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Classifies the critical knowledge/skill set according to content or domain of knowledge by means of a survey. This is conducted in accordance with what IS practitioners and educators can easily relate. The survey uses this approach and includes four broad categories of critical Information Systems (IS) knowledge/skills: IS technology knowledge/skills, organizational and societal knowledge/skills, interpersonal knowledge/skills, and personal trait knowledge/skills.

The year 2000 (Y2K) remedy process is an ongoing business to be continued even after the rollover of the century. This is especially true for the organizations that fail to cope with the crisis properly. In this paper, major problems associated with the crisis are identified and key remedy issues such as effective remedy methods, a systematic implementation model, compliance testing, and resource management issues are identified and presented. Post‐millennium remedy guidelines are also suggested, as the Y2K crisis will be an ongoing business for many organizations for an extended period of time after the rollover of the millennium.

The purpose of this paper is to present the results of a comprehensive study on the specialisations or career tracks supported by the Information Systems (IS) curriculum in the UK.

The study utilises the recently published IS curriculum guidelines (IS 2010) to develop a method for ranking the career tracks of undergraduate IS courses in the UK.

The research presents a prioritised list of graduate IS careers by taking into account the entire IS course provision in the UK. At the same time, it offers data about the size of the IS curriculum in terms of universities in the UK and the number/type courses they offer.

The study relies on a previously undeveloped method for measuring career specialisations for UK IS graduates. Additional work is needed to validate the results through comparisons with alternative methods of measuring the careers supported by IS degree courses.

By having concrete data about the state of the IS curriculum in relation to its employability opportunities, the IS academy can make more informed decisions about future curriculum development. Further comparative research can be undertaken to support arguments about the relevance of the IS curriculum to industry needs.

There has been no similar UK study on this scale which examines the state of the IS curriculum in relation to the career opportunities it offers. The development of the method for this study also offers insights into the structure and recommendations presented by IS 2010.