If a body of literature had existed on the curriculum development process in information studies, establishing a theoretical framework and a context in which to ground this research study would have been a relatively minor task. Models would provide a structure with an outline of procedures and the time frame for designing and implementing a curriculum development project. Concept maps would show the relationships among the process components, influencing factors, and desired outcomes. Learning theory inventories would evaluate the use of the latest educational technologies. Professional profiles would list the competencies required and suggest alternative teaching approaches and program structures necessary to meet the learning style of mid-career, executive students. Examples of best practice would give advice on the dos and don’ts in the form of lessons learned — advice on how to avoid some of the common pitfalls. And researchers would have studied the quality of the various curriculum development models, suggesting ways to improve the process and directions for further research.