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COMPUTING
HANDBOOK
THIRD EDITION
Information Systems and
Information Technology
COMPUTING
HANDBOOK
THIRD EDITION
Information Systems and
Information Technology
EDITED BY
Heikki Topi
Bentley University
Waltham, Massachusetts, USA
EDITOR-IN-CHIEF
Allen Tucker
Bowdoin College
Brunswick, Maine, USA
CRC Press
Taylor & Francis Group
6000 Broken Sound Parkway NW, Suite 300
Boca Raton, FL 33487-2742
© 2014 by Taylor & Francis Group, LLC
CRC Press is an imprint of Taylor & Francis Group, an Informa business
This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been
made to publish reliable data and information, but the author and publisher cannot assume responsibility for the valid-
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holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this
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Contents
v
vi Contents
The purpose of the Computing Handbook Set is to provide a single, comprehensive reference for
specialists in computer science, information systems, information technology, software engineering,
and other fields who wish to broaden or deepen their understanding in a particular subfield of the com-
puting discipline. Our goal is to provide up-to-date information on a wide range of topics in a form that
is accessible to students, faculty, and professionals.
The discipline of computing has developed rapidly since CRC Press published the second edition of
the Computer Science Handbook in 2004 (Tucker, 2004). Indeed, it has developed so much that this third
edition requires repartitioning and expanding the topic coverage into a two-volume set.
The need for two volumes recognizes not only the dramatic growth of computing as a discipline but
also the relatively new delineation of computing as a family of five separate disciplines, as described by
their professional societies—The Association for Computing Machinery (ACM), The IEEE Computer
Society (IEEE-CS), and The Association for Information Systems (AIS) (Shackelford et al., 2005).
These separate disciplines are known today as computer engineering, computer science, information
systems, information technology, and software engineering. These names more or less fully encompass
the variety of undergraduate and graduate degree programs that have evolved around the world. The
document “Computing curricula 2005: The overview report” describes computing this way (Shackelford
et al., 2005, p. 9):
In a general way, we can define computing to mean any goal-oriented activity requiring, benefit-
ing from, or creating computers. Thus, computing includes designing and building hardware and
software systems for a wide range of purposes; processing, structuring, and managing various
kinds of information; doing scientific studies using computers; making computer systems behave
intelligently; creating and using communications and entertainment media; finding and gathering
information relevant to any particular purpose, and so on.
To add much flesh to the bones of this very broad definition, this handbook set describes in some depth
what goes on in research laboratories, educational institutions, and public and private organizations to
advance the effective development and utilization of computers and computing in today’s world. The
two volumes in this set cover four of the five disciplines in the following way:*
1. Volume I: Computer Science and Software Engineering
2. Volume II: Information Systems and Information Technology
* This handbook set does not currently cover computer engineering, though we hope such coverage can be developed and
added to the set in the near future.
xi
xii Preface to the Computing Handbook Set
This set is not designed to be an easy read, as would be gained by browsing a collection of encyclope-
dia entries on computing and its various subtopics. On the contrary, it provides deep insights into the
subject matter through research-level survey articles. Readers who will benefit most from these articles
may be undergraduate or graduate students in computing or a related discipline, researchers in one area
of computing aiming to expand their knowledge of another area, or other professionals interested in
understanding the principles and practices that drive computing education, research, and development
in the twenty-first century.
This set is designed as a professional reference that serves the interests of readers who wish to explore
the subject matter by moving directly to a particular part and chapter of the appropriate volume. The
chapters are organized with minimal interdependence, so that they can be read in any order. To facili-
tate rapid inquiry, each volume also contains a table of contents and a subject index, thus providing
access to specific topics at various levels of detail.
Preface to Volume II:
Information Systems and
Information Technology
We are delighted to introduce this new volume of the Computing Handbook Set on information systems
(IS) and information technology (IT). Both of these disciplines focus on computing in a context (such
as an organization) that uses computing resources to achieve its goals and to transform how it reaches
these goals. The older and more established discipline IS has existed since the 1960s. Its focus from the
beginning has been organizational computing in a business context, with a specific emphasis on how
changes in business processes and information management transform the way business is conducted.
IT emerged as an independent academic discipline during the last decade, primarily through its con-
tribution to undergraduate education. IT also focuses on the organizational context, but it primarily
addresses questions related to the technology infrastructure.
This handbook set has numerous elements that discuss the nature and identity of the IS and IT dis-
ciplines (such as the Preface to Volume I, and see Chapters 1 through 5 in this volume). We will not
attempt to replicate that conversation here; it is, however, safe to say that neither discipline has even
internally converged into a fully unified understanding of its own identity. Throughout its almost 50
year history, the IS discipline has continuously debated its identity (see Chapter 1 in this volume). The
same process has now begun for IT. We hope that this volume will contribute to the disciplinary pro-
cesses that seek for clarity regarding the identities of both IS and IT.
When referring to organizational units and capabilities, the terms “information systems” and “infor-
mation technology” are, in practice, used interchangeably. Even the research literature is often incapable
of separating them in a consistent way. We would have liked to follow a consistent approach where IT
refers primarily to the technology infrastructure and IS to the application of the technology in an orga-
nizational context, but doing so would have imposed overly restrictive constraints, given the current
practice in the field. Therefore, we ask for your patience particularly in the context of management of
IS capabilities—the use of these terms is not always systematic between (or even within) the chapters.
Sometimes, we resort to the IS/IT moniker when we want to specifically acknowledge a consistent prac-
tice of using both terms interchangeably.
This volume of the Computing Handbook Set has nine parts, which collectively demonstrate the rich-
ness and breadth of the IS and IT disciplines and their close linkages to the practice of using, managing,
and developing IT-based solutions to advance the goals of their environments. As the entire handbook
set, this volume is targeted to both academics and practitioners. On the one hand, the chapters provide
academic readers with introductions to the current status and future directions of academic research
in the topic areas of the chapters. On the other hand, the chapters give advanced practitioners in-depth
perspectives on the contributions of academic research to the practice of IS and IT development, use,
xiii
xiv Preface to Volume II: Information Systems and Information Technology
and management. In this preface, we will first explain the background for the structure of the volume
and then provide brief introductions to the core content of each of the parts of the volume. We conclude
the preface by acknowledging and thanking the people who have been instrumental in making this
effort possible.
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