State of the academic field of IS in India

Abstract

The field of information systems (IS) remains ill-defined, facing problems of recognition and identity crisis. Several papers and debates have been dedicated on this topic for over three decades. The focus of these debates have largely centered on the state of the IS field in Americas and Europe and with a limited study conducted in the Asia---Pacific context. This study attempts to assess the field in the Indian context and highlight the challenges and issues faced by IS faculties in India. Based on literature survey of the seminal papers in the field, we identified the salient topics of interest to IS researchers: identity of the IS field; diversity of the field; research approaches, methods and rigor; reference disciplines; journals and conferences; and IS course and curriculum. A two-phase study was carried out to explore the interest generated by the IS field in India. In the first phase, secondary data review of leading business schools in India was carried out to understand their focus on IS as an academic discipline. In the second phase, we conducted interviews of IS researchers from the premium business schools in India. In our study, we analyze the research focus of IS faculties in B-schools in India, analyze the composition of the faculty pool and the nature of research work undertaken by them. Our study points at the restricted focus of IS researchers in India around a few narrow areas, with a significant breadth of topics not being explored for research. We found the identity struggle of the field to be prominent, which was further compounded by the limited number of active, IS researchers. The growing importance of qualitative techniques in IS research, the challenges of developing a sound base in multiple reference disciplines and the need for making IS course interesting for business school students were some of the other significant observations. Our study also highlighted the paradox of the success of the IT industry in India leading to reduced enrollment of IS courses in B-Schools. We conclude by providing recommendations to B-school deans and directors.