Title:	TOWARDS A PERMEABLE RESEARCH-TEACHING BOUNDARY IN UNDERGRADUATE IS EDUCATION
Author(s):	Faouzi Kamoun , Hussein Fakhry
ISBN:	978-972-8924-79-9
Editors:	Miguel Baptista Nunes, Pedro Isaías and Philip Powell
Year:	2009
Edition:	Single
Keywords:	IS education, IS research, IS teaching, assessment, research integration
Type:	Full Paper
First Page:	244
Last Page:	252
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	This study outlines a framework to assess the merits of integrating IS research into undergraduate teaching. Though the general merits of such integration has been explored, with limited empirical evidences, in many previous (non-IS related) studies, this integration is particularly much needed in the IS field. This urgency is justified by many factors such as the rapid pace in the rollout of IS tools, technologies and terminologies, and the shallow focus on research in most IS curricula. Our study adds to existing literature in at least two aspects. First, to our best knowledge, this is the first reported study that reflects upon the integration of research into teaching within the IS context. Second, our research is a first initiative that contributes to establishing a formal framework for the planning and the assessment of such integration. Such an assessment framework will be very useful for continuous improvement to ensure that the integration achieves the learning outcomes, it was designed for. Based on the proposed assessment framework and research methodology, this research proposes multiple sources of evidence to assess the merits of incorporating IS research into undergraduate teaching. Our research also underlines the need for formal frameworks to assess the learning outcomes of undergraduate research dissemination into the curriculum. Objectives, performance criteria and measurement indicators should be clearly defined. Careful planning, judicious implementation, based on best practices, and thorough assessment are some basic ingredients for successful integration of research into the classroom. These requirements need to be integrated in the overall assessment strategy of the program curriculum. The assessment tools and research methods presented in this study can be very useful in assisting other IS departments establish a permeable boundary between undergraduate teaching and research.
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