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Mawhinney, Charles H., Joseph S. Morrell and Gerard J. Morris. 1994. “The IS Curriculum: Closing the Gap,” ISECON’94 Proceedings, pp. 249-256.
Trauth, E.M., Farwell, D.W., & Lee, D. "The IS Expectation Gap: Industry Expectations versus Academic Preparation," MIS Quarterly 17(3), pp. 293–307, 1993.
''The following is an excerpt from IS 2002 — Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems, Association for Computing Machinery (ACM), Association for Information Systems (AIS) and Association of Information Technology Professionals (AITP).
''The following is an excerpt from IS 2002 — Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems, Association for Computing Machinery (ACM), Association for Information Systems (AIS) and Association of Information Technology Professionals (AITP). \
''The following is an excerpt from IS 2002 — Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems, Association for Computing Machinery (ACM), Association for Information Systems (AIS) and Association of Information Technology Professionals (AITP). John T. Gorgone, Gordon B. Davis, Joseph S. Valacich, Heikki Topi, David L. Feinstein & Herbert E. Longenecker, Jr. Available from http://www.acm.org/education/is2002.pdf.''
Computer-based information systems have become a critical part of the products, services, operations, and management of organizations. The effective and efficient use of information and communications technologies is an important element in achieving competitive advantage for business organizations and excellence in service for government and non-profit organizations. The information technology/information systems strategy is an integral part of organizational strategy. Information systems support management processes at all levels – operational, tactical, and strategic management. Information systems are vital to problem identification, analysis, and decision making. The importance of information technology and information systems to organizations and the need for well-educated professionals in the field is the basis for a strong link between educational programs and the professional community of IS practitioners (Mawhinney, Morrell, and Morris, 1994; Trauth, Farwell, and Lee, 1993).
Information Systems as a field of academic study began in the 1960s, a few years after the first use of computers for transaction processing and reporting by organizations. As organizations extended the use of information processing and communications technology to operational processes, decision support, and competitive strategy, the academic field also grew in scope and depth. An IS organization function emerged to manage computer and communications technologies and information resources within an organization. In the same way that universities have degree programs reflecting important organizational functions, such as financial resource management, marketing resource management, and human resource management, a degree program emerged for management of information technology and information resources. During this 30 year period of growth and change, different names have been used and the definition of the field has been enlarged. The simple term Information Systems (IS) has become the most commonly accepted, generic term to describe the discipline.
Information Systems as a field of academic study exists under a variety of different names. The different labels reflect historical development of the field, different ideas about how to characterize it, and different emphases when programs were begun. The following terms represent a sampling of names associated with the academic discipline of Information Systems:
Information Systems as a field of academic study encompasses the concepts, principles, and processes for two broad areas of activity within organizations: (1) acquisition, deployment, and management of information technology resources and services (the information systems function) and (2) development, operation, and evolution of infrastructure and systems for use in organizational processes (system development, system operation, and system maintenance). The systems that deliver information and communications services in an organization combine both technical components and human operators and users. They capture, store, process, and communicate data, information, and knowledge.
The information systems function in an organization has a broad responsibility to plan, develop or acquire, implement, and manage an infrastructure of information technology (computers and communications), data (both internal and external), and enterprise-wide information processing systems. It has the responsibility to track new information technology and assist in incorporating it into the organization's strategy, planning, and practices. The function also supports departmental and individual information technology systems. The technology employed may range from large centralized to mobile distributed systems. The development and management of the information technology infrastructure and processing systems may involve organizational employees, consultants, and outsourcing services.
The activity of developing or acquiring information technology applications for organizational and inter-organizational processes involves projects that define creative and productive use of information technology for transaction processing, data acquisition, communication, coordination, analysis, and decision support. Design, development or acquisition, and implementation techniques, technology, and methodologies are employed. Processes for creating and implementing information systems in organizations incorporate concepts of business process design, innovation, quality, human-machine systems, human-machine interfaces, e-business design, sociotechnical systems, and change management.
Information systems professionals work with information technology and must have sound technical knowledge of computers, communications, and software. Since they operate within organizations and with organizational systems, they must also understand organizations and the functions within organizations (accounting, finance, marketing, operations, human resources, and so forth). They must understand concepts and processes for achieving organizational goals with information technology. The academic content of an information systems degree program therefore includes information technology, information systems management, information systems development and implementation, organizational functions, and concepts and processes of organizational management.
Mawhinney, Charles H., Joseph S. Morrell and Gerard J. Morris. 1994. “The IS Curriculum: Closing the Gap,” ISECON’94 Proceedings, pp. 249-256.
Trauth, E.M., Farwell, D.W., & Lee, D. "The IS Expectation Gap: Industry Expectations versus Academic Preparation," MIS Quarterly 17(3), pp. 293–307, 1993.