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It is important for students to be prepared to act ethically when they face real world situations that test their ethical leadership. The purpose of this study was to examine university students' responses to ethical dilemmas. One hundred and sixty two students in numerous majors and both undergraduate and graduate classifications responded to a survey that presented 13 ethical dilemmas. A low survey score represents more ethical responses and a higher score represents more unethical responses. The findings for respondents indicate that the mean ethics score was 5. Since all 13 scenarios were clearly unethical, a mean score of 5 indicates many student respondents stated they would act unethically in numerous scenarios. The findings also indicate that there is not a significant difference between gender and ethics scores. The findings of our study reinforce the importance of the need for educators to work toward making academic integrity valued by all university graduates. Business school administrators and faculty need to carefully examine their curriculum to see how well their school is fulfilling its obligation in providing employees who will be ready to lead and act ethically. With the extent of university student cheating reported in the literature and in our own research, it is clear that more insight into this problem would be helpful. Future empirical research is needed to explore the extent to which business school administrators and faculty are responding to the AACSB call to provide business students with the ability to be ethical leaders in the work place.

Healthcare information technology is at a crossroads today. As legacy data systems converge with bleeding edge technologies, the technology environments of today's hospitals and clinics are evolving rapidly, producing new care delivery models. As a result, we need to reassess how information technology education is meeting the needs of healthcare practitioners and institutions. The recent push to adopt Health Information Technology (HIT) with financial incentives and penalties attached was a bold move, but establishing policies is easier to pen than implement. The challenge faced by many healthcare organizations is the lack of technical and organizational infrastructure, as well as skilled man power. This special issue seeks to bring new approaches to the IT classroom, particularly with HIT curriculum, training, and education. Students entering the workforce or completing professional programs will have more career options with an understanding of how to leverage enabling technologies. Those in a healthcare management and leadership capacities will also benefit from this special edition as each of the articles presented address strategic level issues and the need for IT leadership in the planning and implementation of enterprise level systems, to ensure the safety, privacy and security off all patients are protected. The authors of this special issue offer interdisciplinary perspectives on key topics shaping HIT around the world. As members of academia, curriculum is at the heart of the matter and our authors offer justification and case studies on areas where academia needs to continue its growth to serve the healthcare industry.

Online teaching and learning have become increasingly common in higher educational institutions. These higher educational institutions realize the growing importance of online learning in information systems/information technology (IS/IT) education and are now offering online IS/IT courses and programs to students. However, designing, developing, teaching, and assessing an online IS/IT course effectively is often a challenge. Many IS/IT instructors are new to online teaching and need orientation and training for their own readiness in designing, developing, teaching, and assessing IS/IT courses in the online environment. It is recognized that effective faculty are key to student success in online courses and to the success of online programs (Meyer and Jones, 2012). Therefore, it is imperative that administrators and instructors of IS/IT courses and programs learn more of the best practices of online teaching for high student success. This support to instructors and administrators is the purpose of the Special Issue of the "Journal of Information Systems Education."

Over the years, the news media has reported numerous information security incidents. Because of identity theft, terrorism, and other criminal activities, President Obama has made information security a national priority. Not only is information security and assurance an American priority, it is also a global issue. This paper discusses the importance of Global Information Security and Assurance in information systems (IS) education. Current university graduates will become tomorrow's users and protectors of data and systems. It is important for universities to provide training in security and assurance of information systems. Are students getting adequate education in this area? If not, this leaves them ill-prepared for the needs of the workplace. The security of our information systems needs to be a major concern for educators and corporate leaders. We recommend that instruction in security and assurance be a core component of the curriculum for all IS and business students. The purpose of this special issue is to provide insights, ideas, and practical tips from IS educators and professionals. Along with the academic papers in this issue, a new section was added, advisory from professionals. Just as a university information systems department has an advisory board of professionals, this new section provides an advisory to academics; professionals provide insights into the corporate world and they need.

The new majority of faculty in today's colleges and universities are part-time, yet sizable gaps exist in the research on their needs, interests, and experiences. Further, the peer-reviewed scholarship is largely quantitative. Principally, it focuses on the utility of the adjunct work force, comparisons between part-time and full-time faculty, and personal, institutional, or systemic stressors related to institutional reliance on a part-time workforce. The purpose of this study is to ascertain, through qualitative inquiry, the experiences of part-time faculty at a mid-sized, comprehensive public university. Data from 85 participants were coded, analyzed, and integrated into three core themes. The first, receiving outreach, speaks to inconsistent outreach, messaging, and communication from and across the institution. Mentoring was identified as a prevailing sub-theme and a plausible method of mitigating extant disconnects. The second core theme, navigating challenges, classified the teaching quandaries revealed by this cadre: student engagement and learning, quality of work-life interaction, and community disconnect. The third theme, developing skills, reflected part-time faculty members' needs and interests related to cultivating additional knowledge required for advancing university teaching. While responses are localized, their meanings may be transferred to other campuses through the incremental adoption of programs, services, and advocacy efforts. (Contains 4 tables.)

In today's organizations team work has become an integral part of the day-to-day routine. For this reason, University professors are including group projects in many courses. In such group assessments, we advocate the use of interdisciplinary teams, where possible. As a case study, we report an interdisciplinary group technical project with members from a Master of Business Administration course and a Master of Science in Accounting course. We also describe the refinements made to the course in order to enhance the collaboration between students from two classes.

As the need for new hires with accounting and information technology knowledge increases, a new major in accounting information systems (AIS) has emerged. This new AIS degree is a hybrid of accounting concepts and common business subjects combined with key information technology issues. Employers were presented with 56 core content areas found in the curriculum for the AIS major and asked to rate the importance of each. We present the results of the survey along with company demographics. Conclusions are then drawn to determine if the employers are hiring new employees with the necessary knowledge and skills needed to fill these employment trends. (Contains 6 tables and 1 figure.)

This article presents findings of an empirical investigation of the database marketing (DBM) course in business schools within the United States accredited by the Association to Advance Collegiate Schools of Business. Results indicated that from 2001 to 2005 there was a 52.5% increase in the percentage of business schools offering an undergraduate DBM course and that the content of the DBM course had changed. The major change in topical coverage in the DBM course over the time frame studied was the addition of ethics coverage. There was also an increase in the amount of coverage in the course for areas such as lifetime value of a customer, direct marketing, data warehousing, market segmentation, and customer relationship marketing. During the 4 years between surveys, the analytical techniques covered in class stayed essentially the same with the exception of cross-tabs, in which theoretical and hands-on use increased greatly. (Contains 8 tables.)

Solutions for evaluating student team members who do not contribute equally include the following: eliminate group projects, monitor group meetings, build teamwork skills, give all members the same grade, and have students evaluate other members' contributions. A survey of 68 students found that 80% were not motivated by peer evaluation but thought other group members would be. (Contains 14 references.) (JOW)