A curriculum to fill the gap between business and technical knowledge to meet the global need for business and industry professionals.
Hadidi, Rassule
INTRODUCTION
Over the last decade, Business Process Management (BPM) education
and certification have received significant attention in various
businesses, professional organizations, and academia. Recker (2012)
pointed out that organizations turn to universities to provide a
response to the skill challenge. This is partially due to the fact that
today's enterprises are much more information driven and, to
achieve and maintain competitiveness, more attention must be placed on
business processes and, in particular, agile BPM solutions. Not only do
long-running and routine processes need to be automated, but attention
also needs to be paid to automating the adhoc and non-routine processes
to achieve competitiveness. This has caused "a strong demand for
college graduates prepared with the knowledge on business
processes," (Lee, 2008). Harmon and Wolf (2012) pointed out that
BPM has become a significant competitive tool for all kinds of
organizations. A recent Gartner report (McGee, 2010) indicated that BPM
is among the priority list of businesses worldwide.
Academic and industry experts defined a business process and
Business Process Management somewhat differently partially due to the
fact that BPM's original roots started with industry and
methodologies such as Kaizen (Masaaki, 1986); Business Process
Reengineering (Davenport, 1993); Hammer and Champy (1993); Total Quality
Management (Powell, 1995); Business Process Change (Harmon, 2007); and
Business Process Management--the Third Wave (Smith & Fingar, 2003).
Davenport (1993) defined a business process as "a structured,
measured set of activities designed to produce a specific output for a
particular customer or market." The Association of Business Process
Management Professionals (ABPMP, 2009) defines a process as a "set
of activities or behaviors performed by humans or machines to achieve
one or more goal." Hammer and Champy (1993) defined BPM as "a
complete end-to-end set of activities that together create value for the
customer." Further, Smith and Fingar (2003) describe BPM as
"not only does it encompass the discovery, design and development
of business processes, but also the executive, administrative and
supervisory control over them to ensure that they remain compliant with
business objectives for the delight of customers."
In spite of some differences existing in the literature among
various definitions of a business process and Business Process
Management, to better manage business processes; technical,
organizational, and process knowledge as well as understanding of people
issues such as resistance to change are needed. The author refers to
these knowledge areas as the four pillars of Business Process Management
presented in Figure 1. Other authors also need to incorporate the above
four knowledge areas in the BPM curriculum. In particular, people play a
significant role in BPM as Jeston and Nelis (2010) pointed out:
"people are at the heart of processes."
[FIGURE 1 OMITTED]
Global competition, economic conditions, and more emphasis on
automation over the past several decades have forced organizations to
improve and manage their business processes more efficiently and
effectively. In addition, globalization has resulted in the need for
collaborative business processes in areas such as payment systems,
customer relationship management, and supply chain management. In order
to improve performance, organizations need to identify, document,
analyze, measure, improve, and manage their business processes.
Furthermore, organizations need to align their business processes with
their own business and business partners (Mathiesen, et al., 2013).
This study incorporates the Business Process Management Common Body
of Knowledge developed by the Association of Business Process Management
(BPM) Professionals, in the Master of Science in Information Systems
(MSIS) model curriculum developed by a joint committee of the
Association for Information Systems and the Association for Computing
Machinery. The study identifies four knowledge areas: performance
management, process transformation, process management organization, and
enterprise process management from the Common Body of Knowledge that
need to be covered in the MSIS model curriculum. Specific courses are
identified to incorporate these knowledge areas. Industry stakeholders
and a small number of higher education institutions have provided
professional training and certification in this area since the
1990's with the hope of filling the gap that exists between
business and technical expertise of many business school graduates.
ORGANIZATIONAL INTERNAL AND EXTERNAL
Many organizations have relied on internal and/or external talents
to train their employees to become better business and process analysts.
In response to some of these needs and challenges, a relatively small
number of academic institutions such as Boston University, Duke
University, Queensland University of Technology, Stevens Institute of
Technology, Temple University, University of Houston, University of
Illinois Springfield, University of Iowa, University of Minnesota,
University of North Carolina Charlotte, and University of San Francisco
have developed educational courses, training, and curricula in the
business and process analysis area that some authors refer to as
Business Process Management or similar titles such as Business Process
Modeling, Enterprise Modeling, or Workflow Systems (Smith & Fingar,
2003).
These curricula are expected to provide students with the required
knowledge, skills, and hands-on training to become BPM practitioners.
These curricula cover a wide range of topics including technical,
organizational, process, and people related issues. University based BPM
courses are offered at both graduate and undergraduate levels. There are
also concentrations and certificate programs that are offered by a
number of institutions. In addition, non-academic professional and
consulting firms have also developed BPM training and certificate
programs that cover a wide range of areas (The BPM Council, 2013).
Organizations are finding that their ability to maintain a
sustainable growth, competitive advantage, and prosperity depends on
their ability to better manage their business processes across their
entire enterprises. Some organizations are also finding that most of
their employees lack the experience and skills needed to function as
process analysts. In spite of these needs and challenges, not many
institutions of higher education are offering courses and certificates
in the area of Business Process Management.
For example, in one Midwest state in the U.S. that the author
searched, there are only three Colleges of Business or similar units
that have courses, majors, or certificate programs in the area of
Business Process Management. Bandara, et al. (2010) states that
world-wide there are still only a small number of institutions that
offer specific education in BPM in an organized and thorough fashion.
Furthermore, they compare BPM programs in five universities from
Australia, Europe, Africa, and North America and ultimately conclude
that globally, there is a heterogeneous view of BPM.
Given that this is the case, it is helpful for academicians and
practitioners alike to formally incorporate the BPM Common Body of
Knowledge into the MSIS model and/or an MBA curriculum. As Pal and Sen
(2011) indicate, it is our responsibility to assess our curriculum with
new waves of change in industry and modify and/or develop it further as
necessary. The author of this current study accomplishes these tasks
over the next few sections of this study.
Traditionally, some basic concepts of BPM such as business process
modeling, requirements analysis, and data/information architecture are
covered in information systems courses such as Systems Analysis and
Design and Database Management. However, the MSIS 2000 model curriculum
(Gorgone, et al., 2000), for example, did not include any specific
courses in the BPM area. But, the revised version of the model
curriculum that was published in 2006 (Gorgone, et al., 2006; Topi, et
al., 2007) includes an Enterprise Models course in the curriculum.
The education committee of the Association of Business Process
Management Professionals (ABPMP) also regularly publishes its work
related to the evolution of BPM as a professional discipline. Currently,
Version 2.0 of the BPM Common Body of Knowledge is available (ABPMP,
2009). Anbazhagan (2010) suggests that adopting ISO 9000 standards can
also serve organizations as "a springboard for BPM."
BPM CERTIFICATION AND COMMON BODY OF KNOWLEDGE
Several professional development organizations are offering
curriculum and examinations leading to certification in BPM. Among them
are the Association of Business Process Management Professionals
(ABPMP), Association for Information and Image Management (AIIM), BP
Group, BPM Chile, BPM Council, BPTrends Associates, IBM, and SAI Global.
The commercial BPM training programs vary significantly in terms of
duration (about 4 to 40 hours), target audience (business analysts,
lower to mid-level managers), required pre-requisites (number of years
of professional experience), and training location (availability at
various locations).
The ABPMP, in particular, has been active in developing and
publishing a BPM Common Body of Knowledge. It describes (ABPMP, 2009)
Business Process Management as "both a management discipline and a
set of technologies that supports managing by process."
The ABPMP is a vendor independent and non-profit organization with
their main office in Chicago, Illinois. It has active chapters
throughout the U.S. and other countries such as Argentina, Brazil,
Columbia, and Ecuador. The ABPMP has international affiliate chapters in
Austria, France, Germany, and Switzerland.
Specifically, the ABPMP is led by BPM professionals, and their
proposed Common Body of Knowledge is geared towards practitioners. This
Common Body of Knowledge has been translated into French and German
languages.
The mission of ABPMP, 2009 is "to engage in activities that
promote the practice of business process management; to develop a Common
Body of Knowledge for BPM, and to contribute to the advancement and
skill development of professionals who work in the BPM discipline."
The ABPMP administers exams leading to the Certified Business Process
Professional certificate. The efforts of ABPMP in developing BPM Common
Body of Knowledge and the offering of courses and certificates by
similar organizations have been helpful in the professionalization of
Business Process Management.
BUSINESS PROCESS MANAGEMENT COMMON BODY OF KNOWLEDGE
As a part of its mission, the ABPMP develops and publishes Guide to
the Business Process Management Common Body of Knowledge (ABPMP, 2009).
The Guide is also used as a basis for the ABPMP certificate. Version 2.0
of the Guide is currently available and was released in 2009. The Guide
describes in detail a process-oriented, rather than a functional or
silo, view of organizations. The main purpose of the Guide (ABPMP, 2009)
is to recognize and offer a comprehensive overview of the Knowledge
Areas that are generally documented and accepted as good practice. The
Guide provides a general overview of each Knowledge Area and provides a
list of common activities and tasks associated with each Knowledge Area.
It also provides links and references to other sources of information
which are part of the broader BPM Common Body of Knowledge. In addition,
the Guide provides various resources and references that are essential
to understanding the BPM Common Body of Knowledge. It includes BPM model
curricula at the undergraduate, Master's degree, and MBA
concentrations.
The Guide defined Business Process Management as "a
disciplined approach to identify, design, execute, document, measure,
monitor, and control both automated and non-automated business processes
to achieve consistent, targeted results aligned with an
organization's strategic goals" (ABPMP, 2009). The Guide
organizes the BPM Common Body of Knowledge into nine knowledge areas.
These areas and a summary of key concepts are presented in Table 1.
As the knowledge areas and key concepts in Table 1 indicate, the
focus of the BPM Common Body of Knowledge is on processes, not functions
or silos in organizations. The Guide provides a detailed description of
the BPM Common Body of Knowledge and, as far as Business Process
Management Systems is concerned, the Guide is vendor neutral. A chapter
of the Guide is devoted to each of the nine knowledge areas listed in
Table 1. The Guide also presents and endorses the Business Process
Modeling Notation (BPMN) that has become a widely accepted BPM notation
in the industry.
THE MSIS MODEL CURRICULUM
The two most recent MSIS model curricula were designed by a joint
committee of the Association for Information Systems (AIS) and the
Association for Computing Machinery (ACM) and published in 2006 (Gorgone
et al., 2006) and 2000 (Gorgone et al., 2000), respectively. These two
model curricula recommend a set of courses and course sequences along
with detailed course contents and descriptions. The 2006 model is a
major update of the MSIS 2000 model curriculum and includes options for
career paths. This model suggests a 30 and a 24 unit programs. The 30
unit program includes five different options. Among the changes made in
the 2006 model curriculum is the inclusion of an Enterprise Models
course to reflect the need of graduates to have the knowledge in the
area of Business Process Management. The model adopted here is the 30
unit program.
Table 2 shows the required courses in the curriculum that are
grouped in three areas of IS Technology, IS Management, and elective
courses. The MSIS 2006 model curriculum includes two prerequisites,
Fundamentals of IS (IS2002.1) and Programming, Data, File, and Object
Structures (IS2002.5). These two courses were included in the 2002 model
curriculum and the descriptions of them are available from Gorgone, et
al., 2003. The curriculum also includes two alternative requirements to
cover Business Foundation courses.
Coverage of ABPMP's BPM Common Body of Knowledge in the MSIS
Model Curriculum
Table 3 shows the above MSIS 2006 model curriculum with the extent
that the ABPMP's BPM Common Body of Knowledge is covered in various
courses. These are shown as covered (*), partially covered, (**) or not
covered (***). As shown in Table 3, a good amount of the ABPMP's
BPM Common Body of Knowledge is covered in the MSIS 2006 model
curriculum. The knowledge areas that are not covered (***) in at least
four courses are: process performance management, process
transformation, process management organization, and enterprise process
management. Not every knowledge area needs to be covered in every
course. However, adequate overall coverage of the Common Body of
Knowledge is essential so that graduates of MSIS programs may be
qualified to become BPM practitioners and potentially be able to obtain
professional certification in this important area.
Table 4 summarizes the ABPMP's Business Process Management
Common Body of Knowledge areas with specific topics that are not covered
at all or are partially covered in the MSIS model curriculum. The
specific topics within the courses in the curriculum that could be
covered are included in Table 4. The topics related to the knowledge
areas are added to courses where these topics are not covered at all or
are only partially covered. As it is apparent from the knowledge areas
in Table 4, most of the contents deal with refocusing from business
functions to business processes. As such, it seems feasible to
incorporate the BPM Common Body of Knowledge into the MSIS model
curriculum with limited additional time and with a judicious use of
class time in the affected courses. It is important to note that the new
MSIS model curriculum includes a course in BPM. However, the focus of
the course is on the foundation knowledge as it is the case for many
academic based courses. The ABPMP Business Process Management Common
Body of Knowledge on the other hand focuses on skill sets required by
the industry. Our goal in Table 4 above is to create a curriculum that
covers both areas.
RECOMMENDATION FOR FUTURE RESEARCH
Future research in the connection and interaction between
technical, organizational, process knowledge, and people issues (such as
resistance to change), which the author of this study refers to as the
four pillars of Business Process Management is essential to further
refine the Business Process Management curriculum and skill sets.
CONCLUSION
Globalization and increasing competition are forcing businesses to
become more efficient. More organizations today accept and use BPM in
their operations to achieve this important goal. One way to improve
efficiency is to focus on all business processes and to become a
process-centric organization. Acceptance and incorporation of BPM in
organizations require trained work force that are capable of integrating
business and a technology skills set to add value to business
operations. Business school programs need to provide an educational path
to incorporate Business Process Management into existing MSIS and MBA
curricula. This study reviewed and compared the contents of the MSIS
model curriculum developed by a joint committee of the Association for
Information Systems (AIS) and the Association for Computing Machinery
(ACM) to identify knowledge areas and skill sets of the BPM Common Body
of Knowledge developed by the Association of Business Process Management
Professionals (ABPMP) that are not covered in the model curriculum.
This study identified four knowledge areas: process performance
management, process transformation, process management organization, and
enterprise process management from the BPM Common Body of Knowledge that
need to be covered in the MSIS model curriculum. Specific courses are
identified to incorporate these knowledge areas. As more colleges and
professional organizations offer courses, programs, professional
training, and certification in the BPM area, collaboration and dialogue
need to continue between academic and professional organizations in
order to incorporate an acceptable BPM Common Body of Knowledge into the
MSIS, MBA, and other similar curricula. This will allow the graduates of
these programs to be qualified to become BPM practitioners and
potentially be able to obtain professional certification in this
important area. These efforts will facilitate filling the global unmet
demand for Business Process Management professionals as well as leading
to a better understanding and recognition of BPM as a professional
discipline.
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Second Release. Chicago: ABPMP.
Association for Information and Image Management (AIIM) (2013).
Business Process Management certificate program. Retrieved January 14,
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Bandara, W., Chand, D. R., Chircu, A. M., Hintringer, S., Dimitris,
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Davenport, T. H. (1993). Process Innovation: Reengineering work
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J., Stohr, E. A., Valacich, J. S., & Wigand, R. T. (2000). MSIS
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Hammer, M., & Champy, J. (1993). Reengineering the corporation.
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Mathiesen, P., Bandara, W., Marjanovic, O., & Delavari, H.
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Rassule Hadidi
University of Illinois Springfield
Rassule Hadidi is Professor and Chair of the Management Information
Systems Department at the College of Business and Management, University
of Illinois Springfield. He earned his Ph.D. at the University of
MissouriColumbia and completed the Association to Advance Collegiate
Schools of Business (AACSB International) sponsored post-doctoral
studies at Indiana University. He has published more than 40
peer-reviewed articles in professional journals and in international,
national, and regional conference proceedings and has made more than 50
presentations at various national and international professional
conferences. He is the First Hanson Professional Services Faculty
Scholar; served as the President of the Midwest United States
Association for Information Systems (MWAIS) during 2009-2010 and is
currently serving a two-year term as At-Large Director of the MWAIS. Dr.
Hadidi serves on the Editorial Board of a number of International and
National professional journals.
Table 1
Summary of ABPMP's BPM Common Body of Knowledge and Key Concepts
Knowledge Areas Key Concepts
Business Process Understanding of BPM definitions; foundations of
Management BPM; end-to-end processes; process types and
components; BPM lifecycle; business architectures;
critical skills set
Process Modeling Understanding, documenting, communicating,
measuring, and managing business processes;
process modeling benefits; BPMN
Process Analysis Understanding decomposition of, efficiency, and
effectiveness of business processes, current and
future processes, business analysis techniques;
process components, attributes, and patterns
Process Design Understanding of business processes' objectives
and ability to create business processes'
specifications; understanding of work flows, data
recourses, financial and operational controls,
technology platforms; common and good process
design patterns
Process Ability to monitor process execution to determine
Performance the efficiency and effectiveness of processes;
Management understanding of planned monitoring of process
execution and alignment of business processes and
enterprise performance; development and use of
performance metrics; performance measurement
benefits
Process Understanding process improvement, redesign,
Transformation reengineering, and process change; organizational
change implementation; standard practices for
organizational change management
Process Understanding concepts of process driven
Management enterprises; cultural considerations; governance
Organization structures; business process governance; business
process center of excellence
Enterprise Understanding process portfolio management;
Process enterprise process management; collaborative
Management processes; process management maturity levels;
standard practices; process architecture
Business Process Understanding technologies that support planning,
Management design, analysis, operation, and monitoring of
Technologies business processes; business process management
systems; BPM standards and suites; BPEL, XML,
and XPDL standards; SOA and Web services
Table 2
MSIS 2006 Model Curriculum (Gorgone et al., 2006)
Course Numbers Course Titles
(model curriculum)
IS Technology
MSIS 2006.1 IT Infrastructure
MSIS 2006.2 Analysis, Modeling, and Design
MSIS 2006.3 Enterprise Models
MSIS 2006.4 Emerging Technologies and Issues
MSIS 2000.1 Data Management
MSIS 2000.3 Data Communications and Networking
IS Management
MSIS 2006.5 Project and Change Management
MSIS 2006.6 Policy and Strategy
MSIS 2006.7 Integrated Capstone
Elective Courses
MSIS 2006.8 or Implications of Digitization
MSIS 2006.9 Human Computer Interaction
Course Numbers Pre or Co-requisites
(model curriculum)
IS Technology
MSIS 2006.1 IS foundations courses
MSIS 2006.2 IS and business foundation
courses
MSIS 2006.3 IS foundations courses,
MSIS2006.1, MSIS2006.2
MSIS 2006.4 IS and business foundation
courses, MSIS 2006.1 and
MSIS 2006.2
MSIS 2000.1 IS 2002.5
MSIS 2000.3 IS 2002.1, IS2002.4,
IS2002.5
IS Management
MSIS 2006.5 IS 2002.1, IS 2002.5, and
MSIS 2006.2
MSIS 2006.6 MSIS2006.1, and
MSIS2006.2
MSIS 2006.7 All IS foundations and
technology courses, all
management courses
Elective Courses
MSIS 2006.8 or All IS business foundation
courses
MSIS 2006.9 IS foundations courses
Table 3
Current Coverage of ABPMP's BPM Common Body of Knowledge in MSIS
2006 Model Curriculum
MSIS 2006 Model ABPMP's BPM Common Body of
Curriculum Knowledge (ABPMP, 2009)
(Gorgone, et al.,
2006)
* Covered Business Process Process
** Partially Covered Process Modeling Analysis
*** Not Covered Management
MSIS 2006.1 IT Infrastructure ** ** **
MSIS 2006.2 Analysis, Modeling, ** * *
and Design
MSIS 2006.3 Enterprise Models * * *
MSIS 2006.4 Emerging ** *** **
Technologies
and Issues
MSIS 2000.1 Data Management *** ** **
MSIS 2000.3 Data ** *** ***
Communications
and Networking
MSIS 2006.5 Project and Change ** ** **
Management
MSIS 2006.6 Policy and Strategy ** ** **
MSIS 2006.7 Integrated Capstone ** ** **
MSIS 2006.8 or Implications of ** ** **
Digitization
MSIS 2006.9 Human Computer ** ** **
Interaction
MSIS 2006 Model ABPMP's BPM Common Body of
Curriculum Knowledge (ABPMP, 2009)
(Gorgone, et al.,
2006)
* Covered Process Process
** Partially Covered Design Performance
*** Not Covered Management
MSIS 2006.1 IT Infrastructure *** ***
MSIS 2006.2 Analysis, Modeling, * **
and Design
MSIS 2006.3 Enterprise Models * *
MSIS 2006.4 Emerging *** ***
Technologies
and Issues
MSIS 2000.1 Data Management ** ***
MSIS 2000.3 Data ** ***
Communications
and Networking
MSIS 2006.5 Project and Change ** **
Management
MSIS 2006.6 Policy and Strategy ** **
MSIS 2006.7 Integrated Capstone ** **
MSIS 2006.8 or Implications of ** **
Digitization
MSIS 2006.9 Human Computer ** **
Interaction
MSIS 2006 Model ABPMP's BPM Common Body of
Curriculum Knowledge (ABPMP, 2009)
(Gorgone, et al.,
2006)
* Covered Process Process
** Partially Covered Transformation Management
*** Not Covered Organization
MSIS 2006.1 IT Infrastructure *** ***
MSIS 2006.2 Analysis, Modeling, *** **
and Design
MSIS 2006.3 Enterprise Models * *
MSIS 2006.4 Emerging ** ***
Technologies
and Issues
MSIS 2000.1 Data Management *** ***
MSIS 2000.3 Data *** ***
Communications
and Networking
MSIS 2006.5 Project and Change ** **
Management
MSIS 2006.6 Policy and Strategy ** **
MSIS 2006.7 Integrated Capstone ** **
MSIS 2006.8 or Implications of **
Digitization
MSIS 2006.9 Human Computer ** **
Interaction
MSIS 2006 Model ABPMP's BPM Common Body of
Curriculum Knowledge (ABPMP, 2009)
(Gorgone, et al.,
2006)
* Covered Enterprise Business
** Partially Covered Process Process
*** Not Covered Management Management
Technologies
MSIS 2006.1 IT Infrastructure *** *
MSIS 2006.2 Analysis, Modeling, ** **
and Design
MSIS 2006.3 Enterprise Models * *
MSIS 2006.4 Emerging *** **
Technologies
and Issues
MSIS 2000.1 Data Management *** **
MSIS 2000.3 Data *** **
Communications
and Networking
MSIS 2006.5 Project and Change ** **
Management
MSIS 2006.6 Policy and Strategy ** **
MSIS 2006.7 Integrated Capstone ** **
MSIS 2006.8 or Implications of ** **
Digitization
MSIS 2006.9 Human Computer ** **
Interaction
Table 4
Topics from ABPMP's BPM Common Body of Knowledge that need to be
Incorporated into MSIS 2006
Model Curriculum A Partial List of ABPMP's BPM
MSIS 2006 Model Curriculum Common Body of Knowledge (ABPMP, 2009)
(Gorgone, et al., 2006) Process Process
Performance Transformation
Management
MSIS IT Use of more Focus on people,
2006.1 Infrastructure standards processes, and
technology
MSIS Analysis, More people and Better process design
2006.2 Modeling, and process focus to minimize process
Design performance changes
measurement
benefits
MSIS Emerging
2006.4 Technologies
and Issues
MSIS Data Collect and Maintain accurate
2000.1 Management maintain process records of process
performance expectations and
metrics actual gains
MSIS Data More focus on Focus on end-to-end
2000.3 Communications activity-based business processes
and Networking costing
MSIS Project and Process Process owners' and
2006.5 Change performance management
Management metrics involvement for
process change
success
standard practices
for organizational
change management
Model Curriculum A Partial List of ABPMP's BMP
MSIS 2006 Model Curriculum Common Body of Knowledge (ABPMP, 2009)
(Gorgone, et al., 2006) Process Enterprise
Management Process
Organization Management
MSIS IT Clear governance Support enterprise
2006.1 Infrastructure structure process
improvement
MSIS Analysis, Clearly Create and
2006.2 Modeling, and communicate all maintain metrics
Design business processes to remain
to employees customer centric
MSIS Emerging Collaborative Business process
2006.4 Technologies business processes management
and Issues systems
MSIS Data Focus on process Maintain and
2000.1 Management management manage processes
for process owners
MSIS Data Focus on end-to- Define and
2000.3 Communications end business communicate
and Networking processes enterprise process
management
MSIS Project and Change All processes need
2006.5 Change management due owners and need
Management to process maturity to be managed
