Innovative Instructional Methods for Technical Subject Matter With Non-Technical Pedagogy: A Statistical Analysis

Willow Charles () and Mosca Joseph
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Willow Charles: Department of Management and Marketing, School of Business Administration, The Monmouth University, 400 Cedar Avenue, West Long Branch, NJ 07764-1898, USA

Advances In Management, 2009, vol. 2, issue 4

Abstract: Instruction of technical subject matter to a relatively non-technical audience and vice versa in higher education is a daunting task. In this paper, a junior 300-level Management Information Systems (MIS) course as a student requirement for graduation in the School of Business Administration is selected for in-depth analyses and discussions. In the more recent years, MIS, as an area of study amongst AASCB-accredited Business Schools, has constantly fell victim to cogency problem of its subject matter, often referred to as its ‘Identity Crisis’. One is the management-focused Objectivists Information Systems Management (ISM) and the other information-technology-centered Constructivist’s Computer Information Systems (CIS). Both ideologies are intriguing and useful and in fact necessary to deliver the contents which encompass a gamut of MIS to students of higher learning. The pedagogical problem of MIS while balancing the ISM and CIS is discussed with an empirical analysis.

Date: 2009

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Persistent link: http://EconPapers.repec.org/RePEc:mgn:journl:v:2:y:2009:i:4:a:7

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