A synergistic strategy for MIS curriculum development: response to rapidly advancing information technology - Management information systems

College Student Journal, Dec, 2001 by Mayur S. Desai, Thomas von der Embse

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Proposed Strategic Model

The basic theme of the proposed model developed by the authors for MIS curriculum development is a "four way" partnership among the four key constructs that underlies this model. Figure 2 depicts the relationships among the "four way" partnership constructs. These constructs are: information technology expertise in business organizations; information technology in educational institutions; business management in industrial organizations; business school or division in educational institutions. Four linkages (links 1,2, 3, and 4) represent the interactions among these constructs. A fifth linkage, the convergence of the four links, represents a synergistic result of effective collaboration. The following section briefly describes these constructs and the linkages.

Within a business setting, the IT groups and business management work closely together in planning the IT. The overlap between the IT and business management (area 2) in Figure 2 indicates the use of IT as part of information systems (IS). Organizations use IS in transaction processing, payroll, expert, executive decision and management systems. The IT "specific" development area in Figure 2 represents the activities of IT creators and developers. They research and experiment with new technology, developing existing or new IS to fulfill business processes demand. This sector may be labeled "continuous research and development," enhancing the quality of existing and new IS.

Within the educational institution setting, the IT and business faculty work together in planning their coursework for the students. The overlap between the IT and business school (area 1) in Figure 2 represents the information system courses and their impact on business functions. Typical examples are: introduction to information systems, database management systems (DBMS), and systems analysis and design. This overlap is assumed to be well accepted and understood (at least conceptually) by the schools. However, the area represented by IT "specific" training needs a special attention. This represents the IT "specific" knowledge needed by faculty to provide IT tool "specific" training to the students. It should be delivered as "training" rather than in conceptual form. This is the area where a student learns how to use a specific tool such as CASE (e.g., Texas Instrument's Composer) in the industrial setting. Faculty might develop an expertise in using such a tool by working with an IT creator or industry expert. This is represented by an overlap between IT "specific" training and IT "specific" development (area 3) in Figure 2. This overlap implies that IS faculty will have an ongoing, continuous upgrading of IT tool specific skills in collaboration with IT practitioners. This link is believed to be the weakest link in the model and requires close attention.

Business management in an industrial organization represents management strategy and operational functions such as marketing, accounting, finance, etc., also reflected in the business school curriculum. The overlap between the business school and business management (area 4) in Figure 2 represents this interaction, helping business faculty to provide appropriate business and management education. This is a long established relationship and therefore is assumed to be the strongest link.