge

131 Evaluating Learner-Centeredness Course Pedagogy in Project Management Syllabi Using a Content Analysis Approach
Erastus Karanja, North Carolina Central University
Donna M. Grant, North Carolina Central University

147 Integrative Learning and Interdisciplinary Information Systems Curriculum Development in Accounting Analytics
Joseph M. Woodside, Stetson University
Fred K. Augustine, Jr., Stetson University
Valrie Chambers, Stetson University
Monica Mendoza, Stetson University

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: The Development of a Red Teaming Service-Learning Course Abstract
Despite advancements in pedagogy and technology, students often yearn for more applied opportunities in information security education. Further, small businesses are likely to have inadequate information security postures due to limited budgets and expertise. To address both issues, an advanced course in ethical hacking was developed which allows students to perform security assessments for local businesses through red team engagements. This paper will allow academics to implement similar courses, which not only improves security education for students, but can also increase opportunities for local businesses to receive affordable security assessments.

Jacob A. Young
Teaching Tip: How to Teach Information Systems Students to Design Better User Interfaces through Paper Prototyping Abstract
Given the ubiquity of interfaces on computing devices, it is essential for future Information Systems (IS) professionals to understand the ramifications of good user interface (UI) design. This article provides instructions on how to efficiently and effectively teach IS students about “fit,�a Human-Computer Interaction (HCI) concept, through a paper prototyping activity. Although easy to explain, the concept of fit can be difficult to understand without repeated practice. Practically, designing fit into UIs can be cost-prohibitive because working prototypes are often beyond students�technical skillset. Accordingly, based on principles of active learning, we here show how to use paper prototyping to demonstrate “fit�in a hands-on class exercise. We provide detailed step-by-step instructions to plan, setup, and present the exercise to guide students through the process of fit in UI design. As a result of this activity, students are better able to employ both theoretical and practical applications of fit in UI design and implementation. This exercise is applicable in any course that includes UI design, such as principles of HCI, systems analysis and design, software engineering, and project management.

Michael J. Scialdone and Amy J. Connolly
Teaching Tip: Applied Learning of Emerging Technology: Using Business-Relevant Examples of Blockchain Abstract
Within the ever-changing technology and business landscape, it is imperative that students develop skills in identifying and leveraging emerging technologies to create business value in innovative and novel ways. Drawing on the Net-enabled Business Innovation Cycle framework, applied learning techniques, and current events, we developed an assignment to explore one such emerging technology �blockchain �to enhance students�ability to apply what they have learned to solve business problems. Our findings showed that students overwhelmingly found the activity and experience beneficial in three important ways: (1) understanding an emerging technology, (2) applying the technology to contemporary business issues, and (3) leveraging what they learned to create plausible solutions to business challenges and opportunities.

Michael Milovich, Jr., Jennifer A. Nicholson, and Darren B. Nicholson
An Agile Framework for Teaching with Scrum in the IT Project Management Classroom Abstract
This paper presents a framework for teaching a complete semester-long IT project management course with traditional PMI-based content (sans software development) while featuring Scrum as the organizing logic for accomplishing coursework. This framework adapts widely-used Scrum practices from industry for use in the classroom, including how to organize student teams, homework, and activities. Organizing an existing course with Scrum is intended to maximize student learning of traditional project management content, as well as the difficult-to-teach, socially-complex ‘soft�skills that lead to Scrum team success. This deep integration of Scrum into a traditional, predictive IT project management course goes well beyond single activities or units without crowding out valuable time and material. A brief overview of the agile philosophy and examples of teaching Scrum in the classroom situate this work in teaching and learning literature. Classroom-tested Scrum rituals and example artifacts are provided to illustrate how to apply the framework. This group-based, iterative and hands-on approach equips students to better internalize and understand the complex social interactions involved with a self-organizing team, concepts that are difficult to learn without first-hand experience. The proposed framework will help IS educators implement Scrum practices in their own courses, further addressing industry’s increasing demand for IS professionals with Scrum experience.

Daniel E. Rush and Amy J. Connolly
What Skills Do Students Need? A Multi-Year Study of IT/IS Knowledge and Skills in Demand by Employers Abstract
In the fields of information technology and information systems, faculty must consistently adjust curriculum to meet the demands of the field. However, a challenge they often face is understanding what should be covered especially given the limited number of courses most universities are able to offer. This research explores the knowledge and skills demanded in the field by surveying a variety of employers across various roles. The survey focused on IS/IT professionals with the inclusion of management who may oversee these professionals. Additionally, those involved in hiring IT/IS professionals were also surveyed to evaluate future hiring needs across various roles. A variety of technologies were examined including databases, operating systems, networking technologies and cloud platforms to understand the technologies currently being utilized at organizations. Furthermore, specific skills (e.g., programming languages, general business, etc.) across a variety of roles were explored to understand what skills are currently sought by employers. The goal of this research is to understand the importance of various technologies and skills to better prepare students for the workforce. This is part of an ongoing study that has evaluated changes in the field over the past 15 years.

Jeff Cummings and Tom Janicki
Using Active Learning, Group Formation, and Discussion to Increase Student Learning: A Business Intelligence Skills Analysis Abstract
This paper describes the process used to integrate active learning, group formation, and classroom discussion in a college-level business intelligence class. To assess the impact of active learning and discussion on learning outcomes, we captured student performance on their final data challenge term project across increasingly collaborative and discussion-based sections. To stimulate reflective discussion and to promote cooperative and collaborative teamwork during in-class assignments, we established small groups based on an incoming business intelligence related skills self-assessment. Our regression results indicate that a skills-based group formation approach enabled an enhanced level of in-class assignment completion and promoted reflective discussion in the classroom. We also find that active learning and discussion increased appropriation of business intelligence concepts and analytical tools. The inherent nuances of business intelligence education, as well as the implications and strategies for improved classroom discussion in a technology class setting are reviewed.

Darryl Romanow, Nannette P. Napier, and Melinda K. Cline
Evaluation of Information Systems Curricula Abstract
Information systems education objectives must continually adapt to a dynamic marketplace for knowledge and skills. For faculty developing programs that better prepare students for this demanding environment, existing research and guidelines provide a foundation to develop relevant course work. However, an examination of peer institutions indicates a significant variance in how institutions of higher learning address the requirements of local markets as they prepare their students for careers. This study reviews previous information systems curricula research, examines current guidelines for information systems education, analyzes adherence to those guidelines, and summarizes innovative approaches being used by business colleges in the U.S. to prepare students. Our findings indicate that even as the number of information systems programs decline, colleges are looking for relevant ways to serve their students and communities. For information systems education to remain connected to the marketplace, the value provided by a degree in information systems must be clear to future employers. This paper concludes by offering insights gained by an analysis of thriving programs to assist faculty working on improving their undergraduate information systems curriculum.

Jeffrey Bohler, Benjamin Larson, Todd Peachey, and Ronald Shehane

About JISE

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. The five-year average acceptance rate is 21%.

JISE operates as a Diamond Open Access journal. This means that there are no subscription fees, no submission/processing fees, and no publication fees. All papers published in JISE have undergone rigorous peer review. This includes an initial editor screening and double-blind refereeing by three or more expert reviewers. JISE follows industry standard ethical guidelines for all aspects of operations (submissions, reviews, editing, publishing, etc.). Additional details are available regarding the submission process and the types of articles.


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 2019 in Cleveland, OH, was a great success! Due to the COVID-19 pandemic, EDSIGCON 2020 will be held virtually from November 4-6, 2020. Check out for full details regarding the call for participation, key dates, and more.

Copyright Information

Copyright © Information Systems and Computing Academic Professionals (ISCAP). Permission to make digital or hard copies of all or part of this journal for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial use. All copies must bear this notice and full citation. Permission from the Editor is required to post to servers, redistribute to lists, or utilize in a for-profit or commercial use. Permission requests should be sent to the Editor at

Organizational Sponsors

Education Special Interest Group
Information Systems & Computing
Academic Professionals