Management Information Systems Curricula Research Articles

Computer use ethics among university students and staffs

PurposeThe purpose of this paper is to investigate the extent to which individual characteristics, which are gender, religious (Islamic) work value, and organization level (students and staff), are related to attitudes toward computer use ethics. This investigation is conducted in an academic setting in Malaysia, among those subscribing to the same religious value.Design/methodology/approachThe research used a cross‐sectional survey approach in an attempt to achieve the objective. A total of 550 responses were collected from academic staff and students in an institution of higher learning in Malaysia. Respondents were given several scenarios of ethical behavior to rate their attitudinal directions in computer work ethic. Their perceptions would indicate whether they are inclined towards ethical or unethical types of computer use behaviors based on the action in the scenarios.FindingsThe findings indicate that individual characteristics consisting of individuals’ value for Islamic work ethics and level in the organizational hierarchy are linked to attitudes toward ethical computer use. However, there was no support to suggest that attitudes toward ethical computer use are related to gender.Research limitations/implicationsThis exploratory study may spark more investigation into the area of computer ethics, which is in need of more research. This study also contributes significantly in confirming findings in similar research on individual characteristics and ethics in computer use, and in providing a methodological approach for measuring the construct of ethical computer use attitude and personal ethical work values by using behavioral scenario measures.Practical implicationsThis research should contribute significantly in the area of Business Ethics and Management Information Systems courses for both undergraduate and postgraduate business programs. The fact that individual characteristics contribute significantly in the ethical use of computers may lead to better insights into computer misuse and allow better preventive measures to be taken by organizations through Ethics and Management Information Systems curricula in business education.Originality/valueThe research provides a unique perspective of computer use ethics, which is not much covered in the literature. The measurement produced can be used as a research tool for more exploratory and explanatory research in computer use ethics, and as an evaluative tool for organizations in hiring the right personnel and providing training and motivation for more productive and ethical employees.

Effective Knowledge Management: Knowledge, Thinking and the Personal–Corporate Knowledge Nexus Problem

We argue that the intimate relationship between computer architecture and software has produced a professional mindset that is unsuited to the newer, knowledge-based business paradigms. Major software projects are ending in failure or do not yield their maximum potential and we suggest reasons why this is the case. In conclusion, we propose that Management Information Systems Curricula need to be revised to provide students with exposure to and practice in a variety of thinking styles. Organisations must change their structures and management styles if they are serious about managing knowledge. In making our case we briefly review the development of information systems as a discipline and the role of methodologies in the articulation of its paradigm. We end our paper with suggestions for future research.

Management information systems curricula in the United States and the Republic of China

The purpose of this study was to investigate and compare the Management Information Systems (MIS) curricula in higher education in the United States (U.S.) and the Republic of China (R.O.C.). Several factors that affect the MIS curricula and its development in these two countries were closely examined. Similarities and differences were identified and compared; strengths and weaknesses were analyzed and described. In particular, this study focused on the undergraduate MIS programs in both countries. Comparisons of the MIS programs were made concerning: MIS program history, MIS program setting, admission requirements and standards, graduation requirements and standards, computer hardware and software facilities, curriculum model adopted, required courses, instructional methods, faculty profiles, student profiles, and relationships with the industry. Based on the findings, some recommendations for improving the Chinese MIS curricula were offered.