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Information Systems Learning Goals

Information Systems

 

Students completing a Ph.D. in the Business Specialization of Information Systems will:

1. Quantitative Skills: Students need to effectively use quantitative methods to be able to structure their research question in a form that leads to an effective analysis.

Assessment: This is assessed in each of the I/S and Statistics classes.

Learning opportunities: Students must become familiar with at least one statistical package; SPSS is the academic standard in the field. This package will be included in their statistics classes.

Required courses: CIS 84000 Selected topics in information Systems (Students take at least two of these courses); CIS 86000 Seminar on Information Systems Research. STAT 70000: Statistical Analysis for Business Decisions; STAT 70500 Multivariate Statistical Methods; STAT 70600  Applied Discrete Multivariate Analysis; STAT 88000 Research Seminar in Quantitative Methods (Selective topics as needed). CIS 82100 - Research Methods I: Quantitative Research in Information Systems ; CIS 82200 - Research Methods II: Qualitative Research in Information Systems

2. Communications:  Students need to be able to effectively convey their ideas in writing and speech to the academic community. They also need to be able to teach and deliver their ideas.

Assessment: The First examination requires a public presentation of their research. Each Information systems doctoral seminar has a requirement that students present research papers under discussion. The Second Examination (Oral Examination) requires students to answer questions posed by the faculty research topics of interest to the student in their pursuit of a dissertation topic.

Required course: CIS 84000 Selected topics in information Systems (Students take at least two of these courses); CIS 86000 Seminar on Information Systems Research. CIS 82100 - Research Methods I: Quantitative Research in Information Systems ; CIS 82200 - Research Methods II: Qualitative Research in Information Systems

3. Analytic Skills:  Students need to be able to critically evaluate current research. They need to be able to link theories in the discipline. They need to identify the strengths and weaknesses of the current research.

Assessment: The Second Examination. This comprehensive examination covers all of the information systems courses the students have taken. Part I is the written part that tests these components.

Required courses: CIS 84000 Selected topics in information Systems (Students take at least two of these courses); CIS 86000 Seminar on Information Systems Research.

4.  Intellectual Competence in a Field of Study:  Students need to be familiar with the relevant literature in Information Systems. In addition they need to have expertise in the appropriate related support discipline. They need to able to initiate and complete research projects using well-tested and reasoned research methods.

Assessment: The Second Examination. This comprehensive examination covers all of the information systems courses the students have taken. Part I is the written part that tests these components.

Required courses: CIS 84000 Selected topics in information Systems (Students take at least two of these courses); CIS 86000 Seminar on Information Systems Research.

5.  Ethical Awareness:  Students should be aware of ethical considerations when they are conducting research and/or teaching in the classroom

Assessment: Student must pass Baruch College IRB training.

Learning opportunities: Baruch offers training in IRB requirements. Annual seminar conducted on Ethical conduct required of faculty members.

Business Learning Goals for the Dissertation:

These are our professional development goals to prepare candidates to become professionals in their discipline:

Information Systems: The objective of the dissertation in the PhD program in Business – Accounting specialization is to hone the candidate’s skills through original research and investigation. The document must be academically sound and of such quality that it is deemed publishable in one of the top 10 journals in the field. The student must be able to publically defend their research. The committee can thus assess the technical competence as well as the communications skills of the candidate. The specialization hopes that the document serves as the basis for a research agenda for the candidate’s first academic position.

The program’s five learning goals related to academic competency and professional conduct in conducting academic research apply to the dissertation:

  1. Methodological Skills:  Students need to successfully use appropriate methods to structure and investigate their research question in a form that leads to an effective analysis.
  2. Communications:  Students need to be able to effectively convey their ideas in writing and speech to the academic community. They must also be capable of teaching and delivering their ideas.
  3. Analytic Skills:  Students need to be able to critically evaluate current research. They must possess the ability to link theories in the discipline. They must develop a critical eye to identify the strengths and weaknesses of the current research.
  4. Intellectual Competence in a Field of Study:  Students need to be familiar with the relevant literature Marketing. In addition, they must have expertise in the appropriate related support discipline. They must demonstrate the ability to initiate and to complete research projects using well-tested and reasoned research methods.
  5. Ethical Awareness: Students need to appreciate how that ethical standards need to be followed in conducting their research.

Dissertation:

How the program helps the student achieve these goals:

The dissertation is a multi-stage process. The idea for the dissertation generally emanates from one of the following sources. The student can come up with the idea for original research as an extension of their first examination, working as a research assistant with faculty, a doctoral seminar or independent of these events. Once the student starts to narrow his or her research area, the student formulates an idea and generates a formal proposal. This is given to a doctoral-qualified member of the faculty of the student’s choosing who advises the student on shepherding their idea towards a dissertation proposal.

Dissertation Proposal:

The program requires a public dissertation proposal defense (this governance is independent of CUNY Graduate Center requirements). The proposal is a formal statement or contract of what work the student intends to complete. After the proposal defense, all of the committee’s pertinent comments are given to the candidate, establishing what is required for the final dissertation. Prior to a formal dissertation proposal, students often present their ideas in workshops or academic conferences.

Assessment:

  1. Methodological and Analytic Skills and Intellectual Competence in the Field.
    1. Feedback is provided during the public defense of the dissertation proposal. These comments are incorporated into the final dissertation defense. The Business program insists that one member of the dissertation committee comes from outside the candidate’s department. Often this faculty member is from outside of CUNY. This further ensures the academic integrity of the process and can provide an independent assessment.
  2. Communications:
    1. As part of the student presentations, time is devoted to improving the slides and supporting material to be used when the paper is formally presented at academic meetings. Almost all of the students have a pre-proposal presentation.
    2. During the formal proposal students are given feedback on their work.
  3. Ethical Awareness:
    1. The student must complete the ethics requirements of the Graduate Center. If there are human subjects as part of the dissertation, all approvals by the Baruch College IRB must be included.

Dissertation Final Defense:

  1. The final defense is open to the public and the student presents the results of their research based on the fulfillment of the dissertation proposal. The evaluation is a similar to the proposal.

Business: Information Systems Specialization:

These are our professional development goals to prepare to be professionals in their discipline:

Information Systems: The objective of the PhD program in Business – Information Systems Specialization is to prepare students for their future as Information Systems academics. This consists of two important components: research and teaching.

The program’s four (4) learning goals related to academic competency are as follows (the fifth learning goal of ethical awareness we will discuss separately):

  1. Quantitative Skills:  Students need to successfully use quantitative methods to structure their research question in a form that leads to an effective analysis.
  2. Communications:  Students need to be able to effectively convey their ideas in writing and speech to the academic community. They must also be capable of teaching and delivering their ideas.
  3. Analytic Skills:  Students need to be able to critically evaluate current research. They must possess the ability to link theories in the discipline. They must develop a critical eye to identify the strengths and weaknesses of the current research.
  4. Intellectual Competence in a Field of Study:  Students need to be familiar with the relevant literature in Information Systems. In addition, they must have expertise in the appropriate related support discipline. They must demonstrate the ability to initiate and to complete research projects using well-tested and reasoned research methods.

Research:

How the program helps the student achieve these goals:

  1. All students are assigned as research assistants during their first year and during the summer. Faculty can obtain research assistance with the understanding that the PhD student is listed as a co-author on the ensuing research paper (given sufficient contribution by the student).
  2. There are several Information Systems Research Workshop seminars per semester for students and faculty to attend.
    1. Seminars keep students up to date with current working papers.
    2. Seminars provide a venue to hold a private session with students and the visiting faculty member and all the PhD students. This provides formal interaction with the leading academics in the field.
  3. Each year we select and support one PhD student to attend (upon acceptance) doctoral consortium organized by the International Conference on Information Systems (ICIS), the leading conference in the field. The event accepts approximately 40 students and 10 leading academic faculty to discuss research.
  4. Baruch College has expanded its travel support to conferences to further expose students to the profession. We also provide some support to a conference trip in the year the student is seeking an academic position.

Assessment:

  1. Quantitative and Analytic Skills and Intellectual Competence in the Field.
    1. Feedback is provided during the research paper presentations in regards to technical expertise.
  2. Communications:
    1. As part of the student presentations during courses and during their first exam paper presentation, dissertation proposal defense, and dissertation defense, time is devoted to improving the slides and supporting material that is to be used when the paper is formally presented at academic meetings.
  3. We maintain records of the placement results for our students.
  4. We keep lists of doctoral student publications and presentations.
    1. We publish this on the Program Web Site and Alumni Newsletter.

Teaching:

How the program helps the student achieve these goals:

  1. The first teaching assignment is usually the core course in Information Systems for undergraduate students (CIS 2200). Since the course is standardized and well organized, it allows the student to focus on communication and delivery.
  2. Prior to each term, the coordinator of CIS 2200 meets with the PhD students who are teaching for the first time and reviews teaching strategies.
  3. Students are encouraged to participate in courses offered at the Graduate Center.
  4. Students teaching at Baruch are allowed to take Baruch College teaching seminars.

 

Assessment:

  1. Each semester there are faculty observations of the students teaching. (These are conducted for GTF and non-GTF students.) If there are deficiencies noted in the PhD student’s teaching, the following steps are taken:
    1. Private discussions are held to improve classroom performance.
    2. A second visit to the classroom is conducted.
    3. If applicable, accent reduction classes are recommended to students.
    4. Baruch conducts teaching evaluations in all classes and the results are discussed with students as required.

Ethics:

How the program helps the student achieve these goals:

1       At the orientation for doctoral students, a formal presentation is made by Baruch College on all aspects of “Harassment in the Workplace.”

2       A seminar is presented on academic integrity in the classroom and in academic writing.

Assessment:

  1. Students take a mini-test during the “Harassment in the Workplace” seminar.

 

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