Knowledge, skills and abilities of information systems professionals: past, present, and future
Information and Management
SIGCPR '91 Proceedings of the 1991 conference on SIGCPR
What information systems graduates are really doing: an update
ACM SIGCPR Computer Personnel
MIS Quarterly - Special issue on IS curricula and pedagogy
Employment outsourcing in information systems
Communications of the ACM
Journal of Global Information Management
Changing IS curriculum and methods of instruction
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
ITiCSE-WGR '99 Working group reports from ITiCSE on Innovation and technology in computer science education
IS '97: model curriculum and guidelines for undergraduate degree programs in information systems
IS '97 Guidelines for undergraduate degree programs on Model curriculum and guidelines for undergraduate degree programs in information systems
SEEP '98 Proceedings of the 1998 International Conference on Software Engineering: Education & Practice
ISCNZ '96 Proceedings of the 1996 Information Systems Conference of New Zealand (ISCNZ '96)
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HICSS '99 Proceedings of the Thirty-Second Annual Hawaii International Conference on System Sciences-Volume 1 - Volume 1
A Capstone Course in the Information Systems Curriculum
International Journal of Information Management: The Journal for Information Professionals
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This chapter reports some further findings of an ongoing investigation into conceptual, academic, and "soft" skills that IS/IT practitioners regard as important in new graduates. There has long been agreement that the IS curriculum should be comprised of some combination of technical subjects and nontechnical business subjects, and that graduates also need "soft" business skills. There is far less agreement about what the mix between these should be and how best to prepare students in some areas, notably in the development of "soft" business skills. The research findings reported here present some evidence that traditional "business subjects" such as marketing, economics, or finance do not equate to the business skills that employers of IS graduates are seeking in new hires. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests.