Educationally critical aspects of the concept of an information system

Abstract

An empirical study is reported which identified and compared a deep understanding of the concept of an information system (IS) with the various levels of understanding of a group of undergraduate IS students. The aim was to identify the educationally critical aspects of the deep understanding. The study was significant in that the educationally critical aspects are not known, yet have significant implications for IS education and practice. Without addressing the critical aspects in teaching and learning about IS the development of an appropriate deep understanding by students is unlikely. The production of entry-level IS practitioners without a deep understanding of the concept of an IS is logically likely to have adverse implications for IS development projects.