Integrating Research and Teaching in the IS Classroom: Benefits for Teachers and Students

Creating a link between research and teaching activities in higher education is a common and recurring challenge for many academics. Especially in practice-driven areas like Information Systems (IS), educators as well as students can benefit substantially from well-designed course curricula that fac...

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Bibliographic Details
Published in:Journal of information systems education 2016-09, Vol.27 (4), p.249
Main Authors: Obwegeser, Nikolaus, Papdopoulous, Pantelis M
Format: Article
Language:English
Subjects:
Case Studies
Classrooms
Curricula
Curriculum Design
Curriculum Development
Debates
Education
Educational technology
Evidence Based Practice
Graduate Students
Higher education
Information Systems
Innovations
Instructional Effectiveness
Instructional Materials
Knowledge
Learning
Learning Activities
Learning Processes
Online instruction
Pedagogy
Publication output
Social networks
Student Research
Student Surveys
Students
Study and teaching
Teachers
Teaching
Teaching Methods
Technological change
Theory Practice Relationship
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Summary:Creating a link between research and teaching activities in higher education is a common and recurring challenge for many academics. Especially in practice-driven areas like Information Systems (IS), educators as well as students can benefit substantially from well-designed course curricula that facilitate research-driven learning processes. In this paper, we discuss the benefits and challenges of research-driven education from the perspective of both teachers and students and propose a research-driven course design in the case of a graduate course in IS development and implementation. The suggested approach includes a set of different techniques that allow for a successful integration of research content and activities throughout the whole course lifecycle. In order to validate our design empirically, we conduct a survey among course participants (n = 194) and discuss the results. Our findings provide initial support for the proposed design, which can be the basis for future research and guide the composition of research-driven courses in the IS field.
ISSN:1055-3096
2574-3872