IS’97
Model Curriculum andGuidelines for
Undergraduate Degree
Programs inInformation Systems
Association for Computing Machinery (ACM)
Association for Information Systems (AIS)
Association of Information Technology
Professionals (AITP) (formerly DPMA)
Gordon B. Davis, ACM Co-ChairJohn T. Gorgone, ACM Co-Chair
J. Daniel Couger, AIS Co-ChairDavid L. Feinstein, AITP (DPMA) Co-Chair
Herbert E. Longenecker, Jr., AITP (DPMA) Co-Chair

Copyright © 1997 by

Association of Information Technology Professionals

ALL RIGHTS RESERVEDThis copyrighted material may not be reproduced, transmitted, translated, nor stored, in whole or in part, by anymeans, electronic or mechanical, including photocopying, digital scan, or multimedia recording, for any purpose,including storage and retrieval, without the express written permission of the authors, or their assigns as specified
below, except as provided herein for published review or comment.
Assignment of all rights for publication in any form, printed or electronic, is granted fully and equally to thesponsoring organizations including the Association for Information Technology Professionals, the Association for
Computing Machinery, and the Association for Information Systems.

The Participants
Joint IS’97 Curriculum Co-Chairs
ACM

AIS

Gordon B. Davis
University of Minnesota

J. Daniel Couger
David L. Feinstein
University of Colorado, University of South Alabama
Colorado Springs
Herbert E. Longenecker, Jr.
University of South Alabama

John T. Gorgone
Bentley College

AITP (DPMA)

Leadership in Cooperating Organizations
ACM Education Board AISAITP (DPMA)John Werth, Chair, 19921996

Bill Reaugh, President,
1995

William R. King, Chair,
1995

Paul Zeims, Vice
President, 1995

Endorsing Organizations
DSI

IAIM

John C. Anderson, President, 1995-1996 A. Milton Jenkins
University of Minnesota
University of Baltimore

IACIS

INFORMS – CIS

Jeretta H. Nord, Director, 1996
Oklahoma State University

Arun Sen, Chair, 1996
Texas A&M University

SIM
Robert Rubin, President, 1995

Participants at 1994-95 Joint Task Force Meetings to Initiate the Curriculum Project(Affiliation at time of meetings)
Jack Baroudi, New York University
Thomas T. Clark, Florida State University
Jon D. Clark, Colorado State University
Pat Dickerson, IBM
Dorothy Dologite, City University of New York, Baruch College
Jane Finley, Florida State University
Steve Haag, University of Minnesota – Duluth
George M. Kasper, Texas Tech University
Charles Koop, DeVry Institute of Technology
Paul Licker, University of Calgary

Joyce Curry Little, Towson State University
Gary Mollere, IBM
J. David Naumann, University of Minnesota
Jay F. Nunamaker, Jr., University of Arizona
James B. Pick, University of Redlands
Sudha Ram, University of Arizona
Joseph S. Valacich, Indiana University
Iris Vessey, Pennsylvania State University
Ronald L. Williams, University of South Alabama

Reviewers
Cliff Abbot, University of Wisconsin, Green Bay
Rob Abbott, Ruby Tuesday’s
Robert M. Aiken, Temple University
Marvin Albin, Morehead State University
Paulette S. Alexander, University of North Alabama
Nabil M. Alghalith, Northeast Missouri State University
Stephen L. Allen, Northeast Missouri State University
Steven Alter, University of San Francisco
Allyson Anderson, University of Wyoming
Larry Anderson, LeTourneau University
Y. Antonicci, Widner University
Julius A. Archibald, Jr., State University of New York
Robert L. Ashenhurst, University of Chicago
Nancy Ashley, West Georgia College
Chrisanthi Avgerou, London School of Economics
Timothy G. Babbitt, Rochester Institute of Technology
Gordon (Don) Bailes, East Tennessee State University
Michael Barrett, Clarion University
Lloyd W. Bartholome, Utah State University
Brother William Batt, Manhattan College
Colin E. Bell, University of Iowa
Pavla F. Bell, Lock Haven University
Gerald E. Bergum, South Dakota State University
Louis J. Berzai, Notre Dame University
Peirre G. Bettelli, Mesa State College
Dennis Bialaszewski, Indiana State University
Charles P. Bilbrey, James Madison University
Roy A. Boggs, University of South Florida
Susan Bonzi, Syracuse University
A. Faye Borthick, Georgia State University
Glenn Boswell, San Antonio College
Bruce Bosworth, St. John’s University
Warren Briggs, Suffolk University
Daniel Briscoe, University of South Alabama
Carol V. Brown, Indiana University
Randy Byers, University of Idaho
Donald A. Carpenter, University of Nebraska, Kearney
Gena C. Casas, Florida Community College, Jacksonville
Tom Case, Georgia Southern University
Donald Chand, Bentley College
Frank Cheatham, Campbellsville College
George Cheng, City University of New York
Owen Cherrington, Brigham Young University
Luke Chilone, Private Healthcare Systems, Inc.
Carol Chrisman, Illinois State University
Jon D. Clark, Colorado State University
Richard T. Close, U. S. Coast Guard Academy
Jim Coakley, Oregon State University
Eli Boyd Cohen, Eastern New Mexico University
Sue Conger, Southern Methodist University

Leland M. Courtney, University of Alaska
Elaine Crable, Xavier University
James H. Cross II, Auburn University
Robert A. Dager, Northeast Missouri StateRoy J. Daigle, University of South Alabama
John Day, Ohio University
Robert DeMichiell, Fairfield University
Robert H. Dependahl, Santa Barbara City College
Barbara Derrison, Wright State University
David P. Doane, Oakland University
Richard J. Dolan, NJ DCAMarianne J. D’Onofrio, Central Connecticut University
Michael V. Doran, University of South Alabama
Paul Dorsey, Millikin College
Felex Dreher, Pittsburgh State University
J. Michael Drushal, Ashland University
Warren Dudos, Tulane University
U. Rex Dumdum, Marywood College
Doris G. Duncan, California State University. Hayward
J. D. Durham, Fort Hays State University
James S. Dutt, Bloomsburg University
Annette Easton, San Diego State University
Lawrence Eggan, Illinois State University
Kevin Lee Elder, Kennesaw State College
Richard L. Ender, University of Alaska, Anchorage
Kurt J. Engemann, Iona College
Irv Englander, Bentley College
Sue Farni, MIS, City of Mobile
Jane Fedorowicz, Bentley College
John W. Fendrich, Bradley University
Courtney S. Ferguson, North Carolina Central University
Ernest Ferguson, Southwest Baptist College
Kirk Dean Fiedler, University of South Carolina
Ronald B. Finkbine, Southeastern Oklahoma State University
Pat Finney, Belmont University
Richard T. Firtko, Metropolitan State University
Anne E. Fleury, Aurora University
Raymond O. Folse, Nicholls State University
Gary Ford, Carnegie Mellon University
Farshad Fotouhi, Wayne State University
Christopher Fox, James Madison University
Lori Franz, University of Missouri
Guy Grant Gable, Queensland University of Technology
Michael Gibson, Auburn University
Viriginia Gibson, University of Maine
Anita Gilmee, Shawnee State University
Robert L. Glass, Computing Trends
Mary J. Granger, George Washington University
Bibb Graves, Troy State University System
David Gray, St. Mary’s University

John P. Grillo, Bentley College
William E. Grimsley, Jr., University of Charleston
Varun Grover, University of South Carolina
Rassule Hadidi, University of Illinois, SpringfieldThomas F. Hain, University of South Alabama
J. E. Haines, Boeing Information and Support Services
David Hale, Wolpert Engineering
Douglas F. Hale, University of Texas, Permian Basin
Dianne Hamilton, Rown College of New Jersey
Dale Hanchey, Oklahoma Baptist University
Albert Harris, Appalachian State University
Eric Heath, IBM
John W. Henry, Georgia Southern University
Mark Hensel, University of Texas, Arlington
Kerry Henson, Central Missouri State University
Nira Herrmann, Drexel University
Gerald Hershey, University of North Carolina, Greensboro
Thomas E. Hilton, Utah State University
Yaw-Chin, Ho, Auburn University at Montgomery
William C. Hobart, Jr., United States Air Force Academy
Jeffrey A. Hoffer, University of Dayton
Jack T. Hogue, University of North Carolina, Charlotte
James E. Holden, Clarion University
Clyde W. Holsapple, University of Kentucky
Robert L. Horton, University of Wisconsin, Whitewater
Mark W. Huber, University of Georgia
Frank R. Hunsicker, West Georgia College
Robby C. Jackard, Lock Haven University
Durward P. Jackson, California State University, Los AngelesDavid J. Jankowski, California State University, San Marcos
George H. Jenkins, University of Findlay
Nancy Johnson, Metropolitan State University, Minneapolis
Sharon G. Johnson, Cedarville College
Bruce W. Johnston, University of Wisconsin, Stoat
Eleanor Jordan, University of Texas, Austin
Jaak Jurison, Fordham University
M. B. Kahn, California State University, Long Beach
Eugene Kaluzniacky, University of Winnipeg
Vernon Kam, California State University, Hayward
Yasuko Kaminuma, Teikyo Heisei University
Bonnie Kaplan, Quinnipiac College
Dick Kastory, Georgia College
Marcus E. Kellerman, New Mexico Highlands University
Julie E. Kendall, Rutgers University
Kenneth E. Kendall, Rutgers University
Tom Keon, University of Missouri
William J. Kettinger, University of South Carolina
Mehdi Khosrowpour, Pennsylvania State University, Harrisburg
Betty Kleen, Nichols State University
Ray Klluzcny, University of Missouri, Rolla
Frederick G. Kohun, Robert Morris College
Steve Kolars, San Antonio College
Charles W. Koop, DeVry Institute of Technology
Willard Korn, University of Wisconsin, Eau Claire
James E. Labarre, University of Wisconsin, Eau Claire
Joe Lambert, Pennsylvania State University
David Langan, University of South Alabama
Yedidyah Langsam, Brooklyn College, City University of New York
Anita J. LaSalle, American University
Francis Lau, University of Alberta
Albert L. Lederer, University of Kentucky
William E. Leigh, University of Central Florida
Robert Leitheiser, University of Wisconsin, Whitewater
Stanley X. Lewis, University of Southern Mississippi
Doris K. Lidtke, Towson State University
Jimming Lin, University of Ottawa
Susan Lippert, George Washington University
Diane L. Lockwood
Ronald Lodewyck, California State University, Stanislaus
Alden C. Lorents, Northern Arizona University
Ming-te Lu, St. Cloud State University
Herbert R. Ludwig, North Dakota State University
Charles M. Lutz, Utah State University

Donal MacVeigh, S.J., St Peter’s College
James Magruder, University of Southern Mississippi
Ryutaro Manabe, Bunkyo University
Brenda Masseth, St. John’s University
Peter W. C. Mather, Air Products and Chemicals, Inc.
James R. Marsow, University of Connecticut
Merle Martin, California State, Long BeachFred J. Maryanski, University of Connecticut
Charles Mawhinney, Metropolitan State College of Denver
Jeannie May, Courtaulds Fibers
Martha C. McCormick, Jacksonville State University
W. Michael McCracken, Georgia Institute of Technology
Rick Mcferroy, Indiana University of Pennsylvania
Tom McKee, Belmont University
Linda J. Menard-Watt, University of Windsor
William Myers, Belmont Abeey College
David Miller, Rosenbluth International
Diane Miller, University of Southern Mississippi
Cameron Mitchell, University of Houston
William Mitchell, Louisiana State University, Shreveport
Ken Modesitt, University of Michigan, Dearborn
James E. Moon, Illinois State University
Gerald Morris, Metropolitan State College of Denver
Kathleen Moser, Iowa State University
Takuro Munezawa, Niigata University of Int’l Information Studies
Mary-Alice Muraski, University of Wisconsin, River Falls
Michael G. Murphy, Southern College of Technology
Michael Myers, Belmont Abbey College
H. Narang, Tuskegee University
Sufi Nazem, University of Nebraska, Omaha
Gregory L. Neal, Northern Arizona University
David Nelson, MIS, City of Mobile
Fred Newman, University of Illinois
Peter A. Ng, New Jersey Institute of Technology
James A. Nickel, University of Texas, Permian Basin
G. Daryl Nord, Oklahoma State University
Anele Nwokoma, Grambling State University
Leslie Oliver, Acadia University
Kurt E. Olmosk, West Virginia Graduate College
John Olson, University of South Alabama
William Owen III, University of South Alabama
Thomas R. Panko Jr., University of Southern Mississippi
Raymond Papp, University of Hartford
J. Harold Pardue, University of Minnesota, Duluth
T. S. Pennington, Maple Woods Community College
William C. Perkins, Indiana University
John Pessford, California State University, Long Beach
Dien Phan, St. Cloud State University
James B. Pick, University of Redlands
Michael M. Pickard, Stephen F. Austin State University
John R. Pickett, Georgia Southern College
Margaret Anne Pierce, Georgia Southern University
William E. Pinney, University of Texas, Arlington
Carol Pollard, University of Calgary
Jeffrey L. Popyack, Drexel University
Leslie R. Porter, University of Southern California
Jim Prado, Southern Oregon State College
R. Leon Price, University of Oklahoma
Robert L. Rariden, Illinois State University
Jacques Raymone, University of Ottawa
Avan Reeken, University of Linburg, Maastricht
Juris Reinfelds, New Mexico University
Brian J. Reithel, University of Mississippi
John Rettenmayer, Northeast Louisiana University
Charles Reynolds, James Madison University
Ann Roberts, Mitchell College
Bettye Robinson, Jackson State University
Bruce Rollier, University of Baltimore
Alan Russell, Air Products and Chemicals, Inc.
Jo Ruta, Chattanooga State Technical Community College
Ali Salehnia, South Dakota State University
Dolly Samson, Weber State University
Bruce M. Saulnier, Quinnipiac College

Thomas Schambach, Illinois State University
Laurie Schatzberg, University of New Mexico
George Schell, University of North Carolina, Wilmington
Ken Schmidt, Indiana University of Pennsylvania
Larry Scott, Buffalo State College
Ernst Schuegraf, St. Francis Xaivier University
Robert Seyfarth, Lock Haven University
Peter Shackleton, Victoria University of Technology
Ken Shaw, Metropolitan State College of Denver
L. Wayne Shell, Nichols State University
Sung J. Shim, Montclair State University
Art Shindhelm, Western Kentucky University
Steven John Simon, Oklahoma City University
Robert J. Skovira, Robert Morris College
Sandra Slaughter, Carnegie Mellon University
Peter D. Smith, Saint Mary’s College, Notre Dame
Edward M. Solinski, Purdue School of Engineering and Technology
Edward A. Stohr, New York University
G. E. Strouse, York College of Pennsylvania
Joel Stutz, University of Miami
Scott L. Summers, University of Missouri
John Talbert, University of Arkansas, Little Rock
William Tastle, Ithaca College
Shannon Taylor, Montana State University
Jack Thompson, University of Tennessee, Chattanooga
Gerald J. Tillman, Appalachian State University
Reza Torkzadeh, University of Texas, El Paso
John Trimble, Morris Brown College

Walter A. Ullrich, GTE
William O. VanDongen, St. Norbert College
Murali Varanasi, University of Southern Florida
Chelley Vician, Michigan Technological University
Virgil Wallentine, Kansas State University
J. L. Walton, Troy State University
Fu Yao Wang, University of West Alabama
Lloyd Weaver, Purdue University
Randy S. Weinberg, St. Cloud State University
Steven W. Wendt, University of Nevada, Las Vegas
John Werth, University of Texas, Austin
Bruce White, Dakota State College
Marvin Wielard, Dordt College
Larry Wilcox, Southeastern Oklahoma State University
Joe Wiley, Southeastern Oklahoma StateJan R. Williams, University of Tennessee, KnoxvilleJennifer Williams, University of Southern Indiana
Kay Williams, Boeing Information and Support Services
G. W. Willis, Baylor University
Michael Wolfe, West Virginia University
Forrest Wood, Troy State University, Dothan
Pat Woodworth, Ithaca College
Bill Wresch, University of Wisconsin, Stevens PointDavid J. Wright, University of Ottawa
Surya B. Yadav, Texas Tech University
Gayle Yaverbaum, Pennsylvania State University, Harrisburg
Luis Zornosa, Inter-American University of Puerto Rico

FOREWORD
The IS’97 report is the latest output from model curriculum work for information systems that began in theearly 1970s and has matured over a twenty year period. This report represents the combined effort ofnumerous individuals and reflects the interests of thousands of faculty. It is grounded in the expected
requirements of industry and represents the views of organizations employing the graduates.
This model curriculum is the first collaborative curriculum effort of the ACM, AIS and AITP (formerly
DPMA) societies and is supported by other interested organizations. The draft was reviewed at elevennational and international meetings involving over 1,000 individuals from industry and academia.
All aspects of the computing field have had rapid, continuous change. As a result, university-level
Information Systems (IS) curricula need frequent updating to remain effective. Since most academic units
have mechanisms to maintain currency of curricula, why have professional society curriculum committees?
If an IS academic unit were providing graduates solely to local business and government, the input on
program contents could be derived from representatives of local organizations that hire the graduates.
However, local employment is not the sole objective for undergraduate majors in Information Systems.
Students from IS programs accept jobs in widely dispersed geographic areas. Therefore, availability ofcurriculum models enables local academic units to maintain academic programs that are consistent bothwith employment needs across the country and with the common body of knowledge of the IS field. The first
IS curriculum models were introduced in the early 1970s. This early work was followed by model curricula
developed by ACM and DPMA. Details of this history are reviewed in Appendix 2.
Professional society curriculum reports serve several other objectives. One important use is to provide a
local academic unit with rationale to obtain proper resources to support its program. Often, administration
at the local institution is not aware of the resources, course offerings, computing hardware, software, andlaboratory resources needed for a viable program. Administration may be unaware of the specializedclassroom technology, library resources, or laboratory assistants essential for proper education of IS
undergraduates. Finally, administration might not recognize the rapid turnover of knowledge in the field
and the need for resources to support constant retooling of faculty. Curriculum reports provide
recommendations in these resource areas as well as content for the necessary body of knowledge. They
provide important information for local IS academic units to use in securing from their institution thenecessary levels of support.
The importance of the curriculum effort is based on continuing strong demand for graduates. A strong
demand for IS professionals is forecast by the U.S. Bureau of Labor Statistics to continue through the year
2005 (Occupational Outlook Quarterly 1993). For example, the forecast increase in demand for systemanalysts is 110 percent for the period 1992-2005, averaging over 8 percent annually. Of all occupations
analyzed, the systems analyst position is projected to have one of the highest demands.
The IS field also remains attractive in regard to compensation. In 1993, raises in IS were second highestof all professions, only slightly below engineering (Sullivan-Trainor 1994). These growth and pay levelfactors indicate undergraduate degrees in IS will continue to be in strong demand over the next decade.
In a time of restricted academic budgets, some IS academic departments have been under downsizingpressure from other academic disciplines in their own institutions, citing a decline in employment in centralv

IS organizations. However, there is no lessening in demand for IS knowledge and ability in organizations;to the contrary, the demand is expanding as the functional areas of the organization gain more capability
in IS. Many areas of the organization are now hiring IS majors for departmental computing activities.
There is also strong demand for the IS minor by students in other disciplines who need IS expertise in order
to be effective in their work and to assist in developing applications in their functional area. A third reason
that the demand for IS courses will continue to increase is that students in related disciplines want to acquirebasic and intermediate IS skills. Every discipline is experiencing growth in computer use, and students whoenrich their IS knowledge are at a career advantage.
The editors of IS’97 thank those who have helped in this project. We hope this will be the beginning of acooperative effort for continuous curriculum development. We are interested in your input and encourage
you to let us know how you are using these materials and how they might be improved.
Gordon B. Davis, ACM Co-Chair
gdavis@csom.spcs.umn.edu
John T. Gorgone, ACM Co-Chairjgorgone@bentley.edu
J. Daniel Couger, AIS Co-Chair
jdcouger@uccs.edu
David L. Feinstein, AITP (DPMA) Co-Chair
feinstein@cis.usouthal.edu
Herbert E. Longenecker, Jr., AITP (DPMA) Co-Chair
bart@cis.usouthal.edu

Copies of the report are available from ACM and AITP (formerly DPMA).
ACM
1515 Broadway
New York, New York 10036-5701 USA
Telephone: +1-212-869-7440
Fax:+1-212-944-1318
E-mail:ACMHELP@ACM.ORG
Web:
http://info.acm.org/

vi

AITP
505 Busse Highway
Park Ridge, Illinois 60068-3191 USA
Telephone: +1-800-224-9371
Fax:+1-847-825-1693
E-mail:70430.35@compuserve.com
Web:
http://www.AITP.org

IS’97 TABLE OF CONTENTS
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Use of the IS’97 Curriculum Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Information Systems as a Field of Academic Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Information Systems within Degree Programs of a School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Exit Characteristics of Information Systems Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Prerequisites to Information Systems Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Architecture of the Information Systems Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Information Systems Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Resources for an Information Systems Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Shared Courses for Computer Science and Information Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Updating of the Information Systems Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Appendix 1 – Introduction to Appendix Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Appendix 2 – Background of IS Curricula and Related Disciplines . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Appendix 3 – Details of the Development of IS’97 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Appendix 4 – Depth of Knowledge Metrics and Related Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Appendix 5 – IS Body of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Appendix 6 – Learning Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Appendix 7 – Detailed Body of Information Systems Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Appendix 8 – IS’97 Course Specifications and Learning Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

vii

ABSTRACTIS’97 is a model curriculum for undergraduate degree programs in Information Systems. Information
Systems, as an academic field, encompasses two broad areas: (1) acquisition, deployment, and managementof information technology resources and services (the information systems function) and (2) development
and evolution of technology infrastructures and systems for use in organization processes (systemdevelopment). The model curriculum provides guidelines, a set of courses, source materials, curriculum
design objectives, and knowledge elements. It provides advice to a number of intended users of the report
who have a stake in the achievement of quality IS degree programs.
The model curriculum is based on common structures and degree programs in the United States and Canada.
Assumptions about student backgrounds and degree programs may not be applicable in other countries.
However, the model is grounded in a fundamental body of computing and information systems knowledge.
It can, therefore, be employed as a reference model for international use.
The curriculum assumes that students have prerequisite skills in software packages commonly used inorganizational work or that these skills will be provided by remedial modules. The information systems
coursework available to students can be organized programmatically in three levels:
1. General courses in information systems. This level includes a survey course on fundamentals of
information systems and a course on personal productivity with information technology suitable forall students regardless of their majors or minors. An information systems theory and practice course
is provided for students who intend to major or minor in information systems as well as students
who wish to increase their depth of general knowledge in information systems.
2. Specialized information technology and application design courses for both majors and minors in
information systems. These courses cover information technology, structures for information
systems applications, and the analysis and logical design of applications.
3. Specialized application development, deployment, and project management courses for majors in
information systems. These courses cover physical design and implementation of applications inboth database and programming environments plus management of information systems projects.
The IS curriculum is designed to produce graduates equipped to function in entry level information systems
positions with a basis for continued career growth. The curriculum reflects input from both industry anduniversities. It responds to industry requests for both increased emphasis in technical orientation andimproved skill in individual and group interactions. The exit characteristics of information systems graduates
are defined in the report. The characteristics are elaborated by lists of abilities required to achieve them andknowledge that is applied. The curriculum has formal information systems courses but also assumes use of
prerequisite or corequisite courses in communications, mathematics and statistics, and business functions.
The communications prerequisite courses should provide students with listening skills and the knowledge
to be effective in written and oral communication. The mathematics and statistics prerequisites should
provide basic quantitative and qualitative techniques. The business courses should cover common business
functions, economics, and international considerations.

1

The architecture of the information systems curriculum at the highest level consists of five curriculum
presentation areas: IS fundamentals; information systems theory and practice; information technology;
information systems development; and information systems deployment and management processes. The
five presentation areas consist of ten courses. The courses are based on 127 learning units. The learning
units are derived from elements in a body of information systems knowledge.

LevelsPresentation Areas
IS Fundamentals

1–
General

2–
Major
and
Minor

Information Systems Theory andPractice
Information Technology

Information Systems
Development

Courses••

Fundamentals of IS
Personal Productivity with IS Technology•

Information Systems Theory and Practice•••Information Technology Hardware and Software
Programming, Data, File, and Object Structures
Networks and Telecommunications•

Analysis and Logical Design•

Physical Design and Implementation with a
DBMS
Physical Design and Implementation with a
Programming Environment

•

3–
Major
Information System Deployment
and Management Processes•

Project Management and Practice

The curriculum gives course descriptions and resource recommendations for the IS degree program. The
details in the appendices provide the basis for customizing courses while maintaining the coverage definedby the curriculum. The learning units and detailed IS body of knowledge provide the basis for examining
the logic associated with the design and content of each course. They also provide the means for ongoing
adaptation and updating of the curriculum.

2

USE OF THE IS’97 CURRICULUM REPORTThe model Information Systems undergraduate curriculum report has several intended classes of users who
have a stake in the achievement of quality IS degree programs:
•
•
•
•
•
•

academic executives to whom the information systems program reports
academic heads of units where information systems programs are housed
information systems faculty
other faculty in the school or college where the information systems program resides
information systems practitioners
information systems students

In this section, the uses of the report by these intended stakeholders are described and its value explained.

Academic Executives to Whom the Information Systems Program Reports
The IS discipline is an essential part of business and government organizations. Information systems arecomplex systems requiring both technical and organizational expertise for design, development, andmanagement. They affect not only operations but also competitive strategy.
The nature of this rapidly changing field requires a unique set of resources. The minimal level of resources
required to provide a viable undergraduate degree program in Information Systems is outlined below.
Specifics of the resource requirements are detailed on pages 21-24. Additional resources are necessary tosupport the service courses provided by the IS faculty to other academic units of the university.
1. Faculty Resource Recommendations
The number of faculty will depend upon the number of students majoring in Information Systems.
However, a critical mass of faculty is needed to provide the degree of specialization essential for proper
coverage of the curriculum. The rapid increase and change in knowledge in the Information Systems
field require that faculty continuously upgrade their skills. A significant part of each faculty member’s
workload needs to be spent in receiving training and acquiring new knowledge and skills. The changes
in the field place heavy demands on IS faculty relative to tailoring the curriculum to local conditions,developing up-to-date instructional cases, and managing student projects and internships. Beyond
normal teaching, research and service activities, IS faculty need to participate in these additional
activities:
a. Technology assessment for maintaining currency of hardware and software in computer labs usedin the program.
b. Serving as a high-level faculty resource about computing for other faculty in the college/university.
c. Seeking, obtaining and nurturing partnerships with hardware/software suppliers and users to keep
computer labs current.
d. High level of participation in academic and professional societies in order to develop the field. A
high level is necessary because there are fewer numbers of faculty in this discipline compared toother university disciplines.
e. Representing the academic unit on committees dealing with university information systems.

32. Computing Facilities Recommendations
Students must have access to computing facilities equivalent to those they will use in industry. The rateof change in technology suggests a maximum three year upgrading cycle. University laboratories must
be maintained with these requirements in mind.
a. While some of the hardware/communications equipment available in the central campus computing
facility may meet the needs of Information Systems, special equipment is necessary. This includes
client server architectures, networks, graphics, and multimedia.
b. The IS students should have access to large databases and development systems used in largeorganizations such as computer-assisted system engineering and development tools. These systems
typically require powerful computing capabilities.
3. Physical Space Recommendations
Because of the need for computer lab support, physical space requirements for the Information Systems
program are more like that of the engineering and the biological and physical sciences than theprofessional programs in business administration and the social sciences. Laboratory facilities should
include:a. Laboratories equipped with computer work stations.
b. Laboratories to provide experience in designing, installing, and running networks.
c. Project team laboratories to accommodate team projects essential to the IS program.
4. Laboratory Support
In addition to facilities and physical space, IS laboratories require ongoing support for personnel,
maintenance, and supplies.

Academic Heads of Units Where Information Systems Program are Housed
The report provides the rationale for adopting the curriculum recommendations for an undergraduate degree
program in Information Systems. The curriculum recommendations are based on an assessment of industry
expectations for entry level professional employees in the Information Systems field. Industry has expresseda need for both increased emphasis in technical orientation and improved skill in individual and groupinteractions. Graduates need to be able to interact more effectively with clients and to work effectively inteams. Students must have good written and oral communication skills. This report gives the specificrecommendations necessary to successfully implement and maintain a program in Information Systems
meeting both technical and behavioral emphases. A summary of the resource requirements necessary tosupport a viable Information Systems program is outlined above (and detailed on pages 21-24).

Information Systems Faculty
The curriculum recommendations are described with different levels of detail. Courses are defined at a highlevel with course descriptions. These include course title, catalog description, scope, and topic list. A
detailed description of each course is given in Appendix 8. Each course is described in terms of learning
units for the course. Each learning unit is explained by a goal, objectives, and elements from an IS body ofknowledge that fit the objectives. The IS body of knowledge was derived from industry and university
4

survey responses. Each IS body of knowledge element for a course has a competency or depth of knowledge
level for achievement in the course. This defines the depth of coverage for the topic in the course.
The learning goal, objectives, and body of knowledge elements with competency levels provide faculty
members with details of the rationale supporting each course. They provide a basis for curriculum tailoring
and curriculum experimentation. Each course represents a prescriptive grouping of learning units. However,this grouping is only one of several that may be appropriate. Given local conditions, faculty members may
wish to modify the courses. With a modified set of courses, the set of learning units assists in evaluatingcompleteness of topic coverage.

Other Faculty in the School or College Where the Information Systems Program Resides
The use of information technology is pervasive in society. The ability of the workforce to utilize thistechnology is increasing. Users of information technology are now expected to take personal responsibility
for much of what has been handled in the past by a centralized computing services unit. While manyorganizations provide some user training in information technology, graduates who are capable users may
have a comparative advantage in their employment. A strong, capable Information Systems program canbenefit all students in a school and provide special benefits to non-majors who desire more competence ininformation technology and its application to their areas of interest.
IS’97 identifies prerequisite skills needed by all students in basic knowledge work software. Students in all
majors should have a working knowledge of how to utilize software for word processing, Internet access andelectronic mail, spreadsheet processing, database management, presentation graphics, statistical analysis, andexternal database retrieval. Although these skills are prerequisite and not part of the exclusive domain ofInformation Systems, the Information Systems faculty can provide useful competence for managing the selfstudy modules, course modules, and testing-out examinations for the prerequisites.
The IS’97 curriculum specifies some general courses to provide understanding and skill in information
technology suitable for all students. There is a fundamentals of information systems course and a course on
personal productivity with information technology. For students who desire more depth, a course on
information systems theory and practice is also offered. These courses establish a foundation for specialized
courses related to functional area information systems. Such courses may be taught by functional area
faculty, by Information Systems faculty, or by cooperative arrangements.
Students in functional areas may wish to have a minor in Information Systems. The IS’97 curriculum defines
a set of courses suitable for a minor. The courses include fundamental technologies for information systems
and a systems analysis and logical design course.

Information Systems Practitioners
The report provides a basis for practitioner interaction with IS academic units in three respects:
1. To understand levels of competency the curriculum expects to achieve with graduates who will beprospective IS employees.
2. To compare the competency levels needed by their organization with the curriculum recommendations.
This comparison can be used by practitioners to assist faculty in identifying knowledge and skills
needing improvement.
3. To understand how to become involved in IS education. For example, IS practitioners may serve on
industrial advisory boards at local colleges and universities or help provide industrial experience for IS
students and faculty. Advanced levels of IS undergraduate education require participative learning.
5Practitioners can play a supportive role in these activities by providing case studies on which a student
can work as well as serving as outside evaluators for student projects.

Information Systems Students
When a student is considering which academic field of study to select, this report can help explain the IS
field and the nature of IS programs. The subjects covered and the knowledge levels required for various
program alternatives can be examined. Characteristics of the field, job titles, and the types of jobs for a
graduate from such programs as well as possible career paths can be reviewed.
When students are enrolled in an IS program, this report can add to their understanding of the consequencesof choices among various track options or elective courses. Students can examine the breadth and depth of
the IS field and the career opportunities that specific programs offer them. Information in this report can
prepare students for discussions with academic advisors as to options and choices in the program andstrategies for entering the job market. This report can help the student in assessing job opportunities when
they are near graduation.

INFORMATION SYSTEMS AS A FIELD OF ACADEMIC STUDY
Computer-based information systems have become a critical part of the products, services, and managementof organizations. The effective and efficient use of information technology is an important element inachieving competitive advantage for business organizations and excellence in service for government andnon-profit organizations. The information technology/information system strategy is an integral part of anorganization strategy. The management support role for information systems extends to operational, tactical,
and management processes. Information systems are vital to problem identification, analysis, and decision
making at all levels of management. The importance of information technology and information systems
to organizations and the need for well-educated professionals in the field is the basis for a strong link between
educational programs and the professional community of IS practitioners (Mawhinney, Morrell and
Morris1994; Trauth, Frawell and Lee 1993).
Information Systems as a field of academic study began in the 1960s, a few years after the first use ofcomputers for information processing by organizations. As organizations extended the use of information
technology to operational processes, decision support, and competitive strategy, the academic field also grewin scope and depth. An IS organization function emerged to manage information technology. In the same
way that universities have degree programs reflecting important organizational functions, such as financial
resource management, marketing resource management, and human resource management, a degree program
emerged for management of information technology resources. During this 30 year period of growth andchange, different names have been used and the definition of the field has been enlarged. The simple term
information systems (IS) has become the most commonly accepted, generic term to describe the discipline.

Differing Names for the Academic Field of Information Systems
Information systems as a field of academic study exists under a variety of different names. The multiplicityof labels reflects historical development of the field, different ideas about how to characterize it, and different
emphases when programs were begun. The following terms represent a sampling of names associated withthe academic discipline of Information Systems:
6

Information Systems
Management Information Systems
Computer Information Systems
Information Management
Business Information Systems
Informatics
Information Resources Management
Information Technology Systems
Information Technology Resources Management
Accounting Information Systems
Information Science
Information and Quantitative Science

The Scope of Information Systems
Information Systems, as an academic field, encompasses two broad areas: (1) acquisition, deployment, andmanagement of information technology resources and services (the information systems function) and (2)development and evolution of infrastructure and systems for use in organization processes (systemdevelopment).
The information systems function has a broad responsibility to develop, implement, and manage an
infrastructure of information technology (computers and communications), data (both internal and external),
and organization-wide systems. It has the responsibility to track new information technology and assist inincorporating it into the organization’s strategy, planning, and practices. The function also supports
departmental and individual information technology systems.
The activity of developing systems for organization and inter-organization processes involves creative useof information technology for data acquisition, communication, coordination, analysis, and decision support.
There are methods, techniques, technology, and methodologies for this activity. Creating systems inorganizations includes issues of innovation, quality, human-machine systems, human-machine interfaces,
sociotechnical design, and change management.
Information technology is pervasive in all organization functions. It is used by accounting, finance,
marketing, production, and so forth. This pervasive use increases the need for information systems
professionals with system management and system development expertise. Professionals with such expertise
support innovation, planning and management of information infrastructures and coordination of information
resources. System development by IS staff involves not only organization-wide integrated systems, but also
support for individual and departmental application development.
There is a close relationship between Information Systems and Computer Science. In some schools, students
in both areas may take common courses. However, Information Systems is unique in that its context is anorganization and its information systems. This leads to important differences with Computer Science in thecontext of the work to be performed, the types of problems to be solved, the types of systems to be designed
and managed, and the way the technology is employed. Information Systems concentrates on theorganizational mission and objectives and the application of information technology to further these goals.
Information Systems and Computer Science are distinct areas of study, but they both require a common
subset of technical knowledge.

7

INFORMATION SYSTEMS WITHIN DEGREE
PROGRAMS OF A SCHOOL
There are three levels of IS curriculum responsibility. The three level model consists of general IS courses
for all students, courses for IS majors and minors, and courses for IS majors. There is a progression throughthe three levels. Courses in level 1 are required for level 2; courses in level 2 are required for level 3. (SeeFigure 1.) The three levels deliver increasing levels of competency in significant topics within IS. This
concept is illustrated for twenty IS topics in Table 1, developed by the IS’97 Curriculum Task Force. The
topics represent subareas of presentation. For example, all students may need recognition knowledge ofsystems software, students doing a minor may need to be literate in the topic, and majors may need to beeffective users.

Prerequisite Computer Use Skills

Level 1 - All Students

IS Program

Functional Areas

Level 2 IS Major
and Minor

Courses in functional
areas with specialized
IS applications

Level 3 IS Major

Figure 1. Educational Levels for IS Education

8

Significant Subareas in
IS Curriculum

Depth of Knowledge/Competency
Levels forAll
Students

IS
Minor

IS
Major

Literacy in computers and information systems

3

3

4

Knowledge work software packages

4

4

4

Systems theory and quality

2

3

4

Decision making

1

2

3

IS planning

1

2

3

IT and organizational systems

1

2

4

Computer systems hardware

1

2

3

Computer systems software

1

2

3

Networking and telecommunications

2

3

4

Programming: languages and implementation

1

2

3

Algorithmic design and data, object and file structures

1

2

3

Software development

1

2

3

Database: modeling, construction, tools

1

2

4

Information systems analysis, design, implementation

1

3

4

Teams, personal, and interpersonal skills

2

2

4

Project management

1

2

3

IS support services

1

2

2

Systems integration

1

2

3

Management of IS function

1

1

2

Information resource management

1

1

2

Table 1. Knowledge/Competency Levels for Significant IS Curriculum Sub Areas of Study(Levels: 0– no knowledge; 1 – recognition; 2 – literacy; 3 – usage; 4 – application)

9

Prerequisite Computer Use Skills: The prerequisite skills level provides a personal capability for student
use of information technology. Six types of applications useful to students and graduates are covered:Internet and electronic mail, spreadsheet processing, database management, presentation graphics, statisticalanalysis, and external database retrieval. Word processing is also included in this toolkit but is typicallyacquired prior to formal courses. Students obtain a competency base in each of these six foundation
applications. Some institutions provide the prerequisite IS skills level via a course required of all students.
Other institutions enable students to acquire this competency through laboratories with computer-basedtutorial modules. Competency tests may be used to ensure adequacy of prior knowledge. The Information
Systems faculty may also have major responsibilities for remedial work relative to the prerequisite skills.
Level 1. All Students: This level of IS education provides an understanding of the use and role ofinformation systems in organizations. It also provides the necessary competencies for ensuring personal
productivity for end-users of IS systems. Students proficient at this level obtain advanced instruction andcompetency in the six information technology foundation applications and a refined set of Internet skills.
The focus is on features and concepts for productivity through information technology. Students receive
instruction in development of small systems, effective use of information systems, and quality concepts for
systems. Level 1 courses also include a survey of information systems theory and practice. A related levelof competence may be provided by courses tailored to functional areas. Majors in these areas may gain
additional IS skills and practice through use of application packages in their major fields of study, such asaccounting, finance or marketing. Team approaches are utilized. Knowledge at this level is necessary forcourses at level 2.
Level 2. IS Majors and Minors: Courses in level 2 are taken by both IS majors and students in functional
areas who desire an IS specialist competency equivalent to a minor. Minoring students take a subset of thecurriculum focusing on information systems technology plus the first course in information systems analysis
and design. Individuals with a minor in IS often serve as peer experts within their work unit and as user
representatives on teams to develop and enhance major functional applications.
A minor (level 2) may be tailored to the unique requirements of a functional area, such as marketing or
accounting, or a second field, such as health sciences. The following excerpt from Education Requirements
for Entry into the Accounting Profession (1988) illustrates the demand for a specialized minor:
The widespread use of computer and telecommunications technology makes anunderstanding of the technologies and their application and limitations essential. Students
should be familiar with the functions and interrelationships of hardware components, andwith the capabilities and applications of software. File structures, data storage and retrieval,
networking and telecommunications are relevant concepts. The internal controls that ensure
accuracy, integrity and confidentiality of information should be examined. Most
importantly, the CPA should know how and if the system provides information to
management that is relevant, reliable, timely, and readily accessible. This requires thatstudents be aware of the management processes and the importance of information toeffective management.
Level 3. IS Majors: The courses in level 2 are prerequisites for the courses in level 3 required of all majors.
Students proficient at this level are preparing for a career in the IS field. Topics at this level include IS
development, implementation, and project management. Exercises and problems include project
management in a team environment, designing and implementing information systems using both DBMS
facilities and a programming environment, and integrating solutions into functioning organizational systems.

10

EXIT CHARACTERISTICS OF INFORMATIONSYSTEMS GRADUATES
The graduate of an IS program should be equipped to function in an entry level position and should have abasis for continued career growth (Lee, Trauth and Farwell 1995). In Table 2, the exit characteristics are
related to objectives of the curriculum in terms of “ability to” and “using the knowledge of.” Overarching
objectives for IS professionals are to support organizational needs and have a customer service orientation.

PREREQUISITES TO INFORMATIONSYSTEMS DEGREE PROGRAM
There are general academic requirements that should be met prior to formal information systems courses(prerequisites) or concurrent with IS courses (corequisites). Students are expected, as a prerequisite, to havebasic proficiency in the fundamental tools of personal computing such as Internet and e-mail, spreadsheets,
word processing, databases, presentation graphics, statistical analysis, and external database retrieval. As
a basis for lifetime learning, it is also recommended that students have an introduction to the behavioral,social and natural sciences.
All Information Systems students should be able to communicate effectively both orally and in writing. They
should be able to apply both quantitative and qualitative techniques. IS students should have acquired
interpersonal skills. They should have a basic understanding of the functions of an organization and shouldhave been exposed to concepts of international business. Some of the topics should be prerequisite but others
may be interleaved with information system courses.
Prerequisite or interleaved topics directly applicable to the IS curriculum therefore include:C

Communications. This should cover general and technical writing, oral communications, and listening
skills.

C

Quantitative and qualitative analysis. This includes such topics as discrete mathematics, introduction
to calculus, and statistics.

C

Organization functions. Students should be exposed to economics and organization functions such asaccounting, distribution, finance, human resources, marketing, and production. They should also be
introduced to international aspects of business.

11

Characteristic

With the ability to...

Using the knowledge of...

Communication• accurately observe, note, and explain observations ofevents• actively listen and express complex ideas in simple
terminology• organize and make presentations• write memos, reports, and documentation• listening, observing and documenting• interviewing and speaking• negotiating and facilitation• presentation and interpretation of data
• multimedia development and utilization• computer and video conferencing techniques

ComputerApplications
Systems• apply IS solutions to functional, inter-organizational,
operational, managerial, and executive problems andopportunities• describe characteristics of various information
systems• organizational theory, structure, andfunctions• characteristics and capabilities of systems
and technologies

Information
Technology andTools• describe the functions and components of computersand networks• select and apply software tools for organizational
solutions• install and integrate purchased solutions• develop and manage distributed systems with highlevel tools and methodologies• computer and networking concepts• distributed systems• database implementation and management• programming languages and environments• security and privacy management

Interpersonal
Relationships• effectively work with people of diverse backgrounds• effectively work with people at all corporate levels• lead and facilitate teams in a collaborative environment• develop win-win approaches• empathetically listen and seek synergistic solutions• leadership, management, and organizations• small group communications and motivation• organization, team and individual goal
setting• shared vision and responsibility• cultural diversity

Management• establish project goals consistent with organizationalgoals• specify, gather, deploy, monitor, and direct resources
and activities• observe the need for paradigm shifts• apply concepts of continuous quality improvement• mission, planning, goal setting and tracking• project and steering team operation• planning and resource management• leadership, motivation, and team building• measurement and benchmarking

Problem Solving• recognize the need for the application of analytic
methods• devise questions that will identify problems• apply systems concepts to definition and solution ofproblems• formulate creative solutions to simple and complex
problems• technical observation and writing• problem solving models• life cycle stages• creativity techniques• methods to collect, summarize, and interpretdata• statistical and mathematical methods

Systems
Development
Methodologies• select and utilize appropriate methodologies• use tools and techniques to analyze, design, andconstruct an information system• assess feasibility and risk assessment for projects• apply design methodologies compatible withorganizational settings• systems development life cycle• prototyping, purchasing, and outsourcing• feasibility and risk analysis• standards

Systems Theory
and Concepts• apply systems representations and life cycle concepts• represent organizational processes and data using
formal methods• identify interfaces, boundaries, and components ofproblems• apply solution checking and reality testingmechanisms• general systems theory• control systems concepts• quality, effectiveness and efficiency
concepts• business process modeling and reengineering• business process data, logic, and event
modeling

Professionalism• apply personal goal setting and time management
concepts• apply personal decision making skills• articulate a personal position and respect the opinionsof others• adhere to ethical standards• assess organizational and societal impacts of an IS• actively seek and employ current practice standards• codes of conduct• ethical theory• legal and regulatory standards• generally accepted practice standards• record keeping and reporting• international standards, culture, andpractices• stakeholder needs

Table 2. Representative Capabilities and Knowledge Expected for IS Program Graduates
12

ARCHITECTURE OF THE INFORMATION SYSTEMS CURRICULUM
The IS’97 curriculum is organized at the highest level as a set of curriculum presentation areas. Each of theseareas has one or more courses. Each course is built from IS learning units (also termed knowledge units inother curriculum reports). The learning units are derived from the IS body of knowledge.
Curriculum presentation areas (5)Courses (10)Learning units (127)

Body of knowledge (> 1,000)

Each of the elements will be explained in this section starting with the curriculum presentation areas.

Curriculum Presentation Areas
A view of the curriculum depicting the IS curriculum presentation areas is given in Figure 2. The dotted box
indicates that part of the program taught by faculty in other functional areas or other academic units. The
other five boxes show the part of the program generally taught by the IS faculty. The figure also depicts thegeneral sequence in which the material is acquired by students in the IS program. A description of thecontent for the five areas is presented in Table 3.
Prerequisite Computer Use Skills

Information Systems
Fundamentals

Information Systems Theory
and PracticeCommunications, Quantitativeand Qualitative Analysis, andOrganization Functions

Information Technology

Information Systems
Development

Information Systems
Deployment andManagement Processes

Figure 2. Curriculum Presentation Areas for IS Curriculum
13Curriculum
Presentation Area

Description

Prerequisite Computer
SkillsBasic skill in use of a personal computer and introductory skills in a set of PC
software packages commonly used in organizations.

Information Systems
Fundamentals

Information systems fundamentals include a broad introduction to the field of
information systems and information technology plus instruction designed to
improve personal productivity through effective and efficient use of information
technology.
Students are introduced to the use of information systems and information technology in organizations. The way these add value to organizations as part of new andenhanced products and services, in support of decision making, and as elements inorganization processes are explained. Information technology is surveyed. The
processes and methods employed by the information systems function are presented.
Fundamentals in information systems include both theory and practice in applying
information technology to knowledge work of the type most graduates will perform. Students will learn how to analyze personal requirements, define an information system to support their work, use productivity features of personal computer
software, and develop custom solutions to enhance individual performance. The
emphasis is on doing systems in the small but relating them to processes for large
systems to be studied later in the curriculum.

Information Systems Theory and Practice

After obtaining broad survey knowledge of information systems and information
technology and having experienced requirements analysis and system development
for small productivity-oriented personal systems, students will be introduced toconcepts and theories that explain or motivate methods and practices in the development and use of information systems. The concepts and theories will include
systems, management and organization, information, quality, and decision making.
The relationship of information systems to corporate planning and strategy andconcepts relating information technology to comparative advantage and productivity are explained. The concepts and practices underlying the use of information
technology and systems in improving organizational performance are presented.

Information Technology

This curriculum area provides students an opportunity to gain breadth and depth in
the technical aspects of the discipline. Computing system architectures, operating
systems software, and interconnection of information resources through telecommunications are major components of presentation and discussion. Students will
be expected to develop significant skills by participating in installation, configuration, and operation of the technologies.

Information Systems

Students will work in teams to learn to analyze problems and design and implement
information systems. Systems analysis provides experience determining system
requirements and developing a logical design. It includes process re-engineering.

Development

Instruction in physical design of information systems will ensure that the students
can use a logical design to implement information systems. Two approaches will
be used. One involves design and implementation using development tools; theother applies DBMS tools.

Information System
Development andManagement

Students engage in a significant project. Management of the information systems
function, systems integration, and project management to ensure project quality areintegral components of this curriculum area.

Table 3. Content for Five IS Curriculum Presentation Areas
14

Courses
Courses (see Figure 3) in IS’97 are the building blocks that implement the broad curriculum presentation
areas diagramed in Figure 2. The courses are labeled IS’97.P0 through IS’97.10. IS’97.P0 is considered to
be a prerequisite to the program. Courses are described later in the report with course title, scope and topics.
They are further defined by a catalog description, outcome expectations, and a set of learning units inAppendix 8. Courses are based on a semester calendar of 16 weeks with 48 lecture hours.
The set of courses represents a complete model that includes all of the learning units. As a model, they arepresented to provide guidance. Institutions may develop their own courses based on learning units toaccommodate unique individual missions. The set of courses can be mapped to the IS curriculum requirements for all students, IS minors, and IS majors (Figure 4) and to the IS curriculum presentation areas(Figure 5).

Prerequisite:
IS'97.P0 - Knowledge Work Software Tool Kit

IS'97.1 - Fundamentals ofInformation Systems (IS)IS'97.3 - Information Systems
Theory and PracticeIS'97.2 - Personal Productivity
with IS Technology

IS'97.4 - Information Technology Hardware and Software

IS'97.5 - Programming, Data,
File and Object Structures

IS'97.6 - Networks andTelecommunications

IS'97.7 - Analysis and Logical
DesignIS'97.8 - Physical Design and
Implementation with DBMS

IS'97.9 - Physical Design and
Implementation with a
Programming Environment

IS'97.10 - Project Management
and Practice

Figure 3. IS’97 Course Sequence.
15

Student Groups
All Students

Notes
1

Curriculum Model
IS’97.P0
IS’97.1
IS’97.2
IS’97.3

IS Majors andMinorsIS Majors2

3

IS’97.5

Knowledge Work Software
Tool Kit
Fundamentals of IS
Personal Productivity with IS
Technology
Information Systems Theory
and PracticeCommunications,
Quantitative andQualitative
Analysis, andOrganization
Functions

Writing, speaking and listening
skills. Mathematics and statistics.
Organization functions such as
marketing, finance, accounting,production, distribution and human resources; micro and macro
economics; the internationalization of businessIS’97.7

Programming, Data Files and IS’97.4 Information Technology Hardware
Object Structures
and Software
Analysis and Logical Design IS’97.6 Networks and Telecommunications

IS’97.8
IS’97.9
IS’97.10

Physical Design and Implementation with a DBMS
Physical Design and Implementation with a Programming Environment
Project Management and PracticeNotes:
1.

It is assumed that most students have completed IS’97.P0 in high school. If this is not true, courses which synthesize the objectives for IS’97.P0
and IS’97.1 may be combined into a one year sequence with IS’97.2. Some programs may combine IS’97.3 with IS’97.1 and IS’97.2 into a one
year sequence including laboratory components. Other programs may rearrange the learning units of IS’97.3 into IS’97.2 and IS’97.7. Programs
building alternate course sequences can map the learning units defined in Appendix 8 into their own sequences.

2.

Many IS programs work closely with Computer Science units. Programs wishing to produce graduates with more in-depth programming skills
may require CS1 and CS2 (two courses in the model Computer Science curriculum) as prerequisites to IS’97.5. Another alternative is to extend
IS’97.5 to a one year sequence.

3.

IS’97.8 and IS’97.9 form a one year sequence. The project course can be considered as the lab component of IS’97.8 and IS’97.9; many programs
may have a project as an additional course of at least one semester.

Figure 4. IS’97 Courses and Corequirements for All Students, IS Minors, and IS Majors

Learning Units
A learning unit (also termed a knowledge unit; Bruner 1966) describes a set of material to be learned by
students. A course is a group of learning units. The material to be covered by a learning unit consists of aset of topics or elements from the IS body of knowledge with competency specified for each element. The
learning units are stated in terms of a goal, objectives, and elements of the IS body of knowledge along withcompetency or depth of knowledge levels.
Each learning unit is specified by a goal statement that explains the purpose of the learning unit. For
example, a learning unit goal might be “to present top-down implementation strategies.”
The learning unit goal statement is elaborated by one or more learning unit objectives. These are stated as
behavioral objectives defining what a student should be able to do after learning the material in the unit. The
student should be able to explain, discuss, use, apply, and demonstrate central concepts. For example, abehavioral objective for a learning unit might be “apply system software functions to analyze resource use
and performance characteristics for an application.” The learning objectives can be used by faculty to assess
student achievement relative to the learning unit or by students in evaluating their knowledge.
16

IS’97 Curriculum Areas and Courses
P. Prerequisite
IS’97.P0

Knowledge Work Software Tool Kit (a prerequisite to the program)

A. Information Systems Fundamentals
IS’97.1
Fundamentals of IS
IS’97.2
Personal Productivity with IS Technology
B. Information Systems Theory and PracticeIS’97.3
Information Systems Theory and Practice
C. Information Technology
IS’97.4
Information Technology Hardware and Software
IS’97.5
Programming, Data and Object Structures
IS’97.6
Networks and Telecommunications
D. Information Systems Development
IS’97.7
Analysis and Logical Design of an IS
IS’97.8
Physical Design and Implementation with DBMS
IS’97.9
Physical Design and Implementation with a Programming Environment
E. Information Systems Deployment and Management Processes
IS’97.10
Project Management and Practice

Figure 5. IS’97 Curriculum Presentation Areas and Course Relationships.
Each learning unit has a set of topics that define the coverage for the unit. These topics consist of elementsfrom the IS body of knowledge. The depth of coverage for each topic in a learning unit is specified by adepth of knowledge level ranging from 1 to 5 (with 4 being the highest competency level specified for anundergraduate program). A topic may be covered at a low depth of knowledge level as part of an introductory course and in more depth (higher competency) in a subsequent course. The sequencing of learning units
is based on instructional design methodology derived from Gagne, Briggs and Wager (1988).
The learning units provide the basis for detailed course design. The objective is to present elements of the
IS body of knowledge to willing learners through pedagogical techniques associated with desired levels oflearning. The pedagogy differs for desired depth of knowledge levels. A low level of competency may beachieved with lectures and exercises; the highest level of knowledge is achieved by active learning techniquessuch as projects.

Body of Knowledge
The IS body of knowledge consists of the topics to be taught at some level of competency in an IS curriculum. The IS’97 body of knowledge is a reorganization and extension of an earlier DPMA sponsored IS’90
body of knowledge. The body of knowledge was derived from surveys of practitioners and academics andmapping of relevant topics from curricula for Computer Science and other computer related disciplines.
The elements or topics in the IS body of knowledge form the lowest level building blocks for the curriculum.
The elements, with desired competency levels, are grouped under learning units and learning units aregrouped into courses.
17

INFORMATION SYSTEMS COURSE DESCRIPTIONS
The prerequisite software tool kit course plus the ten IS courses are described by a title, scope statement, andtopic list. The ten courses represent the IS’97 suggestions for packaging the 139 learning units (Appendix 8)
into courses. There may be factors contingent upon local conditions to cause a faculty to package thelearning units in other ways.

IS’97.P0 – Knowledge Work Software Tool Kit
SCOPE IS’97 assumes as a prerequisite elementary exposure to a suite of software tools useful forknowledge workers (spreadsheets, databases, presentation graphics, database retrieval, statistics,
word processing, and Internet and electronic mail). Although identified as a course, this material
can be delivered as self study modules, as modules associated with other courses using thesoftware, or as a full course.
TOPICS Word processing, E-mail, Internet tools, spreadsheets, databases, presentation graphics, external
database retrieval, introduction to statistical software.

IS’97.1 – Fundamentals of Information Systems (Prerequisite: IS’97.P0)
SCOPE This course provides an introduction to systems and development concepts, information technology, and application software. It explains how information is used in organizations and how IT
enables improvement in quality, timeliness, and competitive advantage.
TOPICS Systems concepts; system components and relationships; cost/value and quality of information;competitive advantage and information; specification, design and re-engineering of information
systems; application versus system software; package software solutions; procedural versus nonprocedural programming languages; object oriented design; database features, functions, andarchitecture; networks and telecommunication systems and applications; characteristics of IS
professionals and IS career paths.

IS’97.2 – Personal Productivity with IS Technology (Prerequisite: IS’97.P0)
SCOPE This course enables students to improve their skills as knowledge workers through effective andefficient use of packaged software. It covers both individual and group work. The emphasis is on
productivity concepts and how to achieve them through functions and features in computer
software. Design and development of solutions focus on small systems.
TOPICS End user systems versus organization systems; analysis of knowledge work and its requirements;
knowledge work productivity concepts; software functionality to support personal and groupproductivity; organization and management of software and data; accessing organization data,
accessing external data; selecting a computer solution; developing a macro program by doing;
designing and implementing a user interface; developing a solution using database software;refining and extending individual and group information management activities.

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IS’97.3 – Information Systems Theory and Practice (Prerequisite: IS’97.2)
SCOPE This course provides an understanding of organizational systems, planning, and decision process,and how information is used for decision support in organizations. It covers quality and decision
theory, information theory, and practice essential for providing viable information to the organization. It outlines the concepts of IS for competitive advantage, data as a resource, IS and IT
planning and implementation, TQM and reengineering, project management and development ofsystems, and end-user computing.
TOPICS Systems theory and concepts; information systems and organizational systems; decision theory andhow it is implemented by IT; quality, TQM and reengineering; level of systems: strategic, tacticaland operational; system components and relationships; information system strategies; roles of
information and information technology; roles of people using, developing and managing systems;
IS planning; human-computer interface; network and telecommunications systems management;
electronic commerce; implementation and evaluation of system performance; societal and ethicalissues related to information systems design and use.
IS’97.4 – Information Technology Hardware and Software (Prerequisite: IS’97.2)
SCOPE This course provides the hardware/software technology background to enable systems development
personnel to understand tradeoffs in computer architecture for effective use in a business environment. System architecture for single user, central, and networked computing systems; single andmultiuser operating systems.
TOPICS Hardware: CPU architecture, memory, registers, addressing modes, busses, instruction sets, multi
processors versus single processors; peripheral devices: hard disks, CDs, video display monitors,
device controllers, input/output; operating systems functions and types; operating system modules:
processes, process management, memory and file system management; examples of hardware
architectures; examples of operating systems; basic network components, switches, multiplexers
and media; installation and configuration of multiuser operating systems.
IS’97.5 – Programming, Data, File and Object Structures (Prerequisite: IS’97.2)
SCOPE This course provides an understanding of algorithm development, programming, computerconcepts and the design and application of data and file structures. It includes an understandingof the logical and physical structures of both programs and data.
TOPICS Data structures and representation: characters, records, files, multimedia; precision of data;
information representation, organization and storage; algorithm development; object representationcompared to conventional data flow notation; programming control structures; program correctness, verification, and validation; file structures and representation.
IS’97.6 – Networks and Telecommunication (Prerequisites: IS’97.3, IS’97.4)
SCOPE This course provides an in-depth knowledge of data communications and networking requirements
including networking and telecommunications technologies, hardware, and software. Emphasis
is upon the analysis and design of networking applications in organizations. Management oftelecommunications networks, cost-benefit analysis, and evaluation of connectivity options are also
covered. Students learn to evaluate, select, and implement different communication options within
an organization.

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TOPICS Telecommunication devices, media, systems; network hardware and software; network configuration; network applications; coding of data; cost/benefit analysis; distributed versus centralized
systems; architectures, topologies and protocols; installation and operation of bridges, routers andgateways; network performance analysis; privacy, security, reliability; installation and configuration of LAN and WAN networks; monitoring of networks; management of telecommunications,and communications standards. Intranet and internet.

IS’97.7 – Analysis and Logical Design (Prerequisite: IS’97.3)
SCOPE This course provides an understanding of the system development and modification process. It
enables students to evaluate and choose a system development methodology. It emphasizes thefactors for effective communication and integration with users and user systems. It encourages
interpersonal skill development with clients, users, team members, and others associated with
development, operation and maintenance of the system. Object oriented analysis and design. Useof data modeling tools. Development and adherence to life cycle standards.
TOPICS Life cycle phases: requirements determination, logical design, physical design, test planning,
implementation planning, and performance evaluation; communication, interpersonal skills,
interviewing, presentation skills; group dynamics; risk and feasibility analysis; group-based
approaches: project management, joint application development (JAD), structured walkthroughs;
object oriented design; software production and reviews; prototyping; database design; software
quality metrics; application categories; software package evaluation and acquisition; professional
code of ethics.

IS’97.8 – Physical Design and Implementation with DBMS (Prerequisite: IS’97.7)
SCOPE This course covers information systems design and implementation within a database management
system environment. Students will demonstrate their mastery of the design process acquired inearlier courses by designing and constructing a physical system using database software to
implement the logical design.
TOPICS Data models and modeling tools/techniques; structured and object design approaches; models fordatabases: relational, hierarchical, networked and object oriented designs; CASE tools; data
dictionaries, repositories, warehouses; implementation: Windows/GUI coding and/or implementation, code/application generation; client-server planning, testing, and installation; system conversion, end user training/integration and post implementation review.

IS’97.9 – Physical Design and Implementation with a Programming Environment (Prerequisites:
IS’97.5, IS’97.7, and IS’97.8)
SCOPE This course covers physical design, programming, testing and implementation of the system.
Implementations of object-oriented, client-server designs using a programming environment.
TOPICS Selection of client-server programming language environment; software construction: structured,
event driven and object oriented application design; testing; software quality assurance; system
implementation; user training; system delivery; post implementation review; configuration
management; maintenance; reverse engineering and re-engineering. Both full client and thinbrowser active server based approaches are considered.
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IS’97.10 – Project Management and Practice (Prerequisite: IS’97.7; Corequisites: IS’97.8, IS’97.9)
SCOPE This course covers the factors necessary for successful management of system development orenhancement projects. Both technical and behavioral aspects of project management are discussed.
The focus is on management of development for enterprise-level systems.
TOPICS Managing the system life cycle: requirements determination, logical design, physical design,
testing, implementation; system and database integration issues; network and client-server
management; metrics for project management and system performance evaluation; managing
expectations: superiors, users, team members and others related to the project; determining skill
requirements and staffing the project; cost-effectiveness analysis; reporting and presentation
techniques; effective management of both behavioral and technical aspects of the project; change
management.

RESOURCES FOR IS DEGREE PROGRAMS
A capable faculty is the first required resource. In addition, computing, laboratory, classroom and library
resources are essential elements for a successful academic program in Information Systems (Gorgone andMcGregor 1989). In a rapidly changing technical environment, students should be exposed to a variety of
up-to-date hardware and software systems that adequately represent the professional setting in which they
will be employed.

Faculty
Faculty members are vital to the strength of an information systems program. Its faculty need both academic
training and practical experience. There must be enough faculty to provide course offerings that allow thestudents to complete a degree in a timely manner. The interests and qualifications of the faculty must be
sufficient not only to teach the courses but also to plan and modify the courses and curriculum.
Faculty members must remain current in the discipline. Professional development and scholarly activities
are a joint obligation of the institution and the individual faculty member. The school should support
continuing faculty development. Given the rapidly changing technology, it is particularly critical that faculty
members have sufficient time for professional development and scholarly activities. Resources should be
provided for faculty to regularly attend conferences, workshops and seminars, and to participate in academic
and professional organizations. The program is enhanced significantly when faculty acquire practicalexperience in the profession through activities such as consulting, sabbatical leaves, and industry exchange
programs. Faculty must also be equipped to develop teaching materials for their students. Faculty must haveavailable technology at least equivalent to and compatible with that available to students so that they may
prepare educational materials for use by students. In addition, faculty must be networked so they have accessboth to students and to the larger academic and professional world available on the Internet.
The number of full-time faculty needed by the program is influenced by such factors as the number ofstudents in the program, the number of required courses, the number of service and elective courses offered,and the teaching load of the faculty. Typically, a program should have a minimum of four full-time facultywith primary commitment to the information systems program in order to meet the teaching needs of the21

program and to provide depth and breadth of faculty expertise. The professional competence of the faculty
should span a range of interests in information systems including computer systems concepts, information
systems concepts, data management, telecommunications and networks, systems design and development,
systems integration, information systems management, and IS policy. Additional faculty will be needed toteach the service courses which provide foundation-level knowledge across the campus.

Computing
Adequate computing facilities are essential for effective delivery of the IS program. These resources
normally involve a blend of computer facilities of varying capabilities and complexity. They should include:• graphical user interface (GUI) environment• desk top systems with CD-ROMs• local area networks• mainframes
Students at different levels in the curriculum have different needs. Substantial resources must be provided
to support the level 1 service courses. More sophisticated resources are necessary for IS minors and majors
who are developing skills in computing and IS fundamentals. Specialized laboratories are needed foradvanced students where group and individual projects are developed.
Hardware and software are rapidly changing and improving. It is critical that faculty and students haveaccess to facilities reflecting environments that graduates will be expected to use professionally. Therefore,
laboratory equipment and software should be kept current. In order to accomplish this, a plan should exist
to upgrade and/or replace software and equipment in a timely manner. An appropriate rule of thumb is toreplace hardware/software in a three year cycle.
Software development tools should be available to create GUI client/server based applications. Among thecategories of tools that should be included are:• visual (graphic) programming languages• graphic database systems• graphical design tools• multimedia equipment and tools
Experience with at least one development language with graphical and object oriented capabilities is afundamental requirement. Experience with integrated computer-aided systems engineering (ICASE)
development tools is also essential.
Systems should be networked with convenient access to the Internet and Internet tools. In order to extend
the educational experience beyond the classroom, faculty and students should be encouraged to develop
dialogues through a variety of Internet tools.

Laboratories
Programs in information systems require hardware and software for structured, open/public, and specializedlaboratories. Students must have an opportunity to use learning materials in both structured and unstructured
laboratories.
22

Students should be provided opportunities to work together on team-oriented projects. The group skills
developed in this mode are critical to the successful IS professional. Technological support, such asgroupware, is expected for group and team activities.
All laboratories must have adequate technical support in terms of professional staff to provide for installationand maintenance of the equipment. The staff should be proficient in both the hardware and software
applications. Complete documentation must also be available.
Four types of laboratory activities should be supported:
1. Structured Laboratories
A structured laboratory is a closed, scheduled, supervised experience in which students complete specified
exercises. Supervision is provided by an instructor who is qualified to provide necessary support andfeedback to the students. Exercises are designed to reinforce and complement the lecture material.
2. Open/Public Laboratories
Laboratories open to unscheduled use. It is also important that students have ample time to complete
exercises that are not part of the structured assignments. It is not necessary to have separate facilities forstructured and open laboratories, but adequate unscheduled open time must be available in the labs.
3. Specialized Laboratories
Specialized laboratory facilities are necessary to support an up-to-date IS program.
include the following:Special facilities

a. Systems Development— Facilities to provide access to and evaluation of the latest systems development tools and platforms. Examples include CASE tools, higher level languages, and databasemanagement and client-server systems. These facilities may be used for advanced project and design
assignments.
b. Data Communication — Facilities to provide hands-on experimentation and evaluation of local andwide area network hardware, software, and applications. Examples include LAN network software andhardware, access to servers and mainframe communication facilities, cross-platform linkage capability,
and access to communication-based applications such as the Internet.
c. Advanced Technology — This should provide hands-on experimentation with and evaluation of
applications requiring special hardware and software. Examples include group and executive support
systems, document handling and imaging systems, and multimedia systems.
4. Network and Remote Access
Both students and faculty should have access to campus resources through remote computers and networks.
This has the advantage of reducing capital expenditure for the program and providing more convenient
access.

23

Classrooms
Suitable classroom facilities, equipped with information technology teaching resources, should be provided.
A computing system with multimedia facilities is necessary for demonstrating the development, implementation, and application of information technology as well as conducting walkthroughs and making presentations. Classrooms should also have access to networks.

Library
Library support is an important part of an academic program. It is especially important for disciplines with
rapid development of knowledge such as the IS field. Libraries should include access to journals, proceedings, monographs and reference books. Access to online reference databases is also important. Fundamental
to these holdings are the publications of professional societies including, for example, ACM, AIS, and AITP
(formerly DPMA). Online access to library systems should be available through a campus network for bothstudents and faculty.

SHARED COURSES BY COMPUTER SCIENCEAND INFORMATION SYSTEMSAs explained earlier in the report, there is a close relationship between the academic fields of Information
Systems and Computer Science, and there are also very significant differences. The context for Information
Systems is an organization and its systems. The corresponding context for Computer Science is algorithmic
processes for information processing and associated technical and technology issues. There are complementary strengths for these academic units in preparing graduates for information systems work in organizations.
An Information Systems academic unit is typically strong in preparing students for the organizational
environment. This advantage is especially strong when the IS program is within or closely tied to organization or business studies. The challenge for an IS unit may be in maintaining adequate depth of instruction
in some technology subjects.
A Computer Science program sometimes reverses the comparative position of an IS unit. It is typicallystrong in teaching technology and related algorithmic processes. On the other hand, organization functions
and organization systems may not be an area of emphasis.
Of course, there is so much variety in the actual organization of academic units that these remarks cannot betaken too literally. Even in the case of a single academic unit which covers both IS and CS curricula, one
often sees these complementary strengths between the two curricula.
This high level perspective of complementary strengths suggests that there may be opportunities for courses
taught by Computer Science that also meet the needs of IS majors and similarly for courses taught by IS for
Computer Science students desiring more IS knowledge. It is possible to conceptualize a common core
course sequence for Computer Science and Information Systems, and in fact, such sequences are taught at
24

a number of institutions. This report has not attempted a formal definition of such a course sequence because
there is no fixed organizational model of the relationship between the two programs to which such a
definition could be addressed. Instead, we believe the correct approach is for individual institutions to takethe core requirements for IS as described in this report and those for CS as expressed in CS’91 and then,considering their own local situation in terms of organization of academic units and distribution of strengthsof faculty and laboratory resources, to design a common core sequence, if this makes sense in their own
circumstances. This is possible because both CS’91 and IS’97 describe the core requirements in terms ofknowledge units rather than courses. Specific courses in each report are for the purpose of showing possibleorganizations of the material rather than a prescription for how it is to be taught. Needless to say, thefinished product should satisfy both curricula. Close examination of CS’91 shows that opportunities forshared courses are particularly good in the curriculum area of information technology (see Figure 5 onpage 17).
The overall level of commonalty that might be achieved between a CS and an IS program are very dependent
upon local conditions; for example, the Sample Curriculum G (Software Engineering Emphasis) of CS’91
has many knowledge elements in common with IS’97, whereas other CS’91 Sample Curricula have a smaller
intersection.

UPDATING OF THE INFORMATION SYSTEMS CURRICULUM
The curriculum updating cycle has been too slow to meet the needs of academia and industry. Both thecommittee processes and the process for publication of results have been inefficient and time consuming. The
IS’97 task force recommends a new updating procedure and publication approach, using standard Internet
resources such as e-mail and document transfer facilities. Proposals are currently being prepared to support
the development of this system.

25

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Longenecker, Herbert E., Jr., David L. Feinstein, John T. Gorgone and Milton S. Jenkins 1994. “Development and Review of IS’95: A Joint Curriculum of DPMA, ICIS/AIS, and ACM for Four Year Information
Systems Programs,” Proceedings of the 1994 International Academy for Information Management
Conference, pp. 1, 2.
Longenecker, Herbert E., Jr., Sastry L. Tatapudy, David L. Feinstein and Michael V. Doran, 1992. “The
Conceptual Relevance of TQM in Implementing IS’90, the DPMA Information Systems, Model Curriculum
for Four Year Undergraduates,” Proceedings of the 1992 International Academy for Information Management Conference, p. 461.
Lorents, Alden C., and Greg Neal 1993. “Information Engineering, IEF, and the CIS Curriculum.”
ISECON’93 Proceedings, pp. 109-115.
Mawhinney, Charles H., Joseph S. Morrell and Gerard J. Morris 1994. “The IS Curriculum: Closing theGap,” ISECON’94 Proceedings, pp. 249-256.
McKinney, Alfred L., K. K. Agarwal, and Reza Sanati 1994. “Integrating Graphics into Data Structures andAlgorithms in the DPMA Model Curriculum,” ISECON’94 Proceedings, pp. 96-101.
NSF 1993. “A Framework for Academic Program in Informatics: Task Force Report,” NSF Informatics Task
Force, Center for Advanced Computer Studies, University of Southwestern Louisiana, Lafayette, November
1993.
Nunamaker, Jay F., J. Daniel Couger and Gordon B. Davis 1982. “Information Systems Curriculum
Recommendations for the 80s: Undergraduate and Graduate Programs,” Communications of the ACM,
Volume 25, Number 11, November 1982, pp. 781-805.
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1, January 1990, pp. 17-22.
Pick, James B., Roger Baty and Michael Phoenix 1994. “Teaching Geographical Information Systems,”
ISECON’94 Proceedings, pp. 35-42.
Pick, James B., and K. D. Schenk 1993. “Development of and Information Systems Curriculum for Nontraditional Students,” ISECON’93 Proceedings, pp. 148-155.
Pierson, Joan. K. 1994. “Acceptance of DPMA Model Curriculum Increasing,” Inside DPMA, June 1994,
p. 1.
Sanati, Reza, Alfred L. McKinney and Krishna K. Agarwal 1994. “Teaching Computer Graphics Applications in the DPMA Model Curriculum,” ISECON’94 Proceedings, pp. 143-148.
Shaw, Mary 1986. “Education for the Future of Software Engineering,” Technical Report SEI-86-TM-5,
Software Engineering Institute, Carnegie Mellon University, Pittsburgh, Pennsylvania, May 1986.
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Shaw, Mary 1990. “Prospects for an Engineering Discipline of Software,” Technical Report SEI-90-TR-20,
Software Engineering Institute, Carnegie Mellon University, Pittsburgh, Pennsylvania, September 1990.
Smith, Derek C. 1994. “Information Systems Curricula in South Africa,” Proceedings if the 1994 International Academy for Information Management Conference, pp. 175-178.
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Soloway, Elliot 1986. “Learning to Program = Learning to Construct Mechanisms and Explanations,”
Communications of the ACM, Volume 29, Number 9, pp. 850-858.
Sullivan-Trainor, M. L. 1994. “Experience Wanted: Annual Computerworld Survey of 600 Organizations,”
Best Places to Work, June 1994, pp. 8-9.
Tomayko, James E., and Mary Shaw 1991. “Models for Undergraduate Project Courses in Software
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Waugespack, Les 1994. “Domain Analysis is an Essential Skill of the OO Analyst,” ISECON’94 Proceedings, pp. 186-193.

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Appendix 1 — Introduction to Appendix Material
Information Systems ’97 (IS’97), is a model curriculum for a bachelor’s degree in Information Systems (IS). It is theresult of the collaborative work of a Joint Task Force of the Association for Computing Machinery (ACM), theAssociation for Information Systems (AIS), and the Association of Information Technology Professionals (AITP —formerly the Data Processing Management Association, DPMA). The appendix material presents detailed materials
from the work of the task force. The materials are designed for faculty who need significant detail to organize anddesign courses and write course materials.
Appendix

Title

Overview

2

Background of
IS Curricula andRelatedDisciplines

Computing curricula were first developed in the late 1960s. The initial curricula werein Computer Science (CS). The need for Information Systems (IS) curricula wasidentified (Ashenhurst 1972; Couger 1973). Curricula were developed over the next
decade. Since the late 1970s, both the ACM and DPMA have supported the development of model curricula for information systems. This appendix provides a chronology of significant events in these developments and the relationship between IS andother disciplines.

3

Details of theDevelopment ofIS’97

A systems development philosophy is described for the development of courses andlearning units. The group techniques that were used are explained as are the procedures for working with the knowledge structures.

4

Depth of
Knowledge
Metric andRelatedPedagogy

A cognitive behavioral metric is presented for specifying and evaluating depth ofknowledge. The specification includes a numeric depth indicator and appropriate
language to describe presentation goals and resultant behavior expected of students
completing specific parts of the curriculum.

5

IS Body ofKnowledge

An overview of the IS body of knowledge is presented. The full Body of Knowledge
is in the form of a four level outline hierarchy. This appendix discusses the first twolevels. It is based on previous efforts of DPMA and ACM (Longenecker and Feinstein
1991a, 1991b, 1991c; Ashenhurst 1972; Couger 1973; Nunamaker, Couger and Davis
1982; ACM 1983; DPMA 1981, 1986). The IS’97 body of knowledge contains theComputer Science and Engineering body of knowledge (Turner and Tucker 1991).

6

Learning Units

A modular concept of learning units is defined and utilized in specifying proposedcourses. Elements from the body of knowledge are combined in a logical top-downmanner to form Learning Units (LU). Each LU contains a goal statement, behavioral
objectives and associated elements from the body of knowledge. The language of thegoals and objectives is consistent with the depth of knowledge description. The
appropriate depth of knowledge is specified for the associated body of knowledge
elements. Methods for mapping the learning units to alternate course sequence plans
are discussed.

7

Detailed Bodyof Information
Systems
Knowledge

The complete four level hierarchy of the IS body of knowledge is presented. Depth ofknowledge appropriate for each element is shown mapped to one or more of the 127
learning units. This allows a cross reference from the body of knowledge to learning
units. This demonstrates the internal consistency and completeness of the model.

8

IS’97 Course
Specificationsand Learning
Units

Catalog overview, scope, course topics and expectations are shown for each of thecourses of IS’97. In addition, the complete goals, objectives and set of body ofknowledge elements are shown for each of the learning units. The set of learning units
completely describes the IS’97 content.

33

Appendix 2 — Background of IS Curricula and Related Disciplines
Computer Science Curricula
A curriculum for Computer Science (CS) was first outlined in 1968 (see list in Figure A2.1; ACM 1968) and revised
a decade later (ACM 1979). These curricula helped define the field of Computer Science. A joint task force of theIEEE-CS and ACM revised the curriculum in 1991 (Turner and Tucker 1991).

Information Systems Curricula
Curriculum development for Information Systems (IS) began in the early 1970s (Ashenhurst 1972; Couger 1973);
both the ACM and DPMA published versions of IS model curricula in the 1980s (DPMA 1981, 1986; Nunamaker,
Couger and Davis 1982). Key events are listed in Figure A2.1.
May, 1972

ACM Graduate Professional Programs in Information Systems (Ashenhurst 1972)

December, 1973

ACM Undergraduate Programs in Information Systems (Couger 1973)

March, 1981

ACM Educational Programs and Information Systems (Nunamaker, Couger and Davis 1982)

1981

DPMA Curriculum for Undergraduate Information Systems Education (DPMA 1981)

1983

ACM Information Systems Curriculum Recommendations for the 80s, Undergraduate and Graduate
Programs (ACM 1983; Nunamaker, Couger and Davis 1982)

October, 1984

DPMA Secondary Curriculum on Information Technology and Computer Information Systems

October, 1985

DPMA Associate-Level Model Curriculum in Computer Information Systems

October, 1985

DPMA Model Curriculum for Undergraduate Computer Information Systems

May, 1990

ACM/IEEE Computing Curriculum for Computer Science for Undergraduates

October, 1990

DPMA IS’90 draft document (Longenecker and Feinstein 1991c)

June, 1991

DPMA IS’90 Curriculum for Undergraduate Programs in Information Systems

July, 1991

ACM CS Curriculum (Turner and Tucker 1991)

January, 1994

DPMA IS’94 Curriculum for Two Year Programs in Information Systems (Longenecker, Feinstein etal. 1994)

Figure A2.1 – Key Chronology of IS Curriculum Events
The DPMA IS’90 model was begun in November 1988 and completed by July of 1991 (Longenecker and Feinstein
1991b, 1991c). This model was based on a survey of information systems programs in approximately 1,000 colleges
and universities in North America (Longenecker and Feinstein 1991a). Participants in the effort, the Curriculum Task
Force (CTF 90), were drawn from an international community of industry, business and academia including both two
and four year institutions. The work was supported by the DPMA but participants were also active in otherorganizations. Material from the unpublished work of the ACM-IS curriculum committee which met in the late 1980s
was incorporated into the model.

34

The draft version “Information Systems – The DPMA Model Curriculum for a Four Year Undergraduate Degree(IS’90),” was released in October 1990. This draft was presented at ISECON (Information Systems Educational
Conference) in Chicago, at the DSI (Decision Sciences Institute) meeting in San Diego, and at ICIS (International
Conference for Information Systems) in Copenhagen. A final document was released in June 1991. IS’90 prompted
considerable dialogue. A partial list of papers that discuss various aspects of IS education is found in the bibliography(Aggarwal and Rollier 1994; Burn et al. 1994; Cale 1994; Chow, Dick and Edmundson 1994; Daigle and Kemp 1993,
1994; Daniels et al. 1992; Denison 1993; Doran, Longenecker and Pardu 1994; Cohen 1993, 1994; Granger andSchroeder 1994; Haney 1994; Klein, Stephens and Bohannon 1994; Lim 1993; Longenecker, Feinstein and Gorgone
1994; Longenecker et al. 1996; Longenecker et al. 1997; Lorents and Neal 1993; Mawhinney, Morrell and Morris
1994; McKinney, Agarwal and Sanati 1994; Pick and Schenk 1993; Pick, Baty and Phoenix 1994; Sanati, McKinney
and Agarwal 1994; Smith 1994; Waugespack 1994).
Currently, most information systems programs use either the DPMA or ACM model or some combination of the two(Glass 1992; Pierson 1994).

Characteristics of IS’97 Development
In February 1994 the initial meeting of a Joint Task Force for ACM, AIS, and DPMA collaboration on a model IS
curriculum was held. At the meeting, the IS’90 body of IS knowledge was reviewed and updated. During subsequentmeetings, curriculum presentation areas were described. Courses were also developed based on specific goals andobjectives. Statements specifying the characteristics of graduates were reviewed and extended. Preliminary versionsof the curriculum were presented in 1994 and 1995 at ISECON (Information Systems Educational Conference,Louisville), DSI (Decision Science Institute, Honolulu), IAIM (International Academy for Information Management,
Las Vegas), ICIS (International Conference on Information Systems, Vancouver), and SIGCSE (Special Interest
Group for Computer Science Education, Nashville).
The IS’97 materials were presented for review to 900 faculty, chairs, and distinguished IS professionals during thesummer of 1995. The critique from the review process was used by the co-chairs in developing the edited version now
called IS’97. The ACM Education Board members and DPMA management submitted significant suggestions forrevision of IS’95. The upgraded materials were presented in 1995 at IACIS (International Association for Computer
Information Systems), ISECON, DSI, and IAIM, and in 1996 at SIGCSE in Philadelphia.
IS’97 and its predecessor IS’90 differ from other approaches in several fundamental ways.
1. Development was based on a systems based methodology which can be replicated as the knowledge baseevolves.
2. Course content is determined in a functional manner rather than topically. For example, an integrated course
in systems development replaces the necessity for separate courses in database, analysis, and design. These
topics have always been strongly coupled and, therefore, should be taught together.
3. The depth of coverage of elements of the body of knowledge within the objectives is progressive. This allows
all related topics to be covered in an integrated fashion with repetition and increasing depth until the required
exit competence is achieved.
4. Measurable educational outcome objectives are identified and used uniformly throughout the methodology.
Depth of knowledge is defined in a manner consistent with Bloom (1956). This allows for learning of the bodyof knowledge to a specified competence as well as continuous assessment and feedback (Argyris 1976, 1977).
Topics are revisited several times within the context of given goals of instruction (Gagne, Briggs and Wager
1988).
5. The learning units provide small units for curriculum design. They support tailoring of courses and are not asprescriptive as courses used in previous models. This allows flexibility by individual academic units, yet withthe ability to remain focused on overall objectives of the curriculum. This approach will help ensure the qualityof graduates (Denning 1992; Bemowski 1991a, 1991b; Cherkasky 1992).

35

Appendix 3 — Details of the Development of IS’97
This appendix explains the development process for IS’97. A few key principles guided the effort:
1.

The documents produced and the thinking involved should represent a consensus from IS faculty, chairs, andindustry leaders.

2.

The documents should be designed to help IS faculty produce competent and confident entry level graduates well
suited to work-place responsibilities.

3.

The documents should not be prescriptive, but should allow faculty to see clearly the depth of understanding andbehaviors expected of graduates, and to build their own courses within the guidelines of the documents.

4.

The documents should be based on sound educational methodology and make appropriate recommendations forconsideration by IS faculty.

5.

The model should be flexible and adaptable to most IS programs. It should be useful for IS programs in different
parts of the university. Survey data indicated almost 50% of IS programs occur in schools of business, while therest occur in a number of other areas.

The Development Process
There were meetings of the entire task force, of the co-chairs, and of the IS community at formal panels, keynotes,
and other presentations at the annual meetings of IACIS, ISECON, DSI, IAIM, ICIS, and SIGCSE. Agenda items(Clawson and Bostrom 1991) and group methods were considered in detail, and methods were selected to takemaximum advantage of the various assembled groups.
In meetings, facilitated discussion was frequently used. As the group talked through agenda items, an almost verbatim
transcript was produced and projected on a screen for all to view. This written record prevented any blocking behavior
and provided a mechanism for developing shared vision, a major goal at every meeting.
Group systems tools were used for several electronic meetings in which information was collected from groupmembers.
1.

A group meeting tool (GROUP_OUTLINER) was used for an electronic discussion forum and idea generation.
The tool allowed developing an organized list/outline (with directions) for electronic discussion by the participants. Printouts were given to the group frequently during such meetings. This allowed for group and individual
learning and sharing of ideas.

2.

A group meeting software function (VOTE) was used to test opinions and to determine the relative strength ofideas. The tool was not used as a means to divide or eliminate discussion. The tool was not used to develop or
enforce a consensus.

3.

A group meeting software function (GROUP-MATRIX) was used by the task force for level setting with lengthy
multi-column lists. Significant variances in opinions were explored through face-to-face discussion during thesessions. The tool was used to encourage consensus.

Idea development was usually initiated in large groups with collection of data. Small teams or individuals sifted
through the ideas to extract the central meanings and present abstractions for review by the group. Idea initiators wereasked to bring reference material to ensure completeness.

36

Abstractions were reviewed and evaluated. Surveys were developed to involve a larger group in reviewing thedeveloping ideas and concepts. The surveys were considered useful forward-looking input because:
1.

Faculty completing the surveys knew that their answers would be used to reflect the future.

2.

Consistency in importance of survey items over time identifies items having long-term value. For example, theimportance of systems theory was in all surveys going back to 1988. Such a constant observation leads to therecommendation to include systems theory within the IS’97 curriculum.

3.

Important unmet needs emerge. Where a significant percent of the community accepts or rejects an idea, therecommendations reflect such concerns. For example, a very high percent of surveyed participants suggested thatthe curriculum should present options involving cooperation with Computer Science units.

In using the survey data, questions were posed that tested many of the ideas the task group felt were important. The
results were shared with the IS community to test the suggestions. Such data are an explicit part of IS’97.
The co-chairs and task force members are well known IS faculty and/or professionals. ACM Education Board, AIS,DPMA top management, DSI, IAIM, ISECON, and IACIS management have provided critical review and theopportunity for refinement of these materials. Reviewers have completed surveys and provided commentary to ensure
the validity and accuracy of this document.
In identifying participants for the survey, the MISRC/McGraw-Hill Directory of Management Information Systems
Faculty was used for tracking IS departments, IS faculty, and IS chairs. We feel this collection represents about 40%of the IS community. Other lists from meeting participants, the DPMA, and Peterson Guide were used. Overall,several thousand IS programs within the United States, Canada and from other parts of the world were contacted.

Exit Objectives for Graduates
In a systems approach to the IS curriculum, the definition of exit objectives identifies the output of the system. The
input is assumed to be high school graduates capable of entering college.
The basic idea is that graduates of IS programs should have competencies, skills and attitudes that are necessary forsuccess in the workplace and life-long learning as an IS professional or provide the basis for graduate programs.
Surveys of the task force and of others have identified and prioritized these characteristics. Many of these competencies are shared within the computing professions, as indicated by this data.
Given these exit characteristics, there exists a sequence of learning units that produce graduates with the desiredcompetencies. The task force described these learning units and their sequencing. This was accomplished in a top
down manner by describing broad curriculum areas, formulating courses to implement these areas, and specifying
learning units to implement the courses.

Depth of Knowledge Metrics
The depth of knowledge metrics of IS’90 were adopted by the IS’97 task force. There are five levels of depth ofknowledge competencies explained in Appendix 4. The IS’97 group extended the IS’90 observations by reviewing
the appropriate pedagogy, particularly the issues regarding the successful application of cooperative learning
mechanisms. These are particularly important in team environments. The competency levels were used to differentiate introductory explanation of topics from later depth coverage. A backtracking process was used to assure that
correct sequencing of material was achieved and appropriate prerequisite material had been defined.

37

Body of Information Systems Knowledge
The body of computing knowledge represents a synthesis of the IS’90 body of knowledge updated by the IS’97 task
force. Also incorporated were elements of the ACM-Computer Science knowledge elements from CS’91 and othercurriculum proposals as well as all of the knowledge elements from the Software Engineering Institute documents (seeAppendix 7 for detail). In addition, the document has been modified to reflect the work of the NSF sponsored task
force describing a tenth area for CS’91.
In order to match and include the ACM and other knowledge elements, all competency statements were removed,
leaving just the knowledge element. The IS body of knowledge is essentially a three level hierarchy of broad subject
areas. Most of the CS and SE elements are added as the fourth level to further elaborate the detailed topics. They
add a considerable richness to the hierarchy and, in fact, define a computing body of knowledge. The ethics
components from an NSF task force for a tenth area of CS’91 were added as elements at the fourth level and required
renaming several third level elements for completeness.
The mapping process was done one element at a time, searching to see where the element belonged. The process was
repeated for each element. Some elements matched an existing third level element.

Development of Courses
Selecting the names and number of courses was one of the most controversial issues for the task force. Although
there was a final concession to agree to adopt ten courses and one prerequisite, it is doubtful there was a true consensus
on the validity of the entire course set. For example, in AACSB accredited schools, a maximum of eight courses ispermitted. The task force therefore used the courses as a vehicle to determine the goals and objectives that all
graduates needed to learn rather than a unified prescription.
Curriculum areas were a source of discussion but there was good agreement on these areas. The task force used Group
Systems to collect potential course names within each curriculum area. These lists were organized and the numberof courses that could be taught within each area were identified. Once the number of courses was fixed, the group
selected course titles. Reasonable consensus was reached through face to face discussion of the lists and the course
titles presented in this document were adopted.

Development of Learning Units
The systems approach of Gagne, Briggs and Wager (1988) based on a strategic sequencing of learning objectives
requiring performance at increasing levels of Bloom’s (1956) competencies was chosen. A modification of Bloom
levels was used with four levels of competency. Learning units were developed to encapsulate goals and objectives
for transferring elements of the IS body of computing knowledge. IS’90 (Longenecker and Feinstein 1991c)
developed a language for specification of goals and objective statements.
Once course titles were fixed, the task force again used group meeting software to collect goal and objective
statements for each course. Task force members had previous curriculum documents, access to texts, the body ofknowledge, and a variety of recent publications in addition to their own expertise.
Several thousand goal and objective statement were collected. These were organized into groups manually andrewritten giving a list of 127 goal statements and 250 uncorrelated objective statements. Both lists were entered into
a database. Each goal and objective was classified with keywords. The keywords were used to partially order the twolists. One or more objective statement was matched to a goal statement. Some goal statements had no corresponding

38

objectives and goals were written for these. Each goal and set of objectives was then reviewed for completeness,given a name and a depth level based on the language of the goal and objectives.
Using the keywords for each goal and objective, the body of knowledge was searched manually for appropriateelements. The search was done by looking primarily for third level knowledge statements. For each third levelelement, at least one, and preferably more than one, goal-objectives set, or “learning unit,” was isolated for each
depth of knowledge level. The mapping of the body of knowledge to learning units is shown both in Appendices 7
and 8. In Appendix 7, the learning units are shown. In Appendix 8, the goal and objective sets are shown, along withthe relevant body of knowledge elements.

39

Appendix 4 – Depth of Knowledge Metrics and Related Pedagogy
A key ingredient in IS’97 is a competency or depth of knowledge metric with five levels (with four levels specified
in the curriculum). This metric is based on but not identical to the work of Bloom (1956), which describes a six level
metric. The metric makes it possible to communicate specifications and expectations.

Depth of Knowledge Metric
Table A4.1 is a summary of the depth of knowledge metric. Note that there are conceptually five levels for depth ofknowledge in IS’97 but only the first four are used for an undergraduate program. The IS’97 levels differ from Bloom
levels in that Bloom’s level 1 is divided into IS’97 levels 1 and 2 and Bloom levels 4, 5, and 6 are mapped to IS’97
level 5.
The characteristics of the metric include–

the definition of the levels of knowledge,–

the behavior to be demonstrated by those completing learning units of the curriculum,–

how goals and objectives are developed compatible with each knowledge level,–

how to determine the level of knowledge from previously defined goal and objective statements (reverse
engineer knowledge levels from existing documentation),–

how material at a given level can be delivered to students, and–how learning at given level can be assessed.

The Joint IS’97 Curriculum Task Force used the taxonomy of knowledge description adopted by IS’90 (Longenecker
and Feinstein 1991c; Longenecker, Clark et al. 1994) summarized above. The IS’97 task force used the templateshown in column 3 for use in writing behavioral objective and goal statements; these statements allow authors andfaculty to be more precise in communicating expectations for both students and teachers.

Identifying Expectations
The statements of characteristics of graduates contain “keywords” that can be detected using the template of themetric. For example, if the expectation is to “apply problem solving techniques in configuring a local area network,”
this is the equivalent of a level 4 objective. The knowledge levels specified within IS’97 are compatible with thedefinitions of Table A4.1. The exit objectives of the goals and objectives have been checked and verified to assure
consistency with the expectations of industry and academics.

Content Analysis of Statements of Expectation
The knowledge levels of IS’97 are designed to give guidance to educators in planning as well as in the analysis ofoutcomes. Column 3 of Table A4.1 describes a template for writing objectives. This template was originally definedin IS’90 and has been expanded in the present context. The language used in writing a behavioral objectives wasderived from the Bloom taxonomy. The template may be used prescriptively in writing presentation goals and student

40

performance objectives to ensure that the implied level of difficulty is presented. Likewise, given the objective, thestudent’s behavior can be observed and compared with the objective statement to ensure that the students achieve thedesired results of the presentation goal statements.

Learning Techniques for Different Levels
Learning techniques often differ for different levels. Level 1 knowledge in IS’97 (awareness) is knowledge that is
immediately apparent. Given a visual stimulus, it is knowledge that is recalled. IS’97 level 2 knowledge (literacy)
requires not only recognition, but recognition of the context of the knowledge; that is, the knowledge element and its
parents and descendants should be familiar to the learner. Classroom activity or participative learning strategies are
sufficient in transferring this level of knowledge, although level 2 activity is enhanced in the lab. Although knowledge
at levels 1 and 2 is relatively low, these levels should be mastered before higher levels can be achieved. It is the“revisiting” of previously presented and learned knowledge that is implied in the organization of learning units.
The more complex IS’97 level 3 (usage/comprehension) requires considerable practice and creative repetition.
Level 4 (application) requires unsupervised practice. Team work, project work, and other participative learningfacilitate achieving these levels. Proper sequencing is an important factor in achieving student success. Projectlaboratories are ideal for this level of student activity. In fact, these laboratories are beneficial at all levels of
instruction (Doran, Longenecker and Pardu 1994; Dutt 1994). Some institutions have been successful with total
participatory project environments (Holland College 1993).
The cooperative paradigm (Litchfield 1996; Johnson, Johnson and Houlubec 1993) offers many advantages to learners,
although it requires considerable change on the part of faculty. The cooperative paradigm greatly increases student
motivation and better simulates the work environment in which graduates are expected to perform. The cooperative
paradigm supports well the development of application level competencies.

41

IS’90,’94,’95
Depth of
Knowledge

Bloom
Levels of Knowledge

Template for Writing Behavioral Objectives
Students completing ... will be able to

Meaning of Depth of Knowledge Level andActivities Associated with Attaining that Level

1 Knowledge
Recognition

Define ...
List characteristics of ...
Name components of ...
Diagram ...
List advantages/disadvantages of ...

Introductory Recall and Recognition

Compare and contrast ...
Explain ...
Write/execute simple ...
Define functional capabilities that are ...
Describe interrelations of ... to related objects

Knowledge of Framework and Contents, Differential Knowledge

2 Comprehension
Translation/
Extrapolation
Use of Knowledge

Use ...
Communicate the idea of ...
Form and relate the abstraction of ... as ...
Given a set of ..., interpolate/extrapolate to ...
List concepts/major steps in ...

Comprehension and Ability to Use Knowledge when Asked

4 Detailed
Understanding
Application

3 Application
Knowledge

Search for correct solution to ... and apply it to ...
Design and implement a ... for ...
Write syntactically correct ... and/or debug ...
Apply the principles of ... to ...
Implement a ... and maintain it

Selection of the Right Thing and Using It without Hints

5 Skilled Use

4 Analysis
5 Synthesis
6 Evaluation

Develop/originate/institute ...
Construct/adapt ...
Generate novel solutions to ...
Come up with new knowledge regarding ...
Evaluate/judge the relative value of ... with respect
to ...

Identification, Use and Evaluation of New Knowledge

1 Awareness2 Literacy

3 Concept/Use

1 Differentiation

Class presentations, discussion groups, reading, watching videos, structured
laboratories. Involves only recognition, but with little ability to differentiate. Does not involve use.

Continued lecture and participative discussion, reading, team work andprojects, structured labs. Requires recognition knowledge as a prerequisite.
Requires practice. Does not involve use.

Requires continued lab and project participation, presentation involving
giving explanations and demonstrations, accepting criticism; may requiredeveloping skills in directed labs.

Semi-structured team-oriented labs where students generate their own solutions, make their own decisions, commit to and complete assignments, andpresent and explain solutions.

An advanced level of knowledge for those very capable of applying existing knowledge in which denovo solutions are found and utilized in solving
and evaluating the proposed new knowledge.

Table A4.1 — Knowledge Levels, Templates for Objective Writing, and Meaning of the Depth Levels with Associated Learning Activities

Appendix 5 — IS Body of Knowledge
A specific discipline may be defined by its associated body of knowledge. The information systems bodyof knowledge consists of three major subject areas:
1.0 Information Technology
2.0 Organizational and Management Concepts
3.0 Theory and Development of Systems
Each subject area contains major topics and each major topic contains subtopics which are the lowest level
curriculum elements of the body of knowledge. A fourth level with more detail for third level elements isuseful in describing curriculum content.

Sources Used in Defining the Body of Knowledge
Each of these subject areas represents specific domains of knowledge. The entire body of knowledge consistsof 506 elements in a four level hierarchy (Nunamaker, Couger and Davis 1982; DPMA 1981,1986;
Longenecker and Feinstein 1991c; Longenecker, Feinstein et al. 1994). The fourth level makes it possible
to include the 106 element CS knowledge body of Turner and Tucker (1991) and the 120 elements from thesoftware engineering body of knowledge. Elements of the software engineering body of knowledge were
explicitly derived from analysis of curriculum content contained in reports on software engineering education
developed by the Software Engineering Institute (Ford 1990, 1991), and were based on the observations ofGlass (1992), other reports from the SEI (Berry 1992; Ford, Gibbs, and Tomayko 1987; Ford and Ardis
1989; Ford 1994; Gibbs and Ford 1986; Shaw 1986, 1990; SEI 1991; Tomayko and Shaw 1991), and otherefforts (BCS 1989; Ford and Gibbs 1989; Freeman 1987; Gibbs 1989; Leventhal and Mynatt 1987; NSF
1993; Parnas 1990; Wasserman 1976).

Two Level View of the Body of Knowledge
Table A5.1 shows a two level hierarchy of the body of knowledge. The three major subject areas are broken
into subareas. While Table A5.1 shows only two levels, the complete body of knowledge (see Appendix 7)
contains the expansion to four levels.

Industry/Academic Survey of Required Depth of Knowledge
Table A5.2 shows a two level description of each of the subject areas of the body of knowledge in column 1.
Columns 2 through 4 show data derived by surveying academicians on the importance of the various items
to different categories of students (IS majors, IS minors and end users). Column 5 represents data derived
from a survey of industry expectations for new hires (Mawhinney, Morrell and Morris 1994). By inspectionof columns 4 and 5, it is evident that there is substantial agreement between industry expectations and thedepth standard set by IS academics.

43

Table A5.2 shows that graduates of an IS program require comprehensive usage level of information
technology. Graduates should be able to accept direction and complete tasks assigned (Denning 1992) andalso be able to apply their knowledge without direction. This information has been used for setting depth
expectations within IS’97.

Body of Information Systems Knowledge
1.0 Information Technology
1.1
1.2
1.3
1.4
1.5
1.6
1.7

Computer Architectures
Algorithms and Data Structures
Programming Languages
Operating Systems
Telecommunications
Database
Artificial Intelligence

2.0 Organizational and Management Concepts
2.1 General Organization Theory
2.2 Information Systems Management
2.3 Decision Theory
2.4 Organizational Behavior
2.7 Managing the Process of Change
2.8 Legal and Ethical Aspects of IS
2.9 Professionalism
2.10 Interpersonal Skills

3.0 Theory and Development of Systems
3.1 Systems and Information Concepts
3.2 Approaches to Systems Development
3.3 Systems Development Concepts and Methodologies
3.4 Systems Development Tools and Techniques
3.5 Application Planning
3.6 Risk Management
3.7 Project Management
3.8 Information and Business Analysis
3.9 Information Systems Design
3.10 Systems Implementation and Testing Strategies
3.11 Systems Operation and Maintenance3.12 Systems Development for Specific Types of Information Systems
Table A5.1 — IS’97 Body of Knowledge Presented as a Two Level Hierarchy.
( See Appendix 7 for the complete structure.)

44

Expected Knowledge Levelsof Information Systems Professionals

Body of Information Systems
Knowledge Elements

Survey of IS Academics
IS’97
8/95
Review

DPMA 12/93 Survey

IS Industry
1994

End
User

IS
Minor

IS
Major

IS
Major

Entry
Level

1.1 Computer Architectures

1.4

2.2

3.1

2.9

3.4

1.2 Algorithms and Data Structures

1.3

2.3

3.4

3.2

3.2

1.3 Programming Languages

1.5

2.6

3.7

3.5

3.2

1.4 Operating Systems

1.4

2.4

3.2

2.7

3.1

1.5 Telecommunications

1.5

2.5

3.2

3.0

3.0

1.6 Database

1.8

2.8

3.7

3.5

3.5

1.7 Artificial Intelligence

1.4

2.0

2.6

2.2

1.9

2.1 General Organizational Theory

1.8

2.3

2.8

3.2

2.6

2.2 Information Systems Management

1.6

2.6

3.2

2.9

2.5

2.3 Decision Theory

1.7

2.2

2.7

2.9

2.4

2.4 Organizational Behavior

2.7

2.7

2.8

3.0

2.4

2.7 Managing the Process of Change

1.9

2.3

2.8

2.9

2.8

2.8 Legal and Ethical Aspects of IS

1.5

2.6

3.0

2.8

3.5

2.9 Professionalism

1.9

2.6

3.0

3.1

3.5

2.10 Interpersonal Skills/Communications

2.5

2.8

3.9

3.6

4.0*

3.1 Systems and Information Concepts

2.5

2.8

3.1

3.2

3.3

3.2 Approaches to Systems Development

1.5

2.3

3.2

3.3

3.4

3.3 Systems Development Concepts and Methodologies

1.5

2.3

3.2

3.4

3.3

3.4 Systems Development Tools and Techniques

1.4

2.6

3.5

2.9

2.5

3.5 Applications Planning

1.7

2.8

3.6

3.2

3.0

3.7 Project Management

1.6

2.6

3.3

2.9

3.0

3.8 Information and Business Analysis

1.7

2.7

3.4

3.4

3.4

3.9 Information System Design

1.6

2.7

3.6

3.2

3.1

3.10 Systems Implementation and Testing Strategies

1.5

2.7

3.5

3.0

3.6

3.11 Systems Operation and Maintenance

1.5

2.7

3.5

2.7

—

3.12 Systems Development for Specific Types ofInformation Systems

1.7

2.7

3.2

3.1

—

The data from IS academics was obtained in a DPMA sponsored national survey of IS program heads conducted by the IS’97 Curriculum Task Force in December
1993, and from a survey of 161 department heads and IS faculty conducted during the review of IS’97. The industry survey information was taken from Table 1,with 2.10 estimated from Figure 3, of Mawhinney, Morrell and Morris (1994). The knowledge levels are means of survey responses and represent the average depthof learning expected by the sample group where each respondent selected an integer knowledge level (where 1=Awareness, 2=Literacy, 3=Ability to Use and
4=Ability to Apply the indicated knowledge).

Table A5.2 — Academic versus Industry Expected Competencies

45

Appendix 6 – Learning Units
Once the general architecture of the curriculum and course names were determined, goal and objective statements
for each of the courses were developed. These statements were developed to achieve a synthesis consistent with
underlying principles and characteristics of IS graduates, general curriculum areas, an updated body of knowledge,
and the concept of spiral learning.
The goal and objective statements were developed using the template definitions of Appendix 4. The levels oflearning are explicit in all of the statements. The use of the template structure ensured consistent and uniform
language. The language used in writing goals and objectives help faculty devise examinations to measure theperformance required for completion of each of the units. Overall, 139 goals were identified. Approximately 270
objectives were developed and matched to the goal statements.
Exit levels of competency were developed for all third and fourth level elements of the body of knowledge. The exit
level of knowledge is the depth or level of understanding students are expected to attain for each knowledge unit by
the completion of the program. Items from the body of knowledge were assigned to the appropriate objectives at thelevel of competency required to satisfy the objective. Knowledge units may appear in more than one objective. For
each occurrence of a knowledge unit, an exit level of competency was assigned. This repetition of the knowledge
units formed a progression of increasing competency.
Working upward from components, each goal and its associated objectives comprise a Learning Unit with a Learning
Unit name. The level of knowledge was extracted from the “template” text of the learning unit, since precise
language indicating level had been used. Learning units were grouped within each curriculum presentation sub-area
and also as courses. The architecture of the curriculum development is shown in Figure A6.1.
Looking at the structure from the top, curriculum presentation areas set out the broad areas for presentation ofmaterial. Curriculum area components are significant sub-presentation areas. Curriculum area components or
curriculum subareas are mapped to courses. The Body of Knowledge has Subject Areas and the subject areas haveelements that are mapped to Learning Units.
Figure A6.2 shows the relation of learning units to the curriculum sub-areas. Figure A6.3 show the learning units
associated with each course. Appendix 8 shows the details of each course and also shows the details of each of thelearning units. In summary,IS’97 consists ofCurriculum Presentation Areas which are broad areas of knowledge which can be expressed byCurriculum Area Components and IS Courses which are implemented through a sequence ofIS’97 Learning Units each defined by a specificLearning Unit Goal which describes presentation of
Body of Knowledge Elements whose effective presentation can be assessed by
Learning Objectives which describe the expected level of knowledge outcome performance by students.

46

Many institutions are developing integrated courses that span multiple academic units. For example, a business school
may wish to develop an entirely integrated core curriculum and ensure that appropriate end-user computing is acomponent of such a program. An alternate example might involve development of a hybrid CS-IS core curriculum.
It is the intention that learning units can be moved intact into these integrated courses and programs. With incorporation of the learning units, the integrity of the IS learning experience can be preserved in the integrated program.

Curriculum Presentation Areas

Body of Knowledge Areas

Curriculum
Area Components

Body of Knowledge
Subject Elements

Alternative
Course Sets
IS’97
Course Set

IS’97 Learning Units(Title, Learning Level, Goals, Objectives)

Local Objectives

Figure A6.1. Architecture of IS’97 Curriculum47

Figure A6.2 — Learning Units in IS’97 (organized by Curriculum Area and Sub Area)
CURRICULUM PRESENTATION AREA
CURRICULUM SUB-AREA
LEVEL OF KNOWLEDGE
COURSE NUMBERLEARNING UNIT NUMBER AND NAME
A. FUNDAMENTALS OF CIS
A.1 IS LITERACYLEVEL COURSE LU-# LEARNING UNIT NAME---------------1 00
0004
IT AND SOCIETY
1 00
0001
SYSTEMS AND IT CONCEPTS
1 01
0012
ETHICS AND THE IS PROFESSIONAL
A.2 END-USER COMPUTING
1 00
0003
1 02
13.01
1 02
13.02
2 02
13.05
2 02
13.07
3 00
0002
3 02
13.09
3 02
13.16
B. IS THEORY AND PRACTICE
B.1 SYSTEMS/QUALITY
1 01
0006
1 01
0005
2 03
0016
2 03
0022
2 08
0099
3 05
0042

PROBLEM SOLVING, SMALL IS
WORK AND ACTIVITY CONCEPTS
SUPPORT: INDIVIDUALS VS GROUPSORGANIZING PERSONAL DATA RESOURCESACCESSING/RETRIEVING/STORING DATAKNOWLEDGE WORK SOFTWARECONFIGURE AND CUSTOMIZE A PACKAGE
IMPLEMENTING A PERSONAL IS APPLICATIONINFORMATION AND QUALITYSYSTEMS AND QUALITY
IS THEORYSYSTEMS AND QUALITY, AND ISIS REQUIREMENTS/WORK-FLOW PLANNING
INFORMATIONMEASUREMENTS/DATA/EVENTS

B.2 DECISION MAKING
1 01
2 03
2 03
2 03

0010
0021
0020
0019

CHARACTERISTICS OF AN IS PROFESSIONALDECISION MAKING, SIMON MODELPERSONAL GOALS AND DECISIONSPERSONAL, COGNITIVE PROCESS

B.3 IS PLANNING
2 03
2 03
2 03

0018
0123
0026

IS DEVELOPMENT AND MANAGEMENT
IS MANAGEMENT OF IS FUNCTIONIS PLANNING

B.4 IT AND ORG SYSTEMS
2 01
0009
2 03
0031
2 03
0017
2 03
0027
2 03
0025
2 03
0023
2 03
0024
2 07
0085
3 03
0119
C. INFORMATION TECHNOLOGY
C.1 COMPUTER HARDWARE
1 01
0007
1 06
0064
2 06
0063
C.2 SYSTEM SOFTWARE
1 06
0065
1
2

06
06

0068
0067

C.3 TELECOMMUNICATIONS
2 04
0124
2 04
0037
2 04
0036
2 04
0032
2 04
0034
2 04
0038
2 04
0033
2 04
0039
2 04
0035
2 06
0062
C.4 PROGRAMMING
2 02
2 05
2 05
2

48

05

13.10
0052
0056
0050

2

05

0049

2
2
2
2
2

05
05
07
07
09

0051
0061
0083
0082
0104

2

09

0101

3
3
3

05
05
05

0060
0059
0048

3
3

05
09

0058
0100

IT AND ATTAINING OBJECTIVESIS SOCIETY AND ETHICSIS STRATEGIC COMPONENTIS TYPESMODELS, ORG; RELATION TO ISSYSTEMS, ROLE OF MGMT, USERS, DESIGNERSSYSTEMS, WORK-FLOW, ORG SYSTEMSIS PROFESSIONAL CODE OF ETHICSETHICS AND LEGAL ISSUESIT HARDWARE AND SOFTWAREIT HARDWARE ARCHITECTURESIT PERIPHERAL DEVICESIT SYSTEMS SOFTWARE COMPONENTS/
INTERACTOS ENVIRONMENTS AND RESOURCES
OS FUNCTIONSIS MANAGING EMERGING TECHNOLOGIESTELECOM, ARCH., TOPOLOGIES, PROTOCOLSTELECOM, CENTRAL/DISTRIBUTED SYSTEMSTELECOM, DEVICES, MEDIA, SYSTEMSTELECOM, ECONOMICS, DESIGN ISSUESTELECOM, HARDWARE AND SOFTWARETELECOM, ORG SUPPORT BY
TELECOM, SERVICES, RELIAB., SECURITY...
TELECOM, STANDARDS, STD ORGSTELECOM, SYSTEMS VIEW HW/SW
PROCEDURAL/EVENT DRIVEN PROGRAMMING
PROBLEM SOLVING, ENVIRONMENTS/TOOLSPROBLEMSOLVING,IS
APPL,
SUBSTRUCTURES
PROBLEM SOLVING, MODULES/COHESION/
COUPLING
PROBLEM SOLVING, OBJECT IMPLEMENTATIONPROBLEM SOLVING, V&V--SYSTEMS VIEW
PROGRAMMING: LANGUAGE COMPARISONIS SOFTWARE QUALITY METRICS
PROBLEM SOLVING, COMPLEXITY METRICS
IS APPLICATIONS, PROGRAMMING ENVIRONMENTIS IMPLEMENTATION WITH OBJECTS/EVENTDR
PROBLEM SOLVING, DESIGN, TEST, DEBUG
PROBLEM SOLVING, FILE/DB EDITORS/RPTS
PROBLEM SOLVING, TOP DOWN IMPLEMENTATIONPROBLEM SOLVING, WITH FILES/DATABASEIS APPLICATION WITH PROGRAMMING LANG

C.5 ALGORITHMIC DESIGN
2 02
13.11
2 05
0044
2 05
0053
2 05
0043
2 05
0046
2 05
0045
2 08
0089
3 05
0054
3 05
0055
3 05
0047
3 05
0057
D. SYSTEMS DEVELOPMENT
D.1 SOFTWARE DEVELOPMENT
2 02
13.08
2 02
13.13
3 08
0093
3 08
0090
3 08
0092
3 08
0091
3 09
0103
4 10
0110
D.2 DATABASE
2 02
2 02
3 07
3 08
3 08

IMPLEMENTING SIMPLE ALGORITHMS
ADT’S, CLASSES, OBJECTSADT’S: DATA AND FILE STRUCTURES
DATA: CHARACTERS, RECORDS, FILES, MMEDIAOBJECT REPRESENTATION OF A SYSTEM
PROBLEM SOLVING, FORMAL PROBLEMS AND IS
ADT’S: DATABASE MODELS AND FUNCTIONSADT’S: ARRAYS, LISTS, TREES, RECORDS
ADT’S: INDEXED FILES, KEYS
PROBLEM SOLVING, ALGORITHM DEVELOPMENT
PROBLEM SOLVING, DATA/FILE APPLICATIONSIS LIFE CYCLE: DEVELOPING WITH PACKAGESIMPLEMENTING AND EVENT DRIVEN APPLICATIONSIS APPLICATION DEVELOPMENT/CODE GENERATEIS DATABASE AND IS IMPLEMENTATIONIS DATABASE APPLICATION IMPLEMENTATIONIS DATABASE APPLICATION STRUCTURING
IS DEVELOPMENT TESTINGIS APPLICATIONS, PRODUCTION SYSTEMS

13.06
13.12
0081
0088
0095

DATABASE TERMINOLOGY AND CONCEPTS
IMPLEMENTING A SIMPLE DATABASE DESIGNIS DATABASE APPLICATIONS DEVELOPMENTIS DATA MODELINGIS DATABASE CONCEPTUAL/LOGICAL MODELS

D.3 SYS ANALYSIS/DESIGN
1 02
13.03
2 02
13.04
2 03
0028
2 07
0077
2 08
0097
3 01
0008
3 02
0014
3 07
0072
3 07
0078
3 07
0075
3 07
0076
3 07
0074
3 07
0084
3 08
0098
3 08
0096
4 10
0111

INFO ANALYSIS: INDIVIDUAL VS GROUPINFO ANALYSIS: FINDING IS/IT REQUIREMENTS
IS DEVELOPMENT STANDARDSIS DEVELOPMENT RISKS/FEASIBILITY
IS CONVERSION PLANNING
IT SYSTEMS SPECIFICATIONPROBLEM SOLVING, WITH PACKAGESIS ANALYSIS AND DESIGN TASKSIS CONTINUOUS IMPROVEMENT AND IS
IS DESIGN AND IMPLEMENTATIONIS RAPID PROTOTYPINGIS REQUIREMENTS AND SPECIFICATIONSSYSTEMS AND QUALITY METRICS/ASSESSMENT
IS DEVELOPMENT AND CONVERSIONIS FUNCTIONAL SPECIFICATIONSIS REQUIREMENTS AND DATABASE

D.4 TEAMS/INTERPERSONAL
2 08
0086
3 07
0079
3 07
0080
3 08
0087
3 10
0126
4 08
0117
4 10
0113
4 10
0114
4 10
0112

INTERPERSONAL, SYNERGISTIC SOLUTIONSINTERPERSONAL, CONSENSUS DEVELOPMENT
INTERPERSONAL, GROUP DYNAMICS
INTERPERSONAL, AGREEMENTS/COMMITMENTPERSONAL, TIME/RELATIONSHIP MANAGEMENTPERSONAL, PRESENTATIONINTERPERSONAL, EMPATHETIC LISTENING
INTERPERSONAL, GOAL/MISSION ALIGNMENTPERSONAL, PROACTIVITY/PRINCIPLED ACTION

D.5 PROJECT MANAGEMENT
2 10
0109
3 08
0094
3 08
0127
3 10
0105
4 10
0106
4 10
0107
4 10
0108
4 10
0116

IS DEVELOPMENT PROJECT CLOSE DOWNIS DEVELOPMENT AND PROJECT MANAGEMENTQUALITY AND PERFORMANCE MANAGEMENTIS DEVELOPMENT PROJECT PLANNING
IS DEVELOPMENT PROJECT MANAGEMENTIS DEVELOPMENT PROJECT MANAGEMENTIS DEVELOPMENT PROJECT MANAGEMENT TOOLSIS LIFE CYCLES AND PROJECTS

E. IS DEPLOYMENT AND MANAGEMENT
E.1 SUPPORT SERVICES
4 10
0118
E.2 SYSTEMS INTEGRATION
2 04
0040
2 04
0041
2 06
0069
2 06
0070
3 06
0071
3 07
0073

PERSONAL, LIFE-LONG LEARNINGTELECOM, INSTALLATION, IMPLEMENTATIONTELECOM, LAN, INSTALL, CONFIGURE
OS, INSTALL MULTI-MEDIAOS, INTEROPERABILITY AND SYS INTEGRATION
OS, INSTALL MULTI-USER SYSTEMIS COMMERCIAL IMPLEMENTATIONS

E.3 MANAGEMENT OF IS THE FUNCTION
1 01
0011
IS CAREERS
1 03
0030
PERSONAL, PERFORMANCE EVALUATION
2 03
0029
IS IMPLEMENTATION, OUTSOURCING
2 10
0122
IS POLICIES AND STANDARDS
3 10
0120
IS MANAGEMENT AND DEPT ORGANIZATION
3 10
0115
IS RESPONSIBILITY TO SELL DESIGNS TO MGT
3 10
0121
PERSONAL, LEADERSHIP AND IS
E.4 INFORMATION RESOURCE MANAGEMENT
2 10
0125
IS IMPLEMENTATION AND OUTSOURCING
3 02
0015
INFORMATION USE STRATEGIESFigure A6.3 — Learning Units in IS’97 Courses
This figure show the distribution of learning units in the IS’97 courses. The learning units are organized according to the curriculum presentation
areas and subareas. The learning unit numbers correspond to the numbers used in Appendix 7 which gives a complete definition of the individual
learning units. The level of knowledge associated with each learning unit corresponds to the IS’97 knowledge units defined in Appendix 8.
COURSECURRICULUM PRESENTATION AREA
CURRICULUM SUB-AREA
LU-# LEVEL LEARNING UNIT NAME-------------IS’97.P0 KNOWLEDGE WORK SOFTWARE TOOL KIT
1.0 FUNDAMENTALS OF CIS
1.1 IS LITERACY
0001
1
SYSTEMS AND IT CONCEPTS
0004
1IT AND SOCIETY
1.2 END-USER COMPUTING
0002
3KNOWLEDGE WORK SOFTWARE
0003
1
PROBLEM SOLVING, SMALL IS
IS’97.1 FUNDAMENTALS OF INFORMATION SYSTEMS
1.0 FUNDAMENTALS OF CIS
1.1 IS LITERACY
0012
1
ETHICS AND THE IS PROFESSIONAL
2.0 IS THEORY
2.1 SYSTEMS/QUALITY
0005
1
SYSTEMS AND QUALITY
0006
1
INFORMATION AND QUALITY
2.2 DECISION MAKING
0010
1
CHARACTERISTICS OF AN IS PROFESSIONAL
2.4 IT AND ORGANIZATIONAL SYSTEMS
0009
2IT AND ATTAINING OBJECTIVES
3.0 INFORMATION TECHNOLOGY
3.1 COMPUTER HARDWARE
0007
1
IT HARDWARE AND SOFTWARE
4.0 SYSTEMS DEVELOPMENT
4.3 SYSTEMS ANALYSIS AND DESIGN
0008
3IT SYSTEMS SPECIFICATION
5.0 IS DEPLOYMENT AND MANAGEMENT
5.3 MANAGEMENT OF IS FUNCTION
0011
1
IS CAREERS
IS’97.2 PERSONAL PRODUCTIVITY WITH IS TECHNOLOGY
1.0 FUNDAMENTALS OF CIS
1.1 LITERACY
13.15 1EMERGING INFORMATION TECHNOLOGIES
1.2 END-USER COMPUTING
13.01 1KNOWLEDGE WORK AND ACTIVITY CONCEPTS
13.02 1
IT/IS SUPPORT: INDIVIDUALS VS GROUPS
13.05 2ORGANIZING PERSONAL DATA RESOURCES
13.07 2ACCESSING/RETRIEVING/STORING DATA
13.09 3
CONFIGURE AND CUSTOMIZE A PACKAGE
13.16 3IMPLEMENTING A PERSONAL IS APPLICATION
3.0 INFORMATION TECHNOLOGY
3.4 PROGRAMMING
13.10 2PROCEDURAL/EVENT DRIVEN PROGRAMMING
3.5 ALGORITHMIC DESIGN
13.11 2IMPLEMENTING SIMPLE ALGORITHMS
4.0 SYSTEMS DEVELOPMENT
4.1 SOFTWARE DEVELOPMENT
13.08 2IS LIFE CYCLE: DEVELOPING WITH PACKAGES
13.13 2IMPLEMENTING AN EVENT DRIVEN APPLICATION
4.2 DATABASE
13.06 2DATABASE TERMINOLOGY AND CONCEPTS
13.12 2IMPLEMENTING A SIMPLE DATABASE DESIGN
4.3 SYSTEMS ANALYSIS/DESIGN
13.03 1INFO ANALYSIS: INDIVIDUAL VS GROUP CONSIDERATIONS
13.04 2INFO ANALYSIS: FINDING IS/IT REQUIREMENTS
5.0 IS DEPLOYMENT/MANAGEMENT
5.4 INFO RESOURCE MANAGEMENT
0015
3
INFORMATION USE STRATEGIESIS’93.3 INFORMATION SYSTEMS THEORY AND PRACTICE
2.0 IS THEORY
2.1 SYSTEMS/QUALITY
0016
2
IS THEORY
0022
2
SYSTEMS AND QUALITY, AND IS
2.2 DECISION MAKING
0019
2
PERSONAL, COGNITIVE PROCESS
0020
2
PERSONAL, GOALS AND DECISIONS
0021
2
DECISION MAKING, SIMON MODEL
2.3 IS PLANNING
0018
2
IS DEVELOPMENT AND MANAGEMENT
0026
2
IS PLANNING
0123
2
IS MANAGEMENT OF IS FUNCTION
2.4 IT AND ORGANIZATIONAL SYSTEMS
0017
2
IS AS A STRATEGIC COMPONENT
0023
2
SYSTEMS, ROLE OF MANAGEMENT, USERS, DESIGNERS
0024
2
SYSTEMS, WORK-FLOW, ORGANIZATIONAL SYSTEMS
0025
2
MODELS, ORGANIZATIONAL RELATIONSHIP TO IS
0027
2
IS TYPES
0031
2
IS SOCIETY AND ETHICS
0119
3
ETHICS AND LEGAL ISSUES
4.0 SYSTEMS DEVELOPMENT
4.3 SYSTEMS ANALYSIS AND DESIGN
0028
2
IS DEVELOPMENT STANDARDS
5.0 IS DEPLOYMENT/MANAGEMENT
5.3 MANAGEMENT OF THE IS FUNCTION
0029
2
IS IMPLEMENTATION, OUTSOURCING
0030
1
PERSONAL, PERFORMANCE EVALUATION
IS’97.4 INFORMATION TECHNOLOGY HARDWARE AND SOFTWARE
3.0 INFORMATION TECHNOLOGY
3.1 COMPUTER HARDWARE
0063
2
IT PERIPHERAL DEVICES
0064
1
IT HARDWARE ARCHITECTURES
3.2 SYSTEM SOFTWARE
0065
1
IT SYSTEMS SOFTWARE COMPONENTS, INTERACTIONS
0067
2
OS FUNCTIONS
0068
1
OS ENVIRONMENTS AND RESOURCES
3.3 TELECOMMUNICATIONS
0062
3
TELECOM, SYSTEMS VIEW HW/SW
5.0 IS DEPLOYMENT AND MANAGEMENT
5.2 SYSTEMS INTEGRATION
0069
2
OS, INSTALLATION, CONFIGURATION FOR MULTI-MEDIA
0070
2
OS, INTEROPERABILITY AND SYSTEMS INTEGRATION
0071
3
OS, INSTALLATION, CONFIGURATION OF MULTI-USER
SYSTEMS
IS’97.5 PROGRAMMING, DATA, FILE AND OBJECT STRUCTURES
2.0 IS THEORY
2.1 SYSTEMS AND QUALITY
0042
3
INFORMATION MEASUREMENTS/DATA/EVENTS
3.0 INFORMATION TECHNOLOGY
3.4 PROGRAMMING
0048
3
PROBLEM SOLVING, TOP DOWN IMPLEMENTATION
0049
2
PROBLEM SOLVING, OBJECT IMPLEMENTATION
0050
2
PROBLEM SOLVING, MODULES/COHESION/COUPLING
0051
2
VERIFICATION AND VALIDATION-A SYSTEMS VIEW
0052
2
PROBLEM SOLVING, ENVIRONMENTS AND TOOLS
0056
2
PROBLEM SOLVING, IS APPLICATIONS, SUB-STRUCTURES
0058
3
PROBLEM SOLVING, WITH FILES AND DATABASE
0059
3
PROBLEM SOLVING, FILE/DB EDITORS/REPORTS

0060
3
PROBLEM SOLVING, DESIGN, TEST, DEBUG
0061
2
PROGRAMMING: LANGUAGE COMPARISON
3.5 ALGORITHMIC DESIGN
0043
2
DATA: CHARACTERS, RECORDS, FILES, MULTI-MEDIA
0044
2
ADT’S, CLASSES, OBJECTS
0045
2
PROBLEM SOLVING, FORMAL PROBLEMS AND IS
0046
2
OBJECT REPRESENTATION OF A SYSTEM
0047
3
PROBLEM SOLVING, ALGORITHM DEVELOPMENT
0053
2
ADT’S: DATA AND FILE STRUCTURES
0054
3
ADT’S: ARRAYS, LISTS, TREES, RECORDS
0055
3
ADT’S: INDEXED FILES, KEYS
0057
3
PROBLEM SOLVING, DATA AND FILE APPLICATIONS
IS’97.6 TELECOMMUNICATIONS
3.0 INFORMATION TECHNOLOGY
3.3 TELECOMMUNICATIONS
0032
2
TELECOM, DEVICES, MEDIA, SYSTEMS
0033
2
TELECOM, ORGANIZATIONAL SUPPORT BY
0034
2
TELECOM, ECONOMICS, DESIGN ISSUES
0035
2
TELECOM, STANDARDS, STANDARD ORGANIZATIONS
0036
2
TELECOM, CENTRAL/DISTRIBUTED SYSTEMS
0037
2
TELECOM, ARCHITECTURES.,TOPOLOGIES, PROTOCOLS
0038
2
TELECOM, HARDWARE AND SOFTWARE
0039
2
TELECOM, SERVICES, RELIABILITY., SECURITY...
0124
2
IS MANAGEMENT OF EMERGING TECHNOLOGIES
5.0 IS DEPLOYMENT/MANAGEMENT
5.2 SYSTEMS INTEGRATION
0040
2
TELECOM, INSTALLATION, IMPLEMENTATION
0041
2
TELECOM, LAN, INSTALLATION, CONFIGURATION
IS’97.7 ANALYSIS AND LOGICAL DESIGN OF INFORMATION SYSTEMS
2.0 IS THEORY
2.4 IT AND ORGANIZATIONAL SYSTEMS
0085
2
IS PROFESSIONAL CODE OF ETHICS
3.0 INFORMATION TECHNOLOGY
3.4 PROGRAMMING
0082
2
PROBLEM SOLVING, COMPLEXITY METRICS
0083
2
IS SOFTWARE QUALITY METRICS
4.0 SYSTEMS DEVELOPMENT
4.2 DATABASE
0081
3
IS DATABASE APPLICATIONS DEVELOPMENT
4.3 SYSTEMS ANALYSIS/DESIGN
0072
3
IS ANALYSIS AND DESIGN TASKS
0074
3
IS REQUIREMENTS AND SPECIFICATIONS
0075
3
IS DESIGN AND IMPLEMENTATION
0076
3
IS RAPID PROTOTYPING
0077
2
IS DEVELOPMENT RISKS/FEASIBILITY
0078
3
IS CONTINUOUS IMPROVEMENT AND IS
0084
3
SYSTEMS AND QUALITY METRICS/ASSESSMENT
4.4 TEAMS/INTERPERSONAL
0079
3
INTERPERSONAL, CONSENSUS DEVELOPMENT
0080
3
INTERPERSONAL, GROUP DYNAMICS
5.0 IS DEPLOYMENT AND MANAGEMENT
5.2 SYSTEMS INTEGRATION
0073
3
IS COMMERCIAL IMPLEMENTATIONS
IS’97.8 PHYSICAL DESIGN AND IMPLEMENTATION OF IS WITH DBMS
2.0 IS THEORY
2.1 SYSTEMS AND QUALITY
0099
2
IS REQUIREMENTS/WORK-FLOW PLANNING
3.0 INFORMATION TECHNOLOGY
3.5 ALGORITHMIC DESIGN
0089
2
ADT’S: DATABASE MODELS AND FUNCTIONS
4.0 SYSTEMS DEVELOPMENT
4.1 SOFTWARE DEVELOPMENT
0090
3
IS DATABASE AND IS IMPLEMENTATION
0091
3
IS DATABASE APPLICATION STRUCTURING
0092
3
IS DATABASE APPLICATION IMPLEMENTATION
0093
3
IS APPLICATION DEVELOPMENT/CODE GENERATE
4.2 DATABASE
0088
3
IS DATA MODELING
0095
3
IS DATABASE CONCEPTUAL/LOGICAL MODELS
4.3 SYSTEMS ANALYSIS AND DESIGN
0096
3
IS FUNCTIONAL SPECIFICATIONS
0097
2
IS CONVERSION PLANNING
0098
3
IS DEVELOPMENT AND CONVERSION
4.4 TEAMS AND INTERPERSONAL COMMUNICATIONS
0086
2
INTERPERSONAL, SYNERGISTIC SOLUTIONS
0087
3
INTERPERSONAL, AGREEMENTS AND COMMITMENT
0117
4
PERSONAL, PRESENTATION
4.5 PROJECT MANAGEMENT
0094
3
IS DEVELOPMENT AND PROJECT MANAGEMENT
0127
3
QUALITY AND PERFORMANCE MANAGEMENT
IS’97.9 PHYSICAL DESIGN AND IMPLEMENTATION OF AN IS WITH A PROGRAMMING ENVIRONMENT
3.0 INFORMATION TECHNOLOGY
3.4 PROGRAMMING
0100
3IS APPLICATION WITH PROGRAMMING LANGUAGE
0101
2
IS IMPLEMENTATION WITH OBJECTS, EVENT DRIVEN
0104
2
IS APPLICATIONS, PROGRAMMING ENVIRONMENT
4.0 SYSTEMS DEVELOPMENT
4.1 SOFTWARE DEVELOPMENT
0103
3
IS DEVELOPMENT TESTING
IS’97.10 PROJECT MANAGEMENT AND PRACTICE
4.0 SYSTEMS DEVELOPMENT
0110
4
IS APPLICATIONS, PRODUCTION SYSTEMS
4.3 SYSTEMS ANALYSIS/DESIGN
0111
4IS REQUIREMENTS AND DATABASE
4.4 TEAMS/INTERPERSONAL
0112
4
PERSONAL, PROACTIVITY, PRINCIPLED ACTION
0113
4
INTERPERSONAL, EMPATHETIC LISTENING
0114
4
INTERPERSONAL, GOALS, MISSION , ALIGNMENT
0126
3
PERSONAL, TIME AND RELATIONSHIP MANAGEMENT
4.5 PROJECT MANAGEMENT
0105
3
IS DEVELOPMENT, PROJECT PLANNING
0106
4
IS DEVELOPMENT, PROJECT MANAGEMENT
0107
4
IS DEVELOPMENT , PROJECT MANAGEMENT
0108
4
IS DEVELOPMENT, PROJECT MANAGEMENT TOOLS
0109
2
IS DEVELOPMENT, PROJECT CLOSE DOWN
0116
4IS LIFE CYCLES AND PROJECTS
5.0 IS DEPLOYMENT/MANAGEMENT
5.1 SUPPORT SERVICES
0118
4PERSONAL, LIFE-LONG LEARNING
5.3 MANAGEMENT OF IS FUNCTION
0115
3
IS RESPONSIBILITY TO SELL DESIGNS TO MANAGEMENT
0120
3
IS MANAGEMENT AND IS DEPARTMENT ORGANIZATION
0121
3
PERSONAL, LEADERSHIP AND IS
0122
2
IS POLICIES AND STANDARDS
5.4 INFORMATION RESOURCE MANAGEMENT
0125
2
IS IMPLEMENTATION AND OUTSOURCING

49

Appendix 7 — DETAILED BODY OF INFORMATIONSYSTEMS KNOWLEDGE
This appendix is a table that shows the complete IS Body of Knowledge elements with learning unit numbers incolumn one through column four. The column number corresponds to depth of knowledge. For example, knowledge
element 1.1.1, Fundamental Data, is to be achieved in learning unit 3 up to depth of knowledge level 1 (awareness/recognition). The same unit is to be learned to level 4 (applications knowledge) in learning unit 44. Appendix
6 contains knowledge level definitions and explanations. Appendix 8 has detailed definitions of the learning units.
Learning Unit Numbers at Body ofIS’97 Depth of Knowledge Knowledge
SourceLevels

IS’97 Body of Knowledge Elements in Four Levelsof Detail (subject area, subareas, topics and subtopics)

Level Level Level Level CS IS SE
12
3
43, 13.10 42

43

44

1
n
n
n
n

1
1
1

42,
13.10

62

43

1, 7

62, 6462

1.0 Information technology
1.1 Computer architectures
1.1.1
Fundamental data representation: non-numeric, numeric (integers, reals, errors, precision)
1.1.1.1
Basic machine representation of numeric data
1.1.1.2
Basic machine representation of non-numeric data
1.1.1.3
Finite precision of integer and floating point number representation
1.1.1.4
Errors in computer arithmetic and related portability issues
1.1.1.5
Basic concepts of computer architecture

1

1.1.2

Physical representation of digitized information: e.g., data, text, image, voice,
video

1

1.1.3

CPU architectures: CPU, memory, registers, addressing modes, instruction
sets
Basic organization; von Neumann, block diagram, data paths, control
path, functional units, instruction cycles
Instructions and addressing modes: instruction sets and types
Instructions and addressing modes: assembly-machine language
Addressing modes
Control unit; instruction fetch and execution, operand fetch
CISC, RISC
Computer organization
Memory systems

n1.1.3.1
n
n
n
n
n
1
1
1

7, 38,
62, 64

36

1
n
n
n
n
n
n
n
n
n

1.1.4
n

1

62

1
n

1.1.3.2
1.1.3.3
1.1.3.4
1.1.3.5
1.1.3.6
1.1.3.7
1.1.3.8nComputer system components: busses, controllers, storage systems, peripheral devices
1.1.4.1
Peripherals: I/O and interrupts
1.1.4.2
Peripherals: input/output control methods, interrupts
1.1.4.3
Peripherals: external storage, physical organization and drives
1.1.4.4
Auxiliary storage, tape, optical
1.1.4.5
Storage systems and technology
1.1.4.6
Space allocation, hierarchy
1.1.4.7
Main memory organization, bus operations, cycle times for selection
and addressing
1.1.4.8
Cache memory, read/write
1.1.4.9
Virtual memory
1.1.4.10
Interfaces between computers and other devices (sensors, effector, etc.)

1.1.5
1.1.5.1
1.1.5.2

50

Multiprocessor architectures
Systems architectures (single multi-processing and distributed processing, stack, array, vector, multiprocessor and hypercube architectures,
supercomputers)
Client server technologies

62

64

1, 3,
13.11,
13.1045 46, 48

n

1

1.1.6
1.1.6.1nn

1.1.6.2
1.1.6.3

n
n
n
n
n
n

1.1.6.4
1.1.6.5

13.16, 50, 51,
47, 48, 92, 100, n
50, 51, 110n54, 56,n57, 59,n60, 91,n98, 103
n

13.1,
13.10

56,
13.11

44, 50,54, 57,60

1, 3

42, 5043

53

43, 47,49, 51,52, 54,56, 57,58, 59,60, 91,94, 98,103

150, 51,
92, 100, n
110
n
n

1

1.1.6.6
1.1.6.7
1.1.6.8
1.1.6.9

1
1

1.2 Algorithms and data structures
1.2.1
Formal problems and problem solving
1.2.1.1
Problem solving strategies using greedy algorithms
1.2.1.2
Problem solving strategies using divide and conquer algorithms
1.2.1.3
Problem solving strategies using back- tracking algorithms
1.2.1.4
Software design process; from specification to implementation
1.2.1.5
Problem recognition statement and algorithmic determination; procedural abstraction; parameters1.2.1.6
Implementation strategies (top-down, bottom-up; teams vs individual;
management task)
1.2.1.7
Formal verification concepts
1.2.1.8
Formal models of computation

1

1.2.2

Basic data structures: lists, arrays, strings, records, sets, linked-lists, stacks,
queues, trees, graphs

1

1.2.3

Complex data structures: e.g., of data, text, voice, image, video, hypermedia

1

1.2.4
1.2.4.1
1.2.4.2
1.2.4.3

Abstract data types
Purpose and implementation of abstract data types
Informal specifications
Formal specifications, pre-conditions and post-conditions, algebraic
specifications for abstract data types
Modules, cohesion, coupling; data flow diagrams, and conversion tohierarchy charts
Correctness, verification and validation: pre- and post-conditions,invariants, elementary proofs of code and design reading, structured
walkthroughs
Control structures; selection, iteration, recursion; data types and theiruses in problem solving

1

1

n

n
n

1.2.4.4
1.2.4.5n
1.2.4.6
13.10

3

55

14, 53,57, 6050, 53,57, 58,59, 98n

1

1.2.5
1.2.5.1n

1.2.5.2n

1.2.5.3
1

1

n

1.2.6
1.2.6.1nn

1.2.6.2

83

1

1

1

1

1

n
n
n
n
n
n
n
n
1
61
n
n
61

Digital logic and systems
Logic elements and switching theory; minimization concepts and implementation of functions
Propagation delays and hazards
Demultiplexers, multiplexers, decoders, encoders, adders, subtractors,
comparators, shift registers, counters
ROM, PROM, EPROM, EAPROM, RAM
Analysis and synthesis of synchronous circuits, asynchronous vs synchronous circuits
Register transfer notation, conditional and unconditional
Algorithmic state machines, steering networks, load transfer signals
Tristates and bus structures
Block diagrams, timing diagrams, transfer language

1File structures: sequential, direct access, hashing, indexed
Files (structure, access methods): file layouts; fundamental file concepts; sequential files; non-sequential files
Files (structure, access methods): directories contents and structure,naming, searching, access, backups
Files (structure, access methods): system security overview, security
methods and devices, protection, access, authentication

1.2.6.3

Sorting and searching data structures and algorithms
Sorting algorithms (shell sort, bucket sort, radix sort, quick sort), editing, reporting, updating
Searching algorithms (serial search, binary search, and binary searchtree)
Searching, hashing, collision resolution

1.2.7
1.2.7.1
1.2.7.2
1.2.7.3
1.2.7.4
1.2.7.5
1.2.7.6
1.2.7.7
1.2.7.8
1.2.7.9

Algorithm efficiency, complexity and metrics
Asymptotic analysis at upper and average bounds; big "O", little
Time vs space trade-offs in algorithms
Complexity classes P, NP, P-space; tractable and intractable problems
Lower bound analysis (for sorting)
NP-completenessO (n "squared") sorting algorithms
O (n log n) sorting algorithms
Backtracking, parsing, discrete simulations, etc.
Fundamentals of analysis of algorithms

1.2.8
1.2.8.1
1.2.8.2

Recursive algorithms
Recursive algorithms connection with mathematical induction
Comparison of iterative and recursive algorithms

1.2.9

Neural networks and genetic algorithms

51

61

1
n
n
n
n
n
n
n
n
n
n

13.10

61, 10461

1

13.11,
61

50

13.10

61

103

13.10

61

51

61

101

46

38, 46,
61

46, 50,71, 93,104

1

1

1.3 Programming languages
1.3.1
Fundamental programming language structures; comparison of languages andapplications

1

1

1.3.2

Machine and assembly level languages

1

1.3.3
1.3.3.1
1.3.3.2
1.3.3.3

Procedural languages
Procedural programming advantages and disadvantages
Basic type declarations; arithmetic operators and assignment; conditional statements; loops and recursion
Procedures, functions, and parameters; arrays and records

1

1.3.4

Non-procedural languages: logic, functional, event driven

104

1

1.3.5

Fourth-generation languages

104

1

1.3.6

Object oriented extensions to languages

1

1.3.7
1.3.7.1
1.3.7.2
1.3.7.3
1.3.7.4
1.3.7.5
1.3.7.6
1.3.7.7
1.3.7.8

n
n
n

n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n

1
1

n
n
n
n
n
n
1

1

7, 62

82

1

7, 36,
62, 65,67

71, 8252

1.2.10
Advanced considerations
1.2.10.1
Computable functions: models of computable functions selected from
Turing machines, RAM, (partial) recursive functions, lambda calculus,
Church’s thesis
1.2.10.2
Machines, e.g. Universal Turing Machine
1.2.10.3
Decision problems: recursive and recursively enumerable problems;
undecidable problems
1.2.10.4
Models of parallel architectures
1.2.10.5
Algorithms for parallel architectures
1.2.10.6
Mathematical problems: well-conditioned and ill-conditioned problems
1.2.10.7
Mathematical problems: iterative approximation to mathematical problems; Newton’s method; Gaussian elimination
1.2.10.8
Mathematical problems: error classification; computational, representational, and methodological distinctions
1.2.10.9
Mathematical problems: applications of iterative approximation methods in sciences and engineering
1.2.10.10
Bounds on computing: computability and algorithmic intractability

n

1
1

1

Programming languages, design, implementation and comparison
History of early languages
Evolution of procedural languages
Evolution of non-procedural languages
Virtual computers
Elementary and structured data types
Creation and application of user defined data types
Expressions, order of evaluation, and side-effects
Subprograms and coroutines as abstractions of expressions and statements
1.3.7.9
Exception handling
1.3.7.10
Mechanisms for sharing and restricting access to data
1.3.7.11
Static vs dynamic scope, lifetimes, visibility
1.3.7.12
Parameter passing mechanisms; reference, value, name, result, etc.
1.3.7.13
Varieties of type checking disciplines and their mechanics
1.3.7.14
Stack-based application of storage
1.3.7.15
Heap-based application of storage
1.3.7.16
Finite state automata as restricted models of computation and acceptorsof regular expressions
1.3.7.17
Application of regular expressions to programming language analysis
1.3.7.18
Use of context-free grammars as a formal description device for programming language syntax
1.3.7.19
Equivalence of context free grammar and pushdown automata
1.3.7.20
Use of pushdown automata in parsing programming languages
1.3.7.21
Language translation process, compilers to interpreters1.3.7.22
Programming language semantics
1.3.7.23
Functional programming paradigms and languages
1.3.7.24
Parallel programming constructs
1.3.7.25
Procedural languages: implementation issues; performance improvement, debugging, anti-bugging
1.3.7.26
Compilers and translators
1.3.7.27
Very high level languages: SQL, 4th-GL
1.3.7.28
Object-oriented design, languages, and programming
1.3.7.29
Logic programming languages: LISP, PROLOG; logic oriented programming
1.3.7.30
Code generators
1.3.7.31
Expert system shells
1.3.7.32
Software design languages

1.4 Operating systems
1.4.1
Architecture, goals and structure of an operating system; structuring methods,
layered models, object-server model
1.4.2

Interaction of operating system and hardware architecture62, 65,
67

1
n
n
n
n
n
n

1
1

n
n
67

1

1

n
n
n
n
n
n
n
62, 67

62

71

1
n
n
n
n
n
n
n
n
1

1.4.3
1.4.3.1
1.4.3.2
1.4.3.3
1.4.3.4
1.4.3.5
1.4.3.6
1.4.3.7
1.4.3.8

Process management: concurrent processes, synchronization
Tasks, processes, dispatching context switchers, role of interrupts
Structures, ready list, process control blocks
Concurrent process execution
Sharing access, race conditions
Deadlock; causes, conditions, prevention
Models and mechanisms (e.g., busy waiting, spin locks, Deker’s algorithm, semaphores, mutex locks, regions, monitors
Preemptive and non-preemptive switching
Schedulers and scheduling policies

1.4.4
1.4.4.1
1.4.4.2
1.4.4.3
1.4.4.4
1.4.4.5
1.4.4.6
1.4.4.7

Memory management
Physical memory and registers
Overlays, swapping, partitions
Pages and segments
Placement and replacement policies
Thrashing, working sets
Free lists, layout; servers, interrupts; recovery from failures
Memory protection; recovery management

1.4.5
1.4.5.1
1.4.5.2
1.4.5.3
1.4.5.4
1.4.5.5
1.4.5.6
1.4.5.7
1.4.5.8
1.4.5.9

Resource allocation and scheduling
Protocol suites (communications and networking); streams anddatagrams
Internetworking and routing; servers and services
Types of operating systems: single user, multi-user, network
Synchronization and timing in distributed and real time systems
Special concerns in real-time systems; failures, risks, and recovery
Operating system utilities
Hardware evolution; economic forces and constraints
Architecture of real-time and embedded systems
Special concerns in embedded real-time systems: hard-timing requirements; reliability, robustness, and fault tolerance; input and output considerations; awareness of issues pertaining to time; concurrency; complex interfaces of device/device and device/software; inadequacy of
testing for real-time systems

65, 67

71

1

1.4.6

Secondary storage management65, 67

71

1

1.4.7

File and directory systems

62

65, 67,
94

71

1

1.4.8

Protection and security

36

70

1

1.4.9

Distributed operating systems

1

1.4.10OS support for human interaction: e.g., GUI, interactive video

19, 61,65, 68,1016252, 691

1.4.11OS interoperability and compatibility: e.g., open systems

62

37, 70681

1.4.12

Operating system utilities, tools, commands and shell programming

62

68

1

1.4.13
System administration and management
1.4.13.1
System bootstrapping/initial program load
1.4.13.2
System generation
1.4.13.3
System configuration
1.4.13.4
Performance analysis, evaluation and monitoring
1.4.13.5
System optimization and tuning
1.4.13.6
System management functions: backup, security and protection, adding
and deleting users
1

4, 13.7 7, 35,
37, 62,
64

1
n
n

4, 64

32, 62

40

1
1

1.5.2

n
37, 624, 13.7, 38, 62,
64
63

40

1

32, 41,94

1
1

1.5 Telecommunications
1.5.1
International telecommunication standards, models, trends
1.5.1.1
Computer networks and control: topologies, common carriers, equipment configuration, error detection and correction, polling and contention protocols, security and encryption
1.5.1.2
Network design and management: network architectures (ISO, SNA,DNA), protocols (X.25, ISO, etc.)

1n1.5.2.1

Data transmission: media, signaling techniques, transmission impairments,
encoding, error detection, compression
Communications system technology: transmission media,
analog-digital, communications hardware and software

1.5.3

Line configuration: error control, flow control, multiplexing

1.5.4
1.5.4.1
1.5.4.2

Local area networks
Topologies, medium access control, multiplexing
Local area networks and WANs: topology, gateways, uses (functions
and office automation), PBXs
Requirements determinations, performance monitoring and control,
economics
Architecture of distributed systems
Hardware aspects of distributed systems

1.5.4.3
1
1

1.5.4.4
1.5.4.5

53

13.7

4, 35,
36, 38,6240, 64,
94

1

1.5.5

Wide area networks: switching techniques, broadcast techniques, routing

4

37, 38,62, 64

32

1

1.5.6

Network architectures and protocols

1

1.5.7

Internetworking

1

1.5.8

Network configuration, performance analysis and monitoring

1

1.5.9

Network security: encryption, digital signatures, authentication1

1.5.10High-speed networks: e.g., broadband ISDN, SMDS, ATM, FDDI

1

1.5.11

Emerging networks: ATM, ISDN, satellite nets, optic nets, etc., integrated
voice, data and video1

1.5.12

4
33, 35,37, 38,39, 6234, 41,
94

35, 37
62

37
37

62

33, 37,64, 681
40

1, 4, 24, 2, 13.6, 13.12,
42
58, 111 81, 91,
92, 94,98

92

13.6, 42 13.12, 47, 81,
58, 111 88, 89,
91, 92,94, 9892, 100,
110
n
n

111

1

Application: e.g., client server, EDI, EFT, phone network, e-mail, multimedia,
video conferencing, value-added networks
1.5.12.1
Methods of transmitting graphical and video information using telecom,
data compression, client-server display techniques, e.g., AOL interface,
XWindows

1

n
n
n
1

1.6 Database
1.6.1
DBMS: features, functions, architecture
1.6.1.1
DBMS (features, functions, architecture); components of database system (data, dictionary, application programs, users, administration)
1.6.1.2
DBMS: overview of relational algebra
1.6.1.3
Logical design (DBMS independent design): ER, object oriented
1.6.2
1.6.2.1
1.6.2.2
1.6.2.3

Data models: relational, hierarchical, network, object, semantic object
Relational data model terminology; mapping conceptual schema to a
relational schema
Conceptual modeling (e.g., entity-relationship, object-oriented)
Model type interconversion (e.g. hierarchical to relational, etc.)

47, 81,92, 98

1

1

1.6.3

Normalization

81, 94,95, 9892, 110 n

1

1.6.4

Integrity (referential, data item, intra-relation): representing relationships;
entity and referential integrity

13.6, 24 2, 13.12, 47, 81,
111
88, 89,91, 94,95, 9892, 100 1

1

1.6.5

Data definition languages (schema definition languages, graphical development tools, dictionaries, etc.)

1, 13.6, 13.13,
13.10, 47
24

92, 100

1n

1.6.6
1.6.6.1n

1.6.6.2n1.6.6.3
1.6.6.4
1.6.6.5
1.6.6.6

Application interface
Function supported by typical database system; access methods, security, deadlock and concurrency problems, 4th generation environments
DML, query, QBE, SQL, etc.: database query language; data definition,
query form, update sub-language, expressing constraints, referential
integrity, embedding in a procedural language
Application and user interfaces (DML, query, QBE, SQL)
Event driven screen objects (buttons, list boxes, etc.)
Physical transaction processing ; client-server considerations
Client and server distribution of processing considerations

1

1.6.7

Intelligent query processors and query organization, OLAP tools

1

1

1.6.8

Distributed databases, repositories and warehouses

1

1

1.6.9

DBMS products: recent developments in database systems (e.g., hypertext,
hypermedia, optical disks)

11

1.6.10

Database machines and servers

1

1.6.11
Data and database administration
1.6.11.1
Data administration
1.6.11.2
Database administration: social impact of database systems; security
and privacy
1.6.11.3
Ownership and access controls for data and application systems
1.6.11.4
Role and capability based access models
1.6.11.5
Replication
1.6.11.6
System capacity planning
1.6.11.7
Redundancy, safety and backup planning and administration

13.12

24

2

47, 91,
103

81, 103 91

13.7, 24 36
1, 4

91

94

61
1, 13.5 13.7, 91, 94, 11098

98, 111 81, 91
1

54

13.7

n
n
n

1

n

1

1.6.12

Data dictionary, encyclopedia, repository

11

1.6.13.

Information retrieval: e.g. internet tools, image processing, hypermedia

42, 88

1.7 Artificial intelligence
1.7.1
Knowledge representation
1.7.1.1
History, scope and limits of artificial intelligence; the Turing test
1.7.1.2
Social, ethical, legal, and philosophical aspects of artificial intelligence1.7.1.3
Problems and state spaces

1
n
n
n

42, 88142, 881

1.7.2

Knowledge engineering

1

1.7.3
1.7.3.1
1.7.3.2
1.7.3.3

Inference processing
Basic control strategies (e.g., depth-first, breadth-first)
Forward and backward reasoning
Heuristic search (e.g., generate & test, hill climb, breadth-first search,means-ends analysis, graph search, minimax search)
Expert systems and shells

n
n
n
n
42
42

1

1.7.4

Other techniques: fuzzy logic, CASE-based reasoning, natural language andspeech recognition

1

1.7.5
1.7.5.1
1.7.5.2
1.7.5.3
1.7.5.4
1.7.5.5

Knowledge-based systems
Natural language, speech and vision
Pattern recognition
Machine learning
Robotics
Neural networks

n
n
n
n
n

13.12

1.7.3.4

11

2.0 Organizational and management concepts
2.1 General organization theory
2.1.1
Hierarchical and flow models of organizations

17, 18,95

1

1

17, 18,
33

1

1

2.1.2

Organizational work groups

13.3

18, 33

1

1

2.1.3

Organizational span: single user, work group, team, enterprise, global

417, 22,26, 941

2.1.4

Role of IS within the enterprise: strategic, tactical and operations

4, 13.3 8, 17,
22, 25,
95,
116

1

2.1.5

Effect of IS on organizational structure; IS and continuous improvement

18, 36,95, 1251

2.1.6

Organizational structure: centralized, decentralized, matrix

25

1

2.1.7

Organizational issues pertaining to use of software systems in organizations

13.2

1
1
1
1
1

2.2 Information systems management
2.2.1
IS planning
2.2.1.1
Alignment of IS planning with enterprise planning
2.2.1.2
Strategic IS planning
2.2.1.3
Short-range IS planning
2.2.1.4
Re-engineering
2.2.1.5
Continuous improvement

1

2.2.2

Control of the IS function: e.g., EDP auditing, outsourcing

1
1
1
1
1

2.2.3
2.2.3.1
2.2.3.2
2.3.3.3
2.2.3.4
2.2.3.5

Staffing and human resource management
Skills planningStaff performance management
Empowerment/job ownership
Education and training
Competition, cooperation and reward structures

1

2.2.4

IS functional structures -- internal vs outsourcing

1

2.2.5

Determining goals and objectives of the IS organization

95, 116, 78, 94
121,
122, 1251

2.2.6

Managing IS as a business: e.g., customer definition, defining IS mission, IS
critical success factors

18, 115 15

1

2.2.7

CIO and staff functions

29, 116, 94
121,
122, 1251

2.2.8

IS as a service function: performance evaluation -- external/internal, marketing of services

13.2,
9, 18, 26 94, 114,
13.8, 25
121,
122, 124

29, 65,
125
13.1

116

18, 120 87, 116,
127
118
91
18, 26,
125

3

62

1

13.15,
26, 62,
125

121, 122

55

116,
121,
122,
125

1

2.2.9

Financial administration of IS: e.g., funding and chargeout

3, 13.1, 4, 5, 8,
24, 25, 14, 17,6222,25, 42

9, 30,
78, 94,1151

2.2.10Strategic use of IS: e.g., competitive advantage and IS, process
re-engineering, IS and quality, IS global impact and international considerations

1, 3

14, 941

2.2.11

Knowledge work, end user computing: support, role, productivity, activities

1

2.2.12

IS policy and operating procedures formulation and communication1

2.2.13

Backup, disaster planning and recovery

1

2.2.14

Management of emerging technologies

2, 3,
13.1
116, 125

13.5, 62 94
13.15

116

1

124

13.5, 62 18, 33,
34, 94,125

40, 41,83, 91,
94, 115

1
1
1
1
1
1
1
1
1
1
n
1

3, 62

1, 14

56, 94n

18

1

2.2.16

Security and control, viruses and systems integrity1

2.2.17

Computer operations management: e.g. tape/DASD management, scheduling,
automation-cross functional context

17, 25,42, 45,58

78, 91,92, 94,
116

6

21

115

1

2.3.2

Decisions under certainty, uncertainty, risk

1, 14,
22, 94,125

6, 1151

2.3.3

Cost/Value of information, competitive value of IS

2130, 33,79, 801

2.3.4

Decision models and IS: optimizing, satisficing

21

30, 33, 86, 112,
79, 80, 114
94, 99,106, 1131

2.3.5

Group decision process

1

2.4 Organizational behavior
2.4.1
Job design theory

18, 26,
94

1

4, 18

1

2.4.2

Cultural diversity

80, 1131

2.4.3

Group dynamics

8, 25

94, 98, 80, 86,
99, 106, 116
113,
120,
121,
122

1

2.4.4

Teamwork, leadership and empowerment

80

86, 94,96, 120,
121, 122

1

2.4.5

Use of influence, power and politics

86, 121 97

1

2.4.6

Cognitive styles

94, 99,121, 122

1

2.4.7

Negotiating and negotiating styles

13.4

86, 94,
120

86

56

1

2.3 Decision theory
2.3.1
Measurement and modeling

6

13.4

100

2.2.15
Management of sub-functions
2.2.15.1
Telecommunications management
2.2.15.2
Computer facilities management: e.g., automated operations of distributed processing, capacity planning, site maintenance2.2.15.3
Management of group decision support systems
2.2.15.4
Data administration
2.2.15.5
Ownership of data and application systems
2.2.15.6
Optimizing the climate for creativity
2.2.15.7
Quality management: e.g., reliability and quality engineering; QC teams
2.2.15.8
Management consulting relationships, outsourcing
2.2.15.9
Managing for resource contention
2.2.15.10
Operational issues associated with system installation, transition, operation, and retirement
2.2.15.11
Controlling activities and disciplines which support software evolution
and maintenance2.2.15.12
Software engineering activities: development, control, management,
operations

13.3

8

86, 94, 80, 113,
98, 99, 116
106,
121, 122

1

96, 97

1

2.4.8

2.7
Managing the process of change
2.7.1
Reasons for resistance to change

96, 971

2.7.2

Strategies for motivating change

96, 971

2.7.3

Planning for change

96, 971

2.7.4

Managing change

112, 73,
119, 1231

12, 123 73

2.8
Legal and ethical aspects of IS
2.8.1
Software sales, licensing, and agency

1

2.8.2
2.8.2.1

Contract fundamentals
Contract law

n

13.3

15, 40, 73
85, 90,119,
120, 123

1

1

2.8.3

Privacy law

39, 73,
120

1

1

2.8.4

Agencies and regulatory bodies

2.8.5
2.8.5.1
2.8.5.2

Ethics and Protection of intellectual property rights
Protection of intellectual property
Forms of intellectual property, means for protecting it, and penalties forviolating it
Ethics (plagiarism, honesty, privacy, hackers): uses, misuses, and limitsof computer technology

73, 119, 12, 85
123

1

1

n
n
n

2.8.5.3
31, 85,
119

12, 121,
122

2.8.6
1

1

2.8.6.1

1
1
1

1
1
1

1

1

2.8.6.4

1

1

2.8.6.5

1

1

2.8.6.2
1
2.8.6.3

2.8.6.5
1

1
2.8.6.6
2.8.6.7

13.2,
125

31, 119 12, 73

12

119

n
1

11, 85
11, 8512, 85

11, 85

2.8.7

Risks, losses and liability in computing applications

1

2.8.8

Warranties

1

1

1

2.9.2

Certification issues

n

1

2.9.3

Professional organizations: e.g. DPMA, ACM, TIMS, ASM, DSI, ACE, IEEE,
ASQC, AIS, IAIM, INFORMS

n

1

2.9.4

Professional conferences

1

2.9.6

IS industry: manufacturers, OEMs, system integrators, software developers

2.9.7

Historical and social context of computing

n1
174, 86,
117
13.4

8, 56

74, 99,117

113, 114

2.9
Professionalism
2.9.1
Current literature periodicals, professional, academic journals

1

25
16, 17

Ethics: Personal and professional responsibility and codes; ethical models;
ethical and social analysis
Personal responsibility: Principles of honesty, fairness, autonomy, justice, and beneficence shared among all people
Professional responsibility: Expectations and trust due to knowledge
and skills
Professional codes of ethical conduct for responsible computing professionals
Motivation for and importance of ethical behavior: the hacker mentality
vs professional behavior
Ethical models: Bentham’s utilitarianism, Kant’s moral imperative,
Rawles’ negotiation of social contracts, Covey’s Principle Centered
Leadership
Elements of ethical analysis: discussion of ethical claims; dealing withethical choices; questionable ethical approaches (naive relativism,
egoism, agency and legalism)
Ethical Analysis: arguing from example, analogy and counter-example;
identifying stakeholders and ethical issues; application of ethical codes;
identifying and evaluating alternate courses of action
Social Analysis: social contextual influence on development andtechnology usage; power relations in social interaction; technology
embodies the values of the developers; diversity of populations;
utilization of empirical data in design and development

1

1
85

4

Consensus building

1

2.10 Personal and Interpersonal Skills
2.10.1 Communication skills
2.10.2

Interviewing, questioning and listening

57

94

117, 120

12, 94107

117

56, 74

1

117

1
1

2.10.3Presentation skills
2.10.3.1
Oral and written communications
2.10.3.2
Graphics and use of multimedia
2.10.3.3
Training: goals, objectives, computer based

1

2.10.41

2.10.5
Writing skills
2.10.5.1
Fundamentals of technical writing
2.10.5.2
Principles and standards for documentation
2.10.5.3
Development of software documentation
2.10.5.4
Documentation tools
2.10.5.5
Writing as a means for life long learning
2.10.5.6
Writing journals as a method for capturing observations
2.10.5.7
Writing problem solutions and answers to issues to explore knowledge

1
1
1
1

Consulting skills

3, 10

14, 31, 86, 87, 92
85, 112 121, 122

12.10.6

Proactive attitude and approach

3, 10

14, 2012, 87, 107
121, 1221

2.10.7

Personal goal setting, decision making, and time management

3, 10

25, 78,112

87, 120 114

12.10.8Principle centered leadership86

1

2.10.9Principles of negotiation

13.2

8, 12, 19 72, 86,100

12.10.10 Fostering creativity and opportunity finding

105

13.1
3, 5, 22, 62
23

3.0 Theory and development of systems
3.1 Systems and information concepts
3.1.1
General systems theory

1

3, 5,
13.8

13.8, 22 1, 50,
62, 65,100

1

1

3.1.2.3

Systems concepts: e.g., structure, boundaries, states, objectives
Fundamental concepts of information theory
Reasoning about organizational systems, software products andprocesses
Relationships of users and suppliers to the system

45, 22, 62 22, 60

116

1

3.1.3

Properties of open systems

13.1

5, 8,
1, 22,
13.8, 25, 46, 50,
38
67,
94

116

1

3.1.4

System components and relationships

1

5, 8, 25 22, 64,
78, 116

3.1.5

Systems control: standards, control theory, feedback, loops, measurement,
quality

3.1.6

Properties of information systems

1
1

1

4, 13.1 7, 16,
17, 221

1

13.2
2, 13.8, 13.9, 76, 116
13.14, 8, 90
116

1
n

n

n
n
n
n
n

n

1
1
1
n
1
1

2, 13.8

14

3.2 Approaches to systems development
3.2.1
Systems development models: e.g., SDLC, prototyping
3.2.1.1
Systems development life cycle: software life-cycle models (iterative
enhancement, phased development, spiral, waterfall)
3.2.1.2
Developing with prototyping
3.2.1.3
Developing with packages
3.2.1.4
Data oriented development techniques
3.2.1.5
Process oriented development techniques
3.2.1.6
Object oriented development techniques: bottom-up design; support forreuse
3.2.1.7
Systems engineering considerations
3.2.1.8
Software as a component of a system
3.2.1.9
Software process and product-life cycle models
3.2.1.10
Software generation methods and tools: design and coding from scratch,program and application generators, very high level languages, reusable
components
3.2.1.11
System design methods and tools

56, 91,
116

1

3.2.2

Package acquisition and implementation

2, 13, 91 110

1

3.2.3

Integrating software components

3, 13.2

1

3.2.4

End User developed systems

1

3.2.5

Selecting a systems development approach48, 76,
90

58

3.1.2
3.1.2.1
3.1.2.2

91, 116

24

8

96

1

1
1
1

3.3 Systems development concepts and methodologies
3.3.1
Organizational and software process modeling3.3.1.1
Modeling concepts
3.3.1.2
Advanced modeling concepts, including asynchronous and parallelmodels58

88, 111 100

1

3.3.2

Data modeling: e.g., entity-relationship diagrams, normalization

24

96

122

1

3.3.3

Data oriented methodologies

24

8

96

1

3.3.4

Process oriented methodologies

46

96, 1011

3.3.5

Behavior oriented (event modeling) methodologies

46

101

1

3.3.6

Object oriented methodologies

3.3.7

Software engineering process and products

116

1

75, 90,108, 120

3.4 Systems development tools and techniques
3.4.1
CASE
3.4.1.1
Methodologies (information engineering, Jackson Techniques,
Yourdon, C. F. Martin, etc.): software design objectives
3.4.1.2
Tools: CASE tools, code generators, GDSS
3.4.1.3
Tools: IDEF and other specification and design tools; database designand schema conversion tools; implementation tools; drawing andgraphics tools

1
n
n
n

13.3

3

8, 98

74, 1061

13.9

88, 100

1

77

91, 1101

14, 26,
115

110

1

3.5.2

Planning the IS architecture

1

3.5.3

Planning for operations

1

3.5.4

Metrics for size, function points, control of complexity

3.5.5

Planning for IS security, privacy and control

115
82, 8328, 123
13, 7213.2

377, 11518, 1151

13.3, 94 116

107

116

18, 105
120, 127

12, 14,
94

108

107

116

13.3

126

Software implementation concepts and tools: e.g., data dictionary, repository,
application generator, reuse, program generators, software implementation
languages

3.6.2

Risk management principles

3.6.3

Contingency planning1n

3.7 Project management
3.7.1
Project planning and selection of appropriate process model; projectscheduling and milestones

1

n
1
1

3.7.2
Project organization, management, principles, concept and issues
3.7.2.1
Project management organizational issues
3.7.2.2
Project management principles, concepts and issues

1

11, 943.4.3

3.6 Risk management
3.6.1
Feasibility assessment

11Group-based methods: e.g., JAD, structured walkthroughs, design and code
reviews

3.5 Application planning
3.5.1
Infrastructure planning: hardware, communications, database, siten28, 72,
125

94

n

3.4.2

3.7.3

Work breakdown structures and scheduling

1

n

3.7.4

Project staffing considerations: e.g., matrix management, human factors, teamorganization, reporting

1

n

3.7.5

n
1
n

3.7.5.1
3.7.5.2
3.7.5.3

1

3.7.5.4

Project control: planning, cost estimation, resource allocation, software
technical reviews, measurement, analysis, feedback, communications,ensuring quality, scheduling, milestones
Project management documentation
Representations of project scheduling
Project economics: cost estimation techniques and tools; cost/benefit
analysis; risk analysis; etc.
Project scheduling tools

1

3.7.6

Managing multiple projects

1

3.7.7

Management concerns; stress and time management

3.7.8

Systems documentation

3.7.9

User documentation (e.g., reference manuals, operating procedures, on-line
documentation)

112

12, 87,116

56

2, 59, 94

1

1

56

2, 82,
117, 120

1

1

83

84

1

3.7.10

System metrics

73, 941

3.7.11

Scoping and scope control

1

59

94

116

1

83

82, 84,
96

1

94

108

107

109

1
1
1
1
1
1
1
1

3.7.12
Configuration management
3.7.12.1
Principles and concepts of configuration management
3.7.12.2
Role in controlling system evolution
3.7.12.3
Role in maintaining product integrity
3.7.12.4
Documentation: change controls, version controls, etc.
3.7.12.5
Organizational structures for configuration management
3.7.12.6
Configuration management plans
3.7.12.7
Configuration management tools
3.7.13

System development quality assurance

1

3.7.14

Project tracking: e.g., PERT, Gantt1

3.7.15

Project close-down

13.3,
13.4

8, 25

72, 116

1

13.4

89

26, 92,
100

1

3.8.2

Relating the application to the enterprise model

13.4

3, 8, 36, 14, 77,
111
94, 1031

3.8.3

Requirements determination and specification24

2

47, 48,50, 60,77, 95

1

81

1

3.9.2

Design methodologies: e.g., real time, object oriented, structured, event
driven1

3.9.3

Design objectives: e.g., usability, performance

1

3.9.4

Techniques to enhance the creative design process

3.9.5

Information presentation alternatives; cognitive styles

28

1
1
1
1
1
1
1
1
1

2, 65, 84 13
3

3.8 Information and business analysis
3.8.1
Problem opportunity identification: e.g., service requests, from planning
process

8, 79

14, 94

114

81

19

96

19, 59

52

101

n

1

1

1

3.9.6

n
n
n
n
n
n
n
1
1
1
1
1

60

3.9 Information systems design
3.9.1
Design: logical, physical3.9.1.1
System design methods and tools
3.9.1.2
Role of software design versus system design
3.9.1.3
Hardware-software tradeoffs for system performance and flexibility
3.9.1.4
Design of high-level interfaces, hardware to software and software tosoftware3.9.1.5
System performance prediction
3.9.1.6
System modeling techniques and representations
3.9.1.7
Object oriented system design technique3.9.1.8
System design techniques: iterative design technique, modeling, etc.
3.9.1.9
System design flexibility

Human-computer interaction (e.g., ergonomics, graphical-user interfaces,
voice, touch)
3.9.6.1
User interfaces (voice, touch...)3.9.6.2
Ergonomics
3.9.6.3
Common user access3.9.6.4
User interfaces; menu systems, command languages, direct
manipulation, common interface tool kits
3.9.6.5
Graphics output devices and their properties
3.9.6.6
Graphics primitives and their properties
3.9.6.7
Graphics software systems; general graphics standards
3.9.6.8
Architecture of window managers and user interfaces
3.9.6.9
Architecture of toolboxes and programming support environments
3.9.6.10
Representation of graphic data and sound
3.9.6.11
Design techniques for human-computer interface problems: device
independence, virtual terminals, etc.
3.9.6.12
Human factors associated with human-computer interfaces: assumptions
about class of user, handling input errors, screen design, etc.

45

82, 8350, 60,91, 97,103

51, 100,
116

1
n
n

n

n

n
n
n

1
n

3.10 Systems implementation and testing strategies
3.10.1
Systems construction

2, 14,
50, 9491, 110 1

1

65

3, 50,
60, 91,
103

116

1

3.10.2

Software systems construction: e.g., programming, unit testing , load module
packaging

14

45, 98116

13.10.3

Software integration: e.g., packages

97, 98116

13.10.4

Systems conversion: approaches, planning, implementation

1

3.10.5

Systems integration and system testing: verification and validation, test plan
generation, testing (acceptance testing, unit testing, integration testing,regression testing)

3.10.6

Training: e.g., user, management, operation, systems, training materials

1

3.10.7

Software project management: scoping, scheduling, configuration
management, quality assurance; software reliability issues (safety,
responsibility, risk assessment); maintenance1

3.10.8Systems installation

1

3.10.9

Post implementation review

13.5
13.14

3.9.7
Software development
3.9.7.1
Software requirements: principles; types (functional, performance andother); analysis; identification techniques (prototyping, modeling,simulation); communication with customer; tools
39.7.2
Software specifications: objectives; standards; types (functional,
performance, reliability, other); formal models; representations;documents (standards, structure, content, users, completeness,consistency); techniques; specification of quality attributes; formal
specification languages and tools
3.9.7.3
Software design: principles of design (abstraction, information hiding,modularity, reuse, prototyping); paradigms for well-understood systems;
levels of design; documentation; representations of designs; design of
sub-systems; assessment of design quality; languages and tools;
methods, practices and techniques
3.9.7.4
Software quality assurance: issues, definitions, standards, quality
assurance as a controlling discipline, factors affecting quality, quality
concerns in phases of the SDLC, metrics, organizational structures for
quality assurance, plans, documentation, quality assurance project
teams, quality and security, industrial practice
3.9.7.5
Software correctness and reliability: principles, concepts, modeling,methods
3.9.7.6
Verification and validation of software quality assurance: role andmethods, formal models, independent verification and validation teams,
tools, reports
3.9.7.7
Software implementation: relationship of software design toimplementation; relationship of programming support environments tosoftware implementation process; relationship of implementation
language to design principles; tools; assessment (coding standards,
metrics, etc.); other implementation considerations and issues (language
structures and programming techniques, reuse, application generators,
etc.)
3.9.7.8
Software and hardware system integration: methods, plans, tests(including incremental testing during development), assessment anddocumentation of test results, diagnosing system faults, simulation of
missing hardware
3.9.7.9
Software testing: role, principles and standards; relationship of quality
assurance to testing; methods; levels of testing (unit, system, integration,
acceptance, etc.); plans; audits; limitations; statistical methods; formal
models; documentation; tools; test and evaluation teams; building test
environments; test case generation; regression testing; black-box/whitebox testing; technical reviews; performance analysis; results analysis
and reports

2, 70, 94 98

2
3, 14

116

97

1

26, 78, 114
98, 122
98
98

n

116

115

98

n

n

3.11 Systems operation and maintenance3.11.1Service request and change control

1
103

1

98

1
98, 116

1

1
1
1
1
1

3.11.2

Reverse and re-engineering

3.11.3Tuning and balancing

3.11.4
Systems and software maintenance concepts
3.11.4.1
Kinds of software maintenance: perceptive, adaptive, corrective
3.11.4.2
Designing software for maintainability
3.11.4.3
Software maintenance techniques: program reading, reverse
engineering,etc.
3.11.4.4
Software maintenance models

61

418, 274

94

1

1

3.12 Systems development for specific types of information systems
3.12.1
Transaction processing systems

18, 271

3.12.2

Management information systems

4, 13.3 18, 27

1

3.12.3

Group support systems

1

3.12.4

Decision support systems/expert systems

1

3.12.5

Executive support systems

1

3.12.6

Office systems

1

3.12.7

Collaborative systems

8, 14, 171

3.12.8

Image, and Work-flow systems

4, 18

1

3.12.9Functional support systems: e.g., process control, marketing1

3.12.10

Interorganizational systems

21
21
13.3, 27 3, 18
13.3
4, 27
4

62

21

Appendix 8 — IS’97 COURSE SPECIFICATIONS AND LEARNING UNITS
Appendix 8 contains detailed descriptions of each of the IS’97 courses. Part of the details are a specification of thelearning units. Each learning unit consists of a goal, learning objectives which describe behavioral expectations fora student completing a given learning unit. Elements of the IS Body of Knowledge are shown in the fourth column;
for example, in learning unit 1, element 1.1.3, CPU Architectures, is to be learned to knowledge level 1, recognitionlevel. With a few exceptions, depth of knowledge is specified only on three level elements.

IS’97.P0 – Knowledge Work Software Tool Kit
CATALOG Students with minimal skills will learn to enhance their personal productivity and problem solving skills
using knowledge work tools expected of end-users.
SCOPE

IS’97 assumes as a prerequisite elementary exposure to a suite of software tools useful for knowledge
workers (spreadsheets, databases, presentation graphics, database retrieval, statistics, word processing,and Internet and electronic mail). Although identified as a course, this material can be delivered as self
study modules, as modules associated with other courses using the software, or as a full course.

TOPICS

Word processing, E-mail, Internet tools, spreadsheets, databases, presentation graphics, external databaseretrieval, introduction to statistical software.

EXPLANATION AND EXPECTATIONS
To prepare novice students to have the expected levels of personal productivity needed in business andindustry will require hands-on experience and knowledge of problem solving involving the effective useof knowledge work software. Identifying classes of problems that can be solved while developing aframework in formal problem statement and solution.
The framework should be coupled to problem solving and implementing explicit example applications
employing word processing, spreadsheet, database, statistics and data management tools within thecontext of a standard computing environment involving a graphical user interface (GUI).
Developing and making short presentations using presentation graphics software, e.g. a “slide show”
enables developing communication as well as software skills.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number1

Learning Unit Goal

Learning Unit Objectives

to introduce systems andinformation technology
definitions and concepts to novice
users

describe and explain in systems terms the
hardware and software components of acomputer system (LO-0001)
describe, explain and use an operating
system and user interface to install andoperate programs, define and protect data
files, and perform operating system utility
functions (LO-0002)
define, explain and use the concepts ofknowledge work software (LO-0003)

Competency Level and Body of Knowledge
Elements in Learning Units
1
1
1
1
1
1
1
1
1
1
1
1
2
2
3
3
1

1.1.3
1.1.4
1.2.1.4
1.2.3
1.4.1

CPU architectures: CPU, memory, registers, addressing modes, instruction sets
Computer system components: busses, controllers, storage systems, peripheral...
Software design process; from specification to implementation
Complex data structures: e.g. of data, text, voice, image, video, hypermedia
Architecture, goals and structure of an operating system; structuringmethods...
1.4.2
Interaction of operating system and hardware architecture
1.6.1
DBMS: features, functions, architecture
1.6.6.2
DML, query, QBE, SQL, etc.: database query language; data definition...
1.6.9
DBMS products: recent developments in database systems (e.g.,
hypertext...
1.6.11.3
Ownership of data and application systems
1.6.13 Information retrieval: e.g., image processing, hypermedia
2.2.11 End user computing support, role and functions
2.2.16 Security and control, viruses and systems integrity
2.3.3
Cost/value of information, competitive value of IS
3.1.2
Systems concepts: e.g., structure, boundaries, states, objectives
3.1.4
System components and relationships
3.1.5
Systems control: standards control theory, feedback, loops, measurement...

63

2

3

to develop skill to effectively use
standard knowledge work
software packages (operating
system and user interface, word
processing, spreadsheet, database,statistics and data management,
presentation graphics, andcommunications)design, develop and use a simple
database; import a spread sheet into the
database; export a database table (orspread- sheet) to a word processing
package for use in a report (LO-0022)

to introduce the concepts ofproblem solving within thecontext of information systems oflimited complexity using standard
knowledge work software
packages

describe, explain and use a systems
approach definition and implementationof PC based solutions using knowledge
work software (word processing,spreadsheet, database, statistics and data
management, presentation graphics, andcommunications) to improve personal
productivity and increase knowledge
work capabilities (LO-0004)

implement a “slide show” presentation ina presentation graphics package tocommunicate a problem and its solution,
and a hand-out for an attending audience(LO-0026)

identify, state, and implement solutions
involving knowledge work software tosimple organizational and personal tasks(LO-0005)
select and configure appropriate macros,
tools and packages for implementation of
personal systems (LO-0020)

4

to introduce the relevance andapplication of information
technology in society

describe and explain the relevance andimpact of information technology onsociety (LO-0006)
explain the role of information systems
within a company versus a global
environment (LO-0039)

2
2
2
2
2
2
3
3
3
2
2
3
2
2

1.6.1
1.6.5
1.6.7
2.2.11
3.2.1
3.2.2
3.2.3
3.7.8
3.7.9
3.9.1
3.9.3
3.10.1
3.10.53.10.6

DBMS: features, functions, architecture
Data definition languages
Intelligent query processors and query organization
End user computing support, role and functions
Systems development models: e.g., SDLC, prototyping
Package acquisition and implementation
Integrating software components
Systems documentation
User documentation (e.g., reference manuals, operating procedures, on-line...
Design: logical, physical
Design objectives: e.g., usability, performance
Systems construction
Systems integration and system testing: verification and validation, test plan...
Training: e.g., user, management, operation, systems, training materials

1 1.1.1

Fundamental data representation: non-numeric, numeric (integers, reals,
errors...
1 1.2.1
Formal problems and problem solving
1 1.2.1.4
Software design process; from specification to implementation
1 1.2.1.5
Problem recognition statement and algorithmic determination; procedural...
1 1.2.1.6
Implementation strategies (top-down, bottom-up; teams vs individual...
1 1.2.3
Complex data structures: e.g., of data, text, voice, image, video, hypermedia
1 1.2.6
Sorting and searching data structures and algorithms
1 2.2.5
Determining goals and objectives of the IS organization
1 2.2.10 Strategic use of IS: e.g., competitive advantage and IS, process reengineering...
2 2.2.11 End user computing support, role and functions
1 2.2.16
Security and control, viruses and systems integrity
1 2.10.6 Proactive attitude and approach
1 2.10.7 Personal goal setting, decision making, and time management
1 2.10.8 Principle centered leadership2 3.1.1
General systems theory
1 3.1.2
Systems concepts: e.g., structure, boundaries, states, objectives
3 3.2.4
User developed systems
1 3.5.2
Planning the IS architecture
1 3.7.1
Project planning and selection of appropriate process model; projectscheduling...
2 3.8.3
Requirements determination and specification
1 3.9.4
Techniques to enhance the creative design process
3 3.10.2 Software systems construction: e.g., programming, unit testing, load module...
1 3.10.7 Software project management: scoping, scheduling, configuration manage...
2 3.12.6 Office systems
1
1
1
2
1
2
1
1
1
1
2
2
1
1
1
1
1
1
1
2
1

1.5.1
1.5.2
1.5.4
1.5.5
1.5.6
1.5.7
1.6.1
1.6.9
2.1.4
2.1.5
2.2.10International telecommunication standards, models, trends
Data transmission: media, signaling techniques, transmission impairments...
Local area networks
Wide area networks: switching techniques, broadcast techniques, routing
Network architectures and protocols
Internet working
DBMS: features, functions, architecture
DBMS products: recent developments in database systems
Role of IS within the enterprise: strategic, tactical and operations
Effect of IS on organizational structure; IS and continuous improvement
Strategic use of IS: e.g., competitive advantage and IS, process reengineering...
2.4.2
Cultural diversity
2.9.7
Historical and social context of computing
3.1.3
Properties of open systems
3.1.6
Properties of information systems
3.12.1 Transaction processing systems
3.12.2 Management information systems
3.12.3 Group support systems
3.12.8 Work-flow systems
3.12.9 Functional support systems: e.g., process control , marketing
3.12.10 Interorganizational systems

IS’97.1 – Fundamentals of Information Systems (Prerequisite: IS’97.P0)
CATALOG Systems theory, quality, decision making and the organizational role of information systems are
introduced. Information technology including computing and telecommunications systems are stressed.
Concepts of organization and information system growth and re-engineering are introduced.

64

SCOPE

This course provides an introduction to systems and development concepts, information technology, andapplication software. It explains how information is used in organizations and how IT enables
improvement in quality, timeliness, and competitive advantage.

TOPICS

Systems concepts; system components and relationships; cost/value and quality of information;competitive advantage and information; specification, design and re-engineering of information systems;
application versus system software; package software solutions; procedural versus non-procedural
programming languages; object oriented design; database features, functions, and architecture; networks
and telecommunication systems and applications; characteristics of IS professionals and IS career paths.

EXPLANATION AND EXPECTATIONS
Students with practical end-user knowledge will study systems theory and quality concepts as an
introduction to information technology concepts and information systems development. Structure andfunctions of computers and telecommunications systems will be examined. Standard systems purposeand organization will be introduced.
The concept that information is of significance in stating and attaining organizational goals will be usedas the basis for exploring the development of databases to store the information. Information systems
will be introduced to process and communicate the information. The dynamic nature of organizations
and the necessity for growth and re-engineering of the organization as well as its information systems
will be presented and used as the motivator for understanding IS development methodologies.
The development path for entry level to senior information systems professionals will be explained.
Professional ethical expectations and obligations will be reviewed. The necessity for personal andinterpersonal communications skills will be discussed.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number5

Learning Unit Goal

Learning Unit Objectives

to introduce systems and quality
concepts

explain systems theory and quality
concepts (LO-0008)

Competency Level and Body of Knowledge
Elements in Learning Units
2 2.2.10
2
1
2
2
2

3.1.1
3.1.2
3.1.3
3.1.4
3.1.5

Strategic use of IS: e.g., competitive advantage and IS, process reengineering...
General systems theory
Systems concepts: e.g., structure, boundaries, states, objectives
Properties of open systems
System components and relationships
Systems control: standards, control theory, feedback, loops, measurement...

6

to provide an introduction to theorganizational uses of information
to improve overall quality

explain methodologies to facilitate
measurements to achievement of ISO
9000, Baldridge, National Performance
Review and other quality standards (LO0046)

1 2.3.1
1 2.3.2
3 2.3.3

Measurement and modeling
Decisions under certainty, uncertainty, risk
Cost/Value of information, competitive value of IS

7

to present hardware, software andrelated information technology
concepts

explain the elements and functional
relationships of major hardware, software,and communications elements of
information systems consisting of single
PCs, LANs and/or WANs (LO-0014)

1 1.1.3
2 1.1.4

CPU architectures: CPU, memory, registers, addressing modes, instruction sets
Computer system components: busses, controllers, storage systems,
peripheral...
Architecture, goals and structure of an operating system; structuring methods...
Interaction of operating system and hardware architectureInternational telecommunication standards, models, trends
Properties of information systems

2
2
2
2

1.4.1
1.4.2
1.5.1
3.1.6

65

8

to provide concepts and skills forthe specification and design or there-engineering of organizationallyrelated systems of limited scopeusing information technology

explain the concepts of implementing IS
coupled to re-engineering and continuous
improvement (LO-0058)

2
2
2
2
2
2
2
2
2
2
2
2
2

2.1.5
Effect of IS on organizational structure; IS and continuous improvement
2.2.10 Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
2.4.4
Teamwork, leadership and empowerment
2.4.8
Consensus building
2.10.2 Interviewing, questioning and listening
2.10.10 Fostering creativity and opportunity finding
3.1.4
System components and relationships
3.1.5
Systems control: standards, control theory, feedback, loops, measurement...
3.2.1
Systems development models: e.g., SDLC, prototyping
3.3.1
Organizational and software process modeling
3.3.4
Process oriented methodologies
3.4.2
Group-based methods: e.g., JAD, structured walkthroughs, design and code...
3.8.1
Problem opportunity identification: e.g., service requests, from planning
process
2 3.8.3
Requirements determination and specification
2 3.9.4
Techniques to enhance the creative design process
2 3.12.8 Work-flow systems

9

to show how information
technology can be used to design,
facilitate and communicate
organizational goals andobjectives

explain the relevance of IS managementaligning itself with strategicorganizational processes (LO-0047)

2 2.2.1
3 2.2.10

IS planning
Strategic use of IS: e.g., competitive advantage and IS, process reengineering...

10

to explain the concepts ofindividual decision making, goal
setting, trustworthiness andempowerment

discuss and explain the concepts of goal
setting and individual decision making
and achievement; explain the requirementof goal setting and personal decision
making in empowerment in a work setting(LO-0197)

1 2.10.6
1 2.10.7
1 2.10.8

Proactive attitude and approach
Personal goal setting, decision making, and time management
Principle centered leadership11

to show career paths inInformation Systems

identify and explain telecommunications
careers and career paths (LO-0077)

2 2.9.2
2 2.9.3

Certification issues
Professional organizations: e.g., DPMA, ACM, TIMS, ASM, DSI, ACE,
IEEE...
Professional conferences
Project staffing considerations: e.g., matrix management, human factors, team...

2 2.9.4
2 3.7.4
12

to present and discuss the professional and ethical responsibilitiesof the IS practitioner

use professional code of ethics to evaluate 2 2.8.1
specific IS actions (LO-0117)
2 2.8.2
3 2.8.5
describe ethical and legal issues; discuss
3 2.8.6
and explain ethical considerations of
3 2.8.7
software usage, sales, distribution,
1 2.8.8
operation and maintenance (LO-0157)
3 2.9.32
3
2
2
3

Software sales, licensing and agency
Contract fundamentals
Protection of intellectual property rights
Ethics: plagiarism, honesty, codes of ethics
Risks, losses and liability in computing applications
Warranties
Professional organizations: e.g., DPMA, ACM, TIMS, ASM, DSI, ACE,
IEEE...
2.10.4 Consulting Skills
2.10.7 Personal goal setting, decision making, and time management
2.10.10 Fostering creativity and opportunity finding
3.7.5
Project control: planning, cost estimation, resource allocation, software tech...
3.7.7Management concerns; stress and time management

IS’97.2 – Personal Productivity with IS Technology (Prerequisite: IS’97.P0)
CATALOG Students will extend ability to be efficient and effective in knowledge work by applying information
technologies to problem situations and by design and use of small information systems for individuals
and groups.
SCOPE

This course enables students to improve their skills as knowledge workers through effective and efficientuse of packaged software. It covers both individual and group work. The emphasis is on productivity
concepts and how to achieve them through functions and features in computer software. Design anddevelopment of solutions focus on small systems.

TOPICSEnd user systems versus organization systems; analysis of knowledge work and its requirements;
knowledge work productivity concepts; software functionality to support personal and groupproductivity; organization and management of software and data; accessing organization data, accessing
external data; selecting a computer solution; developing a macro program by doing; designing and66

implementing a user interface; developing a solution using database software; refining and extending
individual and group information management activities.
EXPLANATION AND EXPECTATIONS
Students who have prerequisite end-user knowledge work skills will have an opportunity to extend theirbasic problem solving skills by undertaking, completing and using a sequence of more extensive“personal systems.” The course has both a theoretical problem solving component and an equivalent
component of structured supervised laboratory experience. The knowledge work tool set as well as local
and wide area network telecommunications are the context for the problem domain.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number
13.1

Learning Unit Goal

Learning Unit Objectives

Competency Level and Body of Knowledge
Elements in Learning Units

to describe the concept ofknowledge work and the need for
personal information technology
to support it

define and explain the concept ofknowledge work

1 1.2.2
1 2.2.10

compare and contrast data, informationand knowledge
describe knowledge work activity;
identify and explain methods forachieving productivity in knowledge
work

13.2

to relate individual vsorganizational information system
requirements

compare and contrast application
planning, development, and risk
management for personal vsorganizational information systems
explain potential problems of user
developed systems

13.3

to introduce concepts ofindividual vs collaborativeknowledge work and relate themto information needs analysis andtechnology

describe and explain individual vsgroup technology; explain the
additional processing and other issues
and needs necessitated by working in a
group
describe and explain group support
technology for common knowledge
requirements
describe and explain the process of
information analysis and application of
information technology solutions

13.4

to describe and explain the goals
and process of analysis, anddocumentation of knowledge
work, information technology,
and information requirements forindividuals and work groups

describe and explain characteristics andattributes of knowledge work forindividuals and groups
discuss and explain knowledge
building and maintaining tasks
use questions to elicit systematicallyand identify data requirements fromindividuals and groups

Basic data structures
Strategic use of IS: e.g., competitive advantage and IS, process re-engineering,
IS and quality, IS global impact and international considerations
2 2.2.11 Knowledge work, end user computing: support, role, productivity, activities
1 2.3.3.3
Empowerment/job ownership
1 2.2.3.4
Education and training
1 3.1.1
General systems theory
1 3.1.4
System components and relationships
1 3.1.6
Properties of information systems

1 2.1.7
Organizational issues pertaining to use of software systems in organizations
1 2.2.1
IS planning
2.2.1.1
Alignment of IS planning with enterprise planning
1 2.8.7
Risks, losses and liability in computing applications
1 2.10.10 Fostering creativity and opportunity finding
1 3.2.1.3
Developing with packages
2 3.2.4
End User developed systems
1 3.6.2
Risk management principles
1 2.1.3
Organizational span: single user, work group, team, enterprise, global
1 2.1.5
Effect of IS on organizational structure; IS and continuous improvement
1 2.8.5
Ethics and Protection of intellectual property rights
2.8.5.1
Protection of intellectual property
2.8.5.2
Forms of intellectual property, means for protecting it, and penalties forviolating it
2.8.5.3
Ethics (plagiarism, honesty, privacy, hackers): uses, misuses, and limits ofcomputer technology
1 3.4.2
Group-based methods: e.g., JAD, structured walkthroughs, design and code
reviews
2 3.7.1
Project planning and selection of appropriate process model; project schedulingand milestones
1 3.7.9
User documentation (e.g., reference manuals, operating procedures, on-line
documentation)
1 3.8.1
Problem opportunity identification: e.g., service requests, from planning process
1 3.12.3 Group support systems
1 3.12.6 Office systems
1 3.12.7 Collaborative systems
1
1
1
1
1

2.4.3
2.4.4
2.4.8
2.10.23.8.1

1 3.8.2
1 3.8.3

Group dynamics
Teamwork, leadership and empowerment
Consensus building
Interviewing, questioning and listening
Problem opportunity identification: e.g., service requests, from planning
process
Relating the application to the enterprise model
Requirements determination and specification

analyze individual and group tasks todetermine information requirements
identify related information technology
requirements

67

13.5

to define concepts, principles andpractical approaches tomanagement of individual
software and data

given knowledge work tasks andactivities, design and implement anapproach to directory organization andfile naming that will support retention
and access to data

1 1.6.11 Data and database administration
1 2.2.13 Backup, disaster planning and recovery
1 2.2.15.4
Data administration
1 2.2.15.5
Ownership of data and application systems
1 3.10.4 Systems conversion: approaches, planning, implementation

list principles that apply to software
acquisition and upgrades
describe approaches for transferring
data among applications including
OLE, importing/exporting, conversion,and alternate methods
13.6

to explain organizational databaseconcepts, components, structures,
access, security and management
considerations

describe and explain the terminology
and use of relational databases
describe and explain concepts
necessary to access organizational
databases

2 1.6.1
1 1.6.2
1 1.6.5

DBMS: features, functions, architecture
Data models: relational, hierarchical, network, object, semantic object
Data definition languages (schema definition languages, graphical development
tools, dictionaries, etc.)
1 1.6.6.3
Application and user interfaces (DML, query, QBE, SQL)

use a database access facility to query
data from an organizational repository
13.7

to define the content, availability
and strategies to accessinformation external to theorganization

define and discuss external information
resources; identify source, content, cost
and timelinesslocate and access external information
resources using available internet tools:
browsers, search, ftp
create and maintain an individual
directory of external information
resources

13.8

13.9

to present and explain the life
cycle of development of an
information system including theconcepts of software acquisition
vs development

discuss the concept an information
systems life cycle

To introduce and explore the useof general purpose andapplication software

install and customize a general purpose
software package to provide specificfunctionality beyond the default
settings

identify and explain criteria to decide
between acquisition of software
packages vs custom development ofsoftware

1 1.5.1
International telecommunication standards, models, trends
1 1.5.4
Local area networks
1.5.4.1
Topologies, medium access control, multiplexing
1.5.4.2
Local area networks and WANs: topology, gateways, uses (functions andoffice automation), PBXs
1.5.4.4
Architecture of distributed systems
1.5.4.5
Hardware aspects of distributed systems
1 1.5.5
Wide area networks: switching techniques, broadcast techniques, routing
1 1.6.8
Distributed databases
2 1.6.11 Data and database administration
3 1.6.13 Information retrieval: e.g. internet tools, image processing, hypermedia
1
2
2
2
2

2.2.1
3.1.2
3.1.4
3.2.1
3.2.2

IS planning
Systems concepts: e.g., structure, boundaries, states, objectives
System components and relationships
Systems development models: e.g., SDLC, prototyping
Package acquisition and implementation

3 3.2.2
2 3.4.3

Package acquisition and implementation
Software implementation concepts and tools: e.g., data dictionary, repository,
application generator, reuse, program generators, software implementation
languages

1
1
1
1

1.2.1
1.2.2
1.2.5
1.3.1

1
1
1
1

1.3.3
1.3.4
1.3.5
1.6.6

Formal problems and problem solving
Basic data structures
File structures: sequential, direct access, hashing, indexed
Fundamental programming language structures; comparison of languages andapplications
Procedural languages
Non-procedural languages: logic, functional, event driven
Fourth-generation languages
Application interface

add capability to a software system byrecording and storing a macro in thelibrary of the given software package
access technical information provided
in the form of software “help” facilities;
observe and use a “help” facility
13.10

to introduce and explore softwaredevelopment approaches, thenexplain the goals and strategies
of procedural, event driven, andobject oriented programming
paradigms

discuss and explain the concepts ofdata and procedural representation,
programming languages, compilers andinterpreters, development
environments, and event-driven
graphical user interfaces
compare, relate, and explain conceptsof structured, event-driven, and object
oriented approaches to program design
and with examples of each approach6813.11

To introduce and develop theprocess of algorithm andstructured code development

state a simple problem identifying
desired outputs for given inputs; givean overview of the problem
describe fundamental data types andtheir operation

2 1.2.1
Formal problems and problem solving
2 1.2.2
Basic data structures: lists, arrays, strings, records
2 1.3.3
Procedural languages
1.3.3.1
Procedural programming advantages and disadvantages
1.3.3.2
Basic type declarations; arithmetic operators and assignment; conditional
statements; loops and recursion

design program logic using bothgraphical and pseudocode techniques
which utilize standard control
structure: sequence, iteration andselection.
translate data structures and program
design into code in a programming
language; verify the translation, andensure the correctness of the result; test
the code with sample data sets
13.12

To introduce the purpose anddevelop ability to use a relational
database software package

describe and explain tables, relations,referential integrity, and the concepts ofnormal forms
from a workflow drawing or otherrequirements documents, derive a
simple multi-table database designusing a relational database software
package, implement and populate thetables; develop several simple queries
to look at the data

13.13

To introduce and develop ability
to design and implement agraphical user interface facility

apply a GUI event-driven solution in adevelopment environmentbuild a simple application form withseveral objects (e.g. label, field edit
box, list box, radio button, command
button)13.14

to present the prototype
process, and to introduce andapply the concepts ofevaluation and evolutionaryrefinement to personal
application prototypes

compare capabilities of an application
with the requirements it is intended tomeetidentify alternative outcomes of theprocess of application verification

2 1.6.1
DBMS: features, functions, architecture
1.6.1.1
DBMS (features, functions, architecture); components of database system(data, dictionary, application programs, users, administration)
1.6.1.3
Logical design (DBMS independent design): ER, object oriented
2 1.6.2
Data models: relational, hierarchical, network, object, semantic object
1.6.2.1
Relational data model terminology; mapping conceptual schema to a
relational schema
1.6.2.2
Conceptual modeling (e.g., entity-relationship, object-oriented)
2 1.6.4
Integrity (referential, data item, intra-relation): representing relationships; entity
and referential integrity
2 1.6.5
Data definition languages (schema definition languages, graphical development
tools, dictionaries, etc.)
1 2.1.1
Hierarchical and flow models of organizations
2 1.6.6
Application interface
1.6.6.2
DML, query, QBE, SQL, etc.: database query language; data definition, query
form, update sub-language, expressing constraints, referential integrity,
embedding in a procedural language
1.6.6.3
Application and user interfaces (DML, query, QBE, SQL)
1.6.6.4
Event driven screen objects (buttons, list boxes, etc.)

2 3.2.1
Systems development models: e.g., SDLC, prototyping
3.2.1.1
Systems development life cycle: software life-cycle models (iterative
enhancement, phased development, spiral, waterfall)
3.2.1.2
Developing with prototyping
1 3.10.5 Systems integration and system testing: verification and validation, test plan
generation, testing (acceptance testing, unit testing, integration testing,regression testing)evaluate and define the results andprobabilities of errors in prototyped
application software
modify inputs, outputs and processing
to refine a prototype
13.15

to present foundation
technologies and define
importance in future information
technology capabilities

list and explain technologies and theirrelevance to individual information
technology

1 2.2.14
1 2.2.5

Management of emerging technologies
Determining goals and objectives of the IS organization

3
2
3
3
2
3

Formal problems and problem solving
End user computing support, role and functions
Integrating software components
User developed systems
Feasibility assessment
Design objectives: e.g., usability, performance

given a technology, explain its
importance to future developments andto future knowledge worker
productivity
identify drivers and inhibitors ofchange in information technology
13.16

to identify, investigate, analyze,
design, and develop withpackages (and/or high level
languages) a single personal level
information system applications
to enhance individual
productivity

analyze, design, develop and use
packages and/or high level databaselanguages to implement workable
solutions that solve an information
systems problem associated withknowledge work activities

1.2.1
2.2.11
3.2.3
3.2.4
3.6.1
3.9.3

assess the increased productivity
realized by implementation of personal
systems69

15

to define concepts of anindividual information
management infrastructure, and to
apply strategies and tools for
implementing, accessing andusing information resources

explain data administration and accessto personal, corporate and alternate
information resources
identify needed information technology
to support given sets of tasks andactivities for individuals, workgroups
and the organizational

2
2
2
2
3
2
2
2
2

1.5.5
Wide area networks ...
1.5.9
Network security ...
1.5.12 Telecommunications applications ...
1.6.11 Data and database administration
2.2.7
CIO and staff functions
2.2.15.1
Telecommunications management
2.2.15.4
Data administration
2.2.15.5
Ownership of data and application systems
2.8.3
Privacy law

intelligently discuss the requirements
for managing personal vs corporate
IS&T, IRM, systems development,
systems maintenance, systems
operations; relate individual
information technology infrastructure
to the requirements of the workgroup,
department, and organization

IS’97.3 – Information Systems Theory and Practice (Prerequisite: IS’97.2)
CATALOG Students who have constructed personal information systems will be exposed to the theory of the IS
discipline. Application of these theories to the success of organizations and to the roles of management,
users and IS professionals are presented.
SCOPE

This course provides an understanding of organizational systems, planning, and decision process, andhow information is used for decision support in organizations. It covers quality and decision theory,
information theory, and practice essential for providing viable information to the organization. It
outlines the concepts of IS for competitive advantage, data as a resource, IS and IT planning andimplementation, TQM and reengineering, project management and development of systems, and enduser computing.

TOPICS

Systems theory and concepts; information systems and organizational systems; decision theory and how
it is implemented by IT; quality, TQM and reengineering; level of systems: strategic, tactical andoperational; system components and relationships; information system strategies; roles of informationand information technology; roles of people using, developing and managing systems; IS planning;
human-computer interface; network and telecommunications systems management; electroniccommerce; implementation and evaluation of system performance; societal and ethical issues related
to information systems design and use.

EXPLANATION AND EXPECTATIONS
Students who have end-user skills who have implemented personal productivity systems using
knowledge work tools will be prepared to use the information systems theory presented in this course
The course presents the basic concepts for use in subsequent courses; the systems point of view, theorganization and development of a system, information flows, the nature of information systems, andbasic techniques for representing systems structure.
Learning, goal setting and achieving, decision making and other characteristics of individuals, groups
and teams are explored. Organizational models and planning are presented. Quality concepts are
explained. IS planning and development activities are explored in the organizational context ofmanagement and users. Cross-functional management and user teams are discussed.
Students completing this course will have mastered the following learning units:

70Learning
Unit
NumberLearning Unit Goal

Learning Unit Objectives

Competency Level and Body of Knowledge
Elements in Learning Units16

to introduce, discuss and describe identify and explain underlying concepts
fundamental concepts of IS theory of IS discipline (LO-0029)
and it’s importance to practitioners

2 2.9.7
2 3.1.6

Historical and social context of computing
Properties of information systems

17

to show how an information
system is a strategic and integral
component of an organization

2
2
2
2
2
2
2
2
2
2

Hierarchical and flow models of organizations
Organizational work groups
Role of IS within the enterprise: strategic, tactical and operations
Effect of IS on organizational structure; IS and continuous improvement
Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
Measurement and modeling
Historical and social context of computing
Properties of information systems
Work-flow systems
Ensuring positive climate for creativity

describe the historic development of theinformation systems discipline (LO-0007)
explain the strategic role of information
systems in organizations (LO-0011)
explain strategic relationship of IS
activities to enhancing competitive
position (LO-0033)

2.1.1
2.1.2
2.1.4
2.1.5
2.2.10
2.3.1
2.9.7
3.1.6
3.12.82.2.3.6

explain the differences between strategic,
tactical and operational level applications(LO-0038)18

to discuss how an information
system is developed and managed
within an organization

explain information systems development
and organizational process redesign;
explain groups of individuals and their
responsibilities in this process (LO-0016)

2
2
2
2
2
explain the roles of professional IS
2
personnel within an IS organization;2
explain functions of IS management, CIO, 2
project manager, information analyst, and 2
explain career paths (LO-0041)
2
2
2
2
2
2
2
2
2
2
2

2.1.1
Hierarchical and flow models of organizations
2.1.2
Organizational work groups
2.1.3
Organizational span: single user, work group, team, enterprise, global
2.1.6
Organizational structure: centralized, decentralized, matrix
2.2.1
IS planning
2.2.3
Staffing and human resource management
2.2.4
IS functional structures -- internal vs outsourcing
2.2.7
CIO and staff functions
2.2.15 Management of sub-functions
2.2.15.1
Telecommunications management
2.2.17 Computer operations management: e.g., tape/DASD management...
2.4.1
Job design theory
2.4.2
Cultural diversity
3.6.3
Contingency planning
3.7.3
Work breakdown structures and scheduling
3.12.1 Transaction processing systems
3.12.2 Management information systems
3.12.3 Group support systems
3.12.6 Office systems
3.12.9 Functional support systems: e.g., process control, marketing19

to present and discuss therelevance of the cognitive process
and human interactions in
information system design andimplementation

explain cognitive process and otherhuman oriented considerations in
information systems design andimplementation (LO-0048)

1.4.10 OS support for human interaction: e.g., GUI, interactive video
2.10.10 Fostering creativity and opportunity finding
3.9.5
Information presentation alternatives; cognitive styles
3.9.6
Human-computer interaction (e.g., ergonomics, graphical-user interfaces...

20

to discuss how individuals makedecisions and set and achieve
goals

discuss and explain how individuals make 2 2.10.7
decisions, set and achieve goals; explain
what is meant by mission directed
personal action (LO-0049)

Personal goal setting, decision making, and time management21

to discuss the Simon Model oforganizational decision making
and its support by IS

discuss and explain decision theory andthe decision process (LO-0035)
explain IS support for decision making;explain the use of expert systems insupport of heuristic decision making (LO0036)

2
2
3
2

2
2
2
3
2
3

2.3.2
2.3.4
2.3.5
3.12.43.12.53.12.7

Decisions under certainty, uncertainty, risk
Decision models and IS: optimizing, satisficing
Group decision process
Decision support systems/expert systems
Executive support systems
Collaborative systems

2
2
2
2
2
2
3
3
3
2

2.1.4
2.1.5
2.2.10
2.3.3
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.1.6

Role of IS within the enterprise: strategic, tactical and operations
Effect of IS on organizational structure; IS and continuous improvement
Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
Cost/Value of information, competitive value of IS
General systems theory
Systems concepts: e.g., structure, boundaries, states, objectives
Properties of open systems
System components and relationships
Systems control: standards, control theory, feedback, loops, measurement...
Properties of information systems

explain and give an illustration of theSimon organizational decision model(LO-0037)
22

to introduce systems theory,
quality, and organizationalmodeling and demonstrate theirrelevance to information systems

explain the use of information andinformation systems in documentation,
decision making and control oforganizational activity (LO-0010)
discuss and explain systems goals, client
expectation, and quality concepts (LO0030)
discuss and explain systems components
and relationships (flows) (LO-0031)
apply system concepts to define andexplain the role of information systems(LO-0032)71

23

to discuss a systems based role formanagement, users and designers

identify the generic responsibilities ofusers, designers and management in terms
described in the Churchman “trinity”;
discuss in systems terms detailed
obligations of each in order to ensure
quality; relate these observations to thequality improvement models fororganizational development; identify the
IS function in these terms (LO-0214)

2 3.1.1 General systems theory24

to explain physical systems andwork flow and how information
systems relate to organizational
systems

explain the relation of database modelingto organizational physical activity (LO0018)

1
1
1
1
1
1
1
1
1
1

1.6.1
1.6.5
1.6.6.3
1.6.7
1.6.8
2.2.10
3.3.1
3.3.3
3.3.4
3.9.1

DBMS: features, functions, architecture
Data definition languages
Application and user interfaces (DML, query, QBE, SQL)Intelligent query processors and query organization
Distributed databases
Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
Organizational and software process modeling
Data oriented methodologies
Process oriented methodologies
Design: logical, physical25

to present other organizationalmodels and their relevance to IS

describe the role of information
technology (IT) and the roles of peopleusing, designing and managing IT inorganizations (LO-0013)

2
2
1
2
2
2
2
2
2
2
2

2.1.5
2.1.7
2.2.1
2.2.10
2.3.1
2.4.4
2.9.6
2.10.8
3.1.4
3.1.5
3.8.1

Effect of IS on organizational structure; IS and continuous improvement
Organizational issues pertaining to use of software systems in organizations
IS planning
Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
Measurement and modeling
Teamwork, leadership and empowerment
IS industry: manufacturers, OEMs, system integrators, software developers
Principle centered leadership
System components and relationships
Systems control: standards, control theory, feedback, loops, measurement...
Problem opportunity identification: e.g., service requests, from planning...

2
2
2
2
2
2
3
3

2.1.4
2.2.1
2.2.4
2.2.5
2.4.1
3.5.2
3.8.2
3.10.7

Role of IS within the enterprise: strategic, tactical and operations
IS planning
IS functional structures -- internal vs outsourcing
Determining goals and objectives of the IS organization
Job design theory
Planning the IS architecture
Relating the application to the enterprise model
Software project management: scoping, scheduling, configuration manage...

2
2
2
1
1

3.12.1
3.12.2
3.12.33.12.6
3.12.8Transaction processing systems
Management information systems
Group support systems
Office systems
Work-flow systems

discuss how general systems theory isapplicable to the analysis anddevelopment of an information system(LO-0034)26

to discuss the relationship of IS
planning to organizational
planning

explain IS planning goals and processes(LO-0053)
explain the importance of corporate andstrategic planning and of aligning the
project to the information systems plan
(LO-0126)27

to demonstrate specific classes ofdescribe the classifications of information
application systems including TPS systems, e.g., TPS, DSS, ESS, WFS (LOand DSS
0012)
explain relevant organizational IS: TPS,
DSS, EIS, ES, Work Flow Systems (LO0040)

28

to discuss and examine theprocess, standards and policies fordevelopment of information
systems: development
methodologies, life cycle, workflow, OOA, prototyping, spiral,
end-user and other approaches

discuss and explain the concept of an IS
development methodology; explain life
cycle, workflow, OOA, prototyping, riskbased models, spiral and other restricting
models; show how this can be proactively
furnished (LO-0192)

2 3.5.5
2 3.6.2
2 3.9.2

Planning for IS security, privacy and control
Risk management principles
Design methodologies: e.g., real time, object oriented, structured

29

to discuss outsourcing andexplain the advantages and disadvantages
alternate implementations of the IS of outsourcing some or most of the IS
functionfunction; state IS personnel requirementswith and without outsourcing (LO-0180)

2 2.2.2
2 2.2.8

Control of the IS function: e.g., EDP auditing, outsourcing
IS as a service function: performance evaluation -- external/internal, market...

30

to discuss performance evaluationconsistent with quality
management and continuous
improvement

3 2.2.10
3 2.3.4
3 2.3.5

Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
Decision models and IS: optimizing, satisficing
Group decision processdescribe, explain and apply the
responsibilities of the project leader;manage a small systems development
project (LO-0151)
discuss, explain and implement a
methodology for tracking customer
satisfaction within all phases of the life
cycle (LO-0152)
explain methodologies to facilitate
measurements to achievement of ISO
9000, Baldridge, National Performance
Review and other quality standards (LO0179)

72

31

to introduce the societal
implications of IS and related
ethical issues

discuss and explain ethics and principledbehavior and the concept of ethicalpractice in IS (LO-0045)

to introduce and explore ethicalconcepts and issues relating topersonal and professional
behavior

discuss ethical major ethical models anddiscuss the reasons for being ethicalto introduce, compare and contrast
ethical models and approaches
to explore ethical and social
analysis skills
to consider the nature andexistence of power

2 2.8.6
2 2.8.7
2 2.10.6

Ethics: Personal and professional responsibility
Risks, losses and liability in computing applications
Proactive attitude and approach

2
2
2
2
2
2

2.8.1
2.8.3
2.8.5
2.8.6
2.8.7
2.8.8

Software sales, licensing and agency
Privacy law
Protection of intellectual property rights
Ethics: Personal and professional responsibility; ethical models
Risks, losses and liability in computing applications
Warranties

2
2
2
2
2

2.8.1
2.8.2
2.8.3
2.8.5
3.5.5

Software sales, licensing and agency
Contract fundamentals
Privacy law
Protection of intellectual property rights
Planning for IS security, privacy and control

explain the use of professional codes of
ethics; explain the burden of
professionalism resulting from trust
associated with computing knowledge
and skills
discuss and explain the basis and natureof questionable ethical approaches
discuss and explain the ethical and social
analysis of IS development
discuss and explain the issues of power
and its social impact in the development
life cycle

119

to discuss and explain ethical andlegal principles and issues;
to discuss and explain ethicalconsiderations of information
systems development, planning,
implementation, usage, sales,
distribution, operation andmaintenancelist and explain ethical and legal issues indevelopment, ownership, sales,acquisition, use and maintenance ofcomputer systems and software (LO0215)
explain the utilization of ethical models,e.g. principle centered leadership to IS life
cycle stages
give examples of the effects of social
context on technology development

123

to investigate issues relative tomanaging the information systems
function

explain security and privacy issues (LO0128)
explain the basis for a legal contract todevelop systems (LO-0129)

IS’97.4 – Information Technology Hardware and Software (Prerequisite: IS’97.2)
CATALOG Principles and application of telecommunication and computer systems hardware and software will bepresented through lecture, installation, configuration and operations experiences.
SCOPE

This course provides the hardware/software technology background to enable systems development
personnel to understand tradeoffs in computer architecture for effective use in a business environment.
System architecture for single user, central, and networked computing systems; single and multiuser
operating systems.

TOPICS

Hardware: CPU architecture, memory, registers, addressing modes, busses, instruction sets, multi
processors versus single processors; peripheral devices: hard disks, CDs, video display monitors, device
controllers, input/output; operating systems functions and types; operating system modules: processes,
process management, memory and file system management; examples of hardware architectures;examples of operating systems; basic network components, switches, multiplexers and media;
installation and configuration of multiuser operating systems.

EXPLANATION AND EXPECTATIONS
Students who are knowledgeable of and have developed personal information systems will gain an indepth exposure to information technology hardware and software components and their interaction.
A systems view of computer systems will be utilized in identification of computer andtelecommunication system components. Peripheral devices will be identified and principles of operation
will be studied and learned. The operating system software, including I/O drivers, and73

telecommunication applications and extensions to the operating system will be examined, learned andutilized.
Organization of the operating system will be studied to understand how concurrent processes,
scheduling, memory management, and I/O are accomplished. The flow of information in the operating
system in relation to the computer and to the application software will be considered.
Telecommunication devices will be identified and system integration considerations will be presented.
Switches, multiplexers, and media — wire, glass fiber and radio — will be explored as basic componentsof telephone, LAN and WAN systems.
Standards, standard organizations and resulting hardware and software consequences will be identified
and studied. General principles will be expressed.
Students will gain practical experience with cabling, installing, configuring and using multi-user
operating systems, LANs, and WANS.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number2

Learning Unit Goal

Learning Unit Objectives

to explain in systems terms thefundamental characteristics andcomponents of computer andtelecommunications hardware, andsystem software, and demonstrate
how these components interact

use the systems approach to explain the
hardware and software components of atelecommunications system, and to
diagram and discuss the nature of theinteractions of the components; explain in
systems terms the purpose, expectations
and the quality of a telecommunications
system, and show how the components
work purposefully together (LO-0230)

Competency Level and Body of Knowledge
Elements in Learning Units
2
3
2
2
2
2
2
1
1
1
2
2
2
2
2
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
1
1
2
1
1
1
1
1
1
3
3
2

74

1.1.2
1.1.3
1.1.3.1
1.1.4.1
1.1.4.2
1.1.4.3
1.1.5
1.1.6
1.1.6.3
1.1.6.8
1.4.1
1.4.2
1.4.3
1.4.3.1
1.4.5
1.4.5.1
1.4.5.2
1.4.5.3
1.4.5.6
1.4.8
1.4.11
1.4.12
1.4.13
1.5.1.2

Physical representation of digitized information: e.g., data, text, voice, video
CPU architectures: CPU, memory, registers, addressing modes, instruction sets
Basic organization; von Neumann, block diagram, data paths, control path...
Peripherals: I/O and interrupts
Peripherals: input/output control methods, interrupts
Peripherals: external storage, physical organization and drives
Multiprocessor architectures
Digital logic and systems
Demultiplexers, multiplexers, decoders, encoders, adders, subtractors...
Tristates and bus structures
Architecture, goals and structure of an operating system; structuring methods...
Interaction of operating system and hardware architecture
Process management: concurrent processes, synchronization
Tasks, processes, dispatching context switchers, role of interrupts
Resource allocation and scheduling
Protocol suites (communications and networking); streams and datagrams
Internetworking and routing; servers and services
Types of operating systems: single user, multi-user, network
Operating system utilities
Protection and security
OS interoperability and compatibility: e.g., open systems
Operating system utilities, tools, commands and shell programming
System administration and management
Network design and management: network architectures (ISO, SNA,
DNA)...
1.5.2
Data transmission: media, signaling techniques, transmission impairments...
1.5.2.1
Communications system technology: transmission media, analog-digital...
1.5.3
Line configuration: error control, flow control, multiplexing
1.5.4
Local area networks
1.5.4.2
Local area networks and WANs: topology, gateways, uses (functions and...
1.5.5
Wide area networks: switching techniques, broadcast techniques, routing
1.5.6
Network architectures and protocols
1.5.8
Network configuration, performance analysis and monitoring
1.5.10 High-speed networks: e.g., broadband ISDN, SMDS, ATM, FDDI
1.5.12 Application: e.g., client server, EDI, EFT, phone network, e-mail, multimedia...
2.2.5
Determining goals and objectives of the IS organization
2.2.8
IS as a service function: performance evaluation -- external/internal market...
2.2.10 Strategic use of IS: e.g., competitive advantage and IS, process reengineering...
2.2.13 Backup, disaster planning and recovery
2.2.15.1
Telecommunications management
2.2.15.7
Quality management: e.g. reliability and quality engineering; QC teams
2.2.16 Security and control, viruses and systems integrity
3.1.1
General systems theory
3.1.2
Systems concepts: e.g., structure, boundaries, states, objectives
3.1.3
Properties of open systems

63

to provide an overview of
peripheral devices and theirfunction64

to introduce the concepts of computer hardware architectures65

to introduce the concepts ofsystem software components andinteractions

67

to introduce the major concepts inoperating systems, including
process definition, concurrent
processing, memory management,scheduling, interrupt processing,security, and file systems

68

to introduce a variety of operating
environments (traditional, GUI,
multimedia) and resource
requirements69

to discuss, explain and install
multimedia facilities

identify major classes of peripheraldevices and explain the principles ofoperation and software requirements andfunctions provided for each type ofdevice; give specific examples of eachdevice identified, and discuss theinstallation requirements for the hardware
and required software (LO-0213)
define data and communication
requirements to access local (the harddisk, or server) and remote data (e.g., viainternet) to solve individual problems(LO-0024)

2 1.5.4

Local area networks

2 1.1.3
2 1.1.4
1.1.6
1.5.1
1.5.2
1.5.4
1.5.5
1.5.6
1.5.12
3.1.5
1.4.2
1.4.3
1.4.6
1.4.7
1.4.8
1.4.10
2.2.2
3.1.2
3.9.3
3.10.2
1.4.2
1.4.3
1.4.4
1.4.5
1.4.6
1.4.7
1.4.8
3.1.4

CPU architectures: CPU, memory, registers, addressing modes, instruction sets
Computer system components: busses, controllers, storage systems,
peripheral...
Digital logic and systems
International telecommunication standards, models, trends
Data transmission: media, signaling techniques, transmission impairments...
Local area networks
Wide area networks: switching techniques, broadcast techniques, routing
Network architectures and protocols
Application: e.g., client server, EDI, EFT, phone network, e-mail, multimedia...
Systems control: standards, control theory, feedback, loops, measurement...
Interaction of operating system and hardware architecture
Process management: concurrent processes, synchronization
Secondary storage management
File and directory systems
Protection and security
OS support for human interaction: e.g., GUI, interactive video
Control of the IS function: e.g., EDP auditing, outsourcing
Systems concepts: e.g., structure, boundaries, states, objectives
Design objectives: e.g., usability, performance
Software systems construction: e.g., programming, unit testing, load module...
Interaction of operating system and hardware architecture
Process management: concurrent processes, synchronization
Memory management
Resource allocation and scheduling
Secondary storage management
File and directory systems
Protection and security
System components and relationships

1.4.101.4.12
1.4.13
1.5.12OS support for human interaction: e.g., GUI, interactive video
Operating system utilities, tools, commands and shell programming
System administration and management
Application: e.g., client server, EDI, EFT, phone network, e-mail, multimedia...

1.4.10OS support for human interaction: e.g., GUI, interactive video

2
2
1
describe and explain the major hardware
1
and software components of a computing 3
system and how they interact (LO-0095)
2
2
3
describe and explain the major
2components of an operating system and2
how they interact (LO-0096)
22
explain the control of input/output2functions; install and configure drivers
2(LO-0101)2
32
2
explain the concept of tasks and processes 2(LO-0097)
22
explain the concept of concurrency and1
multi- tasking (LO-0098)
22
explain routine behavior of task
2schedulers, priority queues, interrupt
3
processing, memory management and filesystem (LO-0099)
describe and discuss several computer2system operating environments including 3
traditional, graphical user interface, and3
multi-media; estimate the hardware and2software items and approximate cost foreach environment; discuss relativeadvantages for each environment (LO0212)
discuss and explain the hardware and3software requirements necessary tosupport multimedia (LO-0181)
explain development software tools which
support multimedia environments; discuss
the advantages and shortcomings ofvarious development tools andenvironments (LO-0182)

70

to introduce the requirements forinteroperability and systems
integration

install multimedia sound and video
hardware and software components;
install development environments anddemonstrate use of the installed softwaresystems (LO-0183)
explain concepts of interoperability andsystems integration in relation to policies
and practices (LO-0177)

2 1.4.9
2 1.4.11
2 3.10.5

Distributed operating systems
OS interoperability and compatibility: e.g., open systems
Systems integration and system testing: verification and validation, test plan...

explain components of hardware andsoftware to connect and implement
networked solutions for PC networks andmore advanced LAN and WAN
environments.
explain installation and configuration of a
distributed system

71

to install, configure and operate amulti-user operating system

explain OS considerations to enable aclient server environmentbuild system software command
structures (e.g. JCL) for both mainframe
and microcomputer systems involving themacro facilities of the operating system(LO-0100)

3
3
3
3
3
3

1.3.7.28
1.4.2
1.4.5
1.4.6
1.4.7
1.4.8

Object-oriented design, languages, and programming
Interaction of operating system and hardware architecture
Resource allocation and scheduling
Secondary storage management
File and directory systems
Protection and security

install, configure and operate a multi-user
operating system (LO-0103)

75

IS’97.5 – Programming, Data and Object Structures (Prerequisite: IS’97.2)
CATALOG This course presents object oriented and procedural software engineering methodologies in data
definition and measurement, abstract data type construction and use in developing screen editors, reports
and other IS applications using data structures including indexed files.
SCOPE

This course provides an understanding of algorithm development, programming, computer concepts andthe design and application of data and file structures. It includes an understanding of the logical andphysical structures of both programs and data.

TOPICS

Data structures and representation: characters, records, files, multimedia; precision of data; information
representation, organization and storage; algorithm development; object representation compared toconventional data flow notation; programming control structures; program correctness, verification, andvalidation; file structures and representation.

EXPLANATION AND EXPECTATIONS
Students will gain in-depth understanding of defining and measuring events which produce data, both
simple and complex, and principles, concepts and practices of successful software development.
Formal problem solving strategies will be presented. Program design methods and strategies including
top down implementation will be discussed and implemented. Graphic programming environments will
be explored. Capabilities of a number of programming languages will be presented. Skill will be
developed in at least one language supporting an indexed file system.
Software engineering principals will be practiced in a systems view. Students will learn to recognize
objects and abstract data types, concepts of event driven and data flows, module identification,
modularity including parameters, module naming, cohesion, coupling desired and erroneous practices,and testing. Correctness, verification and validation methods will be presented and practiced ingeneration of small modules and larger programs.
Specific data structures including arrays, records, stacks, queues, and trees will be incorporated into
ADTs and used in creating IS applications including menus, screen record editors — list boxes, dialog
boxes, buttons, and menu structures, file and database definition and access modules, transaction postingmechanisms, and simple and control break reports.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number2

Learning Unit Goal

Learning Unit Objectives

to present the concept that data is a explain the concept of measurement andrepresentation and measurement of information, information representation,
real-world events
organization, storage and processing (LO0009)
describe the concept that data is a
representation and measurement of realworld events and the process of capturing
it in machine readable forms (LO-0079)

Competency Level and Body of Knowledge
Elements in Learning Units
2 1.1.1
1
2
1
1
2
2
2
1
2
2

1.1.2
1.2.3
1.6.1
1.6.2
1.7.1
1.7.2
1.7.3
1.7.4
1.7.5
2.2.102 2.3.1

76

Fundamental data representation: non-numeric, numeric (integers, reals,
errors...
Physical representation of digitized information: e.g., data, text, image, voice...
Complex data structures: e.g. of data, text, voice, image, video, hypermedia
DBMS: features, functions, architecture
Data models: relational, hierarchical, network, object, semantic object
Knowledge representation
Knowledge engineering
Inference processing
Other techniques: fuzzy logic, CASE-based reasoning, natural language and...
Knowledge-based systems
Strategic use of IS: e.g., competitive advantage and IS, process reengineering...
Measurement and modeling43

to show and explain the logicaland physical structure of data to
represent characters, records, files,
and multimedia objects

identify, explain and discuss the data
hierarchy and identify all primary
operations associated with each level ofthe hierarchy (LO-0078)

to explain the concepts of classes,
abstract data types (ADT), andobjects

discuss classes which involve elements of
the “hierarchy of data” (bit, byte, fields,
records, files, database), and use thesedefinitions as a basis for the solutions toproblems; describe program structures
and their usage relating to each data
structure (LO-0086)

4 1.1.1

45

to explain and illustrate with IS
examples of formal synthetic andanalytic problem solving

explain and give examples of the conceptof writing computer programs and using
software development languages andapplication development facilities to solve
problems (LO-0015)

1
1
1
2
1
3

1.2.1.4
Software design process; from specification to implementation
1.2.1.5
Problem recognition statement and algorithmic determination; procedural...
1.2.1.6
Implementation strategies (top-down, bottom-up; teams vs individual...
2.3.1
Measurement and modeling
3.9.7
Software development
3.10.3 Software integration: e.g., packages

46

to present a systems view of object discuss and explain a systems view of an
representations and compare with object representation; explain thedata flow models
similarity of an object representation toconventional data flow notation (LO0200)

2
3
2
3
3
2
2

1.2.1
Formal problems and problem solving
1.3.6
Object oriented extensions to languages
1.3.7
Programming languages, design, implementation and comparison
1.3.7.28
Object-oriented design, languages, and programming
3.1.4
System components and relationships
3.3.5
Behavior oriented (event modeling) methodologies
3.3.6
Object oriented methodologies

47

to develop skills in developing analgorithmic solution to a problem
and be able to represent it withappropriate program and data
objectsdesign algorithms and translate them into
working solutions in a programming
language for many component problems
involved in complete information systemapplications (LO-0199)

3
3
3
3
3
2
2
3
3

1.2.1
1.2.4
1.6.2
1.6.3
1.6.5
1.6.6.1
1.6.6.2
1.6.6.3
3.9.1

48

to present top-down
implementation strategies

design and implement programs in a topdown manner, building first the top
levels, stubbing the lower levels;
successively complete lower levels in thesame manner; identify the concept ofcontinued success in this method (LO0205)

2
3
3
3
3
3

1.2.1
Formal problems and problem solving
1.2.1.4
Software design process; from specification to implementation
1.2.1.5
Problem recognition statement and algorithmic determination; procedural...
1.2.1.6
Implementation strategies (top-down, bottom-up; teams vs individual...
3.2.5
Selecting a systems development approach
3.9.1
Design: logical, physical49

to present object implementation
concepts

explain and implement modular
3 1.2.4.4
structures; show the relation of data flow
and object representations to the produced
code (LO-0090)

50

to present modular design,
cohesion, and coupling concepts

develop and translate a data flow
representation of a problem solution to ahierarchical and/or object representation(LO-0081)

44

use algorithmic and modular design in thesolution of a problem and implement thesolution with a procedural language (LO0087)
use parameter passing in implementing a
modular solution to a problem; explain
the importance of high cohesion and low
coupling (LO-0089)

3 1.1.1
3 1.1.2
3 1.2.3
3 1.2.4

3 1.2.2

4
4
4
4
3
2
4
4
4
4
4

3
3
3
3
3
apply programming control structures and 3
verify correctness (LO-0144)
3
3
demonstrate ability to test and validate the 3
solution (LO-0146)

apply concepts of modular design todefine cohesive modules of appropriate
size (LO-0143)

Fundamental data representation: non-numeric, numeric (integers, reals,
errors...
Physical representation of digitized information: e.g., data, text, image, voice...
Complex data structures: e.g. of data, text, voice, image, video, hypermedia
Abstract data types
Fundamental data representation: non-numeric, numeric (integers, reals,
errors...
Basic data structures: lists, arrays, strings, records, sets, linked lists, stacks...

Formal problems and problem solving
Abstract data types
Data models: relational, hierarchical, network, object, semantic object
Normalization
Data definition languages
Function supported by typical database system; access methods, security...
DML, query, QBE, SQL, etc.: database query language; data definition...
Application and user interfaces (DML, query, QBE, SQL)
Design: logical, physicalModules, cohesion, coupling; data flow diagrams, and conversion tohierarchy...

1.2.1
1.2.1.4
1.2.1.5
1.2.1.6
1.2.2
1.2.3
1.2.4
1.2.4.3
1.2.4.4

Formal problems and problem solving
Software design process; from specification to implementation
Problem recognition statement and algorithmic determination; procedural...
Implementation strategies (top-down, bottom-up; teams vs individual...
Basic data structures: lists, arrays, strings, records, sets, linked lists, stacks...
Complex data structures: e.g. of data, text, voice, image, video, hypermedia
Abstract data types
Formal specifications, preconditions and post-conditions, algebraic...
Modules, cohesion, coupling; data flow diagrams, and conversion tohierarchy...
1.2.4.5
Correctness, verification and validation: pre- and post-conditions,invariants...
1.2.4.6
Control structures; selection, iteration, recursion; data types and their usesin...
1.2.5.1
Files (structure, access methods): file layouts; fundamental file concepts...
1.3.3.3
Procedures, functions, and parameters; arrays and records
1.3.7.12
Parameter passing mechanisms; reference, value, name, result, etc.
3.1.2
Systems concepts: e.g., structure, boundaries, states, objectives
3.1.4
System components and relationships
3.9.1
Design: logical, physical
3.9.7
Software development
3.10.1 Systems construction
3.10.2 Software systems construction: e.g., programming, unit testing, load module...

77

51

to present a systems view ofverification and validation

explain the verification and validation
process; verify code by manual reengineering to both procedural and/or
object representations (LO-0091)
develop data flow designs and translatethese designs to pseudocode or fourthGLs (LO-0141)

4
4
4
3
3
3
4

1.2.1
Formal problems and problem solving
1.2.1.4
The software design process; from specification to implementation
1.2.1.5
Problem recognition statement and algorithmic determination; procedural...
1.2.1.6
Implementation strategies (top-down, bottom-up; teams vs individual...
1.2.4
Abstract data types
1.2.4.1
Purpose and implementation of abstract data types
1.2.4.4
Modules, cohesion, coupling; data flow diagrams, and conversion tohierarchy...
3 1.2.4.5
Correctness, verification and validation: pre- and post-conditions,invariants...
3 1.3.5
Fourth-generation languages
4 3.9.7
Software development52

to present and expose students to avariety of programming environments, development tools andgraphics development
environments

demonstrate ability to evaluate and use
existing GUI components in constructionof an effective user interface for an
application (LO-0145)

3 1.2.4
3 1.4.10
3 3.9.6

Abstract data types
OS support for human interaction: e.g., GUI, interactive video
Human-computer interaction (e.g., ergonomics, graphical-user interfaces...

53

to introduce the concepts andtechniques used to represent andoperate on data and file structures,with simple examples

explain the ADTs necessary to accessrecords in an indexed data file; show
examples of each type of operation
required (LO-0203)

2 1.2.4
3 1.2.5
2 1.2.6

Abstract data types
File structures: sequential, direct access, hashing, indexed
Sorting and searching data structures and algorithms

54

to explain how to develop
structures using abstract data types
representing arrays, lists, trees,
records and files, and demonstrate
how they are applied ascomponents of programs andapplications

use array representations to simulate
accessing an indexed file, and use therepresentations in designing an abstract
data type for insert, delete-current, find,
next, and previous operations (LO-0085)

3
3
3
3
3
3

55

to present and use index filestructures, including key
organizations

discuss and explain the concept ofindexed files; describe key construction
and compare data management
requirements involved in selecting
optimal keys; explain the functions thatare necessary to implement and accessindexed records; explain the similarity ofarrays and indexed files in terms ofsimilarities of functions in ADTs (LO0202)

2 1.2.5

File structures: sequential, direct access, hashing, indexed56

to explain a variety of fundamental apply application software to solve small
structures that are building blocks scale problems (LO-0084)
for the development of programsand IS applications
develop user and system documentation
for a program solution to a problem ofmoderate complexity (LO-0088)

3
3
3
3
2
3
3
2
3
3
2
2

1.2.1
1.2.1.4
1.2.1.5
1.2.1.6
1.2.2
1.2.4
2.2.162.10.22.10.5
3.2.2
3.7.8
3.7.9

Formal problems and problem solving
Software design process; from specification to implementation
Problem recognition statement and algorithmic determination; procedural...
Implementation strategies (top-down, bottom-up; teams vs individual...
Basic data structures: lists, arrays, strings, records, sets, linked lists, stacks...
Abstract data types
Security and control, viruses and systems integrity
Interviewing, questioning and listening
Writing skills
Package acquisition and implementation
Systems documentation
User documentation (e.g., reference manuals, operating procedures, on-line...

57

to provide the foundations forapplications of data structures andfile processing techniques

3
3
3
3
3
3
3
3
3
3
3

1.2.1
Formal problems and problem solving
1.2.1.4
Software design process; from specification to implementation
1.2.1.5
Problem recognition statement and algorithmic determination; procedural...
1.2.1.6
Implementation strategies (top-down, bottom-up; teams vs individual...
1.2.2
Basic data structures: lists, arrays, strings, records, sets, linked lists, stacks...
1.2.4
Abstract data types
1.2.4.1
Purpose and implementation of abstract data types
1.2.4.2
Informal specifications
1.2.4.3
Formal specifications, pre-conditions and post-conditions, algebraic...
1.2.4.4
Modules, cohesion, coupling; data flow diagrams, and conversion to...
1.2.4.5
Correctness, verification and validation: pre- and post-conditions;invariants...
1.2.4.6
Control structures; selection, iteration, recursion; data types and their uses
in...
1.2.5
File structures: sequential, direct access, hashing, indexed
1.2.5.1
Files (structure, access methods): file layouts; fundamental file concepts...
1.2.5.2
Files (structure, access methods): directories, contents and structure,naming...
1.2.6
Sorting and searching data structures and algorithms
1.2.6.1
Sorting algorithms (shell sort, bucket sort, radix sort, quick sort), editing...

use abstract data types involved incommon IS applications to implement
solutions to problems involving indexed
file processing techniques. (LO-0198)

1.2.1
Formal problems and problem solving
1.2.1.4
Software design process; from specification to implementation
1.2.2
Basic data structures: lists, arrays, strings, records, sets, linked lists, stacks...
1.2.4.3
Formal specifications, pre-conditions and post-conditions, algebraic...
1.2.4.4
Modules, cohesion, coupling; data flow diagrams, and conversion to...
1.2.4.5
Correctness, verification and validation: pre- and post-conditions,invariants...
3 1.2.4.6
Control structures; selection, iteration, recursion; data types and their uses
in...

3
3
3
3
2
2

78

58

to present and ensure problem
solving involving files anddatabase representations

use indexed files and ADTs to solve
simple problems involving files used as
elements of a database solution. (LO0204)

3 1.2.4
Abstract data types
3 1.2.4.3
Formal specifications, pre-conditions and post-conditions, algebraic...
3 1.2.4.4
Modules, cohesion, coupling; data flow diagrams, and conversion tohierarchy...
3 1.2.4.5
Correctness, verification and validation: pre- and post-conditions,invariants...
3 1.2.4.6
Control structures; selection, iteration, recursion; data types and their usesin...
3 1.2.5
File structures: sequential, direct access, hashing, indexed
2 1.6.1
DBMS: features, functions, architecture
2 1.6.2
Data models: relational, hierarchical, network, object, semantic object
2 2.3.1
Measurement and modeling
2 3.3.2
Data modeling: e.g., entity-relationship diagrams, normalization59

to present and develop usefulstructured file (database) editors,
posting mechanisms, and reports(simple, control break)build and document several applications
using indexed files, screen editors, andreports (LO-0093)

3
3
3
3
2

1.2.1
1.2.4
1.2.5
3.7.8
3.9.6

60

to continue the development ofprogramming techniques,particularly in the design, testingand debugging of IS related
programs of some complexity

define, explain and present the process ofstating and solving formal analytic
problems (LO-0080)

3
3
3
3
3
3
3
3

2
2
3
3
3
3

1.2.1
Formal problems and problem solving
1.2.1.4
Software design process; from specification to implementation
1.2.1.5
Problem recognition statement and algorithmic determination; procedural...
1.2.1.6
Implementation strategies (top-down, bottom-up; teams vs individual...
1.2.2
Basic data structures: lists, arrays, strings, records, sets, linked lists, stacks...
1.2.4
Abstract data types
1.2.4.3
Formal specifications, pre-conditions and post-conditions, algebraic...
1.2.4.4
Modules, cohesion, coupling; data flow diagrams, and conversion tohierarchy...
1.2.4.5
Correctness, verification and validation: pre- and post-conditions,invariants...
1.2.4.6
Control structures; selection, iteration, recursion; data types and their usesin...
1.2.6.1
Sorting algorithms (shell sort, bucket sort, radix sort, quick sort), editing,report...
1.2.6.2
Searching algorithms (serial search, binary search, and binary search tree)
1.2.6.3
Searching, hashing, collision resolution
3.1.3
Properties of open systems
3.9.1
Design: logical, physical
3.9.7
Software development
3.10.2 Software systems construction: e.g., programming, unit testing, load module...

1
1
1
2

1.2.8
1.2.9
1.2.10
1.3.1

2
2
2
2
1
2
2
1

1.3.2
1.3.3
1.3.4
1.3.5
1.3.6
1.3.7
1.4.101.6.103
3
2

61

to develop an awareness of the
explain the capabilities and differences for
relative capabilities and limitations programming environments and languageof most common programming(LO-0094)
languages

Formal problems and problem solving
Abstract data types
File structures: sequential, direct access, hashing, indexed
Systems documentation
Human-computer interaction (e.g., ergonomics, graphical-user interfaces,
voice...

Recursive algorithms
Neural networks and genetic algorithms
Advanced considerations
Fundamental programming language structures; comparison of languages
and...
Machine and assembly level languages
Procedural languages
Non-procedural languages: logic, functional
Fourth-generation languages
Object oriented extensions to languages
Programming languages, design, implementation and comparison
OS support for human interaction: e.g., GUI, interactive video
Database machines

IS’97.6 – Networking and Telecommunications (Prerequisites: IS’97.3, IS’97.4)
CATALOG Students will gain in-depth experience of telecommunications fundamentals, including voice-video-data
for LAN, MANN and WAN including the switched network systems. Data communication andtelecommunication models and standards, concepts, and standard organizations will be studied.
Installation, configuration, systems integration and management of the technologies will be practiced.
SCOPE

This course provides an in-depth knowledge of data communications and networking requirements
including networking and telecommunications technologies, hardware, and software. Emphasis is upon
the analysis and design of networking applications in organizations.
Management oftelecommunications networks, cost-benefit analysis, and evaluation of connectivity options are also
covered. Students learn to evaluate, select, and implement different communication options within an
organization.

79

TOPICS

Telecommunication devices, media, systems; network hardware and software; network configuration;
network applications; coding of data; cost/benefit analysis; distributed versus centralized systems;
architectures, topologies and protocols; installation and operation of bridges, routers and gateways;
network performance analysis; privacy, security, reliability; installation and configuration of LAN and
WAN networks; monitoring of networks; management of telecommunications, and communications
standards. Intranet and internet.

EXPLANATION AND EXPECTATIONS
Students who have used LANs, MANNs, and WANs to complete assignments in previous courses andwho are knowledgeable of the significance of information technology in facilitating information systems
will be given an opportunity in this course to gain considerable depth in telecommunications, boththeoretically and through practical experience.
Students will learn some of the significant telecommunications standards and about the organizations
that have developed the standards. The ISO seven layered model will be presented. The CCITT andIEEE standards will be reviewed.
The technology supporting telephone companies, satellite communications, as well as local andmetropolitan systems will be explored. Devices including switches, media, modems, multiplexers,
computer interfaces, bridges, routers and gateways will be studied.
Acquisition, installation, configuration and other details of management of the various technologies will
be studied.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number32

Learning Unit Goal

Learning Unit Objectives

to develop awareness andassociated terminology of thedifferent objects, media anddevices necessary fortelecommunications, including
local (LAN) and wide area (WAN)
networks

identify the characteristics oftelecommunication transmission media toLAN, MAN and WAN environments(LO-0065)

Competency Level and Body of Knowledge
Elements in Learning Units
2 1.5.2
3 1.5.4
3 1.5.6

Data transmission: media, signaling techniques, transmission impairments...
Local area networks
Network architectures and protocols

access a remote information system forfile transfer in both LAN and WAN
environments (LO-0066)
discuss and explain thetelecommunications industry and the concepts of standards and regulationq

33

to develop an awareness of how
telecommunication systems areused to support organization
communication infrastructure
including information systems,
teleconferencing, and telecomputer conferencing

explain the use of information systems to
support “work flow”; discuss theconcepts of teleconferencing andtelecomputer conferencing in enabling
communications and decision making;discuss and explain the infrastructure
involving telecommunication systems(LO-0209)

2
2
2
2
2
3
3

34

to explore the issues related to theeconomics, design andmanagement of computer
networks

explain the steps in analyzing andconfiguring a telecommunication system,
including specific hardware and software
components (LO-0070)

3 1.5.8
Network configuration, performance analysis and monitoring
2 2.2.15.1
Telecommunications management

explain the purpose of modems, bridges,
gateways, hubs, and routers ininterconnecting systems

80

1.5.8
Network configuration, performance analysis and monitoring
1.5.12 Application: e.g., client server, EDI, EFT, phone network, e-mail, multimedia...
2.1.2
Organizational work groups
2.1.3
Organizational span: single user, work group, team, enterprise, global
2.2.15.1
Telecommunications management
2.3.4
Decision models and IS: optimizing, satisficing
2.3.5
Group decision process

35

to familiarize the student with thetelecommunication standards andwith regulatory organizations andtheir standards

identify the role of standards and of
regulatory organizations and theirstandards as a facilitator in achieving
local through global telecommunications(LO-0062)

2
2
2
2

1.5.1
1.5.5
1.5.8
1.5.9

International telecommunication standards, models, trends
Wide area networks: switching techniques, broadcast techniques, routing
Network configuration, performance analysis and monitoring
Network security: encryption, digital signatures, authentication

explain digital coding of data relevant totelecommunications (LO-0067)
36

to discuss and explain underlying
principles and issues of distributed
versus centralized computer
systems

explain, diagram and discuss structuresand principles involved in distributing
computing resources and data; identify
hardware and software requirements andapproximate costs of centralized anddistributed systems; discuss and explain
risks, security and privacy in alternate
system configurations (LO-0211)

3
2
1
2
2
2
2

1.1.4
1.4.2
1.4.9
1.5.5
1.6.8
2.1.6
3.8.3

Computer system components: busses, controllers, storage systems, peripherals
Interaction of operating system and hardware architecture
Distributed operating systems
Wide area networks: switching techniques, broadcast techniques, routing
Distributed databases
Organizational structure: centralized, decentralized, matrix
Requirements determination and specification37

to present architectures,
topologies, and protocols of
telecommunications

identify and explain the function of eachof the layers of the ISO model (LO-0063)

2
2
2
2
2
2
2
2
2

1.4.11
1.5.1
1.5.3
1.5.6
1.5.8
1.5.9
1.5.101.5.11
1.5.12OS interoperability and compatibility: e.g., open systems
International telecommunication standards, models, trends
Line configuration: error control, flow control, multiplexing
Network architectures and protocols
Network configuration, performance analysis and monitoring
Network security: encryption, digital signatures, authentication
High-speed networks: e.g. broadband ISDN, SMDS, ATM, FDDI
Emerging networks: ATM, ISDN, satellite nets, etc.; optic nets; integrated...
Application: e.g., client server, EDI, EFT, phone network, e-mail, multimedia...

explain the concept of “virtual”
communications between communicatingmachines at each layer of the ISO model
identify and explain common topologies
and implementation methods and issues
for telecommunication systems (LO0064)
identify and describe the organization andoperation of bit and byte protocols (LO0068)
discuss telecommunication services andanalyze a specific implementation of the
ISO model (LO-0069)
38

to present the hardware andsoftware components oftelecommunications systems andhow they are organized to provide
required services

describe, diagram, discuss and explain
hardware and software components oftelecommunications systems; describe
integration of phone, fax, LAN and WAN
systems; diagram and discuss variousorganizations of hardware, identifying
and describing each type of required
device (LO-0210)

2 1.1.4
2
2
2
2
2
2

Computer system components: busses, controllers, storage systems,
peripheral...
1.3.7.26
Compilers and translators
1.5.4
Local area networks
1.5.5
Wide area networks: switching techniques, broadcast techniques, routing
1.5.6
Network architectures and protocols
1.5.8
Network configuration, performance analysis and monitoring
3.1.4
System components and relationships

explain the use of routers and hubs indesigning interconnected systems
explain telecommunication requirementsof voice, audio, data, still images, motion
video and multimedia
explain fast packet technologies andapplications
explain issues of telecommunications
network design
give examples of business applications oftelecommunications and explain the devi
es and their utilization in the describedsystem39

to provide awareness of the
responsibilities inherent inproviding telecommunication
services, including security,
privacy, reliability andperformance

explain telecommunications systems
performance measures and ensure
adequate performance and reliability (LO0076)

2 1.5.8
2 2.8.440

to explain how to installequipment necessary to implement
a telecommunication system, e.g.
cable, modems, Ethernet
connections, gateways, routers

explain, install and test modems,
multiplexers and Ethernet components(LO-0071)

3
3
3
3
3
2

explain, install and test bridges androuters on appropriate hardware

Network configuration, performance analysis and monitoring
Agencies and regulatory bodies

1.5.2
Data transmission: media, signaling techniques, transmission impairments
1.5.3
Line configuration: error control, flow control, multiplexing
1.5.5
Wide area networks: switching techniques , broadcast techniques, routing
1.5.12 Application: e.g., client server, EDI, EFT, phone network, e-mail, multimedia...
2.2.15.1
Telecommunications management
2.8.3
Privacy law

install and operate terminal emulation
software on a PC (LO-0073)
explain and construct organizational plans
for the use of EDI (LO-0162)

81

41

to explain how to design, install,configure and manage a LAN

design, install and manage a LAN (LO0072)

3 1.5.4
Local area networks
3 1.5.8
Network configuration, performance analysis and monitoring
3 2.2.15.1
Telecommunications management

explain and implement security
appropriate for an end-user environment
involving access to an enterprise level IS
124

to discuss issues pertinent to the
management and transfer of
emerging technologies

explain and detail methods forenvironment scanning and selecting
effective hardware and software (LO0163)

3 2.2.1
2 2.2.14

IS planningManagement of emerging technologies

explain management of emerging
technologies (LO-0168)

IS’97.7 – Analysis and Logical Design (Prerequisites: IS’97.3)
CATALOG Students with information technology skills will learn to analyze and design information systems.
Students will practice project management during team oriented analysis and design of a departmental
level system.
SCOPE

This course provides an understanding of the system development and modification process. It enables
students to evaluate and choose a system development methodology. It emphasizes the factors for
effective communication and integration with users and user systems. It encourages interpersonal skill
development with clients, users, team members, and others associated with development, operation andmaintenance of the system. Object oriented analysis and design. Use of data modeling tools.
Development and adherence to life cycle standards.

TOPICSLife cycle phases: requirements determination, logical design, physical design, test planning,
implementation planning, and performance evaluation; communication, interpersonal skills,
interviewing, presentation skills; group dynamics; risk and feasibility analysis; group-based approaches:
project management, joint application development (JAD), structured walkthroughs; object oriented
design; software production and reviews; prototyping; database design; software quality metrics;
application categories; software package evaluation and acquisition; professional code of ethics.

EXPLANATION AND EXPECTATIONS
Students with the basic skills of information technology will learn to gather information in order to
identify problems to be solved. They will determine system requirements and a logical design for an
information system, while participating as team members in a project beginning in this course andcontinuing over a coordinated four course project sequence (IS’97.7, IS87.8, IS/97.9 and IS’97.10).
Students will investigate alternative solutions, and will determine feasibility of solutions. They will
identify value added by the completion of the system.
Students will be exposed to case or other tools which have the same functionality. Tools which facilitateeach stage of the life cycle should be used. While CASE tools are not a substitute for understanding of
the processes involved, they may be used to ensure that a particular methodology is used rigorously. If
manual methods are used, it is important to define the methodology thoroughly.
Project management will be taught and used to control the team project. Team concepts including
personal and interpersonal skills will be discussed and monitored. Empowerment concepts will be used
and measured. Scheduling and completing individual and group actions will be used to ensure project
milestone completion.

82

A departmental information system will be designed during this course. The instructor, in addition tolecturing, may wish to adopt a role within the project phase: CIO, project manager, consultant, or client
are all possible roles.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number72

73

Learning Unit Goal

Learning Unit Objectives

to present necessary concepts toprovide the skills necessary to do
the analysis, modeling, anddefinition of information systems
problems

explain IS life cycle phases and concepts
and alternatives (LO-0057)

to give students exposure to using
commercial program products toimplement information systems

demonstrate ability to analyze alternative
approaches to applications including
packages, tailoring or customizing
packages, adding modules to packages,
and building unique applications (LO0110)

detect problem to solve, re-engineer
physical flow (LO-0108)

Competency Levels and Body of Knowledge
Elements in Learning Units
3
2
2
3

2.10.10 Fostering creativity and opportunity finding
3.6.1
Feasibility assessment
3.6.2
Risk management principles
3.8.1
Problem opportunity identification: e.g., service requests, from planning
process

2
3
3
2
2
3
3

2.8.1
2.8.2
2.8.3
2.8.4
2.8.5
2.8.7
3.7.11

Software sales, licensing, and agency
Contract fundamentals
Privacy law
Agencies and regulatory bodies
Protection of intellectual property rights
Risks, losses and liability in computing applications
Scoping and scope control

3
3
3
3

2.10.1
2.10.22.10.5
3.4.2

Communication skills
Interviewing, questioning and listening
Writing skills
Group-based methods: e.g., JAD, structured walkthroughs, design and code...

explain the concepts of acquiring
computer hardware and software (LO0167)
explain the process of writing bids andcontracts (LO-0174)
explain all phases of contracts and write
realistic examples for consultant
relationships, software and hardware
acquisition, or other relevant examples(LO-0175)74

to show how to collect andstructure information in thedevelopment of requirements andspecifications

conduct an information gatheringinterview with individuals and with agroup (LO-0106)
conduct a JAD session using a GDS tool(either manual or electronic) (LO-0111)

75

to show how to develop a logicaldesign, and develop and analyze
alternatives involving
implementation using packages,
tailoring of packages, constructing
software, or CASE tools

use CASE , I-CASE or other automated or
non-automated tools (LO-0112)

3 3.4.1

CASE

76

to develop a functional
understanding of rapid
prototyping and other similaralternative mechanisms for rapid
development of information
systems

use rapid prototyping and other similaralternative mechanisms for rapid
development of information systems (LO0114)

3 3.2.1
3 3.2.5

Systems development models: e.g., SDLC, prototyping
Selecting a systems development approach77

to show how to assess risks andfeasibility

identify IS requirements andspecifications and tentative logical design
alternatives; evaluate proposedcompetitive advantage, feasibility and risk
(LO-0109)

2
3
3
3

Infrastructure planning: hardware, communications, database, site
Feasibility assessment
Requirements determination and specification
Design: logical, physicalbe able to use a commercial CASE tool togenerate “upper case” documentation(LO-0113)

3.5.1
3.6.1
3.8.3
3.9.1

83

78

to show students how to analyzeorganizational systems todetermine how the systems might
be improved

compare several proposed systems
solutions, based on criteria for success(LO-0061)
identify, explain and use development
methodologies compatible with theconcept of process of continuous
improvement (LO-0107)

3 2.2.6
3 2.2.103
2
2
3
3

Managing IS as a business: e.g., customer definition, defining IS mission, IS...
Strategic use of IS: e.g., competitive advantage and IS, process reengineering...
2.3.1
Measurement and modeling2.10.8 Principle centered leadership2.10.10 Creative problem solving and opportunity identification
3.1.5
Systems control: standards, control theory, feedback, loops, measurement...
3.10.7 Software project management: scoping, scheduling, configuration manage...

apply systems, decision and quality
theory and information systems
development techniques andmethodologies to initiate, specify andimplement a relatively complex multi-user
information system originating in aquality conscious organization involvedin continuous improvement of its
processes (LO-0149)
at an enterprise or multi-department level,
develop physical flows as well as acomplete work flow design
79

80

to develop skills for effective
interpersonal communication todevelop consensus using classicaltechniques as well as computer
facilitated groupware

explain the concept of shared vision indeveloping effective solutions toorganizational process (LO-0052)

to demonstrate and analyze small
group dynamics as related toworking with users

explain group and team behavior in an IS
context (LO-0051)

to develop application skills for
implementing databases andapplications by operating andtesting these databases

Decision models and IS: optimizing, satisficing
Group decision process
Techniques to enhance the creative design process

3
3
4
4
2
4

2.3.4
2.3.5
2.4.3
2.4.4
2.4.5
2.4.8

Decision models and IS: optimizing, satisficing
Group decision process
Group dynamics
Teamwork, leadership and empowerment
Use of influence, power and politics
Consensus building

3
3
3
3

1.6.1
1.6.2
1.6.3
1.6.4

3
3
3
3
2

1.6.5
1.6.7
1.6.12
3.9.2
3.9.5

DBMS: features, functions, architecture
Data models: relational, hierarchical, network, object, semantic object
Normalization
Integrity (referential, data item, intra-relation): representing relationships;
entity...
Data definition languages
Intelligent query processors and query organization
Data dictionary, encyclopedia, repository
Design methodologies: e.g., real time, object oriented, structured
Information presentation alternatives; cognitive styles

Architecture, goals and structure of an operating system; structuring methods...
Interaction of operating system and hardware architecture
Metrics for size, function points, control of complexity
User documentation (e.g., reference manuals, operating procedures, on-line...
System development quality assurance
Software development

explain common forms of behavior thatcan lead to lack of communication

explain how groups and teams should
work together, empower co-workers, andapply team methods; measure and prove
empowerment and effectiveness;participate effectively in cooperative team
work; and evaluate success of work (LO0154)
81

3 2.3.4
3 2.3.5
2 3.9.4

design and implement an information
system within a database environment(LO-0118)
develop dataflow and/or an event driven
models of the components of an
information system, and design theimplementation of the concepts
develop the corresponding database andimplement the schema with a DBMS
packagedevelop event driven screenscorresponding with the database design;develop report designs for necessary
documentation and reporting; resolve thedatabase indexes and construct theappropriate application82

to present and use complexity
metrics to assess developed
solutionsapply system software functions toanalyze resource use and performance
characteristics for an application (LO0102)

3
3
2
3
3
2

1.4.1
1.4.2
3.5.4
3.7.9
3.7.13
3.9.7

83

to develop quality metrics forassessment of softwaredevelopment and project controlof software development

explain how written standards describing
each phase of the life-cycle can evolve;
explain the relevance of written standards,
and the desirability of developing quality
assurance procedures

2
3
2
2
2
2

1.2.7
Algorithm efficiency, complexity and metrics
2.2.15.7
Quality management: e.g. reliability and quality engineering; QC teams
3.5.4
Metrics for size, function points, control of complexity
3.7.10 System metrics
3.7.13 System development quality assurance
3.9.7 Software development

describe and explain the use of quality
metrics in assessment of softwaredevelopment and in facilitating projectcontrol of the development activities (LO0206)

84

84

to develop quality metrics forassessment of customer
satisfaction at all phases of the life
cycle

use quality metrics and performancebenchmarks to ensure customer
satisfaction for each phase of the life
cycle. Test the metrics during systemdevelopment activities (LO-0115)

85

to explain the use of a professional identify and describe professional
code of ethics to evaluate specific organizations (LO-0043)
IS actions
explain setting an ethical standard (LO0044)
explain and examine ethical issues andarguments and failed approaches as afunction of power and social context

3 3.7.10
3 3.7.13
2 3.9.3

System metrics
System development quality assurance
Design objectives: e.g., usability, performance

2
3
2
2
2
3

Privacy law
Protection of intellectual property rights
Ethics: Personal and professional responsibilities; ethical models, ...
Current literature periodicals, professional, academic journals
Certification issues
Professional organizations: e.g., DPMA, ACM, TIMS, ASM, DSI, ACE,
IEEE...
Professional conferences
Proactive attitude and approach

2.8.3
2.8.5
2.8.6
2.9.1
2.9.2
2.9.3

2 2.9.4
2 2.10.6

identification of stakeholders in a given
IS development context, and the effect ofdevelopment on these individuals
describe use of the codes of ethics andensure that project actions are consistent
with these prescriptions (LO-0127)

IS’97.8 – Physical Design and Implementation with DBMS (Prerequisite: IS’97.7)
CATALOG Students completing the analysis and logical design course will continue in this course the detailed
physical design and implementation of a departmental database requiring implementation.
SCOPE

This course covers information systems design and implementation within a database management
system environment. Students will demonstrate their mastery of the design process acquired in earlier
courses by designing and constructing a physical system using database software to implement thelogical design.

TOPICS

Data models and modeling tools/techniques; structured and object design approaches; models fordatabases: relational, hierarchical, networked and object oriented designs; CASE tools; data dictionaries,
repositories, warehouses; implementation: Windows/GUI coding and/or implementation, code/
application generation; client-server planning, testing, and installation; system conversion, end user
training/integration and post implementation review.

EXPLANATION AND EXPECTATIONS
Students who have completed the information analysis and logical design course will engage in thephysical design and implementation process for a departmental level information system, as part of thecoordinated four course project sequence begun in IS’97.7.
CASE tools or manual methods will be used within a team oriented project environment to design andimplement a database requiring a departmental information system.
A data model of a physical flow will be completed and the detailed database design will be used toconstruct a database. Schema development tools will be used to generate enterprise-level models.
A corresponding functional analysis of the problem will be completed. Program specifications will be
developed and utilized in construction of the physical system. Testing, integration, and integration
testing of the final system will be accomplished. Tools will be used to measure complexity of solutions;
quality assurance measures implemented as project standards will be used to control project quality and
risk.

85

Application of code generators or libraries will be used to facilitate rapid development of the desired
system. Existing project management software will be used to manage user expectation and completed
work.
Students completing this course will have mastered the following learning units:
Learning
Unit
Number86

Learning Unit Goal

Learning Unit Objectives

to discuss the importance offinding synergistic solutions withteam and clients

describe and explain interdependence
habits of empathetic listening, synergy
and consensus building (LO-0050)
explain negotiation and interdependent
activities (LO-0173)

Competency Level and Body of Knowledge
Elements in Learning Units
4
3
4
3
3
2
3
3
3
3
3

2.3.5
Group decision process
2.4.3Group dynamics
2.4.4
Teamwork, leadership and empowerment
2.4.5
Use of influence, power and politics
2.4.6
Cognitive styles
2.4.7
Negotiating and negotiating styles
2.4.8
Consensus building
2.10.1 Communication skills
2.10.6 Proactive attitude and approach
2.10.9 Principles of negotiation
2.10.10 Fostering creativity and opportunity finding87

to show how to develop
agreements describing work to bedone, and to commit, rigorously
complete and self- evaluate agreed
work

perform work estimates, commit to thework, and rigorously complete, selfevaluate against standards, and accountfor the work (LO-0105)

3
3
3
3
3

2.2.3
2.10.62.10.72.10.83.7.7

Staffing and human resource management
Proactive attitude and approach
Personal goal setting, decision making, and time management
Principle centered leadershipManagement concerns; stress and time management88

to develop skill with data
modeling of databases

use DBMS, data modeling, and data
manipulation languages (LO-0124)

3
3
2
2
2
3
3

1.6.2
1.6.5
1.7.1
1.7.2
1.7.3
3.3.2
3.4.3

Data models: relational, hierarchical, network, object, semantic object
Data definition languages
Knowledge representation
Knowledge engineering
Inference processing
Data modeling: e.g., entity-relationship diagrams, normalization
Software implementation concepts and tools: e.g., data dictionary, repository...

use knowledge data models todifferentiate model types; explain the
different models for databases, e.g.
relational, hierarchical, network and OO
database; and explain how they are implemented in database management systems(LO-0130)89

to develop awareness of thesyntactical and theoreticaldifferences between databasemodelsidentify the components of hierarchical,
network, and relational database models;
discuss the data definitions required foreach model; explain the reasons for
specific commands within the data
manipulation facilities; discuss logicalinterconversion between the models (LO0201)

3 1.6.2
3 1.6.5
2 3.8.290

to develop skill in application of
database systems development andretrieval facilities needed tofacilitate creation of information
system applications

apply life cycle implementation (LO0122)

2
3
3
3
3

to develop skills with applicationand structuring of databasemanagement systems

develop editors to facilitate data entry into 3 1.2.1
Formal problems and problem solving
the database (LO-0133)
3 1.2.4
Abstract data types
3 1.6.1
DBMS: features, functions, architecture
demonstrate design and implementation
3 1.6.1.1
DBMS (features, functions, architecture); components of database system...
skills with both a graphical user interface 3 1.6.1.3
Logical design (DBMS independent design): ER, object oriented
and character based interface to3 1.6.2
Data models: relational, hierarchical, network, object, semantic object
implement list boxes, dialog boxes,
3 1.6.5
Data definition languages
buttons and menu structures
3 1.6.6.3
Application and user interfaces (DML, query, QBE, SQL)
4 1.6.7
Intelligent query processors and query organization
design and implement simple reports to2 1.6.9
DBMS products: recent developments in database systems (.e.g., hypertext...
validate the performance of application
2 1.6.11 Data and database administration
systems (LO-0134)
3 1.6.12 Data dictionary, encyclopedia, repository
3 2.2.3.4
Education and training
apply software development principles,
3 2.2.15.7
Quality management: e.g., reliability and quality engineering; QC teams
methods and tools to implementation of
3 2.3.1
Measurement and modelingan IS application (LO-0140)
3 3.2.2
Package acquisition and implementation
3 3.2.3
Integrating software components
4 3.2.5
Selecting a systems development approach
3 3.5.1
Infrastructure planning: hardware, communications, database, site
3 3.9.7
Software development
4 3.10.1 Systems construction
3 3.10.2 Software systems construction: e.g., programming, unit testing, load module91

86

explain database administration andmaintenance (LO-0138)

Data models: relational, hierarchical, network, object, semantic object
Data definition languages
Relating the application to the enterprise model

2.8.3
Privacy law
2.10.10 Creative problem solving and opportunity identification
3.2.1
Systems development models: e.g., SDLC, prototyping
3.2.5
Selecting a systems development approach
3.4.1
CASE

92

to develop skill with applicationand physical implementation of
database systems, using a
programming environment

apply database design techniques toimplement a solution with calls from a
program to the DBMS (LO-0139)
explain and apply networking
considerations in implementing
distributed models
develop client server applications andinstall and operate them in a multi-user
environment.

93

to develop skills with use of a
combination of code generatorsand language facilities toimplement multi-user departmental
or simple enterprise level systems

use code generators to implement an IS
application and compare the results withhand-coded versions of the same
application (LO-0196)

94

to provide an opportunity todevelop and use project
management, project standards,
and a system implementation plan,and to implement a documentationplancreate and present technical and end user
telecommunication system documentation(LO-0074)95

to show how to design aconceptual relational databasemodel and logical database model,
convert the logical database
designs to physical designs,
develop the physical database, andgenerate test data

4
4
4
3
4
3
3
4
3
4
4
4
3
4
3

3 1.3.7.30

32
3
3
identify security and privacy
3
considerations and how they may be3solved within the context of the3telecommunications system (LO-0075)
33
explain configuration controls (LO-0135) 3
3
develop consistent with good practice a2
departmental level DBMS project, and3develop systems development and user
3
documentation (LO-0136)
3
3
work in teams tracking individual and3team results; develop assignments and2
performance rating measures to evaluate2
and ensure quality assurance in the2development process (LO-0137)
2
3
develop program level, system and user
3
documentation (LO-0147)
3
3
apply development concepts to a project2of reasonable complexity in a team3
environment (LO-0148)
2
3
3
3
3
3
2
2
3
2

explain a framework for evaluating an
information system function and value ofindividual applications (LO-0055)
explain the use of critical success factors(LO-0056)
translate a logical system design into aphysical design in a target environment,
and, implement this specification into an
operational system using DBMS
technology (LO-0119)

1.2.1
1.2.4
1.6.1
1.6.1.2
1.6.1.3
1.6.2
1.6.2.1
1.6.2.2
1.6.3
1.6.4
1.6.5
1.6.6
2.3.1
2.10.6
3.8.2

Formal problems and problem solving
Abstract data types
DBMS: features, functions, architecture
DBMS: overview of relational algebra
Logical design (DBMS independent design): ER, object oriented
Data models: relational, hierarchical, network, object, semantic object
Relational data model terminology; mapping conceptual schema to a...
Conceptual modeling (e.g., entity-relationship, object-oriented)
Normalization
Integrity (referential, data item, intra-relation): representing relationships...
Data definition languages
Application interface
Measurement and modeling
Proactive attitude and approach
Relating the application to the enterprise model
Code generators

2
2
2
3
3
2
2
3
3
3
2
3

1.2.4
Abstract data types
1.4.8
Protection and security
1.5.4
Local area networks
1.5.5
Wide area networks: switching techniques, broadcast techniques, routing
1.5.8
Network configuration, performance analysis and monitoring
1.6.1
DBMS: features, functions, architecture
1.6.2
Data models: relational, hierarchical, network, object, semantic object
1.6.4
Integrity (referential, data item, intra-relation); representing relationships...
1.6.5
Data definition languages
1.6.9
DBMS products: recent developments in database systems (e.g., hypertext...
1.6.11 Data and database administration
2.1.4
Role of IS within the enterprise: strategic, tactical and operations
2.2.1.1
Alignment of IS planning with enterprise planning
2.2.6
Managing IS as a business: e.g., customer definition, defining IS mission, IS...
2.2.8
IS as a service function: performance evaluation -- external/internal, market...
2.2.10 Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
2.2.11 End user computing support, role and functions
2.2.13 Backup, disaster planning and recovery
2.2.15.3
Management of group decision support systems
2.2.15.4
Data administration
2.2.15.5
Ownership of data and application systems
2.2.15.6
Optimizing the climate for creativity
2.2.15.7
Quality management: e.g. reliability and quality engineering; QC teams
2.2.16 Security and control, viruses and systems integrity
2.3.1
Measurement and modeling
2.3.3
Cost/Value of information, competitive value of IS
2.3.5
Group decision process
2.4.1
Job design theory
2.4.3
Group dynamics
2.4.4
Teamwork, leadership and empowerment
2.4.5
Use of influence, power and politics
2.4.7
Negotiating and negotiating styles
2.4.8
Consensus building
2.10.3 Presentation skills
2.10.4 Consulting skills
3.1.4
System components and relationships
3.7.1
Project planing and selection of appropriate process model; projectscheduling...
3.7.2
Project organization management, principles, concept and issues
3.7.4
Project staffing considerations: e.g., matrix management, human factors, team...
3.7.5
Project control: planning, cost estimation, resource allocation, software tech...
3.7.8
Systems documentation
3.7.11 Scoping and scope control
3.7.12 Configuration management
3.7.14 Project tracking: e.g., PERT, Gantt
3.8.3
Requirements determination and specification
3.9.4
Techniques to enhance the creative design process
3.10.1 Systems construction
3.10.5 Systems integration and system testing: verification and validation, test plan...
3.12.1 Transaction processing systems

3
3
2
2
2
2
4
3

1.6.4
Integrity (referential, data item, intra-relation): representing relationships...
1.6.5
Data definition languages
2.1.1
Hierarchical and flow models of organizations
2.1.5
Effect of IS on organizational structure; IS and continuous improvement
2.1.6
Organizational structure: centralized, decentralized, matrix
2.2.6
Managing IS as a business: e.g., customer definition, defining IS mission, IS...
2.10.10 Creative problem solving and opportunity identification
3.9.1
Design: logical, physical

87

96

to provide opportunity to developfunctional specifications for an
information system, develop adetailed information systemdesign, and develop information
system application controls

use a methodology to specify and develop
an information system of departmental
level significance; ensure that datacollection, verification, and control isaccomplished; ensure that external audits
will establish consistent goals andaccomplishments (LO-0191)

3
3
3
3
3
3
2
3
3
3
4

2.4.5
2.7.1
2.7.2
2.7.3
2.7.4
3.3.1
3.3.3
3.3.4
3.3.5
3.7.13
3.9.5

Use of influence, power and politics
Reasons for resistance to change
Strategies for motivating change
Planning for changeManaging change
Organizational and software process modeling
Data oriented methodologies
Process oriented methodologies
Behavior oriented (event modeling) methodologies
System development quality assurance
Information presentation alternatives; cognitive styles

97

to show how to develop a
conversion and installation plan,develop a hardware systems andenvironmental plandevelop a detailed training, conversion
and installation plan for hardware andsoftware involving a newly developed
information system application (LO0194)

4
3
3
3
3
3
design networked solutions and install the 3
DBMS on the server along with3
appropriate OS and telecommunications
hardware and software

2.4.6
2.7.1
2.7.2
2.7.3
2.7.4
3.9.7
3.10.43.10.6

Cognitive styles
Reasons for resistance to change
Strategies for motivating change
Planning for changeManaging change
Software development
Systems conversion: approaches, planing, implementation
Training: e.g., user, management, operation, systems, training materials

98

to show how to develop detailed
program specifications, develop
programs, set up system test
parameters, install and test the new
system, implement the conversion
plan, employ configuration
management

develop, test, install and operate a3 1.2.1
significant information system application 3 1.2.1.4
program (LO-0193)
3 1.2.1.5
3 1.2.1.6
develop, test, install and operate both
3 1.2.4
client and server applications; ensure that 3 1.2.4.1
all multi-user aspects of the application
3 1.2.4.3
function as planned
3 1.2.4.4
3 1.2.4.5
develop, test, install, and operate coupledapplication systems that have no3 1.2.4.6
pathological coupling mechanisms;
describe and explain how other3 1.2.5.1
mechanisms might involve inappropriate 3 1.2.5.2
coupling mechanisms, and illustrateconsequences of such design errors;
3 1.6.1.3
discuss and explain both off-line batch as 3 1.6.2
well as on-line coupling mechanisms
3 1.6.3
3 1.6.4
3 1.6.5
2 1.6.11
2 1.6.12
3 2.4.4
3 2.4.8
2 3.4.2
3 3.10.3
3 3.10.4
3 3.10.5
3 3.10.7
3 3.10.8
2 3.10.9
2 3.11.1
2 3.11.3
4 3.11.4

99

to show how to develop a physical participate non-confrontationally in awork-flow plan with a client
team environment, and demonstrateempathetic listening skills to facilitate
determination of alternate mechanisms fora horizontally integrated work group in
improving its function through process
redesign, including incorporation of
information systems to ensure
documentation and quality (LO-0216)

Formal problems and problem solving
Software design process; from specification to implementation
Problem recognition statement and algorithmic determination; procedural...
Implementation strategies (top-down, bottom-up; teams vs individual...
Abstract data types
Purpose and implementation of abstract data types
Formal specifications, preconditions and post-conditions, algebraic...
Modules, cohesion, coupling; data flow diagrams, and conversion to...
Correctness, verification and validation: pre- and post-conditions,invariants...
Control structures; selection, iteration, recursion; data types and their uses
in...
Files (structure, access methods): file layouts; fundamental file concepts...
Files (structure, access methods): directories, contents and structure,naming...
Logical design (DBMS independent design): ER, object oriented
Data models: relational, hierarchical, network, object, semantic object
Normalization
Integrity (referential, data item, intra-relation): representing relationships...
Data definition languages
Data and database administration
Data dictionary, encyclopedia, repository
Teamwork, leadership and empowerment
Consensus building
Group-based methods: e.g., JAD, structured walkthroughs, design and code...
Software integration: e.g., packages
Systems conversion: approaches, planing, implementation
Systems integration and system testing: verification and validation, test plan...
Software project management: scoping, scheduling, configuration manage...
Systems installation
Post implementation review
Service request and change control
Tuning and balancing
Systems and software maintenance concepts

3
3
3
3
3

2.3.5
2.4.4
2.4.7
2.4.8
2.10.2

Group decision process
Teamwork, leadership and empowerment
Negotiating and negotiating styles
Consensus building
Interviewing, questioning and listening

3
3
3
4
3

2.10.1
2.10.22.10.32.10.5
3.7.9

Communication skills
Interviewing, questioning and listening
Presentation skills
Writing skills
User documentation (e.g., reference manuals, operating procedures, on-line...

design a workflow using graphical tools
or image systems development softwarein the presence of a client
convert the workflow to both an IDEF 0
and IDEF 3 type drawing; convert the
IDEF3 drawing into an event driven
model satisfactory for a graphical userinterface117

to show how to present a systemdesign, test plan, implementation
plan, and evaluation, in written
and oral form

present and explain solutions to a peergroup for critique and improvement (LO0028)
apply oral and written communication
skills to present proposed solutions andaccomplishments (LO-0125)

88

127

to discuss performance evaluationconsistent with quality
management and continuous
improvement

develop performance measures consistent
with the concepts of valuing employeesthat facilitate team cooperation anddiscourage competitiveness among teammembers; discuss the reasons for suchmeasures and explain the negative
consequences of misunderstanding theseissues (LO-0184)

3 2.2.3
3 3.7.4

Staffing and human resource management
Project staffing considerations: e.g., matrix management, human factors, team...

IS’97.9 – Physical Design and Implementation with Programming Environments (Prerequisites:
IS’97.5, IS’97.7, IS’97.8)
CATALOG Students who have completed the analysis and logical design course will extend their knowledge byimplementing an information system using a programming language capable of calling functions in a
DBMS. Teams will use project management to implement an information system.
SCOPE

This course covers physical design, programming, testing and implementation of the system.
Implementations of object-oriented, client-server designs using a programming environment.

TOPICS

Selection of client-server programming language environment; software construction: structured, event
driven and object oriented application design; testing; software quality assurance; system
implementation; user training; system delivery; post implementation review; configuration management;
maintenance; reverse engineering and re-engineering. Both full client and thin-browser active server
based approaches are considered.

EXPLANATION AND EXPECTATIONS
Students who have completed the information analysis and logical design course will continue
participating in the coordinated four course project sequence begun in IS’97.7 by learning to develop
information systems which are implemented using a third or fourth generation programming language
capable of calling DBMS functions.
If object-oriented programming has not been taught to the students earlier in the curriculum, then it
should be used here. If only object-oriented methods have been used, some procedural facility shouldbe employed.
System representation (data flow) or object representation, modular design, use of control structures with
proof of correctness, verification, testing and validation should be integral components of software
quality assurance. Implementation standards should be developed by the students and used rigorously
as project teams complete a significant system. A conversion and training plan should be developed andimplemented involving both hardware, data, people, and software systems.
Project management tools should be used to ensure timely completion of the project. Interdependence
skills should be practiced and evaluated. Presentation of all life cycle events should be accomplished.
Students completing this course will have mastered the following learning units:89

Learning
Unit
Number100

Learning Unit Goal

Learning Unit Objectives

to develop skill in analysis,design, and development ofapplication software using a
programming environment

design and implement information
systems application software using a
programming environment which utilizes
database programming (Designs should
include screen editors, data update
mechanisms, audit and operations
controls, and should contain appropriate
printed reports.) (LO-0208)
use productivity tools to develop
conceptual data and functional models

101

to identify differences between astructured, event-driven, andobject-oriented application designand explain the implications ofthese approaches to the design anddevelopment process

employ a programming environment todevelop a simple event-driven application
with a GUI interface (LO-0025)

103

to be able to develop program tests construct effective queries using bothand system tests
structured and unstructured query tools(LO-0132)
reverse engineer data flows from fourth
GL applications to ensure verification(LO-0142)

104

Competency Level and Body of Knowledge
Elements in Learning Units
4
4
4
4
4
4
4
4
3
3
4
3
3
4

1.2.1
Formal problems and problem solving
1.2.4
Abstract data types
1.6.2
Data models: relational, hierarchical, network, object, semantic object
1.6.5
Data definition languages
1.6.6
Application interface
1.6.6.2
DML, query, QBE, SQL, etc.: database query language; data definition...
1.6.6.3
Application and user interfaces (DML, query, QBE, SQL)
2.3.1
Measurement and modeling2.10.10 Fostering creativity and opportunity finding
3.1.2
Systems concepts: e.g., structure, boundaries, states, objectives
3.3.2
Data modeling: e.g., entity-relationship diagrams, normalization
3.4.3
Software implementation concepts and tools: e.g., data dictionary, repository...
3.8.2
Relating the application to the enterprise model
3.9.7
Software development

2
2
3
3
4

1.3.6
1.4.10
3.3.5
3.3.6
3.9.6

3
3
3
3

1.2.1
Formal problems and problem solving
1.2.4
Abstract data types
1.2.4.4
Modules, cohesion, coupling; data flow diagrams, and conversion to...
1.2.4.5
Correctness, verification and validation: pre- and post-conditions,invariants...
1.3.4
Non-procedural languages: logic, functional
1.6.6.3
Application and user interfaces (DML, query, QBE, SQL)
1.6.7
Intelligent query processors and query organization
3.8.3
Requirements determination and specification
3.9.7
Software development
3.10.2 Software systems construction: e.g., programming, unit testing, load module...
3.11.2 Reverse and re-engineering

3
3
3
3
3
3
3

Object oriented extensions to languages
OS support for human interaction: e.g., GUI, interactive video
Behavior oriented (event modeling) methodologies
Object oriented methodologies
Human-computer interaction (e.g., ergonomics, graphical-user interfaces,
voice...

to understand the different
programming environments
available for business application
development

explain the characteristics, requirements
and use of several programming
environments including graphical andconventional environments; explain theconcepts of software portability and theconcepts of interoperability (LO-0207)

2 1.3.1
4 1.3.5
4 1.3.6
3 1.3.7

Fundamental programming language structures; comparison of languages
and...
Fourth-generation languages
Object oriented extensions to languages
Programming languages, design, implementation and comparison112

to develop a functional
understanding of proactive
principled behavior and time
management

describe and explain character habits ofproactive leadership and time
management (LO-0042)

4
2
2
2

2.3.5
2.10.62.10.83.7.7

Group decision process
Proactive attitude and approach
Principle centered leadershipManagement concerns; stress and time management

113

to ensure attitudes necessary to
successful team behavior
including empathetic listening,consensus negotiation, conflict
resolution, and synergistic
solution finding, and to apply theconcept of commitment andrigorous completion

use and apply team work, empowerment
methods, apply meetings concepts andmethods, use group techniques, use
empathetic listening skills, employ
synergistic solution development (LO0121)

3
4
3
4
4

2.3.5
2.4.3
2.4.4
2.4.8
2.10.2

Group decision process
Group dynamics
Teamwork, leadership and empowerment
Consensus building
Interviewing, questioning and listening

to ensure goal setting andalignment of team activities withproject obligations

discuss and explain the concepts ofshared vision and mission directed
activity in information systemdevelopment (LO-0017)

3
4
4
4
4
4

2.2.1
2.3.5
2.10.22.10.83.9.4
3.10.7

IS planningGroup decision process
Interviewing, questioning and listening
Principle centered leadershipTechniques to enhance the creative design process
Software project management: scoping, scheduling, configuration manage...

23
3
3
explain functions of IS management, CIO, 3
project manager ... (LO-0164)
2
2
3
2
3

2.2.7
2.2.102.2.15
2.3.2
2.3.3
3.5.2
3.5.3
3.6.1
3.6.3
3.10.9

CIO and staff functions
Strategic use of IS: e.g., competitive advantage and IS, process re-engineer...
Management of sub-functions
Decisions under certainty, uncertainty, risk
Cost/Value of information, competitive value of IS
Planning the IS architecture
Planning for operations
Feasibility assessment
Contingency planning
Post implementation review

114

ensure that empathetic listening ispracticed; ensure that individuals listen,commit and rigorously complete
assignments; explain the relevance ofsuch action in ensuring team effectiveness(LO-0156)

discuss and apply mission directed workby aligning team mission to project
mission by tracking to ensure the results(LO-0155)115

90

to describe interactions withhigher levels of management inselling project objectives andperforming project managementtasks

explain and prove the relationship of IS
activities to enhancing competitive
position (LO-0160)

116

to describe and explain life cycle
concepts, and apply them to thecourse project

explain and apply various life cycle
concepts in engaging in and completing a
project of a considerable size and scope,involving teams; tell how to ensure
accepting and incorporating standards
compatible with successful life cycles(LO-0185)
explain the different responsibilities of IS,
CS and SE as they pertain to software andsystems development activities; apply
lessons learned to the course project (LO0236)
explain how formal software engineering
techniques can contribute to the successof software and system development
efforts; apply these techniques to thecourse project (quality assurance,
verification and validation, correctness
and reliability, testing, etc.) (LO-0237)

2
3
3
2
2
2
2
3
3
4
4
4
4
3
4
2
3
4
3
3

2.1.5
2.2.2
2.2.3
2.2.6
2.2.8
2.2.9
2.2.122.2.13
2.3.1
2.4.4
2.4.8
3.1.3
3.1.4
3.1.5
3.2.1
3.2.1.1
3.2.2
3.2.5
3.3.7
3.7.1

3
3
3
3
3
4
4
4
4
4
4
4

3.7.2
3.7.6
3.7.7
3.7.12
3.8.1
3.9.7
3.10.2
3.10.33.10.43.10.53.10.83.11.4118

to discuss and apply the conceptof life-long learning

discuss and apply the concept of learning
to learn continuously (LO-0158)

4 2.2.3.4

120

to present and explain the
evolving leadership role ofinformation management inorganizations

describe and explain the composition of
personnel needed to make up the team fora given project and use personnel
management strategies (LO-0153)

2
3
3
3
2
2
3
3
3
3
3

explain to a non-IS knowledge worker
what they have to do to manage theirinformation resources and requirements(LO-0178)

2.2.3
2.4.3
2.4.4
2.4.5
2.8.3
2.8.4
2.10.32.10.83.4.1.2
3.7.4
3.7.9

Effect of IS on organizational structure; IS and continuous improvement
Control of the IS function: e.g., EDP auditing, outsourcing
Staffing and human resource management
Managing IS as a business: e.g., customer definition, defining IS mission, IS...
IS as a service function: performance evaluation -- external/internal, market...
Financial administration of IS: e.g., funding and chargeout
IS policy and operating procedures formulation and communication
Backup, disaster planning and recovery
Measurement and modeling
Teamwork, leadership and empowerment
Consensus building
Properties of open systems
System components and relationships
Systems control: standards, control theory, feedback, loops, measurement...
Systems development models: e.g., SDLC, prototyping
Systems development life cycle: software life-cycle models (iterative...
Package acquisition and implementation
Selecting a systems development approach
Software engineering process and products
Project planning and selection of appropriate process model; projectscheduling...
Project organization management, principles, concept and issues
Managing multiple projects
Management concerns; stress and time management
Configuration management
Problem opportunity identification: e.g., service requests, from planing process
Software development
Software systems construction: e.g., programming, unit testing, load module...
Software integration: e.g., packages
Systems conversion: approaches, planing, implementation
Systems integration and system testing: verification and validation, test plan...
Systems installation
Systems and software maintenance concepts
Education and training
Staffing and human resource management
Group dynamics
Teamwork, leadership and empowerment
Use of influence, power and politics
Privacy law
Agencies and regulatory bodies
Presentation skills
Principle centered leadership
Tools: CASE tools, code generators, CDSS
Project staffing considerations: e.g., matrix management, human factors, team...
User documentation (e.g., reference manuals, operating procedures, on-line...

IS’97.10 – Project Management and Practice (Prerequisites: IS’97.7; Corequisites: IS’97.8, IS’97.9)
CATALOG Advanced IS majors operating as a high-performance team will engage in and complete the design andimplementation of a significant information system. Project management, management of the IS
function and systems integration will be components of the project experience.
SCOPE

This course covers the factors necessary for successful management of system development orenhancement projects. Both technical and behavioral aspects of project management are discussed. The
focus is on management of development for enterprise-level systems.

TOPICSManaging the system life cycle: requirements determination, logical design, physical design, testing,
implementation; system and database integration issues; network and client-server management; metrics
for project management and system performance evaluation; managing expectations: superiors, users,
team members and others related to the project; determining skill requirements and staffing the project;cost-effectiveness analysis; reporting and presentation techniques; effective management of bothbehavioral and technical aspects of the project; change management.

91

EXPLANATION AND EXPECTATIONSThis is the capstone course for IS majors who have completed the systems analysis and design
sequences. It focuses on engaging in and completing a major system development project, thereby
completing the coordinated four course project sequence begun in IS’97.7.
Within the project context management of IS, systems integration is an explicit requirement for students
to address.
The project is a team effort and allows a final opportunity to practice personal and interdependence skills
to ensure team member empowerment and success. Project management tools will be employed by theteam to ensure tracking of the project and communication of project goals and accomplishments to theclient.
CASE or other automated data modeling tools and application generators may or may not be used
depending on resources. However, project standards will be developed for all life cycle and otheractions. Software quality assurance methodologies will be employed to ensure a successful outcome forthe project.
On-going presentation of project planning, analysis, design, conversion plan, and other documentation
will be done by the team. Each team member should play a significant role in some aspect ofpresentation.
Students completing this course will have mastered the following learning units:
Learning
Unit
NumberCompetency Level and Body of Knowledge
Elements in Learning Units

Learning Unit Goal

Learning Unit Objectives

105

to ensure skills needed to design
a project development andimplementation plan

explain steering and other committee
functions, and the rationale for horizontal
teams in organizational development andre-engineering of IS (LO-0054)

3 2.10.10 Creative problem solving and opportunity finding
2 3.7.3
Work breakdown structures and scheduling106

to further develop and practiceessential project management
skillsapply meeting design concepts toorganizing and conducting effective teamand client meetings which ensure sharedvision, creativity and empowered actions(LO-0116)

3
3
3
3
3

2.2.3.6
2.3.5
2.4.4
2.4.8
3.4.2

Ensuring positive climate for creativity
Group decision process
Teamwork, leadership and empowerment
Consensus building
Group-based methods: e.g., JAD, structured walkthroughs, design andcode...

107

to develop skill in use of project
management tools and methods
within the context of an
information systems project

use and apply project management tools,
techniques and software in definition,
implementation and modification ofproject goals; produce timely
management, individual, team andcustomer information progress reports toensure quality software development,
physical workflow system
implementation, computer systems
installation (LO-0150)

3
4
4
4

2.10.42.10.73.7.1
3.7.5

Consulting skills
Personal goal setting, decision making, and time management
Project planning and selection of appropriate process model; project...
Project control: planning, cost estimation, resource allocation, software
tech...
Project tracking: e.g., PERT, Gantt

use project management concepts andtracking tools (PERT, GANTT) (LO0104)

3 3.4.1
3 3.7.5108

to select the proper project
management tools anddemonstrate their use

4 3.7.14

3 3.7.14

CASE
Project control: planning, cost estimation, resource allocation, software
tech...
Project tracking: e.g., PERT, Gantt

3 3.7.15

Project close-down

use project management techniques e.g.
tracking, PERT, GANTT (LO-0120)
use CASE and other tools (LO-0123)
109

92

to initiate, design, implement anddiscuss project close down

discuss and explain the concepts ofterminating a project; explain and list therequirements for project close down (LO0186)

110

to determine and analyze asignificant problem using thesystems approach to problem
solvingdevelop and use detailed specifications tostate and solve an information systems
application problem including physicalflows, database design, system functions,program requirements and design, as well
as database and software implementation(LO-0195)
design and implement a systems
integration plan for an enterprise levelsystem involving LAN and WAN
techniques; implement systems
connections, install and configure
systems, and install, test and operate
designed solutions

4
4
4
4
3
4
3
3
4

1.2.1
1.2.4
1.6.2
1.6.4
1.6.11
3.2.3
3.5.1
3.5.2
3.10.1

Formal problems and problem solving
Abstract data types
Data models: relational, hierarchical, network, object, semantic object
Integrity (referential, data item, intra-relation): representing relationships...
Data and database administration
Integrating software components
Infrastructure planning: hardware, communications, database, site
Planning the IS architecture
Systems construction

2
2
1
2
2
3
2

1.6.1
1.6.2
1.6.3
1.6.5
1.6.12
3.3.2
3.8.3

DBMS: features, functions, architecture
Data models: relational, hierarchical, network, object, semantic object
Normalization
Data definition languages
Data dictionary, encyclopedia, repository
Data modeling: e.g., entity-relationship diagrams, normalization
Requirements determination and specification

integrate end user solutions andapproaches into the enterprise model;
develop and implement conversion andtraining plansdevelop and evolve written standards for
all life cycle project activities; present anddefend solutions; conform time
management and accountability to thedeveloped standards
111

to develop requirements andspecifications for a databaserequiring multi-user information
systemidentify physical flows and horizontal
integration of organizational processes,
and relate these flows to the relevant
databases which describe the flows
develop event driven functional models
for the involved organizational process
identify and specify the processes whichsolve the organizational problem anddefine the related database application(LO-0189)

121

to present and explain the
evolving leadership role ofinformation management inorganizations

explain setting an ethical standard (LO0171)
explain the relevance and use of aprofessional code of ethics
explain and demonstrate successful
application of ethical argument in
identifying and evaluating alternatives
based on social contextual analysis inclient centered information systems
development environment
explain the alignment of IS withorganizational mission; explain therelationship of departmental processes
with the strategic success of theorganization

3 2.2.1
3 2.2.5
2 2.2.6

IS Planning
Determining goals and objectives of the IS organization
Managing IS as a business: e.g., customer definition, defining IS mission,IS...
2 2.2.8
IS as a service function: performance evaluation--external/internal, market...
2 2.2.9
Financial administration of IS: e.g., funding and chargeout
4 2.2.3.6
Ensuring positive climate for creativity
3 2.4.4
Teamwork, leadership and empowerment
3 2.4.5
Use of influence, power and politics
3 2.4.6
Cognitive styles
3 2.4.7
Negotiating and negotiating styles
3 2.4.8
Consensus building
3 2.8.6
Ethics: plagiarism, honesty, codes of ethics
3 2.10.6 Proactive attitude and approach
3 2.10.7 Personal goal setting, decision making, and time management

explain budget planning andadministration (LO-0172)
explain and illustrate the application of
ethical models, e.g. principle centeredleadership, in project management
standards and practice122

to examine the process fordevelopment of information
systems policies, procedures andstandards in the organization

explain the relevance of IS managementaligning itself with business process (LO0159)

3 2.2.1
3 2.2.5
2 2.2.6

explain and develop standards andpolicies which are involved in thedevelopment of information systems oforganizational scope (LO-0190)

2 2.2.8

explain the benefits of cross-functional
teams in policy and proceduredevelopment
explain the benefits of team mission
statement development, and of aligningteam missions with organizational
missions

2
3
3
3
3
3
3
3
3
3

2.2.9
2.4.4
2.4.5
2.4.7
2.4.8
2.8.6
2.10.62.10.7
3.3.3
3.10.7

IS planning
Determining goals and objectives of the IS organization
Managing IS as a business: e.g., customer definition, defining IS mission,IS...
IS as a service function: performance evaluation -- external/internal,
market...
Financial administration of IS: e.g., funding and chargeout
Teamwork, leadership and empowerment
Use of influence, power and politics
Negotiating and negotiating styles
Consensus building
Ethics: plagiarism, honesty, codes of ethics
Proactive attitude and approach
Personal goal setting, decision making, and time management
Data oriented methodologies
Software project management: scoping, scheduling, configuration manage...

93

125

to discuss outsourcing andalternate implementations of the
IS function

explain outsourcing as an alternative to an 2 2.1.6
Organizational structure: centralized, decentralized, matrix
internal IS function (LO -0231)
2 2.2.2
Control of the IS function: e.g., EDP auditing, outsourcing
2 2.2.4
IS functional structures -- internal vs outsourcing
define, explain, and compare from a cost- 2 2.2.5
Determining goals and objectives of the IS organization
benefit perspective various outsourcing
2 2.2.6
Managing IS as a business: e.g., customer definition, defining IS mission,arrangements (LO-0232)
IS...
2 2.2.8
IS as a service function: performance evaluation -- external/internal,
manage the IS function in a small
market...
organization (LO-0233)
2 2.2.9
Financial administration of IS: e.g., funding and charge out
2 2.2.12 IS policy and operating procedures formulation and communication
explain outsourcing (LO-0234)
2 2.2.15.8
Management consulting relationships, outsourcing
2 2.3.3
Cost/Value of information, competitive value of IS
1 2.8.7
Risks, losses and liability in computing applications
2 3.6.2
Risk management principles

126

to discuss management of timeand interpersonal relations

explain four generations of time
management concepts, and personal andinterpersonal reasons for the success ofeach stage; use the mechanisms within aproject environment (LO-0235)

94

4 3.7.7

Management concerns; stress and time management