Tentative Class Schedule
MANAGEMENT INFORMATION SYSTEMS Fall 2008  CIS 601.001- {6:00-8:45} W, OC2025
Dr. Abbas Foroughi - Office: OC3074D Office Phone: 465-1667
Office Hours: TR (2:00- 3:00 & 4:15-5:00 p.m.,) and  W (5:00- 6:00 p.m.), or by appointment
E-MAIL: aforough@usi.edu,  Homepage: http://business.usi.edu/aforough

Note:  TENTATIVE SYLLABUS is subject to change. For most up-to-date syllabus for this class, please click on the following URL: http://business.usi.edu/aforough/Fall2008/cis601f2008/c601syllf08.htm

** When you send me an email message, please always begin the “Subject” of your message with “CIS601”**

Go to Class Schedule

COURSE DESCRIPTION:

This course is designed to prepare the MBA student to be an effective exploiter of information technology, where information technology is viewed in very broad terms—not only traditional data processing and management information systems, but also office automation, telecommunications, engineering, and scientific computing, factory automation, decision support systems, executive information systems, video, artificial intelligence, e-business and mobile business, and the World Wide Web. Students will learn to analyze the opportunities and recognize the pitfalls provided by these technologies, and effectively apply the resources (computers and microelectronics, networks, software, data, and people) that are necessary, alternative approaches to managing them. Students will be able to implement these technologies in their careers and to manage and apply information technology for strategic benefit. Students in this course typically vary widely with respect to their level of experience with, exposure to, and expertise in, information technology/information systems. The course is designed to challenge students, regardless of level of expertise/experience; facilitate the development of students’ critical thinking skills; and balance theory with practice, so that students can build practical understandings and abilities.

Required Text: Brown, C., DeHayes, D., Hoffer, J., Martin, E.W., Perkins, W.C. Managing Information Technology., 6^th edition. Upper Saddle River, NJ, L Pearson/Prentice-Hall, 2009.

Suggested Supplemental Readings:

Rappa, Michael. Managing the Digital  Enterprise. URL: http://digitalenterprise.org/

You will be asked to read, summarize, and discuss various academic articles as a supplement to the text. The instructor will provide more detailed instructions in this area, as needed.

COB Skill Development Objectives

This course contributes to several of the College of Business skill development objectives:

1.    Use of Technology—Students assess the various systems modeling tools and techniques, and analyze the fundamentals of computer hardware and software.

2.    Analytical Problem Solving—Students analyze and discuss issues raised in business cases and implement Excel and Access in developing solutions.

3.    Ethical Decision Making—Students explore and evaluate security and ethical issues raised in business cases.

4.    Teamwork—Students collaborate effectively in a group situation in completing projects and assignments.

Learning Outcomes:

Upon completion of this course, students will be able to:

·         Describe how IT has become pervasive and the three IT assets which are considered as most important.

·         Distinguish between microcomputer, midrange systems, mainframes, and supercomputers.

·         Identify the the six building blocks of digital computers, and describe the flows of data that occur among them.

·         Evaluate the advantages and disadvantages of using direct access files vs. sequential access.

·         Identify the name of at least one prominent vendor in each of the following categories: microcomputers, midrange systems, mainframes, and supercomputers.

·         Trace the evolution of computer systems.

·         Compare a symmetric multiprocessor computer and a parallel process computer and detail which is the most important at this time for business information processing.

·         Describe the four generations of computer programming languages.

·         Identify at least five categories of personal productivity software products.

·         Assess the purposes and primary tasks carried out by a mainframe operating system.

·         Explain the concept of virtual memory and structured programming.

·         Contrast push and pull technology and provide an example of each.

·         Distinguish between the three types of database architectures.

·         Explain the difference between analog and digital signals, and describe the types of physical media used in telecommunications networks.

·         Compare bus and ring topology, and star and tree topology.

·         Explain the difference between the Internet, the World Wide Web, and intranets.

·         Contrast  the three major protocols (OSI, TCP/IP, and SNA).

·         Describe the following terms—data resource, data model, metadata, data base programming languages, and the different types of databases.

·         Discuss application independence, disposable applications, and master data management.

·         Compare and contrast batch processing, online processing, and inline processing.

·         Assess the benefits of ERP and the primary categories of modules offered by major ERP vendors.

·         Discuss the concept of the automated office and features that may be added in the future.

·         Describe the primary components of a DSS and provide examples of DSS used to support decision making.

·         Distinguish between data warehousing and data mining, and how they are related.

·         Contrast the raster-based and vector-based approaches to geographic information systems.

·         Compare executive information systems, knowledge management systems, neural networks, expert  systems, and artificial intelligence.

·         Identify characteristics of the US regulatory and legal environment that influenced the growth of online sales.

·         Apply Porter’s five competitive forces to a specific industry.

·         Analyze privacy concerns of consumers and businesses related to online sales, and ways that the dot.com meltdown in the US in the early 2000s influenced the growth of e-business.

·         Discuss systems thinking, and outline the three systems characteristics that are especially important for IS work.

·         Evaluate the generic life cycle model for software systems and the processes and techniques for systems analysis and design used by IS professionals for developing software.

·          Discuss why object-oriented modeling techniques have become more prevalent.

·         Explain the common IS control mechanisms to minimize business risks due to internal and external threats.

·         Identify the factors considered in choosing among the traditional systems development life cycle, prototyping, RAD, and the newer “agile” methodologies.

·         Explain when a combination prototyping/piloting approach with an SDLC methodology is useful.

·         Assess the responsibilities of business managers and IS specialists in systems development.

·         Outline the advantages of newer methodologies—RAD and agile methodologies.

·         Discuss the advantages and disadvantages of purchasing packaged software vs. custom software development.

·         Evaluate the three important steps used in purchasing an application and the challenges of each step.

·         Analyze why expertise in the implementation of packaged systems has become an important IT capability.

·         Identify the advantages of a Project Management Office structure and its impact on IT project managers.

·         Identify the tasks involved in the planning phase for an IT project and the major IT project risks.

·         Summarize how business change is managed as part of an IT project.

·         Describe outside consulting help that is used in the successful management of complex software projects.

·         Analyze the responsibilities IS managers have in providing support for desktop and remote computer users; and how today’s network technologies make it easier to enforce control policies and procedures.

·         Explain factors considered by IT strategic planners, as well as the types of tools available to them.

·         Trace the evolution of the role of IS in organizations, and discuss IT assets for which IS leaders are responsible.

 Academic Dishonesty
Academic dishonesty, such as plagiarism, cheating, etc., WILL NOT be tolerated.  Any student found violating this rule of honesty risks a grade of “0” for the assignment/test (at the very least) and possible expulsion from the class and/or program. Please consult student handbook for specific information in this area. All work submitted for this class should be developed solely for this class as a part of a particular assignment.

Attendance Policy

Attendance is required and expected at all class meetings. Attendance will be noted by the instructor. Poor attendance will result in a lowering of student’s final grade. We will have case discussions each time we meet, and all students are expected to participate in these discussions; absence prevents this participation. Case specific questions will likely be on the exam.

Make Up Exams

Make up exams will be given to students receiving PRIOR permission to be absent during the regular exam period. Such permission will be granted only if student demonstrates a strong need. Make up exams will likely be different (both in form and content) from the regular exam. Students will not be allowed to use regular class time for make up exams.

Incomplete Grades
Students will be given a grade of “I” (incomplete) at the end of the semester only in the event of extreme hardship. A grade of “I” is not to be used to offset poor time management skills that result in unfinished/unacceptable work.

Disability Support
Students with disabilities can receive assistance through the University Counseling Center. More information is available from the Counseling Center in OC 1022, (812)464-1867 or TDD (812)465-7072. Students are encouraged to discuss any special needs with instructor at the beginning of the semester.

LEARNING APPROACH

 I.  LECTURES (including guest speakers) and ASSIGNMENTS

The professor will act as facilitator to lecture on the major points in each chapter and will coordinate class discussions, case presentations, and direct students to appropriate resources.

II.   INDIVIDUAL ACTIVITIES:

A.      In-Class Written Exams (250 points)

 There will be two in-class exams, including the final exam. All exams will be closed-book. The midterm exam will be worth 100 points, and the final exam, 150. Questions will be taken from the text, class discussions, case analyses, and assigned readings.

B.                  Class Attendance, Participation and Reading Assignments (30 points)

The course schedule indicates the daily topics and readings.

·         You are expected to have read all readings before the class for which they are assigned. The reading assignments will be either in the text, distributed in class, or available online.  

·         Your reading assignment grade will be based on the amount and quality of your class participation, as determined by your instructor. Students are expected to participate in class, which means coming to class prepared to answer questions about the chapter materials (especially that contained in the review questions at the end of each chapter), and to contribute to case discussions and article presentation discussions.

·         Since active participation in class activities is an important component of student learning in this course, class attendance is essential and mandatory. Absences will affect student grades in this class.
 

C.    Article Presentation (30 points)

Students will locate and present one current article which describes practical applications of the topics discussed in the text, for presentation to the class. Articles should pertain to the material in the chapter being studied at the time. Students should come to agreement with the professor about the chapter for which they will find an article to present, so that their name can be listed, and they should be prepared to present the article on the date(s) on which the chapter is being discussed in class. Students should hand in a photocopy of the article and a short outline of the important points brought out in the article. In preparing presentations, students should try to go beyond merely summarizing the main points, concentrating on what makes this article relevant to the topic we are studying and the issues or problems it raises. Article presentation grades will be determined using the following standards:

C - Student read the article and presented it.

B - Good choice of article, but comments are primarily of a summary nature

A  - Good choice of article, good thought-provoking, critical analysis

Note: While content will be a major consideration for grading the presentation, grammar and organization of thoughts will also be taken into consideration.

D.  Personal Web Page: (30 points)

Students will have Internet assignments/projects, which will be explained in detail at a later date. These assignments will include:

1)        Creating your own Web Page

2)        Publishing your own Web Page

Note: Personal web pages should include at minimum a background, hypertext, links, various fonts and colors, images, and interactive e-mail. Information about creating and publishing web pages is available at the following URL: http://business.usi.edu/aforough/abbsyll.htm

 E.  Individual Hands-on Projects and Article Summaries (110 points each)

1.       Project # 1   Analyzing Business processes for an Enterprise System (handout) (30 points each)

2.       Project # 2    Designing an Enterprise Information Portal (handout)  (30 points each)

3.       Project # 3    Redesigning Business Processes for Healthlite Yogurt Company (handout)  (30 points each)

4.       Article Summary (e-Business/Supply Chain..etc)   http://digitalenterprise.org/  (10 points each)

5.       Article Summary (Security and Encryptions, Web Ethics..etc)  http://digitalenterprise.org/  (10 points each)

  III. GROUP PROJECTS:

Teams will be formed early in the course based upon student preferences for the case they wish to present. These teams will work together on a case analysis and critique, a group web page, and a Service Learning Project.

 A.  One Case Analysis (70 points)

We will conduct numerous in-depth case analyses, using cases included in the textbook. Each group will be given one case assignment for which they will be responsible for writing and presenting to the rest of the class their analysis of the case. For each presentation, another group will be given the assignment of critiquing the case presentation.

 A problem-solving approach to case analysis will be introduced in class. For this approach, the team should take a consultant role, and assume that it was hired by the organization to:

1)    make use of your knowledge of IS  management

2)    provide an objective opinion on one or more problems

3)    provide realistic options for action for this organization

For other cases, a problem-solving approach may not be relevant, and the team should take an educator role. The case may be viewed as a "textbook example" to be critiqued in relation to other class readings and/or experience.

Note:    These cases are not followed by discussion questions. They are designed to simulate real-world scenarios, which involve a variety of different issues.  Please use brainstorming and critical thinking to analyze these cases, including Internet searches that will yield updated information about these companies and the issues raised in the cases.. Your analysis should include your rationale for the particular solutions you propose.

 1.   Written Presentation

The text should be a maximum of 6 double-spaced pages. You should include copies of all tables, diagrams, etc. used in your presentation. The cover sheet should include team member names. Provide one copy of the entire text to the critiquing team and one copy to the instructor. Also, please make a brief summary of your analysis and recommendations and provide enough copies for the entire class.

 2.  Oral Presentation

The presentation should be your professional best, last no more than 45 minutes, and each team member should have a part. An overhead projector is always available, and other audiovisual equipment can be provided upon request.

  
B.  Team Critique of Case Presentation (30 points)

The critiquing team should read the case assigned to them very carefully and be prepared to analyze the case presentation given in class. They should not prepare a write-up of the case prior to class, since the focus is on analyzing the presentation given by the other group. There will be a 10-minute break after the oral presentation while the critiquing team prepares. During this time the other class members will complete a presentation evaluation form for each presenter.

The critiquing team should point out the positive aspects of the case presentation as well as those areas where there may be room for improvement or alternative conclusions. If a problem-solving approach was appropriate for this case, the critiquing team should evaluate the case presentation for the following:

1)        Accurate assessment of the current situation.

2)        Complete formulation of issues or problems.

3)        Technologically and organizationally sound recommendations for action.

If a problem solving approach was not appropriate, the critiquing team should evaluate the case presentation for:

1)        Accurate presentation of the situation.

2)        Relevant application of class readings and experiences.

In either situation, if you have little to criticize you should be prepared to briefly discuss what implications you think the case has for user managers. The critiquing team should prepare a one-page summary of their recommendations and make enough copies for distribution to the class at the next class session.

C.   Group Web Page: Creating a New Internet Business (50 points) Creating-New-Internet-Business.htm

As a group, students will create a fictitious company of their choice, or they may use one of the 5 companies suggested at the following link: http://business.usi.edu/aforough/Fall2006/cis601f2006/Creating-New-Internet-Business.htm

 Students will develop a homepage to display what the company is all about and also create the appropriate links to other related homepages. Students should prepare detailed answers to the questions listed under “Selecting an Internet Business Model and Designing a Web Strategy” in the document available at the link listed above.

Students will present the homepage to the other students in the class, discussing the target audience and the rationale/reasoning (marketing, financial, managerial, communications, legal, etc.) for representing the company the way they did on the www. Groups should use graphics and multimedia as appropriate.

Group web pages should include at minimum a background, hypertext, hyperlinks, hyperlinks to the web pages of each of the group members, various fonts and colors, images, and interactive e-mail. An

D.   Service Learning Project:  Determining the Business Value of Information Technology in Organizations.

(Progress Report is due on October 15.  Final Report and presentation are due on December 10.)  (100 points)

A local company has agreed to collaborate with us on this project. The company has purchased Blackberries for all of its employees and wants to determine if the value that this technology will create for the company made the investment worthwhile.

This project requires students to:

1.       Research the features of Blackberry.

2.       Interview the company’s managers to determine why they decided to purchase Blackberries and what their expectations were for the impact of the technology.

3.       Interview and conduct survey of employees to determine how they are actually using the Blackberries and the extent to which this is consistent with the managers’ intended use.

4.       Determine the tangible and intangible benefits of the technology, and if the benefits have been cost-effective and the investment profitable for the company.

5.       Evaluate the effectiveness of employee use of the Blackberries and make recommendations about other ways the Blackberries could be used to achieve the company’s objectives.

6.       Students assignments related to this project:

a.       Examine the documents submitted by the company related to the rationale for purchasing the Blackberries and the intended use.

b.       Research the functions of Blackberry and make a comparison of Blackberry with other similar technologies in terms of functionality, ease of use, and cost.

c.        Develop a questionnaire to measure employees’  level of use of the Blackberries and their satisfaction with the technology.

d.       Interview a sample of the company’s Blackberry users for further clarification, if needed.

e.       Compare the survey results with the intended use stated by the company as rationale for purchasing the Blackberries.

f.         Students  may choose various formats for writing the survey and  interview results/presenting the material, but the questions must be included in the final report. The quality of the questions will impact on the grade.

g.       The written product should include: survey the interview questions, the answers to survey and the interview questions, and students’ reactions to, and analysis of, these answers. Analysis will represent a significant part of student grades on this project.

                             In short:

Tentative Class Schedule
MANAGEMENT INFORMATION SYSTEMS Fall 2008  CIS 601.001- {6:00-8:45} W, OC2025
Dr. Abbas Foroughi - Office: OC3074D Office Phone: 465-1667
Office Hours: TR (2:00- 3:00 & 4:15-5:00 p.m.,) and  W (5:00- 6:00 p.m.), or by appointment
E-MAIL: aforough@usi.edu,  Homepage: http://business.usi.edu/aforough

Note:  TENTATIVE SYLLABUS is subject to change. For most up-to-date syllabus for this class, please click on the following URL: http://business.usi.edu/aforough/Fall2008/cis601f2008/c601syllf08.htm

** When you send me an email message, please always begin the “Subject” of your message with “CIS601”**