Relevance and Success of IS Teaching and Research: an Analysis of the "Relevance Debate"

Essen: Institut für Informatik und Wirtschaftsinformatik (ICB), Universität Duisburg-Essen (2007) (ICB research report ; 19), VI, 45 S
Buch / Monographie / Fach: Wirtschaftswissenschaften
This report is part of a series of publications on the status and
	development of the North-American Information Systems (IS) field
	and Wirtschaftsinformatik (WI), its counterpart in German speaking
	countries. Information systems in businesses and organizations are
	the main subject of research in IS and WI. Hence, both disciplines
	are applied fields of research. Thus, the valuation of research results
	and graduates by business practice are vital indicators for the disciplines’
	status and success. Between 1991 and 2001 a plethora of articles
	were published in leading Information Systems (IS) journals and conference
	proceedings addressing the issue of relevance of IS research and
	teaching. This research report provides a comprehensive content analysis
	of this „relevance debate“ in the North-American Information Systems
	field. The perceptions, opinions, and recommendations of the contributors
	are presented structured according to statements of valuation, perception,
	explanation, and recommendation. The reconstruction of the main IS
	relevance debate indicates that all debate participants agree that
	relevance to practice plays a vital role for the IS discipline, but
	that the field largely lacks relevance in terms of research as well
	as in terms of teaching. The lack of relevance is, for example, illustrated
	by the general perception that research results rarely impact practice
	and that IT/IS professionals usually do not read academic IS journals.
	In order to analyse if the debate has lead to any changes in terms
	of practice relevance of the IS field the most recent literature
	and studies available on IS relevance are evaluated. Analysis results
	indicate that no significant changes took place. But various IS researchers
	still report on problems in terms of acceptance and perception of
	IS degree programs and research. Based on the perspectives of experienced
	researchers from WI and other European IS communities the concluding
	remarks of this report attempt to explain the apparent lack of change
	in the North-American IS field and provide suggestions for improving
	the current status of the IS field in terms of relevance.