Insights for next generation undergraduate is curriculum developers

This paper presents analyses on the trends of IS curriculum development that has evolved since its inception from the classical report by the AIS/ACM task force led by Heikki Topi and colleagues published in 2010. Based on an integrated synthesis of the literature, we categorize it into three theoretically-driven dimensions: (i) IS Curricula; (ii) Topic-Based IS Curricula, and (iii) IS Identity Crisis, followed by the identification of four empirically-driven contingencies: (i) Dangers of Legacy; (ii) Resource Competence; (iii) Technological Availability; and (iv) Trend Sensitivity. The paper presents IS curriculum development recommendations specifically driven by the four identified contingencies. Our findings inform how we design and re-design IS curricula. This in turn can influence the way we cross-fertilize with other disciplines forming a consolidated IS education that can offer the right competence to our future graduates, and will likely trigger more attention on information systems across the industry