ethanporcaro/eric-fulltext-meta huggingface dataset:
Going from Data to Decisions: Preparing Students to Use Enterprise Systems
Author: Kreie, Jennifer
Date: 2010-07-13
Type: Journal Articles
Subjects: Information Technology,Business Administration Education,Information Systems,Curriculum,Computer Software,Curriculum Development,Educational Technology,Technology Uses in Education,Simulation,Teaching Methods,Accounting,Technology Integration

In the last decade one of the largest IT investments has unarguably been Enterprise Systems (ES). Evidence suggests that this trend will likely continue. In 2006 for example, the ES market had a revenue growth of over 14%--more than $28 billion. Despite the continued interest from organizations with regards to ES, many are still reluctant to adopt it. On top of the list reasons is the fact that many companies who implemented ES systems have not gained strategic competitive advantages and have only seen partial integration of transactional data. Research has attempted to explain the limited benefits achieved by some companies and one explanation is a gap between users' skills and achieving ES benefits. ES users need to be properly trained in both technical aspects of ES and integrated business processes. To close this gap, some business schools have undergone curriculum changes to include skills critical for ESs: technical skills, statistical and analytic skills, knowledge of data, knowledge of the business, and communication/partnering skills. This paper describes the efforts of a business school located in the southwest of the US to develop a five-year plan for integrating ES content into courses to help students build the five key skills for today's businesses using ES. This paper presents the five-year plan, gives detailed information about a new course, outlines the content of an ES minor, and suggests possible future curricula development.
Critical Thinking Measurement in ICT
Author: Shannon, Li-Jen
Date: 2010-01-11
Type: Journal Articles
Subjects: College Students,Information Technology,Critical Thinking,Abstract Reasoning,Internet,Copyrights,Ethics,Problem Solving,Charts,Data Interpretation,Legal Education (Professions),Measurement,Cognitive Tests,Thinking Skills,Hypothesis Testing,Grading,Mixed Methods Research,Scores,Introductory Courses,Correlation

This study examined the status of critical thinking (CT) and reasoning skills in information communication and technology (ICT) for 190 college students in a higher education system. It analyzed how the students performed in CT, reasoning, and internet copyright and ethical issues. A CT assessment was designed to analyze the CT and reasoning skills. The findings showed that the students were not capable of (a) interpreting the chart and question accordingly; (b) processing problem-solving and proposing the proper solutions for the scenario; (c) composing a proper legal action toward the copyright issues; and (d) recognizing internet ethics to treat data legally. Due to limited resources of CT measurements in ICT fields, this paper might be used as the significant evidence promoting students' CT and reasoning skills in educational systems.
An IS Project Management Course Project
Author: Frank, Ronald L.
Date: 2010-04-28
Type: Journal Articles
Subjects: Information Systems,Introductory Courses,Experiential Learning,Teaching Methods,Student Projects,Program Administration,Assignments,Scheduling,Higher Education

Information Systems curricula should provide project management (PM) theory, current practice, and hands-on experience. The schedule usually does not allow time in Analysis and Design courses for development oriented project management instruction other than a short introduction. Similarly, networking courses usually don't put project management into the syllabus even though network people need this skill in the field. One solution is to offer a separate one-semester &quot;Introduction to IS Project Management&quot; course. The problem is scheduling the course itself. This course usually can't come before it is needed in development oriented courses, which come early in the curriculum. One solution to this scheduling problem is to offer some cursory introduction to and use of PM in the development course(s) and leave the full presentation to a later general PM course not directed specifically at development. When presenting that latter PM course, usually at the junior/senior level, the hands-on component becomes an issue. Should the course's hands-on project be a mini development project, a networking project, or something else? Having a simultaneous parallel nontrivial hands-on project activity is not only distracting but draining of time and effort that should be going to the PM content. This paper presents one solution to this problem: a hands-on PM course where the course itself becomes the hands-on nontrivial project. The students cover the concepts of IS development using the text(s) but learn general project management theory and current practice. They experience the processes of PM by applying them to their own activities in the course itself, without the distraction of yet another different simultaneous activity (such as a mini development hands-on project).
XBRL: Beyond Basic XML
Author: VanLengen, Craig Alan
Date: 2010-06-04
Type: Journal Articles
Subjects: Programming Languages,Information Dissemination,Data,Accounting,Financial Audits,Data Processing,Computer Software,Information Systems,Undergraduate Students,Majors (Students),Web 2.0 Technologies,Standard Setting,Standards,Reports

The Securities and Exchange Commission (SEC) has recently announced a proposal that will require all public companies to report their financial data in Extensible Business Reporting Language (XBRL). XBRL is an extension of Extensible Markup Language (XML). Moving to a standard reporting format makes it easier for organizations to report the financial information. Analysis and comparison of financial information will be more efficient because the XBRL data can be downloaded and processed by analysis software. Information Systems (IS) majors need to be aware and able to work with XML and XBRL to assist the accounting and finance functions of their future employers.
Contributions of Traditional Web 1.0 Tools e.g. Email and Web 2.0 Tools e.g. Weblog towards Knowledge Management
Author: Dehinbo, Johnson
Date: 2010-04-23
Type: Journal Articles
Subjects: Internet,Teaching Methods,Educational Technology,Technology Uses in Education,Electronic Mail,Web 2.0 Technologies,Knowledge Management,Social Media,Web Sites,Electronic Publishing,Computer Mediated Communication

The use of email utilizes the power of Web 1.0 to enable users to access their email from any computer and mobile devices that is connected to the Internet making email valuable in acquiring and transferring knowledge. But the advent of Web 2.0 and social networking seems to indicate certain limitations of email. The use of social networking seems to be gaining grounds rapidly and various studies advocate its positive impact on knowledge management. However, current literature portrays the fact that some users are unsure whether to simply continue with the use of Web 1.0 tools such as email or to encourage the move to Web 2.0 tools such as Weblogs. Towards clearing such confusion and filling the gap in literature, this study examines how traditional Web 1.0 tools such as email and Web 2.0 tools such as Weblogs contribute towards knowledge management. We review the basics of email, social networking and Weblogging and examine the contributions of email and Weblogs to knowledge management alongside their limitations. We conclude that although email has long been contributing tremendously to knowledge management, Weblogs and Web 2.0 stand to contribute more than email and Web 1.0 towards the enhancement of knowledge management.
A Value Chain Approach for Attracting, Educating, and Transitioning Students to the IT Profession
Author: Beard, Debbie
Date: 2010-03-01
Type: Journal Articles
Subjects: Information Technology,Economic Development,Career Choice,Employment Qualifications,Higher Education,Computer Science Education,Labor Demands,Labor Supply,Industry,Models,Student Recruitment,Academic Persistence,Majors (Students),Computer Software,Experiential Learning,Job Skills,Career Development,Marketing

Economic conditions over the past year have brought most nations in the world to a state of flux. What once appeared to be a thriving economy has now been in one of the steepest recessions in decades. To get our economy back on track, organizations will need to seek IT investments and solutions that increase productivity, improve security and compliance, and support growth. It is critical that educators assume a long-term view in attracting, educating, and transitioning future IT professionals and focus on identifying future workplace needs and positioning their programs to prepare graduates to meet those needs. In this paper, the authors employ a modified value chain approach to attracting, educating, and transitioning future IT professionals into the workplace.
An Analysis of Career Tracks in the Design of IS Curricula in the U.S.
Author: Hwang, Drew
Date: 2010-04-21
Type: Journal Articles
Subjects: Undergraduate Study,Information Systems,College Curriculum,Curriculum Development,Specialization,Career Choice,Bachelors Degrees,Career Development,Business Administration Education,Information Technology,Networks,Telecommunications,Information Management

Studies of undergraduate curricula in the field of Information Systems (IS) over the past two decades demonstrate a continual process of development and change. Many factors influence curriculum design, including new technologies and methodologies, and emerging subfields and subject areas. However, one deficit in the literature about IS curriculum issues is the investigation of IS specializations, also referred to as career tracks. These career tracks allow graduates to present themselves to employers as proficient in a career area that is in demand. This study finds that 110 baccalaureate (or approximately 24.4%) of the IS programs in the 450 business schools in the United States offer a total of 304 career tracks. Of these programs, 80.9 percent offer between one and three tracks. The paper classifies career tracks into 11 categories. Analysis shows that although educators within the IS field have structured their career tracks in large part after recognizable IS subfields and areas of studies, track names within categories are not standardized, but instead contain various combinations of keywords. The naming variations that differentiate career tracks suggest that faculty members fashion track names to convey special meanings for their constituencies. The goal of this paper is to present a snapshot of IS career tracks to help IS programs review and revise their own curricula.
Got Web 2.0? A Review of Web 2.0 Tools for the Information Systems Curriculum
Author: Sendall, Patricia
Date: 2010-06-15
Type: Journal Articles
Subjects: Web 2.0 Technologies,Information Systems,Technology Integration,Curriculum,Cooperative Learning,Social Networks,Social Media,Student Journals,Electronic Journals,Web Sites,Handheld Devices,Information Dissemination,Multimedia Materials,Hypermedia,Collaborative Writing,Electronic Publishing,Computer Literacy

This paper discusses the importance of incorporating Web 2.0 technologies across the Information Systems (IS) curriculum. The Web 2.0 paradigm is not new; although the term itself was coined in 2004 by Dale Dougherty of O'Reilly Media, Inc., (Anderson, 2007) the concept of a collaborative workspace was the original vision of Tim Berners-Lee, the inventor of the World Wide Web. The Economist Intelligence Unit (2007) reports that approximately 80% of all corporations believe that Web 2.0 has the potential to increase revenues. Others have stated that health of one's business could be seriously damaged if these technologies are not being utilized. This manuscript first presents a review of the importance of Web 2.0 technologies. This is followed by a comprehensive overview of the multitude of technologies that make up Web 2.0. The goal is to provide a detailed reference to understanding these tools so that they can be readily understood by students and easily incorporated into current information systems curricula. A bibliography is included.
Scaling Large-Size Undergraduate Classes at a Top Research University via eLearning Strategies: A Facilitated Model of Instruction Using a Web 2.0 Paradigm
Author: Conn, Samuel S.
Date: 2010-02-25
Type: Journal Articles
Subjects: Large Group Instruction,Undergraduate Students,Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Teaching Methods,Institutional Cooperation,Case Studies,Mixed Methods Research,Observation,Student Surveys,Information Systems,Hypothesis Testing,Likert Scales,Student Attitudes,Teacher Student Relationship

Faculty members who teach large-size undergraduate classes face unique and distinct issues and challenges. Examples of issues and challenges in teaching large, diverse undergraduate student populations include wide distribution of backgrounds and abilities, various majors versus students taking electives, lack of personal attention and student engagement, and determination of appropriate levels of instruction. This research involves collaboration between a Virginia Polytechnic Institute and State University undergraduate professor and the Virginia Polytechnic Institute and State University Institute for Distance and Distributed Learning to examine the use of information systems and eLearning strategies in concert with Web 2.0 technologies to increase the efficacy of instruction in large-size undergraduate classes. Developed as a case study, this investigation utilizes a mixed-method research approach where data were collected and analyzed from field notes, classroom observations, and student surveys. The initial results indicate a need for an increase in the overall effectiveness in instruction of large-size undergraduate classes via use of eLearning strategies. The researchers report the interim results of the work as a foundation for follow-on research to conduct a comparative analysis of a second case study of a large-size class taught by the same instructor, but enhanced by eLearning strategies and conducted in fall 2009.
Co-&quot;Lab&quot;oration: A New Paradigm for Building a Management Information Systems Course
Author: Breimer, Eric
Date: 2010-02-22
Type: Journal Articles
Subjects: Management Systems,Information Systems,Models,Curriculum Development,Laboratories,Cooperative Learning,Computer Mediated Communication,Theory Practice Relationship,Teacher Developed Materials,Skill Development,Problem Solving,Communication Skills,College Students,Gender Differences,Teacher Student Relationship,Social Networks,Outcomes of Education

We propose a new paradigm for building a Management Information Systems course that focuses on laboratory activities developed collaboratively using Computer-Mediated Communication and Collaboration tools. A highlight of our paradigm is the &quot;practice what you preach&quot; concept where the computer communication tools and collaboration concepts covered in lecture are actually used by both instructors and students to collaborate on labs and projects. Using computer-mediated communication to build a course facilitates stigmergic collaboration where course material is truly the evolving creation of a large group of instructors. Using these communication tools gives instructors additional experience and perspective in teaching computer-mediated communication concepts. Requiring students to use the same communication tools in a course setting gives them collaborative and technical skills to solve problems and communicate solutions to others, while also seamlessly integrating them into the course development process.
Enterprise Integration: An Experiential Learning Model
Author: Cameron, Brian H.
Date: 2010-06-28
Type: Journal Articles
Subjects: Experiential Learning,Electronic Publishing,Educational Innovation,Teaching Methods,Information Technology,Problem Based Learning,Information Systems,Information Science Education,Program Descriptions,Case Studies,Teamwork,College Students,Educational History

With the ceaseless development of new and more advanced technologies, along with their growing influence and control over business and commerce, it is no surprise that the educational community is struggling to come up with programs to educate students to adequately handle these developments. Textbooks are becoming a thing of the past, for information and standards are changing faster than any publisher is willing to re-publish. Instead, a student of advancing business technologies must be able to adapt and learn from the 'here and now' while efficiently filtering out any antiquated information. These students must also be able to handle the myriad technologies currently in use and solve complex problems. This paper investigates innovations in experiential learning and their application to enterprise systems integration education.
A Generalized Thurstonian Paired Comparison Multicriteria Heuristic Model for Peer Evaluation of Individual Performance on IS Team Projects
Author: Scher, Julian M.
Date: 2010-06-08
Type: Journal Articles
Subjects: Information Systems,Teamwork,Student Projects,Student Evaluation,Peer Evaluation,Evaluation Methods,Comparative Analysis,Heuristics,Models,College Students

Information Systems instructors are generally encouraged to introduce team projects into their pedagogy, with a consequential issue of objectively evaluating the performance of each individual team member. The concept of &quot;freeloading&quot; is well-known for team projects, and for this, and other reasons, a peer review process of team members, by team members, is often advocated. We propose an objective heuristic model for obtaining a scale of individual performance, based upon a generalization of Thurstone's Law of Comparative Judgment, where pair wise comparisons of team member's performance are elicited with regard to various criteria, and we demonstrate how a scale may be obtained to objectively rate the individual members of each team. A numerical example is provided to illustrate our Generalized Thurstone model's heuristic methodologies.
Developing the Cyber Defenders of Tomorrow with Regional Collegiate Cyber Defense Competitions (CCDC)
Author: Carlin, Anna
Date: 2010-04-22
Type: Journal Articles
Subjects: Computer Security,Crime Prevention,Computer Networks,Specialization,Competition,College Students,Teamwork,Student Projects,Geographic Regions,Planning,Training

With the projected higher demand for Network Systems Analysts and increasing computer crime, network security specialists are an organization's first line of defense. The principle function of this paper is to provide the evolution of Collegiate Cyber Defense Competitions (CCDC), event planning required, soliciting sponsors, recruiting personnel for the operations, red, white and blue teams. Information on one school's preparation will be provided with a review of what could have been improved to prepare their team for the competition.
Piltdown Man or Inconvenient Truth? A Two-Year Study of Student Perceptions about Computing
Author: Battig, Michael E.
Date: 2010-06-21
Type: Journal Articles
Subjects: High School Students,Computer Attitudes,Computer Science,Information Technology,Student Surveys,Comparative Analysis,College Freshmen

Survey results from a two year project are presented. The survey instruments were developed through review of the literature involving similar studies of student perceptions and with the assistance of social scientists. The study includes both high school and college student perceptions of computing. The survey also contrasts student perceptions of &quot;Computer Science&quot; versus &quot;Information Technology.&quot; The results show that little difference exists between college and high school students' perceptions. We suggest appropriate action items based on this and similar research coupled with a warning to avoid jumping to hasty conclusions based on empirical research where the numbers may not tell the whole story, i.e., avoid the embarrassment of the Piltdown Man fiasco from an earlier century.
Preschool Teacher Education as an Example of an Open Social System
Author: Tekmen, Belkis
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Education Programs,Social Systems,Teacher Selection,Teacher Recruitment,Faculty Development,Teacher Competencies,Educational Policy,Foreign Countries,Teacher Effectiveness,Undergraduate Students

With the realization of the substantial long-term educational, social, and economic benefits produced by high-quality preschool education, preschool teachers' education has come under increasing scrutiny in recent years. Moreover, other than the studies that focus on providing evidence for the impact of preschool education on children's outcomes, there are studies that show large benefits occur only when teachers are professionally prepared and adequately compensated. On the other hand, studies focusing on program evaluation or educational systems mainly consider the issue from a more structured and multidimensional view. In this respect, as an example of open social systems, teacher education depends on many interrelated components that affect each other directly or indirectly. The aim of this study is to review and discuss some of these components of preschool teacher education in the Turkish context such as the student selection policy, faculty development, recruitment policies and competencies of the graduates. Current issues of preschool teacher education and related documents are reviewed within the light of the research in order to understand the context within a macro perspective.
A Content Analysis Concerning the Studies on Challenges Faced by Novice Teachers
Author: Kozikoglu, Ishak
Date: 2017-00-00
Type: Journal Articles
Subjects: Content Analysis,Beginning Teachers,Barriers,Educational Research,Meta Analysis,Literature Reviews,Qualitative Research,Language Usage,Literary Genres,Research Methodology,Research Design,Sample Size,Data Collection,Data Analysis,Instruction,Educational Facilities,Foreign Countries

The purpose of this research is to analyze the studies concerning challenges faced by novice teachers in terms of various aspects and compare challenges according to location of the studies conducted in Turkey and abroad. A total of 30 research studies were included in detailed analysis. This is a descriptive study based on qualitative research method. In the analysis of the studies, a matrix (content analysis form) was prepared and studies were analyzed accordingly. In addition, descriptive statistics such as frequencies, percentages and graphics were used. As a result of the study, it was found that 22 studies were articles, five of them were dissertations and three of them were master theses. Half of the studies were designed as case studies and almost half of them were designed as descriptive survey. In half of the studies, qualitative research method was preferred. The most frequently used data collection tools are survey and interview form; the most frequently used data analysis technique is descriptive statistics. Most of the studies were conducted on small samples. Furthermore, it was found that novice teachers faced various challenges which were grouped under four themes named as instructional, relational, adaptation challenges and physical infrastructure/facilities of the school.