scholarly journals A Set of Best Practices to Design Face-to-face Teaching Sessions for Technology-centered University-level Computing Courses

2014 ◽  
Vol 4 (4) ◽  
pp. 59
Author(s):  
Ilse Baumgartner
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Best Practices ◽  
Business Processes ◽  
Information Systems Management ◽  
Computing Education ◽  
Face To Face ◽  
Level Information ◽  
Enterprise Level ◽  
Working Set

Since more than a decade, all kinds of businesses and organisations are intensively exploring enterprise-level information systems to better integrate their business processes, information flows and people. Consequently, the industry demands for technically skilled, but also “business-savvy” IT professionals are permanently growing. To meet this need, more and more computing education programs try to incorporate enterprise-level information systems into their curricula. While there is some computing education research done to investigate the need for this new type of IT-business professional and to analyse general implications for higher education, only very few research works or practice papers exist which report on concrete attempts to design and deliver higher education computing courses which intensively use enterprise-level systems. In this paper, the author reports on a series of experiences made within the Bachelor of Science (Information Systems Management) degree program offered by the School of Information Systems (SIS) at the Singapore Management University (SMU). The primary focus of this paper is put on establishing a working set of best practices for the design of an effective structure of the face-to-face teaching sessions for courses which use enterprise-level systems and applications in their curricula. While this paper is principally based on education experiences made within the frame of an Information Systems program, the best practices presented in this paper are equally applicable to any other computing education field or even to the engineering education in general.

The Open University of Catalonia as a Virtual University

2010 ◽  
pp. 1145-1150
Author(s):  
Morales
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Technologies ◽  
Education Institution ◽  
Open University ◽  
Virtual University ◽  
Early 21St Century ◽  
Education Practice ◽  
Face To Face ◽  
E Learning

Electronic Web-based campus information systems and e-learning educational delivery became increasingly important for higher education practice in the late 20th and early 21st century (Bates, 2000; Cobarsí, 2005). These emergent information technologies brought about changes in the traditional face-to-face campus and paper-based communication and teaching (Brown & Duguid, 2000). There are several trends in the introduction of information technology in universities that can be summarised into three main types (Duderstadt, 2000; Folkers, 2005). Firstly, most universities gradually adopted electronic campus information systems and e-learning to reinforce functionalities offered by their physical campus, with no intention of substituting the traditional campus but simply to strengthen their capabilities. Secondly, other institutions, the so-called first generation distance universities, had no physical campus from the very beginning, such as the institutions founded in the 1970s: the British Open University http://www3.open.ac.uk or Spain’s Universidad Nacional de Educación a Distancia http://www.uned. es/portal/index.htm. Thus, they incorporated electronic media to complement their usual means of communication by post or periodical face-to-face tuition. Thirdly, the Universitat Oberta de Catalunya (Open University of Catalonia, hereinafter the OUC) is a quite different case: it was created from the very beginning (the academic year 1995-1996) as a wholly e-learning and Internet-based higher education institution, where a virtual campus with wide-ranging functionalities supports most of the day-to-day activities. As a result of these original premises, this university has some important organizational and information system features, which are summarised and discussed in the sections below, from the chronological perspective offered by its having been in operation for 10 years.

scholarly journals A Research on the Use of Business Intelligence and Analytics Applications at Turkish Universities

Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 10
Author(s):  
Gülin Ülker ◽  
Erman Coşkun
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Case Studies ◽  
Business Intelligence ◽  
Business Processes ◽  
Business Analytics ◽  
Structured Interviews ◽  
Face To Face ◽  
Prescriptive Analytics ◽  
Different Characteristics

As a result of the changes in higher education, universities are utilizing business intelligence and analytics applications, which are private-sector practices. This study aimed to determine the extent of the use of business intelligence and analytics applications at Turkish universities. For this purpose, case studies were conducted at 12 Turkish universities that have different characteristics. Case studies were conducted face to face as semi-structured interviews. It was revealed that universities use information systems for their business processes; however, they lack the utilization of business analytics applications, especially predictive and prescriptive analytics.

scholarly journals Developing Faculty to Provide University Students With Improved Learning Experiences

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Águeda Benito ◽  
Neal A. Green ◽  
Deborah R. Popely ◽  
Phuong M. Thai-Garcia ◽  
Art T. Schneiderheinze
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Best Practices ◽  
University Students ◽  
Student Body ◽  
Face To Face ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Technological Tools ◽  
Improved Learning

The article addresses the importance of incorporating faculty development as a key priority of higher education institutions. A literature review and some face-to-face and online interviews were conducted at various U.S. institutions, to identify common and best practices regarding this important matter. The article offers some ideas about what is done, and how it is done, to help faculty be ready for the challenging role they need to play: to be effective developers of a diverse student body that meets the evolving needs of industry and that utilizes technological tools that never existed before. 

Exploring Ideology in the Adoption of Socio-Technical Assemblages

2016 ◽  
Vol 3 (1) ◽  
pp. 32-48
Author(s):  
David Edwards ◽  
Keith Horton
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Learning Environment ◽  
Case Studies ◽  
Systems Development ◽  
Information Systems Development ◽  
Organizational Adoption ◽  
Enterprise Level ◽  
Ideological Dimension ◽  
Longitudinal Case Studies

In this paper the authors explore ideological influences on the organizational adoption and development of the Managed Learning Environment (MLE), an enterprise level approach to information systems development in Higher Education, that was advocated by UK national agencies such as the Joint Information Systems Committee (JISC). The authors present three detailed longitudinal case studies. To capture the ideological dimension of MLE we use the concept of Technology Action Framing. They find that the ideological dimension of the technology has a significant impact on organisational socio technical processes by shaping strong and often conflicting attitudes to the adoption of MLE. The findings contribute to better understanding of this pattern of socio technical adoption and development.

Lessons of Disaster Recovery Learned for Information Systems Management in US Higher Education

2010 ◽  
Vol 2 (2) ◽  
pp. 19-34
Author(s):  
Ruben Xing ◽  
Zhongxian Wang ◽  
James Yao ◽  
Yanli Zhang
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Disaster Recovery ◽  
Management Information Systems ◽  
The United States ◽  
Lessons Learned ◽  
September 11Th ◽  
Systems Management ◽  
Management Information ◽  
Information Systems Management

Most U.S. universities planned and prepared their disaster recovery (DR) and business continuity strategies for their Information Systems after the September 11th attack on the United States. The devastating hurricanes and the most recent catastrophic earthquakes caused unprecedented damage for many campuses within a decade. Some of their plans worked and some of them failed; however, with these lessons learned, Information Systems Management for U.S. higher education must be reexamined, re-planned and redesigned, including DR strategies and procedures. It is equally important that the curriculum of Management Information Systems be updated along with updated DR concerns for all educators in U.S. universities.

scholarly journals Using Interactive Technologies in Teaching an Online Information Systems Course

10.28945/2976 ◽  
2006 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Role ◽  
Learning Experience ◽  
Online Information ◽  
Interactive Technologies ◽  
Face To Face ◽  
Delivery Models

eLearning has profoundly changed many aspects of society and, inevitably, it is having a significant impact on Higher Education, where it has now evolved from a marginal form of education to a commonly accepted alternative to traditional face-to-face education. The term can cover different delivery models ranging from courses that are delivered fully online (no face-to-face meetings) to courses that provide some face-to-face interaction and some online provision (sometimes called blended learning). Within this continuum interactive technologies can play a significant role in engaging the learner and providing a rich learning experience. This paper examines how different interactive technologies can be used to enrich the learning experiences of students with different learning styles. The theory is related to the teaching of Information Systems in a postgraduate MSc Management of eBusiness course that uses a range of interactive technologies.

scholarly journals Positioning e-skills within an organisation: An information systems management viewpoint

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Zoran Mitrovic
Keyword(s):  
Information Systems ◽  
Business Processes ◽  
Initial Study ◽  
Business Value ◽  
Systems Management ◽  
Information Systems Management ◽  
Organisational Strategy

The intersection of business and IT in an organisation requires people with diverse business- and technology-related competences and skills, commonly referred to as ‘e-competences’ and ‘e-skills’. The positioning of these competences within an IT function in an organisation is (arguably) well defined, but their place in other areas of business managerial concern in an organisation, such as business processes or organisational strategy, is still not sufficiently clear. As e-skills and e-competences are inevitably associated with the use of organisational information systems (IS), this paper reports an initial study aimed at positioning these competences and skills within an organisation from an IS perspective. The positioning was done by examining models of IS, e-competences and e-skills and identifying their possible areas of intersection, which resulted in mapping these competences and skills to the areas of managerial concern in an organisation – as seen from an IS perspective. This mapping has revealed an initial understanding of how business value, here seen as business benefits, is created by using the e-skills and e-competences (supposedly) possessed by employees throughout an organisation.

Lessons of Disaster Recovery Learned for Information Systems Management in US Higher Education

2012 ◽  
pp. 88-103
Author(s):  
Ruben Xing ◽  
Zhongxian Wang ◽  
James Yao ◽  
Yanli Zhang
Keyword(s):  
Higher Education ◽  
United States ◽  
Information Systems ◽  
Disaster Recovery ◽  
Management Information Systems ◽  
The United States ◽  
Lessons Learned ◽  
September 11Th ◽  
Systems Management ◽  
Information Systems Management

Most U.S. universities planned and prepared their disaster recovery (DR) and business continuity strategies for their Information Systems after the September 11th attack on the United States. The devastating hurricanes and the most recent catastrophic earthquakes caused unprecedented damage for many campuses within a decade. Some of their plans worked and some of them failed; however, with these lessons learned, Information Systems Management for U.S. higher education must be reexamined, re-planned and redesigned, including DR strategies and procedures. It is equally important that the curriculum of Management Information Systems be updated along with updated DR concerns for all educators in U.S. universities.

scholarly journals ANALISIS KEBUTUHAN SISTEM INFORMASI PELANGGARAN KELEMBAGAAN PERGURUAN TINGGI: STUDI KASUS DIREKTORAT JENDERAL KELEMBAGAAN IPTEK DAN DIKTI

2020 ◽  
Vol 13 (1) ◽  
pp. 89-102
Author(s):  
Ariawan Andi Suhandana ◽  
Petrus Mursanto
Keyword(s):  
Higher Education ◽  
Information System ◽  
Information Systems ◽  
Data Management ◽  
Business Processes ◽  
Science Technology ◽  
College Information ◽  
Directorate General ◽  
Unified Process ◽  
Process Method

Directorate General of Institutional Affairs of Science, Technology and Higher Education in performing tasks and institutional functions requires the availability of data quickly and accurately. Along with the passage of time, the need for information systems of university data management is very necessary especially the data of colleges in violation. Currently, the management is manually stored into excel files which of course have a lot of limitations. This practice resulted in problems in the supervision of the process as well as the problems at the college in violation. To overcome these problems, it is required the design of information systems for problematic colleges that can meet existing business processes. This research used the design of requirements information system that meets the existing processing needs. This design employs the Rational Unified Process method, where the design follows the workflow requirements and is done iteratively as much as 3 iterations. The results of the study are the Requirement Artefact Set document that elaborates in detail the needs of the problematic college information system.

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