Journal of Information Systems Education (JISE)

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The latest news and important highlights regarding JISE

JISE is pleased to announce that the Best Paper award for 2018 goes to "Scrum-Based Learning Environment: Fostering Self-Regulated Learning" by Tanya Linden. The winner of the Best Paper Finalist award is "Teaching Tip: Gaining Real-World Experience in Information Security: A Roadmap for a Service-Learning Course" by Janine L. Spears, and the winner of the Best Paper Honorable Mention award is "Fostering Cooperative Learning with Scrum in a Semi-Capstone Systems Analysis and Design Course" by Alejandra J. Magana, Ying Ying Seah, and Paul Thomas. Details about the award process and selection criteria can be found on the Best Papers page.
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 AITP, and ISCAP, Information Systems & Computing Academic Professionals, Inc. EDSIGCON 2019 will be held in Cleveland, OH, from November 6-9, 2019. Check out for full details regarding the call for participation, the submission process, the venue, key dates, and more. Hope to see you there!

Current Issue

Volume 30 Issue 1, Winter 2019

1 Invited Paper: Reflections on the Current State and Future of Information Systems Education
Heikki Topi, Bentley University

10 Teaching Tip: Learning by Teaching through Collaborative Tutorial Creation: Experience using GitHub and AsciiDoc
Jim Marquardson, Northern Michigan University
Ryan M. Schuetzler, University of Nebraska - Omaha

19 Teaching Tip: A Teaching Module of Database-Centric Online Analytical Process for MBA Business Analytics Programs
Shouhong Wang, University of Massachusetts - Dartmouth
Hai Wang, Saint Mary's University

27 Developing Measurable Cross-Departmental Learning Objectives for Requirements Elicitation in an Information Systems Curriculum
Jeremy D. Ezell, James Madison University
Diane Lending, James Madison University
Thomas W. Dillon, James Madison University
Jeffrey May, James Madison University
Carol A. Hurney, Colby College
Keston H. Fulcher, James Madison University

42 Scaffolding Case Analysis Writing: A Collaboration between Information Systems and Writing Faculty
Silvia Pessoa, Carnegie Mellon University Qatar
Maria Pia Gomez-Laich, Carnegie Mellon University Qatar
Divakaran Liginlal, Carnegie Mellon University
Thomas D. Mitchell, Carnegie Mellon University Qatar

57 The Role of Flow in Learning Distributed Computing and MapReduce Concepts using Hands-On Analogy
Colin Conrad, Dalhousie University
Michael Bliemel, University of Ontario Institute of Technology
Hossam Ali-Hassan, York University

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: Pedagogy for Business Analytics Courses Abstract
Responding to the industry need for professionals to employ data-driven decision-making, educational institutions offer courses in business analytics (BA). Since BA professionals require a unique set of skills different from those found in specific business disciplines, a pedagogical framework to impart such knowledge and skills was developed. The framework encompasses multiple stages related to data—acquisition, preparation, analysis, visualization, and interpretation—and provides an end-to-end learning experience for students. It enables students to gain related knowledge and skills including Python scripting, data cleansing, statistical modeling, visualization, and interpretation, which provide a solid foundation for professional endeavors in BA.

Anand Jeyaraj
Teaching Tip: “The Data Shuffle”: Using Playing Cards to Illustrate Data Management Concepts to a Broad Audience Abstract
Educators must constantly figure out engaging ways to teach data management and modelling concepts, especially to non-technical audiences e.g. managers. This paper introduces and describes an experiential learning activity using playing cards to teach a range of business and technical concepts. The paper is enriched by personal anecdotes and experiences from conducting this activity in both academic and professional settings. A repeated measures survey (pre-test, post-test and follow up one week later) is used to evaluate the effectiveness of the exercise. Participants reported enjoying the exercise, demonstrated improved understanding, felt confident about their new knowledge and recalled important concepts a week later.

David Agogo and Jesse Anderson
Teaching Case: Strategic Actions in a Platform Context: What Should Facebook Do Next? Abstract
This teaching case highlights the complex and unique strategic issues facing social media platform companies, using Facebook as the primary motivating example. The case centers on the breach of trust that occurred when Cambridge Analytica acquired user data from 87 million Facebook accounts and then attempted to sway the 2016 U.S. Presidential election. The student is immersed in the context of Cambridge Analytica’s violation of user trust and asked to consider the key strategic issues confronting Facebook executives and the company’s ubiquitous platform. Economic concepts of a technology platform, such as network effects, switching costs, and lock-in, as well as overall platform strategy, are considered. Meanwhile, the technological concepts of designing a social media platform that engenders trust—one that balances the conflict between privacy and personalization—are stressed. An optional exercise on the functionality of application programming interfaces (APIs) is also provided. The target courses for the case include Information Systems Strategy, Digital and Social Media Strategy, and Managing Information Systems, at both the undergraduate and graduate levels. While the incidents surrounding Facebook and Cambridge Analytica have become politicized, the teaching case here focuses on the interaction of information systems and business strategy, not directly on the political atmosphere.

Eric C. Larson and Carl Vieregger
Teaching Case: Creating a Request for Proposal for Software for a Non-Profit Organization Abstract
When an organization’s need for technology changes, users expect solutions to provide sophisticated and complex functionality regardless of the size of the organization’s budget or available resources. In exploring candidates for filling software needs for non-profit organizations, one of the best tools is the request for proposal (RFP). This case describes a situation where a small non-profit organization has outgrown its current Website and needs to identify the best software provider to help them manage membership, events, and payment processing. The case reinforces requirements gathering techniques and allows students to practice creating an RFP. These activities are followed by an exercise in creating a weighted decision matrix to help make the best decision for the organization.

David Reavis
Why Do Students Not Major in MIS? An Application of the Theory of Planned Behavior Abstract
A McKinsey & Company report states that a gap in information technology skills remains in the U.S. and globally. Combined with continued projections for high growth in MIS positions such as Systems Analysts and Software Applications Developers, increasing student enrollment in MIS continues to be a focus for MIS academicians and professionals. Although studies addressing MIS enrollment issues abound, the manner in which relevant factors are collected is often not systematized. The current study uses established theory and instruments to examine student perceptions of majoring in MIS. Using the Theory of Planned Behavior (TPB), we employ an elicitation-based study uncovering beliefs about majoring in MIS. We subsequently use Partial Least Squares to analyze the importance of these beliefs in influencing intentions to major in MIS. The results lead to specific recommendations for improving MIS enrollments in the U.S. and international settings.

Wallace Chipidza, Gina Green, and Cindy Riemenschneider
Developing a Framework to Understand Student Engagement, Team Dynamics, and Learning Outcomes Using ERPsim Abstract
The value of enterprise resource planning (ERP) systems to business organizations has long been recognized with their use being integrated into educational business curricula and training. ERPsim games incorporate live business simulations that enable students to learn about ERP concepts firsthand by working in teams and managing their own companies using SAP ERP software. Prior research has examined the use of ERPsim and learning outcomes, yet to date, there is little if any research that has explored the association of learning outcomes with student engagement and team dynamics, two areas that have continued to grow in importance in many business school programs. This research develops and tests a model to examine these relationships. Validated constructs and a validated survey instrument are created and verified. Study results indicate a positive association between student engagement, team dynamics, and learning outcomes. Results and implications are discussed and recommendations for further research are presented.

Lauren B. Eder, Yvonne L. Antonucci, and Ellen F. Monk

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.

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. 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 2018 in Norfolk, VA, was a great success! EDSIGCON 2019 will be held in Cleveland, OH, from November 6 - 9, 2019. Check out for full details regarding the call for participation, the venue, 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
Association of Information Technology Professionals (AITP)
Information Systems & Computing
Academic Professionals