GE IS205DSRGG1A IS205DSRGG1AAA Turbine control PCB board

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witnessing an increasing variety in the IS competency realm, and many of the prior IS competency

areas that previously were considered optional are now becoming mandatory.

Considering how the trends discussed above will affect the requirements for IS undergraduate

IS205DSRGG1A education was an important aspect for the IS2020 task force. Using the Delphi methodology, the

IS2020 task force gathered data from the following sources:

– IS2020 Topic analysis

– Job placement of IS Graduates

– Competency frameworks for the IS profession

– Program contents in leading universities

– MSIS2016 curriculum contents

– ABET requirements for IS programs

– IS in relation to other disciplines

– Themes in the AMCIS 2019 panel feedback

– MSIS2016 competency model

– CC2020 Competency model

– Courses in EDUglopedia (2020)

– IS curriculum related literature in journals and conferences

Perhaps the most significant impact of these trends is that the number and diversity of IS

IS205DSRGG1A competency areas is increasing. The design of new applications to solve problems in a user

domain requires an increasing number of competencies, knowledge, and skills to tackle the

multiple methods and perspectives required. It follows then that undergraduate IS programs

should cover all these perspectives to provide a broad understanding of the issues involved. To

respond to this increasing diversity, we made the following three changes:

1. Added four competency areas to the IS core, in addition to the previous six in IS2010, to

ensure that the most essential views and perspectives are addressed.

2. Grouped IS competency areas in six IS competency realms to make it easier to design

specializations and elective courses within a program.

3. Defined the IS core through required competencies (rather than compulsory courses) to

facilitate flexibility in defining the core of IS programs.

In what follows, the reasons for these changes will be further explained as they vary from the

recommendations of the IS2010 report. Chapter 3 provides motivations for and detailed

discussion of the second major area of revision, adoption of competency models. Details of the

development of IS2020, the process used, and timeline of interactions with the IS education are

explained in Appendix 4.

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Lead time problem
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