Pülz, Michael
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Implementing the AoL standard for the WI and BIT curricula in AACSB – Lessons learned at the FHNW
2022, Telesko, Rainer, Ochsenbein, Guy, Röhm, Ruth, Reber, Andreas, Pülz, Michael, Loosli, Christina
Before 2014, the quality management process in all our programs has been rather informally and individually organized. In 2014, the management of the School of Business at the FHNW decided to set up a strategic project to achieve the AACSB accreditation to sustainably secure the role among the best business schools. Among other standards, AACSB deals with Assurance of Learning (AoL, standard 5 in the 2020 standards) with the clear goal formulated as "The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met." The AoL process has been established step by step since 2015 and provided us with a guideline to check the mission-reference of our program goals and learning objectives and to continuously develop the program quality on a common database. This paper describes the implementation of AoL using the four steps "Determining Degree Program Learning Goals", "Measure", "Results" and "Closing the Loop" for the bachelor programs WI (in German "Wirtschaftsinformatik") and BIT (Business Information Technology). As examples, measurements and improvements for various modules (spanning from supply chain to the computer science domain) are discussed, underpinning the clear and significant progress in the management of curricula and in the monitoring of our study programs’ effectiveness regarding student learning. Finally, we outline selected AoL initiatives at other universities and show how we can benefit from them to successfully enhance our project.
Programming in an undergraduate business curriculum
2018, Pülz, Michael
This paper is about teaching programming to business students on an undergraduate level. These students tend to consider information technology (IT) and information systems to be rather abstract and difficult subjects. Despite the fact that young business undergraduates have a good grasp of the use of modern information technology, their interest in how this technology actually works seems to be quite limited (Burns, Gao, Sherman, Vengerov, & Klein, 2014). The approach described in this paper is to use an information systems standard textbook such as Laudon and Laudon and the standard curriculum of a foundational information systems course (Topi et al., 2010) as a basis for designing the course curriculum, but to somewhat limit the time spent on these subjects. The time saved is then spent on teaching some computational thinking (Wing, 2006) and programming (coding, using Python). In the past two years, the author has taught this content to 127 undergraduate students in a trinational Bachelor program
Java or Python: which programming language is more suitable for an introductory business IT course?
2021, Pülz, Michael
This paper is about the question which programming language lends itself better to being the first programming language to learn: Java or Python. In Switzerland, the generation entering university usually has had no preceding contact to programming. This topic has only been introduced lately into the secondary education curriculum. The generation starting their Bachelor programs today (and for at least another five to ten years) usually had no training in programming (Ristic, 2017). From experience, we know that students of the “BSc in Business Information Technology” program struggle primarily with mathematics and programming. About 40-50 % of the students fail one or both of these subjects (even more in programming than in math). Thus, the question arises if the choice of the first programming language (Java for the time being) plays a role in this high failure rate. This paper tries to explore some of these questions. First, an analysis of the currently taught introductory programming languages at universities will be presented. Then, research about the suitability of certain languages as a first tool in undergraduate programs will be summarized (e.g. Alzahrani et al., 2018). Finally, conclusions are drawn, and implementation steps are outlined.
Entwicklung eines konfigurierbaren Standard-Empfehlungssystems für die Shop-Software von myfactory.BusinessWorld
2008, Pülz, Michael
Dieser Arbeitsbericht beschreibt das PersECA-II-Teilprojekt mit der bbv Software Services AG, Luzern und Zug. Das Teilprojekt wurde im Frühjahr 2006 gestartet und Anfang 2008 abgeschlossen. Ziel war es, die bestehende Business Software myfactory.BusinessWorld um Personalisierungsfunktionen zu erweitern. In diesem Rahmen wurde ein standardisiertes Empfehlungssystem entwickelt, das im myfactory-Shop-Modul zur Verfügung gestellt werden kann. Da die Funktionsweise eines Empfehlungssystems an die Art der gehandelten Produkte angepasst werden muss, wurden verschiedene Parameter entwickelt, mit denen sich das System kundenspezifisch konfigurieren lässt.Dieser Arbeitsbericht entstand im Rahmen des Forschungsprojekts PersECA II (Personalisierung von E-Commerce-Appplikationen) der Fachhochschule Nordwestschweiz FHNW. Der KTI/CTI (Kommission für Technologie und Innovation am Bundesamt für Berufsbildung und Technologie - BBT) danken wir für die finanzielle Unterstützung des Projekts.
Java or Python: which programming language is more suitable for an introductory business IT course?
2021, Pülz, Michael
This paper is about the question which programming language lends itself better to being the first programming language to learn: Java or Python. In Switzerland, the generation entering university usually has had no preceding contact to programming. This topic has only been introduced lately into the secondary education curriculum. The generation starting their Bachelor programs today (and for at least another five to ten years) usually had no training in programming (Ristic, 2017). From experience, we know that students of the “BSc in Business Information Technology” program struggle primarily with mathematics and programming. About 40-50 % of the students fail one or both of these subjects (even more in programming than in math). Thus, the question arises if the choice of the first programming language (Java for the time being) plays a role in this high failure rate. This paper tries to explore some of these questions. First, an analysis of the currently taught introductory programming languages at universities will be presented. Then, research about the suitability of certain languages as a first tool in undergraduate programs will be summarized (e.g. Alzahrani et al., 2018). Finally, conclusions are drawn, and implementation steps are outlined.
Profile und Technologien der Personalisierung
2008, Leimstoll, Uwe, Stormer, Henrik, Schneider, Raoul, Pülz, Michael, Quade, Michael H.
Personalisierungsfunktionen dienen dazu, Inhalte und Funktionen einer Website an die spezifischen Bedürfnisse einzelner Nutzer anzupassen. Um solche Funktionen realisieren zu können, müssen Kundenprofile aufgebaut und mit geeigneten Technologien verarbeitet werden. Der Arbeitsbericht beschreibt Profile und Verarbeitungstechnologien, die in B2B- und B2C-Onlineshops eingesetzt werden können. Er entstand im Rahmen des Forschungsprojekts PersECA II (Personalisierung von E-Commerce-Appplikationen) der Fachhochschule Nordwestschweiz FHNW. Der KTI/CTI (Kommission für Technologie und Innovation am Bundesamt für Berufsbildung und Technologie - BBT) danken wir für die finanzielle Unterstützung des Projekts.