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Overall, increasing diversity of IS competencies adds challenges not only in providing the core,

but also in making choices regarding electives in a purposeful manner. The four IS competency

IS205SVCXHG1A realms illustrated in Table 2-3 have a lot of similarity to proposals for specializations or career

tracks examined in recent IS curriculum literature (Stefanidis, Fitzgerald, and Counsell, 2013),

proposing specializations in Data/Analytics (Jafar, Babb, and Abdullat, 2017; Lawler and

IS205SVCXHG1A Molluzzo, 2015), Security (Wang and Wang, 2019), Mobile Application Development (Babb and

Abdullat, 2012) or Enterprise Applications (Saltz, Serva, and Heckman, 2013). It is agreed that

as stated in the IS2010 and MSIS2016 propositions, specializations should be designed to meet

the specific needs of the local IS job markets.

IS205SVCXHG1A The adoption of competency thinking in curriculum design is motivated by many factors that will

be discussed in more detail in Chapter 3. One of the factors relates to the changes in the role of

IS in society, and the resulting variety in IS competency needs. There are many practical

advantages of just “listing courses,” perhaps supported with detailed course descriptions. With a

list of courses, it is easy to demonstrate or check compliance to guidelines.

The basic problem in defining a list of core courses is, that in IS education, one size does not fit

all. Programs operating in more restricted educational structures (offering a minimal number of

courses for a major) will define the maximum limit. Another problem is that a core theme must be

such that it can be packaged as a course, for it to be raised as a central required element in the

IS curriculum.

In the context of IS2020, a requirement of 10 compulsory study units or courses (one for each

IS205SVCXHG1A required competency area) may be too high for some academic units. However, even in these

restrictive educational contexts, an objective to include all required competency areas is a positive

target; this encourages curriculum designers to use the credit hours available as effectively as

possible. Likewise, programs in less restrictive environments may also use the guidelines to

carefully design courses for each competency area to reach higher skills levels within one

competency area or promote specialization within competency realms. Some of the

recommended competency areas, like “Ethics, use and implications for society” or “IS practicum,”

may not require a separate course, but can be addressed as part of another course, or as an

integrative theme addressed in many courses.

Hence, competency-based requirements shift attention from course structures to required

competencies. The main emphasis is on ensuring that the program curriculum engages students

to tasks that promote achievement of required skill levels and competencies. The focus shifts

from course structures to student learning. For evaluators, this shift means additional work. To

check compliance to IS2020 requirements, examining the list of core and elective courses will not

be enough, there is also a need to pay attention to the learning objectives in each course. While

this requires some more work, it is believed that this evaluation approach will lead to a more

rewarding and mindful exercise for all stakeholders.

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