Editor-in-Chief: Xihui "Paul" Zhang, University of North Alabama, USA
The Journal of Information Systems Education (JISE) is a peer reviewed journal published quarterly that focuses on IS education, pedagogy, and curriculum including (but not limited to) model curriculum, course projects/cases, course materials, curriculum design & implementation, outcomes assessment, distance education challenges, capstone learning projects, technology selection & impact, and industry relations.
The mission of JISE is to be the premier journal on information systems (IS) education. To support that mission, JISE emphasizes quality and relevance in the papers that it publishes. In addition, JISE recognizes the international influences on IS education and seeks international input in all aspects of the journal, including authorship, reviewing, and Editorial Board membership.
JISE operates as a Diamond Open Access journal. This means that there are no subscription fees, no submission/processing fees, and no publication fees. All papers published in JISE have undergone rigorous peer review. This includes an initial editor screening and double-blind refereeing by three or more expert reviewers.
Current Issue: Volume 35, Issue 1 (2024)
Teaching Tip: Leveraging Learning Strategies at Scale – Big and Small Changes in a Big IS Course
Steven Sclarow, AJ Raven, and Mart Doyle
Teaching Tip: IS Capstone Course Design: Quasi-Internships Using Harvard Business Cases
Pamella Howell and Arun Aryal
Teaching Tip: Enhancing Student’s Understanding of Enterprise Systems Using Salesforce
Jason Triche, Tianxi Dong, Jacki Landon, and Ezekiel Baied
Teaching Tip: Teaching Scrum Product Owner Competencies Using an Experiential Learning Simulation
Mark F. Thouin and William E. Hefley
Teaching Tip: Using No-Code AI to Teach Machine Learning in Higher Education
Leif Sundberg and Jonny Holmström
Teaching Case: When Strength Turns Into Weakness: Exploring the Role of AI in the Closure of Zillow Offers
Naveen Gudigantala and Vijay Mehrotra
Teaching a Report-Oriented Business Intelligence Course: A Pedagogical Experience
Yao Shi, Judith Gebauer, Douglas M. Kline, and Mark L. Gillenson
Delivering a Business Analytics Course Focused on Data Mining for Both Technical and Non-Technical Students
Yulei Gavin Zhang, Mandy Yan Dang, and M. David Albritton
A Response to COVID: From Traditional to Remote Learning Using a Flipped Classroom Pedagogy and Its Impact on BI Skills Attainment
Darryl Romanow, Melinda K. Cline, and Nannette P. Napier