Information Systems Management MISM

Program Purpose


The MISM is committed to attracting, developing, and placing men and women of faith, character, and professional ability who will become outstanding leaders capable of dealing with change in a global environment.

The program prepares graduate management students for leadership-oriented careers in information systems. Information systems professionals define, develop, and maintain information systems and the information system infrastructure that support the operation of an organization. Thus, MISM graduates require a wide variety of competencies including interpersonal, managerial, and technical. The MISM is offered in an efficient, integrated fashion for BSIS students who wish to pursue it. The MISM is distinguished from the BSIS in its emphasis on leadership, project management, and additional rigor expected in a graduate environment.

The core values of the MISM include:

  1. Building a strong and broad-based business and technical education,
  2. Recruiting top-quality students,
  3. Developing leadership skills,
  4. Preparing students for exemplary professional practice
  5. Instilling an attitude of life-long learning.

The MISM provides additional education on "expanded competencies" that prepare students for real-life work experiences. Faculty design specific projects and activities to teach oral and written communication, teamwork, work under time pressure, and the development of interpersonal relationships necessary for a successful, leadership-oriented career. Since the field of information systems is evolving so rapidly, our students must be prepared for self-directed learning throughout their careers.

Information Systems involves two broad areas: (1) an organization's information systems function–acquisition, deployment, and management of information technology resources and services and (2) system development–development and evolution of technology infrastructures and systems for use in organization processes. Information systems professionals provide services ranging from the managerial to the highly technical.

Curricular Structure

Admission and Entry.

Requirements for the MISM Degree.

A significant element of our recently revised MISM program is a PhD preparation track which helps students master the skills required to pursue further education at a PhD-granting institution. Students in this track choose 18 hours of electives that include information systems research, statistics, and related course topics.

As with undergraduate students, we view the Association for Systems Management club as a significant added element of the MISM student experience. A high percentage of our MISM students participate in the ASM as officers or members, and derive significant hands-on skills benefit from that participation.

A significant aspect of the MISM program is that it is offered in a highly-efficient manner for students who are already pursuing a BSIS degree. At the end of their junior year, BSIS students can apply to the MISM program. If admitted, in their senior year these students will begin their graduate study, replacing certain undergraduate requirements with graduate analogs and beginning to take the required MISM graduate core classes. Following the senior year, these students become official graduate students (as accounted by the university), and in one official graduate year of courses, they complete the MISM degree. For students pursuing the BSIS and MISM in this integrated fashion, there are only 36 additional credit hours required beyond the 64 BSIS hours.

Graduate Catalog

Program Information

Learning Outcomes


1. Gain a Knowledge of Information Systems and Business

Program graduates will apply knowledge of information systems as well as general business to bridge the gap between technical and business personnel. 

Courses that Contribute: IS 531 IS 550 IS 551 IS 552 IS 555 IS 560 IS 562 IS 571 IS 572
Linked to BYU Aims: Competence, Character
2. Create and Manage Organizational Technical Functions

Acquire, deploy, maintain, and manage, information technology systems, infrastructure, security, resources, and services  

Courses that Contribute: IS 551
Linked to BYU Aims: Communicate effectively, Competence
3. Make Informed Business and Technical Decisions

Graduates will be able to make informed business and technical decisions and solve unstructured problems in a rapidly changing environment.  

Courses that Contribute: IS 531 IS 551 IS 552 IS 555 IS 560 IS 562
Linked to BYU Aims: Think soundly, Competence
4. Develop Lifelong Learning Skills

Graduates will be prepared to pursue lifelong learning.  

Courses that Contribute: IS 531 IS 555 IS 560 IS 562 IS 571 IS 572
Linked to BYU Aims: Lifelong learning

Evidence of Learning


Student learning is evaluated in the following ways:

  1. One-on-one contact between faculty and students (interviews, mentoring experiences, etc.)
  2. Instructor assessment of students at the course level, including written quizzes, exams, research papers, systems development projects, homework that strengthens student skill development, oral presentations, student self-assessment and peer evaluation, and work product created in teams.
  3. External assessment of student skills through participation in various regional and national competitions.
  4. Alumni surveys and placement data.
  5. Placement of PhD-preparation track students in top programs.

Direct Measures

  1. The initial measurement we use to assess achievement of the learning objectives is instructor assessment at the course level. We document objective support for instructor assessments with various examples of student exams, quizzes, projects, assignments, and papers and what is an A, B, and C grade.
  2. Placement of students in positions related to their degrees
  3. Evaluations by fellow group members
  4. Video tapes of student presentations
  5. Placement of students in top PhD programs
  6. External assessment of student skills through participation in various regional and national competitions.

Indirect Measures

  1. Exit surveys
  2. Student evaluations
  3. Focus groups
  4. Alumni surveys
  5. Recruiter surveys
  6. Evaluations from internship providers on preparation and abilities of students

Learning and Teaching Assessment and Improvement


Faculty evaluate students in the usual way, through exams, quizzes, essay papers, and information systems project-oriented assignments. Students evaluate courses and faculty through the standard university process. Faculty evaluate their peers, considering both teaching methods and course content. Faculty also self-evaluate their performance each year and report their assessments to the department and college. The evaluation process is monitored by our department Director and MISM Director, who share results of these evaluations with the faculty. A department committee assists in the faculty evaluation process. The college oversees the process. The MISM Director periodically convenes a student committee to provide additional feedback on the MISM program.

The MISM Director continually monitors the MISM program and related issues. The department's Executive Committee and Director have oversight roles. Recruiters give input to the program on a regular basis. An information systems curriculum committee meets regularly throughout the year to consider adjustments to the program. Again, the college maintains oversight for the process. The information systems group meets periodically throughout the year to study placement data, student feedback, and other measures of program effectiveness. The entire department meets annually to discuss program feedback. All assessment data are filed with the offices of the Director and MISM Director.

The information systems curriculum committee monitors assessment information at least twice annually. After each semester, the MISM Director brings relevant information to the curriculum committee for consideration and action. Plans for improvement are discussed among the curriculum committee members and monitored by the MISM Director. He or she ensures that there is follow-through on all action items. The college curriculum committee is viewed as an integral participant in the curriculum development process. The information systems curriculum committee chair also sits on the college curriculum committee, and attends monthly or bi-monthly college meetings throughout the year to coordinate efforts and ensure alignment of information systems activities with college standards and goals.