Authors: Roman Lukyanenko
Tags: 2018, conceptual modeling, introductory IS curriculum, IS curriculum, is pedagogy, language of IS, systems analysis and design
Historically, conceptual modeling played a central role in the information systems (IS) curriculum. However, evidence is growing that interest in conceptual modeling within IS is waning. A review of introductory IS textbooks shows a decline in the space dedicated to conceptual modeling. Yet, these developments remain at odds with repeated claims made by researchers about the importance of conceptual modeling, and issues related to representation of information requirements and application domain knowledge. The question becomes: does conceptual modeling remain a relevant topic to the introductory IS curriculum? We believe it does, but argue that the way it is featured in the introductory curriculum needs a major overhaul. First, we need to adopt a broader perspective on conceptual modeling as capable of supporting a broader range of IS phenomena from development of new systems to collecting, using and repurposing data. Second, an opportunity exists for a much deeper integration of conceptual modeling with other topics by positioning it as the unique language of the information systems discipline. This new thinking about conceptual modeling carries profound implications for IS curriculum, but also suggests specific new directions for conceptual modeling research.
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