Information Technology Reference
In-Depth Information
INTRODUCTION
Two models of training the course “Information Resources Management” (IRM) are
compared, according to the students' learning outcomes. IRM is a core course in the MBA-
MIS program of the Faculty of Economics and Business Administration at Sofia University
“St. Kliment Ohridski.” Initially, the course was taught by exploring cases drawn by Western
textbooks. The second paradigm explores cases proposed by students, which reflect
students' experience. The comparison of the two models is based on students' performance,
during class discussions and during their professional careers after graduation.
The primary objective of this research is to collect feedback about how students apply
the IRM principles and adjust the course content and training model to their needs.
The research also addresses the issue of using real life cases offered by students, and
in which circumstances this approach serves better in meeting given learning objectives. The
experience of using different types of cases is shared by Earl Chrysler (2002), but in his review,
real live cases offered by students are not discussed.
BACKGROUND
The objectives of the IRM course are as follows:
•
To develop understanding about the role of information in a social institution as a
valuable resource, critical for successful management, which needs to be managed as
well as any other resource
•
To clarify that information as a resource is not limited to data, but it also includes
technologies of data processing, organizing, and using information effectively in
decision making
•
To define information needs for decisions made on different levels in a company's
hierarchy, and the basic forms of support an information system has to provide
•
To shape the role of Computer-Based Information Technologies
The MIS MBA program was established in 1996. During the first three years of this
period, the author used a “standard” lecture-type training model, following a Western
textbook — the primary text was Kanter (1994), and some lectures were based on Bucland
(1991) and Schoderbek, Schoderbek, and Kefalas (1990), and cases were drawn from other
Western sources, as Beaumont and Sutherland (1992). The students learned to interpret
theory and to analyze cases from the textbooks. Students with broader experience expressed
concern about difficulties in applying that knowledge in Bulgarian business practice. To
achieve course objectives and to build practical skills to identify and solve problems, during
the last 3 years, a seminar-type model was applied, which explores students' personal
backgrounds and business experiences.
In class, students presented cases drawn from their experience. The case represents a
company and its managerial practice. The cases were analyzed, using brainstorming and other
group analytical techniques to specify the properties of the information systems the given
company needed. The specification also included recommendations for improving adminis-
trative structure and business processes, as well as recommendations related to data
modeling and information technologies.
