F3-PRO3-3 - Improving Writing Skills Among Information Systems Students: Guidelines for Incorporating Communication Components in Higher Education2. Research-to-Practice Full Paper
1 Örebro University School of Business, CERIS, Örebro, Sweden
The communications skills of students enrolled in technically oriented programmes, which are in focus in this full paper, is often overlooked and courses tend to focus on practical engineering skills rather than abilities to efficiently communicate results and findings [1, 2]. An external evaluation of a bachelor programme in Information Systems at a Swedish University concluded that the scientific papers produced in the programme were of poor quality. Likewise, course evaluations gave a clear indication that many students felt poorly prepared for the task of writing their bachelor thesis.
This paper reports of two different approaches to overcome this type of problem. The first example takes its outset in a collegial project where all courses curricula were reviewed in order to include activities related to academic writing.
The second example used in this paper is a course in engineering communication that is mandatory for first year computer science students. The course focuses on both written and verbal communication skills and results in a scientific report.
Theoretically, the research presented in this paper is positioned within curriculum theory and constructive alignment. Curriculum theory is a sub-theory of educational theory and is devoted to e.g., shaping educational curricula to improve learning or investigating which values govern curricula design . Pinar  describes curriculum as a ‘complicated conversation’ between older and younger generations that should be based on research and educational experience. Within curriculum theory, constructive alignment is an approach, based on constructivist theories of learning, that proposes the alignment of intended learning outcomes, learning tasks and assessments . Constructive alignment has had a major impact on the instructional design literature  and in curriculum design in higher education worldwide .
In this paper we will discuss and contrast the two examples introduced above, in light of the introduced theory. The ambition is to extrapolate a set of guidelines
for how to introduce communication components in technically oriented higher education courses. These guidelines can be used to develop the practice of writing curricula for courses in Engineering, Computer science and Information systems.
Keywords: Writing practice, Pedagogy, Engineering, Information Systems…
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