Volume 7
Volume 7, Number 30 |
April 20, 2009 |
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Jack Russell
Barbara Russell
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Abstract: The purpose of this paper is to summarize and evaluate the content of a proposed undergraduate IS capstone course by the authors. A statistical analysis of a survey regarding the behavioral objectives of the proposed IS capstone course is used to augment the evaluation aspect of the capstone course content. The IS 2002 Model Curriculum and Guidelines for Undergraduate Programs was used as a guideline in developing the capstone objectives. A review of the proposed IS capstone course is presented. The IS capstone course behavioral outcomes are summarized. Based on the behavioral outcomes a survey instrument was prepared that would address each of the outcomes. The purpose of the survey questionnaire was to acquire the perceptions of both IS educators and IS professionals who responded to the survey. From eleven research questions a set of eight (8) research hypotheses were listed. The research hypotheses are aimed at learning if IS educators and IS professionals agree or disagree on key course objectives identified for the capstone course. Demographic results are presented along with separate statistical tests for each of the null hypotheses. Both Chi Square tests for independent proportions for 2X2 tables and Two-Sample T-Tests where appropriate are performed to determine if survey item means for each group were significantly different and to also examine the magnitude of the means to determine if the respondents strongly agreed with the survey item that maps to a stated course outcome.
Keywords: IS capstone course, IS 2002 Model Curriculum, business modeling, data collection interviews, soft skills, object-oriented analysis, OOA, Unified Modeling Language, UML, structured analysis, systems proposal
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Recommended Citation: Russell and Russell (2009). A Survey Analysis of the Perceptions of IS Educators and IS Professionals Appertaining to the Course Content of an Undergraduate Information Systems Capstone Course. Information Systems Education Journal, 7 (30). http://isedj.org/7/30/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2006: §2153. ISSN: 1542-7382.)