The saying goes, “Give the man a fish and he can fish for a day; teach him to fish and he can fish for a lifetime.” This seems to suggest that it is possible for us to teach students the skills that will enable them to find success in life. Unfortunately, in the new environment that we now live in, we can no longer be quite so sure. It is plausible that there might not be any fish left in the future perhaps because of over-fishing. In this light, our education system must continue to evolve from “teaching students to fish” to developing in our students the ability and confidence to learn by themselves “how to fish”. In this way, if there comes a future where there is no longer any fish left, and there is only buffalo, our students will be able to adapt and figure out how to hunt buffalo instead. This new reality impels educators to think carefully about not only what the students learn, but how they learn, because it is the process that matters, and not the content.

The greatest joy in being an academic is the opportunity to teach and learn from many wonderful students. Many of us are consumed by the need to impart knowledge to students so that they are equipped with the necessary tools for their respective careers. We prepare heavily, teach innovatively, and keep updated on the latest theories and publications so that we can transfer this knowledge to our students. We often forget that mentorship is also an important part of being an academic, and a key part of being a good teacher. A university environment is often overwhelming for students. Some are unfamiliar with a learning environment that is largely independent, while others may find it disconcerting when confronted with real-world problems at an age when they are most alone. Many students look to their professors for guidance, someone who they have great respect for and to whom they would like to seek advice from. If we see our roles as simply one of imparting knowledge, without interaction and support for our students, we fail, ultimately, in providing a student-centric learning environment. It is therefore important for us to understand that serving as mentors is a key part of what it means to be an academic, and what it will take to be a good teacher.

Today’s competitive business environment has compelled organisations to create innovative information systems (IS) that give them competitive advantages over their rivals. Our traditional approach of teaching students IS development using the case study pedagogy had proven inadequate in meeting this challenge. Previously, a case would describe the existing business processes in a fictitious organisation. Students were then asked to identity problems, propose amendments to existing processes, and automate revised processes with appropriate IS solutions. This approach unwittingly resulted in teams staying “safely” within the case’s boundary and devising similar solutions that afforded little or no competitive advantages over rival teams.

To overcome this problem, I went about enhancing the way we taught IS development. Instead of well defined case materials, students were presented with high-level and vague organisational objectives. For instance, students were challenged to create entirely new business area that would bring in additional revenue source to the fi ctitious organisation. The outcome was a resounding “Eureka!” Without the case’s boundary, each team developed IS solutions that were distinctly unique and better than the others.

My own experience highlights the importance for educators to continuously refine pedagogies that would prepare students well for new economic realities.