MSIS 2016: What are we teaching in Sub-Saharan Africa?

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dc.contributor.author Kevor, M.O.
dc.contributor.author Boateng, R.
dc.contributor.author Awuni, E.K.
dc.date.accessioned 2019-12-17T09:15:07Z
dc.date.available 2019-12-17T09:15:07Z
dc.date.issued 2019-08-17
dc.identifier.uri https://www.scopus.com/record/display.uri?eid=2-s2.0-85073504400&origin=resultslist
dc.identifier.uri http://ugspace.ug.edu.gh/handle/123456789/34219
dc.description Research Article en_US
dc.description.abstract Organisations tend to increasingly prefer graduates with substantial competencies to reduce the cost of on-the-job training and to ensure a seamless transition from the classroom to the workplace. It is imperative that universities meet these organisational demands by developing innovative curricula. The Joint Taskforce of the Association of Computing Machines and the Association for Information Systems developed an information systems (IS) curriculum model to guide institutions’ degree programmes. The extent to which this model is adopted has been studied largely in the context of undergraduate programmes in the UK and US, and little research has been done in other regions. Thus, this paper empirically provides evidence of the nature of graduate IS programmes in Sub-Saharan Africa and assesses their adherence to the broad categories of competencies proposed in the MSIS 2016 through a direct survey of top universities. We found among others that, non-adherence to the MSIS 2016 is common. en_US
dc.language.iso en en_US
dc.publisher Association for Information Systems en_US
dc.relation.ispartofseries ;2019
dc.subject Adoption en_US
dc.subject IS curriculum en_US
dc.subject MSIS 2016 adherence en_US
dc.subject Sub-Saharan Africa en_US
dc.title MSIS 2016: What are we teaching in Sub-Saharan Africa? en_US
dc.type Article en_US


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