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