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Abstract
Organizations are increasingly dependent on information systems (IS) solutions for driving process innovation, improving responsiveness, and enabling informed decision-making. In recognizing the need for graduates with the business and technical acumen to lead technology-driven organizational transformations, we undertook the redesign of an IS graduate program to focus on digital innovation. In this paper, we first describe the technology- and market-driven process for designing the curriculum for a new Master of Science in Digital Innovation (MSDI). A competency-based approach is then developed for defining expected outcomes from the MSDI. Four higher-level competency areas are identified, each of which is comprised of varying numbers of lower-level, more specific competencies. Core courses are mapped to theses lower-level competencies, for which minimum required levels of achievement are specified. The resulting framework contributes to ongoing efforts for defining learning outcomes for use in designing and evaluating future-focused graduate curriculum.
Recommended Citation
Lucas, Wendy, "Designing a Graduate Curriculum for Digital Innovation: A Competency-Driven Approach" (2020). AMCIS 2020 Proceedings. 1.
https://aisel.aisnet.org/amcis2020/is_education/is_education/1
Designing a Graduate Curriculum for Digital Innovation: A Competency-Driven Approach
Organizations are increasingly dependent on information systems (IS) solutions for driving process innovation, improving responsiveness, and enabling informed decision-making. In recognizing the need for graduates with the business and technical acumen to lead technology-driven organizational transformations, we undertook the redesign of an IS graduate program to focus on digital innovation. In this paper, we first describe the technology- and market-driven process for designing the curriculum for a new Master of Science in Digital Innovation (MSDI). A competency-based approach is then developed for defining expected outcomes from the MSDI. Four higher-level competency areas are identified, each of which is comprised of varying numbers of lower-level, more specific competencies. Core courses are mapped to theses lower-level competencies, for which minimum required levels of achievement are specified. The resulting framework contributes to ongoing efforts for defining learning outcomes for use in designing and evaluating future-focused graduate curriculum.
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