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Journal of Information Systems Education (JISE)

News and Highlights

The latest news and important highlights regarding JISE

Volume 31 Issue 1, Winter 2020, is now published (see Current Issue section below). This issue contains six new articles: three teaching tips covering team-based learning in an online course, a business process simulation, and using debates in an IT strategy course; a manuscript exploring how students internalize agile principles; a manuscript analyzing data analytics in higher education; and a manuscript addressing multiparadigm and multiprogramming approaches for teaching programming. Enjoy!
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.

Current Issue

Volume 31 Issue 1, Winter 2020

1 Teaching Tip: Applying Team-Based Learning in Online Introductory Information Systems Courses
Samuel H. Goh, University of Alabama at Birmingham
Paul M. Di Gangi, University of Alabama at Birmingham
Ken Gunnells, University of Alabama at Birmingham

12 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
Vincent G. Whitelock, Central Michigan University

40 Teaching Tip: Active Learning Using Debates in an IT Strategy Course
David M. Woods, Miami University Regionals

51 Exploring Which Agile Principles Students Internalize When Using a Kanban Process Methodology
Jeffrey Saltz, Syracuse University
Robert Heckman, Syracuse University

61 Data Analytics in Higher Education: An Integrated View
Andy Nguyen, University of Auckland
Lesley Gardner, University of Auckland
Don Sheridan, University of Auckland

72 Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming
Juan Gutiérrez-Cárdenas, Universidad de Lima

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: Enhancing ERP Learning Outcomes through Microsoft Dynamics Abstract
Enterprise resource planning systems (ERP) are the most essential and critical information systems that are widely used to build all the functions of a business into a unified and efficient enterprise system. Although the essence of ERP systems are easy to understand, students, especially those who do not have technical experience, have difficulty appreciating how different components of these systems are interrelated and work together to improve the efficiency and effectiveness of business processes. This paper illustrates how a MIS course that incorporates Microsoft Dynamics ERP into the curriculum is designed. We demonstrate how technical aspects of ERP systems can be incorporated into ERP courses to help business students recognize the importance of technical knowledge in today’s marketplace, and develop technical skills in their learning process. We focus on Microsoft Dynamics AX as a unified ERP system along with its associated products and technologies (i.e., SQL, Power BI, Visual Studio etc.) to ensure the highest level of competency. Examples of course description, hands-on labs, exercises and resources are provided. Results of student assessments are included, which support that hands-on learning on Microsoft Dynamics AX ERP system can lead to improved learning outcomes, both functionally and technically.

Amir H. Zadeh, Hamed M. Zolbanin, Arijit Sengupta, and Todd Schultz
Teaching Tip: Teaching Programming to the Post-Millennial Generation: Pedagogic Considerations for an IS Course Abstract
Teaching introductory programming to IS students is challenging. The educational, technological, demographic, and cultural landscape has changed dramatically in recent years. The post-millennial generation has different needs and expectations in an era of open resources. Learning to program is perceived as difficult, teaching approaches are diverse, and there is little research on what works best. In this paper, we share our experiences in developing, testing, and implementing a new design for teaching introductory IS programming at the undergraduate level. We describe pedagogic considerations and present teaching tips for a blended course that combines best practices with experimentation. Our approach recognizes the changing nature of the student body, the needs of an IS major in the current environment, and the worldwide shift in education from instructor-centered to student-centered learning.

Madhav Sharma, David Biros, Surya Ayyalasomayajula, and Nikunj Dalal
Teaching Tip: Teaching Introductory Programming from A to Z: Twenty-Six Tips from the Trenches Abstract
A solid foundation in computer programming is critical for students to succeed in advanced computing courses, but teaching such an introductory course is challenging. Therefore, it is important to develop better approaches in order to improve teaching effectiveness and enhance student learning. In this paper, we present 26 tips for teaching introductory programming, drawn from the experiences of four well-qualified college professors. It is our hope that our peers can pick up some tips from this paper, apply them in their own classroom, improve their teaching effectiveness, and ultimately enhance student learning.

Xihui Zhang, John D. Crabtree, Mark G. Terwilliger, and Janet T. Jenkins
Teaching Case: Encounters with Bigfoot on the Strip: The Risks and Liabilities of Online Reviews Abstract
As commerce associated reviews grow in popularity, social media posters, reviewees and hosting services should be aware of the legal responsibilities associated with such posts. In this teaching case, the authors describe a recent lawsuit brought against a TripAdvisor.com reviewer, providing an opportunity for classroom discussion of these complex legal issues. As the online reviewing of businesses, products, and services increases, and the dependence of consumers on these evaluations concurrently expands, students would benefit from an understanding of the risks and liabilities associated with online reviews for review posters, businesses, and Internet Service Providers (ISPs). The case can be used in an undergraduate or graduate level management information systems course or as part of a capstone class experience. Suggested assignments include discussion questions regarding defamation, negligence, tortious interference, and disclaimers; an evaluation exercise containing examples of reviews with acceptable and libelous content; and a discussion exercise in which students discuss similar lawsuits.

Christine Ladwig and Dana Schwieger
Teaching Case: Motion Picture Industry Pension Plan: A Database Design Case Abstract
This teaching case addresses the design of a data base that fulfills the complex requirements found at the Motion Picture Industry Pension Plan, an actual entity. With the goal of challenging students to think analytically and to apply information systems concepts and tools to real world situations, the case study was appropriately structured to reflect the complexities they are likely to encounter in actual practice. Expected student deliverables from the case include data flow diagrams, data base design, sample data dictionary, flowchart, and pseudo-code. Student feedback from field trials in two sections of an upper division Systems Analysis and Design course reveal that the case is effective in teaching system analysis and data design skills. Teaching notes, a discussion of teaching strategies for the case, and an appropriate case solution, including data flow diagrams, entity-relationship diagram (ERD), and a sample data dictionary are available through the Journal of Information Systems Education (JISE) website.

Siva Sankaran and Thomas L. Wedel
Evaluating Learner-centredness Course Pedagogy in Project Management Syllabi Using a Content Analysis Approach Abstract
Project Management (PM) capability continues to be a highly desired skill set in many for profit and not for profit organizations across a range of industries. However, the PM field faces a talent gap and one approach that may increase the interest in PM education is having a learner-centred pedagogy. A learner-centred pedagogy seeks to create a community of learners through the implementation of several initiatives namely, sharing power between the teachers and the students, providing multiple assessments and evaluation avenues, specifying clear feedback mechanisms, and articulating a rationale for the course by tying the course content to the learning outcomes. The goal of this research is to conduct a descriptive content analysis to examine the nature and content of the PM syllabi to gain a better understanding of how they reflect and communicate the attributes of a learner-centred pedagogy and thus help in improving the learning, teaching, and the delivery of PM curriculum. This study makes use of a sample of 76 PM syllabi gathered in 2018 from instructors affiliated with Association to Advance Collegiate Schools of Business (AACSB) schools in the United States. The results have implications for the academy and the PM practice and call for improvements in the design and content of PM syllabi by including language and activities that foster the creation of a community of learners, mechanisms for offering periodic feedback, and consistent teacher-student interactions. Furthermore, it is suggested that the assessments and evaluations should be tied to the learning outcomes and incorporate “real world” experiential projects aligned with the Project Management Body of Knowledge (PMBOK) areas and process groups.

Erastus Karanja and Donna M. Grant
Integrative Learning and Interdisciplinary Information Systems Curriculum Development in Accounting Analytics Abstract
This paper develops the structure for an integrative model information systems curriculum on Accounting Analytics, which affords students the opportunities to develop domain knowledge along with application of data analytics. As industry experiences rapid technological change, university curriculum must remain current in order to be effective. Curriculum content is further advanced and established with input from industry organizations that employ graduates of the programs. The paper output includes a curriculum review of top accounting programs, course curriculum map, accounting data skills matrix, and professional opportunities. The curriculum review utilizes an empirical text analytics methodological approach to extract patters and develop additional insights for the advancement of accounting information systems research. To minimize curricular disruption, existing courses can be utilized as core curriculum, enhancing key courses to complete undergraduate, graduate, or certificate programs. The Accounting Analytics customized curriculum provides students an opportunity to take advantage of the growing interdisciplinary field and student interest among accounting and analytical career paths. The integrative curriculum is developed to better prepare graduates with the critical knowledge, skills, and abilities to excel in this new-age workforce.

Joseph M. Woodside, Fred K. Augustine, Jr., Valrie Chambers, and Monica Mendoza

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.

EDSIGCON

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.

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