Strategies for Ensuring Computer Literacy among Undergraduate Business Students: A Marketing Survey of AACSB-Accredited Schools

Autor/inn/en	Hungerford, Bruce C.; Baxter, Joseph T.; LeMay, Stephen; Helms, Marilyn M.
Titel	Strategies for Ensuring Computer Literacy among Undergraduate Business Students: A Marketing Survey of AACSB-Accredited Schools
Quelle	In: Information Systems Education Journal, 10 (2012) 4, S.49-73 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-679X
Schlagwörter	Undergraduate Students; Business Administration Education; Computer Literacy; Business Schools; Questionnaires; College Programs; Courses; School Surveys + Suchen Sie Ihr Suchwort? Computerkenntnisse; Fragebogen; Studienprogramm; Kursangebot
Abstract	There is broad agreement that college students need computer and information literacy for their studies and to be competitive as graduates in an environment that increasingly relies on information technology. However, as information technology changes, what constitutes computer literacy changes. Colleges have traditionally used the freshman- or sophomore-level course in microcomputer applications/introduction to computers to assure basic literacy. There has been much discussion in schools of business about whether today's entering students have enough experience in computer applications from high school and work experience to omit the course. There is also ongoing debate about the appropriate balance of theory and application, as well as the appropriate format for the course. This research used a questionnaire administered electronically via www.SurveyMonkey.com to poll individuals nominated by the deans of schools of business accredited by the Association to Advance Collegiate Schools of Business (AACSB) as being the most appropriate for completing a survey on their school's computer literacy requirements. The instrument requests information in the following areas: (1) demographic data about the respondents and the institutions they represent, (2) the structure and content of their computer literacy programs, (3) whether students are allowed to test out of courses, and if permitted, how many try to test out, how many succeed, and what are the standards to test out, (4) the contents of their computer literacy programs with percentages of time devoted to various aspects of computer literacy, and finally (5) the respondents' views of major influences on computer literacy programs. (As Provided).
Anmerkungen	Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01