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"Management For Students Of Technology: A Case Study In Information Technology Education

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

EM Skills and Real World Concepts

Page Count

11

Page Numbers

10.3.1 - 10.3.11

Permanent URL

https://peer.asee.org/14505

Download Count

32

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Paper Authors

author page

Sam Geonetta

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Management for Students of Technology: A Case Study in Information Technology Education Dr. Sam C. Geonetta University of Cincinnati, College of Applied Science 2220 Victory Parkway, Cincinnati, OH 45245

Introduction In her article on graduates of engineering and technology programs Kerry Hannon observes that “. . .corporations want the whole ball of wax—soft skills, science skills, and diversity.”1 Loria Yeadon, a patent attorney who holds a master’s degree in electrical engineering, emphasizes the need for technology professionals to be “business-minded”.2 In InternetWeek, Nick Evans states that “Most will agree that management of IT has been an inefficient function that has been stuck in the Stone Age.”3 The Information Technology (IT) Program at the University of Cincinnati’s College of Applied Science attempts to integrate key management concepts and practices into the education of its graduates through the course Management in Information Technology. This is a senior level three quarter hour course in the Bachelor’s degree that meets for three contact hours a week over ten weeks. It is designed to fulfill one of the key goals of the Engineering Management Division articulated in Article II of the Division Bylaws: to encourage the inclusion of courses on engineering management in traditional curricula.4 This paper discusses the course as a case study, including programmatic context, the standards that provide its foundation, and the content of the course, including key themes, supporting resources, and activities.

Programmatic Context5 The College of Applied Science’s program focuses on IT in its broadest sense encompassing all aspects of computing technology. IT, as an academic discipline, focuses on meeting the needs of users within an organizational and societal context through the selection, creation, application, integration and administration of computing technologies. IT is an academic discipline distinct from computer engineering, computer science and management of information systems. IT encompasses software engineering and development, computer networking and communications, Web technologies, computer security, database management, and digital media technologies. The IT professional is hired by organizations of all sizes in all industries. Learners receive a broad education across the IT spectrum as well as technical specialization in the areas of their choice.6

The IT program offers a Bachelor (BS) and Associate (AS) degree option with both day and evening schedules. Learners choose a primary track specialization from one of three “tracks”, including Software Development, Networking, or Web Technologies. BS learners also choose at least one secondary track specialization from one of five tracks, including Software Development, Networking, Web Technologies, Database or Digital Media. Co-operative (co-op) education experience is a vital part of the curriculum; all learners work in alternating quarters starting in their second year of study. BS learners co-op five quarters and AS learners two quarters. In addition to co-op, learners at the College of Applied Science learn by experience

“Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition Copyright ©2005, American Society for Engineering Education”

Geonetta, S. (2005, June), "Management For Students Of Technology: A Case Study In Information Technology Education Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14505

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