Academic Standards for Developing, Implementing, Evaluating, and Improving Information Science and Technology Baccalaureate Degrees

By Shields-Bryant, Elayne | Journal of Information Technology Education, Annual 2006 | Go to article overview

Academic Standards for Developing, Implementing, Evaluating, and Improving Information Science and Technology Baccalaureate Degrees


Shields-Bryant, Elayne, Journal of Information Technology Education


Introduction

In 2004, approximately two million individuals with a bachelor's degree worked in the fastest growing information sciences and technology (IST)-related professions. Projection statistics indicate that occupations in the IT field are currently, and will continue to be, amongst the fastest growing through 2014, with an average projected rate of growth of 43% within an eight year period, resulting in approximately 844 thousand new jobs by 2014 (United States Department of Labor Bureau of Labor Statistics, 2005, pp. 75 & 77) as indicated in Table 1.

Despite the dot-com crash and overseas outsourcing, IST employees continue to be in demand. With the leveling-off of the "economic boom in the internet and telecommunications industries" (Commission of Professionals in Science and Technology, 2003, p. 1), positions in fields such as IT security, telecommunications, electronic commerce, electronic government, and other Internet functions continue to grow. "Except for a slight slowdown during 2001-2002, the Internet's growth has been consistently dramatic," which is one factor that supports the employment projections (Schneider, 2006, p. 58). Figure 1 illustrates IT-related professional employment data from 1996 through 2005 and the factors impacting employment. Based on these projections, the demand for skilled workers will increase by an average of 105 thousand per year. Furthermore, as the software and information technology industry continues to mature, the prospects of IST careers will continue to evolve, mutate, and expand (Nathan & Turvey, 2001). In response to the increased demand for educated IST professionals, universities have strived to meet this demand by offering an IST degree program.

The IST undergraduate degree has been described as an interdisciplinary program that evolved and integrates curricula from information science, technology, and organizational behavior degree programs that have established accredited criteria. These programs are computer science and information systems, which are accredited by Computing Accreditation Commission (CAC) (2005), library and information sciences, which are accredited by the American Library Association, (2002), computer engineering technology and information engineering technology, which are accredited by the Technology Accreditation Commission (TAC) (2005), and business administration, which is accredited by the Association to Advance Collegiate Schools of Business (AACSB) (2006) as illustrated in Figure 2: IST Framework and Related Accreditation Organization.

[FIGURE 1 OMITTED]

[FIGURE 2 OMITTED]

Successful organizations utilize similar business structures and methods of operation; however, each may vary in the product and/or service provided to meet a specific market niche and gain a competitive advantage. The same holds true with academic institutions and their degree programs. In D. M. Norris and Morrison's text, Mobilizing For Transformation: How Campuses Are Preparing For The Knowledge Age, they refer to such practices as "leveraging the forces for transformation on campus" (1997, p. 1). Thus, program structures and methods of operation from similar technical degree programs were used to develop standards for the IST degree program.

This study identifies national standards for IST baccalaureate programs in the United States based on the practice of using accreditation criteria from similar disciplines as a model for program development (Burkett, 2002). Thus, the premise of this study is that accreditation criteria used for similar technical disciplines could be applied to the IST discipline with some variations.

Therefore, a survey was developed by the researcher based on common program criteria outlined in Appendix A that were gleaned from the accreditation criteria of IST-related degree programs (i.e., AACSB(2006); ALA, (2003); CAC, (2005); TAC, (2005)). The criteria for each of these programs along with the IST specific criteria were compiled into a comprehensive list. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Academic Standards for Developing, Implementing, Evaluating, and Improving Information Science and Technology Baccalaureate Degrees
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.