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A Competency Model for Undergraduate Programs in Information SystemsJanuary 2021
Publisher:
  • Association for Computing Machinery
  • New York
  • NY
  • United States
ISBN:978-1-4503-8464-3
Published:03 January 2021
Pages:
186
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References

  1. ACM (1983). ACM Recommendations for Information Systems, Volume II, New York: ACM Committee on Computer Curricula of ACM Education Board.Google ScholarGoogle Scholar
  2. ACM (2013). Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, Association for Computing Machinery and IEEE Computer Society.Google ScholarGoogle ScholarDigital LibraryDigital Library
  3. ACM (2014). Software Engineering Curricula 2014 Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering, Association for Computing Machinery and IEEE Computer Society.Google ScholarGoogle Scholar
  4. ACM (2016). Computer Engineering Curricula 2016 Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering, Association for Computing Machinery (ACM) and IEEE Computer SocietyGoogle ScholarGoogle Scholar
  5. ACM (2017a). Cybersecurity Curricula 2017 Curriculum Guidelines for Post-Secondary Degrees in Cybersecurity. Association for Computing Machinery (ACM), IEEE Computer Society (IEEE-CS), Association for Information Systems Special Interest Group on Information Security and Privacy (AIS SIGSEC), International Federation for Information Processing Technical Committee on Information Security Education (IFIP WG 11.8).Google ScholarGoogle Scholar
  6. ACM (2017b). Information Technology Curricula 2017 Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology, Association for Computing Machinery (ACM) IEEE Computer Society (IEEE-CS).Google ScholarGoogle Scholar
  7. ACM (2020). Curricula Recommendations, Available from the following site www.acm.org/education/curricula-recommendations.Google ScholarGoogle Scholar
  8. Babb, J. and Abdullat, A. (2012). The need for mobile application development in IS curricula: An innovation and disruptive technologies perspective. Information Systems Education Journal, 10(1), 61--74.Google ScholarGoogle Scholar
  9. Bélanger, F., Van Slyke, C. and Crossler, R. (2019) Information Systems for Business: An Experiential Approach, Edition 3.0. eISBN-13: 9781943153466Google ScholarGoogle Scholar
  10. CEN (2012). European ICT professional profiles (ver. 3). Brussels, Belgium. Retrieved from http://relaunch.ecompetences.eu/wp-content/uploads/2013/12/EU_ICT_Professional_Profiles_CWA_updated_by_e_CF_3.0.pdfGoogle ScholarGoogle Scholar
  11. CEN (2018). European ICT professional's role profiles - Part 1: 30 ICT profiles. Brussels, Belgium. Retrieved from https://www.cen.eu/work/areas/ict/eeducation/pages/ws-ict-skills.aspxGoogle ScholarGoogle Scholar
  12. Clear, A., Parrish, A., et al. (2021). Computing Curricula 2020 - CC 2020: Paradigms for Global Computing Education, A Computing Curricula Series Report, Association for Computing Machinery & IEEE Computer Society, NY, USAGoogle ScholarGoogle Scholar
  13. College Factual. https://www.collegefactual.com/majors/computer-information-sciences/computer-information-systems-cis/rankings/most-popular/Google ScholarGoogle Scholar
  14. Couger, J. (Ed.) (1973) "Curriculum Recommendations for Undergraduate Programs in Information Systems," Communications of the ACM, (16:12), December, pp. 727--749.Google ScholarGoogle Scholar
  15. Davis, G.B. (1974) Management Information Systems: Conceptual Foundations, Structure and Development. New York: McGraw-Hill Book Company.Google ScholarGoogle Scholar
  16. Davis, G.B., Gorgone, J.T., Couger, J.D., Feinstein, D.L. and Longenecker, H. E. Jr. (1997) "IS '97 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems," ACM, New York, NY and AITP (formerly DPMA), Park Ridge, IL.Google ScholarGoogle ScholarDigital LibraryDigital Library
  17. Davis, G. 2000. "Information Systems Conceptual Foundations: Looking Backward and Forward," in Organizational and Social Perspectives on Information Technology, R. Baskerville, J. Stage and J. DeGross (eds.). New York: Kluwer, pp. 62--82.Google ScholarGoogle Scholar
  18. de Vreede, G., Karsten, E., Leidig, P., Nunamaker, J., (2018). IS2020 ACM/AIS Exploratory Task Force Recommendation.Google ScholarGoogle Scholar
  19. EDUglopedia, (2020), www.EDUglopedia.orgGoogle ScholarGoogle Scholar
  20. Fleming, N.D. (1995). I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In Research and development in higher education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA (Vol. 18, pp. 308--313).Google ScholarGoogle Scholar
  21. Gorgone, J., Davis, G.B., Valacich, J.S., Topi, H., Feinstein, D.L., and Longenecker, H.E. (2003). IS 2002 model curriculum and guidelines for undergraduate degree programs in information systems. Communications of the Association for Information Systems, 11(1).Google ScholarGoogle Scholar
  22. Hamming, R.W. (1962). Numerical Methods for Scientists and Engineers. New York: McGraw-Hill.Google ScholarGoogle ScholarDigital LibraryDigital Library
  23. Jafar, M.J., Babb, J., and Abdullat, A. (2017). Emergence of Data Analytics in the Information Systems Curriculum. Information Systems Education Journal, 15(5).Google ScholarGoogle Scholar
  24. Kennevan, W.J. (1970). MIS universe. Data Management, 8(9), 62--64.Google ScholarGoogle Scholar
  25. Keen, P.G.W. (1980). MIS Research: Reference Disciplines and Cumulative Tradition, Proceedings of the International Conference on Information Systems 1980, 9.Google ScholarGoogle Scholar
  26. Lawler, J., and Molluzzo, J. (2015). A proposed concentration curriculum design for big data analytics for information systems students. Information Systems Education Journal, 13(1).Google ScholarGoogle Scholar
  27. Leavitt H.J., Whisler, T.L., (1958) Management in the 1980's. Harvard Business Review, 36, 41--48.Google ScholarGoogle Scholar
  28. Leidig, P.M., Ferguson, R.C., and Reynolds, J.H. (2019). Invited Paper: IS2010: A Retrospective Review and Recommendation. Journal of Information Systems Education, 30(4), 298--302.Google ScholarGoogle Scholar
  29. Longenecker, H.E., Jr., and Feinstein, D.L. (Eds.). (1991) IS'90: The DPMA Model Curriculum for Information Systems for 4 Year Undergraduates. Park Ridge, Illinois: Data Processing Management Association.Google ScholarGoogle Scholar
  30. Longenecker, B., Babb, J. S., Waguespack, L., Janicki, T., Feinstein, D. (2015). Establishing the Basis for a CIS (Computer Information Systems) Undergraduate Degree Program: On Seeking the Body of Knowledge. Information Systems Education Journal, 13(5) pp 37--61.Google ScholarGoogle Scholar
  31. Mandviwalla, M., Harold, C., and Purnama, M. (2019), Information Systems Job Index 2019, The IBIT Report, Philadelphia, PA: Temple University.Google ScholarGoogle Scholar
  32. Morris, T.H., (2018). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Department of Pedagogy---Adult and Vocational Education, pp. 1--11.Google ScholarGoogle Scholar
  33. NCWIT. What is the Impact of Gender Diversity on Technology Business Performance: Research Summary. https://www.ncwit.org/sites/default/files/resources/impactgenderdiversitytechbusinessperformance_print.pdfGoogle ScholarGoogle Scholar
  34. Prifti, L.; Knigge, M.; Kienegger, H.; Krcmar, H. (2017): A Competency Model for "Industrie 4.0" Employees, in Leimeister, J.M.; Brenner, W. (Hrsg.): Proceedings der 13. Internationalen Tagung Wirtschaftsinformatik (WI 2017), St. Gallen, S. 46--60.Google ScholarGoogle Scholar
  35. Saltz, J., Serva, M.A., and Heckman, R. (2013). The GET immersion experience: A new model for leveraging the synergies between industry and academia. Journal of Information Systems Education, 24(2), 121--131.Google ScholarGoogle Scholar
  36. Shackelford, R., Cross, J.H., Davies, G., Impagliazzo, J., Kamali, R., LeBlanc, R., Lunt, B., McGettrick, A., Sloan, R., and Topi, H. (2005). Computing curricula 2005: The overview report. Association for Computing Machinery. Retrieved from https://www.acm.org/binaries/content/assets/education/curricula-recommendations/cc2005-march06final.pdfGoogle ScholarGoogle Scholar
  37. SFIA (2020) SFIA, the global skills and competency framework for a digital world, https://sfia-online.org/en.Google ScholarGoogle Scholar
  38. Stefanidis, A, Fitzgerald, G., and Counsell, S. (2013). IS curriculum career tracks: a UK study. Education + Training, 55(3), 220--233.Google ScholarGoogle Scholar
  39. Surdack, C. (2014). Data Crush: how the information tidal wave is driving business. AMACOM, USA.Google ScholarGoogle Scholar
  40. Topi, H. (2019). Invited Paper: Reflections on the Current State and Future of Information Systems Education. Journal of Information Systems Education, 30(1), 1--9.Google ScholarGoogle Scholar
  41. Topi, H., Karsten, H., Brown, S., Carvalho, J., Donnellan, B., Shen, J., Tan, B., and Thouin, M. (2017). "MSIS2016: Global Competency Model for Graduate Degree Programs in Information Systems. Technical Report." Association for Computing Machinery, New York, NY, USA.Google ScholarGoogle Scholar
  42. Topi, H., Valacich, J.S., Wright, R.T., Kaiser, K.M., Nunamaker Jr, J.F., Sipior, J.C., and de Vreede, G.J. (2010). "Curriculum Guidelines for Undergraduate Degree Programs in Information Systems," in Communications of the Association for Information Systems, 26, Article 18.Google ScholarGoogle Scholar
  43. Wang, S., and Wang, H. (2019). Opportunities and challenges of cybersecurity for undergraduate information systems programs. International Journal of Information and Communication Technology Education, 15(2), 49--68.Google ScholarGoogle ScholarCross RefCross Ref
  44. World Economic Forum. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdfGoogle ScholarGoogle Scholar
  45. ACM (1983). ACM Recommendations for Information Systems, Volume II, New York: ACM Committee on Computer Curricula of ACM Education Board.Google ScholarGoogle Scholar
  46. ACM (2013). Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, Association for Computing Machinery and IEEE Computer Society.Google ScholarGoogle ScholarDigital LibraryDigital Library
  47. ACM (2014). Software Engineering Curricula 2014 Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering, Association for Computing Machinery and IEEE Computer Society.Google ScholarGoogle Scholar
  48. ACM (2016). Computer Engineering Curricula 2016 Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering, Association for Computing Machinery (ACM) and IEEE Computer SocietyGoogle ScholarGoogle Scholar
  49. ACM (2017a). Cybersecurity Curricula 2017 Curriculum Guidelines for Post-Secondary Degrees in Cybersecurity. Association for Computing Machinery (ACM), IEEE Computer Society (IEEE-CS), Association for Information Systems Special Interest Group on Information Security and Privacy (AIS SIGSEC), International Federation for Information Processing Technical Committee on Information Security Education (IFIP WG 11.8).Google ScholarGoogle Scholar
  50. ACM (2017b). Information Technology Curricula 2017 Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology, Association for Computing Machinery (ACM) IEEE Computer Society (IEEE-CS).Google ScholarGoogle Scholar
  51. ACM (2020). Curricula Recommendations, Available from the following site www.acm.org/education/curricula-recommendations.Google ScholarGoogle Scholar
  52. Babb, J. and Abdullat, A. (2012). The need for mobile application development in IS curricula: An innovation and disruptive technologies perspective. Information Systems Education Journal, 10(1), 61--74.Google ScholarGoogle Scholar
  53. Bélanger, F., Van Slyke, C. and Crossler, R. (2019) Information Systems for Business: An Experiential Approach, Edition 3.0. eISBN-13: 9781943153466Google ScholarGoogle Scholar
  54. CEN (2012). European ICT professional profiles (ver. 3). Brussels, Belgium. Retrieved from http://relaunch.ecompetences.eu/wp-content/uploads/2013/12/EU_ICT_Professional_Profiles_CWA_updated_by_e_CF_3.0.pdfGoogle ScholarGoogle Scholar
  55. CEN (2018). European ICT professional's role profiles - Part 1: 30 ICT profiles. Brussels, Belgium. Retrieved from https://www.cen.eu/work/areas/ict/eeducation/pages/ws-ict-skills.aspxGoogle ScholarGoogle Scholar
  56. Clear, A., Parrish, A., et al. (2021). Computing Curricula 2020 - CC 2020: Paradigms for Global Computing Education, A Computing Curricula Series Report, Association for Computing Machinery & IEEE Computer Society, NY, USAGoogle ScholarGoogle Scholar
  57. College Factual. https://www.collegefactual.com/majors/computer-information-sciences/computer-information-systems-cis/rankings/most-popular/Google ScholarGoogle Scholar
  58. Couger, J. (Ed.) (1973) "Curriculum Recommendations for Undergraduate Programs in Information Systems," Communications of the ACM, (16:12), December, pp. 727--749.Google ScholarGoogle Scholar
  59. Davis, G.B. (1974) Management Information Systems: Conceptual Foundations, Structure and Development. New York: McGraw-Hill Book Company.Google ScholarGoogle Scholar
  60. Davis, G.B., Gorgone, J.T., Couger, J.D., Feinstein, D.L. and Longenecker, H. E. Jr. (1997) "IS '97 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems," ACM, New York, NY and AITP (formerly DPMA), Park Ridge, IL.Google ScholarGoogle ScholarDigital LibraryDigital Library
  61. Davis, G. 2000. "Information Systems Conceptual Foundations: Looking Backward and Forward," in Organizational and Social Perspectives on Information Technology, R. Baskerville, J. Stage and J. DeGross (eds.). New York: Kluwer, pp. 62--82.Google ScholarGoogle Scholar
  62. de Vreede, G., Karsten, E., Leidig, P., Nunamaker, J., (2018). IS2020 ACM/AIS Exploratory Task Force Recommendation.Google ScholarGoogle Scholar
  63. EDUglopedia, (2020), www.EDUglopedia.orgGoogle ScholarGoogle Scholar
  64. Fleming, N.D. (1995). I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In Research and development in higher education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA (Vol. 18, pp. 308--313).Google ScholarGoogle Scholar
  65. Gorgone, J., Davis, G.B., Valacich, J.S., Topi, H., Feinstein, D.L., and Longenecker, H.E. (2003). IS 2002 model curriculum and guidelines for undergraduate degree programs in information systems. Communications of the Association for Information Systems, 11(1).Google ScholarGoogle Scholar
  66. Hamming, R.W. (1962). Numerical Methods for Scientists and Engineers. New York: McGraw-Hill.Google ScholarGoogle ScholarDigital LibraryDigital Library
  67. Jafar, M.J., Babb, J., and Abdullat, A. (2017). Emergence of Data Analytics in the Information Systems Curriculum. Information Systems Education Journal, 15(5).Google ScholarGoogle Scholar
  68. Kennevan, W.J. (1970). MIS universe. Data Management, 8(9), 62--64.Google ScholarGoogle Scholar
  69. Keen, P.G.W. (1980). MIS Research: Reference Disciplines and Cumulative Tradition, Proceedings of the International Conference on Information Systems 1980, 9.Google ScholarGoogle Scholar
  70. Lawler, J., and Molluzzo, J. (2015). A proposed concentration curriculum design for big data analytics for information systems students. Information Systems Education Journal, 13(1).Google ScholarGoogle Scholar
  71. Leavitt H.J., Whisler, T.L., (1958) Management in the 1980's. Harvard Business Review, 36, 41--48.Google ScholarGoogle Scholar
  72. Leidig, P.M., Ferguson, R.C., and Reynolds, J.H. (2019). Invited Paper: IS2010: A Retrospective Review and Recommendation. Journal of Information Systems Education, 30(4), 298--302.Google ScholarGoogle Scholar
  73. Longenecker, H.E., Jr., and Feinstein, D.L. (Eds.). (1991) IS'90: The DPMA Model Curriculum for Information Systems for 4 Year Undergraduates. Park Ridge, Illinois: Data Processing Management Association.Google ScholarGoogle Scholar
  74. Longenecker, B., Babb, J. S., Waguespack, L., Janicki, T., Feinstein, D. (2015). Establishing the Basis for a CIS (Computer Information Systems) Undergraduate Degree Program: On Seeking the Body of Knowledge. Information Systems Education Journal, 13(5) pp 37--61.Google ScholarGoogle Scholar
  75. Mandviwalla, M., Harold, C., and Purnama, M. (2019), Information Systems Job Index 2019, The IBIT Report, Philadelphia, PA: Temple University.Google ScholarGoogle Scholar
  76. Morris, T.H., (2018). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Department of Pedagogy---Adult and Vocational Education, pp. 1--11.Google ScholarGoogle Scholar
  77. NCWIT. What is the Impact of Gender Diversity on Technology Business Performance: Research Summary. https://www.ncwit.org/sites/default/files/resources/impactgenderdiversitytechbusinessperformance_print.pdfGoogle ScholarGoogle Scholar
  78. Prifti, L.; Knigge, M.; Kienegger, H.; Krcmar, H. (2017): A Competency Model for "Industrie 4.0" Employees, in Leimeister, J.M.; Brenner, W. (Hrsg.): Proceedings der 13. Internationalen Tagung Wirtschaftsinformatik (WI 2017), St. Gallen, S. 46--60.Google ScholarGoogle Scholar
  79. Saltz, J., Serva, M.A., and Heckman, R. (2013). The GET immersion experience: A new model for leveraging the synergies between industry and academia. Journal of Information Systems Education, 24(2), 121--131.Google ScholarGoogle Scholar
  80. Shackelford, R., Cross, J.H., Davies, G., Impagliazzo, J., Kamali, R., LeBlanc, R., Lunt, B., McGettrick, A., Sloan, R., and Topi, H. (2005). Computing curricula 2005: The overview report. Association for Computing Machinery. Retrieved from https://www.acm.org/binaries/content/assets/education/curricula-recommendations/cc2005-march06final.pdfGoogle ScholarGoogle Scholar
  81. SFIA (2020) SFIA, the global skills and competency framework for a digital world, https://sfia-online.org/en.Google ScholarGoogle Scholar
  82. Stefanidis, A, Fitzgerald, G., and Counsell, S. (2013). IS curriculum career tracks: a UK study. Education + Training, 55(3), 220--233.Google ScholarGoogle Scholar
  83. Surdack, C. (2014). Data Crush: how the information tidal wave is driving business. AMACOM, USA.Google ScholarGoogle Scholar
  84. Topi, H. (2019). Invited Paper: Reflections on the Current State and Future of Information Systems Education. Journal of Information Systems Education, 30(1), 1--9.Google ScholarGoogle Scholar
  85. Topi, H., Karsten, H., Brown, S., Carvalho, J., Donnellan, B., Shen, J., Tan, B., and Thouin, M. (2017). "MSIS2016: Global Competency Model for Graduate Degree Programs in Information Systems. Technical Report." Association for Computing Machinery, New York, NY, USA.Google ScholarGoogle Scholar
  86. Topi, H., Valacich, J.S., Wright, R.T., Kaiser, K.M., Nunamaker Jr, J.F., Sipior, J.C., and de Vreede, G.J. (2010). "Curriculum Guidelines for Undergraduate Degree Programs in Information Systems," in Communications of the Association for Information Systems, 26, Article 18.Google ScholarGoogle Scholar
  87. Wang, S., and Wang, H. (2019). Opportunities and challenges of cybersecurity for undergraduate information systems programs. International Journal of Information and Communication Technology Education, 15(2), 49--68.Google ScholarGoogle ScholarCross RefCross Ref
  88. World Economic Forum. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdfGoogle ScholarGoogle Scholar

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  1. Babb J, Yates D and Waguespack L (2025). On Becoming: Why Disposition Distinguishes Information Systems Education from Training. A Commentary on Model Curricula, Information Systems Education Journal, 10.62273/JRSO9158, 23:1, (70-93)
  2. Pinski M, Hofmann T and Benlian A (2024). AI Literacy for the top management: An upper echelons perspective on corporate AI orientation and implementation ability, Electronic Markets, 10.1007/s12525-024-00707-1, 34:1, Online publication date: 1-Dec-2024.
  3. Frydenberg M and VanderClock W (2024). Redesigning CS 100 in the Context of a Changing University Curriculum, Information Systems Education Journal, 10.62273/WRVJ5409, 22:1, (89-107)
  4. Yang S (2024). A Curriculum Model of Cybersecurity Bachelor’s Programs in AACSB-Accredited Business Schools in the US, Journal of Information Systems Education, 10.62273/FRJE3390, 35:3, (313-324)
  5. Ladwig C and Schwieger D (2024). An Eye Toward the Softer Side of CC2020 Computing Curricula: Professional, Legal, and Ethical Artificial Intelligence Issues, Information Systems Education Journal, 10.62273/FFDJ1170, 22:1, (53-88)
  6. Padayachee K and Howard G (2024). A Combined Competency-Based and Design-Based Research (DBR) Approach to Curriculum Development: Implications for Information Technology (IT) Programs Intelligent Computing, 10.1007/978-3-031-62273-1_16, (223-240),
  7. ACM
    Hol A, Richardson J, McGovern J and Hamilton M (2023). A New Sustainable Model for Aligning Industry Requirements and University Programs, ACM Inroads, 14:1, (30-39), Online publication date: 1-Mar-2023.
Contributors
  • Grand Valley State University
  • Turku School of Economics

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