Information Technology Reference
In-Depth Information
Shawyunm, 1999). Given this change of focus over time, an extended questionnaire would
provide a more in depth picture of student perceptions of information systems.
DISCUSSION
Certainly more research is needed regarding students' perceptions of an IS career. A
review of literature found few recent articles focusing on student perceptions or understand-
ing of IS. While we do not have a clear picture of student perceptions, we do have evidence
that when students have an opportunity to experience the field of CIS, many find it to their
liking. Anecdotal stories regarding the positive effects of partnerships are included in the
literature. Companies spend a great deal of money on student programs. GE spends about
1 billion annually on education and training programs with paid college internships being the
largest portion (Kolbasuk-McGee & Mateyaschuk, 1999). Kolbasuk-McGee and Mateyaschuk
(1999) present an example of a GE success story that turned a math major from a career in
actuary work to an IS related full-time job. The intern's reason for her career change was that
she had the opportunity to experience information systems work in business and found that
she enjoyed it.
In this study we found that compared to the student's in the original study, current
student's work style preferences are more in keeping with their perceptions of an IS graduate.
While this is positive, there is also indication that more interaction is desired than students
perceive an IS career to provide. Given the team or group-based projects approach that are
part of a career in this field, promotion of CIS to high school students should include the
'people' aspects along with the technical aspects. In addition, authentic learning environ-
ments should be included in CIS curriculum. Authentic learning environments provide
students with the interaction they desire and show them that interaction is an integral part
of a CIS career. In both cases a combination of accurate and persistent promotion of what
IS entails and opportunities to experience realistic use of information systems is important.
High School Programs
Lack of understanding regarding an IS career is not uncommon. As Mawhinney, et
al. (1985) and von Hellens and Nielson (2001) found, students' idea of CIS entailed
working alone and required a high level of math. Because of this lack of understanding
students may be surprised when they start a program or they may decline entering a program
because of the scarce or inaccurate knowledge they have regarding such a degree or career.
Early intervention at the high school level may help ameliorate the misperception.
There are programs that target high school students. Often it is corporations that are
stepping in to train the not-so-future-workers. Cisco is well known for its Networking
Academy Program that is open to high school students (Greensberg, 2000). This partnership
between business, education and government teach the design, building and maintenance
of computer networks. Another partnership program is Generation Yes; a successful
nationwide program that partners knowledgeable IT students with teachers. The trained
students help the teachers use technology to teach more effectively (Greensberg, 2000).
Kolbasuk-McGee and Mateyaschuk (1999) describe how General Electric, Booz
Allen & Hamilton, IBM, and Prudential Insurance Co. of America, Bell Atlantic and KPMG
International are working with students and teachers in K-12. The programs that these
