A Doctorate Degree Program in Information Systems of a Kind

Abstract

This paper discusses the design characteristics of a doctoral program in information systems at a university located in Western Pennsylvania. The program design includes unique characteristics that are intended to minimize the attrition rate among the students enrolled. The paper begins by discussing baseline statistics and reasons for attrition rates in doctoral programs. The focus there- after is an overview of computer related doctoral programs that offer doctoral degrees in informa- tion systems. It concludes with a detailed description of the specific design attributes of the Doc- tor of Science program in Information Systems and Communications at Robert Morris University (RMU).

Full text

Issues in Informing Science and Information Technology
A Doctorate Degree Program in Information
Systems of a Kind
Frederick Kohun
Robert Morris University,
Pittsburg, PA, USA
Azad Ali
Butler County Community
College, Butler, PA, USA
kohun@rmu.edu azad.ali@bc3.edu
Abstract
This paper discusses the design characteristics of a doctoral program in information systems at a
university located in Western Pennsylvania. The program design includes unique characteristics
that are intended to minimize the attrition rate among the students enrolled. The paper begins by
discussing baseline statistics and reasons for attrition rates in doctoral programs. The focus there-
after is an overview of computer related doctoral programs that offer doctoral degrees in informa-
tion systems. It concludes with a detailed description of the specific design attributes of the Doc-
tor of Science program in Information Systems and Communications at Robert Morris University
(RMU).
Keywords: Doctorate of Science, Information System Doctorates, IS Programs, Pennsylvania IS
Doctorate Programs, Computer Information Systems
Introduction
Attrition rates among doctoral students have been a problem for a long time. Numerous studies
have been conducted to address the issue of retention among doctoral students, and as a result, the
literature lists various suggestions that were aimed to minimize the number of students leaving
the doctoral programs prior to completion. As a result, doctoral programs are implementing poli-
cies in order to revamp their programs to come to terms with the issue of retention.
This paper explains how one doctoral program from its inception has addressed the issue of reten-
tion. The Doctor of Science program in Information Systems and Communications at Robert
Morris University (Located in Western Pennsylvania) began in 1999. Through deliberate design
characteristics and attributes, the university was able to graduate 90% of their students enrolled in
the three year program on time.
The paper begins by presenting statistics regarding attrition rates and the common cited reasons
for early exit among doctoral students. Focus then shifts to the discussion of the common charac-
teristics of doctoral programs in the computer/information systems field. To narrow the focus of
this study and to provide a baseline of comparison, this paper does a brief review of the com-
puter/information systems programs in
the Commonwealth of Pennsylvania.
Lastly, the discussion is directed to the
unique characteristics of the doctoral
program and its effectiveness in reten-
tion and graduation rates at Robert
Morris University (RMU).
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Doctorate Degree Program
180
Doctoral Attrition – Numbers and Reasons
The high attrition rate among doctoral students is not a new problem. The studies that are con-
ducted for this purpose are numerous. Some of the studies focus on the problems that cause attri-
tion, while others go into detail about the affect that attrition has on students, the university, and
society in general (Lovitts, 2001). Moreover, various surveys and annual statistics are produced
nationally to address the severity of this problem (National Center for Educational Statistics
[NCES], 2004).
In one study, the author estimated that about half of all Ph.D. candidates drop out before comple-
tion (Powers, 2004). While this study did not clearly define the meaning of “Doctoral Candi-
dates” (after completing the course work or not), nevertheless, a drop out rate of 50% is signifi-
cant. Another study by Arizona State University surveyed a group of doctoral students to ascer-
tain the percentage of completion after each year. This study tabulated results year by year by
listing the percentage of original students who completed the degree. It revealed that a substantial
number (about 8%) of the students who started the doctoral program did not complete it after 9
years (Arizona State University, 2003). Although these two studies cite percentages (50% and
8%) that are seemingly different, the second number (8%) suggests a longer time period of study
may reduce attrition.
In another comprehensive study conducted for this purpose, the author interviewed students who
completed their respective doctoral programs and students who did not complete them. The same
author compiled numerous tables regarding attrition rates from a sample of over 800 doctoral stu-
dents. For example, one table showed that attrition rate is about 33% for departments in rural uni-
versities and 68% for universities at urban universities (Lovitts, 2001).
The Digest of Education Statistics for 2002 presents a dire picture about the percentage of stu-
dents who start high school and ended up being enrolled in the doctoral programs after 10 years.
It listed that only .2% (2 in a thousand) of male students and .1% (1 in a thousand) for female stu-
dents who started in high school ended up enrolling in a doctoral program (NCES, 2004). So,
while only one in a thousand of the population enrolls in a doctoral program, still fewer graduate
from such programs.
The above studies cited various reasons for such high attrition rates that extend well beyond stu-
dent lack of interest or the decision fostered by student personal issues. Among the other reasons
that were cited by the studies include:
1- Lack of structure or enforcement mechanisms by the program (Lovitts & Nelson, 2005).
2- Strong focus on theory throughout the programs in general and during the dissertation
process in particular (Bourner, Bowden, & Laing, 2001).
3- Feeling of isolation or lack of connection among the peers of the students in the program
or among the students and the faculty and administration in the program (Lovitts, 2001).
Computer Related Doctoral Degree Programs
The doctoral programs in the computer technology field share two specific characteristics. First,
because the computer field is changing rapidly, frequent change in the content of such programs
is commonplace. Second, because the computer field is a relatively new field, its identity and
common body of knowledge is still evolving. As a result, there is significant diversity and variety
in the programs under the category of computer and information systems. Each program takes on
a different “look and feel” such that no two programs are alike.
The Peterson’s guide for graduate programs lists different graduate programs across the US
(“Graduate & Professional Programs: An Overview,” 2004). This guide categorizes programs by

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181
subjects of study. There are seven categories that include computer related fields. Overall, 440
doctoral degree programs are listed in the Peterson’s guide under different categories of computer
studies. The able lists the various fields of computer study programs and the number of universi-
ties offering doctoral program in each of the categories:
Table 1 – Categories of Doctoral Programs in Computer Related Fields
Category Name of Doctoral Program Number of Programs Across the US
Computer Education 10
Computer Engineering 121
Computer Science 170
Information Science 45
Information Studies 23
Management Information Systems 51
Management of Technology 22
Total number of schools offering doctorate degrees 442
The list above includes programs that are repeated and referenced more than once. In other
words, the same program could be listed under more than one category. Thus the actual number
of doctoral programs in each category may be less than is indicated in the table. Nevertheless, a
listing like this provides context for the diversity, variety, and number of doctoral programs listed
categorically.
IS Doctoral Programs in Pennsylvania
The Peterson’s guide to graduate programs lists the doctoral programs at Robert Morris Univer-
sity under two different categories (“Graduate Programs in Business,” 2004). First it lists it under
the Information Science category and second it lists it under Management Information Systems
category. Based on this classification, this paper concentrates on the doctoral programs in these
two categories.
In order to show some common characteristics among programs that offer doctorate degree in
information systems, this paper selected only the universities that offer such degrees in the Com-
monwealth of Pennsylvania. There are eight universities that offer doctoral programs in the areas
of information science and management information systems: Carnegie Mellon University,
Drexel University, Lehigh University, Pennsylvania State University, Temple University, Univer-
sity of Pennsylvania, University of Pittsburgh and Robert Morris University (“Graduate Programs
in Business,” 2004). The remainder of this section lists a few of the characteristics of a sample of
seven programs in Pennsylvania (information taken directly from the respective university web-
site). The subsequent section then discusses the doctoral program at Robert Morris University.
Carnegie Mellon University
The Tepper School of Business at Carnegie Mellon University offers a Ph.D. degree in Industrial
Administration. The program requires that degree candidates complete to the satisfaction of the
faculty:

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182
1- An approved program of study in the major area.
2- Two research papers, one each at the end of the first and second program years
3- The third semester qualifying examination
4- Completion of 18 units of credit for minor area courses
5- A doctoral dissertation (a written thesis representing original research, approved by an
assigned committee of the faculty, and defended in public).
Fulfillment of the doctoral program requires that the student complete between 136 and 162
course units. The exact course-unit requirement is dependent upon the student's prior preparation
in information systems and business (Carnegie-Mellon University, 2004).
Drexel University
The College of Information Science and Technology at Drexel University offers a Ph.D. program
which brings together both people and knowledge from multiple backgrounds and disciplines.
There is no prescribed length of time for the program. It could be completed by as few as three
years and can take up to five or more (depending on the time a student can devote to it). A com-
mittee of three program advisors (PAs) will oversee each student’s course planning and progress.
The PAs may also act as research mentors. Their main task is to develop a plan of study with the
students. The plan consists of two parts: first, the discursive program of study; and, second, the
official plan of study.
The degree requires a minimum of 60 credits beyond an applicable M.S.degree with at least three
consecutive terms of full time resident study (Drexel University, 2004).
Lehigh University
The Peterson’s Guide to graduate programs (“Graduate Programs in Business,” 2004) lists a doc-
toral program for Lehigh University under the category of Information Studies. However, we re-
searched the web site of the same university and did not find a doctorate program in either Infor-
mation Science or Management Information Systems. The closest degrees to the two above cate-
gories that we found on Lehigh University web site are both in Computer Science: one in Com-
puter Science and Engineering and the second in Electrical Engineering and Computer Science.
We decided to concentrate on the first one “computer science and engineering”.
The P.C. Rossin College of Engineering & Applied Science at Lehigh University offers a Ph.D.
program in Computer Science. It conducts cutting-edge research in a variety of key fields and
encourages students to take an active role in the rapid growth of its graduate program. Some of
the areas that are covered under this program include:
1- Computer systems engineering, including computer arithmetic, computer architecture and
computer vision.
2- Intelligence software systems engineering, including networking and network caching,
software architecture and computer vision.
3- Information Systems Engineering, including distributed data indexing, databases and vir-
tual environments (Lehigh University, 2004).
Pennsylvania State University
The School of Information Sciences and Technology at Penn State University offers a Ph.D. pro-
gram in the information sciences and technology for individuals seeking to become dynamic

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leaders in research and teaching who are focused on the problems and challenges of the digital-
based, global-economy.
The course requirement includes both a core and electives. The core of the IST Ph.D. program is
composed of four courses and a required colloquium. These courses represent the paired relation-
ships of the three central constructs in the information sciences – information, user, technology –
and the integration of all three. Collectively, these courses will help students with a rich concep-
tualization of the field (Pennsylvania State University, 2004).
Temple University
The Graduate School at Temple University offers a doctorate (Ph.D.) program in Computer and
Information Sciences. The concentration area is in information systems. The students are required
to complete the degree program through classes offered after 4:30 p.m. The course requirements
include theory area topics, system area topics and tracks specific area. Additional requirements
include taking the qualifier examination that tests the student on the fundamentals of computer
and information sciences and the basic body of knowledge in a track. It consists of written exam
on theory and algorithms, systems, and track specific materials. Writing skills are also formally
assessed. A student must pass a two hours essay exam given once a year, normally a week after
the qualifier exam (Temple University, 2004).
University of Pennsylvania
The department of Computer and Information Science offers a doctorate of philosophy (Ph.D.)
degree in the Penn School of Engineering and Applied Science. The program is intended for can-
didates with undergraduate training in one of the modern information processing fields. PhD stu-
dents must take four seminar courses (600-level or above) during their studies at Penn—two
courses related to the dissertation research area, and two in an unrelated area. Two half-credit
seminars may be counted as one course for purposes of this requirement. Doctoral students must
spend one year in residence (defined as two consecutive semesters of full time enrollment) at
University of Pennsylvania (University of Pennsylvania, 2004).
University of Pittsburgh
The department of Library & Information Science at the University of Pittsburgh offers a doctor-
ate of philosophy (Ph.D.) degree. Students are required to complete 54 credit hours beyond their
master degree in order to complete the program. The program prepares the students to advanced
work in research, teaching and administration. The primary purpose of the program is to develop
and understanding of library and information science beyond the master degree with particular
emphasis on the conduct of original research, the productivity and generalizability of research
findings and the contribution of such findings to the public. The program requires 54 credits with
a minimum of 36 seminar credits beyond the master’s degree and 18 dissertation credits (Univer-
sity of Pittsburgh, 2004).
The Doctoral Program at Robert Morris University
The Doctor of Science in Information Systems and Communications degree at Robert Morris
University (RMU) started in 1999. The first group of students graduated from this program in
May of 2002. The second group started in 2000 and completed their degrees in 2003 and the third
cohort graduate in 2004. This program was able to achieve a higher degree of graduation that the
national average. Table 2 below shows the completion rate for each of the three cohorts that fin-
ished the program.

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184
The goal of this “lock step” three year program as stated in the university materials is to “address
the expanding needs of professionals, who manage information resources, solve information,
communication, and technology related problems in businesses and other organizations, educa-
tion and/or train others in fields to the application of information systems and communications”
(Robert Morris University, 2004).
Table 2 - Evidence of Successful Completion Rate at RMU
Cohort Name Start Semester # Students In
Cohort
Number Completed
after 3 Years
Percentage Com-
pletion Rate
Cohort 1 Fall 1999 12 12 100%
Cohort 2 Fall 2000 15 12 80%
Cohort 3 Fall 2001 17 15 88.2%
The remainder of this section presents characteristics that are unique to the program that made it
A Doctorate Degree Program in Information Systems of a Kind.
Doctorate of Science – D.Sc.
The degree that is offered in this regard is the Doctorate of Science (D.Sc.). This is contrast to the
better known doctorate of Philosophy (Ph.D.). While the terminologies between the two degrees
are seemingly different, the differences between the two degrees are best described as “subtle”
with the primary difference lying in the research emphasis. Even the definition of the two degrees
does not reveal a clear cut about the difference between the two degrees. The BrainyEncyclopeida
defines Sc.D. or D.Sc. as “Abbreviation of the Latin Scientific Doctor. It is an academic degree
on par with the wider known Ph.D. The D.Sc. is awarded predominantly in engineering sciences,
whereas classical sciences seem to prefer the Ph.D.” (NationMaster, 2004). The same web site
defines Ph.D. as “an abbreviation of the Latin Philosophical Doctor …. Was originally a degree
granted to a learned individual who had achieved the award and who had demonstrated a long and
productive career in the field of philosophy” (NationMaster, 2004). Plus, the US Department of
Education and the National Science Foundation recognize both research doctorates (NationMas-
ter, 2004).
While studies have attempted to explain the difference between the two degrees, it seems that the
difference between the two degrees does not stem from the overall process of completing the de-
gree, the number of courses taken or the emphasis on research. To the contrary, it seems that both
degrees place strong emphasis on research and a final research project/dissertation.
Additional studies found subtle differences between the two degrees mainly in three areas: 1) in
the domain of research topic, 2) the research type, and 3) the research focus. The Studies of
Higher Education Journal grouped the D.Sc. with professional doctorates acknowledging that the
difference between what is called traditional doctorates (or Ph.D.) and professional doctorates
remain a “blur” at best. It described the emphasis of both degrees on course work and on re-
search. While the journal got into a long explanation of the difference between the two degrees in
terms of research topics, it noted that “while the PhD student can, at least in theory, research any
topic at all within the field of study, the candidate for a professional doctorate is usually expected
to undertake research at making contribution to the knowledge of professional practice” (Bourner,
et al., 2001).

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Regarding the research type, the above study explained that most Ph.D. research would be an
“original investigation undertaken to gain knowledge and understanding but not directly towards
any practical aim or application”. While in professional doctorate “an original investigation un-
dertaken to gain new knowledge and practical aims and objectives, which a reasonable descrip-
tion of the research required for most of the professional doctorates”. Finally, regarding the re-
search topic, the study explained “most Ph.D. candidates aim to make a significant contribution to
knowledge by focusing their efforts on a perceived gap in the literature in a subject discipline. By
contrast, most universities offering professional doctorates expect research to be undertaken on a
topic that related to a candidate’s own field of professional practice in their own working lives”
(Bourner, et al. 2001).
The Structure of the Program
The program at Robert Morris University is designed so that students enrolled in it can complete
it within six semesters (or three years). This kind of design is not much different from other doc-
toral programs. Doctoral programs, in general, list the degree requirements and suggest a se-
quence for completion. What distinguishes this program is the structure and support mechanism
this is inherent to the program design. The structural enforcement mechanisms include a “lock
step” cohort approach in which all students admitted at the same time take the same courses to-
gether in the same sequence.
Initially, an administrative member of the doctoral staff registers the students for courses each
semester. The students do not have a choice among courses nor do they have options in the num-
ber of courses. The students must take the 3 specific courses each semester in order to proceed to
the next semester. In order to assure that the students take what is required, a doctoral program
administrative staff member registers the students. This reduces the possibility of errors. Further-
more, this it facilitates the progression of students from one semester to the next, thus creating an
enforcement mechanism for the specified course sequence.
Second, the course content is the same for all the students enrolled in the program. This includes
the same textbooks, instructor, materials, assignments, and rigor. This policy helps to eliminate
the disparity in course content and results in consistent knowledge base for each student in the
cohort.
The Residency Weeks and Weekends
The doctoral program at this university is conducted during the mandatory scheduled residency
period. Each of the six terms has a scheduled residency of 7 days (late August for the fall term
and early January for the spring term) and 3 residency weekends each term held at 5 week inter-
vals The students enrolled in the program stay at a nearby hotel with reservations and accompa-
nying logistics taken care of by the RMU staff. The hotel cost, food, and related expenses are in-
tegrated into the yearly tuition cost.
The residencies are tightly scheduled with formal classes and one-on-one faculty student meet-
ings. The schedule runs from 8:00 AM to 9:00PM with breaks every hour and a half, time for
lunch and dinner. Both class time and break time allow for both formal and informal discussion
between faculty and students. Having a dedicated scheduled time for this program helps the stu-
dents clarify issues regarding the course work and research in the following ways:
1- It helps with student-to-student communications. The students are there all day long and
have the time to communicate with others regarding their course work.
2- It helps communicating with faculty also. All faculty members in the program attend the
residency week/weekend also.

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186
3- It may work as a channel to communicate with the administration in this program. The
administrators of the program attend the residency week/weekend.
The Cohort Enrollment Approach
The cohort approach takes a different direction. In this approach, students start the program as
one group (cohort), then take courses at the same time and move to complete the program to-
gether. Entering a program with a particular group of students, and taking courses with the same
students helps to reduce the feeling of isolation. It helps the students to get to know each other,
and share experiences among each other. But moreover, the content of the doctoral program at
RMU include additional activities that help breaking isolation among the students themselves and
also among the students and faculty alike.
1- Study and Discussion: This is an early day informal session that may be held over break-
fast, thus is nicknamed the “breakfast club”.
2- Community Dinner: This is a meeting/dinner that is sponsored by the program. The din-
ner is held at the beginning of the semester and is attended by the students from the dif-
ferent cohorts, the faculty and administrators of the programs.
3- Debriefings: These are informal sessions that are held at the end of the day. The debrief-
ing meetings take place to discuss issues brought up during the day.
The Field Project
The field research project in this program is similar to doing a dissertation in other doctoral pro-
grams. Applied research is the focus of each field project. A field research project is developed
through the following process:
1- A proposal for the field project must be submitted at the end of the second year and must
be defended in front of a selected committee.
2- Following the approval of the proposal, work begins for data collection.
3- The field project must address a problem related to work and the attempts of this field
project must be directed toward solving the proposed problem.
4- The student selects a committee that has at least three members. Also, the students are re-
quired to include one student from their cohort for reading and feedback.
5- The student is encouraged to select at least one member from the industry for which the
project is written for to ensure the practicality of the project.
In support of the field research project are three required seminars. Each seminar is focused on
the student field project research. The first seminar is held the second semester of the second
year. Its focus is the proposal. The second seminar is third year first semester and it focuses on
methodology and data analysis. The final seminar is the third year second semester and it focuses
on writing and quality assurance. In each seminar, all the students go through a process of public
presentation, defense, and review. The results of such peer evaluation and criticism is a better
designed, developed, and written research project.
Summary
This paper showed common characteristics among some universities that offer doctorate degree
programs in the Information Studies/Management Information Systems fields. Among these
common characteristics is the emphasis on research of all the programs discussed here and the

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187
various steps that each program go through including course work, research proposal, selection of
faculty and advisor and then working on research project.
At the same time, the paper explained some unique attributes that characterize the doctoral pro-
gram of Information Systems and Communications at Robert Morris University. These unique
attributes of the program are intended to address attrition reasons among doctoral students in gen-
eral. Although this program only began in 1999, it has so far achieved a significantly higher rate
of graduation than the national average. Based on these unique characteristics of this program, it
can be said about it that it is “an IS Doctoral Program of a Kind”.
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Biographies
Frederick G. Kohun, Ph.D., Associate Dean and Professor in the
School of Communications and Information Systems at Robert Morris
University in Pittsburgh, has more that 29 years experience as a
professor and administrator in the information systems field. He holds
a bachelor degree in economics from Georgetown University, graduate
degrees in economics and information science, from the University of
Pittsburgh, and a Ph.D. in applied history in technology from Carnegie
Mellon University. He had a leadership role in the design and
implementation of eight technology based academic programs at the
undergraduate and graduate level including a doctoral program. Most
recently, he was involved in the first round of ABET-CAC information systems accreditation.
Azad Ali, D.Sc., Associate Professor of Computer Information
Systems at Butler County Community College in Butler, Pennsylvania
has 22 years of combined experience in areas of financial and
information systems. He holds a bachelor degree in Business
Administration form the University of Baghdad, an M.B. A. from
Indiana University of Pennsylvania, an M.P.A. from the University of
Pittsburgh, and a Doctorate of Science in Communications and
Information Systems form Robert Morris University. Dr. Ali research
interests include object oriented languages, web programming tools,
and curriculum design. His community service and academic expertise
gets him in the news on Pittsburgh television and in the newspapers.