I am currently responsible for teaching the full-time classes of two compulsory third-year Information Systems modules (IS Strategy formulation, IFS 361 and Enterprise Architecture and Infrastructure Management, IFS 362). From the 228 students who responded in 2022, this accounts for 82% of the student base.

The largest percentage (55.3%) of students were male, with 87.3% of students aged between 18 and 24 years old. These students are from the net generation (born in the year 1980-2003) and only 2% were Baby boomers (born in the year 1966 – 1976). According to Bullen & Morgan (2016) “The net generation is digitally literate, connected, social, and has a preference for experiential learning and immediate feedback”.

Currently, the traditional methods of teaching have received criticism for not being aligned to the needs of students. The use of traditional methods and utilising outdated pedagogies are still used by a majority of educators (Nedelcu 2012). The traditional teaching methods assume that students all learn at the same pace and are able to understand the work in depth after being taught (Schwerdt and Wuppermann 2011; Tapscott 2010). Whilst the net generation “prefer new learning methods that are based around their generation structure, such as methods that are more technology based” (Bullen and Morgan 2016). This can lead to boredom and demotivation because students seek more interaction and engagement (Handelsman et al. 2005).

Therefore, my teaching philosophy and teaching methods highlight my focus on:

• Using experiential learning as a basis for teaching and learning,

• The inclusion of innovative technology-enabled pedagogies,

• Achievement of graduate attributes, such as entrepreneurship, and 4IR skills,

• Including the latest industry standards 

• Student mentoring and support.