Journal of Information Systems Education


The purpose of this paper is to encourage Information Systems (IS) faculty to intentionally revise their curriculum to address (and assess) higher-order learning skills which are demanded by industry and society and are representative of a liberal arts based education. We substantiated the need for this proposed curriculum revision by first examining the extent to which learning outcomes of U.S. Information Systems (IS) programs are aligned with college learning outcomes, university liberal education learning outcomes and with those of the Association of American Colleges and Universities (AAC&U). Most IS programs focus on discipline-specific, course-level learning outcomes rather than considering ways IS courses could be integrated into a holistic academic package. We suggest that learning outcomes at the course level be aligned through the program and college levels to align with university-defined learning outcomes. Our hope is that this proposed design, coupled with a call from the Association to Advance Collegiate Schools in Business (AACSB) to prepare liberal arts educated business students, will increase awareness of the need for a liberal arts educated IS graduate and facilitate intentional curriculum revisions to address that need.



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