BADM 750 - Managing Computer Information Resources
Fall 2009 - MW 5:30 - 6:45 PM, AB 107
Syllabus - Dr.
"Any sufficiently developed
technology is indistinguishable from magic."
Arthur C. Clarke
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Instructor: |
Dr. William L. Kuechler (Bill) |
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Office: |
AB314C |
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Telephone: |
784-6910 (o) |
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Office Hours: |
2:00– 4:30 MW and by appointment |
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Email: |
kuechler@unr.edu |
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URL: |
REQUIRED TEXTS (2 paper at UNR bookstore, 1 on-line)
Manager's Guide to Making Decisions about
Information Systems, 1st.ed, Paul Gray, 2006, John Wiley & Son.
(ISBN 978-0-471-26359-3)
The World Is Flat: A Brief History of the 21st Century (release 3),
Thomas L. Friedman, 2007, Picador (paperback). (ISBN 0-312-42507-4)
IT Concepts: An Online Course ( http://elearninghome.hbsp.org )
[Go to URL above. Click here for instructions. The charge
for the course is $19.00, accepted on-line via any credit or debit card.]
Seven cases and selected other readings will be assigned as the class progresses:
(1) IT Doesn't Matter, N. G. Carr, Harvard Business Review,
May 2003.
(2) Custom Made Apparel and Individualized Service at Lands' End,
Ives and Piccoli,
Communications of the AIS, (11) 2003, pp. 79-93 and
Sustaining IT-Dependent
Competitive Advantage: The Static Model, Piccoli
and Ives
Cornell University working paper, 2004
(3) Combining Qualitative and Quantitative Methods in Information
Systems Research: A Case Study,
(1998). Kaplan and Duchon,
MIS Quarterly.
(4) Everyone's Watching . . ., Kuechler & Edberg, Annals of
Information Technology
Cases, 2001
(5) The Institutionalization
of User Participation for Systems Development in Telecom
Eireann
,
Cases, 2002
(6) Technology Frames and Framing: A Socio-Cognitive Investigation of
Requirements Determination,
(2002). Davidson, E., MIS Quarterly
(7) The Relation Between BPR and ERP Systems: A Failed
Project, Paper and
Tingley, Annals of Information Technology Cases,
2002
Four of the seven readings (1, 2, 3 and 6) are free and can be downloaded
from the 750 web site.
COURSE OBJECTIVES
This course will introduce you to the role of information and communications technology (ICT) in contemporary organizations. Three major themes are woven (hopefuly coherently) throughout the 15 weeks:
The primary focus of class discussions and lectures will be on management issues relating to ICT. We will use the case method of instruction throughout the course. Students should analyze each case in advance of the class period for which it is assigned and should be prepared to participate extensively in class discussions. The readings and cases generally focus on large complex corporations but the concepts presented are applicable to all types and sizes of organizations.
A semester long team project will be used to draw together the multiple techniques concepts and viewpoints of ICT. At the conclusion of this course students should have a detailed understanding of the how information systems impact an organization from both a business process and cultural standpoints and the processes used to effectively analyze, utilize and manage ICT.
To avoid the necessity of burdening the students and the instructor with dreary multiple-choice examinations on basic ICT terms and concepts, one focus of grading for all the assignments described below will be on the appropriate use of specialized ICT vocabulary and concepts as found in the e-course and texts, whether or not discussed in class lectures. That is, the student is expected to complete all assigned readings in the texts and the e-course and to use the vocabulary and concepts from those readings in all assignments and activities. Additionally, all on-line quizes for the e-course must be passed with a grade of 60 or better before the midterm+ exam.
Seven case analyses - Students, individually, will prepare seven case analyses based on the assigned cases. The analyses are to be handed in during the class period that the case is due. A description of the case study method and instructions for preparing a case are attached. It is always a good idea to visit the web site of the company in the assigned case for insights on actions that may have been taken since the case was concluded.
Case analyses should be approximately 2 pages in length, 10 pitch, Times New Roman, 1.5 line spacing.
The use of vocabulary and concepts from class discussions and reading will be a significant grading criterion. There will be an in class discussion of each case on the day it is due, led by a student. The discussion leader(s) will be responsible for conducting the discussion so that the key points of each case are elaborated on in the discussion. The discussion will last as long as necessary to fully explore the case. The instructor will sit in the student area and facilitate if necessary.
Why are the cases always about HUGE organizations? What about my smaller, regional employer? Sorry about that, but to be blunt, cases about $40M/yr. XYZ regional distributor just aren’t as publishable as cases about international market leader Otis Elevator. In fact, cases on SME’s are very difficult to find. Fortunately every topic in 750 is scalable and just as useful in your SME environment as in IBM. A process model is a process model. The characteristics of ERP systems and the organizational aspects of change in your SME work the same way they do in IBM. In fact, many of the cases described for large organizations take place in single divisions or departments and so they even have a similar scale (headcount) to many SME’s. If you don’t see how a topic relates to your organization, raise the subject in class – it should make for an interesting discussion.
Student Led Case Discussions - On the day each case analysis is due the case will be discussed in depth in class. A student (or team of 2) will present an overview of the case and an analysis of the issues, lasting 10 to 15 minutes, and then lead a class discussion on the case. The overview and analysis should be accompanied by a Power-Point presentation. The discussion should focus on key actions in the case, and whether they were correct or incorrect, whether they addressed problems or caused problems. The discussion should encourage students to express their views and present their relevant work experiences.
Current Events In ICT - Each lecture period a student will present an "executive briefing" on a significant current ICT event. These briefings are intended to make concrete the lecture topics and demonstrate that there is no area of business (or of our culture) that is not impacted by information technology. Events of interest can be found in many publications: Computerworld, the Wall Street Journal, Forbes, The Economist, etc. Past examples (not necessarily excluded) have been articles on: the adoption of wireless technologies, the EU suit of Microsoft, earnings impacts of failed IT installations in major companies, etc. These briefings should be 5-10 minutes in length, including class discussion, should be PowerPoint based (a small number of slides "bulleting" major points will do) and should be e-mailed to the instructor by 2:00 PM on the date due. Consumer product releases such as Ipod or Xbox are NOT significant enough to merit attention. Students who do not present a case discussion MUST present one or more current events and/or TWIF presentations (see below).
The World Is Flat (TWIF) - TWIF is a very accessible and very scary description of
today's global workplace. Discussions of TWIF reading assignments will be led
entirely by students. Each presentation must give an executive briefing (PowerPoint)
on the technology(s) described in the reading and its general impact - how it
'flattens' the world. Ancillary materials on the technology(s) will greatly
strengthen the presentation. The presenter(s) will then lead a class discussion
structured as a SWOT analysis of the technology(s) for the
Request For Proposal (RFP) - Students will form into teams of up to 5 persons for this semester long project. The RFP is the nexus of the entire course that makes class discussions concrete as well as providing practice in a valuable business skill. Most BADM 750 students work and it is hoped that a real or anticipated project from some team member's workplace can provide the basis for the RFP. Several class sessions (following current events and possibly short lectures and case discussions) will be devoted to instructor-facilitated project planning and development sessions. Teams must have one-page typed proposals for their RFP topic approved by the instructor by the end of the third week of class. Proposals will include a short description of the business for which the proposal is being issued, the existing system and the proposed system including strategic and tactical objectives for the proposed system.
The RFP itself will be approximately 50 pages in length including diagrams and will be delivered in a three ring binder containing the following sections:
· The project grading sheet
· Executive overview of the purpose and extent of the new system including strategic and tactical objectives for the proposed system. Define the system champions at this time.
· Current system processes including narrative and process descriptions using use-case driven agent-interaction diagrams and workflow/DFD diagrams. Define all internal and external stakeholders for the current system. These are the people you will interview or survey to gather requirements.
· Current system architecture
· Requirements documentation for the new system - include descriptions of why the changes and additions are being made to the system - not just function bullet points. Include screen mock ups, performance constraints, hardware and software constraints and known specifications (i.e. must run on existing network, must work with existing PBX, etc.)
· Intended system processes including narrative and process descriptions and stressing changes and additions to the system. Include especially any new stakeholders and former stakeholders who are no longer participants in the new system.
· Intended system architecture
· Budget and time constraints informed by research on similar systems implementations
· An Implementation Plan for the organization which will spell out milestones at which percentage payments are due. Assume 35% on contract signing, 10% held out till contract completion (you decide what criteria constitute full completion and other milestones) and the remainder at milestones of your choosing (for example, an additional 25 % on successful demonstration of hardware installation, if your proposal calls for hardware. The RFP would spell out the acceptance test(s) that would define "successful demonstration".
· A Change Plan for the organization which will describe, in the context of the delivery and installation plan of the system, how every internal and external system stakeholder will be effected, and how any negative effects will be proactively mitigated.
At approximately half point in the semester a Presentation of Project Work to Date is scheduled. In addition to the presentation to the class, a phase 1 deliverable must be turned in containing (at a minimum):
An integral part of the project is a team presentation of the RRP's to the class during the last class sessions. Teams should be prepared to answer questions on any aspect of the proposal - technical, economic, or organizational following the presentation. Both the instructor and the students will score the presentation on:
An oral presentation grading sheet will be used to objectively evaluate presentations. Special attention will be placed on the appropriate use of specialized IT vocabulary and concepts as found in the text, whether or not discussed in class lectures. The RFP (in lieu of a final examination) is due by on the last day of class as specified in the "Schedule of Lectures" (the last page of this syllabus). Provision for penalizing non-performers is built in to the process - each team has the option to fill out an evaluation sheet on all other members at the time the RFP is submitted. A team participation grading sheet will be used to determine the relative contribution of each team member. It is entirely possible for a project to receive a grade of 'A' while a member of the team receives an 'F' for his or her participation in the project. Teams are expected to resolve their own conflicts, or, failing resolution, to use the team participation grading sheet to remedy participation issues. If there are participations issues, a team participation grading sheet must be turned in by ALL members of the team a week prior to the project due date. See also the project phase 1 deliverable.
Exams - There will be one in-class exam (a mid-term+) which will cover the material presented in approximately the first two thirds of the course. This is an essay exam, typically of 4-5 questions. Blue books will be provided, and answers are expected to be well expressed arguments or expositions in full sentences. However cogency is valued over volubility and bulleted lists of concepts and diagrams are valued when applicable. Special attention will be placed on the appropriate use of specialized IT vocabulary and concepts as found in the texts and e-course, whether or not discussed in class lectures.
A short 'take home final' will be given out at the conclusion of the last class session. It will include short answer and essay questions which integrate concepts from the last classes (those following the mid-term) and from the technology e-course. The test will be available on-line, taken out of class, and the answers e-mailed to the instructor by the end of 'dead-day'. For those students who have read the required material, this exam should take approximately 1 hour to complete.
Classroom participation - Each student will receive a grade for class participation. This grade will be determined by the instructor and will be based on your attendance and contributions to class discussions. You cannot participate in class if you are not there, however, merely attending class does not constitute participation in class discussions. Participation in the discussion of cases is particularly important. At any time, students may be asked questions concerning a case or to interpret some aspect of the case in terms of a concept from the assigned chapter. Special participation credit will be granted to students who, in lecture discussions, can relate textbook concepts to their work experience.
The second element in the class participation grade is Courtesy - interfering with normal class dynamics through beeper and cell phone noise, consumption of food, talking with classmates or other disruptive activity will dramatically lower the class participation component of the grade.
The relative weight of each component of your grade is as follows:
|
Percentage |
Assignment |
|
28 |
Case Analyses (7 @ 4 % each) |
|
7 |
Case discussion and/or Current Event and/or TWIF presentations |
|
33 |
RFP |
|
17 |
Mid+ term exam |
|
5 |
Take home final |
|
10 |
Class Participation |
|
100 |
Total Percentage |
I expect that all assignments will meet the highest standards of writing style. Papers/exams with excessive typographical errors, sentence construction problems, or other writing weaknesses will be penalized.
1. All assignments (case analyses, web pages, reports, etc.) are due in class on the day they are assigned. No late assignments will be accepted without prior approval of the instructor. I do not accept assignments via email unless prior arrangements have been made.
2. Each student must complete work assigned to single individuals on their own. Cases may be completed by two person teams and RFP's will be developed by teams of from 3 to 5 persons.
3. It is obvious when two people/groups turn in the same work. University policy specifies that in cases of academic dishonesty, students may either receive an "F" for the assignment or exam, receive an "F" for the course, or be expelled from the University. University code regarding Academic Standards and Graduate Academic Dishonesty Procedures is posted at http://www.unr.edu/stsv/acdispol.html
4. Grades of Incomplete ("I") will only be assigned in extreme cases (e.g., severe illness or injury, job transfer, or death of an immediate family member).
5. You are responsible to complete assigned readings prior to class.
6. I will not "take attendance" in this course, however, you are expected to attend class. Although your class participation grade is not based solely on attendance, you cannot participate if you aren't there. Simply attending all classes will not result in maximum participation points. You are responsible for obtaining copies of notes from a classmate if you cannot attend class. I will not be able to provide private lectures or tutoring for students who are absent.
Final grading will be strictly based on the following University policy:
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A 100 - 93 % |
A- 92 - 90 % |
B+ 89-87 % |
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B 86 - 83 % |
B- 82 - 80% |
C+ 79 - 77 % |
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C 76 - 73 % |
C- 72 - 70 % |
D+ 69-67 % |
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D 66 - 63 % |
D- 62 - 60 % |
F below 60 % |
When the delivery media is magnetic, all files must be in the root directory of an otherwise empty media. Media containing viruses will be given a ZERO.
University policy concerning academic honesty, as defined in the university handbook is in effect for this class. Except for group work (within your group), individual work is required. University code regarding Academic Standards and Graduate Academic Dishonesty Procedures is posted at http://www.unr.edu/stsv/acdispol.html
Working Students:
The
|
Work Hours Per Week |
Total Semester Credits |
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10 |
15 |
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20 |
12 |
|
30 |
9 |
|
40 |
6 |
Exceeding these recommendations indicates the student, an adult, has made a high-risk decision. The instructor may be sympathetic, but can not compromise the rigor of the course or treat students unequally because of imprudent work/school time allocations on the part of some of the student body.
Students with Disabilities:
Students with disabilities should be registered with the appropriate University office, and should submit to the instructor a letter from that office indicating the disability, early in the course. Accommodations will be made for all University acknowledged disabilities according to University policy.
BADM 750 Schedule of Lectures
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(Week #) Date |
Topic |
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Due |
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(1) Monday, 8/24 |
Course overview; Chapter 1, 2 Lecture: IT in business - the 'big picture' |
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Wednesday, 8/26 |
Discussion of IT Doesn't Matter, Ch's 1, 2 |
Gray Ch. 14; TWIF Ch. 1; BP handout |
Case 1 critique |
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(2) Monday, 8/31 |
Business
processes lecture and discussion 1 |
Case (2) |
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Wednesday, 9/2 |
Business processes lecture and discussion 2 |
Gray Ch. 5 |
TWIF
Ch 1 discussion |
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(3) Monday, 9/7 |
!! Labor Day – No Class !! |
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Wednesday, 9/9 |
RFP development session (process modeling tools & examples) |
TWIF pp. 48-81 |
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(4) Monday, 9/14 |
Data, Information, : lecture and discussion 1 |
Gray Ch. 4 |
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Wednesday, 9/16 |
Data,
Information, : lecture and discussion 1 |
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Case 2 critique |
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(5) Monday, 9/21 |
ERP lecture and discussion |
Case (3) |
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Wednesday, 9/23 |
" |
Gray Ch. 12 |
TWIF flattners 1,2,3 discussion |
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(6) Monday, 9/28 |
TWIF pp. 81-127 (flattners 4,5,6) |
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Wednesday, 9/30 |
" |
Gray Ch. 3 |
Case 3 critique |
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(7) Monday, 10/5 |
Electronic Commerce |
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|
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Wednesday, 10/7 |
" |
Gray Ch. 6 Case(4) |
TWIF flattners 4,5,6 discussion |
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(8) Monday, 10/12 |
Customer Relationship Management
systems |
TWIF |
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Wednesday, 10/14 |
" |
Gray Ch 7; TWIF pp. 128 - 172 (flattners 7,8,9) |
Case 4 critique |
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(9) Monday, 10/19 |
RFP
development session (presentation of work to date)
|
Gray Ch 7 |
|
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Wednesday, 10/21 |
Knowledge Management Systems |
Gray Ch. 8 |
TWIF flattners 7,8,9,10 discussion |
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(10)Monday, 10/26 |
KM Systems continued + TWIF Ch. 3 discussion |
Case (5) |
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Wednesday, 10/28 |
Business Intelligence Systems |
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TWIF Ch. 3 discussion |
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(11)Monday, 11/2 |
Business Intelligence systems + exam review |
SDLC handouts; Case (6) |
Case 5 critique |
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Wednesday, 11/4 |
Mid+
term exam - |
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|
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(12)Monday, 11/9 |
The Systems Development Life Cycle (SDLC) |
Gray Ch. 9;TWIF
|
|
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Wednesday, 11/11 |
!! Veterans Day – No Class !! |
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(13) Monday 11/16 |
The Systems Development Life Cycle (SDLC) part 2 |
Case 7 |
Case 6 critique |
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Wednesday, 11/18 |
Outsourcing: lecture and discussion |
Gray Ch. 10 - TWIF
|
|
|
(14) Monday, 11/23 |
" |
|
TWIF Ch. 4,5, discussion |
|
Wednesday, 11/25 |
Systems Integration |
|
Case 7 critique |
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(15) Monday, 11/30 |
" |
TWIF Ch. 6,7 discussion |
|
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Wednesday, 12/1 |
RFP presentations |
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RFP presentations |
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(16) Monday, 12/7 |
Last Class Session - RFP presentations - take home final
distributed |
|
RFP presentations |
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RFP's are due in Kuechler's office on or before class, Monday, December 7 Take home finals must be e-mailed to Kuechler by Wednesday, December 9 |
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The course syllabus provides a
general plan for the course.
Deviations may be necessary.