Integration of Technology Theory and Business Analysis: A Pedagogical Framework for the Undergraduate MIS Course in Data Communications and Networking, The

Journal of Information Systems Education, Winter 2003 by Gendron, Michael, Jarmoszko, A T

ABSTRACT

One of the fundamental challenges of information systems education within a school of business is to integrate technology theory and business analysis. Information systems as an academic discipline must contain a theoretical component, for theory development is, after all, the essence of academia. However, model curricula for IS education (e.g., IS'2002.6) have been incorporating a growing number of applied, hands-on topics. This is especially true of the undergraduate course in data communications and networking (DCN). While we do not negate the value of a lab experience in network configuration, we posit that applied DCN topics can be effectively taught via the business case method as well. Toward this end, our article proposes a pedagogical framework.. This type of framework can also be used in other Information Systems courses to maintain an appropriate balance between technology theory and business analysis..

Keywords: pedagogy, data communications, networking, network design, IS'2002

1. INTRODUCTION

The field of management information systems (MIS) h as undergone many significant transformations over the last two decades. What began as a support function - within the domain of broadly defined operations - has become a strategic capability and an essential dynamic in business and government organizations. Originally, the main objective of MIS discipline was to train the traditional data-processing-center personnel. Alhough this is clearly no longer the approach, the integration of technology and business topics in MIS courses still creates tension and raises questions about proper proportions.

Information systems are complex and to design, develop, and manage them, technical as well as organizational skills are needed to ensure their success. The academic MIS discipline affords individuals the opportunity to develop that technical and organizational expertise. As an academic field of study, MIS encompasses several broad areas:

1. acquisition, deployment, and management of information technology resources and services (the information system function);

2. development of infrastructure, systems, and processes (the systems development function) (Davis, Gorgone, Couger, Feinstein, & Longenecker., 1997); and

3. the informed use of technology to enhance the competitive advantage of the enterprise (the management function).

Today these areas are integral to enterprise strategy and are vital to maintaining competitive advantage (CCSU-MIS, 2001).

The common perception is that data communications and networking (DCN) courses are primarily about technology. This is reflected especially in the content of DCN textbooks available to instructors today. Our view of the MIS discipline is that it must combine the technical and organizational foci and that future business professionals being educated today must strive to integrate business and technology topics to achieve competitive advantage for the enterprise.

The approach presented here provides for teaching business school students the following requisites:

1. the ability to analyze the business needs of an organization and apply the correct networking solutions (business modeling has been covered in prerequisite courses and is employed in the DCN course);

2. a high-level technical background that allows students to conceptualize a network and specify its components;

3. the ability to design and document a large network, and to convey that design to managers in an understandable way; and

4. the ability to work with network engineers and technicians to ensure the successful implementation and ongoing maintenance of a network.

1.1 Framework Overview

Below we propose a pedagogical framework for teaching introductory DCN concepts to MIS undergraduate majors within a business school setting. This is based on the combined experience of the authors, which spans over 45 years in the information systems industry and academia. The framework offers innovation in a) the selection of topics to cover; b) a novel juxtaposition of DCN technology theory and business analysis c) the use of network analysis and design (NAAD) methods.; and d) the focus on problem-based, case-oriented learning. Our framework's primary purpose is to integrate a thorough introduction to the technical aspects of DCN with an understanding of how networks can enhance the organization.

1.2 Curricular Guidelines

The content of IS'2002 (Gorgone et al., 2002) model curricula for undergraduate degree programs in information systems (IS) specify that a DCN course should be part of all IS curricula. That intuitively makes sense since today's information systems normally contain a network component which may determine whether a system succeeds or fails. IS'2002.6 states:

Students who are knowledgeable of and have developed personal information systems will gain an in-depth exposure to information technology hardware and software components and their interaction. A systems view of computer systems will be utilized in identification of computer and telecommunication system components. (Gorgone et al., 2002).