1Informatika

Benchmarking KurikulumSistem Informasi

Indriani Noor Hapsari, M. T.

2KK - Informatika

Pendahuluan

• Tujuan• Peserta memahami keragaman kurikulum Sistem Informasi.• Mengidentifikasi dugaan kompetensi lulusan dalam

keragaman kurikulum Sistem Informasi.

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Perkembangan Sistem Informasi

• The IS discipline has a history that it has been recognized andgrown as a typical interdisciplinary field from many relatedresearch domains, especially from organization sciences (OS),computer sciences (CS), and management sciences (MS)(Culnan et al., 1986; Grover et al, 2006).(Sato, 2009)

• MIS Quarterly (MISQ) was only first published in 1977. (Sato, 2009)

• Model Kurikulum SI diperkenalkan sejak th 1995 (IS’95 MISQuarterly) dan mengalami penyesuaian terakhir kali pada tahun2010 (IS2010, Communications of the Association of InformationSystems) (Corbin et al, 2013)

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Ringkasan Model Kurikulum SI 2010(IS 2010: Curriculum Guidelines for UndergraduateDegree Programs in Information Systems)• Motivasi Perubahan:

• Accommodate IS outside business school context• Address lack of flexibility in IS 2002―Introduce career tracks to avoid a

single career objective• Expand input from the global community• Strong focus on deriving the curriculum from outcome expectations• Importance of serving local needs

• Rekomendasi• Includes required (7 core) and electives options. The core topics do not

necessarily map directly to courses. Rather, topics can be combined into oneor more courses according to local resources and constraints.

• Introduces career tracks based on groupings of electives: to expand thescope of the target IS programs beyond business-school-centric models

(Corbin Bell et al, 2013)

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Benchmarking Program SIdi Indonesia

Prodi Fakultas/Sekolah Institusi

STI Sekolah Teknik Elektro dan Informatika ITB

SI Fakultas Ilmu Komputer UI

SI Fakultas Teknologi Informasi ITS

TI Fakultas Teknik UGM

SI Fakultas Ilmu Komputer GUNADARMA

SI Sekolah Sistem Informasi BINUS

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020406080

100120140160

ITBUIITSUGMGNDARMABINUS

Benchmarking Program SIdi Indonesia

Univ.IS

CreditsIS

CreditsIS

CreditsProgramming

CreditsBusinessCredits TOTAL

Credits

Required Electives TOTAL Required Required

ITB 42 12 54 6 0 144

UI 45 24 69 13 3 144

ITS 71 8 89 7 6 144

UGM 30 12 42 18 2 144

GNDARMA 56 20 76 23 4 152*

BINUS 36 28 64 8 10 146

Mapping keragaman kompetensi dilakukan berdasarkan outcomeexpectations terdefinisi dalam Panduan IS2010.

* perkiraan

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Capabilities and Knowledge Expected for ISProgram Graduates

ANALYTICAL ANDCRITICAL THINKING

OrganizationalProblem Solving

Ethics andProfessionalism

Creativity

BUSINESSFUNDAMENTALS

Business Models

FunctionalBusiness Area

Evaluation ofBusiness

Performance

INTERPERSONAL,COMMUNICATION,AND TEAM SKILLS

Interpersonal

Teamwork andLeadership

Communication

TECHNOLOGY

ApplicationDevelopment

Internet SystemsArchitecture and

Development

Database Designand

Administration

SystemInfrastructure

and Integration

TECHNOLOGY-ENABLED BUSINESS

DEVELOPMENT

System Analysisand Design

Business ProcessDesign

SystemImplementation

IS ProjectManagement

(ACM IS2002)

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Outcome Expectations forIS Program Graduates

IS SPESIFICKNOWLEDGEAND SKILLS

IS SPESIFICKNOWLEDGEAND SKILLS

I.A Identifying and designing opportunities for IT-enabled organizational improvement.

I. B Analyzing trade-offs.

I.C Designing and implementing information systems solutions.

I.D Managing ongoing information technology operations.

FOUNDATIONALKNOWLEDGEAND SKILL

FOUNDATIONALKNOWLEDGEAND SKILL

II.A Leadership and Collaboration

II.B Communication

II.C Negotiation

II.D Analytical and critical thinking, including creativity and ethical analysis.

II.E Mathematical Foundation

KNOWLEDGEAND SKILLRELATED TODOMAINFUNDAMENTAL

KNOWLEDGEAND SKILLRELATED TODOMAINFUNDAMENTAL

III.A General models of the domain.

III.B Key specializations within the domain.

III.C Evaluation of performance within the domain.

(ACM IS2010)

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Competence Mapping (ITB)

2%

10%

2%4%

2%6%

24%

6%

1% 1%

6%2%

0%

5%

10%

15%

20%

25%

30%Dugaan Kompetensi Lulusan (ITB)

Kompetensi Bidang Minat Kompetensi Inti

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Competence Mapping (UI)

2%

17%

10%

2% 2%4%

2%2%

28%

2% 2%

9%

2%

8%

0%

5%

10%

15%

20%

25%

30%Dugaan Kompetensi Lulusan (UI)

Kompetensi Bidang Minat Kompetensi Inti

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Competence Mapping (ITS)

10%

2%

24%

14%

0%3%

0% 0%

7%

0%

8%5%

0%

5%

10%

15%

20%

25%

30%Dugaan Kompetensi Lulusan (ITS)

Kompetensi Inti

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Competence Mapping (UGM)

0% 0%

29%

2%0% 0% 0%

2%6%

1% 0% 0%0%5%

10%15%20%25%30%35%

Dugaan Kompetensi Lulusan (UGM)

Kompetensi Inti

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Competence Mapping (GUNADARMA)

11%

4% 4%5%

45%

1% 1%5%

3%

11%

2%0%5%

10%15%20%25%30%35%40%45%50%

Dugaan Kompetensi Lulusan (Gunadarma)

Kompetensi Bidang Minat Kompetensi Inti

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Competence Mapping (BINUS)

8%

41%

8%

3%

10%

3% 3%5%

27%

3% 1% 1% 1% 3% 1% 3%0%5%

10%15%20%25%30%35%40%45%

Dugaan Kompetensi Lulusan (Binus)

Kompetensi Bidang Minat Kompetensi Inti

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Information System in Japan

• The word MIS remains more popular than IS in Japan and there aremany more departments of MIS in the universities.

• IS still has not been recognized as an independent discipline, and itseducation is usually organized as a sub-department. Otherwise, ISeducation is conducted as a part of IT (CS) education in a school as acourse (class in Japanese).

• Differences in Japanese & International IS research• The broader focus and diversity in research topics and range of contributors as well as

the administrative placement of IS academics within Japanese universities• Membership of Japanese IS societies also appears to be much more diverse than

those of comparable international counterparts.• There is a stronger business focus in the AIS than amongst the Japanese IS societies.• Japanese universities also appear to contain fewer dedicated IS academics with many

staff being drawn from a diverse range of other disciplines.

(Sato et al, 2009)

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Distribution of Academic Affiliation in AIS, JASMIN, JSIM

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IS in Korea

• IS began to be considered as a field of academic study in the mid-1980s.

• Most dominant IS Programs name in Korea is “ManagementInformation Systems,”; located under the College of BusinessAdministration as one of the majors or one of the departments.

• There exist two major ways to understand the departmental location ofIS in Korea.

• IS as a major: has been mainly adopted by top-tier schools.• IS as a department under a business school: has been considered by second-tier

schools.

• Korean scholars seem to agree that the IS discipline should be in abusiness school as a major rather than as a separate department. Thisonly means that IS as a discipline in Korea is not in its mature stageyet.

(Jae-Nam Lee, Seung-Weon Yoo, 2007)

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IS in Korea:Administrative Placement of IS Groups

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IS in Singapore

• IS curriculum in National University of Singapore aims toproduce technically-strong students that could effectivelydeploy IT for business

• Nanyang Technological University aims to produce businessstudents who understand IT and are able to identify and deployIT in enhancing/supporting their business functions.

• Singapore Management University aims to produce IS studentswho understand business processes/architecture and how ITcould be deployed in the context of these processes.

(Jae-Nam Lee, Seung-Weon Yoo, 2007)

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IS in Singapore

The IS curriculum in Singapore generally follows thecurriculum outlined by the AIS but also includes

some distinctive subjects developed on the adviceof the Infocomm Development Authority (IDA) of

Singapore, which conducts surveys into localindustry needs.

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IS in Taiwan

• The first IS department was started in 1981.

• IS is regarded as a business discipline and is generallycalled Information Management.

• Information Management programs in Taiwan differsomewhat from the typical IS program in the United Statesin that students are required to learn not only the strategicand organizational aspects of information systems but placemuch emphasis on programming and systems development.

• Most graduates find a ready market for this combination oftechnical and business skills in Taiwan’s high-techmanufacturing or service industries.• Recruiters indicated that they need candidates to be able to develop in-

house application systems and maintain servers, in addition to handlingorganizational issues.

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IS in TaiwanCourse Distribution in Different Programs

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IS in Australia

• The organizational location of IS in Australian universitieshas been highly varied from the outset. In 2006, moreuniversities had IS located within a business faculty thanwithin a technology faculty (ratio 60/40).

• Five universities had two separate IS groups, with one groupin business and one in technology.

• The diversity of curriculum approaches, the disparateadministrative location of IS academics, and the lack of astrong identity for IS in some universities led to theconclusion that IS has a low degree of “professionalisation”relative to longer-standing disciplines. IS cannot yet beconsidered a mature, distinct academic discipline inAustralia.

(Guy G. Gable, 2007)

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CaseStudy:

IS inQueens-land

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IS in Asia Pasific

(Guy G. Gable, 2007)

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Akreditasi Internasionaluntuk Program SI

• AACSB (The Association to Advance Collegiate Schools of Business)• by December 2011 AACSB has accredited 643 business and accounting programs.

• ABET (The Accreditation Board for Engineering and Technology)• ABET has been accrediting engineering programs since 1936, almost every

engineering program in the US is ABET accredited.• In 1985 ABET helped to establish the Computer Science Accreditation Board (CSAB)

and ABET has also become the standard for CS accreditation.• ABET started to accredit IS programs in 2000, 92% of the IS programs that he

surveyed had their business school accredited by AACSB and less that 1% of themwere accredited by ABET

• Over the past 10 years 35 programs have been accredited: IS programs have 33 BSdegrees and only one BBA degree.

• dll.

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ABET IS Accredited Characteristics (2006-2012)

(MacKinnon et al, 2012)

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Sample Univ. Degrees & Business CreditsRequired

(MacKinnon et al, 2012)

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ABET IS Requirements 2012

(MacKinnon et al, 2012)

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Adopsi Panduan IS2010pada Program SI Terakreditasi AACSB

• IS 2010.2―Data and Information Management

• IS 2010.1―Foundations of Information Systems

• IS 2010.5―IT Infrastructure

• IS 2010.6―Systems Analysis and Design

• IS 2010.7―IS Strategy, Management, andAcquisition.

• IS 2010.3―Enterprise Architecture

97%

>50%

17%

29%

(Corbin Bell et al, 2013)

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Penutup

• Mayoritas Program SI di Indonesia berada di bawahfakultas/institusi teknik/CS dan dominan dalam perancangandan implementasi solusi.

• Ragam disiplin Sistem Informasi dalam berbagaiuniversitas/negara menunjukkan tahapan perkembangan yangberbeda sesuai dengan faktor unik tiap universitas/negara.

• Perubahan perkembangan disiplin Sistem Informasi sangatcepat dan luasnya irisan dengan domain dan disiplin ilmulainnya juga menjadi salah satu pemicu ragam disiplin SI didunia.

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Referensi

• Guy G. Gable, 2007. The Information Systems Academic Discipline inPasific Asia: A Contextual Analysis. Communications of theAssociation for Information Systems (Volume 21, No.1) 23-48.

• Guy G. Gable, 2007. The Information Systems Academic Discipline inAustralia. Communications of the Association for Information Systems(Volume 21, No.2) 1-22.

• Jae-Nam Lee, Seung-Weon Yoo. 2007. The Information SystemsAcademic Discipline in Korea: A Focus on Leading Universities.Communications of the Association for Information Systems (Volume21, No.4) 61-86.

• Bernard C.Y. Tan, Taizan Chan. 2007. The Information SystemsAcademic Discipline in Singapore. Communications of the Associationfor Information Systems (Volume 21, No.6) 104-115.

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Referensi

• Osam Sato, Takeshi Kosaka, Paul Turner. 2009. InformationSystems Research and Academic Societies in Japan: anOverview. Pacific Asia Journal of the Association forInformation Systems (Volume 1, No. 2) 53-71.

• Association for Computing Machinery (ACM) - Associationfor Information Systems (AIS). 2010. IS 2010 CurriculumGuidelines for Undergraduate Degree Program in InformationSystems.

• Corbin Bell, Robert Mills, Kelly Fadel. 2013. An Analysis ofUndergraduate Information Systems Curricula: Adoption ofthe IS 2010 Curriculum Guidelines. Communications of theAssociation for Information Systems (Volume 32, 2013) 73-94.

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Referensi

• Kurikulum SI Universitas Gunadarmahttp://filkom.gunadarma.ac.id/sisinformasi/page/detail/39/Kurikulum

• Kurikulum SI Institut Teknologi Sepuluh November• http://is.its.ac.id/scholar/wp-content/uploads/2012/08/kurikulum.pdf

• Kurikulum SI Universitas Indonesia• http://www.cs.ui.ac.id/id/wp-content/uploads/2013/03/Kurikulum_2010.pdf

• Kurikulum STI Institut Teknologi Bandung• Kurikulum SI Bina Nusantara

• http://curriculum.binus.ac.id/files/2012/04/IS.pdf

• Kurikulum TI Universitas Gadjah Mada• http://s1.te.ugm.ac.id/index.php?main=WjhKS0xVVk9iIHpR=&part=Y0ZK=&vs=Qg===