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AIS Global IS Education Report 2019/20

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For the fourth time, the AIS Global IS Education Report presents a global overview of educational offerings in the field of Information Systems. This field studies the design, use, and impact of information systems in organizations, which are often enabled by Internet-based services. With growing Internet access and use, increasing numbers of objects in our everyday lives are connected to the Internet - objects that not only cap-ture and exchange information but that also facilitate efficient, sustainable, and enjoya-ble user experiences. For professionals, competencies in information-systems design and use are keys to success. While many white-collar jobs are expected to vanish be-cause of automation and fundamental changes in how we work, the competencies de-veloped by information systems education will be increasingly in demand. The academic discipline of information systems has developed an impressive collection of educational programs and resources from around the world. The Association for In-formation Systems (AIS), a global community of information-systems academics, has collected and connected such offerings via the Internet platform www.eduglopedia.org. Today, more than 580 institutions in 67 countries have been registered, with fifty new institutions added compared to the 3rd edition. The data in this Global Information Sys-tems Education Report is based on entries to the www.eduglopedia.org platform these institutions provided (as of February 10, 2020), consisting of more than 3,227 courses from more than 1026 programs. The collection will be updated continually via the www.eduglopedia.org platform throughout the year, so readers are advised to also refer to the online version of www.eduglopedia.org in order to check out for updates and new entries. The report provides statistics on many kinds of offerings and guidance on where and how to acquire competencies in a variety of areas in information systems and covers all global regions and offerings at the bachelor’s, master’s, and Ph.D. levels. This report is an effort to bring together the global IS educational offerings in the field of information systems, so we encourage readers to look at the individual institutions’ online profiles, which are updated throughout the year, for additional details and information. We thank everyone who has helped to make this report possible, but particularly Stefan Fleischer, Michael Gau and Marina Hagen-Canaval. We are grateful for the extraordinary support of the information systems community. We hope you will enjoy reading the report and will find it useful. We look forward to hearing your feedback! Vaduz, Liechtenstein│Singapore│ Waltham, Massachusetts, USA│Rotterdam, Nether-lands Jan vom Brocke│Bernard C.Y. Tan│Heikki Topi│Markus Weinmann
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... The literature has reported different means to involve students with particular emphasis on integrating research activities, such as literature reviews, into existing course structures (Tams, 2014). According to the AIS Global IS Education Report, some universities (e.g., University of Duisburg-Essen, Zeppelin ni ersity gemeinn t ige, and Vinnytsia National Technical University) include student research in their IS educational programs (vom Brocke et al., 2020). Research experiences for undergraduates (REUs) constitute programs that some universities use to support undergraduate research (Granger et al., 2006). ...
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Student research aligns well with recent movements to a learner-centered educational paradigm. However, despite student research's learning benefits, the IS literature has paid limited attention to the topic. We require easy-to-follow student research frameworks and case studies and ways to measure research-teaching integration's benefits. I address this knowledge gap in this essay. I present a research apprenticeship model that serves as an adaptable framework for integrating student research into existing study programs and teaching practices. I evaluate its benefits through personal reflections and students' self-reported learning outcomes. I interpret these benefits by drawing on learning theory and, in particular, the two concepts "legitimate peripheral participation" and "community of practice". I claim that the model helps students become legitimate members of the IS research community of practice. With this essay, I contribute to the literature by identifying situated learning elements that student research requires to succeed and describe model components that support legitimate peripheral participation in the community. Subsequently, I relate these contributions to extant IS literature, discuss their implications for teaching practice, derive recommendations, and highlight potential future research topics.
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