Center for Information Systems Research
Massachusetts
Institute of
Alfred P, Sloan School of
Technology
Management
50 Memorial Drive
Cambridge, Massachusetts, 02139
617 253-1000
TEACHING THE CURRENT
OR
FUTURE GENERAL MANAGER:
A CRITICAL FUNCTION FOR THE MIS FACULTY
Jeffrey Hoffer
(Indiana University)
Alan G. Marten
(University of Michigan)
John F. Rockart
(Massachusetts Institute of Technology)
ABSTRACT: For the past several
have
diligently
worked
majoring in the field.
more
important
role
years,
information
to develop effective curriculums for
students
and
perhaps
Today, an increasingly important,
information systems faculty is that of
the
for
educating non-majors -- students who wish
general
to
be,
currently
or
function
organizations.
their
in
more
programming is
and
more
being
by
end-users themselves.
increased degree
of
understanding
of
Systems
information
the
design
within
performed
and
departments
are,
Increasingly, general managers are determining the
managers.
extent or use of the computer and the effectiveness of the
systems
faculties
systems
and
end-user
Therefore, in the 80's, an
function
information
by
general management is vital.
However,
"general management" students vary widely.
In
the amount of material which might be taught is overwhelming.
the
amount
of
time
available
in
constraints,
and
some
Finally,
general management curriculums for
information systems material is limited.
these
addition,
Three current
approaches
to
general conclusions concerning teaching
information systems to general managers are presented.
CONTENT INDICATORS
Computing Review Category:
Key Words:
1.52 University Courses and Programs
Education, General Managers,
Courses
nMO^n>>
MIS
Faculty,
University
•
I.
INTRODUCTION
At the present time a great deal of emphasis
faculties
MIS
in
in
the MIS field.
believe
placed
being
is
by
schools of management on educating students majoring
However,
there
is
teaching
a
for the MIS faculty.
is even more important
important mission is to teach non-MIS majors in
which
mission
the
we
This increasingly
fundamentals
and
the managerial implications of our field.
T he
Need to Educate Non-MIS Majors in MIS Concepts
for
The increasing cost-effective availability of computer support
managers at
candidates
all
levels
makes
today
imperative
it
all
MBA
be made aware of the way that computer-based support can be
utilized in their field of specialty -- no matter what
even more important, there is
Perhaps
that
what
executive managers to understand
functions
in
their
tomorrow's
—
need
opportunities
need to educate middle and top
can
least
executives
to
support
--
all
well as
as
of
understanding
minimal
a
done
be
Today's
companies.
at
a
specialty.
the
the
that are available to increase productivity for clerical
workers, staff professionals, and line managers themselves.
understanding
on
make
trends
Several evident
part
the
of
improved
information
all managers vital.
coming when managerial access to information support
only
a
luxury
Clearly, hardware
but
a
necessity
technology
is
at almost all
increasingly
importantly, the software technology is at
a
The time is fast
will
become
an
not
levels of management.
cost-effective.
More
point today where managers
can make use of the computer without huge financial investments.
is
systems
There
ever-growing number of good, available "models" in the areas of
financial management, market analysis, production
forth.
storage and analysis systems such as RAMIS, FOCUS, NOMAD,
are
available
and
so
manner, an increasing number of general purpose data
like
In
management,
managers
allow
to
their contents with
relative
to build data bases and to explore
ease.
languages should be even more
EXPRESS
and
f acilitative
generation
next
The
of
these
.
Budding and current managers, therefore,
must
understand
enough
about this technology (both hardware and software) to understand how it
currently
can
support
operations.
their
understand these trends so that
they
can
addition
In
understand
they
must
increasing
the
value and cost-effectiveness of computer-based aid.
United States faces
The
shortage
in
coming
a
years.
productivity crisis today
In
1980
labor
is
such
which
ever
controlled
be
today
more
than
labor
a
increasingly costly.
Equally increasingly costly are capital assets,
must
and
inventories,
as
With
before.
international competition growing, and other countries having taken the
lead in automating
having
gained
a
their
manufacturing
processes
--
and
therefore
productivity lead on the United States -- it appears
that the effective management and use of
information
is
increasingly
significant to managers on the North American continent.
A
final significant reason to educate the non-MIS major in the MIS
field is that the location
rapidly
changing
of
much
of
the
systems
development
from the "MIS shop" to the end-user himself.
is
Today,
user-based programming is growing because user-understandable languages
like APL
addition,
and
the
the MIS group.
EXPRESS
demand
are
increasingly
available
and
useful.
In
for systems has overwhelmed the capabilities of
Therefore, users are picking up the
slack
themselves.
as the emphasis in MIS is evolving from the installation
Additionally,
of paperwork-oriented data processing systems to "decision support"
is
are becoming more involved in systems design.
users
that
logical
it
increasingly
Thus, non-MIS majors are
designers
system
as
well
as
in
the
They must be well educated to these responsibilities.
users.
What Type of Education is Necessary?
era
an
In
of
development
in
users
which
information
are
systems,
involved
increasingly
would seem logical that the
it
what
knowledge which must be transmitted to them is the basics of
be
done,
as well
as
resource
in
control
their area.
something
know
addition,
the
computer
The knowledge needed here is similar to that
Just as
required to understand and manage human resources.
to
In
the rudiments of how it can be done.
managers need to understand how to plan for and
about
can
personnel,
one
needs
technology and applications of the computer to be
to
a
needs
one
understand
manager
line
good
the
today.
Whom Are We Educating?
In
types
general, we would submit that we are
of
non-majors.
to "do it themselves."
educating
two
different
First, we are educating people who will be able
These are the younger managers who
will
start
by actually using computer systems to assist themselves, solve problems
and
manage
in
major functional areas.
The second group that must be
educated are those managers who, although they will not
directly,
will
influence
their organizations.
This
use
computers
the use of the computer resource throughout
second
population
is
perhaps
even
uiore
Composed of middle managers and senior executives, this set
important.
heavily
managers
of
influences
organization with regard
devoted
systems.
information
to
computers
to
atmosphere
general
the
resources
the
and
in
an
that
are
short, we are educating not only
In
people who will program but those who will decide how much
programming
should be done.
Looked at from the university's viewpoint, there are three
of
prospective
non-major
MBA candidates who are relatively young,
are:
(1)
with
managerial
experience
senior executives.
of
(e.g.,
(2)
These groups
MBA
candidates
"executive MBA programs"), and (5)
As each of these groups has
populations
two
the
students who are of interest.
groups
different
proportions
noted in the previous paragraph, the courses
designed for them should and do differ.
INFORMATION SYSTEMS TOPICS FOR THE TRADITIONAL MBA CANDIDATE
II.
The increasing importance of timely and accurate
managers
all
and
increasing
the
availability
of
telecommunication technology seemingly demand that all
be
instructed
systems.
in
for
computer
MBA
and
candidates
various aspects of computer systems and information
Practicing business managers and
of business schools,
growing number of business
a
school faculty support the need for formal
Deans
information
instruction
in
the
area.
through the American Assembly of Collegiate
Schools of Business (AACSB), support the need for such
instruction
including
"common body of
the
following
knowledge" areas:
application
of
"a
statement
basic
accounting,
as
one
understanding
of
quantitative
of
of
the
the
concepts
by
and
methods, and management
information systems including computer applications."
.
of information
The purpose of this section is to discuss the issue
First,
candidate.
systems topics and courses for the general MBA
we
courses
will discuss the current status of required information systems
in
leading
business
schools.
teaching
these courses.
will
or
content and/or pedagogical issues that are
faculty
will present some of the
we
Second,
addressed
be
by
Lastly, we will discuss the need for
advanced
and characteristics of intermediate and
information
systems
courses for the non-MIS major.
Current Course Status
one
for
information
systems,
non-majors.
No attempt will be
between
the
introductory
two
some business schools there are
In
courses
in
information systems majors and one for
made
in
paper
this
content of those two courses.
to
distinguish
review of the curriculum
A
of the business schools with two courses indicates that the
difference
between the courses is often one of emphasis and depth, not necessarily
of the topics addressed.
A
review of the core curriculum of most of
schools
leads
one
interpretations of
schools.
to
the
the
leading
business
the conclusion that there are probably as many
AACSB
requirements
as
there
are
business
However, these schools all offer one or more courses that, to
varying degrees, instruct students in the following three areas:
1)
information systems theory and concepts;
2)
computer technology including high-level programming languages;
and
3)
the computing
school
resources
of
the
university
and/or
business
These topics may be concentrated in courses specifically
as
labelled
information systems, management science, or computer systems, or may
be included
some
courses such as management accounting or management.
in
cases, required programming language courses may be taught by the
computer science
computing
computer
or
center.
In
engineering
departments
by
or
a
variety of topics.
specific
The
greatly from school to school and, in some cases, within
depending on who is teaching the course.
contain composite
technology
topics
lists
that
of
the
Tables
information
may be covered.
systems
debate.
In
many
cases,
the
topic
computing
and
Even the classification of
could
impact
of
placed
be
categories, indicating that the topic may include
of tools as well as the methods and
school
a
respectively,
and 2,
1
topics
topic as either information systems of computing technology is
to
the
general, however, the information systems course
for the general MBA covers
vary
In
subject
applying
both
in
discussion of
a
a
those
a
set
tools
within an organization.
The information systems topics shown in Table
"1
highlight both the
reason for the diversity in the courses offered in this
difficulty
of
area
and
the
teaching introductory courses for the general MBA.
The
major topic areas appear to be as follows:
A)
Theory;
B)
Environment of the information systems;
C)
Information systems classes;
D)
Installation of computer-based information systems
E)
Organization ana systems issues.
;
and
TABLE
Information Systems Topics in
a
1
Course for the General MBA Candidate
Theory
'i
i.
.
2.
Information theory
3-
Organization theory
H.
Decision theory
Environment of the information systems
1.
:.
Legal and societal issues
2.
Impact of computer-based information systems on the
organization
3.
Impact of computer-based information systems on the individual
Information systems classes
1.
2.
I.
Systems concepts and systems theory
Characteristics of various application systems
Computer-based modelling and decision support systems
Installation of computer-based information systems
1.
Stages of EDP growth within organizations
2.
Systems Life Cycle
3.
Systems Analysis and Design (Activities and Techniques)
4.
Control and audit of information systems
Organizational and systems issues
1.
Information systems planning and policies
2.
Management of data as an organizational resource
3.
Evaluation and selection of information systems services and
facilities
TABLE_2
Computing Technology Topics in
A.
Computer Hardware
'i.
2.
B.
Course for the General MBA Candidate
a
Hardware components
Architecture of computer systems
Computer software
1.
Language translators
2.
Operations software
3.
Data and text management software
4.
Telecommunications software
C.
Programming and programming languages
D.
Information structures and file processing
Given the lack
theory,
the
of
theory
any
topics
theory of the instructor or
a
generally
accepted
often
a
are
area
is
probably
combination of
of
one
infancy
The
be particularly lacking in the theory or
directed
of
"homegrown"
the
information
Existing textbooks
seem
to
foundations area.
information
the
of
the major reasons for the lack of
generally accepted textbooks in the area.
The environment
a
colleague, and the basic theory of one or
more of the reference disciplines.
systems
systems
information
systems
topics
are
often
toward presenting key issues from the behavioral sciences and
organizational theory.
The key question is
"what
is
the
impact
of
information systems on society, individuals, and organizations?"
In
one form or another,
the-
of information systems classes.
student is exposed to the wide variety
In
some courses, this topic includes
a
detailed discussion of the operational and administrative activities of
functions.
business
various
the
Wide
diversity exists in relative
emphasis of traditional data processing functions
systems
and
versus
decision support systems.
Probably the most common element of courses in this
topic
installation of computer-based systems. Through
of
techniques and
computer-based
approaches,
the
life
system are presented.
cycle
area
is
the
variety of
a
activities
of
a
Diversity exists with respect to
the emphasis on this topic and the degree to
which
specific
analysis
and design techniques are taught.
Finally, the
organizational
courses
systems
and
contain
usually
a
set
topics
of
on
issues. These topics often include global
organizational issues, such as information systems planning, as well as
issues related more directly to the information systems resource,
such
as managing and organizing the information systems function.
Pedagogical Issues
What lessons have been or are being learned with
information
systems
to
the
computing technology topics presented to the
and
general MBA candidate?
respect
The following paragraphs contain
some
of
the
authors' impressions.
It
in
is obviously impossible to
Tables
1
and 2 in
a
thoroughly cover all of
one semester course.
the
topics
However, given that our
objective is the education of someone who is interested in business, we
are more responsive if we provide
brief
a
overview
of
most
of
the
topics as opposed to in-depth coverage of any particular area or areas.
While we believe that the area is of sufficient importance to warrant
required
course,
we
must
recognize
10
that
a
for some MBA students the
very
is
may
These people
topics may seem to be of very little importance.
be
bright but they feel that anything related to computer technology
of no or limited relevance to them.
The challenge to the instructor
is to stress the business relevance of all
topics, both
the
technical
and the non-technical.
While the computing technology topics may be easier to
more
and
immediately motivating for most students, the information systems
topics are probably much more important in the long run.
probably have
instructors
a
comfortable,
Because
most
technical background, the general tendency
the computer technology topics.
is to emphasize
more
teach
instructor
The
feels
topics are more structured, and the instructor
the
often strives (knowingly or unknowingly) to educate the students in the
manner in which he/she was educated.
The pedagogy of presenting material is often more
the
skills
a
function
of
the instructor and the size of the class than it is of
of
Course modules that can be based on
anything else.
a
single
or
very
few basic concepts which are then expanded and can be shown to describe
past
and
current
practice are very successful.
Similarly, simple or
complex taxonomies are helpful in developing concepts without the
Case studies can be helpful but we suffer from the lack of
for detail.
sufficient
need
good
material and the need to often teach relatively
case
large classes.
Programmed learning
instruction
techniques
(self-study)
can
be
materials
facilities
this type
of
material
audio/visual
very helpful especially in presenting
computer technology topics and in teaching
computing
and
students
how
to
use
the university and/or business school.
of
is
regular
used,
I
I
class
time
can
be
the
When
more
Michigan
of
The MBA
systems topics.
information
University
the
required course at
materials
teaching
for
used
effectively
self-study
utilizes
facility, elementary
the teaching of the local computing
The
and the BASIC programming language.
in
software and systems concepts,
required
students are
materials include ten assignments which the
intervals throughout the semester.
regular
at
submit
to
Little or no
class time is spent on these subjects.
projects
Systems design
development
assignment
experience.
Unless
time-consuming and frustrating
is often a very
general MBA student considers the activity
two
We feel that the
designing
teaching
or
most
this
important
course
the
to
business
negative experience.
things
are to,
interested
customer is an MBA student who is
relevant
a
when
remember
to
first, remember that the
concepts
needs
and
in
and to,
and problems,
environment
the
justified,
and
controlled,
well-designed,
systems
real
smallest
the
even
or
second,
a
in
be
to
will have
recognize that the course content and pedagogy
The course is not for
immediate future.
the
state of change for
students.
computer science or computer engineering
probably
than
less
students to take the
development
of
ideal
course
information
to
elective.
an
fact,
it
is
computer science or engineering
allow
as
In
state
the
Given
of
systems and the rapid change in computing
will be in
technology, the content and format of the course
a
state
of
constant evolution in the next few years.
To attempt to meet these challenges,
authors'
institutions
topic areas.
The
(Michigan)
has
the
been
course
at
one
of
the
divided into three major
first topic area is information systems and computing
technology concepts and fundamentals.
The second major topic addresses
how systems and technology affect the organization.
addresses
systems
how
third
The
topic
technology affect the individual from the
and
graduating MBA to the senior executive.
The topics in each major
area
change from year-to-year but hopefully the structure will endure.
will
Intermediate and Advanced IS Courses For the General MBA
What information systems topics and/or courses should be available
to the general MBA beyond
the introductory or required courses?
knowledge, no general trend has developed in leading business
The
most common model is to provide
a
schools.
set of intermediate and advanced
"information
courses for MBA students, where the
To our
systems
major"
may
most or all of these courses while other students may elect only
elect
one or two beyond the required course.
courses for non-majors is
which
survey,
in
issues of specific
information
courses
set of functional area application
a
detail, the most important features and development
functional
systems,
modelling systems.
Another approach for subsequent
information
operations
management
systems,
systems,
e.g.,
marketing
and
financial
We believe that the following issues will
have
to
be addressed by information systems faculty with respect to courses for
the general MBA:
'i
)
Should incremental teaching resources be dedicated to
teaching
the information systems major or the general MBA candidate?
2)
Do we need to develop separate advanced courses related to
role
areas?
the
of information systems in each of the business functional
Do we need
personnel
a
marketing information
information
be generalized
in
systems
course,
a
systems course, etc., or can the topics
these second and third level courses?
13
schools
business
In
3)
functions
is
not
taught
in
the
organizational
of
operation
the
where
taught
be
functions
courses, should these organizational
required
area
functional
by
information systems faculty?
Our experience in these
believe
we
However,
more
future
the
limited.
very
is
of our time will be
for
such
natural follow-on of joint research efforts with our
the
and
in
courses
The incentives will be the student demand
dedicated to them.
courses
that
second-level
colleagues in other functional areas.
state-of-the-art
the
The purpose of this section is to reflect on
in
the
area
of
information systems courses for the general MBA.
We
Schools will look at
hope that information systems faculty in Business
significantly more than "service courses," with all
these courses as
the negative academic connotations associated
believe
that
with
that
phrase.
We
computer-based
the rate of acceptance and utilization of
information systems, and the effectiveness of
these
systems,
in
the
the general
twenty years may be highly dependent on what we teach
next
The cost of failure appears to be very high.
MBA about our area.
EXECUTIVE LEVEL MBA INFORMATION SYSTEMS EDUCATION
III.
Introduction
Executive level management education for experienced managers
been
an
important
"product"
graduate
of
schools
Workshops, seminars, and specialty track programs of
length
are
well
established
continuing
14
of
has
management.
relatively
short
education opportunities for
"life-long learning."
educational
vehicles
The content,
of
purpose
and
structure,
these
here
are very specialized and no attempt is made
Rather, executive level
programs.
to generalize on all these executive
here within the context
information systems education will be discussed
Executive
The
comprehensive vehicle:
o f one accredited, lengthy, and
in
Masters
Business
one
experience with
base
evaluation
for
(EMBA)
Administration
a
be
will
program
such
of
discussion
a
program.
In
particular,
used
an
empirical,
as
required information systems
course for an EMBA program.
The EMBA Program
Typically, an EMBA program
functions and perspectives of
focuses sharply on the
corporate
top-level management, including strategic and
risk
analysis,
opportunity
planning, industry and
formulation
policy
assuming decisions and corporate
The
emphasis
is
The operational
on semi-structured decision making.
aspects of data input
and
output
are
not
concern
of
the
rather,
transaction and
location and processing of information (both
effective
model-based) is of primary importance.
The EMBA students are "self-made"
variety
of
exposure
to
information
systems
necessitates early experience leveling
Many
Most
students,
however,
are
rich
(IS)
pedagogically
to
raise
issues,
15
is
activities
from
a
heterogeneous
in
the
IS
and
class.
experience
This can
possible
their
significant,
of
sources
organizational "muddling through" IS issues.
used
come
organizations;
private, public, profit, and not-for-profit
some are technicians with advanced degrees.
prior
they
managers;
effectively
on
be
solutions, and their
.
consequences
Executive IS Knowledge
Table
course
3
and
addresses five
how
empirical
one
purposes
major
sample
achievement of these purposes [1].
purposes
designed
base
into
one
EMBA
evaluated the perceived
of
Note that all
these
suggested
for the EMBA IS course deal with the user view of IS and with
MIS Course Purnose AchieveTient
Perceptual Achievement Level
Number and %
Purpose
Understand general role
of MIS in an
organization
Moderate
Very High
Low
Sample Size
13
(81.25%)
3
(18.57%)
16
organization
9
(56.25%)
7
(A3. 75%)
16
Understand major MIS
technologies which help
to set MIS direction
7
(43.75%)
8
(50.00%)
Understand role of user
in MIS
10 (62.50%)
6
(37.50%)
16
Understand MIS is not
just computers and computing but, more importantly, the way
business policy is
implemented
12
(75.00%)
4
(25.00%)
16
Understand the effect
MIS can have on an
16
1
(6.25%)
16
that
also
(Note
the organizational consequences of IS.
most
is
it
difficult to teach MIS technology as effectively as might be desired in
the
minimal
chosen,
Whatever purposes are
short course.)
a
EMBA
is likely that due to the nature of the
it
purposes
time available in
student,
the
should be planning and policy oriented and emphasize economic
socio-technical
evaluations
of
IS
technologies.
and organization
(
Further,
necessary to use some integrating framework to relate
it
is
)
the vast variety of IS topics that can be addressed.
One such integrating framework which has been used to tie together
the multiple course topics evaluated in Table
the economic suggestions of this model and
from
results
limited
is
Nolan
framework
this
data,
on
its
is
generalization
Table
related topics.
4
of
grasped by
quickly
executive students and can be effectively used to introduce
of
Gibson's
and
Although there is legitimate debate on some of
Stages of Growth."
"IS
4
variety
a
contains an evaluation of the relevancy of
the topics taught in one course to an EMBA student group.
One effective method of introducing individual topics to executive
With
students is "dynamic case writing."
asked
method,
this
if their organization has confronted a specific MIS issue
redundant and inconsistent data) and how they coped with
prepared
instructor
issues (e.g., data
development
can
storage
methods,
guide
the
discussion
charge-out,
Related to
particular
program,
in
the
EMBA
data
administration
this,
provides
17
(e.g.,
A
well
systems
based upon
executive
a
education
an opportunity for
personalized homework, where students are asked to design
DSS or database or charge-out policy.
it.
are
to point out related
data politics, etc.)
organization
variety of actual experiences.
and,
students
"their
own"
Table
-.
Relevancy of EMBA MIS Topics
Personal Relevancy Perception
Relevancy
Topic
Marginally
Generally
Very
Not
Stages of
Growth
8/15(53.3 %) 5/15(33.3 %) 2/15(13.3 %)
Information
Resource
6/14(42.86%) 4/14(28.56%) 3/14(21.42%) 1/14(7.14%)
Office of
the Future
4/15(26.7 %) 5/15(33.3 %) 6/15(40
%)
Minicomputer* 3/14(21.42%) 7/14(50
%)
3/14(21.2
Distributed
Processing
%)
7/15(46.7 %)
3/15(20
%)
5/15(33.3
%)
1/14(7.14%)
DSS
Technology
5/15(33.3 %) 8/15(53.3 %) 2/15(13.3 %)
DSS Appli-
cations
7/14(50
1)
5/14(35.72%) 2/14(14.28%)
DSS Implementation/
Design
7/14(50
%)
7/14(50
Corporate
Model Construction
5/14(35.72%) 5/14(35.72%) 4/14(28.56%)
Corporate
Model Use
5/14(35.72%) J5/14(35. 72%) 3/14(21.42%) 1/14(7.14%)
%)
18
managers
experienced
teaching
with
Finally, experience
also
suggests that:
1)
hands-on
exposure
(to,
say,
processing
word
corporate
or
modelling language programming) is greatly desired by managers;
and
2)
lectures, homeworks
and demonstrations
which
policy/planning
(few
areas
topical
,
synergistic
relate
various
problems
are
financial
classical
uni-dimensional
)
analysis
case study with subsequent modelling of the case
via
a
on
a
are
(e.g.,
corporate modelling package).
Conclusions
This section has argued for certain characteristics of experienced
especially
education,
manager IS
integrating
framework
to
within
provide
program.
EMBA
an
insights
into
IS
economic
and
issues,
and
organizational tradeoffs, to identify policy and planning
to
stimulate
issue
raising
experience, is essential.
from
An
From an
operational viewpoint, since experienced managers are often aggressive,
high-achievers who tend to over analyze (especially on homework),
must
be
taken
to
control
the
understanding
Finally, since effective
workload.
semi-structured decision making is key to
a
successful
Decision Support Systems can be
a
top
executive,
final course objective
which naturally evolves from addressing MIS technologies
that give direction to management use of information.
19
care
and
theories
.
IV.
SENIOR EXECUTIVE MIS EDUCATION
Senior executives are different.
The courses of interest here
of MIS exposure possible.
This allows
typically four to thirteen weeks in length.
time
These
importance.
corporations
devoted to
function
MIS
the
for
who
class
little
different in their
are
MIS
set
policy
function.
IS
They
also
are
their
in
different
understanding of IS both intellectually and emotionally.
little
in
who determine the share of corporate resources to be
and
the
They
[2].
people
the
are
those
are
attend management schools for short courses,
executives
senior
which
They are different in the amount
technology training due to their age.
anti-IS emotional set due
to
a
generation
Most have had
And many have
of
their
in
a
unfulfilled
visceral
or
only
partially-fulfilled promises.
Taken together, these three factors suggest that
for
critical
is
to carefully determine what should be taught in
faculty
MIS
the
it
senior executive courses as well as how to best communicate
limited
a
set of messages
In
our view,
messages.
senior executives should be "hit"
first
The
is
the
function in their organizations.
processes,
frameworks,
rapidly
with
three
growing importance of the MIS
The second is that
a
conceptual
few
tools, and techniques do exist which can, in
relatively straightforward way, aid them in understanding the
and
in
IS
a
area
understanding the key IS issues which must be understood by top
management.
new
major
role
Finally, in
of
IS
1980 in particular,
as an information-provider
thus weaning them from the traditional
concerned
entirely
with
the
view
they must
(for decision support)
of
"DP"
accounting-oriented
20
understand
as
a
the
--
function
production
of
paperwork.
well-designed
of
provision
very least, relevant cases or
this
visits,
conceptual
more meaningful.
executive education can be made even
only six
of the authors' institutions (MIT),
At one
be
devoted
in
a
nine-week
to
course
by
the
computer exercises or, at the
"hands-on"
field
messages
these
solidify
Where it is possible to
education.
MIS
senior
sessions
can
The topics
corresponding messages (as noted
presented in these sessions, and their
in
follows:
the preceding paragraph), are as
importance)
Technology trends and impacts (organizational
information needs
Managers, critical success factors, and
(new role of IS)
1)
2)
3-4)
Decision Support Systems (new role of IS)
5)
Key IS issues
6)
The
manager's viewpoint (concepts for understanding).
addition, time is taken in the
In
visit
IS
(concepts for understanding)
a
site
where
a
course
to
important,
all
the
students
operation.
major decision support system is in
usage is
Training in on-line interactive computer
most
have
the
course
content
is
given.
brought
And, perhaps
together in
a
nine-weeks in which decision
one-week management game at the end of the
simulations,
forecasting,
financial
(pro-forma
support packages
executives to use
are made available to the senior
etc.)
regression,
of the MIS
In this way, we believe many
on-line as they play the game.
messages are fully imbedded.
2
1
CONCLUSION -- WHY DEV O TE MIS FACULTY TIME TO NON-MAJORS -- AND SOME
V.
FINAL THOUGHTS ON WHAT SHOULD BE TAUGHT
If the education of non-MIS majors is
managers
future managers will have
and
a
done
well,
positive feeling toward MIS,
they will understand it, and they will support
a
the computer
is done poorly or not at all,
irrelevant
perhaps
and
over-looked and,
a
be
bit scary by managers.
negative
worst,
at
will
feelings
further
toward
move
of the computer in their organizations.
application
resulting
the
If this
education
viewed
as
dull,
At best it will be
toward
computer
the
resource will render the information systems people impotent.
Equally significant
development,
—
systems
more
and
design,
programming is being done outside the MIS department
and
Therefore, these non-MIS people must understand
user areas.
in
more
today,
how
to use the computer resources effectively and efficiently.
majors
The range of material that should be taught to non-MIS
there
broad;
transmitted.
general
is
In
very
a
wide spectrum of knowledge which should be
our view more
material
MIS
should
included
be
organizational
the
curriculum
significance
of
keep
to
the
MIS
with
pace
function
the
is
a
in
Expanding
management curriculums at all levels than is today.
the MIS segment of
is
growing
very
real
strategic challenge for MIS faculty today.
However, as the preceeding sections have
tactical
challenge
time-limited course.
type
of
material
is
to
select
the
indicated,
right
For each example course
we
the
material
have
present
each
for
indicated
the
which we believe should be emphasized and the logic
underlying the particular choices.
We end with
a
generalization concerning the
22
selection
of
course
material
three student groups we have examined and two other
the
for
groups
—
IS
Table
5
shows, the types of material we have discussed which needs to
undergraduates and
be taught can be arranged in
material" to
material
understanding."
a
aimed
management
graduate
IS
majors.
As
spectrum from essentially "technological
at
"generalized
management
conceptual
Almost all five student populations need some of each
set of material.
Undergraduate courses need a heavy emphasis
on basic technology and the other concepts on the
left hand side of Table
primary
emphasis
For Senior Executive programs, however,
5.
must
be
on the material
types on the right.
the
Other
Program emphases should take an intermediate position as noted.
Within this
method(s)
of
general
framework,
presentation
will
exact
the
vary
widely.
systems courses for general managers deserve
emphasis
today.
I/S majors, for all
progress
can
material
Still,
significant
used
and
information
MIS
faculty
They deserve at least as much attention as those for
the
reasons
noted
above.
Information
systems
be hugely affected in the next decade by this education.
23
Table
5
Relative Program Emphasis
Types
,
Footnotes
[1]
[2]
Reserve
The 1979-80 first year EMBA class at Case Western
Management.
of
University's Weatherhead School
short courses
There are, of course, many information systems
material
the
Although
(1-5 days) for senior executives.
we are
courses,
these
for
noted here may be actually used
must
which
material
IS
concerned in this section with the
whose
course
executive
fit into a several-week senior
primary purpose is general management education.
References
(1)
for ManageACM Curriculum Committee on Computer Education Professional
Graduate
for
ment, "Curriculum Recommendations
Programs in Information Systems." CACM, May, 1972, Vol. 15,
No.
(2)
5,
pp.
363-398.
American Assembly of Collegiate Schools of Business,
Accreditation Council Policies, Procedures, and Standards,
1979-80.
(3)
of
Case Western Reserve University, Weatherhead School
bulletin)
(program
Management, The Executive MBA Program
,
1979.
(4)
Business
Cougar, J. D., Computing Newsletter for Schools of
November 1979, March 1980, April 1980.
(5)
"Managing the Crises in Data Processing",
Nolan, Richard L.
Harvard Business Review, March-April, 1979, 115-126.
,
25
,
Date Due
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