Author ORCID Identifier
Sara Moussawi: https://orcid.org/0000-0003-3818-3183
Joseph Mertz: https://orcid.org/0000-0003-0451-7560
Jeria Quesenberry: https://orcid.org/0000-0003-2967-7990
Xiaoying Tu: https://orcid.org/0009-0005-7628-1325
Julia Poepping: https://orcid.org/0009-0005-8279-8515
Larry Heimann: https://orcid.org/0009-0003-6937-6444
Raja Sooriamurthi: https://orcid.org/0009-0003-9128-1097
Divakaran Liginlal: https://orcid.org/0000-0003-0132-6507
Christopher Kowalsky: https://orcid.org/0009-0001-2325-3233
Martin Barrett: https://orcid.org/0009-0006-5459-095X
Gabriela Gongora-Svartzman: https://orcid.org/0000-0002-2299-2990
Oscar Veliz: https://orcid.org/0009-0003-0203-0510
Michael Melville: https://orcid.org/0000-0003-0847-3331
Abstract
Service-learning presents a unique opportunity to integrate real world experience into information systems (IS) curricula. Problem scoping is the process by which project members define the problem that they need to solve. It is typically not included in IS service-learning courses. We posit that with increasingly complex and ill-defined problems that face IS graduates, acquiring problem scoping skills is essential to help students work with emerging problems in today’s workplace. We ask the following question: in what ways can students learn problem scoping skills in service-learning IS courses? This paper presents findings from a research-driven pedagogy study consisting of pre- and post- scenarios that students considered at the beginning and end of the semester in a service-learning undergraduate IS course. Through a qualitative analysis of students’ responses about the first two steps that they would take in working on the hypothetical projects, we identified thirteen categories and three themes. The emerging themes provide evidence of students' increased focus on problem scoping and context, on the relationship with the client, and on moving away from immediately delving into technical problem solving. Our findings provide significant contributions to the IS literature on service-learning as well as transferable course design principles.
DOI
10.17705/1CAIS.05536
Recommended Citation
Moussawi, S., Mertz, J., Quesenberry, J., Tu, X., Poepping, J., Heimann, L., Sooriamurthi, R., Liginlal, D., Kowalsky, C., Barrett, M., Gongora-Svartzman, G., Veliz, O., Pottmeyer, L., & Melville, M. (2024). Building Future Information Systems Leaders: The Crucial Role of Problem Scoping in Service-Learning Experiences. Communications of the Association for Information Systems, 55, 946-977. https://doi.org/10.17705/1CAIS.05536
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