by

A. Chaudhury

University of Massachusetts

Boston, MA

H. Raghav Rao*

325 G Jacobs Center

SUNY-Buffalo

Buffalo, NY 14260

SOM Working paper

Summer 1996

SUNY at Buffalo

Please do not quote without permission from the authors 

INTRODUCING CLIENT/SERVER TECHNOLOGIES

IN INFORMATION SYSTEMS CURRICULA

One goal of information systems(IS) departments in business schools is to train IS professionals with necessary technical skills to support the IS function in companies. This paper suggests changes needed to most current IS curricula to meet the technical requirements of the client/server(C/S) world of technologies. It is hoped that the ideas presented here will stimulate debate and discussions as to how this transition can be brought about.

Section 1: Introduction

- Bob Dylan 1963

[Quoted by Robert Orfali, Dan Harkey, and Jeri Edwards in Essential Client/Server Survival Guide, page 21]

The late 1980s and early 1990s have seen a platform shift from mainframe-centric systems toward distributed client/server (C/S) systems. This shift has been accelerated by the fact that the client/server model makes cooperative computing practical and manageable, by supporting the division of applications into functions and services that need to be shared by many users (the server part) and those that are particular to the users (the client part). In addition, the availability of wide and local area networks and operating software that permits peer to peer distributed processing amongst low-cost heterogenous computing nodes allows easier development, distribution and modification of applications over time. Furthermore, client/server computing, in many cases, accords easy access to corporate data for end-users, the ability to respond quickly to changes in business and technology and cost-effective computer operations [Rosenberg, 1993].

There is a wealth of anecdotal evidence of a high demand for personnel with client/server training [Computer World [CW],July 11,94, page 99]. A more systematic study of 1100 IS job advertisements across the country was conducted by the Mississippi State University [Arnett and Litecky, 1994]. The following distribution of skill requirements were found (in descending order): PC\LAN 40%, Relational database 28%, Unix 22%, C 20%, COBOL 19%. The authors concluded: "Companies are recruiting less for traditional skills" [CW, July 11, 1994, page 99], [CW, November,1993, page 187]. A survey of the Fortune 1000 companies found that 70 percent of the companies are involved in implementing client/server technology at some level, and closing the client/server skills gap is among the biggest challenges facing organizations (Haber, 1994). When International Data Corp polled professional service firms on which emerging technologies would impact business, client-server was the only one mentioned by more than half the survey respondents. Forrester Research Inc predicted an annual growth rate of 72 % for client server software between 1991 and 1996 (Blackwell, 1994).

In order to meet the demand, it is necessary to revamp the skill profile of IS professionals. The overall skill profile required for IS professionals is determined by the tasks they are to work on, the organizational environment, and the technology with which they work [Leitheiser, 1992; Green, 1989]. There are several dimensions to the skill profile required of an IS professional, for example, technical skills, business communication skills, human relations and organizational skills, etc. This paper focusses only on technical training required to analyze and design applications, to program, and to enhance technical skills related to using environments and platforms such as relational databases (RDBs), operating systems, and networks. The importance of the technical aspect is supported, among others, by Luce (1989) and Richards and Pelley (1994) who found that the technical aspects of information systems are considered among the most valuable components of an information systems education

The following questions are addressed in this paper:

This paper is organized as follows: the next section describes the new technical atmosphere that IS graduates would encounter in the C/S world. Section 3 outlines the changes that may be required in the typical undergraduate IS curriculum in areas such as database, data-communication, languages, and systems analysis. Section 4 describes a simple framework for strategic planning of IS curricula. Section 5 concludes the paper. The Appendix lists the major components and sub-components of C/S architecture. Considering that currently, a need is being felt in the IS community to develop a new model curriculum for undergraduate programs in Information Systems [Gorgone et. al., 1994], we hope that this paper will stimulate discussion and debate about this topic.

Section 2: Technical Environment of the Client/Server World

Though there is no universally agreed upon definition of what the term "Client/Server" means, it is now generally accepted to mean any system that splits its data-processing between two distinct parts or programs: the requester and the provider, or the client system and the server, where the client makes requests for services provided by the server [Salem 1992]. Therefore, any application that has a user-interface portion running on a local personal computer(PC) and a processing portion that runs on a server is a form of client/server computing. In this paper we adopt this as the essence of C/S computing.

(Refer to figure 1).

The atmosphere for an IS professional has been undergoing a dramatic change with the incorporation of open systems from multiple vendors based on C/S architecture. While the mainframe world is technically no less complex, once a particular vendor has been chosen, one can at least depend on the single vendor supplying all hardware, software and networking elements. When the system does not function there is a single point of responsibility. These proprietary systems are expensive but close support of the vendor is built into pricing. Open systems have brought in multiple vendors and commoditization of pricing. The user companies are on their own when they assemble, maintain and run these complex heterogenous systems [Hurwitz, CW-Client/Server Journal, May 1994, page 104].

In the technically mature environment of mainframes, communication consists of sending data from say, a mainframe to a 3270 terminal where the network function handles the communication responsibility. In a C/S world developing the communication function between the client and the server involves low-level communication coding based on protocols (eg. TCP/IP) as well as familiarity with a wide variety of platforms. For a programmer in the C/S world, while knowledge of old procedural languages is still a must, it is not enough. To write applications in a multi-functional architecture, where Windows' clients access relational data from UNIX servers on a LAN and also interface to a corporate database on a mainframe running a transaction monitor, requires knowledge of multiple platforms and operating systems involved [Baum, CW, November 29, 1993, page 122].

More job titles are being created and applied in client server computing environments. The technical areas of expertise that are taking off are especially in the areas of object oriented programming, relational database management, local area network administration (Burger, 1995). In fact, companies like the Associated Group are looking to transform Cobol programmers into Smalltalk programmers (Fryer, 1994).

Object oriented programming is a development method that focuses on getting the most out of many individual reusable components. Because objects can be logically connected regardless of whether they are physically close or separate, object oriented programming is the most natural development methodology for the client server paradigm especially when the possibility exists that an application may have to spread across one or more heterogeneous platforms (Dawson, 1994).

In the world of database design there has been a comparable change in technical skill requirements; " the database administrator's role is changing with an emphasis on UNIX literacy, TCP/IP networking and parallel database technology"- [CW, May 23, 1994, page 150]. Most of the client server oriented computing database tools have been developed for the Oracle and Sybase environments (Hamilton, 1994). In moving from the mainframe world to that of C/S, a knowledge of UNIX, networking and systems-level programming knowhow is found to be indispensable. Even the traditional programming skills in procedural languages are not enough to develop GUI based systems on client-PCs. There is a requirement for those who are experienced in developmental tools such as Powerbuilder and Gupta's SQL Windows tool set. (Fryer, 1995).

According to Datamation magazines' 1994 salary survey, people with experience in the client server technologies, GUI front end development, and relational databases are in high demand (Appleton, 1994).

The new environment in the world of client/server technologies, can be classified into four areas: application development, systems development, data-management, and systems environment. (See Table 1)

Table 1: Mainframe-centric vs Client/server Focus

The coming wave of client/server technology will require a big shift in the systems development methodologies and procedures used to develop high quality information systems. The past systems development focus was on the monolithic business-logic layer. The trend towards large scale transactions in the client/server world has necessitated a 3-tier model that consists of: 1. user services, 2. business services and 3. data services (Sarna and Febish, 1995). The three tier architecture in which the GUI (the presentation and the user interaction part) runs on the client, the business rules and logic and application algorithms are maintained in an intermediate server and the business data is stored on back-end servers (Greenfeld, 1995), allows the slimming down of client applications, puts more processing on the server and reduces the amount of messaging and data moving around the network (Semich, 1995). Each of the three tiers can be encapsulated into three layers of business objects. The three layers of objects can independently have their own environments, and change independently. These business objects can also request services from each other (Winter, 1994) and be distributed across multiple computers on a network. The three-tier model also fosters business-driven development because it facilitates a company's efforts to redesign processes and jobs with business process reengineering (Atre, 1995).

Section 3: An Outline of Revised Information Systems Curricula

IS Departments are being challenged to produce graduates with training and knowledge that are in demand as above. Often the task in front of the IS teaching community is exacerbated by the following:

In this section, we outline the changes that may be required in a typical undergraduate IS curriculum to account for many of the concerns that have been articulated above.

We believe that while many of the fundamentals covered in typical current IS curricula will continue to be relevant much needs to be changed to reflect the evolving needs of the C/S world. Assuming that six courses are required at the undergraduate level for the IS concentration we propose an outline of revised curricula for six courses that reflect the points made in Section 2. We also suggest a seventh course that would focus specifically on distributed computing and client server systems concepts.

These six courses are designed so that the first three courses are covered in an earlier semester than the last set of three courses. It should be understood that the revised contents will only expose students to the fundamentals required to work in the C/S world. Class-room coverage is insufficient to develop any form of industrial strength expertise. With the exposure provided in these courses, it is hoped that the students' learning cycle when they are employed in industry will be expedited. The emphasis on fundamentals is intentionally important especially since the specific technical environment is rapidly changing.

The course content indicated below (See Table 2) has been influenced by the C/S related courses offered by computer career centers at Boston University and Clark University, industrial trainers such as American Institute and Digital Learning Services, and software vendors such as Microsoft, Sybase and Lotus. The revisions are cognizant of the fact that there is an ongoing change in IS architecture from the mainframe environment to the client server environment.

(Note: The above is in addition to an introductory MIS course (Course 0 in Figure 2) that is part of the core requirement for all students whether they are MIS majors or not. The introductory level course deals with the ACM requirement for familiarity with PC productivity tools, that students often take in the Computer services department).

Table 2: Revision in IS Curricula

In addition to the above six courses, it is probably important to have a separate course on distributed systems concepts. This would deal with the business justifications for client-server, client/server platforms and architecture, interprocess communications methodologies that would include learning about stored procedures, triggers, APIs and named pipes. It would also focus on open network computing and the distributed computing environment, and introduce the students to the client/server application development environment (Umar, 1993).

The revised curriculum would help the students gain experience in the following technical aspects: (1) GUI expertise, (2) C/S Application Development, (3) Middleware Management and trouble shooting, (4) Systems Analysis / Design and Project Management, (5) System and Network Administration.

It is important to point out here that the number of courses recommended here, in this case seven, are constrained by the fact that AACSB requires half of all the credits (20 semester courses) in the general education area, outside the Business School. It also has strong requirements about the core of business school courses, which should not be greater than about ten to twelve courses. With free electives to be allowed to students as per University rules, major courses are usually limited to six or so. In Figure 3, we compare the suggested Client/Server focused curriculum with the recent 1995 ACM/DPMA Curriculum (Couger et. al., 1995).

Another point to note is that most schools cannot follow the ACM recommendations because ACM/DPMA recommends ten courses for the major. Also there is a growing tendency among business schools to introduce courses such as Visual Basic or related to middleware to reflect the needs of the market (Maglitta, 1996) which would probably affect the number of alternate courses offered.

Section 4: A Framework for Planning IS Curricula Changes

The introduction of curricula changes for the C/S world involves expensive resources in both hardware and software and also re-training of instructors. Many IS instructors are not exposed to C/S technologies. Though there is a market for training personnel in C/S aspects [CW-CS Journal, May 1994, page 32], these are often very expensive and few IS departments in business schools have budgeted for this expense. Consequently, IS instructors can neither keep up with the advances in technologies nor disseminate the latest technical knowledge to students.

Every educational institution planning to introduce such changes has to craft a detailed plan. For such a major change, IS departments will have to adapt a lengthy, rigorous, and a structured process for planning and implementation. Current curricula need to be analyzed in the light of local demands as well. This could be done, in addition to tracking job skill needs in the practical and trade journal literature, through focused group meetings with advisory council members from local industry, major recruiters of MIS students, and regular yearly questionnaires sent out to MIS alumni. This calls for yearly meetings that would include specific questions designed to capture the changing nature of information systems in the marketplace.

We use McGee and Prusak's [1993] framework for strategic management of information systems to outline such a process. According to McGee and Prusak there are three elements in the strategy design process. They are: positioning and scope; core competence; and governance. An additional element, that we feel is equally important to the process of educational dissemination, is operational planning [Steele, 1989].

Below, we outline a four step process.

Step 1: Identify position and scope

Step 2. Determine Core Competence

Step 3. Ascertain the Governance Structure and Promote the Client/Server Vision

Step 4: Operational Planning

Some elements or building blocks of the C/S world, for instance, GUI based application tools that are typically used at the client end, are mature and are ripe for implementation. Software such as Visual Basic is neither expensive nor does it demand much prior programming skill. It may be good step towards eventual incorporation of tools like Powerbuilder or SQL-Windows which are expensive, complex and require heavy-duty PCs.

Server-based RDBMs are mature tools too. However, they are expensive and require expensive hardware. More importantly one has to select, install and run a network configuration that is compatible with server and client software and hardware and the RDBMs. System development tools for the C/S environment are in the process of development and may continue to be closely related to their mainframe versions. Groupware platforms such as Lotus Notes, are not very expensive and provide to the students an insight into this very interesting class of products. There is a considerable demand in the employment market for Notes developers and administrators.

Section 5: Conclusion

An article in Business Week [Sager and Hoff, 1994] reports that in a recent survey, only 6% of mainframe shops polled reported that they were developing applications for mainframes, while 88% reported that applications were planned for local area networks/workstations. It is clearly unlikely that IS students graduating in the immediate future will be spending much of their careers in the mainframe environment. While these legacy systems will last for decades, the demand for new IS professionals experienced in mainframe related technologies will only reduce over time. A new paradigm for computing, Client/Server computing, is taking its place. The technical skills requirements for the client/server world share many basics with the mainframe world but there are also important differences. A purpose of this paper has been to identify these differences. Current requirements for positions/jobs led to an outline of what an IS curricula may look like for graduates preparing for client/server technologies (section 4).

Implementation of such a curricula requires investment in hardware, software, and instructor re-training. Such a transition will last over several semesters and will also necessitate continuing education for instructors to remain current with changing technology . A rigorous and detailed plan for implementation will be helpful. An important part of the planning process is to get the funding authorities to buy into the client/server vision. One possibility for overcoming the technical and financial constraints for most academic institutions is to consider academy-technology vendor participation.

The client/server technology is still undergoing development with the IS professional expected to handle much of its complexities. With the limited budgets that many schools have for procurement and maintenance, a cautious and considered approach to introducing client/server elements in IS curricula may be in order.

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Appendix: Client/Server Architecture

Client-Server applications have three basic parts: the presentation or display, the functional logic part which defines what the application does and the data management part. These elements can reside anywhere on a network of computers but the application must still behave as a logical unit. The user sees no difference between running on a single machine or multiple machines [Rosenberg, 1993].

While a common form of C/S computing includes a relational database running on a high-end PC or a workstation, non-database oriented applications are becoming common too. Such examples would be Lotus Notes or Digital's Interlink [Client/Server Today, July 1994, page 45] and a variety of electronic mail (e-mail) based applications. Orfali, et al, [1994] have proposed that C/S systems have the following two distinguishing characteristics: (a) C/S is a combination of processes that run on separate machines that are loosely coupled and communicate over a network by exchange of messages; and (b) A server is in a many-to-one relationship with users. It has to serve many clients and also regulate access to shared resources. A client can also be in a many-to-one relationship with servers when it can access multiple servers on the network.

There are three building blocks of a C/S configuration: the server, the clients and the middleware.