The Systems Analysis and Design Course: An Educators’ Assessment of the Importance and Coverage of Topics

Authors

Brandi N. Guidry, University of Louisiana - Lafayette
David P. Stevens, University of Louisiana - Lafayette
Michael W. Totaro, University of Louisiana - Lafayette

Abstract

This study examines instructors' perceptions regarding the skills and topics that are most important in the teaching of a Systems Analysis and Design (“SAD”) course and the class time devoted to each. A large number of Information Systems (“IS”) educators at AACSB accredited schools across the United States were surveyed. Shannon‟s entropy is used to analyze the opinions and measure the agreement or disagreement among survey respondents. Findings suggest that object-oriented analysis and structured analysis are topics on which instructors spend the most time, and are also the topics for which there is the greatest disagreement regarding importance. Conversely, the greatest agreement among survey respondents occurs with topics that, on the whole, were perceived as less important and to which less class time is devoted. This analysis provides a basis for comparison to practitioner perceptions.

Recommended Citation

Guidry, Brandi N.; Stevens, David P.; and Totaro, Michael W. (2011) "The Systems Analysis and Design Course: An Educators’ Assessment of the Importance and Coverage of Topics," Journal of Information Systems Education: Vol. 22 : Iss. 4 , 331-346.
Available at: https://aisel.aisnet.org/jise/vol22/iss4/5