Quasi-experimentation - design and analysis issues for field settings - cook,td, campbell,dt

Human Computer Interaction (HCI)or Human Factors studies in MIS are concerned with the ways humans interact with information, technologies, and tasks, especially in business, managerial, organizational, and cultural contexts. This article describes the existence and importance of HCI research in the MIS discipline, its historical development, some of its characteristics, publication opportunities, and future research directions. It is believed that HCI is the subject of a strong research stream in MIS, and will continue to be strong in the foreseeable future. It is hoped that HCI studies can provide the evolution of the human centered technology development that enhances our work/job, our various needs, our organizations, our societies, and ourselves. 334 Communications of the Association for Information Systems (Volume 9, 2002) 334-355 Human-Computer Interaction Research in the MIS Discipline by P. Zhang, et al. AMCIS 2002 PANELS AND WORKSHOPS I: HUMAN-COMPUTER INTERACTION RESEARCH IN THE MIS DISCIPLINE Ping Zhang Syracuse University pzhang@syr.edu Izak Benbasat University of British Columbia Jane Carey Arizona State University West Fred Davis University of Arkansas Dennis Galletta University of Pittsburgh Diane Strong Worcester Polytechnic Institute

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Communications of the Association for Information Systems

IS 2010 Curriculum Guidelines for Undergraduate Degree Programs in Information Systems Association for Computing Machinery (ACM) Association for Information Systems (AIS)

The IS 2010 report is the latest output from model curriculum work for Information Systems (IS) that began in the early 1970s. Prior to this current effort, the most recent version of the IS undergraduate model curriculum is IS 2002 (Gorgone et al., 2003), published in early 2003. IS 2002 was a relatively minor update of IS'97 (Davis et al., 1997). Both IS 2002 and IS '97 were joint efforts by ACM, AIS, and DPMA/AITP (Data Processing Management Association/ Association of Information Technology Professionals). IS'97 was preceded by DPMA'90 (Longenecker and Feinstein 1991) and ACM Curriculum Recommendations 1983 (ACM 1983) and 1973 (Couger 1973). IS 2002 has been widely accepted and it has also been the basis for accreditation of undergraduate programs of Information Systems. This report represents the combined effort of numerous individuals and reflects the interests of thousands of faculty and practitioners. It is grounded in the expected requirements of industry, represents the views of organizations employing the graduates, and is supported by other IS-related organizations.

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Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

Information-sharing in public organizations: A literature review of interpersonal, intra-organizational and inter-organizational success factors

The role of ERP tools in supply chain information sharing, cooperation, and cost optimization

Inspiring students to pursue computing degrees

Assigning effective teachers to introductory IS courses represents one intervention strategy that has been broadly advocated to help reverse the sharp decline in students majoring in Information Systems (IS). Using a survey of 305 students enrolled in a multiple-section introductory IS course, this study empirically confirms that students who are taught by effective teachers are more likely to be attracted to the IS discipline. Moreover, based on a robust theoretical foundation grounded in Social Cognitive Theory, the findings reveal the underlying mechanisms through which teaching effectiveness influences students’ aspirations to pursue an IS degree. Specifically, teaching effectiveness bolsters students’ confidence in their ability to successfully perform as IS majors (i.e., self-efficacy), raises students’ expectations that valued rewards will be received by majoring in IS (i.e., outcome expectations), and helps students develop enduring interest in the IS field. In addition to teaching effectiveness, students with high self-efficacy and robust outcome expectations become more interested in IS. In turn, interest serves as the primary channel through which goals to choose the IS major develop. Implications for theory and practice are discussed.

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Combating the IS Enrollment Crisis: The Role of Effective Teachers in Introductory IS Courses

The Information Systems (IS) discipline is facing a sharp downturn in student enrollments. De-spite the steady decline in students pursuing the IS major, the demand for information technology (IT) professionals continues to increase. These trends indicate that there might be a shortage of qualified IT employees in the near future. In order to overcome this dilemma, academicians have recently begun to look for mechanisms targeted at improving IS enrollments. This study investi-gates how such a mechanism – IT sophistication – influences students’ aspirations to pursue an IS degree. More specifically, the study suggests that IT sophistication, self-efficacy, outcome expec-tations, and interests are expected to independently and cumulatively affect students’ choice of IS as their major. The data utilized to investigate this issue was collected from students enrolled in introductory IS courses at two large public universities. A total of 151 usable responses were ob-tained. The results indicate that the degree to which students perceive the IT to be sophisticated affects their aspiration to major in IS. Specifically, utilizing state-of-the art technologies that re-flect current industry practices not only enhances students’ confidence in their ability to success-fully perform as an IS major, but also elevates students’ expectations that valued rewards will be received by majoring in IS. In turn, strong self-efficacy and outcome expectations foster student interest in the IS discipline. Moreover, it was found that IT sophistication does not directly affect student interest. Rather, the effects of IT sophistication on interests are channeled indirectly through self-efficacy and outcome expectations. Similarly, our results did not provide support for the direct effects of self-efficacy and outcome expectations on choice goals. In contrast, choice goals develop through strong interests, and finally, interest serves as the primary mechanism through which goals to choose the IS major emerge. Our findings suggest that deploying sophisticated IT in introductory IS classes can be used as a powerful lever to attract additional students the IS discipline. We encourage those who teach in-troductory IS courses to focus on state-of-the-art technologies that reflect cur-rent industry practices. Utilizing these technologies also has the potential to increase student success in the class-room, provide a richer and more engag-ing learning environment for students, and help students become more attrac-tive to recruiters. Despite the knowledge gained herein, the study has certain limitations. The

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Improving IS Student Enrollments: Understanding the Effects of IT Sophistication in Introductory IS Courses

The ability of local government agencies to effectively utilise technologies to share information constitutes a critical element in nationwide efforts to fight terrorism, combat crime, and protect citizen safety. Alarmingly, current practices have neither effectively transferred information that local government agencies need, nor adequately captured and propagated information generated by local authorities. The objective of this study is to understand the factors influencing local agency electronic information sharing. The results of an in-depth case study provide a comprehensive understanding of the technological, agency and environmental factors that promote or inhibit electronic information sharing by local agencies. An extensive set of recommendations is put forth to enable government officials to enhance the success of electronic information sharing initiatives. Moreover, the findings carry several important implications for theory and practice.

Asli Yagmur Akbulut

Papers

The role of ERP tools in supply chain information sharing, cooperation, and cost optimization

Inspiring students to pursue computing degrees

Combating the IS Enrollment Crisis: The Role of Effective Teachers in Introductory IS Courses

Improving IS Student Enrollments: Understanding the Effects of IT Sophistication in Introductory IS Courses

To share or not to share? Examining the factors influencing local agency electronic information sharing