Improving The Nexus Between Research And Teaching In Undergraduate IS Education

Abstract

This study outlines a framework to assess the merits of integrating IS research into undergraduate teaching. Though the general merits of such integration have 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. The paper also shares the experience of a three-semester case study that aimed to diffuse research into teaching in an undergraduate computing and information systems course. Our research 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.