Volume 1

Volume 1, Number 41

December 27, 2003

13 pages361 K bytes

The State of Systems Analysis and Design

Jack Russell
Northwestern State University
Natchitoches, LA 71497

William J. Tastle
Ithaca College
Ithaca, New York 14850-7170

Lissa F. Pollacia
Northwestern State University
Natchitoches, LA 71497

Abstract: Systems Analysis and Design (SA&D) is one of the fundamental areas within most Information Systems (IS) curricula. The complexity of teaching this course continues to grow as most of the traditional learning outcomes are required along with an increasing set of skill-related outcomes associated with integrated Computer Aided Systems Engineering (CASE) tools and Object-Oriented Analysis. This paper addresses a survey and analysis of what is currently being taught in the Systems Analysis and Design (SA&D) course as identified by the educators who teach the material. It discusses the perceptions IS educators have about various SA&D topics and concepts, and explores the common problems and obstacles that are associated with teaching the SA&D course. Some IS topics identified as very important are allotted small quantities of instructional time, and some important topics are given no time at all. This dichotomy is a surprise. A new chronology of topic areas is developed based on the survey.

Keywords: systems analysis and design, analysis topics, design topics

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Recommended Citation: Russell, Tastle, and Pollacia (2003). The State of Systems Analysis and Design. Information Systems Education Journal, 1 (41). http://isedj.org/1/41/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2003: §3221. ISSN: 1542-7382.)