addressing)the)challenges)of)the) networked)society...

Addressing the Challenges of the Networked Society through the

Next Genera:on of IS Masters-‐Level Curricula

MSIS 2016 -‐ Andreas Gadatsch, Bonn-‐Rhein-‐Sieg University of Applied Sciences, Germany -‐ Brian Donnellan, Na:onal University of Ireland, Ireland -‐ Helena (Eija) Karsten, Åbo Akademi University, Finland -‐ Jan vom Brocke, University of Liechtenstein, Liechtenstein -‐ João Alvaro Carvalho, University of Minho, Portugal

Task force for revising the model curriculum for Master of Science in Informa:on Systems (MSIS) degree

AIS Eija Helena Karsten Åbo Akademi, Finland (co-‐chair) Bernard C.Y. Tan Na:onal University of Singapore Susan Brown University of Arizona, USA João Alvaro Carvalho Universidade do Minho, Portugal ACM Heikki Topi Bentley University, USA (co-‐chair) Brian Donnellan Na:onal University of Ireland, Ireland Mark Thouin University of Texas at Dallas, USA Jun Shen University of Wollongong, Australia

Plan 2015 June ECIS panel for reac:ons

first draY for comments July PACIS panel for reac:ons August AMCIS panel for reac:ons December Task force f2f in Fort Worth

2016 Spring second draY for comments

Summer conference presenta:ons, panels August third draY presented for comments December MSIS 2016 presented at ICIS Dublin

The MSIS 2016 ini:a:ve •  Global focus; •  Recogni:on of varia:ons due to local con:ngencies (e.g. governmental digita:on strategies);

•  Building a profession – not just occupa:ons; •  Foci on:

-‐  Entry requirements to the programs; -‐  Outcome expecta:ons of the graduates; -‐  Structure of the curriculum;

-‐  Program length, IS courses, IT courses, domain courses, industry projects, internships, thesis, exchange periods, student work required, ...

•  Body of Knowledge; •  Further educa:on not considered (MBA, eMBA, ...).

The MSIS 2016 ini:a:ve •  AIS ini:a:ves in the area of educa:on...

ECIS 2015 panel

•  Presen:ng and deba:ng the MSIS 2016 postulates.

MSIS 2016 postulates i.  It is worth to produce curricula

recommenda:ons. ii.  Entering an IS Master’s degree program

requires an appropriate Bachelor’s degree. iii.  An IS Master’s degree provides the

competences needed for star:ng as an IS professional career.

iv.  Exis:ng ICT competence frameworks (e-‐CF, SFIA, …) are a good star:ng point for MSIS curricula development.

IT IS WORTH TO PRODUCE CURRICULA RECOMMENDATIONS.

Postulate 1

Why curricula recommenda:ons •  They play an important role in the development of academic and

professional fields. •  They reflect consensual views for the educa:on in the field =>

contribute to the field’s iden<ty. •  They are a valuable instrument for curricula designers and for program

managers, and an authorita:ve reference for program evaluators and accreditors.

•  To reflect a shared view of the field and of its good prac:ces in educa:on, the development of curricula recommenda:ons must be a par:cipated project.

•  Par:cipa:on is desired from educators, curricula designers, academic program managers, prac::oners, students and other stakeholders.

•  The MSIS 2016 task force is well aware of this requisite and it is commiied to engage all stakeholders along the project.

Contents in MSIS

IS Generic skills

Management

Domain (business,

government, health, ...)

COURSE / Curricular Unitinstance

A Professional's profile

Proficiency level

PROFESSION - CHARACTERIZATIONDEGREE PROGRAMStudy Cycle

COURSECurricular Unit

Level of importance

Level of importance

Depth of Knowledge

Proficiency level

Depth of Knowledge (SFIA,

EQF, ECTS, ISCED level)

Professional's career history

Professional ACT

Professional Competence

Knowledge

Non-domain specific skills(soft skills)

Course

Learning Outcome/Objective(competence)

Knowledge content

Academic Program(leading to academic degree or other forms of certification)


high level capability

Depth of Knowledge

Profession

ProfessionalProfile

has several

relevant to

relevant to

demands

integrated in

has

contributes to

involves... with

involves... with


involves... withinvolves... with

contributes to

facilitates thedevelopment of

has

Knowledge content


involves... with

involves... with

Professional(practitioner)

executes... with

FIELD'sBody of Knowledge relevant to

part of

part of

part of

has... at

Academic preparation

Lifelong learning

Professional history

ProfessionalCertification

facilitates theachievement of

facilitates theobtainment of

Category of Competence?

belongs toType of Competence

(e-Compt: Plan, Build, Run, Enable, Manage)

hasinitial, proficient, expert?

Level of importance

Membership in professional association

ornon-formal, open,

community of practice

has

is pre-requisite of creditsmandatory/electiveequipment requirements...

doublecredit

conceptual ?? knowledge technical knowledge: methods, techniques, tools

Courseinstance

instructor Teaching strategy

is an instance of

teachingpreferences/style

teachingcompetences/limitations

hashas

Student

enrolled in

Code of practice;Standards

Course instance Course

Profession

Degree Program

Professional Features and

facets



Proficiency level



Level of importance

Level of importance

Depth of Knowledge

Proficiency level




Professional ACT


Knowledge


Course


Knowledge content




Depth of Knowledge

Profession

ProfessionalProfile

has several

relevant to

relevant to

demands

integrated in

has

contributes to

involves... with

involves... with



contributes to


has

Knowledge content


involves... with

involves... with


executes... with

FIELD'sBody of Knowledge relevant to

part of

part of

part of

has... at


Lifelong learning


ProfessionalCertification







Level of importance


ornon-formal, open,


has


doublecredit

conceptual ?? knowledge technical knowledge: methods, techniques, tools

Courseinstance


is an instance of



hashas

Student

enrolled in


Course instance Course

Profession

Degree Program

Professional Features and

facets

curriculum

Level of importance Depth of

Knowledge

Competence(skill, competency,

capability, proficiency, ...)

KnowledgeNon-domain specific

skills(soft skills)

Set ofcompetences


FIELD'sBody of Knowledge

part of


Type of Competence(e-Compt: Plan, Build, Run, Enable, Manage)

conceptual knowledge;theories

technical knowledge:methods, techniques,

tools


DEGREE PROGRAMStudy Cycle


Level of importance



Course


Knowledge content




Depth of Knowledge

integrated in

has



contributes to


has

Knowledge content


involves... with

involves... with



Level of importance


doublecredit

Courseinstance


is an instance of



hashas

Student

enrolled in

Academic


Proficiency level


Level of importance

Level of importance

Depth of Knowledge

Proficiency level




Professional ACT


Knowledge





Profession

ProfessionalProfile

has several

relevant to

relevant to

demands

contributes to

involves... with

involves... with

has

Knowledge content


involves... with

involves... with


executes... with

has... at


Lifelong learning







ornon-formal, open,


has


Profession

ENTERING AN IS MASTER’S DEGREE PROGRAM REQUIRES AN APPROPRIATE BACHELOR’S DEGREE.

Postulate 2

An appropriate Bachelor’s degree

•  Example 1 – Entry requirements for a Master’s program in Köln requires an appropriate Bachelor’s degree in WirtschaYinforma:k which includes a minimum of:

• WirtschaYsinforma:k – 20 credits •  Business – 30 credits •  Informa:k – 20 credits •  Mathema:cs or Sta:s:cs – 10 credits

An appropriate Bachelor’s degree

•  Example 2

Bridge studies

•  If candidates have a BSc degree in IT or CS: – Domain area – 30 (?) credits

•  If candidates have a BSc degree in a domain area: –  Informa:on Systems -‐ 20 (?) credits – CS or IT – 10 (?) credits

AN IS MASTER’S DEGREE PROVIDES THE COMPETENCIES NEEDED FOR STARTING AS AN IS PROFESSIONAL CAREER.

Postulate 3

Information ITartifacts

involve the use of

alwayspresent in

dealt withby

are designed, built, and deployed

to enhance or to enable

Perspective privilegingthe IT artifacts and their

creation and improvement

Perspective privileging thehuman and social affairs andtheir establishmentand change

Perspective privileging

information,its role in human and

social affairs, andhow it is dealt with by

IT

Humanand social

affairs

Different emphasis in IS profession(s)

Inspira:on from other areas

•  Medicine

EXISTING ICT COMPETENCES FRAMEWORKS (E-‐CF, SFIA, …) ARE A GOOD STARTING POINT FOR MSIS CURRICULA DEVELOPMENT.

Postulate 4

Competence frameworks Taking into considera:on the loca:on of ECIS, it is natural that special aien:on will be paid to European issues. Since the publica:on of MSIS 2006, Europe went through developments in the educa:on arena that are relevant to the work of the MSIS 2016 task force. The following European ini:a:ves are par:cularly interes:ng: §  European Credit Transfer and Accumula:on System (ECTS); §  European Qualifica:on Framework (EQF); §  European e-‐Competences Framework (e-‐CF); §  ini:a:ves by the Council of European Professional

Informa:cs Socie:es (CEPIS).

SFIA Skills Framework for the Informa:on Age

e-‐CF European e-‐Competence Framework 3.0 overview

7,594,000

7,700,000

7,866,000

8,060,000

8,270,000

8,471,000

8,650,000

8,809,000

7,437,000 7,529,000

7,598,000 7,686,000

7,780,000 7,881,000

7,984,000

270,000 262,000

337,000 462,000

584,000 692,000

769,000 825,000

7,000,000

7,200,000

7,400,000

7,600,000

7,800,000

8,000,000

8,200,000

8,400,000

8,600,000

8,800,000

9,000,000

2013 2014 2015 2016 2017 2018 2019 2020

Jobs

and

dem

and

pote

ntia

l

EU28 - Main Forecast Scenario

potential

Source: empirica and IDC

Demand potential total

Jobs total

European Framework for ICT Professionalism

www.ecompetences.eu 33

Underpinning methodology

•  Based on a shared understanding of competence

•  5 e-‐Competence levels related to the European Qualifica:ons Framework (EQF)

•  Framework structured in 4 dimensions: Dimension 1: 5 e-‐CF areas Dimension 3: 5 e-‐CF levels Dimension 2: 40 competences Dimension 4: knowledge & skills examples

Competence: a demonstrated ability to apply knowledge, skills and aptudes for achieving observable results


e-‐CF 3.0 overview

•  Five e-‐Competence areas

(Dimension 1) •  Forty e-‐Competences

(Dimension 2) •  Five proficiency levels

(Dimension 3) •  knowledge and skills

examples (Dimension 4)


e-‐Competence example





iv.  Exis:ng ICT competences frameworks (e-‐CF, SFIA, …) are a good star:ng point for MSIS curricula development.

If you want to give your input to us

•  Please send your contact informa:on to [email protected]





iv.  Exis:ng ICT competences frameworks (e-‐CF, SFIA, …) are a good star:ng point for MSIS curricula development.

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