GE IS2020RKPSG1A IS2020RKPSG1AD Power card

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This chapter motivates and explains the changes to IS curriculum recommendations in this report.

It IS2020RKPSG1A provides an overview of the reasons why it was important for the IS community to go through a

curriculum revision process accounting for concurrent changes that have taken place in (1)

IS2020RKPSG1A information technologies and infrastructures, (2) organizational uses of data and technology, and

(3) the role and implications of technology for individuals and society. With this overview, it is not

intended to give a complete and comprehensive overview of changes in all these areas; rather

many ways are illustrated in which IS professionals and educators have seen significant changes

over the past decade.

IS2020RKPSG1A Based on these changes, the IS2020 competency recommendations are compared to those

provided in the IS2010. We argue the reasons why an additional four competency areas

(Application Development, IS Ethics, Computing Security, and Practicum) were added to the IS

curriculum core. We will also explicate reasons that led us to group the eighteen competency

areas into six broader IS competency realms.

The IS2020RKPSG1A curriculum was published 10 years ago (ACM, 2010), which is a sufficient reason to

revise the guidelines in most disciplines. The IS discipline is, by nature, multi-disciplinary and

evolves together with a seemingly continuous stream of technological developments, deployment

opportunities, and trends. Such dynamism adds challenges for IS faculty to design a curriculum

that adequately addresses the needs of future generations of IS professionals. Since 2010, the

technological, organizational, and societal space has evolved radically. Some of the 2010

curriculum elements link closely to certain technologies and may become outdated, but they are

still relatively few. Perhaps more importantly, the dynamic increase in new technologies is raising

interest in new competency areas requiring additional recognition.

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