Abstract-GreenIinTeaching-Pattinson

=Green IS in teaching – specialist or generalist?= Colin Pattinson, Leeds Metropolitan University, England Neil A. Gordon, University of Hull, England

Abstract
It is becoming recognised that the question of “sustainability” or (“green-ness”) has a significant role to play in the teaching of information and computer systems (ICS) in higher education. In response, some institutions have developed specialised courses, typically at the graduate level, either as components of wider business programs, or as programs in their own right. Others have integrated the topic into their undergraduate teaching, often as a component of systems analysis and design courses, treating environmental impact as one of the design constraints which should be considered in developing a systems solution. Computer science programs may use their computer architecture-themed modules to introduce students to the relationship between hardware design and energy use. In some cases, the ethics and professionalism strand is developed through consideration of electronic waste. It is also possible to envisage a legal focus based on the need for compliance with national and international legislation.

This indicates that there is considerable variation possible in breadth and depth of content, and raises the question of appropriateness and suitability of material, and of the need to target material at the appropriate level for a particular student cohort. For example, those students whose future career is likely to involve them in the specification and selection of systems need to know that technological solutions such as virtualisation and thin client systems are available, and be aware of their potential, without necessarily having to implement such a solution, whilst the systems developer or administrator would need to be familiar with the process of virtualisation and have the skills actually to carry out a virtualisation operation. There also exists considerable potential for variation of emphasis in presentation according to students’ motivations: some students might respond positively to a delivery based on cost-saving; to a focus on behaving “responsibly” or to energy-saving for environmental sustainability; still others would approach the question from the perspective of a sceptical approach to the claims for “green-ness”. Of course, none of these should be exclusive, but the initial approach to the topic can significantly impact the style of work and topics selected.

It is instructive to consider a grading and taxonomy of material, giving indications of the information, case studies, research and practical activity most suitable for students of differing background and interest. The authors have experience of working on sustainability questions in ICS at all levels of higher education, including doctoral research supervision, the development and delivery of a taught “green computing” masters program and the incorporation of sustainability issues in the undergraduate curriculum. They are currently collaborating in the design of learning material for undergraduate students. Drawing on our experience of working with students from IS and computing backgrounds, this paper will discuss the differing requirements and demands, and suggest appropriate topic leads and material to meet those differing expectations.

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