Partnering with the Majors: A Process Approach to Increasing IS Enrollment

1. INTRODUCTION Since 2001, enrollment in information systems (IS) programs across the nation has plummeted (George, Valacich and Valor, 2005, Granger et al., 2007, Scott et al., 2009, Choudhury, Lopes and Arthur, Forthcoming) and remains low despite positive job market predictions (United States, 2008-2009, Weiss, 2009). The IS community has responded to news that IS is among the least preferred majors (Lee and Lee, 2006, Colvin, 2007) by investigating why students do not choose IS as a major and implementing initiatives to increase enrollment. Research identifies many reasons why students do not major in IS such as perceptions about the type of work, opportunity and education (Lee and Lee, 2006, Colvin, 2007, Dick et al., 2007; Walstrom et al., 2008; Scott et al., 2009). Many students lack knowledge about the IS field and perceive that IS professionals sit at a computer all day doing hard, uninteresting, boring and difficult work (Dick et al., 2007; Walstrom et al., 2008; Scott et al., 2009). Students believe that opportunity in the IS field is limited and salaries are depressed because of offshore outsourcing (Dick et al., 2007). In addition, IS programs have historically done an ineffective job marketing the major to students, parents, peers and counselors who have little knowledge of the major or the expanding career opportunities (Walstrom et al., 2008). To address these misconceptions, the IS community has started sharing strategies for increasing enrollment (Becker, Hassan and Naumann, 2006; Watson and Keil, 2006; Dick et al., 2007; Scott et al., 2009). The remedies proffered in these discussions generally fall into two categories: (1) improving the recruiting process and (2) improving the IS curriculum. Numerous ideas have surfaced regarding how to better recruit students into the IS major. These include marketing the major, using the introductory IS class as a venue to attract potential majors and taking early intervention strategies. Most marketing themes focus on building awareness of the opportunities in the IS field and communicating the changing face of the profession (Dick et al., 2007; Granger et al., 2007). Universities have educated advisers and held information sessions for students and parents (Dick et al., 2007; Koch and Kayworth, 2007). Scott et al. (2009) suggest refining promotional material, utilizing new technologies like Second Life to promote the major and highlighting top IS students at promotional events. Using the introductory course to attract students to the IS major is another popular recruiting tactic (George, Valacich and Valor, 2005; Looney and Akbulut, 2007; Firth, Lawrence and Looney, 2008). This involves using effective teachers in the introductory course and having these teachers identify and invite high performing students to join the major. Others take a long-term approach to the IS enrollment challenge by initiating early intervention strategies such as hosting information technology (IT) career camps for high school students (Choudhury, Lopes and Arthur, Forthcoming). In addition to improving recruiting, IS programs are also revising curriculum. Curriculum improvements focus on the introduction to IS course (George, Valacich and Valor, 2005; Firth, Lawrence and Looney, 2008; Scott et al., 2009) and the courses in the IS major (Street et al., 2008). Firth et al.'s (2008) 12-step program emphasizes moving the introduction to IS class that is required for all business students away from the excel for business course that is taught in many universities. They suggest revamping the course to teach IS by incorporating readings about IS, featuring recent students as guest speakers and exposing students to innovative technologies such as Microsoft Moviemaker. Several researchers offer suggestions for improving the courses taught to IS majors (Becker, Hassan and Naumann, 2006; Street et al., 2008). These improvements center around content, organization and delivery (Street et al. …