Role of Information Systems in the CC2020 Initiative
munity is the smaller of the two, it also
has contributed very significantly to the
advancement of the quality of information
systems education over a long period of
time, offering IS educators an important
conference, two journals, its own curriculum development work, and, overall, a
substantive community of educators who
are motivated to move the field forward.
Third, information systems as a discipline has the potential to open important channels of communication for the
CC2020 project. Graduates of information
systems programs work in organizations
and organizational roles that are different
from those of other computing graduates.
Together with IS faculty, IS alumni have an
opportunity to provide the project with
a broader perspective on what it means
to be a computing professional and what
competencies are needed to succeed in
the roles that integrate computing with
Fourth, as with all efforts that focus
on guidance for education, CC2020 will
give the information systems community
a good and useful reason to compare
and contrast itself with other computing
disciplines and understand its place in
the broader computing ecosystem. In the
context of CC2005, the interesting new
question was the relationship between IS
and IT (which at that time was just emerging as an independent discipline). CC2020
will raise similar questions regarding the
relationship between, on one hand, IS
and data science and analytics and, on
the other hand, IS and cybersecurity. It is
highly likely that curriculum guidance for
cybersecurity degree programs will be
included in CC2020, and the same is possibly the case for data science and analytics.
It is essential for information systems to
understand itself in relation with both of
these emerging disciplines—as a major
contributing stakeholder, collaborator, and
also a potential competitor.
Finally, CC2020 is a great example of
a substantive project in which computing
disciplines and societies are engaging together with a strong collaborative intent.
The task force has from the beginning
emphasized the need to break down
unnecessary boundaries—not to decrease
the value of special contributions by the
subdisciplines but to move the focus to
highlight how computing as a whole can
benefit from bringing the various per-
spectives and capabilities together. This is
beneficial for all stakeholders of the proj-
ect and computing as a discipline. Within
AIS, this project could give the SIG-ED
community a mechanism and a strong
reason to engage in a forward-looking
conversation regarding the future of IS
The CC2020 task force and steering
committee are broadly global and inclusive
in terms of their composition and mindset.
In addition, the project is looking for comments and feedback from the members of
computing education community regardless of their geographic location, computing discipline, or type of an institution. I
specifically encourage the members of the
global information systems educator community to follow the project closely, read
its deliverables, and provide feedback that
will help the project to consider the distinctive perspectives that we as IS educators
can offer. The IS representatives are Heikki
Topi ( firstname.lastname@example.org, representing AIS)
and Les Waguespack (
email@example.com, representing AITP EDSIG). Please
contact either one us with your questions
or comments to the taskforce—we look
forward to hearing from you!
1. Clear, A., Parrish, A., Zhang, M., and van der Veer,
G. C. CC2020: A Vision on Computing Curricula.
in Proceedings of the 2017 ACM SIGCSE Technical
Symposium on Computer Science Education,
(Association for Computing Machinery, 2017), 647-
2. Schackelford, R., Cross, J. H., Davies, G., Impagliazzo,
J., Kamali, R., LeBlanc, R., Lunt, B., McGettrick, A.,
Sloan, R. and Topi. H. Computing Curricula 2005.
(Association for Computing Machinery and IEEE
Computer Society, 2005).
3. Topi, H., Valacich, J.S., Wright, R. T., Kaiser, K.,
Nunamaker Jr, J. F., Sipior, J.C., and de Vreede, G.J.
IS 2010: Curriculum guidelines for undergraduate
degree programs in information systems.
Communications of the Association for Information
Systems, 26, 1 (2010).
175 Forest Street
Waltham, Massachusetts 02452
DOI: 10.1145/3148549 Copyright held by author.
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