From omelet to UML: assessing the role of process thinking on process model quality among novice analyst

Abstract Information Systems (IS) analysts are tasked with analyzing customer needs and designing the requisite information system, commonly using models. Ensuring the high quality of these models is crucial for the success of workflow-oriented IS. This study investigates how process thinking influences the ability of novices to produce high-quality process models in IS education, focusing on quality metrics such as completeness, correctness, and irredundancy. We conducted a detailed examination of 181 students enrolled in an IS Analysis and Design course (130 students in the final sample), employing a unique three-task methodology to assess their initial process thinking levels and subsequent model quality throughout the course. Our findings reveal that students with high initial process thinking proficiency continued to excel in subsequent modeling tasks, while those with lower initial proficiency narrowed the gap and improved the quality of their models in subsequent tasks due to learning. Additionally, we found a moderate positive correlation ( r = 0.233, p = 0.008) between creativity and success in modeling tasks, suggesting that fostering creativity could enhance the quality of process models. Based on these insights, we recommend that IS training include targeted error correction, preliminary workshops for foundational skill enhancement including training in process thinking, and the integration of creativity into the curriculum. These recommendations aim to better prepare students for the complexities of IS planning and design, contributing to the development of proficient IS analysts capable of producing high-quality process models, thereby directly impacting the overall quality of software development processes.