Addressing the Challenges of the Networked Society through the Next Genera:on of IS Masters- Level Curricula MSIS 2016

Transcription

1 Addressing the Challenges of the Networked Society through the Next Genera:on of IS Masters- Level Curricula MSIS Andreas Gadatsch, Bonn- Rhein- Sieg University of Applied Sciences, Germany - Brian Donnellan, Na:onal University of Ireland, Ireland - Helena (Eija) Karsten, Åbo Akademi University, Finland - Jan vom Brocke, University of Liechtenstein, Liechtenstein - João Alvaro Carvalho, University of Minho, Portugal

2 Task force for revising the model curriculum for Master of Science in Informa:on Systems (MSIS) degree AIS Eija Helena Karsten Åbo Akademi, Finland (co- chair) Bernard C.Y. Tan Na:onal University of Singapore Susan Brown University of Arizona, USA João Alvaro Carvalho Universidade do Minho, Portugal ACM Heikki Topi Bentley University, USA (co- chair) Brian Donnellan Na:onal University of Ireland, Ireland Mark Thouin University of Texas at Dallas, USA Jun Shen University of Wollongong, Australia

3 Plan 2015 June ECIS panel for reac:ons first dray for comments July PACIS panel for reac:ons August AMCIS panel for reac:ons December Task force f2f in Fort Worth 2016 Spring second dray for comments Summer conference presenta:ons, panels August third dray presented for comments December MSIS 2016 presented at ICIS Dublin

4 The MSIS 2016 ini:a:ve Global focus; Recogni:on of varia:ons due to local con:ngencies (e.g. governmental digita:on strategies); Building a profession not just occupa:ons; Foci on: - Entry requirements to the programs; - Outcome expecta:ons of the graduates; - Structure of the curriculum; - Program length, IS courses, IT courses, domain courses, industry projects, internships, thesis, exchange periods, student work required,... Body of Knowledge; Further educa:on not considered (MBA, emba,...).

5 The MSIS 2016 ini:a:ve AIS ini:a:ves in the area of educa:on...

6 ECIS 2015 panel Presen:ng and deba:ng the MSIS 2016 postulates.

7 MSIS 2016 postulates i. It is worth to produce curricula recommenda:ons. ii. Entering an IS Master s degree program requires an appropriate Bachelor s degree. iii. An IS Master s degree provides the competences needed for star:ng as an IS professional career. iv. Exis:ng ICT competence frameworks (e- CF, SFIA, ) are a good star:ng point for MSIS curricula development.

8 Postulate 1 IT IS WORTH TO PRODUCE CURRICULA RECOMMENDATIONS.

9 Why curricula recommenda:ons They play an important role in the development of academic and professional fields. They reflect consensual views for the educa:on in the field => contribute to the field s iden<ty. They are a valuable instrument for curricula designers and for program managers, and an authorita:ve reference for program evaluators and accreditors. To reflect a shared view of the field and of its good prac:ces in educa:on, the development of curricula recommenda:ons must be a par:cipated project. Par:cipa:on is desired from educators, curricula designers, academic program managers, prac::oners, students and other stakeholders. The MSIS 2016 task force is well aware of this requisite and it is commiied to engage all stakeholders along the project.

10 Contents in MSIS IS Domain (business, government, health,...) Generic skills Management

11 COURSE / Curricular Unit Course instance Course Degree Program instance COURSE Curricular Unit DEGREE PROGRAM Study Cycle PROFESSION - CHARACTERIZATION A Professional's profile Student Profession Professional's career history enrolled in Category of Competence? is pre-requisite of credits mandatory/elective equipment requirements... has several Academic preparation Course instance is an instance of double credit Course has integrated in Academic Program (leading to academic degree or other forms of certification) has Type of Competence (e-compt: Plan, Build, Run, Enable, Manage) has belongs to relevant to Professional Profile Proficiency level initial, proficient, expert? Lifelong learning instructor Teaching strategy facilitates the achievement of Learning Outcome/Objective (competence) contributes to Learning Outcome/Objective (competence) high level capability contributes to Professional Competence relevant to executes... with has has facilitates the development of facilitates the obtainment of Level of importance Level of importance Level of importance demands Professional ACT has... at Professional (practitioner) has Professional history Non-domain specific skills (soft skills) Depth of Knowledge Non-domain specific skills (soft skills) Depth of Knowledge (SFIA, EQF, ECTS, ISCED level) Non-domain specific skills (soft skills) Proficiency level Membership in professional association or non-formal, open, community of practice teaching preferences/style Depth of Knowledge Code of practice; Standards teaching competences/limitations Knowledge content Knowledge content part of Knowledge Professional Certification part of part of FIELD's Body of Knowledge relevant to conceptual?? knowledge technical knowledge: methods, techniques, tools Profession Professional Features and facets

12 COURSE / Curricular Unit Course instance Course Degree Program curriculum instance COURSE Curricular Unit DEGREE PROGRAM Study Cycle PROFESSION - CHARACTERIZATION A Professional's profile Student Profession Professional's career history enrolled in Category of Competence? is pre-requisite of credits mandatory/elective equipment requirements... has several Academic preparation Course instance is an instance of double credit Course has integrated in Academic Program (leading to academic degree or other forms of certification) has Type of Competence (e-compt: Plan, Build, Run, Enable, Manage) has belongs to relevant to Professional Profile Proficiency level initial, proficient, expert? Lifelong learning instructor Teaching strategy facilitates the achievement of Learning Outcome/Objective (competence) contributes to Learning Outcome/Objective (competence) high level capability contributes to Professional Competence relevant to executes... with has has facilitates the development of facilitates the obtainment of Level of importance Level of importance Level of importance demands Professional ACT has... at Professional (practitioner) has Professional history Non-domain specific skills (soft skills) Depth of Knowledge Non-domain specific skills (soft skills) Depth of Knowledge (SFIA, EQF, ECTS, ISCED level) Non-domain specific skills (soft skills) Proficiency level Membership in professional association or non-formal, open, community of practice teaching preferences/style Depth of Knowledge Code of practice; Standards teaching competences/limitations Knowledge content Knowledge content part of Knowledge Professional Certification part of part of FIELD's Body of Knowledge relevant to conceptual?? knowledge technical knowledge: methods, techniques, tools Profession Professional Features and facets

13 Set of competences Type of Competence (e-compt: Plan, Build, Run, Enable, Manage) Competence (skill, competency, capability, proficiency,...) Category of Competence? Level of importance Depth of Knowledge Non-domain specific skills (soft skills) Knowledge part of FIELD's Body of Knowledge conceptual knowledge; theories technical knowledge: methods, techniques, tools

14 Academic COURSE / Curricular Unit instance COURSE Curricular Unit DEGREE PROGRAM Study Cycle Student enrolled in is pre-requisite of credits mandatory/elective equipment requirements... Course instance is an instance of Course integrated in Academic Program (leading to academic degree or other forms of certification) double credit has has instructor Teaching strategy facilitates the achievement of Learning Outcome/Objective (competence) contributes to Learning Outcome/Objective (competence) high level capability has has facilitates the obtainment of facilitates the development of Level of importance Level of importance Non-domain specific skills (soft skills) Depth of Knowledge Non-domain specific skills (soft skills) Depth of Knowledge (SFIA, EQF, ECTS, ISCED level) teaching preferences/style teaching competences/limitations Knowledge content Knowledge content

15 Profession DEGREE PROGRAM Study Cycle PROFESSION - CHARACTERIZATION A Professional's profile Profession Professional's career history Category of Competence? has several Academic preparation Academic Program (leading to academic degree or other forms of certification) Type of Competence (e-compt: Plan, Build, Run, Enable, Manage) belongs to Professional Profile Lifelong learning has has relevant to Proficiency level initial, proficient, expert? Learning Outcome/Objective (competence) high level capability contributes to Professional Competence relevant to executes... with Level of importance Level of importance demands Professional ACT has... at Professional (practitioner) has Professional history Non-domain specific skills (soft skills) Depth of Knowledge (SFIA, EQF, ECTS, ISCED level) Non-domain specific skills (soft skills) Proficiency level Membership in professional association or non-formal, open, community of practice Depth of Knowledge Code of practice; Standards Knowledge content Knowledge

16 Postulate 2 ENTERING AN IS MASTER S DEGREE PROGRAM REQUIRES AN APPROPRIATE BACHELOR S DEGREE.

17 An appropriate Bachelor s degree Example 1 Entry requirements for a Master s program in Köln requires an appropriate Bachelor s degree in WirtschaYinforma:k which includes a minimum of: WirtschaYsinforma:k 20 credits Business 30 credits Informa:k 20 credits Mathema:cs or Sta:s:cs 10 credits

18 An appropriate Bachelor s degree Example 2

19

20

21 Bridge studies If candidates have a BSc degree in IT or CS: Domain area 30 (?) credits If candidates have a BSc degree in a domain area: Informa:on Systems - 20 (?) credits CS or IT 10 (?) credits

22 Postulate 3 AN IS MASTER S DEGREE PROVIDES THE COMPETENCIES NEEDED FOR STARTING AS AN IS PROFESSIONAL CAREER.

23 involve the use of Human and social affairs always present in Information dealt with by IT artifacts are designed, built, and deployed to enhance or to enable Perspective privileging the human and social affairs and their establishment and change Perspective privileging the IT artifacts and their creation and improvement Different emphasis in IS profession(s) Perspective privileging information, its role in human and social affairs, and how it is dealt with by IT

24 Inspira:on from other areas Medicine

25

26

27 Postulate 4 EXISTING ICT COMPETENCES FRAMEWORKS (E- CF, SFIA, ) ARE A GOOD STARTING POINT FOR MSIS CURRICULA DEVELOPMENT.

28 Competence frameworks Taking into considera:on the loca:on of ECIS, it is natural that special aien:on will be paid to European issues. Since the publica:on of MSIS 2006, Europe went through developments in the educa:on arena that are relevant to the work of the MSIS 2016 task force. The following European ini:a:ves are par:cularly interes:ng: European Credit Transfer and Accumula:on System (ECTS); European Qualifica:on Framework (EQF); European e- Competences Framework (e- CF); ini:a:ves by the Council of European Professional Informa:cs Socie:es (CEPIS).

29 SFIA Skills Framework for the Informa:on Age

30 e- CF European e- Competence Framework 3.0 overview

31 9,000,000 8,800,000 EU28 - Main Forecast Scenario 8,650,000 8,809,000 Jobs and demand potential 8,600,000 8,400,000 8,200,000 8,000,000 7,800,000 7,600,000 7,400,000 7,200,000 7,700,000 7,437,000 7,866,000 7,594, , , ,000 7,529,000 Demand potential total 8,060,000 7,598,000 8,270, , ,000 7,686,000 8,471, , ,000 7,780,000 Jobs total 7,881, ,000 potential 7,984,000 7,000, Source: empirica and IDC

32 European Framework for ICT Professionalism

33 Underpinning methodology Based on a shared understanding of competence Competence: a demonstrated ability to apply knowledge, skills and aptudes for achieving observable results 5 e- Competence levels related to the European Qualifica:ons Framework (EQF) Framework structured in 4 dimensions: Dimension 1: 5 e- CF areas Dimension 3: 5 e- CF levels Dimension 2: 40 competences Dimension 4: knowledge & skills examples 33

34 e- CF 3.0 overview Five e- Competence areas (Dimension 1) Forty e- Competences (Dimension 2) Five proficiency levels (Dimension 3) knowledge and skills examples (Dimension 4) 34

35 e- Competence example 35

36 MSIS 2016 postulates i. It is worth to produce curricula recommenda:ons. ii. Entering an IS Master s degree program requires an appropriate Bachelor s degree. iii. An IS Master s degree provides the competences needed for star:ng as an IS professional career. iv. Exis:ng ICT competences frameworks (e- CF, SFIA, ) are a good star:ng point for MSIS curricula development.

37 If you want to give your input to us Please send your contact informa:on to

38 MSIS 2016 postulates i. It is worth to produce curricula recommenda:ons. ii. Entering an IS Master s degree program requires an appropriate Bachelor s degree. iii. An IS Master s degree provides the competences needed for star:ng as an IS professional career. iv. Exis:ng ICT competences frameworks (e- CF, SFIA, ) are a good star:ng point for MSIS curricula development.