Abstract

This study examines the possibility that our undergraduates may become multidisciplinary illiterates as a result of the increasing breadth of content introduced into the IS field. An analysis of the top IS journals finds IS education isolated and detached from its research. Without a clear body of knowledge built within a succinct codified framework for students, the IS field will continue to struggle in recruiting new members into the field. The multidisciplinary nature of the content exacerbates the situation as students graduate as generalists instead of specialists. The scholarship of teaching and learning (SoTL) is proposed as an approach that will help shift the focus towards more integrated efforts in IS education.

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