As the information systems discipline grows, so do the number of programs offering graduate research degrees. These include honors (or fourth year) with research components, masters by research, and doctoral degree programs. Within these programs, we expect students to gain a deep understanding of developments and thinking about information systems and information management from both academia and practice. At the same time, we require them to obtain research skills and practice rigorous research. Thus students are faced with a quantum leap in expectations and required skills. In research, the onus on students is high: they need to find a referent discipline, select a research method and paradigm, defend the research relevance, and fulfil the requirements of adding to a body of knowledge. Frequently students are starting these programs with limited or no prior research training and with under-developed critical thinking skills. How do we maximize theses or dissertation completion rates? How can we structure programs to ensure that research is not forgotten on the library shelves, but rather forms the basis of a research career, that grows into a useful contribution to the body of knowledge? In posing these questions, we are suggesting that Ph.D. education is more than merely writing a thesis; it includes the initiation of scholars into the community of IS researchers.
Hope, Beverley G.; Wood-Harper, Trevor; and Grant, Kevin, "Panel: Educating Future IS Researchers" (2000). ECIS 2000 Proceedings. 143.