Practices with teaching Information Management

1. A CAMIM Research Seminar5thJune, 2013, Pécs Practices with teaching Information Management Giuseppe BerioUniversité de Bretagne Sud (UBS), France

2. Content Background The problem Our solution Currentstatus Conclusion

3. Information Management (IM) • IM is a very central concept todaybecause more and more « data » are available and need (or require) to beexploited • The focus of IM is the ability of organizations to capture, manage, preserve, store and deliver the right information to the right people at the right time (it seems quite close to a type of resource management).

4. Typical issues in IM • « Data » are heterogeneous and are on any-thing (customer, order, system, operation, decision, personnel, competitors…) • Data are sometimes « big », « complex » and not simple values • Data often need to be interpreted, corrected and integrated to become information and may require adapted tools, especially if used outside the context where they have been produced • Information need to be turned in to knowledge • (Do not) Finding information is required (search, exploration, visualisation, aggregation, indexing…) and distribution needs to be focused • Architectures need to be flexible, adaptable, responsive, scalable,… • There is the need to be aware of the benefits (gains)

5. Interdisciplinarity in IM • Various disciplines address one same issue mentioned in previous slide, by using various adapted techniques and methods (for instance, pre-defined standards) • Probably, in a complete solution for IM, all techniques and methods need to be employed • The consequence is that IM is quite interdisciplinary in its nature

6. The problem • Typical issues previously mentioned are difficult to be used for building from scratch a curriculum in IM: for instance, are you prioritising one (several) issue(s) and which one(s)? Or, do you prefer to built a quite large and broad curriculum? Which are the drivers of the new curriculum (competition to other universities, local, national, international job market)? Are disciplinary curricula (such as management, computer science and information systems, statistics) competitors inside the university? • IM is quite difficult to be taught to students (with no work experience) enrolled in disciplinary curricula

7. Our solution • Selecting representative disciplinary curricula • Sharing a set of modules belonging to those curricula • Making one IM curriculum for each disciplinary curriculum by borrowing shared modules from other disciplinary curricula – i.e. there will be several IM curricula, not only one, to be adapted to type of students and to related stronger (disciplinary) competencies • Earning a double degree i.e. a student is enrolled at the same time in one disciplinary curriculum and its corresponding IM curriculum (thus student must validate modules belonging to disciplinary curriculum)

8. Our solution • Adapting shared modules for enrolling other types of students by distinguishing three parts in each module: • A common part, introductory, for all students • A specialised part, advanced, only for students belonging to the same curriculum as the shared module • A project part, where students belonging to distinct curricula work on common projects defined for covering several IM issues and where each student is required to bring its own specific competencies • Proposing adapted evaluations for shared modules Learning by doing

9. Sample (for a student in Management...) IM degree Management, marketing, auditingdegrees Management, marketing, auditing Curricula Common Internship Engineering Curriculum Statistics Curriculum L3, M1, M2, 1st, 2nd, 3rd Y Eng L1, L2, DUT

10. Sample (Module adaptation) • Current organisation • Module 3rd Y Eng.: Enterprise Architectures (32 hours) • Future organisation • Enterprise Architectures Introduction (10 hours) • Enterprise Architectures for Engineers (5 hours) • Project in Enterprise Architectures (15 hours) Engineers support technicaldetails Management studentscontributewith business knowledge All are aware of overall business objectives With one adaptedevaluation

11. Status • Official launch of IM curriculum is expected in September 2013 • Shared modules have been defined from four disciplinary curricula: Statistics and information systems, Computer science, ComplexSystems (branch of CS), Management, Marketing, Accounting • Some of the shared modules have been not yet offered so that some of them need to be implemented (they will be not offered this year) • Overlapping between shared modules appeared and need to be managed (this could benefitting because it migth open to a better resource management)

12. Status (synergies) Curriculum IM@UBS GD@UBS R@UBS Perspectives Larger and marketdriven vision Re(distributing) internshipoffers GD: Groupe décisionnel R: Recherche

13. Incomingstudentmobility • Till know, offers have been based on disciplinary curricula showing several limitations • The new curriculum in IM provides a larger offer in term of modules and interdisciplinary • Therefore, we expect in future mobility programmes that IM curriculum will become quite attractive • However, French remains the official language and currently is not envisioned to move to modules fully offered in English (but English can be used in projects)

14. Conclusion • IM is quite hot and evolving, with a growing job market • We try to overcome the limitations inherently part of disciplinary curricula by introducing a «virtual » curriculum in IM, adapted to several types of student • Official launch of the « virtual » curriculmum is expected in September 2013 • We hope that this « virtual » curriculum will also make UBS more attractive for international students