Abstract
The IS discipline identity discourse has traditionally been focused on the IS research. With considerable effort devoted to the IS curriculum development, it has not been seriously considered in the discussions on the IS identity. Here we argue that IS students and their recruiters, along with IS faculty, are key internal stakeholders of the IS discipline. As such they are engaged in the process of co-creating the IS discipline teaching identity through IS curriculum creation and consumption. We propose, that a stronger identity of the IS academic discipline can be achieved through alignment between three elements: IS research, IS curriculum and the needs of IS practitioners. We examine the degree of alignment between IS curriculum standards and key IS research subareas identified in extant research, and point out directions for future research and curriculum development.
Recommended Citation
Sidorova, Anna and Harden, Gina, "Achieving Alignment between IS Research and IS Curriculum: towards Stronger IS Discipline Identity" (2012). AMCIS 2012 Proceedings. 18.
https://aisel.aisnet.org/amcis2012/proceedings/ISEducation/18
Achieving Alignment between IS Research and IS Curriculum: towards Stronger IS Discipline Identity
The IS discipline identity discourse has traditionally been focused on the IS research. With considerable effort devoted to the IS curriculum development, it has not been seriously considered in the discussions on the IS identity. Here we argue that IS students and their recruiters, along with IS faculty, are key internal stakeholders of the IS discipline. As such they are engaged in the process of co-creating the IS discipline teaching identity through IS curriculum creation and consumption. We propose, that a stronger identity of the IS academic discipline can be achieved through alignment between three elements: IS research, IS curriculum and the needs of IS practitioners. We examine the degree of alignment between IS curriculum standards and key IS research subareas identified in extant research, and point out directions for future research and curriculum development.