Abstract: The first Master of Science in Information Quality (IQ) degree is designed and being offered to prepare students for careers in industry and government as well as advanced graduate studies. The curriculum is guided by the Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems, which are endorsed by the Association for Computing Machinery and the Association for Information Systems. The curriculum integrates two key educational innovations: (1) an interdisciplinary approach to curriculum design, and (2) a balance between theoretical rigor and practical relevance. In response to the demand from industry, the curriculum aims to educate students who can lead the effort to solve current and future information quality problems. As such, problem-based learning is balanced with foundation-building learning to effectively deliver the intellectual contents of the curriculum. Much of the individual course content is based on cumulated research results and practices developed over the last two decades. The curriculum is designed to balance information quality theory with industry best practices using modern tools and technology. It includes the skill sets that are critical to succeed as IQ professionals. Since IQ is an inter-disciplinary field, the curriculum draws upon total quality management, database, core knowledge of IQ, change management, project management, and IQ policy and strategy. The courses are delivered using case studies, hands-on laboratories, theory building, and team projects to enhance the student's learning experience. Upon completing the program, students will be equipped with sufficient breadth and depth in the IQ field to solve real world problems and pursue further studies.
Keywords: Information quality, Data quality, Curriculum, MSIQ, Learning, TQM, Data integrity
Download this article: JISE - Volume 18 Number 2, Page 233.pdf
Recommended Citation: Lee, Y. W., Pierce, E., Talburt, J., Wang, R. Y., & Zhu, H. (2007). A Curriculum for a Master of Science in Information Quality. Journal of Information Systems Education, 18(2), 233-242.