Information Systems Education Journal

Volume 16

V16 N6 Pages 48-58

December 2018

Triangulating Coding Bootcamps in IS Education: Bootleg Education or Disruptive Innovation?

Leslie Waguespack
Bentley University
Waltham, MA 02452, USA

Jeffry Stephen Babb
West Texas A&M University
Canyon, TX 79016, USA

David Yates
Bentley University
Waltham, MA 02452, USA

Abstract: Coding bootcamps number in the hundreds world-wide despite repeated predictions of their demise over the past few years. Fueled by a resurgent economy and a persistent shortage of app developers and computer systems engineers, bootcamps tout a fast-track to a six-figure salary for as little as one-eighth the tuition dollars or time investment of a nominal four-year information systems baccalaureate degree. Bootcamps represent an enticing opportunity for: a) high school graduates unconvinced of the return on the time and money investment in a liberal arts education, b) college graduates who find their career potential limited by their baccalaureate major, or c) experienced workers seeking a change of profession. Although potentially disruptive, and generally neither accredited nor affiliated academically, bootcamps introduce opportunities for innovation in terms of structure, organization, curriculum, and pedagogy for traditional computing education in higher education, which we explore in this paper.

Keywords: Coding Bootcamps, IS curriculum, IS education, IS workforce preparation

Download this article: ISEDJ - V16 N6 Page 48.pdf

Recommended Citation: Waguespack, L., Babb, J. S., Yates, D. (2018). Triangulating Coding Bootcamps in IS Education: Bootleg Education or Disruptive Innovation?. Information Systems Education Journal, 16(6) pp 48-58. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIGCON 2017)