Journal of Information Systems Education (JISE)

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The latest news and important highlights regarding JISE

Volume 32 Issue 1, Winter 2021, is now published (see Current Issue section below). This issue contains six new articles - one teaching tip and five manuscripts. The teaching tip presents a pedagogical design and teaching method for no-code business app development. The first manuscript outlines a collaborative course design process to develop and implement a required IS course in an online, cohort-based MBA program using agile development principles. The second manuscript reports on an empirical assessment on the impacts of six antecedents on perceived fit and impacts of perceived fit on utilization, satisfaction, and perceived learning performance for an interactive digital textbook used in an introductory information systems course. The third manuscript examines the influence of communication self-efficacy and factors related to the theory of planned behavior (TPB) on the intention to pursue a career in software development. The fourth manuscript presents a Theoretical Model of Student-Centric Edu-Gamification Systems that sets the stage for both practitioners and academics to engage in research toward the development of student-centric, educational gamification systems. The final manuscript explores the perceptions of undergraduate students experiencing an educational intervention in a cybersecurity course developed using activity theory. Enjoy!
JISE is soliciting proposals for special issues. Special issues of JISE are intended to provide an important venue for collecting high quality research relating to specific areas of information systems education. More information and a list of previous special issue topics can be found on the Special Issues page.

Current Issue

Volume 32 Issue 1, Winter 2021

1 Teaching Tip: A Teaching Module of No-Code Business App Development
Shouhong Wang, University of Massachusetts at Dartmouth
Hai Wang, St. Mary's University

9 Agile Course Design: Multi-University Faculty Collaboration to Design the IS Course for an Online MBA Program
Amy B. Woszczynski, Kennesaw State University
Jeannie L. Pridmore, University of West Georgia
Tridib Bandyopadhyay, Kennesaw State University
Joy Godin, Georgia College & State University
Bradley J. Prince, University of West Georgia

27 Antecedents and Consequences of Perceived Fit of an Interactive Digital Textbook
Chen Ye, Purdue University Northwest

40 Theory of Planned Behavior and the Influence of Communication Self-Efficacy on Intention to Pursue a Software Development Career
Chamikorn Hiranrat, Chiang Mai University
Atichart Harncharnchai, Chiang Mai University
Chompunoot Duangjan, Prince of Songkla University

53 When Students are Players: Toward a Theory of Student-Centric Edu-Gamification Systems
Connie S. Barber, Southern Illinois University - Edwardsville

65 Collective Learning for Developing Cyber Defense Consciousness: An Activity System Analysis
Melissa Gross, Florida State University
Shuyuan M. Ho, Florida State University

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: Emerge2Maturity: A Simulation Game for Data Warehouse Maturity ConceptsAbstract
This paper describes an innovative approach for instruction about challenges in management of data warehouse development. The approach contains lecture material providing conceptual background about management of data warehouse development, a simulation game supporting experiential learning, and a post play debriefing to support synthesis of conceptual material and experiential learning. The simulation game, Emerge2Maturity, addresses learning challenges faced by students to experience development over time, determine capabilities to balance costs and benefits for consistency with an organization’s strategy, observe organizational learning effects on costs and benefits, and gain awareness of the impact of external events. To support decision making by players and address these learning challenges, Emerge2Maturity uses two novel models, the Capability Assessment Model for choices about data sources subject to budget and resource constraints and the Configuration Model for transition among decision making phases involving constraint levels, learning effects, and external events. Simulation in each phase and phase summaries provide opportunities for players to reflect about progress in developing a data warehouse. Initial evaluation of Emerge2Maturity in a data warehouse course demonstrated potential to improve instruction about maturity concepts pertinent to data warehouse development in organizations.

Michael V. Mannino, Mohammed Khojah, and Dawn Gregg
Teaching Tip: Design Thinking and Mobile App Development: A Teaching ProtocolAbstract
The growth in the tech industry in recent years has increased business major students’ interest in software programming and app development. However, the traditional way of teaching these courses involves intensive coding exercises and little interaction among students. These methods often discourage the students due to the slow learning curve and limit instructors’ options to engage them in class. To address these problems, we designed a teaching protocol for integrating Design Thinking into a Mobile App Development course. Our protocol offers a step-by-step implementation guide and instances from a real-life examination at a California State University. The proposed guideline can be extended and applied to other courses and curriculum in the business information systems domain.

Nasser Shahrasbi, Leigh Jin, and Wei-Jun Zheng
Teaching Case: GlobePort faces Challenges in its Technology TransformationAbstract
Established retailers are facing growing competitive pressure from pure internet startups that are leveraging eCommerce marketplaces hosted by Amazon, Facebook, Alibaba, eBay, etc. Some traditional retailers, such as Best Buy, Macy’s and Walmart have created an effective competitive response to these pure eCommerce startups, by adapting their customer experience and effectively integrating their physical infrastructure with their online presence and making online shopping easier than ever for consumers. GlobePort, a nationwide sporting goods retailer with 200+ locations and $1+ billion in annual revenues and $100+ million in profits, recognized this trend, and had established an eCommerce site using an outsourced IT provider. Despite having the flexibility of their brick and mortar stores for in-person sales/service and the internet site for eCommerce sales, GlobePort is facing profitability issues from their internet sales channel as a result of poor support from their IT provider. Their problems are further compounded by incomplete customer information and the lack of strategic integration between their physical and internet channels. Recently, GlobePort executives have come to recognize that their internet sales are lagging industry norms and have begun to take steps to improve their eCommerce systems. However, any systems changes would require additional in-house IT staff with new skillsets and necessitate close teamwork throughout their widespread organization. More importantly, a technology transformation project would lead to new and redesigned customer facing and operational business processes and the collection and integration of customer data/knowledge across their traditional organizational silos.

Biswadip Ghosh
Teaching Case: Making the Grade - Using COBIT to Study Computer Crime at Bucks County Community College (Pennsylvania)Abstract
ISACA, a non-profit, independent association that advocates for professionals involved in information security, assurance, risk management and governance, recently updated its IT governance framework, Control Objectives for Information and Related Technology (COBIT). COBIT 2019 presents a logical approach to information technology and policy issues. Using a recent real-world computer crime that occurred at a community college, students address breaches of various COBIT components. Students then recommend approaches to minimize the risks and vulnerabilities that expose this school and others. This current case familiarizes students to COBIT’s components and the value it provides.

M. Elizabeth Haywood
A Process-based Approach to ABET Accreditation: A Case Study of Cybersecurity and Digital Forensics Program Abstract
ABET accreditation has become a well-known standard for academic programs not only in the USA but also across the globe. To instantiate the processes to systematically improve the quality of programs is a daunting task for higher education institutions. In this contribution, we provide a detailed process-based framework which can assist aspiring institutions to embed quality in their processes leading to ABET accreditation. Our contribution is a novel framework for a process-based approach to quality assurance, as most of the published literature is primarily concerned with the experience of ABET accreditation of a solitary program. However, in this paper, we have presented a generic framework that ABET aspiring programs can instantiate in their preparation for ABET accreditation. We have validated these processes in our successful ABET accreditation application of the Bachelor of Science in Cybersecurity and Digital Forensics program. Our existing ABET accredited programs were following old ABET criteria and Bachelor of Science in Cybersecurity and Digital Forensics program must apply based on the new criteria proposed by ABET. Another novelty of our contribution is that it is based on our work for the first application cycle for ABET cybersecurity related programs, so the findings of our contribution may assist other aspiring cybersecurity related academic programs to well prepare in their ABET accreditation pursuits.

Abdullah M. Almuhaideb and Saqib Saeed
Cybersecurity, Technology, and Society: Developing an Interdisciplinary, Open, General Education Cybersecurity CourseAbstract
This paper describes an interdisciplinary effort involving faculty from five different disciplines who came together to develop an interdisciplinary open general education cybersecurity course. The course, Cybersecurity, Technology, and Society, brings together ideas from interdisciplinary studies, information technology, engineering, business, computer science, criminal justice, and philosophy to provide students an interdisciplinary introduction to cybersecurity. We provide an overview of the rationale for the course, the process the authors went through developing the course, a summary of the course modules, details about the open education resources used as readings, and the types of assignments included in the class. We conclude by offering recommendations for others developing similar courses.

Brian K. Payne, Wu He, Cong Wang, D. E. Wittkower, and Hongyi Wu

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.

EDSIGCON

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 2020 (virtual) was a great success! EDSIGCON 2021 will be held in Washington, D.C., in early November 2021. Check out edsigcon.org 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 editor@jise.org.

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