Introduction

In the third phase of the MaCuDE (Management Curriculum for the Digital Era) project, the Information Systems (IS) Task Force, in collaboration with the Association of Information Systems (AIS), makes recommendations on curricular changes for IS programs in the digital era. The report sets the tone by articulating the mission of IS education to be that “future IS graduates successfully contribute to and lead those organizational initiatives and operations that harness the transformative power of information technologies to serve current organizational needs and realize new opportunities to fulfill current or new organizational goals.” The report indicates that due to the pervasive growth of AI and digital technologies in business, knowledge about IS and specifically about Analytics, Big Data and AI extends well beyond the IS programs and majors, and proceeds to make curricular recommendations for four educational levels: general (undergrad, grad) programs, Information Systems programs, specialized masters programs, and non-degree programs.

A key contribution of the report is the identification of 8 competency areas, and the definition of the competency matrices that give recommendations about the content and the competency level required for each educational level and each competency. Within each competency area, the report identifies detailed categories that are either new or significantly changed compared to the existing curricula. The report concludes with policy recommendations for implementing the recommended curricular changes.

Industry Needs and Skill Requirements

Information Systems graduates should have a good understanding of the multiple dimensions of effects of Big data and AI technologies in business operations, decision making, and organizational structure. They should realize that bridging the gap between business and technology is quintessential and must be able to manage the delicate relationship between organizational goals and the information technology strategies aiming to support these goals. This requires a deep understanding of the business domain and how organizations can capitalize on the technology advancements of the digital era.

Information Systems graduates should also recognize three key competencies to meet industry needs for various professional roles and profiles. They should possess fundamental environmental competencies such as good interpersonal and communication skills, as well as fundamental domain knowledge about the organization they work for and a firm understanding of how business and IT align. This includes knowledge of how organizations create value and an understanding of the business domain at large. Participants noted the role of information technology experts in organizations increasingly provides decision support for senior managers, rather than playing a pure infrastructure provider role.

Data, Information, and Content Management form another crucial category of competencies expected from Information Systems graduates. Graduates need to understand foundational Database concepts, even if these concepts have not changed in many years. These may include normalization, transaction management, query languages, and analytical processing techniques. Furthermore, participants noted that graduates also need to understand the principles of Data Management, that is, the treatment of data as a fundamental organizational resource.

Graduates are expected to have Data Analytics skills. They must understand the initial stages of an analytics pipeline, comprising data extraction, transformation, and loading. Additionally, the usage of cloud storage for data analysis, data visualization, and storytelling with data form important parts of their knowledge repertoire.

An Information Systems specific competency is the understanding of Business Continuity and Information Assurance. Graduates should be aware of information security and privacy considerations, and Business Schools offering Information Systems programs should find ways to integrate these concepts into their courses, as they align well with the meta-skills of flexibility and agility.

Additional Skills

The task force also identified four distinct skill categories that employers expect of business school graduates: Digital Competence, Business Acumen, Leadership Effectiveness, and Personal Effectiveness.

Digital Competence encompasses Digital Literacy (proficiency in using data and tools) and a Digital Mindset (attitude toward data-driven organizational transformation). Graduates need to relate data to the organizational context, identify areas where emerging technologies can make a difference, and discover new value opportunities.

Business Acumen refers to the understanding of the implications of the digital era on the specific organizational context, the ability to interpret complex data sets, derive actionable insights, and recognize how different business models benefit from or are enabled by digital technologies.

Leadership Effectiveness includes the ability to function effectively within globally distributed teams, inspire and motivate teams in a virtual environment, manage external disruptions, adapt swiftly to change (Agile Mindset), and appreciate privacy and cybersecurity principles.

Personal Effectiveness encompasses critical thinking, efficient work, effective communication, independent work, and integrity. Graduates are expected to discern between fleeting trends and genuinely disruptive changes, articulate ideas clearly and convincingly, adapt quickly to changes, and manage their own workload and deliverables.

Recommendations for Information Systems Programs

The Information Systems task force examined four different program levels: general education, general IS, specialized degrees at the undergraduate and graduate levels, and non-degree programs and courses. For each level, the task force provided recommendations concerning courses and levels of proficiency.

General Education:

At the general education level, the task force recommends that all students, regardless of their major, should develop a basic understanding of digital technologies and their impact on business and society. This can be achieved through introductory courses that cover topics such as the history and evolution of digital technologies, the role of data in decision-making, and the ethical implications of technology use. These courses should aim to develop students’ Digital Competence, particularly their Digital Literacy and Digital Mindset.

General Information Systems:

For students pursuing a general Information Systems degree, the task force recommends a curriculum that builds on the foundation established in the general education courses. The curriculum should cover the core concepts of Information Systems, such as systems analysis and design, database management, and networking. Additionally, the curriculum should incorporate emerging topics such as cloud computing, big data analytics, and artificial intelligence. The goal is to develop students’ Business Acumen and Leadership Effectiveness, in addition to their Digital Competence.

Specialized Degrees (Undergraduate and Graduate):

For students pursuing specialized degrees in Information Systems, such as a Bachelor’s or Master’s degree in Cybersecurity, in Business Analytics or in Artificial Intelligence, the task force recommends a curriculum that provides in-depth knowledge and hands-on experience in these specific areas. The curriculum should cover advanced topics such as machine learning, natural language processing, and data visualization, and should provide opportunities for students to work on real-world projects and case studies. The goal is to develop students’ expertise in these specialized areas, as well as their Personal Effectiveness skills such as critical thinking and problem-solving.

Non-Degree Programs and Courses:

For professionals seeking to upskill or reskill in specific areas of Information Systems, the task force recommends non-degree programs and courses that provide focused, practical knowledge and skills. These programs can be offered in various formats, such as online courses, bootcamps, or workshops, and can cover topics such as data analytics, cybersecurity, or agile project management. The goal is to provide professionals with the skills they need to stay current and competitive in the rapidly evolving digital landscape.

Across all program levels, the task force emphasizes the importance of experiential learning, such as internships, co-op programs, and capstone projects, to provide students with real-world experience and help them develop the skills and competencies needed to succeed in the digital era.

Continuing and Changing IS Competency Requirements

While the core concepts of Information Systems, such as systems analysis and design, database management, and networking, remain essential for IS graduates, the task force identified several areas where competency requirements are evolving or emerging.

One area of increasing importance is data analytics. With the proliferation of big data and the growing use of analytics in decision-making, IS graduates need to have a strong foundation in statistical analysis, data mining, and data visualization. They should be able to work with large, complex datasets and use tools such as R, Python, and Tableau to derive insights and communicate findings to stakeholders.

Another area of growing importance is artificial intelligence and machine learning. IS graduates should have a basic understanding of the concepts and techniques of AI and ML, such as supervised and unsupervised learning, deep learning, and natural language processing. They should be able to identify opportunities for applying AI and ML in business and understand the ethical implications of these technologies.

Cybersecurity is also becoming increasingly critical for IS graduates. With the growing number and sophistication of cyber threats, IS graduates need to have a strong understanding of information security principles and practices. They should be able to assess and mitigate risks, develop and implement security policies and procedures, and respond to security incidents.

In addition to these technical competencies, the task force also emphasized the importance of soft skills such as communication, collaboration, and leadership. IS graduates need to be able to work effectively in teams, communicate complex technical concepts to non-technical stakeholders, and lead projects and initiatives in a rapidly changing environment.

Policy Changes for Big Data and AI Curriculum Implementation

To ensure that business schools are preparing students with the skills and competencies needed to succeed in the digital era, the task force recommended several policy changes for big data and AI curriculum implementation.

First, business schools should work closely with industry partners to identify the specific skills and competencies needed in the workforce. This can be achieved through advisory boards, industry partnerships, and regular feedback mechanisms. By aligning curriculum with industry needs, business schools can ensure that graduates are well-prepared for the demands of the job market.

Second, business schools should invest in faculty development to ensure that instructors have the knowledge and skills needed to teach emerging topics such as big data analytics and artificial intelligence. This may involve providing training and professional development opportunities, as well as recruiting faculty with expertise in these areas.

Third, business schools should prioritize experiential learning opportunities, such as internships, co-op programs, and capstone projects, to provide students with real-world experience and help them develop practical skills. These opportunities should be integrated into the curriculum and should involve close collaboration with industry partners.

Fourth, business schools should foster interdisciplinary collaboration and encourage students to take courses outside of their primary area of study. For example, IS students should be encouraged to take courses in statistics, computer science, and other relevant fields to develop a well-rounded skill set.

Finally, business schools should continuously assess and update their curriculum to ensure that it remains relevant and aligned with industry needs. This may involve regular curriculum reviews, input from industry partners, and analysis of job market trends and requirements.

Conclusion

The digital era presents both challenges and opportunities for business schools and their graduates. To succeed in this rapidly evolving landscape, IS graduates need to possess a combination of technical skills, business acumen, and leadership capabilities. The MaCuDE Information Systems task force has provided valuable insights and recommendations for how business schools can adapt their curriculum to meet these needs.

By aligning curriculum with industry needs, investing in faculty development, prioritizing experiential learning, fostering interdisciplinary collaboration, and continuously assessing and updating curriculum, business schools can ensure that their graduates are well-prepared for the demands of the digital era. This will require a commitment to ongoing learning and adaptation, as well as close collaboration with industry partners.

Ultimately, the goal is to develop a new generation of IS leaders who can drive digital transformation and create value for their organizations and society as a whole. By embracing this challenge and committing to excellence in IS education, business schools can play a vital role in shaping the future of the digital era.

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