Abstract
In the past four years, the total number of Information Systems (IS) programs attaining ABETCAC accreditation has grown to 15. As the number of IS programs seeking accreditation is likely to increase, there is a need to assess not only the gains associated with the accreditation process but also potential unplanned negatives. This paper frames the recent ABET accreditation model with respect to the balance between business and stand-alone IS programs. The data analyzed for this paper was restricted to the curriculum of the current 15 ABETCAC accredited schools and the curriculum of the top 19 MIS programs as identified by a popular and frequently cited ranking system [1].
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