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Journal of Education for Business

ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20

E-Commerce Courses: Overview of Nature and

Content

Chula G. King , Sarah L. Frank & Richard G. Platt

To cite this article: Chula G. King , Sarah L. Frank & Richard G. Platt (2001) E-Commerce Courses: Overview of Nature and Content, Journal of Education for Business, 76:6, 332-337, DOI: 10.1080/08832320109599658

To link to this article: http://dx.doi.org/10.1080/08832320109599658

Published online: 31 Mar 2010.

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E-Commerce Courses:

Overview

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oday, more and more companies

T

are rushing to embrace e-commerce enabling technologies. In fact, Gartner Group (Abrams, 2000) estimated that the United States alone will generate at least $139 billion in business-to- business (B2B) and business-to- consumer (B2C) e-commerce revenues in 2000. These are expected to increase by 2,333% to at least $3,243 billion in 2004. Gartner further estimated that the European oday, more and more companies are rushing to embrace e-commerce enabling technologies. In fact, Gartner Group (Abrams, 2000) estimated that the United States alone will generate at least $139 billion in Union member states will generate at least $92 billion in B2B and B2C e-commerce revenues in 2000, expanding by 2,809% to at least $2,584 billion in 2004.

As this growth is occurring, business is changing fundamentally. The emerging business models are relying heavily on interdependent application clusters. Internet-based technologies allow these application clusters to integrate several business functions such as accounting, finance, management and administra- tive control, supply chain management, and selling chain management (Kalako-

ta

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& Robinson, 1999). And although

business is still business, traditional business models and metrics are being

of

Nature and Content

CHULA G. KING

SARAH L. FRANK

RICHARD G. PLATT

University

of West Florida

Pensacola, Florida

ABSTRACT. This article examines

the content of e-commerce course syllabi available electronically on the

World Wide Web. Two data sources,

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Google Web Directory for E-Com- merce Courses and ISWorld Net's Electronic Course Syllabi Page, provided 65 usable course syllabi representing 47 colleges and universities. Our analysis revealed that most of the courses were graduate level and used between one and four textbooks as the primary reading source. The books, nontextbook reading sources, and top-

ics covered varied. No one book or

nontextbook reading source predomi-

nated among the courses; and electronic payment systems, security

issues, and business models were the only topics covered the majority of the time.

transformed. For example, virtual corporations with virtual employees are augmenting and replacing traditional corporations (Christensen, 2000). The importance of domestic borders is diminishing as more and more companies operate in cyberspace (Baker, 1999).

In response to this, business leaders are becoming much more collaborative in their dealings and much more aware of the business interdependencies. Increasingly, employees are working across functional, departmental, and divisional lines. Furthermore, they are

operating across organizational bound- aries and domestic borders in collabora- tion with people from other organiza- tions (Deise, Nowikow, King, & Wright, 2000). Because students enter- ing the workplace must be prepared for this changing business environment, e- commerce must be integrated into the business cumculum. Though business schools have begun to respond to this demand by offering courses on e-commerce, the speed with which these changes have taken place has outpaced the consideration given to what should be covered in these courses. We hope to focus the attention of the academic community on this issue of content of e- commerce courses. In this exploratory study, we take the first step into this debate by reporting on the content of

current e-commerce courses as revealed in their syllabi.

Christensen ( 1997) noted that technological innovations can have very different impacts on markets and society, depending on whether they are sustaining or disruptive in nature. Sustaining technologies tend to improve the performance of established products and services in ways that the typical customers in major markets have historically val- ued. Examples of sustaining technologies include the cathode ray tube televi-

sion set and nylon used in carpets. In

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332

Journal of

Education f o r Business

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both cases, the sustaining technological innovations have focused on improving the existing products and on making them economically more competitive.

Disruptive technologies, on the other hand, tend to worsen the performance of established products and services. Dis- ruptive technologies, however, also tend to create new products and services that are cheaper, simpler, smaller, and frequently easier to use. The audio com- pact disc (CD) is an example of a technology that was disruptive to the long-playing (LP) record industry. Because it focused on a totally different type of product to deliver high-quality sound to the consumer, the audio CD brought about the obsolescence of the LP record industry with the emergence of the audio CD industry.

Often, the pace of progress offered by disruptive technologies exceeds the pace of progress that markets demand or can absorb. When the markets catch up, however the result is a dramatic move- ment away from the established norm into a totally different arena (Chris- tensen, 1997). Over time, the disruptive technologies and all supporting products and services move into the mainstream and eventually are supported by their own sustaining technologies.

Is the Internet a disruptive technology? To answer this question, one must first understand that the Internet is nothing more than a network infrastructure using specific standards for all users who connect with one another. The Internet does not standardize the types of information, products, or services that the users exchange. Rather, it stan- dardizes the organization of the flow of information (Amor, 2000). That stan- dardization, however, is the key factor that makes the Internet, in fact, a disruptive technology.

By standardizing the organization of the flow of information rather than the information flow itself, the Internet allows users with different computer hardware, operating systems, software packages, human languages, electrical currents, geographical locations, and so forth to share information electronically with one another in a seamless manner. The Internet eliminates the infrastructure constraints present in other forms of non-face-to-face communication

such as the telephone and television. For example, elaborate switching mecha- nisms must be in place before someone in the United States can successfully make a telephone call to someone in Germany. That is because the telephone infrastructures in the two countries are based on different technologies. The protocols that interpret television broad- cast signals in Europe also are different from those used in the United States, resulting in different regional hardware requirements.

The technological innovations in communication and information sharing made possible by the Internet offer enormous opportunities and challenges to businesses. Just as the Internet is a disruptive technology, so too is e-com-

merce (Deise, Nowikow, King,

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&

Wright, 2000). This disruption affects the way that a business acts and reacts toward its customers and markets, products and services, people and organization, business processes, and information systems and technology. For example, when a business replaces its traditional in-house customer service with Internet-based customer service, the outcome may not be radically different, but it will represent a new way of responding to customers’ needs.

The use of the Internet to modify or replace existing processes does not offer a business a guarantee of success. Fur- ther, it should have no impact per se on the evaluation of a business’s success. The Internet does, however, offer the potential to make a fundamental change in the way that business is conducted. This change is grounded in the lifting of

barriers to the flow of information.

As

these barriers are lifted, businesses are reacting in a number of ways. For example, they are (a) streamlining existing processes, (b) developing entirely new processes, (c) more openly collaborat- ing with suppliers and competitors, (d) outsourcing noncore business activities, (e) cannibalizing core business activi-

ties, and

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( f ) developing an increasingly

global perspective. In addition, con- sumers and competitors are becoming empowered with information that previ- ously had been closely guarded by businesses, such as costs, prices, product availability, and product innovation.

As businesses react to the disruptive

technology of the Internet, so too must business schools react by modifying their course offerings. For example, the increasing use of enterprise resource planning software by businesses requires that accounting students be familiar with the different aspects of this technology. Marketing students must understand the growing use of Internet technologies for establishing long-term customer relationships via one-to-one marketing. Business students in general must understand the significance of the increased integration of the functional business areas that has been made possible by Internet technologies. This does not mean necessarily that the primary focus of business programs should be on e-commerce; rather, business schools should be preparing their students for the changing business environment through their courses. In addition, business schools should recognize the impact that the disruptive technology of the Internet has on the relevance of their course offerings. Failure to do so will result in growing competition between business schools and independent education providers such as Ernst & Young’s Intellinex, an operating company offering integrated “e-Learning” services (Lymer, 2000).

Though there are copious publications on the benefits and practices of e- commerce, there is a distinct lack of published research on curriculum and pedagogy to guide teachers of e-commerce. Siau and Davis (2000) provided anecdotal evidence of e-commerce curriculum development; however, their study focused on a single university. Our purpose in the present study was to provide an overview of the content of e- commerce courses across a number of

colleges and universities worldwide.

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Method

In our study, we examined the nature and content of current e-commerce- related courses offered by colleges and universities. We use the term “nature” to refer to factors such as course level, whether the course was offered in the business school, required textbooks, and the primary publications used for non-

textbook readings. The “content” of the

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JulylAugust 2001

333

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course refers to the specific topics covered in it.

With a view to the Internet’s impact on the way that information is becoming available, we focused on e-commerce course syllabi that were available electronically. Our two primary sources

were

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Google Web Directory for E-Com-

nierce Courses (Rappa, n.d.) and 1SWorld Net’s Electronic Course Syllabi Page (Dos Santos, n.d.). These two

sources contained electronic links to e- commerce course syllabi.

A total of 115 links were available from these two sources. Google contained a total of 77 links, with 69 on the

actual directory page and the additional

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8 from pages linked to the directory

linkages. ISWorld contained a total of 38 links. To ensure that the most current information was analyzed, we included data from syllabi of 1999 and 2000 only.

From the initial pool of 115 links, a total of 50 syllabi were excluded, reduc- ing the number of usable syllabi to 65. The 50 excluded links included 26 that were duplicated in the two primary sources, 13 representing courses offered outside of the 1999-2000 time frame, 6 providing insufficient information, 3 that linked to inaccessible sites (i.e., they returned a “404 not found” mes- sage), 1 link to a site that required regis- tration, and 1 to a site that was in Hebrew.

We collected data for analysis about relevant aspects of the courses (see

Table

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1 for details). Some preliminary

categorization was necessary for further analysis of the data. This included cod- ing the records to indicate whether the course was offered in the business school, the course level, the required textbooks, the required nontextbook publications, and the topics covered.

Some syllabi specifically indicated whether the course was offered inside or outside the business school. When the information was not explicitly provided, courses with a business prefix such as MGT were assumed to be offered in the business school. We examined courses with a CIS prefix to determine whether they were offered by departments housed inside or outside of the business school.

Some syllabi made reference to a

334 Journal

zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

of Education f o r Business

course as being part of a particular pro- gram. When this was the case, the course level of graduate or undergraduate was assigned by reference to the program. For example, a course in an MBA program was categorized as graduate level. When a syllabus did not indicate the specific course level, we used the course number to make the determi- nation. We assumed that courses with a number of 500/5000 and above were at

the graduate level and that those with a number below 500/5000 were under-

graduate.

We were interested in the required course prerequisites because they indicated whether the course was introductory or more advanced. Unfortunately, the majority of the syllabi made no mention of prerequisites. Those that did had varied requirements.

We were interested in whether a specific course required a textbook or textbooks and, if required, the title of the textbook(s). This information is relevant because a poor selection of relevant

textbooks can be viewed as a hindrance in developing e-commerce courses. Other individuals feel that the rapid changes occurring in e-commerce are bringing about the rapid obsolescence of many textbooks. Thus, readings from contemporary sources should form the basis of the required reading material for the student.

We were also interested in the publications used instead of or in addition to textbooks. Were there certain publications favored by early developers of e- commerce courses? Were academic journals preferred over business publications? A number of syllabi merely indicated that course-reading packets were available for the students. When specific readings were listed, we cap- tured the names of the publications.

All syllabi used in our study contained some type of listing of topics covered. In

the initial data-gathering phase, we merely listed the topics indicated in each syllabus. These topics were included in the initial compilation. Because of the great variety of overall topics covered, however, we prepared a second compilation that grouped similar items together. For example, the initial compilation showed “cryptology” and “encryption” as separate topics. In the second compi-

lation, these two items were combined into “cryptology and encryption.” After the second compilation, we resisted any further grouping of topics because too much combination would leave the resul- tant information less meaningful than when not combined.

Analysis and Results

The courses represented by the 65 usable syllabi were offered by a total 47 different colleges or universities. In Table 2, we present an analysis of the kinds of schools offering the courses. The data in Table 2 show that colleges and universities with different missions were about equally likely to have start- ed e-commerce courses by the year 2000.

In Table 3, we list the academic units housing the e-commerce courses examined and the course level within each academic unit. Within each academic unit, the course is designated as graduate or undergraduate.

Whereas many individuals view e- commerce as a technology-related sub- ject, others view it as a business subject with technology support. If e-commerce is truly a technology subject, then com-

TABLE 1. Data Gathered From Syllabi

Name of university

Program in which course was offered

Course URL

Course title

Course prefix/number Course prerequisites Course format

Listing of topics covered Listing of required textbooks Listing of primary nontextbook pub-

[image:4.612.403.566.426.737.2]

lications

TABLE 2. Nature of Schools Offering E-Commerce Courses

Type No.

Comprehensive 12

Teaching

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4

Research 15

Teaching and research 16

Total 41

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puter science faculty probably should teach it. On the other hand, if it is a business subject supported by technology, e- commerce should be taught by business faculty. In 84% of the current sample, e- commerce courses were being taught in the business school. This may lend cre- dence to the argument that e-commerce generally is perceived to be properly in the domain of business schools. In addi-

tion, the results in Table

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3 indicate that

the majority (71%) of the e-commerce courses examined were offered at the graduate level.

The course prerequisite requirements are shown in Table 4. As the data in Table 4 indicate, the majority of the course syllabi examined made no reference to prerequisites. This, however does not necessarily mean that no prerequisites were required. Fourteen (22%) of the syllabi indicated a prerequisite of either a business course or technology-based course, suggesting that the course focus was above the introductory level. The remaining 15 courses required either no prerequisites or general types of prerequisites, suggesting that those courses were introductory in nature.

The results of the number of textbooks required in the e-commerce syllabi examined are presented in Table 5.

As indicated in Table

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5 , 16 out of the 46

graduate courses (35%) and 8 out of the 19 undergraduate courses (42%) did not require a textbook. The remaining 30

graduate courses (65%) and 11 undergraduate courses (58%) did in fact require one or more textbooks. This result is surprising, especially when one considers how quickly the e-commerce landscape is changing in business. Fur- ther, of the 41 courses that did require a textbook(s), 16 listed nothing else in the syllabus in the way of supplemental readings from either printed publications or electronic sources.

The syllabi listed a total of

64 citations

of required books for the courses. These

64 citations were spread among 35 different titles with no one book emerging as the clear leader. In the Appendix, we show the five books that were cited most frequently. Few of the required books listed were traditional business textbooks. Rather, most had a content and orientation directed more toward a busi-

Type of prerequisite Frequency

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%

No reference made to prerequisites 36

55

Familiarity with Internet, HTML, WWW 8 12

Some type of introductory business course 7

1 1

Systems or other technology-based course 7 11

Graduate standing 3 5

None required

4 6

~ Total 65 100

ness executive than a university student. As seen from the Appendix, books by Turban, Lee, King, and Chung; Kalakota and Whinston; Kalakota, Robinson, and Tapscott; and Shapiro and Varian were among the most popular.

A number of course syllabi indicated that the student was responsible for supplemental readings. In some cases, the syllabus merely instructed the student to purchase or access a course-reading packet from a remote location, whereas in other cases the actual readings were listed. Though numerous publications

~ zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBANote. HTML =hypertext markup language; WWW =World Wide Web.

were listed in the course syllabi, several turned up more frequently than others. We show those publications that were listed the most often, with their associ- ated frequency, in Table 6.

It is interesting to note that out of the nine publications shown in Table 6, only one is considered to be an academic journal, namely, the Harvard Business

Review. In fact, of all the publications found in the analysis, only four are academic journals. This could be an indica- tion that the academic journals have not caught up yet with the e-commerce

I

TABLE 3. Academic Unit and Level of E-Commerce Courses

Unit offering course/

level of course No. of courses % of courses

I

Business school Graduate Undergraduate Computer science

Graduate Undergraduate Graduate Undergraduate Other

40 14

1 1

5

4

62 22

1 1

8 6

I

Total 65 100 I

TABLE 4. Course Prerequisite Requirements

1 1

TABLE 5. Textbook Requirement of E-Commerce Courses per Course Level

I

No. of required textbooks Graduate Undergraduate Total

I

0

I 2 3 4

Total

16 8 24 21 5 26

5 4 9

2 2 4 2 0 2 46 19 65

I I

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2001

335

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TABLE 6. Most Cited Nontext- book Publications,

by Frequency

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Publication Frequency

Busiriess Week

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10

Business 2 .O

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9

Harvard Business Review 8

Nrw York Times 7

Wall Street Journal 7

Economist 5

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CIO 4

Wired 4

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Info World 5

explosion and that the nonacademic publications therefore currently are offering the best resources.

In Table 7, we provide the topics covered in the examined e-commerce syllabi.

The diversity of topics likely to be covered in an e-commerce course is remarkable. The three topics that occurred in the majority of the course syllabi examined were electronic payment systems (%%), security issues

(S4%), and business models (52%). Most of the syllabi were for general e- commerce courses rather than “special topic” e-commerce courses. These general e-commerce courses varied consid- erably in terms of the topics covered. This was not a surprise because e-commerce is a new field and most faculty are still experimenting with the right combination of topics.

Conclusion

As a disruptive technology, the Inter- net has had and will continue to have a profound impact on the way that business is conducted. To remain viable, business schools must revise their curriculum to provide relevance to students. A number of business schools

have already begun this process of revi- sion. Many more are poised to follow the lead.

TABLE 7. Topics Covered in Course Syllabi in an E-Commerce Course

Topic No. % Topic No. %

Electronic payment systems

Security issues Business models

Internet technologies

Introduction to e-commerce

CRM

B2B

E-marketing

Privacy issues

E-commerce strategies

Legal environment and issues Web site design

Cryptography & encryption

Branding and pricing Supply chain management

E-commerce infrastructure

Auctions

B2C

ED1

Intellectual property

Intranets & extranets

Intelligent agents

36 55 35 54 34 52 31 48 27 42 26 40 23 35 20 31 20 31 19 29 19 29 16 25 16 25 15 23 15 23 14 22 13 20 13 20 1 1 17 1 1 17

I I 17

10 15

Data mining

Business transformation

Advertising

History of the Internet

Web applications XML

Network infrastructure

Portals

Global issues and strategy

Digital products E-publishing Intermediaries Channel conflict

ERP

Future issues

Governance issues Internet economics Marketing research Managing the infrastructure

Trust Procurement

Other

10 15

9 14

9 14 9 14 9 14 8 12 8 12 7 1 1

6 9 6 9 6 9 5 8 5 8 5 8 5 8 5 8 5 8 4 6 4 6 3 5 80

Note. CRM = customer relationship management; B2B = business to business; B2C = business to consumer; ED1 = electronic date interchange; XML = extensible markup language; ERP = enter- prise resource planning.

courses in our study (a) were offered by the business school, (b) were offered at the graduate level, and (c) required one or more textbooks as the primary reading source. Outside of these three char- acteristics, little commonality was evi- dent. Such diversity was also found in the specific textbooks used, the nontextbook publications referenced, and the topics covered. The top five topics covered were electronic payment systems, security issues, business models, Inter- net technologies, and introduction to e- commerce.

The results of this study are necessarily limited by the data source. Evidence from the American Academy of Colle- giate Schools of Business (AACSB) E- Business Education (AACSB, n.d.) site

indicates that a number of accredited institutions are offering graduate and undergraduate e-commerce programs

source. Therefore, the pool of actual e- commerce courses likely is much larger than that found in the two data sources used in this study. Enlarging the data source to include those courses could produce results different from those presented in our study.

Future researchers could examine the specific e-commerce programs being offered to determine whether they are consistent with one another. In addition, future researchers could use the results of this study as a baseline to examine sub- sequent trends in the development and implementation of e-commerce courses. Finally, researchers could investigate whether e-commerce coverage is being incorporated into the mainstream courses or continues to be provided in stand- alone, e-commerce courses.

REFERENCES In this study, we examined the con-

tent of current e-commerce courses as revealed in their syllabi. Our findings should benefit those who are planning or exploring the offering of e-commerce

courses. The majority of e-commerce

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336

and concentrations. In addition, a number of institutions are offering certifi- cate programs and are forming centers to house e-commerce activities. The courses required in these programs are not necessarily included in the data

AACSB Products and Services. (n.d.). E-business

educarion ,Onlinel, Available: http://www. aacsb.edu/e-business/index.html

Abrams$ c. (August 15, 2ooo). E-business QaA. Gartner E-Business Bulktin. [On-line]. Avail- able: http://gaflner 2.gartnerweb.com/public/

static/home/eb-bulletin.htm1

Journal of Education for Business

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APPENDIX. Five Most Frequently Used Books

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Book Frequency

1. a) Author: Turban E., Lee, J., King, D.,

& Chung, H. b) Title: Electronic Commerce:

A Managerial Perspective

c) Publisher and date: Upper Saddle River, NJ: Prentice Hall, 1999 2. a) Author: Kalakota, R., & Whinston, A. (contributor)

b) Title: Electronic Commerce: A Manager’s Guide c) Publisher and date: Boston: Addison-Wesley, 1996 3. a) Author: Kalakota, R., Robinson, M., & Tapscott, D.

b) Title: E-Business: Roadmap for Success

c) Publisher and date: Boston: Addison-Wesley, 1999

b)Title: Information Rules: A Strategic Guide to the Network Economy

c) Publisher and date: Cambridge, MA: Harvard Business School Press b) Title: Principles of Internet Marketing

c) Publisher and date: New York: South-Westem College Publishing, 1999

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7

6

4. a) Author: Shapiro, C., & Varian, H. 6

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5 . a) Author: Hanson, W. 4

Amor, D. (2000). The e-business (r)evolution: Living and working in an interconnected world. Upper Saddle River, NJ: Prentice Hall PTR. Baker, S. (July/August, 1999). Global ecom-

merce, local problems. The Journal of Business Strategy, 20(4), 32-38.

Christensen, C. (August 28, 2000). Limits of the new corporation. Business Week, 180-181.

Christensen, C. (1997). The innovator’s dilemma: When new technologies cause great firms to

fail. Cambridge, MA: Harvard Business School Press.

Deise, M.V., Nowikow, C., King, P., &Wright, A. (2000). Executive’s guide to e-business: From tactics to strategy. New York: Wiley.

Dos Santos, B. (1999, August 1). ISWorld Net’s electronic course syllabi page [On-line]. Avail- able: http://dossantos.cbpa.louisville.edu/ ISNET/Ecomm/

Kalakota, R., & Robinson, M. (1999). E-business: Roadmap for success. Reading, PA: Addison- Wesley.

Lymer, A. (October 9, 2000). Ernst & Young launch e-learning spin-off called Intellinex. Accounting educarion.com [On-line]. Avail- able: http://accountingeducation.com/news/ news 1281 .html

Rappa, M. (ed.). (n.d.). Google Web directory: Business > e-commerce > education > courses [On-line]. Available: http://directory.google. com/Top/Business/E-Commerce/Education/ Courses/

Siau, K., & Davis, S. (2000). Electronic business curriculum-evolution and revolution @ the speed of innovation. Journal of Informatics Education Research, 2(1), 21-28.

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