{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1583"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1583","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Teaching Ethics in the Information Systems Curriculum","abstract":"This dissertation evaluates the importance of teaching ethics in the Information Systems curriculum. It begins with a review of the expectations and recommendations of three distinct academic and professional organizations (AACSB, IS2002 Model Curriculum, and ABET) specifically related to ethics teaching. This case study is centered on a set of ethics instruction that was used to teach ethics to senior level Information Systems students, which included a discussion of professional codes of ethics, mini-case studies, contemporary news events, a historical novel called IBM and the Holocaust (Black, 2001a), a Systems Development Life Cycle (SDLC) ethics grid created by the instructor, and online discussions in WebCT. The students were surveyed at the end of the semester as to the effectiveness of the ethics instruction, and the quantitative results along with a qualitative data analysis of their online discussions and SDLC-Ethics grid is presented. An analysis of the data leads the researcher to believe that overall the students found the curriculum useful, with the reading of the IBM book and the SDLC-Ethics grid providing the most benefit.","abstract_html":"This dissertation evaluates the importance of teaching ethics in the Information Systems curriculum. It begins with a review of the expectations and recommendations of three distinct academic and professional organizations (AACSB, IS2002 Model Curriculum, and ABET) specifically related to ethics teaching. This case study is centered on a set of ethics instruction that was used to teach ethics to senior level Information Systems students, which included a discussion of professional codes of ethics, mini-case studies, contemporary news events, a historical novel called IBM and the Holocaust (Black, 2001a), a Systems Development Life Cycle (SDLC) ethics grid created by the instructor, and online discussions in WebCT. The students were surveyed at the end of the semester as to the effectiveness of the ethics instruction, and the quantitative results along with a qualitative data analysis of their online discussions and SDLC-Ethics grid is presented. 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It begins with a review of the expectations and recommendations of three distinct academic and professional organizations (AACSB, IS2002 Model Curriculum, and ABET) specifically related to ethics teaching. This case study is centered on a set of ethics instruction that was used to teach ethics to senior level Information Systems students, which included a discussion of professional codes of ethics, mini-case studies, contemporary news events, a historical novel called IBM and the Holocaust (Black, 2001a), a Systems Development Life Cycle (SDLC) ethics grid created by the instructor, and online discussions in WebCT. The students were surveyed at the end of the semester as to the effectiveness of the ethics instruction, and the quantitative results along with a qualitative data analysis of their online discussions and SDLC-Ethics grid is presented. 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