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Much of the prior research into information systems (IS) workers has assumed that they are professionals. In this paper we examine the characteristics of IS workers, IS work and the IS workplace, and suggest that this perspective is mistaken. Drawing on the sociological theory of professions as a reference discipline we contend that IS professionalism is an inappropriate categorization, and that such a portrayal limits our understanding of IS workers and their work. We argue in this paper that a more faithful and potentially useful characterization is to view IS workers as members of an occupational group. Within this perspective, an understanding of the occupational culture, context and history of IS workers is essential to an understanding of the IS occupation. We examine and challenge some common myths regarding IS work, technology and the IS workplace. We conclude by making some recommendations for future research, which should enhance our understanding of IS workers as members of an occupation.

Uses the job characteristics theory and additional research to measure the impact of growth needs, group interaction, advanced technology, change acceptance and the motivating potential of jobs in the IS profession. Specifically, IS maintenance professionals were compared with IS development professionals in a large midwestern organization in a study in which 208 IS professionals from four maintenance and development groups participated. Find a significant difference between IS developers and IS maintenance personnel in growth needs, advance technology strength and change acceptance. The motivating potential of jobs and group interaction strength were found not to be significant. The findings suggest that IS developers accept changes more readily than IS maintenance personnel. Thus, subgroups in the IS profession react differently to change. Advance technology will benefit IS developers more than IS maintenance personnel, suggesting that advanced technology should be given to the system developers first. IS developers respond more positively to positions which provide an opportunity to stretch their abilities, providing higher personal growth. This research could be used by practitioners and academics to manage the workforce of the future and to add to the database on motivation.

The importance of information systems (IS) professions is increasing. As personality–job fit theory claims, employees must have suitable personality traits for particular IS professions. However, candidates can try to fake-good on personality tests towards the desired personality type. Thus, the purpose of this study is to identify archetypal IS professions, their associated personality types and examine the reliability of the Myers–Briggs Type Indicator (MBTI) personality test in IS recruitment decisions.

The authors reviewed academic literature related to IS professions to identify job archetypes and personality traits for IS professions. Then, the authors conducted an experiment with 452 participants to investigate whether candidates can fake-good on personality tests when being tested for a particular IS profession.

The identified job archetypes were IS project manager, IS marketing specialist, IS consultant, IS security specialist, data scientist and business process analyst. The experimental results show that the participants were not able to fake-good considerably regarding their personality traits for a particular archetype.

The taxonomy of IS professions should be validated further. The experiment was executed in an educational organisation and not in a real-life environment. Actual work performance was not measured.

This study enables a better identification of suitable candidates for a particular IS profession. Personality tests are good indicators of the candidate's true personality type but must be properly interpreted.

This study enhances the existing body of knowledge on IS professions' archetypes, proposes suitable MBTI personality types for each profession and provides experimental support for the appropriateness of using personality tests to identify potentially suitable candidates.

Purpose – This chapter will utilize the apprenticeship model developed by the Carnegie Foundation for the Advancement of Teaching in their Preparation for the Professions series to study how American Library Association (ALA)-accredited Master of Library Science (MLS) programs could be reformed to better integrate the interests of educators with those of the practicing profession and the public they serve.

Design/Methodology/Approach – The Carnegie model uses three “apprenticeships” to distinguish the three areas professional education must address, labeled in this chapter as knowledge, practice, and identity. Each of these three areas is explored as it relates to the education of librarians, with an emphasis on what constitutes the general knowledge, skills, and identity of librarianship. Examples of how these three components could be integrated into an MLS program are given.

Findings – Current ALA-accredited MLS programs differ widely on the number and content of required courses. Applying the model developed in the other Carnegie studies to the field of library education yields a clearer vision for the professional education of librarians and to a reorienting of the educational experience students encounter in their MLS studies.

Originality/Value – Using examples from other professional education programs allows library educators to see the means by which a holistic education is achieved in other professions. The novelty of this approach is in the breakdown of the various components of a professional education program. The tripartite approach to professional education also provides a useful framework around which to build an MLS program.

This study establishes three predominant cognitive models of information and the information transfer process manifest in the literature of library and information science, based on a linguistic analysis of phrases incorporating the word ‘information’ from a random sample of abstracts in the LISA database. The direct communication (DC) and indirect communication (IC) models (drawn from Reddy's frameworks of metalinguistic usage) adopt the perspective of the information system; the information‐seeking (IS) model takes the viewpoint of the information user. Two disturbing findings are presented: 1. core elements of the DC and IC models are more weakly supported by the data than are most of the peripheral elements; and 2. even though the IS model presents the information user's perspective, the data emphasise the role of the information system. These findings suggest respectively that the field lacks a coherent model of information transfer per se and that our model of information retrieval is mechanistic, oblivious to the cognitive models of end users.

Examines two myths in relation to information systems development and management. Explores them from the political perspective of securing identities. Uses two recent case studies of Australian organisations to illustrate this. Argues that myths often serve to secure the identities of groups of employees. The use of the myths provides a way of exploring the political nature of IS development and management. IS departments often portray the image of being technical departments which rely on technical tools and techniques. In reality, it can be seen from the two case studies that the organisations have a number of informal approaches in the development and management of IT which in some cases can be described as being politically staged.

The purpose of this paper is to examine investors' perceptions of the usefulness of continuous online auditing (COA) prior to and after the Sarbanes‐Oxley (SOX) Act and assesses the current value relevance of continuous auditing. The paper examines two research questions: first, whether continuous online audits significantly impact investors' perceptions of firm risk and, consequently, the value of a firm and second, whether continuous online audits have a greater impact on investor assessment of a firm's risk subsequent to SOX.

A 2 × 2×2 × 2 between participants laboratory experiment was conducted. Technology risk was manipulated at (e‐commerce risks versus no e‐commerce risks), traditional financial risk was manipulated at (high financial leverage versus low financial leverage), COA was manipulated at (traditional annual audit versus continuous online audits), and pre‐ and post‐SOX was tested (2002 sample versus 2005 sample). The primary dependent variables used were investors' assessment of firm risk and investors' assessment of earnings per share estimates. Additionally, investors' confidence in their investing decision was captured.

Results indicate a demand for COA as reflected in investors' reduced firm risk estimates, and increased confidence in estimates. Comparative results from the 2005 sample and the 2002 sample indicate that the value relevance of COA has increased after the introduction of SOX in July 2002. We attribute this shift to investors' perception that COA is a factor that helps mitigate firm risk and relatedly boosts investor confidence in their investing decisions.

Only a single proxy for traditional business risk (financial leverage) is examined. Future studies need to examine the ability of continuous online audits to mitigate other types of traditional business risks.

The study establishes the current economic feasibility of continuous online audits. Additionally, the most insightful finding of the study is that the value relevance of COA has increased after the introduction of SOX. This shift is due to investors' perceptions of COA as a factor that mitigates firm risk and helps boost confidence in their investing decisions. Implications for the profession, the classroom and public policy are discussed.

The professionalization of IT has long been complicated by disagreement over the appropriate model to employ. Physicians, lawyers, scientists, engineers, artisans, and artists have all one been invoked at one time or another by one group or another as guiding examples for the development of an IT profession. Yet none of these has proved fully convincing. Discusses the different kinds of professional practice which have been likened to IT, considers why it has proved so difficult to settle on a single one, and suggests an alternative way of conceptualizing IT practice.

The purpose of this study is to investigate the motivations of undergraduate students in choosing to study the information systems (IS) program and explore gender differences in students’ motivations.

This study examines the results of an online survey of undergraduate IS students at a public university in Norway. An online survey was used to collect the data from undergraduate students who enrolled in an introductory IS course. T-test was used to test the differences between male and female students.

The results identified that career-related factors such as job availability and job security were the two most prominent factors for both male and female students to choose IS. The results also show that male and female students have essentially similar motivations to choose IS. There were only two significant differences found between female and male students in the perceptions of the importance of factors that influence the decision to choose IS: “personal interest in subject matter” and “ease of study topics.” Male students rated the importance of personal interest and ease of study topics significantly higher than female students.

Despite the fact that Norway is a highly digitalized and gender-equal country, women are still underrepresented in IT-related jobs and higher education studies. Findings from this study will help to understand the motivations of students in choosing IS and gender differences in their motivations in a highly gender-equal and digitalized European country.

A major dilemma facing an organization today is the successful migration to new computing technologies. Inherent in this problem is how to develop or acquire information systems (IS) workers to implement the transition. Although prevalent in other fields, the information systems profession has not utilized assessment centers to address this issue. This article articulates the problem from the organization’s point of view and suggests strategies for developing the careers of IS employees. Assessment centers can be used to identify skills needed for the career development of IS employees. In addition, the organization obtains the knowledge resources necessary to compete for scarce IS workers. The use of assessment centers results in a win‐win situation for both employees and employers in the information systems industry.