This paper reviews the relatively recent concept of 'signature pedagogy' within computer science, and the manner in which it has evolved to date. One consideration of this work to is examine how well the powerfully reinforced value systems, in the form of the signature pedagogy, are understood in this field. The work then queries whether the reviewing process of the field is impacted. The gender breakdown acceptance statistics of a top tier journal of Information Systems are presented, which result in some interesting observations. The paper concludes with directions by which the investigation topic can be continue, towards furthering the description of a signature pedagogy in computer sciences and the need for it to be a balanced description.
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