The Australian higher education system and its historical background can be compared to the German, as both systems are dependent on government funding. It was proposed that Germany could learn from the Australian higher education model at a conference in 1998 on the reform in higher education in Australia and Germany at the Australian Centre in Germany. Recent developments in the German higher education sector indicate more work is needed as the sector moves towards more internationalisation, for example, in the introduction of international study programs like the Bachelor and the Masters.
This study gives an overview about the Business Informatics discipline in Australia with a strong focus on Business Informatics aspects at Australian universities. The approach taken to exploring Business Informatics at Australian universities was to conduct intensive interviews with eleven Australian IS academics within the following states and territories of the country: Queensland, New South Wales, The Australian National Capital and Victoria.
In summary, Business Informatics in Australia is defined from a German perspective. An overview of the Australian IS discipline is given from the perspective of the researcher during the research period 2002 and early 2003. A comparison of the discipline is made between Australian and German universities in organisational issues. The objective is to identify the organisational location of IS in Australian universities and to give, based on the research outcomes, proposals to Australian IS academics in reference to the organisational structure of Business Informatics in German universities. This overview contributes to a better understanding, and suggests new ideas that may increase the visibility of the Australian IS discipline.
Differences and similarities within the Business Informatics/IS discipline in higher education between Germany and Australia have been explored. Additional recommendations from the author should be seen as a thought-provoking-impulse and support further development in higher education. One challenge identified in Australia, for example, is creating a more visible organisational structure for the IS discipline in education at universities.
Table of Contents
1.INTRODUCTION
1.1. MOTIVATION
1.2. OBJECTIVES OF THE STUDY
1.3. RESEARCH METHODOLOGY AND DELIMITATIONS
1.4. STRUCTURE OF THE THESIS
2.BUSINESS INFORMATICS IN AUSTRALIA: A DEFINITION FROM A GERMAN PERSPECTIVE
3.INFORMATION SYSTEMS AND RELATED STUDIES AT AUSTRALIAN UNIVERSITIES
3.1. IS STRUCTURES AT AUSTRALIAN UNIVERSITIES
3.2. STUDYING INFORMATION SYSTEMS AT AUSTRALIAN UNIVERSITIES
3.2.1. IS Degrees
3.2.2. Requirements for Studying IS
3.2.3. Fees for Studying IS
3.2.4. Examples of two IS degree description
3.3. TEACHING METHODS AND QUALITY ASSURANCE IN THE IS DISCIPLINE
3.3.1. Teaching Methods
3.3.2. Quality Assurance
3.4. VISITED UNIVERSITIES
3.4.1. Central Queensland University (CQU)
3.4.2. Deakin University (Deakin)
3.4.3. Queensland University of Technology (QUT)
3.4.4. University of Queensland (UQ)
3.4.5. University of New South Wales (UNSW)
3.4.6. University of Sydney (Sydney)
3.4.7. University of Technology Sydney (UTS)
3.4.8. Australian National University (ANU)
3.4.9. University of Canberra (UC)
3.4.10. Monash University (Monash)
3.4.11. University of Melbourne (UniMelb)
3.4.12. Summary and Conclusion
4.STATE-OF-THE-ART OF INFORMATION SYSTEMS AT AUSTRALIAN UNIVERSITIES REFERED TO THE 13TH AUSTRALASIAN CONFERENCE ON INFORMATION SYSTEMS, 2002, MELBOURNE
4.1. DISCUSSING THE IS DISCIPLINE
4.2. A PROBLEM-BASED LEARNING APPROACH FOR IS
4.3. TEACHING ONLINE
4.4. CONCLUSION
5.FINDINGS
5.1. EDUCATIONAL BUSINESS INFORMATICS/IS OFFERS AT UNIVERSITIES
5.1.1. Business Informatics/IS Degrees
5.1.2. Business Informatics/IS Discipline Curriculum And Single Subjects
5.1.3. Business Informatics/IS Teaching Methods And Quality Assurance
5.2. ORGANISATIONAL STRUCTURE OF BUSINESS INFORMATICS/IS IN UNIVERSITIES
5.2.1. Location Of Schools/Departments And Chairs Within Faculties
5.2.2. Organisational Structure Of Business Informatics/IS Departments/Schools And Chairs
5.2.3. The Academic Career Path
5.2.4. Financial Aspects And The Contribution Of Study Fees
5.3. CULTURAL ASPECTS
5.3.1. The Level Of Internationality And Its Influence On Higher Education
5.3.2. Women In Business Informatics/IS (Students And Academics)
5.3.3. Organisational Culture
5.3.4. Alumni tradition
5.3.5. The Relationship Between Student And Academic
5.3.6. Study Fees
5.4. CONCLUSION
6.CONCLUSION
6.1. RECAPITULATION
6.2. OUTLOOK
Objectives and Research Themes
The primary objective of this thesis is to provide a comprehensive overview of the Business Informatics discipline within Australian universities, identifying key structural, educational, and cultural characteristics. The study aims to compare the Australian "Information Systems" discipline with the German "Business Informatics" model to highlight similarities and differences, thereby offering guidance for international exchange and academic cooperation. The central research question explores whether these differences exist and how they manifest in terms of organizational structure, degree offerings, teaching methodologies, and cultural approaches to higher education.
- Mapping the landscape of Information Systems degrees and curricula at selected Australian institutions.
- Analyzing organizational frameworks and the placement of IS within faculty structures.
- Examining pedagogical strategies, including the adoption of problem-based learning and online education.
- Comparing the academic career paths, funding models, and the role of industry integration in Germany and Australia.
- Assessing cultural influences on student-academic relationships and the impact of fee-paying models.
Excerpt from the Book
A Definition from a German Perspective
The term Business Informatics, which is used in Europe for studying an interdisciplinary program that deals currently with the tasks and the opportunities of computer applications in industry and in the public administration, is not a common international term for this discipline. In the Anglo-American countries it is often named as Management Information Systems (MIS) or just Information Systems (IS) (Lehner 1998). The term Business Informatics is translated into German as ‘Wirtschaftsinformatik’.
As Annemieke Craig, IS Lecturer from the School of Information Systems at Deakin University in Geelong, Australia, reported, the term Business Computing, which was formerly used within Australia, has changed during the last decade into the term Management Information Systems and has been changed into Information Systems during recent years.
Ross Smith, Head of the School of IS at Deakin University, reported, that the school changed its name and the title of the degree from MIS into IS in 2001, after a major review of IS/IT in the whole university. Therefore the School of Information Systems at Deakin University is sometimes still named inadvertently the School of Management Information Systems.
Summary of Chapters
1.INTRODUCTION: Provides context on the evolution of higher education degrees in Germany and Australia, including motivation and methodology for the comparative study.
2.BUSINESS INFORMATICS IN AUSTRALIA: A DEFINITION FROM A GERMAN PERSPECTIVE: Explores the terminology differences between Business Informatics and Information Systems, establishing a common definition for the study.
3.INFORMATION SYSTEMS AND RELATED STUDIES AT AUSTRALIAN UNIVERSITIES: Offers a detailed analysis of organizational structures, degree programs, and pedagogical methods at eleven specific Australian universities.
4.STATE-OF-THE-ART OF INFORMATION SYSTEMS AT AUSTRALIAN UNIVERSITIES REFERED TO THE 13TH AUSTRALASIAN CONFERENCE ON INFORMATION SYSTEMS, 2002, MELBOURNE: Summarizes conference proceedings regarding current IS discipline trends, including online learning and problem-based learning.
5.FINDINGS: Evaluates data regarding degree offerings, organizational locations, and cultural aspects to contrast the Australian IS discipline with the German Business Informatics model.
6.CONCLUSION: Recapitulates the study's findings on the similarities and differences between the two systems and offers an outlook on future cooperation in higher education.
Keywords
Business Informatics, Information Systems, Higher Education, Australia, Germany, Curriculum, Pedagogical Methods, Organizational Structure, Student Enrollment, Online Learning, Problem-Based Learning, Academic Career Path, Cross-Cultural Analysis, Study Fees, Quality Assurance
Frequently Asked Questions
What is the core focus of this research?
The work provides a comprehensive overview of the Business Informatics discipline in Australia, comparing it with the German understanding of the subject to facilitate academic understanding and international collaboration.
Which specific themes are addressed in this study?
Key themes include the terminology of IS/Business Informatics, organizational structures within universities, teaching methodologies, degree requirements, student statistics, and cultural influences such as alumni traditions and fees.
What is the primary goal of the thesis?
The primary goal is to map the possibilities for studying Business Informatics in Australia and to define the discipline from a German perspective, highlighting cross-cultural differences in higher education.
What research methodology was employed?
The study utilizes a qualitative approach, combining structured interviews with IS academic participants from eleven Australian universities with a thorough literature and web-based review of existing curricula and organizational structures.
What does the main body of the work cover?
The main body examines the specific IS structures at Australian universities, provides detailed case studies of eleven institutions, summarizes state-of-the-art conference findings, and analyzes findings regarding curricula, organizational hierarchy, and cultural aspects.
Which keywords characterize this work?
The work is defined by terms such as Business Informatics, Information Systems, cross-cultural comparison, higher education, curricula, and university organizational structures.
How does the Australian grading and marking system differ from the German one?
The thesis illustrates that Australian marking is based on percentage fulfillment of assignments and exams, whereas the German system uses a numerical scale ranging from 'very good' (1) to 'insufficient' (6).
What is the significance of the "Group of Eight" universities?
The Group of Eight represents the leading research-intensive universities in Australia, and the study specifically analyzes how these and other institutions organize their IS departments and curricula.
- Quote paper
- Silke Retzer (Author), 2003, Business informatics: Cross-cultural differences between Germany and Australia, Munich, GRIN Verlag, https://www.grin.com/document/13446
