Foundations of a concept for an education program in information science

Abstract

Information science as a profession has its origin in the convergence of several information‐related sciences and technologies. These sciences and technologies were given impetus by developments during and following World War II. These made explicit the importance for the greater utilization of information technology to data processing and utilization for human decision functions. The need became evident for trained individuals to handle problems incident to greater information production and to develop systems to cope with such production. The program at the University of Dayton is an example of a graduate program to meet this need. The program postulates that there are training requirements at three levels, namely, Information Technologist at the undergraduate level, the Information System Specialist at the masters level, and the Information Scholar or Scientist at the doctoral level. Regardless of the level, the individual so trained should possess four capabilities; first, the ability to analyze problems systematically, second, the ability to communicate with individuals in other disciplines, third, to know the information technology and how to apply it, and fourth, to understand how the human element interacts with information processing and utilizing functions. To meet this requirement students are required to develop a program in four major areas, namely, in basic formalisms (mathematics, logic, scientific methodology, etc.), computed science, engineering (systems design, simulations, etc.) and behavioral science. Students are required to complete three graduate courses (nine hours) in each of the foregoing areas. Based on experience with the administration of such a program, several recommendations regarding courses and the role of students in the program are presented and discussed.