Journal of Information Systems Education (JISE)

News and Highlights

The latest news and important highlights regarding JISE

JISE is soliciting submissions to the special issue on Equality, Diversity, and Inclusion in IS Education. This special issue is interested in the intersections between issues such as gender, ethnicity, culture, (dis)ability, socioeconomic status, family lifecycle stage, and age, and how they relate to information systems education or the use of technology in education. Submissions are due by September 30, 2020, and the expected publication date is in late 2021. Any questions about potential subject matter should be addressed to the guest editors directly.
Volume 30 Issue 4, Fall 2019, is now published (see Current Issue section below). JISE published its first article in 1989. To commemorate 30 years of JISE, we are excited and proud to present this Special Issue titled "The Changing Landscape of IS Education." The last 30 years of information systems advancements and implementations within organizations saw amazing growth in computing power, interconnectivity, and analytical techniques. Simultaneously, information systems education has changed and adapted to these new organizational systems. The primary themes of the 12 articles within the special issue are: retrospectives, improving pedagogy, program design and curricular models, the CIS/MIS/IS discipline, and strategic issues for the future. We hope you find the articles to be engaging and thought-provoking. Enjoy!

Current Issue

Volume 30 Issue 4, Fall 2019

212 Invited Paper: The Changing Landscape of IS Education: An Introduction to the Special Issue
Lee A. Freeman, University of Michigan - Dearborn
Nolan Taylor, Indiana University - Indianapolis

217 Invited Paper: Growth, Adaptability, and Relationships within the Changing Landscape of IS Education
Leonard M. Jessup, Claremont Graduate University
Joseph S. Valacich, University of Arizona

222 Invited Paper: The Times they are a Changin’: How Non-Technology Factors have Affected IS Curriculum over Time
Joey F. George, Iowa State University
Kent Marett, Mississippi State University

232 Invited Paper: Building a K-16-Industry Partnership to Train IT Professionals
Bogdan Hoanca, University of Alaska - Anchorage
Benjamin Craig, Northrim Bank

242 Invited Paper: Teaching Critical Thinking, Problem Solving, and Design Thinking: Preparing IS Students for the Future
Machdel Matthee, University of Pretoria
Marita Turpin, University of Pretoria

253 Invited Paper: A Generalized, Enterprise-Level Systems Development Process Framework for Systems Analysis and Design Education
Heikki Topi, Bentley University
Gary Spurrier, University of Alabama

266 Invited Paper: Ingredients of a High-Quality Information Systems Program in a Changing IS Landscape
Diane Lending, James Madison University
Michel Mitri, James Madison University
Thomas W. Dillon, James Madison University

287 Invited Paper: Teaching Information Systems in the Age of Digital Disruption
Thomas Case, Georgia Southern University
Geoffrey Dick, Northern Arizona University
Mary J. Granger, George Washington University
Asli Y. Akbulut, Grand Valley State University

298 Invited Paper: IS2010: A Retrospective Review and Recommendation
Paul M. Leidig, Grand Valley State University
Roger C. Ferguson, Grand Valley State University
John H. Reynolds, Grand Valley State University

303 Invited Paper: The Transition from MIS Departments to Analytics Departments
Andrew Urbaczewski, United States Air Force Academy
Kellie B. Keeling, University of Denver

311 Invited Paper: Subsumption of Information Systems Education towards a Discipline of Design
Jeffry Babb, Jr., West Texas A&M University
Leslie Waguespack, Bentley University
Amjad Abdullat, West Texas A&M University

321 Invited Paper: Bridging the Gap between IS Education and IS Research: What Can be done to Help?
Allen S. Lee, Virginia Commonwealth University

327 Four Important Strategic Issues for Computer Information Systems Education
Bruce Saulnier, Quinnipiac University
Wendy Ceccucci, Quinnipiac University
Patricia Sendall, Merrimack College
Alan Peslak, Pennsylvania State University - Scranton

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: Applying Team-based Learning in Online Introductory Information Systems Courses Abstract
Over the last two decades, the academy has experienced a renaissance of diversity in pedagogical techniques with the introduction of experiential learning, active learning, flipping the classroom, and more recently – team-based learning (TBL). TBL adopts a two-stage process that incorporates individual learning with team collaboration. While frequently implemented in a face-to-face classroom, TBL has received limited attention in the online learning environment where geographically distributed, asynchronous learning poses challenges to its fundamental design. In particular, coordination costs and sequential inter-dependencies within the learning experience create unique challenges to online environments where students use limited communication channels compared to the traditional, face-to-face environments. This teaching tip discusses the authors’ experiences translating the principles of TBL and its learning sequence to an online introductory information systems course. We present instructor observations and qualitative feedback from students as the approach was implemented, including a model that outlines key activities in its implementation. We then conclude with a series of teaching suggestions to fellow academics seeking to adapt TBL to the online environment in their courses.

Samuel H. Goh, Paul M. Di Gangi, and Ken Gunnells
Teaching Tip: BPIsim: A Hands-On Simulation to Teach Cash-to-Cash Manufacturing Operating Cycle Processes, in a Purchasing, Operations, and Supply Chain Management Context Abstract
This paper presents a hands-on simulation that is conducted in an introductory integrated supply chain management course, using enterprise resource planning concepts associated with the Cash-to-Cash Manufacturing Operating Cycle. More specifically, this paper simulates the activities in the procure-to-pay, plan-to-produce, and order-to-cash business processes to provide participants the opportunity to learn integration of key business processes, in a purchasing, operations, and supply chain management context. The hands-on simulation is called Business Process Integration Simulation, or BPIsim. Participants collaborate on a 5 member supply chain team comprised of an end-user, a distributor/dealer, a manufacturer (OEM), and two suppliers. While partaking in the simulation, participants actively experience the exchange of tangible resources (e.g., preprinted documents, prop cash money, packaging, and component, raw, semi-finished, finished and trading goods inventories, etc.) and construct tangible product for the benefit of the customer. When the simulation is complete, the participants will have learned, first-hand, major ERP concepts and the five major activities associated with plan, source, make, deliver, and return management processes that are prominently highlighted in the seminal Supply Chain Operations Reference (SCOR) Model. Quantitative and qualitative data, obtained from the participants, indicate that the hands-on simulation is not only intuitive, engaging, and fun, but also a highly-effective experiential learning activity, to improve understanding of key business processes that span across five key supply chain members.

Vincent G. Whitelock
Teaching Tip: Active Learning Using Debates in an IT Strategy Course Abstract
Professionals working in technology fields face continuing challenges, not only to remain current with the latest technologies but also to understand the complex problems their company and IT organization faces. These challenges constantly change as technology evolves and are dependent on organizational factors. Lectures and discussions of case studies can help students understand the decisions made in a specific case, but students must also learn to apply what they learn from specific cases to more general situations. This paper discusses the use of debates to foster active learning in an IT strategy course. In the debate activities, students research the debate topic, identify key points supporting both sides of the topic, present their research in a debate format, and develop material to help others address the topic in other situations. These activities allow students to develop skills for discovering knowledge, thinking and acting strategically, understanding context, and extemporaneous speaking. This study shows that students found debates in an IT strategy course were a valuable way to learn about course concepts, had connections to activities they expected to engage in as IT professionals, and were enjoyable.

David M. Woods
Exploring Which Agile Principles Students Internalize When Using a Kanban Process Methodology Abstract
This paper reports on a case study of the Agile Kanban project methodology, which while growing in popularity, has had far less analysis on its usefulness in the classroom as compared to other frameworks such as Agile Scrum. Our study provides insight into why the Kanban methodology was useful by mapping student comments about the methodology to the twelve principles laid down in the agile manifesto. Our analysis identified two key agile principles that help to explain the value of Kanban. Specifically, we found that the students most focused on self-organizing teams and reflection at regular intervals, and that these two principles led to improved team communication and coordination. Our findings are useful for those looking to use or define a process management methodology for student teams as well as others exploring the more general challenge of incorporating agile into the classroom.

Jeffrey Saltz and Robert Heckman
Data Analytics in Higher Education: An Integrated View Abstract
Data analytics in higher education provide unique opportunities to examine, understand, and model pedagogical processes. Consequently, the methodologies and processes underpinning data analytics in higher education have led to distinguishing highly correlative terms such as: Learning Analytics (LA), Academic Analytics (AA) and Educational Data Mining (EDM) where the outcome of one may become the input of another. The purpose of this paper is to offer IS educators and researchers an overview of the current status of the research and theoretical perspectives on educational data analytics. The paper proposes a set of unified definitions and an integrated framework for data analytics in higher education. By considering the framework, researchers may discover new contexts as well as areas of inquiry. As a Gestalt-like exercise, the framework (whole) and the articulation of data analytics (parts) may be useful for educational stakeholders in decision-making at the level of individual students, classes of students, the curriculum, schools and educational systems.

Andy Nguyen, Lesley Gardner, and Don Sheridan
Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming Abstract
In the current literature, there is limited evidence of the effects of teaching programming languages using two different paradigms concurrently. In this paper, we present our experience in using a multiparadigm and multiprogramming approach for an Introduction to Programming course. The multiparadigm element consisted of teaching the imperative and functional paradigms, while the multiprogramming element involved the Scheme and Python programming languages. For the multiparadigm part, the lectures were oriented to compare the similarities and differences between the functional and imperative approaches. For the multiprogramming part, we chose syntactically simple software tools that have a robust set of prebuilt functions and available libraries. After our experiments, we found that the students were strongly biased towards memorizing the syntax of these languages, jeopardizing their ability to learn to think algorithmically and logically in order to solve the given problems. We believe that teaching students using multiparadigm and multiprogramming techniques could be discouraging, especially for those students with no programming experience. In this research study, we present the results of applying this approach, together with the achievements, failures, and trends of the students who were taught with this multipath system.

Juan Gutiérrez-Cárdenas

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 23%.

JISE operates as a 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.


亚傅体育app 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 2019 in cleveland, oh, was a great success! edsigcon 2020 will be held in clearwater, fl, from november 4 - 7, 2020. 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 editor@bsflkkk.cn.

Organizational Sponsors

Education Special Interest Group

Information Systems & Computing
Academic Professionals

乐优彩票天天红单下载 乐优彩票网址是多少 乐优炫彩app下载 乐优炫彩天天红单 乐优彩票登入,备用,官方网址 乐优炫彩app天天红单 乐优炫彩官网 乐信pc群新人送38 乐博彩票安全吗 乐优炫彩app