Academic Standards for Developing, Implementing, Evaluating, and Improving Information Science and Technology Baccalaureate Degrees

Autor/in	Shields-Bryant, Elayne
Titel	Academic Standards for Developing, Implementing, Evaluating, and Improving Information Science and Technology Baccalaureate Degrees
Quelle	In: Journal of Information Technology Education, 5 (2006), S.405-428 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	National Standards; Degree Requirements; Academic Standards; Information Technology; Information Science Education; Technology Education; Instructional Design; Instructional Development; Accreditation (Institutions); Standard Setting; Curriculum Development; Likert Scales; Emerging Occupations; Curriculum Research; United States + Suchen Sie Ihr Suchwort? Informationstechnologie; Informationstechnologische Bildung; Technisch-naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standardisierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Likert-Skala; Research; Curriculumreform; Forschung; USA
Abstract	The unprecedented growth, development and implementation of information technology (IT) driven by e-commerce and other technological advances have resulted in an increased demand of technology skilled workers (Reichgelt, Zhang, & Price, 2002; United States Department of Labor Bureau of Labor Statistics, 2005). In response to degree-dependent employment requirements, academic institutions have fallen prey to the laws of supply and demand. The increased interest in obtaining IT-related positions has prompted students to enroll in IT-related degree programs. The government has supported universities interested in developing such programs by providing grants to build schools and colleges of information sciences and technology (IST). Furthermore, as IST programs grow by leaps and bounds, universities and accreditation organizations have been working to develop guidelines by which to monitor and maintain academic standards. This study identifies national standards for IST baccalaureate programs in the United States. A survey containing 138 IST standard criteria grouped in 15 categories was sent to 50 individuals affiliated with five IST-related accrediting bodies in the United States: the Accreditation Board for Engineering and Technology (ABET) (2006); the American Library Association (ALA) (2003); American Society for Information Science and Technology (ASIS&T) (2002); the Business Accreditation Committee (BAC) (2002); and the Computer Sciences Accreditation Board (CSAB) (2001), who served as a panel of experts in the area of IST to identify a theoretical framework for IST degree programs. The results of the survey revealed that all respondents agreed with the IST program standards outlined in this study. The IST standards categories outlined in this study may be utilized by any academic organization interested in developing, implementing, evaluating, or improving their IST degree program. Future studies could be conducted to identify degree requirements for virtual or online IST degree programs, graduate degree programs, and/or continuing education IST programs. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-537-2211; Fax: 480-247-5724; Web site: http://JITE.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10