Model Curriculum for a Bachelor of Science Program in Business Information Systems Design (BISD 2007): Organisational Impacts

  • Sven Carlsson
  • Jonas Hedman
  • Odd Steen


In the light of technological changes, changes in business contexts, decreased number of IS students, changes in educational systems, etc., IS education commentators have urged the IS community to develop new and alternative IS curricula. In response to this, we present a model curriculum for a Bachelor of Science program in business information systems design (BISD 2007[d1]). The curriculum has a strong design focus. Students should after completing the program have specified business information systems design capabilities; hence, the program is capabilities-driven. This chapter presents the general rationales for the program as well as the specific program design rationales. The program is presented with expected learning outcomes and how the students should be able to fulfil the outcomes. In addition, we discuss the organizational impacts of a new and innovative program.


Business Process Information System Business Activity Deep Learning Object Constraint Language 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Abraham, T., Beath, C., Bullen, C., Gallagher, K., Goles, T. Kaiser, K. and Simon, J. (2006) IT Workforce Trends: Implications for IS Programs. Communications of the Association for Information Systems 17, 1147–1170.Google Scholar
  2. Aspray, W., Mayadas, F. and Vardi, M. (2006) Globalization and Offshoring of Software: A Report of the ACM Job Migration Task Force. The Association for Computing Machinery.Google Scholar
  3. Bowden, J. A. (2004): Capabilities-driven curriculum design. In Moore, I. (Ed.) Effective learning and teaching in engineering. Routledge, New York.Google Scholar
  4. CRE Confederation of EU Rectors* Conferences and the Association of European Universities (2006) The Bologna Declaration on the European space for Higher Education: An Explanation.
  5. Davis, G., Massey, A. and Bjorn-Andersen, N. (2005) Securing the Future of Information Systems as an Academic Discipline. The Twenty-Sixth International Conference on Information Systems.Google Scholar
  6. Gartner (2006a, 22 June) How to Lead and Manage the IT-Literate Workforce. Number: G00138404, Gartner.Google Scholar
  7. Gartner (2006b, 23 January) Evolving Roles in the IT Organization: The Application Manager. Number: G00132784, Gartner.Google Scholar
  8. Gorgone, J. T., Davis, G. B., Valacich, J. S., Topi, H., Feinstein, D.L. and Longenecker Jr, H. E. (2002) Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems, Association for Information Systems.Google Scholar
  9. Hirschheim, R., Loebbecke, C., Newman, M., and Valor, J. (2005) Offshoring and its Implications for the Information Systems Discipline. The Twenty-Sixth International Conference on Information Systems.Google Scholar
  10. Marton, F. and Säljö, R. (2000) Kognitiv inriktning vid inlärning. In Entwistle, N. (Ed.) Hur vi lär. Prisma, Stockholm.Google Scholar
  11. Regeringskansliet (2006) The 2007 Higher Education Reform,
  12. van Aken, J. (2004) Management Research Based on the Paradigm of the Design Sciences: The Quest for Field-Tested and Grounded Technological Rules, Journal of Management Studies 41(2).Google Scholar
  13. Zwieg, P. et al. (2006) The Information Technology Workforce: Trends and Implications 2005–008, MIS Quarterly Executive 5(2).Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Sven Carlsson
  • Jonas Hedman
  • Odd Steen

There are no affiliations available

Personalised recommendations