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INSTRUCTOR:
Prof. Pablo B. Espaņola
Office Mgt.
Dept, CM Bldg
Office phone/fax (33)
337-7626
E-Mail
pabs@ilahas.com
CLASS
SUPPORT
Course
Resource MGT
286 CDR
Website
http://sirpabs.ilahas.com
Course
Management System
CLASS
MEETINGS
(Please consult your class schedule)
TEXT
(Electronic Book)
Laudon, Jane and Kenneth
Laudon. ActiveBook Essentials of MIS,
5e. Englewood Cliffs, New Jersey: Prentice Hall (July 3, 2002),
764 pp.
REFERENCES
Gupta,
Uma G. Information Systems: Success in
the 21st Century. Upper Saddle
River, N.J.
Prentice Hall. c2000, 428p.
Markas,
George M. Decision Support Systems in
the 21st Century. Upper Saddle
River, N.J.,
Prentice Hall. cl999, 506p.
Petrozzo,
Daniel P. The Fast Forward MBA in
Technology Management. New York:
Wiley & Sons, cl998, 239p.
Watson,
Richard T. Electronic Commerce: The
Strategic Perspective. Fort
Worth, Texas: The
Dryden Press, c2000, 162p.
Mcleod,
Raymond. Management Information
Systems. Prentice Hall, c2000, 528p.
COURSE
DESCRIPTION
Information dimensions of decision making processes;
effective management of technological advances in planning and control;
strategic approaches and application of information systems and technology
for effective managerial decision making and policy formulation and
implementation.
3 units (2 units lecture, 1 unit laboratory)
COURSE
DETAILS
Today, in business, we see the emergence of a new
digital firm. Global business opportunities afforded by electronic business
and electronic commerce combined with the exponential change in technology
power and capacity have fueled the creation of this digital firm. Every
aspect of the firm is not only touched by the digital process, but has been
transformed by it.
Managing information systems has become a task for
all levels of managers and all function areas of the business. In
today’s digital firm there is no escaping the opportunities (as well as
the challenges) that technology brings. This syllabus and the electronic text
focus on understanding the nature of the digital firm and the key issues in
organizing and managing it.
Managers of digital firms need to identify the challenges facing their
firms; understand the technologies that will help them meet these challenges;
design business processes to take advantage of the technologies; and create
management procedures and policies to implement the required changes.
COURSE
OBJECTIVES
At the end of the course students are expected to:
1.
Understand and
appreciate management information systems and technology and their applications
in decision making;
2.
Develop
effective skills in managerial decision making and analysis through
computer-based information systems; and
3.
Appreciate the
ethical aspects of information resource and technology.
COURSE
REQUIREMENTS
Long
Exams.................... 20%
Case Analysis................. 20%
Topic Presentation............ 20%
Application Software Exercises 20%
Final Exam (only if failing)..100%
TEACHING
STRATEGY
Supervised classroom activity with maximum student
involvement will be used to achieve the learning objectives. This strategy requires that you
READ IN ADVANCE the textual material,
group project, case, and
application software exercises before coming to class. You are expected to participate
actively and intelligently in all classroom discussion in a way that demonstrates
depth of understanding and grasp of the textual material, project, case, and
application software exercise.
This syllabus compresses a lot of work into this
course. Consequently, you need to
quickly shift into high gear after the first class meeting in order to
satisfy course requirements.
Depending on the level of your computer skill, you might need to open
and study the tutorials and electronic books included in the resource CDR in your own time. Again, depending on your computer
skill, you might find that the one hour given you to work on exercises and
projects is not enough for you to finish them. In this case, you need to work on your
exercises and projects outside of
class hours and before they are due in class. If you do this, you should know that
downloading files from a diskette or CDR into the computer lab network is
prohibited. You have to do the
exercises and projects inside the classroom again, but of course much faster
this time.
ACTIVITY SCHEDULE
The following time schedule and duration of activities shall be
observed during the class meetings:
Class starts
Opening Vignette Presentation.. 10 min
Case Analysis & Discussion..... 20 min
Topic Presentation &
Discussion .....................60 min
Skills Development............. 60 min
Lab work (Software Exercise)... 60
min
Quiz (if any).................. 10
min
Class Ends
However, depending on the progress of the
class vis-ā-vis lab work and skills development, the instructor can revise the time for lab work and skills development, giving more time to one
or the other, or devoting all 80 min to one or the other.
GRADING
POLICY
Individual total points for group work will be
computed by taking into consideration the contribution rating received from
other group members at the end of the semester.
STUDY
GROUPS
The class will form study groups of 2-4 students per
group for a total of five (5) groups based on compatible work ethics.
On the last day of class, all students will
individually fill out the Group Evaluation Form (attached at the end of this
course outline) where they will rate each other's
contribution to group activities.
This is intended to ensure that group members accept a fair proportion
of group work. Study group members who have done less than their fair share
of the work will find their group marks reduced appropriately.
STUDY GROUP ACTIVITIES
At the start of class, each
study group will choose two (2) from among ten (10) topics which they
will present in class with the aid of the packaged
PowerPoint presentations. A study group assigned as class manager will
introduce the topic to be discussed during the meeting and moderate the
discussion of the case. It is suggested
that the group refer to the Opening Vignette or anecdote which serves to introduce
the pertinent chapter
in the text.
EMAIL
ADDRESS
If
you do not have an email address, get one now. You might want to subscribe for free web mail from
Yahoo Mail.
It gives you unlimited storage space and allows sending of up to 10 MB of
email attachments. Click on this
Yahoo Mail
link to go there now.
CASE
ANALYSIS
You will submit, individually, analysis of
seven (7) cases.
The analysis should be brief, concise and to the point, and should directly
address the questions that come at the end of each case.
Each case analysis is due midnight of Friday
before the Saturday in which the topic is scheduled to be presented in class.
For example, the Chapter 1 PowerPoint presentation
Managing
the Digital Firm is scheduled Saturday, July 26. The case analysis for the
same chapter “Cisco
Systems: Foster Child for the Digital Firm?” should be submitted not later than midnight of Friday, July 25. A
link in the Course Management System (CMS) will be provided where you
can upload your individual analysis.
POWERPOINT
PRESENTATION
Each group will choose two topics to present in class using the
PowerPoint shows included in the course website or the resource
CDR. Choose from the ten (10)
topics and post your choice in the
CMS website.
A link is provided where you can post your choice. First to post gets the
topic.
The computer lab is equipped with an LDP projector;
however, confirm that it is available and operational. This is the
responsibility of the topic presenters. Inquire from the Dean's Office or
the Management Department if the computer lab projector is not available. If
university projectors are not available, many computer shops and
individual entrepreneurs offer LCD projectors for rent. I apologize
that you may have to spend. Let us hope this does not happen.
The class is encouraged to
ask questions at any point during the presentation. At the end of the presentation you might
be asked to take an online quiz.
APPLICATION
SOFTWARE EXERCISES
Everyone will submit a total of seven (7) application
software
exercises during the term.
Most of these exercises are about converting data to useful information
for management analysis and for managerial decision-making.
Some
of these exercises require skill in manipulating data using database and
spreadsheet application software.
SKILLS DEVELOPMENT
This consists of lessons in the use of
Microsoft Office Suite applications, e.g., Word, Excel, Access and
PowerPoint to enable you to answer the application software exercises.
SUBMITTING
EXERCISES
You
will submit only digital copies of your case analyses, exercises and other
requirements in this course.
Paper submissions will not be accepted.
All submissions should be done via
the
Course Management System (CMS). Please keep a copy of your submissions until you have finished the course.
CLASS
MANAGER
All
groups will be assigned a block of days to act as class manager. As class manager, your duty is to (1)
check the attendance upon the start of class and before class ends and submit
the attendance list to the instructor; (2)
present the Opening Vignette (brief
scene about a real-life application or situation that illustrates the
subject matter of the chapter); (3) lead the class in discussing the
analyses of the cases; (4) monitor the class and keep everyone awake
and alert through energizers, jokes, and breaks; (5) ensure that everyone
gets back inside the classroom on time after a break; (6) strictly observe
schedules and impose time limits, if necessary, in order that presentations and
exercises are finished on time; and (7) serve as MC for the
entire duration of the class.
As
class manager, observe this sequence of activities during a class meeting:
opening prayer (optional), brief welcome to set the tone and allow everyone to settle
down, present the Opening Vignette, moderate and encourage active
participation in the discussion of the case, call
and introduce the topic presenters,
declare the start of the hands-on computer training, announce the start of independent lab work on
the application
software exercise, recap and
announce next meeting’s activities, topic presenters and
class managers and closing prayer (optional).
To
be absent during your turn to be Class Manager or Topic Presenter is fatal. It will
drastically reduce
your chance of passing the course.
ATTENDANCE
You should not be absent more
than 20% of total trimester class hours. If you exceed this limit you will
be dropped from the course. To avoid this, inform your instructor of your
plan to be absent. Excusable absence is when you are ill, there is death in
the family, and similar landmark event that require your attendance.
Work-related absence may be excused if the reason is deemed important.
Your absence will be unexcused
if you fail to inform your instructor ahead of time through text or call
(mobile no. 09189245580).
After your absence, please bring to class a document or photo from the event
as proof that it happened and you were there.
TARDINESS
Your instructor sees tardiness
as lack of interest in the course. Most of your work are subjectively rated
and this can have a negative effect on your grade.
Three times tardy is counted as
an absence.
COURSE
OUTLINE
Introduction to
course, contents, the information revolution in business and management, the
emerging digital firm, electronic book overview, unique features of the
electronic text for the student, and instructional support materials
Managing
the Digital Firm. Chap. 1
Teaching Objectives
To analyze the role of information
systems in today’s competitive business environment.
To define an information system from
both a technical and business perspective and distinguish between computer
literacy and information systems literacy.
To explain how information systems
are transforming organizations and management.
To explain how the Internet and
Internet technology are transforming business and the emerging digital firms.
To identify the major management
challenges in building and using information systems in organizations.
Learning Activities
Opening Vignette: “Procter
& Gamble Builds New Relationships as a Digital Firm”
Case Analysis “Cisco
Systems: Foster Child for the Digital Firm?”
PowerPoint Presentation: Managing
the Digital Firm
Database Exercise:
Converting Data to Useful Information for Management Analysis
Group Project: Information
System
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Information Systems in the Enterprise. Chap. 2
Teaching Objectives
To explain the role played by the
key system applications is a business.
To demonstrate how information
systems support the major business functions of sales and marketing,
manufacturing and production, finance and accounting, and human resources.
To analyze why managers need to
pay attention to business processes, and to explain the benefits of using
information systems in supporting business processes, including those for
customer relationship management and supply chain management.
To explain the business benefits
of using collaborative commerce, private industrial networks and enterprise
systems.
To identify the types of
information systems that are used by companies that operate internationally.
Learning Activities
Opening Vignette: “Flextronics
Orchestrates Its Supply Chain”
Case Analysis “Can A&P Renew Itself with New
Information Systems?”
PowerPoint Presentation: Information
Systems in the Enterprise
Spreadsheet Exercise: Improving
Supply Chain Management
Group Project: Supply
Chain Management
Information
Systems, Organizations, Management, and Strategy. Chap.
3
Teaching Objectives
Identify the salient
characteristics of organizations necessary to successfully build and use information
systems.
Evaluate the impact of information
systems on organizations.
Determine how information systems
support the activities of managers in organizations.
Analyze how businesses use
information systems for competitive advantage.
Identify the difficulties in
building successful information systems, including systems that promote
competitive advantage.
Learning Activities
Opening Vignette: “Can
Textron Transform Itself with the Internet?”
Case Analysis “Can
GE Prosper with a Digital Firm Strategy?”
PowerPoint Presentation: Information
Systems, Organizations, Management, and Strategy
Database Exercise: Using
A Database For Strategic Business Development
Group Project: How The
Firm Is Using The Web
The Digital Firm: Electronic Commerce and Electronic
Business. Chap. 4
Teaching Objectives
To describe how Internet
technology has transformed valuation propositions and business models.
To explain what electronic
commerce is and how it has changed consumer retailing and
business-to-business transactions.
To evaluate the principal
electronic commerce payment systems.
To demonstrate how Internet
technology can support electronic business and supply chain management.
To assess the managerial and organizational
challenges posed by electronic commerce and electronic business.
Learning Activities
Opening Vignette: “Guess
Goes Digital”
Case Analysis “The
Collapse of Webvan”
PowerPoint Presentation: The
Digital Firm: Electronic Commerce and Electronic Business
Spreadsheet Exercise: Analyzing
a Dot.com Business
Group Project: Web
Sites For Electronic Commerce
Ethical and Social Issues in the Digital Firm.
Chap. 5
Teaching Objectives
Aiding students in exploring and
understanding what ethical, social and political issues are raised by
information systems.
Introducing students to specific
principles for conduct that can be used to guide decisions about ethical
dilemma.
Identifying challenges to the
protection of individual privacy and intellectual property by contemporary
information systems technology.
Exploring ways information systems
have affected everyday life.
Aiding students in developing
corporate policies for ethical conduct.
Learning Activities
Opening Vignette: “M-Commerce:
No Place to Hide?”
Case Analysis “Is
FBI's Carnivore Eating Our Privacy?”
PowerPoint Presentation: Ethical
and Social Issues in the Digital Firm
Word Processing and Web Page Development Tool Exercise: Creating a Simple Web Site
Group Project: Corporate
Ethics Code On Privacy
Managing Hardware and Software Assets. Chap.
6
Teaching Objectives
Identify and explain the computer
processing and storage capability needed by an organization to handle its
information and business transactions.
Determine the arrangement of computers
and computer processing that would best benefit a specific organization.
Select the kinds of software and
software tools needed to run one's business. Identify the criteria needed to
select the software technology needed by the organization.
Recognize and explain new software
technologies we need to be aware of, and state how they would identify the
organization.
Identify the processes of
acquiring and managing the firm's hardware and software assets.
Learning Activities
Opening Vignette: “Rogers
Communications Selects New Workforce Technology”
Case Analysis “Enerline
Turns to an ASP”
PowerPoint Presentation: Managing
Hardware and Software Assets
Spreadsheet Exercise: Evaluating
Computer Hardware and Software Options
Group Project: Internet
Explorer and Netscape Communicator Compared
Managing Data Resources. Chap.
7.
Teaching Objectives
Aid students in determining why
businesses have trouble finding the information they need in their
information systems.
Introduce students to the way
database management systems help businesses improve the organization of their
information.
Enable students to explain how the
principal types of database models affect the way businesses can access and
use their information.
Identify for students the
managerial and organizational requirements of a database environment.
Discuss with students the new
tools and technologies that can make databases more accessible and useful.
Learning Activities
Opening Vignette: “Chico's
Revitalizes with Better Customer Data”
Case Analysis “Ford
and Firestone's Tire Recall: The Costliest
Information Gap in
History”
PowerPoint Presentation: Managing
Data Resources
Database Exercise: Building
a Relational database for a Small Business
Group Project: Human
Resources Database
Telecommunications and Networks. Chap.
8
Teaching Objectives
To describe the technologies used
in telecommunications systems.
To determine what
telecommunications transmission media our organization should use.
To decide how our organization
should design its networks.
To identify what alternative
network services are available to our organization.
To evaluate which
telecommunications applications can be used for electronic commerce and
electronic business.
Learning Activities
Opening Vignette: “Scientific-Atlanta
Creates Wireless Links to Its Supply Chain”
Case Analysis “Schneider
National Keeps on Trucking with Communications Technology”
PowerPoint Presentation: Telecommunications
and Networks
Spreadsheet Exercise: Analyzing
Telecommunications Costs
Group Project: Telecommunications
Technology
The
Internet and the New Information Technology Infrastructure. Chap. 9
Teaching Objectives
To describe the features of the
new information technology (IT) infrastructure for business and the
importance of connectivity in this infrastructure.
To describe how the Internet works
and its capabilities.
To evaluate the benefits the
Internet offers organizations.
To describe the principal
technologies for supporting electronic commerce and electronic business.
To analyze the management problems
raised by the new information technology (IT) infrastructure and suggest
solutions.
Learning Activities
Opening Vignette: “First
Service Networks' Wireless Web Breakthrough”
Case Analysis “General
Motors Takes a Test Drive on the Internet”
PowerPoint Presentation: The
Internet and the New Information Technology Infrastructure
Spreadsheet Exercise: Analyzing
Web Site Visitors
Group Project: Wireless
Internet Capabilities
Managing
Knowledge for the Digital Firm. Chap.
10
Teaching Objectives
To explain the importance of
knowledge management programs and systems for knowledge management.
To describe the applications that
are most useful for distributing, creating, and sharing knowledge in the
firm.
To evaluate the business benefits
of using artificial intelligence for knowledge management.
To analyze how businesses can use
expert systems and case-based reasoning to capture knowledge.
To examine the ways organizations
can benefit from using neural networks and other intelligent techniques.
Learning Activities
Opening Vignette: “Knowledge
Management: British Telecom's New Competitive Weapon”
Case Analysis “Frito-Lay's
Drive to Repackage Knowledge”
PowerPoint Presentation: Managing
Knowledge for the Digital Firm
Expert System Exercise:
Building
a Simple Expert System for Retirement Planning
Group Project:
Enhancing
Management Decision-making for the Digital Firm. Chap. 11
Teaching Objectives
To introduce ways information systems
help individual managers make better decisions when the problems are
non-routine and constantly changing.
To analyze how information systems
help people working in a group make decisions more efficiently.
To discuss whether any special
systems can facilitate decision-making among senior managers.
To examine the benefits of systems
that support management decision-making for the organization as a whole.
Learning Activities
Opening Vignette: “Air
Canada Optimizes Flight Crew Scheduling—and Keep Employees Happy”
Case Analysis “BC
Hydro Systems Electrify the Utilities Field”
PowerPoint Presentation:
Enhancing
Management Decision-making for the Digital Firm
Spreadsheet Exercise:
Performing
Breakeven Analysis and
Sensitivity Analysis
Group Project: Group-
Decision Support System (GDSS)
Redesigning
the Organization with Information Systems. Chap.
12
Teaching Objectives
To consider the ways building a
new system could change the way an organization works.
To describe how a company can make
sure that the new information systems it builds fit its business plan.
To detail the steps required to
build a new information system.
To examine available alternative
methods for building an information system.
To identify techniques or
system-building approaches to help us build e-commerce and e-business
applications more rapidly.
Learning Activities
Opening Vignette: “Land
Information New Zealand Builds an On-Line Title Service”
Case Analysis “Can
APCO Insure Its Future with a New System?”
PowerPoint Presentation:
Redesigning
the Organization with Information Systems
Database and Web Page Development Tool Exercise:
Building a
Job Database and Web Page for a Consulting Firm
Group Project: Web
Design Specification
Understanding
the Business Value of Systems and Managing Change. Chap.
13
Teaching Objectives
To evaluate how our company can
measure the business benefits of our information systems and which models
should be used to measure that business value.
To analyze why so many system
projects fail and what are the principal reasons for system failure.
To explore how the organizational
change surrounding a new system should be managed to ensure success.
To identify any special challenges
in implementing international information systems.
To explore what strategies our
organizations can use to manage the system implementation process more
effectively.
Learning
Activities
Opening Vignette: “The
Rise and Fall of Boo.com”
Case Analysis “A New
Supply Chain Project Has Nike Running for Its Life”
PowerPoint Presentation:
Understanding
the Business Value of Systems and Managing Change
Spreadsheet Exercise: Capital
Budgeting for a New CAD System
Group Project: Business
Process Redesign
Information
Systems Security and Control. Chap. 14
Teaching Objectives
To explain why information systems
are vulnerable to destruction, error, abuse, and system quality problems.
To describe the types of controls
available for information systems.
To describe the special measures
that must be taken to ensure the reliability, availability and security of
electronic commerce and digital business processes.
To learn what are the most
important software quality assurance techniques.
To analyze the reasons why auditing
information systems and safeguarding data quality are so important.
Learning
Activities
Opening Vignette: “September
11th, 2001: No More ‘Business as Usual’ for Supply Chain Systems”
Case Analysis “The
World Trade Center Disaster: Who Was Prepared?”
PowerPoint Presentation:
Information
Systems Security and Control
Spreadsheet Exercise: Performing
a Security Risk Assessment
Group Project: Information
Systems Security and Control
Word Version
(may not be updated)
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