Journal of Information Systems Education (JISE)

Volume 21

Volume 21 Number 1, Pages 43-54

Spring 2010

The Impact of IQ+EQ+CQ Integration on Student Productivity in Web Design and Development

Jensen J. Zhao
Ball State University
Muncie, IN 47306, USA

Sherry Y. Zhao
International Computer Science Institute
Berkeley, CA 94704, USA

Abstract: As the entry-level information technology jobs could be easily outsourced offshore, the demand for U.S. employees who are innovative and productive in information technology (IT) project design, development, and management is growing among U.S. companies. This controlled experiment presents how a model of integrating students’ intelligence quotient (IQ), emotion quotient (EQ), and creativity quotient (CQ) into teaching and learning activities has impacted student productivity in Web design and development. The purpose of this research is to provide IT educators with the empirical results they need to decide whether they should consider incorporating the 3Qs integration model into their curricula to prepare a new generation of IT graduates. The findings indicate that (a) at the initial stage, the 3Qs integration model had no positive impact on student time efficiency, but had significantly reduced student errors in Web application design and development; (b) the 3Qs integration model enabled students to continuously improve their time efficiency and error reduction in designing and developing a series of Web applications; and (c) the gender difference did not moderate the positive impact of 3Qs integration on student productivity in terms of time efficiency and error occurrence in Web design and development.

Keywords: CQ, EQ, IQ, Integration impact, Error occurence, Time efficiency, Productivity, Web design & development

Download this article: JISE - Volume 21 Number 1, Page 43.pdf

Recommended Citation: Zhao, J. J. & Zhao, S. Y. (2010). The Impact of IQ+EQ+CQ Integration on Student Productivity in Web Design and Development. Journal of Information Systems Education, 21(1), 43-54.