Academic journal article Journal of Information Technology Education

Perceived Requirements of MIS Curriculum Implementation in Bilingual Developing Countries

Academic journal article Journal of Information Technology Education

Perceived Requirements of MIS Curriculum Implementation in Bilingual Developing Countries

Article excerpt

Introduction

The development of "Global Information Society" is transforming nearly all business processes including information systems education (Lewis, 2004; WSIS, 2003). One implication of this transformation is that a new curriculum of management information system (MIS) should include new components of internationalization (or "i11n" as it is written in some literature) and should be accessible to other cultures.

Most research on MIS curriculum internationalization focuses on enabling students with English mother tongue to deal with other cultures' requirement (Tastle & Dumdun, 1998). It has not been possible to find published research involving enabling students from other bilingual developing countries to have efficient access to such curricula.

The main objective of this paper is to address additional requirements associated with implementing a standard MIS undergraduate curriculum in bilingual developing countries where both students and workplace users speak English as a second language. A secondary objective of the paper is to propose bilingualism technology modules for incorporating into a standard MIS curriculum implemented in a bilingual environment and to measure the perception of senior MIS students and first-year alumni about the curriculum implementation in such environment.

The second section of the paper reviews literature on research work, recent standard models, and accreditation criteria of MIS curriculum. The third section discusses bilingualism issues and its implications on MIS curriculum design. The fourth section defines the research model and the fifth section describes the research method. The sixth section reports data analysis and results and the last section concludes the paper.

Relevant Studies on MIS Curriculum

Most models of MIS curriculum tend to organize course content around technologies and methodologies (Becker, McGuire, & Medsker, 1992; Ehie, 2002; Flood & Moll, 1990; Granger, Schroeder, Rollier, & Esnault 1992). Some models configure courses content according to the level of application such as operational control, management control, and strategic planning (Kroenke, 1989; Williams & Heinrichs, 1993). Other models recommend intelligent dynamic contents that are based upon knowledge domains, pedagogic methods and student characteristics (Dara-Abrams, 2002; Siemer & Angelides, 1998).

Despite the differences in approaches to MIS curriculum design, the common objective remains satisfying the needs of workplace users and considering characteristics of exiting students. However, little research has expanded the scope of the user needs and the student characteristics to the international level.

Granger and Schroeder (1995) believe that the effect of globalization should reverberate throughout business school undergraduate curricula. They show that although some management and finance curricula address internationalization, little if any, attention is paid to an international MIS curriculum. The available research work on MIS curriculum internationalization addresses systems problem from a global perspective as general guidelines more than specific procedures (Granger, Schroeder, Rollier, & Esnault, 1992; Tastle & Dumdun, 1998). Some researchers focus on the impact of socio-cultural differences on international students group work and software teams (Dafoulas & Macaulay, 2001; Pottert, Balthazardt, & Eldert, 2000; Rahmati, 2000; Seay 2004; Thanasankit & Corbitt 2000; Yeo, 2000).

Professional organizations such as the Association of Computing Machinery (ACM), Association for Information Systems (AIS), Association for Information Technology Professionals (AITP), Information Resource Management Association (IRMA), and the Data Administration Managers Association (DAMA) have addressed MIS curriculum design issues by publishing standard models.

One of the most recent standard MIS curriculums is the IS 2002 developed by ACM, AIS, and AITP. …

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