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)

Learning Outcome/Objective(competence)

high level capability

Depth of Knowledge

Profession

ProfessionalProfile

has several

relevant to

relevant to

demands

integrated in

has

contributes to

involves... with

involves... with

Non-domain specific skills(soft skills)

involves... withinvolves... with

contributes to

facilitates thedevelopment of

has

Knowledge content

Non-domain specific skills(soft skills)

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  

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)

Learning Outcome/Objective(competence)

high level capability

Depth of Knowledge

Profession

ProfessionalProfile

has several

relevant to

relevant to

demands

integrated in

has

contributes to

involves... with

involves... with

Non-domain specific skills(soft skills)

involves... withinvolves... with

contributes to

facilitates thedevelopment of

has

Knowledge content

Non-domain specific skills(soft skills)

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  

curriculum  

Level of importance Depth of

Knowledge

Competence(skill, competency,

capability, proficiency, ...)

KnowledgeNon-domain specific

skills(soft skills)

Set ofcompetences

involves... withinvolves... with

FIELD'sBody of Knowledge

part of

Category of Competence?

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

conceptual knowledge;theories

technical knowledge:methods, techniques,

tools

COURSE / Curricular Unitinstance

DEGREE PROGRAMStudy Cycle

COURSECurricular Unit

Level of importance

Depth of Knowledge (SFIA,

EQF, ECTS, ISCED level)

Course

Learning Outcome/Objective(competence)

Knowledge content

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

Learning Outcome/Objective(competence)

high level capability

Depth of Knowledge

integrated in

has

Non-domain specific skills(soft skills)

involves... withinvolves... with

contributes to

facilitates thedevelopment of

has

Knowledge content

Non-domain specific skills(soft skills)

involves... with

involves... with

facilitates theachievement of

facilitates theobtainment of

Level of importance

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

doublecredit

Courseinstance

instructor Teaching strategy

is an instance of

teachingpreferences/style

teachingcompetences/limitations

hashas

Student

enrolled in

Academic  

A Professional's profile

Proficiency level

PROFESSION - CHARACTERIZATIONDEGREE PROGRAMStudy Cycle

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)

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

Learning Outcome/Objective(competence)

high level capability

Profession

ProfessionalProfile

has several

relevant to

relevant to

demands

contributes to

involves... with

involves... with

has

Knowledge content

Non-domain specific skills(soft skills)

involves... with

involves... with

Professional(practitioner)

executes... with

has... at

Academic preparation

Lifelong learning

Professional history

Category of Competence?

belongs toType of Competence

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

hasinitial, proficient, expert?

Membership in professional association

ornon-formal, open,

community of practice

has

Code of practice;Standards

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  

www.ecompetences.eu  34  

 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)  

www.ecompetences.eu  35  

e-­‐Competence  example  

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  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  ekarsten@abo.fi  

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