GE IS210MVRCH1A Gas turbine circuit board

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This chapter addresses the use of the IS2020 model curriculum. Benefits to IS stakeholders are

outlined along with the proposal of ways in which this model can be utilized. In doing so, the

inherent tensions that arise in any attempt to provide comprehensive guidelines regarding detail

and granularity are acknowledged – too generic, making them too broad but easy to implement

versus becoming too prescriptively specific in details and advice. The IS2020 attempt addresses

the deployment of the model curriculum from the perspectives of a range of stakeholders: from

academic executives to teaching faculty of various disciplines. Also, there was a concern with the

nature of the discipline regarding such model curricula reports. Traditionally, these reports

IS210MVRCH1A represent a snapshot in time in the form of a stable “pdf” report that is hopefully well-groomed

and edited. However, given the rapid proliferation and elaboration of the discipline, it has been

considered that the report may also manifest as a living document, an adaptive repository

facilitating ongoing discussion and changing requirements. In the deliberation regarding these

tensions, an attempt has been made to accommodate both the granular and the broader

IS210MVRCH1A conceptualizations using competencies and attendant realms that are described in section 5.1

below. Regarding the ongoing and emergent nature of curricula specification, the initiatives and

efforts on this subject are described along with a call to make the IS curriculum process more

sustainable through the deployment of a living document protocol; these initiatives and efforts are

described in section 5.2.

IS210MVRCH1A This document contains high-level guidelines that are designed to be sustainable over time. It

defines the boundaries of the IS discipline and identifies its competency realms and areas and

introduces the idea of competencies as the underlying foundation for curriculum design. Although

it is expected that the technology and systems vehicles that underpin the current IS2020

IS210MVRCH1A curriculum will change progressively, it is expected that these high-level guidelines will remain

relevant over time. As such, they provide a valuable framework for all stakeholders who have an

interest in IS Curriculum, namely: academic executives; academic heads; faculty (both IS and

Non-IS); accrediting bodies; representatives from industry; and students.

5.1.1 Requirements definition

A fundamental purpose of this report is to provide a language for discussing the educational role

and requirements of the IS discipline in computing schools, business schools, and information

schools. The provision of stable high-level guidelines in Chapter 4, suitable for decision making

at different levels, are valuable, and often sufficient, for many stakeholder groups (such as

executives and resource managers). Chapters 1 and 2 additionally describe the foundations:

history and current view of IS discipline, as well as the IS professions that are closely related to

the discipline. In computing schools, foundations and guidelines define the relationship with other

computing disciplines, including data science and cybersecurity. In business schools,

digitalization of the economy is increasing student interest in IS education, and these guidelines

define its fit into the business world.

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