Students

Industry leaders, other stakeholders help keep MSIM five star program

A fresh easel pad waited at each of four round tables when members of the Executive Advisory Board (EAB) broke into groups to discuss what students learn in the department’s Master of Science in Information Management (MSIM) program. The program curriculum has been on the agenda in the past, but this was the first time that some new members would hear every course described. This was not to be a one-way presentation, however. Faculty members who teach in the MSIM were ready to listen to the industry advisors, and, armed with Sharpies, they filled the easel pads with notes.

2012-04-03

A fresh easel pad waited at each of four round tables when members of the Executive Advisory Board (EAB) broke into groups to discuss what students learn in the department’s Master of Science in Information Management (MSIM) program. The program curriculum has been on the agenda in the past, but this was the first time that some new members would hear every course described. This was not to be a one-way presentation, however. Faculty members who teach in the MSIM were ready to listen to the industry advisors, and, armed with Sharpies, they filled the easel pads with notes. There's no question about the value of the MSIM -- the exercise was designed to find out how to maintain that high bar, and get even better. “After we’ve taught a domain for a while we need to know from industry leaders the point at which it’s time to reinvigorate the curriculum — or change it — because things have changed in the business world,” said department Chairman Michael Goul. “They were really sharp,” commented Professor Raghu Santanam, who moderated at the table where the business process and project management courses were discussed. “Each table had examples of real feedback — making sure that the curriculum really resonates with what industry needs, and making sure that the students have a better experience learning.” But, as Santanam pointed out, the EAB is not the end of the feedback. On April 11 the MSIM alumni will have a similar opportunity to give feedback on the program when they meet at 6 p.m. on the ASU campus (Memorial Union, Cochise Room — 228) for the semi-annual Alumni Council meeting. “It’s going to be a similar format, but in the alumni we have a group that’s actually gone through this program in the last few years, and having experienced the program recently, they can now tell us here’s what you need to change, or here is how industry has changed, and as a result here are the things you need to look at,” Santanam said. Give and take The roundtable discussion was an opportunity for the EAB to learn about the course content and how it is delivered. Cases are an example. “One board member said ‘How do you use these cases? You’re teaching IT — how does this case fit in?’ So our faculty member explained how the case method worked in his course, and three industry people said ‘that’s fantastic,’” Goul said. Professor Ben Shao said that at his table the board members were enthusiastic about using cases, but urged him to choose a different mix of companies. Santanam also found board members ready to make suggestions. In the business process class, Santanam assigns various process problems for students to solve throughout the course. One board member recommended using a real-time process issue from industry, assigning the scenario for students to work on — individually — then compare their different approaches as the course wraps up. Several offered to look for business process dilemmas that students could address at their firms — an example of the board's willingness to assist with program improvement. In other instances, advisory board members drilled deep into course content, to be sure that it's relevant to what they are observing in their companies. One example comes from Professor Robert St. Louis, who said the board was concerned that students learn about the importance of data integrity. “They confirmed what we had been saying about how important it is to have data accuracy,” he said. At the same time, they were concerned that they didn’t see much about big data in the syllabus. “We talk about big data but we don’t call it that,” St. Louis said, “however we also don’t give it as much emphasis as they would like.” The company reps also pushed predictive analytics and text mining — the technologies that will allow companies to find opportunities in big data. These are examples of topics that are covered in the curriculum under names that industry has replaced with newer terms. This kind of input is invaluable, St Louis said. “If you don’t maintain currency with respect to the terminology that you use, people won’t really understand what you’re doing.” Board members bring that vocabulary with them. Board members were also on the alert for evidence that the program explores the broader implications of technology during change. Shao said board members talked to him about the importance of teaching students to evaluate emerging technologies not only in terms of their potential to solve problems, but also in terms of the pain points they create within companies. Another example: Professor Paul Steinbart said that board members were interested in knowing whether the MSIM prepares students to know when to adjust security controls as changes are made in enterprise systems. Drawing board One faculty member commented wryly that the Executive Advisory Board “doesn’t mince words.” "They provide good quality control feedback from the point of view of current practice," Steinbart said. "Since we're experts in these areas we need to be sure that the program does not simply reflect current practice, but also leads it." But the board also serves as a checkpoint to be sure that the curriculum does not get too far ahead of practice. "They give good feedback as to areas that we might potentially be giving the short shrift, that really are serious issues," he added. "I think what happens is that as academics we know that we've advanced beyond that issue in our research, and then you find out that it's still an issue in practice. We need to know about it." That's what happens when business academics live close to business practitioners. "Of all the schools in the university, the business school is the one that's closest to the community, where your students are going to have an immediate impact — they are going into business and applying the knowledge they have learned," Santanam said. "So if we are not in tune with what business needs, who else would be? This is essential — it's not even an option. It is an integral part of what we need to do." Goul said the department is committed to taking action. “We’ll bring all this back to the drawing board and make some hard changes,” he said. Join a webinar on April 10 to find out more about the MSIM program

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