Computing education in academia: toward differentiating the disciplines

ABSTRACT

Being a fairly new discipline within academia, information technology must demonstrate its uniqueness in order to derive sufficient support to continue as an effective educational domain. A substantial part of the initial research in this area will need to focus on how information technology is different from other computing disciplines already present in academia. If this is not done then confusion is likely to predominate. The author has already noted an increased confusion in industry as well as among students and parents in relation to what various computing programs offer and prepare students for.Some initial research has been completed by Lunt, et al, that seems to indicate a significant difference in the discipline when compared with computer science and information systems [8]. They note, for instance, that some universities offer baccalaureate degrees in all three disciplines. This conclusion would seem to indicate that there are sufficient differences to warrant the universities approving such offerings. The author, in this paper, seeks to build on the initial work by Lunt, et al, [8] to develop possible models for differentiating the computing disciplines based on the type (e.g. business, math, and technology) and number of credits earned. As a result of this study of 61 computing programs offered at 39 universities, the author has developed several possible preliminary models for effectively differentiating the computing disciplines. This paper will review the research methodology as well as describe the models and how they might be used in analyzing and differentiating computing programs at universities. Some discussion concerning the nature of computing program names in relation to content will also be presented.The author believes that this research will have significant implications for determining the content, naming, and academic domain from which content is drawn. It is expected that the preliminary models will be the starting point in helping to eliminate confusion in differentiating programs as well as assist universities and industry to effectively develop and position computing technology offerings.

REFERENCES

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INDEX TERMS

Primary Classification:
  A. General Literature
  A.0 GENERAL

Additional Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Computer science education; Information systems education; Accreditation; Curriculum
  K.6 MANAGEMENT OF COMPUTING AND INFORMATION SYSTEMS
      K.6.1 Project and People Management
          Subjects: Training; Staffing
  K.7 THE COMPUTING PROFESSION
      K.7.1 Occupations
      K.7.3 Testing, Certification, and Licensing

General Terms:
Design, Documentation, Management, Standardization, Theory

Keywords:
computer science education, computing disciplines, courses, curriculum, curriculum model, degree programs, industry needs, information systems education, information technology education, program content, program differentiation, program naming, programs