Abstract: The fate and disposition of the computing disciplines are tied to the evolutionary history of computing and the revolutionary application of the advances in computing that have come to define the current state of computing disciplines. Academic programs in Information Sytsems, a long-standing computing discipline, presumably develop and refine computing curricula appropriate to the discipline. Occasionally, as the discipline advances, so too does our conceptualization and realization of curricula such that our organizing bodies – such as DMPA, AITP, AIS, ACM, etc. – coordinate and cooperate in efforts to find common definitions and expressions of core and fundamental curricula and bodies of knowledge as guidance to practitioners and educators. This paper presents the case that the history of the computing disciplines provides proof points for our curricular design in the failures that are fraught in the computing disciplines. Given the persistent nature of many of these failures, we propose that our failures may provide light in the “dark places” of our discipline and, with care, may illuminate the path to the essential nature of information systems and the academic curricula that are appropriate to the discipline.
Keywords: Computer Information Systems, Building CIS Programs, CIS Curricula and Specialties, Body of Knowledge
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Recommended Citation: Longenecker, B., Babb, J. S., Waguespack, L., Tastle, W., Landry, J. (2016). Use of Failure in IS Development Statistics: Lessons for IS Curriculum Design . Information Systems Education Journal, 14(5) pp 44-61. http://isedj.org/2016-14/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIG 2015)