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Teachers form expectations that can influence their students’ performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students’ performance in an authentic learning environment.

The demand for graduates with coursework in business/data analytics continues to grow, and many career rankings list these skills among the top in demand by industry. This study examines trends in how Information Systems (IS) academic departments have adapted to this demand by incorporating business analytics in their departmental naming conventions, majors, minors, concentrations, and course curriculum. Based on sample data of 127 AACSB-accredited schools, only one school (<1%) in 2011 included analytics in its department name. By 2018, this number grew to 8% and then to 13% in 2020. Further, in 2018, 28% of our sample offered majors or concentrations in analytics. Just two years later, this number had risen to 61%. This research provides benchmarking guidance to IS faculty and administrators who are considering a shift to incorporate analytics into their degree offerings.

The SQL-Explore Learning Module detailed in this teaching tip provides an opportunity for students to apply database course knowledge beyond solving traditional pre-determined Structured Query Language (SQL) coding questions. In this unique constructivist activity using the apropos 5E Instructional Model, students explore tables to locate data anomalies, trends, and other key findings in a 100,000-invoice dataset. Detailed instructions and the source code needed to facilitate this innovative learning experience are included. Based on student feedback, 100% of study participants strongly agree or somewhat agree that exploring datasets through the SQL-Explore Activity enhances their knowledge of SQL.

Although business faculty have an important teaching responsibility to prepare students for professional positions in industry, very few have any formal training in instructional design.  Analogical problem construction and advance organizers are powerful design techniques used to link prior knowledge to new material.  Unfortunately, the use of analogies as a formal teaching strategy is disappointingly low. This study examines the use of analogical problem constructions as an advance organizer strategy to teach advanced database (SQL) concepts.

System administrators are faced with a broad range of responsibilities for highly complex environments. They need the ability to verify the work they have done. That verification comes from accurate and available information that we refer to as information credibility. This exploratory research aims to address the relationship between task complexity, task risk, and verification information seeking in graphical user interface (GUI) tools used by system administrators. This research also illustrates the use of verification information as a starting point for a content-centered training design. Potential antecedents of verification information are identified and a model is proposed that addresses how aspects of the task and environment affect the need for verification. Findings suggest that task complexity is a significant indicator of the need for verification information. In addition, findings also suggest that this verification information provides a logical foundation for improving knowledge acquisition of the system administration team.

Maintaining enrollments in information systems programs capable of meeting industry demands is an ongoing challenge. While significant research has been conducted examining macro-level strategies (e.g., promoting MIS activities), very few studies have examined micro- level strategies (e.g., promoting Structured Query Language). The purpose of this study is to empirically examine both curriculum-oriented and promotional interventions by introducing SQL into foundation information systems curricula. Based on the Theory of Reasoned Action (TRA), 180 students completed a survey to measure attitude, behavior norms, and plans to enroll in a database class in the future. Additionally, both the hands-on SQL instruction and the promotional SQL intervention played a moderating role on the impact attitude had on plans to take a database course. These results add to our pedagogical understanding of enrollment decisions as well as provide practical solutions educators may use to keep pace with enrollment demands.

As organizations continue to implement new technology solutions, the need for both technology training and examining technology acceptance of new implementations are necessary to determine the success or failure of a project. Unfortunately, instructional design considerations generally do not address technology acceptance, and leading technology acceptance models only classify training as an external variable or facilitating condition, with limited consideration in prior research. In this paper, we examine potential integration points between instructional design theory and technology acceptance. Specifically, we examine prior research on self-efficacy, Kirkpatrick’s Model for Evaluating Training, Merrill’s Component Display Theory, and Merrill’s First Principles of Instruction.