Journal of Information Technology Education Volume 3 2004Editor Glen - PDF document

1 Journal of Information Technology Educat
Journal of Information Technology Education Volume 3, 2004Editor: Glenn Lowry Secondary School Business Educators’ Perceptions of the Knowledge, Skills, and Abilities Kevin Berry Bradley University, David O’Bryan and Maeve Cummings Pittsburg State University, copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or dis- tributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first Berry, O’Bryan, & Cummings requisite skills to succeed in IS might select IS as a major. Either situation is detrimental to the IS As a preliminary step in exploring this issue, this study focuses on a subset of secondary school teachers, namely secondary school business teachers. Intuitively, the secondary school teachers most likely to advise students to pursue a business-related degree are those teaching business-related courses. Advising students to pursue a degree in business can attracting secondary school students into the IS profession. T

2 he second step in attracting students rm
he second step in attracting students rmation about the IS profession so that they will make an informed decision when selecting a businaccurate information, many students who decide to pursue a degree in business may select a ma-jor other than IS, or may select IS based upon inaccurate information conveyed to them by their secondary school business teachers. The a priori hypothesis of this study is that secondary school business teachers may have inaccu-The purpose of this paper is to explore the perceptions of secondary school business teachers to-ward information systems relative to alternative business majors, namely accounting, finance, management, and marketing. A survey was mailed to 1,050 secondary school business educators in Illinois in 2001. A total of 248 surveys was returned for a response rate of 23.6 percent. Seventy percent of the respondents were female, 65.7 percent held a masters degree or higher, their average age was 45.4 years, and the average number of years they had been teaching was 18.8. The research instrument asked respondents to rate, on a

3 scale of 0 (lowest level of ranking) to
scale of 0 (lowest level of ranking) to 100 (highest level), the five business majors listed according to their personal opinion as to the knowl-edge, skills, and abilities (KSAs) required to succeed in that major. Fourteen KSAs were used to compare the information systems major to accounting, finance, management, and marketing ma-jors. Four versions of the survey were used with the ordering of the KSAs (rows) and the majors (columns) different on each version to mitigate order effects.(An analysis of the four versions revealed no significant differences among the versions.) Thirteen of the 14 KSAs were chosen from among those listed as most important for career success in the Institute of Management Ac-countant’s study, The Practice Analysis of Management Accounting (IMA, 1996). The 14the ability to work on a team, was one of the sky for success in a lead-ing-edge finance organization in the 1999 Practical Analysis (Siegel & Sorensen, 1999). The In-stitute of Management Accountants’ (IMA) set of KSAs is applicable to any business major and was therefore used in this s

4 tudy. Either interpersonal and communica
tudy. Either interpersonal and communication skills or general busi-ness skills and knowledge were the specific KSAs that were chosen. Literature suggests that these are skills required for a productive career in information systems (ITAA, 2002; Medlin, Dave, & Vannoy, 2001; Weber, McIntyre, & Schmidt, 2001; Young, 1996). The research instrument is reproduced in the Appendix with the mean responses reported in each cell. Repeated measures ANOVA was then used to determine whether there were significant differences in the ratings be-tween information systems and the alternative business majors listed. (For access to the raw data, contact David O’Bryan at obryan@pittstate.edu Results Results for the repeated measures ANOVA indicated that respondents’ perceptions of information systems were significantly different (p) at least two of the four alternative business ma-jors on all 14 KSAs. A brief discussion of these results is organized according to whether infor- Berry, O’Bryan, & Cummings was significantly higher than both finance and accounting on this attribute. However

5 , IS was sig-nificantly lower than manag
, IS was sig-nificantly lower than management and lower but not significantly different from marketing. Table 2: Information Systems Significantly Different from Three Other Business Majors s of Internal Customers (n=236) Major Management Marketing Mean 92.28*** 82.27 80.14 75.32*** 73.42*** * p-value 5; ** p-value ** p-value IS was significantly different from the four other business majors. IS was rated significantly lower than all four alternative business majors on the remaining nine KSAs: understanding the business environment, understanding the competitive environment, understanding financial statements, interpersonal skills, leadership skills, negotia-tion skills, speaking/presentation skills, ability to work on a team, and writing skills. Table 3: Information Systems Significantly Different from All Four Other Business Majors Understanding the Business Environment (n=243) Major Management Marketing Accounting Finance Mean 98.02*** 93.38*** 92.64*** 91.11*** 81.91 Understanding the Competitive Environment (n=243) Major Marketing Management Finance Ac

6 counting Mean 97.57*** 96.01*** 83.10**
counting Mean 97.57*** 96.01*** 83.10*** 76.04*** 69.80 Understanding Financial Statements (n=242) Major Accounting Finance Management Marketing Mean 98.85*** 96.39*** 86.37*** 66.13*** 59.87 Interpersonal Skills (n=243) Major Management Marketing Finance Accounting Mean 97.13*** 93.07*** 78.18*** 75.52*** 68.92 Leadership Skills (n=235) Major Management Marketing Finance Accounting Mean 97.48*** 81.75*** 71.49*** 71.32*** 60.79 Negotiation Skills (n=240) Major Management Marketing Finance Accounting Mean 95.67*** 79.00*** 70.91*** 60.87*** 49.38 Speaking/Presentation Skills (n=245) Major Marketing Management Finance Accounting Mean 97.18*** 96.76*** 74.85*** 71.07*** 61.07 Berry, O’Bryan, & Cummings convincing them will be much more difficult if students get conflicting advice from their secon-dary school teachers. At best, this sends a mixed signal and dilutes the effectiveness of our mes-This study is subject to the following limitations. First, survey research isto non-response bias. A comparison of early and late responders revealed no significan

7 t differ- respondents to this survey wer
t differ- respondents to this survey were all from the state of Illinois and may not be generalizable to other states, regions, or countries. Third, this sur-vey focused on a limited number of KSAs needed by business professionals. Secondary school business teachers’ perceptions of information systems on other attributes (e.g., income potential) may be more encouraging. Fourth, this survey was administered prior to the collapse of the dot com bubble. The extent to which secondary school educators’ perceptions have changed due to this collapse is an empirical question. However, it is doubtful that the dot com collapse would have caused their perceptions to improve relative to the results reported in this study. Lastly, a maintained premise of this study was that secondary school business teachers would be more knowledgeable about business majors in general, and information systems in particular, than their non-business teacher colleagues. If true, non-business secondary school teachers could be even more inaccurate in their perceptions of the KSAs needed to succeed in t

8 he information systems profession. Howe
he information systems profession. However, this remains an empirical question that could be addressed by future re-Abtan, P. (1993, March 1). The gender gap. Computing Canada, p. 9. Brown, D. (2003). It won’t always be easy finding IT workers. Canadian HR Reporter, 16 (11), June 2, p. Chabrow, E. (2003, October 20). Jobless recovery. InformationWeek, p. 19. Dodson, N. J. & Price, J. C. (1991, September-October). Who is tomorrow’s CPA? The Ohio CPA Journalpp. 9-14. Graves, O. F., Nelson, I. T. & Deines, D. (1993). Accounting student characteristics: Results of the 1992 federation of schools of accountancy (FSA) survey. Journal of Accounting Education, 11, 211-225. Information Technology Association of America (ITAA). (1998, January) Changing the image of informa-tion technology professions. Alexandria, Virginia. Information Technology Association of America (ITAA). (2002, May). Bouncing back: Jobs, skills and the continuing demand for IT workers. Alexandria, Virginia. Institute of Management Accountants (IMA). (1996). The practice analysis of management accountingM

9 ontvale, NJ. McGee, M. K. (2001, Januar
ontvale, NJ. McGee, M. K. (2001, January 8). Outlook for 2001. InformationWeek, pp. 43-52. McGee, M. K., Chabrow, E., & Hayes, M. (2003, April 28). Sliver of the pie. InformationWeek, 937 pp. 36-46. Medlin, B. D., Dave, D. S. & Vannoy, S. A. (2001). Students’ view of the importance of technical and non-sful IT professionals.Journal of Computer Information Systems, Fall, 65-69. Nelson, I. T. & Deines, D. S. (1995). Accounting student characteristics: Results of the 1993 and 1994 fed-eration of schools of accountancy (FSA) surveys. Journal of Accounting Education, 13 (4), 393-411. Paolillo, J. G. P. & Estes, R. W. (1982). An empirical analysis of career choice factors among accountants, attorneys, engineers, and physicians. The Accounting Review, October, 785-793. Siegel, G., & Sorensen, J. E. (1999). Counting more, counting less: Transformations in the management Institute of Management Accountants. Montvale, N.J. Berry, O’Bryan, & Cummings Highest educational level Bachelor’s Master’s Specialist’s Years as secondary school teacher Mean = 18.77 years Male 3

10 0.0% Female 70.0% Mean = 45.43 years i
0.0% Female 70.0% Mean = 45.43 years is an Assistant Professor of Accounting at Bradley University. He has published in numerous journals including Journal of Business Finance & AccountingJournal of Accounting EducationJournal of Accounting Case ResearchJournal of Energy Finance & DevelopmentPetroleum Accounting and Financial Management The Mid-Atlantic Journal of Business, Ph.D., CPA, CMA, CFM, CFE, is an Associate Pro-fessor and Chairperson of the Department of Accounting at Pittsburg State University. He has published in numerous journals including Behavioral Research in Accounting,of Energy Finance & Development, Journal of Forensic Accounting, Advances in Accounting Behavioralment Accounting, Journal of Business Finance & Accounting, Journal of Accounting Education, and Journal of Accounting Case Research. The Kansas Society of CPAs has recognized him as the 2002 Kansas Accounting Educator of the Year. His current research interests in-clude dysfunctional audit behaviors, budgeting and performance evaluation processes, forensic accounting, and accounting ped