Author: Chris Cope

Beneath the Surface: The Experience of Learning about Information Systems describes significant new knowledge that can be used to improve teaching and learning about information systems (IS). The research reported in this book found that the IS learning experience has educationally critical aspects that have not previously been identified. The book contends that unless students address these aspects, the development of the depth of understanding required for effective IS practice is highly unlikely. Current IS model curricula and textbooks do not emphasise these educationally critical aspects leaving new graduates possibly ill-equipped to make an immediate contribution to practice. Beneath the Surface argues the necessity for IS students to develop an understanding of IS within organisations as social systems with embedded IT. The people in an organisation are part of the IS and make decisions based on meaning they have attributed to the output of the IT. For students to achieve this understanding it is educationally critical that they go Beneath the Surface and use a deep learning approach that involves attributing meaning to learning tasks. A surface learning approach that involves rote learning the content associated with a learning task for recall in assessment situations is highly unlikely to lead to this understanding. This book demonstrates that the processes of attributing meaning in an IS context and a learning approach context are fundamentally the same. IS curriculum designers, textbook writers and teachers can use this knowledge to enhance students' learning experiences. Enhancement can be encouraged by designing learning situations that focus students' awareness on the IS conceptual and learning aspects of attributing meaning simultaneously. Beneath the Surface is also intended to be of value to PhD students and researchers of student learning, in particular those interested in the research approach known as phenomenography. Phenomenography is a qualitative research approach used to investigate variation in the way phenomena can be experienced. This book clearly describes the complex ideas underlying a phenomenographic perspective on learning and a phenomenographic research approach.