Abstract
The purpose of this study was to determine the relationship between the expectations of faculty who designed an MIS curriculum and the evaluations of the alumni regarding the situational value, i.e., entry-level position versus later in one's MIS career, of the content of the required courses in an MIS program. Alumni responded to a questionnaire that asked them to indicate the value of the content of each required course of the program during their first year on the job then in their current position. The alumni were asked to evaluate the entire MIS program on a series of bi-polar adjectives and a factor score for one's overall attitude toward the MIS program was then developed and related to the scores for the value of courses during their first year on the job then in their current position. The expectations of the faculty who designed the MIS curriculum as to what point in time each course would be of most value is stated. The points in time encompassed entry-level position versus later in one's career or a blending of the two. The extent to which the overall satisfaction factor measurement of the alumni was in agreement with the faculty regarding the point in time a course content would be of most value is analyzed. The value of this methodology to determine whether alumni perceptions support the faculty expectations is presented and discussed.