Business students in information systems

2000 ◽  
Author(s):  
Sandy Barker ◽  
Ann Monday
Keyword(s):  
Information Systems ◽  
Business Students

Sistem Informasi Penjualan Online di Universitas Katolik Santo Thomas (Tokounika) Berbasis Web Menggunakan Metode Feature Driven Development

2021 ◽  
pp. 63-71
Author(s):  
Andy Paul Harianja ◽  
Iwada Grawilser Talunohi
Keyword(s):  
Information Technology ◽  
Information System ◽  
Information Systems ◽  
Communication Networks ◽  
Business Processes ◽  
Business Students ◽  
The Internet ◽  
Online Sales ◽  
Catholic University ◽  
Business Entities

The development of the field of information technology is very rapid, therefore many companies, industries, shops and other business entities are using information systems to increase their business. Online sales information systems are used to carry out business processes such as distribution, sales, purchasing, marketing of goods or services by using communication networks and the internet. Online sales information systems can help people who do not have a place or shop to carry out their business. Students in this case, especially at the Catholic University of Santo Thomas, are an opportunity to take advantage of this facility in carrying out their business, especially if they do not have a place or shop to carry out their business. For this reason, an online sales information system was built that can be accessed through the website.

scholarly journals Introductory Information Systems Course Redesign: Better Preparing Business Students

10.28945/4058 ◽  
2018 ◽  
Vol 17 ◽  
pp. 113-126
Author(s):  
Gina Harden ◽  
Robert M. Crocker ◽  
Kelly Noe
Keyword(s):  
Information Systems ◽  
Course Design ◽  
Business Students ◽  
Relevant Literature ◽  
Advisory Council ◽  
Future Research ◽  
Course Redesign ◽  
College Of Business ◽  
The Impact ◽  
Complete Overhaul

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

scholarly journals Towards Understanding Information Systems Students’ Experience of Learning Introductory Programming: A Phenomenographic Approach

10.28945/4782 ◽  
2021 ◽  
Vol 20 ◽  
pp. 081-092
Author(s):  
Irene Govender
Keyword(s):  
Information Systems ◽  
Computer Science ◽  
Business Students ◽  
The Body ◽  
Future Research ◽  
Introductory Programming ◽  
Pedagogical Content ◽  
Programming Methodology ◽  
Body Of Knowledge ◽  
Learning Programming

Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance.

scholarly journals Hybrid Delivery of Computer Literacy Requirements for Undergraduate Business Schools: A New Model

10.28945/2422 ◽  
2001 ◽  
Author(s):  
Kathryn A. Marold ◽  
Janos Fustos
Keyword(s):  
Information Systems ◽  
Hybrid Model ◽  
Computer Literacy ◽  
Business Students ◽  
Traditional Classroom ◽  
Campus Network ◽  
Web Based ◽  
State College ◽  
Traditional Classroom Instruction ◽  
Systems Requirements

The paper presents a revised model for handling the computer literacy and information systems requirements for undergraduates. The model was proposed for School of Business students at the Metropolitan State College of Denver. Through a combination of entrance screenings, self-paced Web Based Training courses on the campus network, and traditional classroom Introduction to Computers courses, a more efficient model for computer literacy was established. Then a hybrid model to deliver the introductory information systems class was proposed - to save scarce faculty and campus resources, yet preserve the traditional classroom instruction that some students need. The proposed hybrid model takes into consideration the higher level of computer literacy of many modern students, and takes advantage of the newest methods of interactive Web based training that make self-paced courses a practical means of learning.

scholarly journals Course Revitalization As A Change Driver Throughout Undergraduate Business Curriculum

2004 ◽  
Vol 1 (6) ◽  
Author(s):  
Elke M. Leeds ◽  
Radwan Ali
Keyword(s):  
Information Systems ◽  
Business Students ◽  
Undergraduate Curriculum ◽  
Lessons Learned ◽  
Original Structure ◽  
Business Curriculum ◽  
Business Information Systems ◽  
Business Information ◽  
College Of Business ◽  
Undergraduate Business Students

This paper describes the revitalization of Business Information Systems and Communication, a high enrollment, prerequisite course for all undergraduate business students in the Coles College of Business.  An overview of the course components is presented and original structure described. The rationale for change, technologies leveraged and measures of success are presented. The change drivers are identified and their impact on undergraduate curriculum delineated. Lessons learned and future implications are discussed.

scholarly journals Connecting with the Y Generation: An Analysis of Factors Associated with the Academic Performance of Foundation IS Students

10.28945/2774 ◽  
2004 ◽  
Author(s):  
Rohan Genrich ◽  
Dave Roberts ◽  
Aileen Cater-Steel ◽  
Ee Kuan Low
Keyword(s):  
Academic Performance ◽  
Information Systems ◽  
Secondary School ◽  
Business Students ◽  
Knowledge Level ◽  
Computer Experience ◽  
Perceived Knowledge ◽  
Factors Associated ◽  
Frequency Of Use ◽  
Study Mode

A strategy to overcome challenges associated with teaching a foundation Information Systems (IS) course to large cohorts of Business students has been highly successful. To further refine the strategy, a survey was conducted to better understand attitudes and computer experience of the students. This study revealed that factors such as gender, age, study mode, type of secondary school attended, level of previous computing studies, perceived knowledge, frequency of use and attitudes towards using computers did not predict academic performance. Academic performance and characteristics of students belonging to the Y Generation were also compared with those of the Older Generation. Differences between these generations were found to exist in relation to perceived knowledge, level of previous computing studies, and experience of formal computing studies. It is imperative that educators be aware of the characteristics of the growing Y Generation students. This research has raised critical curriculum issues for the development of foundation IS pedagogy.

scholarly journals Perceived Relevance of an Introductory Information Systems Course to Prospective Business Students

2013 ◽  
Vol 51 ◽  
Author(s):  
Irene Govender ◽  
Elvira Naidoo
Keyword(s):  
Information Systems ◽  
Reasoned Action ◽  
Business Students ◽  
Explanatory Power ◽  
Theory And Practice ◽  
Practical Work ◽  
Introductory Course ◽  
Professional Needs ◽  
Perceived Relevance ◽  
It Knowledge

The study is designed to examine students’ perceptions of the introductory Information Systems (IS) course. It was an exploratory study in which 67 students participated. A quantitative approach was followed making use of questionnaires for the collection of data. Using the theory of reasoned action as a framework, the study explores the factors that influence non-IS major students’ perceived relevance of the IS introductory course. The analysis of collected data included descriptive and inferential statistics. Using multiple regression analysis, the results suggest that overall, the independent variables, relevance of the content, previous IT knowledge, relevance for professional practice, IT preference in courses and peers’ influence may account for 72% of the explanatory power for the dependent variable, perceived relevance of the IS course. In addition, the results have shown some strong predictors (IT preference and peers’ influence) that influence students’ perceived relevance of the IS course. Practical work was found to be a strong mediating variable toward positive perceptions of IS. The results of this study suggest that students do indeed perceive the introductory IS course to be relevant and match their professional needs, but more practical work would enhance their learning. Implications for theory and practice are discussed as a result of the behavioural intention to perceive the IS course to be relevant and eventually to recruit more IS students.

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