The 50-year march of Moore’s Law has led to the creation of a relatively cheap and increasingly easy-to-use world-wide digital infrastructure of computers, mobile devices, broadband network connections, and advanced application platforms. This digital infrastructure has, in turn, accelerated the emergence of new technologies—social media, cloud computing, analytics and “big data,” 3D printing, and intelligent autonomous systems. These types of new technologies enable transformations in how we live and work, how companies organize, and the structure of entire industries.
As a result, it has become increasingly important for all business students (MBAs and undergraduates alike) to have a strong and appropriate grounding in IT in general and digital innovation in particular—in order to manage, lead and transform organizations that can benefit from digital innovation. Yet, at many schools students do not get such grounding, either because the required IS core class is stuck in the past, or because the required business core excludes IS altogether. We present a vision for a redesigned IS core class that adopts digital innovation as a fundamental and powerful concept (FPC). A good FPC serves as both a foundational concept and an organizing principle for a course.
We espouse a particularly broad conceptualization of digital innovation that allows for a variety of teaching styles and topical emphases for the IS core class. This conceptualization includes three types of innovation (i.e., process, product, and business model innovation), and four stages for the overall innovation process (i.e., discovery, development, diffusion, and impact). Based on this conceptualization, we examine the implications of adopting digital innovation as an FPC. We also briefly discuss broader implications relating to: (1) the IS curriculum beyond the core class, (2) the research agenda for the IS field, and (3) the identity and legitimacy of IS in business schools.
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