GRADUATE COURSES

Revised: 10/22/01

Table of Contents

General Class Policies..................................................................................................................... 1 Academic Honesty ...................................................................................................................... 1

MBA 8473....................................................................................................................................... 3 Information Technology and Decision Strategies ....................................................................... 3

CIS 8110.......................................................................................................................................... 9 Information Technology Infrastructure....................................................................................... 9

CIS 8120........................................................................................................................................ 12 Web Development With Objects............................................................................................... 12

CIS 8130........................................................................................................................................ 23 Object-Oriented Specifications ................................................................................................. 23

CIS 8140........................................................................................................................................ 26 Database Management Systems ................................................................................................ 26

CIS 8150........................................................................................................................................ 29 Information Technology Project Management ......................................................................... 29

CIS 8160........................................................................................................................................ 34 Business Process Innovation and Organizational Change Management .................................. 34

CIS 8170........................................................................................................................................ 39 Network Design and Management............................................................................................ 39

CIS 8240........................................................................................................................................ 42 Advanced Networks .................................................................................................................. 42

CIS 8260........................................................................................................................................ 47 Knowledge Management........................................................................................................... 47

CIS 8389........................................................................................................................................ 63 Directed Readings In Information Systems .............................................................................. 63

CIS 8390........................................................................................................................................ 64 Advanced Topics In Information Technology .......................................................................... 64

CIS 8450........................................................................................................................................ 75 Knowledge Systems: Development and Use ............................................................................ 75

CIS 8470........................................................................................................................................ 78 Electronic Commerce Applications Development.................................................................... 78

CIS 8490........................................................................................................................................ 83 Advanced Topics In Systems Development.............................................................................. 83

CIS 8610........................................................................................................................................ 84 Information Technology And Competitive Strategy................................................................. 84

CIS 8620........................................................................................................................................ 86 CIS 8650........................................................................................................................................ 88

Information Technology and Collaborative Work .................................................................... 88 CIS 8660........................................................................................................................................ 92

Electronic Commerce Strategy.................................................................................................. 92 CIS 8680........................................................................................................................................ 95

Security and Privacy of Information and Information Systems................................................ 95 CIS 8690...................................................................................................................................... 105

Advanced Topics In Management Of Information Systems................................................... 105 CIS 8990...................................................................................................................................... 106

MS-CIS Thesis Research ........................................................................................................ 106

1

General Class Policies • Prerequisites are strictly enforced. Students failing to complete a prerequisites with a grade

of “C” or higher will be administratively withdrawn from the course in which they are in violation with a loss of tuition fees. There are no exceptions.

• Students are expected to attend all classes and group meetings, except when precluded by emergencies, religious holidays or bona fide extenuating circumstances.

• Students who, for non-academic reasons beyond their control, are unable to meet the full requirements of the course should notify the instructor. Incompletes may be given if a student has ONE AND ONLY ONE outstanding assignment.

• A “W” grade will be assigned if a student withdraws before mid-semester while maintaining a passing grade. Withdrawals after the mid-semester date will result in a grade of “WF”. Refer to GSU catalog or Registrar’s office for details.

• Spirited class participation is encouraged and informed discussion in class is expected. This requires completing readings and assignments before class.

• Unless specifically stated by the instructor, all exams and lab assignments are to be completed by the student alone.

• Within group collaboration is allowed on project work. Collaboration between project groups will be considered cheating unless specifically allowed by an instructor.

• Copy work from the Internet without a proper reference will be considered plagiarism and subject to disciplinary action as delineated in the Student Handbook.

• Any non-authorized collaboration will be considered cheating and the student(s) involved will have an Academic Dishonesty charge completed by the instructor and placed on file in the Dean’s office and the CIS Department. All instructors regardless of the type of assignment will apply this Academic Dishonesty policy equally to all students. See excerpt from the Student Handbook below:

Academic Honesty

(Abstracted from GSU’s Student Handbook Student Code of Conduct “Policy on Academic Honesty and Procedures for Resolving Matters of Academic Honesty” - http://www.gsu.edu/~wwwcam/academichonesty.html) As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The University assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonorable or unethical conduct related to their academic work.

2

Students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Here are some examples and definitions that clarify the standards by which academic honesty and academically honorable conduct are judged at GSU. Plagiarism. Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any paraphrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or part, taken from the internet or other computer based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations. Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, texts, or “crib sheets” during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration. Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with assistance from another person or source, or computer honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed.

3

MBA 8473 Information Technology and Decision Strategies

Prerequisites: MBA 8011, CSP 1-8., Prerequisites are strictly enforced! Required Materials • Textbook: Information Technology For Management: Making Connections for Strategic

Advantage, Turban, McLean, Wetherbe (1999) • Enterprise E-Commerce by Fingar, Kumar, Sharma [2000], Published by Meghan-Kiffer

Press. • Course Packet available at The Printshop at Decatur Street (404.523.2679). The Printshop

is open late the first week of classes (8:30 am – 9:00 pm). Course Overview In the past century, few things have changed the face of business more than information technology and systems. Increasingly, computing and communication technologies are converging at lower costs and transforming business strategy and business processes. Correspondingly, the primary focus of information technology application in business has evolved from efficiency improvement to strategic/competitive uses that support and focus directly on organizational goals. The ubiquitous presence of IT in business is becoming evident at every level of the organization especially given the prominence of Web based technologies, Intranet, Internet and Electronic Commerce. As industries are propelled by this technological catalyst into the “information age, it is becoming imperative that every manager in an organization recognize the potential of information technologies to support, shape and define business. This course addresses what every MBA student needs to know in order to leverage information systems for the design and implementation of business models of an organization. A dual objective of the course is to understand how information technology can enhance the quality and efficiency of decisions made by individuals, groups, and organizations. The course is designed around a model that views the firm as an information processing entity that must sense and respond to its environment. The environment in which firms operate today is one in which there is greater complexity, reduced cycle times, increased globalization, and greater competition than ever before. Firms capable of successfully competing in this kind of environment will be those that have the ability to develop and implement nimble organizational models with high-quality decisions being made at all levels in the organization. Seen in this light, information technology should be examined in terms of its strategic impact on the organizations and its role in supporting individual, group, and organizational decision processes. The course is designed for managers who need to (1) understand the role and potential contribution of information technology for their organizations; (2) understand the opportunities and threats posed by IT in contemporary competitive environments; and (3) recognize the

4

growing importance of E-commerce in business and how information technologies are enabling this important business paradigm. The course will emphasize the strategic role that computer-based information systems now play in modern organizations. We will explore how rapid advances in hardware and software technology are impacting strategies, structures and processes within organization. Much of what managers do involves the search (both internal and external to the firm), processing, interpretation and use of information. As a bridge between information search and information use, managers often need to build and manipulate models. The course examines how information technology can help managers, groups, and organizations search for information, analyze information, and make decisions. Finally, the course will explore various approaches for developing or acquiring information systems. Course Objectives At the completion of this course, the student should

• Have a sophisticated awareness of the rich variety of managerial issues raised by information systems and understand the paradigm shift as we move rapidly into the information age. Focus here will be on understanding the growing importance of electronic commerce in business.

• Describe and distinguish among the wide array of information technologies that are available for supporting individuals, groups, and organizations.

Identify, describe, and evaluate the role of information technology in relation to the organization's business and competitive strategies. Articulate trends in information technology and their business implications. Understand the choices that are available in developing or acquiring systems.

Evaluation Case Discussions/ Summary Write-ups 15% Strategic IS Web Site 10% Infomediary Web Site 15% Mid-term 20% Final Exam 25% Participation/Attendance 15% Grading will be based on a standard scale (A=90+, B=80+, C=70+, D=60+ F=60-) Strategic Information Systems Web Site Over the past few years, we have seen a dramatic proliferation of Internet sites. Businesses, information providers, researchers and consumers in their diverse roles have been building applications and utilizing the growing omnipresence of the Internet in ways that enhance their utility. As such, the Internet seems to have reached a "critical mass" of participation that can (and is) being leveraged by numerous entities with diverse interests.

5

This assignment is intended to provide the incentive for you to "surf the net" in order to familiarize yourself with the rapidly broad repertoire of resources available. Specifically, you will be required (in groups of 2-3 students) to explore the net and locate company web pages that are relevant to the content of this course. For instance, a core question to be addressed could be : "How are business organizations using the Internet to: • Market their products (electronic commerce) • Change relationships • with their customers • Reach new markets • Simplify a complex product • Sell information (even though they are not in the information business) • Reduce customer power • Implement their articulated strategy • Create a virtual organization • Create alliances and partnerships • Outsource, etc. This assignment would require that you access the World Wide Web. Surfing the net can lead you (through hypertext links) to all kinds of physical locations and information resources. Play around with the system and try to observe what companies are doing on the net in order to gain competitive advantage. Choose three companies that provide innovative applications for their customers on the WWW. Create a web page that lists the three web site links. Below each web site provide a discussion on why you think it is strategic, innovative, and a source of competitive advantage for the firm. Try to apply concepts discussed in class in justifying your selection. Remember, strategic does not mean lots of bells and whistles, but the effectiveness of the site in implementing or supporting the company's strategy. This means you will have to try to evaluate what the company is trying to accomplish through the site and whether it is effective. Examine a number of possible candidates before making your final selection. Evaluating a few companies in the same industry could give you a better comparative basis for one company. Electronic Commerce Infomediary Website This assignment incorporates the concept of information intermediaries (or infomediaries) that are now becoming prominent on the web. As the web proliferates, it becomes difficult to manage the volume and complexity of information on buyers and suppliers. Infomediaries are companies that interface between buyers and suppliers and play a role in "matching" the two entities. These new Internet market makers are often magnet sites that attract customers and provide a customized interface for customers, facilitate shopping around, help buyers find a certain product or service, provide access to certain suppliers, facilitate the search process, provide useful information for customers, etc. In other words, these "infomediaries" are business-to-business electronic commerce companies that leverage the Internet to unite buyers and suppliers into a

6

single, efficient virtual marketplace. Most of these sites currently get their revenue from the supplier side (e.g., through advertising). Prominent sites like Yahoo, Amazon, Real Networks, ChemDex, etc. all play infomediary roles. Let's say that you are the founder of a start-up infomediary. I would like you (i.e., your group) to create a fictitious infomediary site that brings together resources on the web and presents them in "value-added" form for potential buyers. In doing so, you must define: • What is your mission? • What is your short and long term source of revenue (i.e. what is your business model?] • Why would potential buyers come to your site (i.e., what value does it add?] Create a viable and attractive site that could be an attractive business proposition. For instance, you could create a site that links to the best "free" software download sites on the web. You could enhance its value by identifying prominent and popular software downloads on each site with your own evaluation (e.g., see zdnet). This assignment is aimed at two distinct learning objectives -- (1) the need to struggle through the design a good web site, and (2) to think of electronic commerce and a business model.

(Extra Assignment)

Visit the following sites: Amazon.com for Books, videos, CDs, auctions... Ebay for auctions UBid for auctions Bugle Boy for clothing Peapod for groceries Webvan for groceries If you are unfamiliar with each site you visit, spend a little time going through what is there. After visiting the sites, answer the following questions: In a few words or a few short phrases, describe how each site generates revenues, if applicable. Try and cover all the revenue sources you can detect, if any. If there are no revenue sources, what other benefits are derived from the Web site? List as many advantages as you can that these on-line services enjoy because of the Internet. List as many disadvantages as you can that these on-line services suffer because of the Internet. Focus on those sites where you can buy products or services, and think about other products or services that could be promoted or sold on the Web. Considering all products or services, both available or unavailable on-line, what categories, types, or kinds of products or services are more conducive to Web sales, and what types are less conducive to Web sales? Explain why you included each type.

7

Three sites are auction sites. What are comparative advantages and disadvantages of each?

8

Tentative Schedule of Classes

Week Topic Cases 1 Course Overview and Motivation

Preparation and discussion of Cases

2 Computer Hardware, Software, and Telecommunications 3 Gaining Competitive Advantage through the Use of IT 4 Electronic Commerce Autobytel.com 5 Electronic Commerce Pricing and Market

Making on the Internet

6 Electronic Commerce VerticalNet 7 Electronic Commerce Ford Motor

Company: Supply Chain Strategy

8 Exam 1 9 Software Development and Acquisition 10 Alternative Methodologies 11 Database (Data modeling, conceptual, relational) 12 Database (Data Warehousing, Multi-dimensional

Databases, Data Mining)

13 Change Management/Reengineering Business Process with IT

14 Decision Support Systems 15 Group Presentations

9

CIS 8110 Information Technology Infrastructure

Course Prerequisites: CSP 1 - 8; Please see page 262 of the Graduate Bulletin. You are expected to be familiar with word processing, spreadsheets and Access. The first exam will contain a question which will require knowledge of Access. If this question is not answered correctly, there is a 20 point deduction on your exam. Textbooks: Reading packet from The PrintShop at 6 Decatur Street. 404.523.2679. Description: CIS 8110 is the first, graduate-level course for MS/CIS majors, but it is also open to MBA CIS majors. As information technology (IT) change is ubiquitous and relentless there is constant pressure on information systems managers to keep abreast of these changes. This course pursues the complex organization of computers, networks, software and delivery goals which collectively form the platform for assimilating and delivering information products and services to the organization and its stakeholders (customers, clients, suppliers, government, etc.) -- the "information technology (I/T) infrastructure." This course provides an overview of the components which go into the making of an infrastructure, the enabling role the infrastructure plays in the functioning and repositioning of organizational processes, missions and strategies, and an investigation into both public (Internet) and corporate (intranet and extranet) infrastructures. While the core of the course relates to the understanding of IS/IT infrastructures it also reflects a view towards information systems development which holds that much of future development will be internet/intranet protocols-based development. Course Objectives: At the completion of the course, the student should have a foundational knowledge of eBusiness, systems analysis and development, , database, hardware, software, communications, interconnectivity and an understanding of the relationships among these topics, be able to intelligently participate in the evaluation of technological systems, be able to analyze technology as applied to business applications, suggest alternatives, and discuss the pros and cons of the alternatives use current technology to design an eBusiness web site. Course Policies: Exams Exam are open book. After students have completed the exam, the grades will be posted on the web. Make-up Examinations Make-up examinations will be given only in cases of excused illnesses (accompanied by a

10

physician's letter), for a bona fide religious holiday which conflicts with the date of the examination (prior notification is required) or for a bona fide emergency in the immediate family. You should make a sincere effort to notify the instructor, in advance, if you will be unable to sit for an examination. Withdrawals: Students in good standing who withdraw by the date set by the registrar are eligible to receive a grade of W. Students withdrawing after this date will receive a grade of WF unless a hardship authorization is obtained from the Dean of Students. Incompletes: A grade of I will be given only in exceptional circumstances. A student must have completed all but one of the requirements of the course in order to be eligible to receive a grade of I.

11

Tentative Schedule of Classes Session Topic Readings Assignments

1 Technology Infrastructure Readings #1 e-Business Project Part I

2 Objects, Forms, Scripting Readings #2 Web Site

3 Business on the Internet Readings #3 e-Business Part II, Part III

4 Objects, Forms, Scripting Readings #4

5 Systems Analysis and Development

Readings: #5

6 Systems Analysis and Development

7 Objects, Forms, Scripting Readings: #6

8 Accessing Data Stores Readings: #7 e-Business Part IV

9 Database, Normalization Readings: #8

10 Hardware/Software/ Communications Readings: #9

11 Hardware/Software/ Communications

12 Interconnectivity/Integration Readings: #10

13 Interconnectivity/Integration

14 XML Readings: #11

15 Review; Brief Project Presentations

12

CIS 8120 Web Development With Objects

Course Prerequisites: CSP 1 - 8; Please see page 262 of the Graduate Bulletin. Prerequisites strictly enforced!

Textbooks:

Web Design Reading packets from The PrintShop at 6 Decatur Street. This readings packet contains the following information:

Information Architecture for the World Wide Web, by Louis Rosenfeld & Peter Morville, O’Reilly, 1998:

Chapter 2: Introduction to Information Architecture;

Chapter 3: Organizing Information.

Designing the User Interface: Strategies for Effective Human Computer Interaction, 3rd edition, Ben Sneiderman

Chapter 2: Theories, Principles, and Guidelines;

Chapter 6: Presentation Styles

Rapid Development : Taming Wild Software Schedules by Steve C McConnell 647 pages (July 1996)

Chapter 6: Core Issues in Rapid Development

Chapter 8: Estimation

Chapter 9: Scheduling

Dynamic Html in Action, 2nd edition by Eric M. Schurman, William J. Pardi 2nd edition (March 1999) Microsoft Press; ISBN: 0735605637

Description This course employs prototyping methods and object-oriented technologies to quickly develop and deploy user applications. This course will cover prototyping, iterative design, interface design, and information architecture concepts, to rapidly build and test meaningful web applications. Students will develop various systems on the web to illustrate the use of tools and the issues involved in rapid development

Detailed Course Description Students will learn how to design and implement systems on the World Wide Web by using

13

current object-oriented technologies. In addition, issues in developing and delivering systems on time will be addressed.

• Systems on the World Wide Web o On the average, the Web doesn't work: when you think of something to do on

the Web, the expected outcome is that you will fail. Some recent data to support this claim are given below: � users could only find information 42% of the time even though they

were taken to the correct home page before they were given the test tasks

� 62% of Web shoppers have given up looking for the item they wanted to buy online (and 20% had given up more than three times during a two-month period)

� an audit of 20 major sites, found a 51% compliance with simple Web usability principles

o Some of the cost of poor web design have been estimated as follows: � loss of approximately 50% of the potential sales from the site as

people can't find stuff

� losing repeat visits from 40% of the users who do not return to a site when their first visit resulted in a negative experience

Learning Objectives: Upon successful completion of this course the student will be able to

• design and implement effective systems for eBusiness and WWW applications using objects and current web-based technologies.

• employ current technologies including: DOM, ASP, ADO, scripting, CSS, filters to create efficient and effective designs.

• identify problems and issues in the development of these systems, as well as traditional systems. While the focus of the assignments is on web applications, the concepts covered also apply to traditional, non-web systems as well.

Objects Objects provide powerful, high level tools for developers. In this course, students will use a variety of objects: Docment Object Model, ASP Object Model, ADO Object Model, and scripting objects. These objects will be used to develop meaningful applications in the course of a semester.

14

Development Time The development-time problem is pervasive. Several surveys have found that about two-thirds of all projects substantially overrun their estimates (Lederer and Prasad 1992, Gibbs 1994, Standish Group 1994). The average large project misses its planned delivery date by 25 to 50 percent, and the size of the average schedule slip increases with the size of the project (Jones 1994). Year after year, development-speed issues have appeared at the tops of lists of the most critical issues facing the software-development community (Symons 1991). This course will examine the issues in delivering software on time and on budget, and be able to identify appropriate approaches to solving delivery time issues.

Grading Criteria: Students will be evaluated on the ability to apply the design guidelines to designing and implementing various assignments and on the ability to create correctly functioning assignments using the various technologies.

Point Allocation* Grading Scale Exam I 200 Exam II 200 A > 1440 Exam III 400 B > 1280

Assignment #1 Practice Exercise P/F C > 1120

Assignment #2 System Structure 200 D > 660

Assignment #3 Product Choice and Order Placement 200 F < 660

Assignment #4 System Interaction 200

Assignment #5

Visual Searching/ Comprehensive 200

Total 1600 COURSE GUIDELINES

Late Work Assignments are due at the beginning of the class on the date indicated in the course schedule. Late assignment grades will be reduced by 25% per day.

Exams Exam are open book. After students have completed the exam, the grades will be posted on the web.

Make-up Examinations Make-up examinations will be given only in cases of excused illnesses (accompanied by a physician's letter), for a bona fide religious holiday which conflicts with the date of the examination (prior notification is required) or for a bona fide emergency in the immediate

15

family. You should make a sincere effort to notify the instructor, in advance, if you will be unable to sit for an examination. Withdrawals: Students in good standing who withdraw by the date set by the registrar are eligible to receive a grade of W. Students withdrawing after this date will receive a grade of WF unless a hardship authorization is obtained from the Dean of Students.

Incompletes: A grade of I will be given only in exceptional circumstances. A student must have completed all but one of the requirements of the course in order to be eligible to receive a grade of I.

TECHNOLOGY:

Software: IE 5 (or higher) will be used to view your web sites. IE5 may be downloaded from http://www.microsoft.com/downloads/search.asp?. You will need software to develop web sites. The development tool should accommodate Active Server Pages ( ASP). FrontPage 2000 is available on the GSU computers and will be used for classroom demonstrations. Two possible software packages are listed below. For a review of these tools, and a listing of other tools, please see tool reviews. You may also choose to use notepad to create the web pages.

• FrontPage 2000. FrontPage has moderate power and a moderate learning curve; it is recommended for students who are new to web development and wish to reduce the learning curve. Students who have previous experience with web development may find FrontPage to be somewhat limited and awkward to use.

• Alliare's Homesite is available as a 30-day free evaluation. This package has been extremely well reviewed. Homesite is recommended for students who are interested in building and continuing to build their web site development skills. Homesite contains excellent reference information on html.

ASSIGNMENT #2

Background: With powerful tools, parts of a system can be developed quickly; different parts may be developed by different people. Systems that evolve in this fashion frequently lack a cohesive structure. Also, over time and with increasingly powerful technologies, the purpose of a system may evolve, change, or be redirected. For this assignment, you will examine a web site that has excellent information, but has not cohesive underlying structure or labeling structure. The purpose of the web site has also substantially changed and expanded from its original purpose.

The earliest book shown on the WROX site was published in 1992. Since that time, a number of major technological advancements have been made. The way in which technology can be used by WROX has evolved considerably since 1992. In 1992, people with sufficient technical

16

expertise to teach a course on programming were rare. In 1992, the notion of end-user computing was still relatively new. By contrast, people today are able to create functioning web sites with minimal technical knowledge. Many people today are developing systems and web sites that do not consider themselves to be programmers, and the information needed to develop systems is widely available.

Objectives:

To evaluate and redesign a site that has evolved over a period of time, in which pages have been developed by different people for different purposes

To be able to properly structure and label a system in a cohesive fashion.

To apply design guidelines covered in the "Principles" portion of the lectures.

To employ DHTML.

Assignment Statement:

• Examine the WROX web site. After you understand the content and purpose of the entire site,

o write a short statement of the purpose(s) of the site

o write a short statement of your primary audience(s) of the site

o list anything that should be omitted from the site and specify why the information should be omitted

o create a hierarchical structure for the system (note: you may lateral links in the site)

• Create a WROX home page.

o The page should make the purpose of the site clear

o The link to the site map should be functional

o All other links on the home page should bring up a page which has a brief description of what the page would contain if that page were completely fleshed out.

• Create the site map page.

Deliverables:

1. A WROX homepage

17

2. A WROX site map

3. Title page with "Project #2", your name, and the URL of the assignment.

4. Statement of purpose, audience, and list what should be omitted and why

5. A printout of the home page and the site map.

6. "Assignment #2" linked from your 8120 assignment page. Note: To protect the originality of your design, this link should not be posted until the Friday after the assignment due date.

System Design Your design should be an original design. Designs based on wizards or FrontPage themes are unacceptable.

Evaluation Criteria

System structure and site map which follows design guidelines 40%

Insightful analysis of current website, purpose, audience and what (if anything) should be omitted

10%

Page layout, graphics, color - simple, uncluttered, eye flows easily over the page - content of the page is immediately apparent - layout, color, graphics follows "principles" guidelines

40%

Effective use of DHMTL 10% Originality of design 10%

18

ASSIGNMENT #3 AND #4

Preface: An important aspect of system design is the interactivity and interaction between the system and the user. Interactivity can be used to

• draw the viewer into an eCommerce site

• enhance and create interest in a site

• provide a stimulating learning environment

• provide a stimulating working environment

• create virtual communities that can benefit the users and the sponsors.

In the lectures to come, the principles of interactivity, types of interaction, and DHTML will be covered and ultimately used in this game. While you will not be able to start the actual design of this project until the material is completed, this assignment should be kept in mind as the material is covered.

Objectives:

• Make appropriate use of the following techniques

o dhtml

o form fill-in, menus, commands, direct manipulation

o graphics and color

o interaction in the form of feedback and competition (against other players, a score, a clock)

o database access

• To create a system that is highly interactive, entertaining, educational, and that makes use of graphics and color. (You may want to reference the NASA site, in you are interested in adding educational material.)

• To use the capabilities of HTML 4.0, including VBScript, Jscript or JavaScript.

Team Interaction While team projects are problematic where students live far apart and have varied schedules, technology provides a way to facilitate communication. Collaboration software (such as Intranets.com) provides a way that a group can upload documents and list documents, set schedules, instant messaging, calendar, etc. Collaboration software is to be used during the process of this project.

19

If you prefer, you may choose to do this as an individual assignment. During class, a team of 3 to 5 people will be assigned. After the team is formed, team members should exchange their names and email addresses, and appoint a manager for the team and for the intranet. The team manager should create the team intranet. Each team member should link the intranet to their 8120 assignment page.

At the completion of the project, team members must jointly agree on the percent contribution of each team member. The project will be assigned a grade. Individual grades will be assigned based on the percent contribution.

Assignment:

Create a web site with the following pages: Part I: a home page, a login in page for players, an order page to order an expanded version of the demo game, a login page for company personnel, and an order page. Part II: a demo game page Part I: Part I will require the following major pages: a home page, an order page, and database access page(s). Solar Systems is a company which sells games over the Internet. The URL is http://www.solsys.com/. In order to draw people into the site, they offer one game as a demo. In order to play the game, a viewer must register on the site with the following information: current date, first and last name, 2 fields for the address, city, state, (assume that you will only have US visitors), zip, day time and evening telephone number, email address, login, password, and password hint. The user may purchase an expanded version of the game (on a CD) for $19.99. No tax is added as long as the user is reside in the state of Georgia. Shipping and handling is $3.00. All of this information must be stored in a customer database.

Solar Systems staff follow a link from the home page, log into the site, and find out the following information:

• list of users who have signed onto the database, giving the first and last names, ordered by the date of sign-in

• list of users who have purchased the game, number of games purchased, and date of purchase, ordered by the date of purchase.

Part II Using the game information as a starting point, create a board game, in which players buy real estate in the solar system. The game as it is presented is in the form of a traditional board game. You may modify the information in any way you choose in order to make the game appropriate to play on the web, and in order to simplify the assignment for the project. For example, you may

20

want to reduce the number of stops, moons, or properties in the game. If you need to make any assumptions concerning the game, simply state your assumptions. The system may be designed to view in either Netscape or IE. The game is to be implemented using ASP, VBScript, JScript, JavaScript. The advantage of JScript and JavaScript is the access to a wide variety of objects that will be extremely useful in creating the game.

Deliverables:

• Link the site to your 8120 assignment page. Note: to protect the originality of your design, do not link your site until the Friday after the assignment is due.

• Hardcopy:

o A title page with team names, URL, "Assignment #3", and the browser (IE or Netscape) from which the site is to be viewed.

o A page with a list of the team members names, each team members signature, and the team member percent contribution. (The total of the percentages should add up to 100)

o Printouts of the major screen(s) of your website. (Relatively minor windows and graphics that pop up do not need to be included.)

o Printouts of the code. These printouts should indicate any code segments that have downloaded from the web, along with the source of the code.

o A diskette containing the code for your game. The diskette should be secured to the title page. (This can be accomplished by taping an envelope to the title page.)

Notes on Coding: The design of your game board and the interaction should be an original design. However, you are permitted to use segments of code downloaded from the web as long as you document the source of the code. (For instructions regarding documentation, see the deliverables.) If you do not document the source of your code, then you open yourself up to accusations of plagiarism.

For ideas on manipulating pieces on a game board, you may want to look at the puzzle.

You should code your program is in small, incremental steps. Start by getting a very small segment to work. Save a backup copy of this segment. Add a small additional piece, and get this working. Continue working in this manner.

If you have a problem with the coding, please send me an email with 2 attachments: the code which currently does not work, and the last segment of working code.

Evaluation Criteria: Criteria Percentage Follows principles and guidelines; simple, 15%

21

uncluttered design, good eye flow Effective use of graphics and color. 15%

Part II: High level of interaction, entertainment; includes some educational elements. 20%

Part II: Ease with which the game can be learned 10%

A correctly functioning program that uses the capabilities of HTML 4.0, properly documented. 20%

Part I: Correctly functioning database, properly documented 10%

Consistency throughout site. 10%

22

Tentative Schedule of Classes

CIS 8120 Schedule

Week Topics Readings Assign- ments

Due Dates

1 Objects: DOM Object Model DHTML, #1

2 Objects: Scripting Objects DHTML,

3 Objects: DHTML; CSS; Filters DHTML, #1

4 Objects: ASP, ADO www.w3schools.com #2

5 Information Architecture for the WWW Morville: chap 1-2

6 Exam I 7 Design Guidelines Sneiderman, chap 2 & 6 8 Design Guidelines Sneiderman, chap 2 & 6 #3 & #4 #2 9 Interaction: Concepts Lecture notes #3

10 Interaction: Forms Lecture notes 11 Exam II #4

12 Information Search and Visualization Lecture notes

13 Rapid Development McConnell: chap 6, 8-9 #5 14 Presentations #3 & #4 15 Review #5

Exam III

23

CIS 8130 Object-Oriented Specifications

Prerequisite Policy This course is part of a series of courses designed to teach systems analysts and designers of tomorrow. As such, it requires a good background in computers. A student must fulfill the following course prerequisites as listed in the Catalog description: CIS 3210 or CIS 3260; CIS 8110; CIS 8120; CSP: 1-8. Prerequisites are enforced 100%. Course Material

• Recommened Text: Applying UML and patterns, Larman, 1998. • Class handouts / overheads

Readings in Pullen Library reserve Object Oriented Design by Rambugh (chapters 3 & 4) Systems Architect for Windows, Popkin Software available through the GSU bookstore Course Description This course provides an introduction to the fundamentals of systems analysis. Topics covered include requirements gathering, system modeling and software specifications. The major emphasis is on using object-oriented modeling to define a system specification. The student is also exposed to emerging topics such as components, patterns and reuse that promise major improvements in software development productivity. Information systems development is a process in which technical, organizational and human aspects of a system are analyzed and changed with the goal of creating an improved system. In spite of the advanced technology that surrounds computer-based information systems, the process of systems analysis and design is still largely an art. There is high dependence on the skills of individual analysts and designers even though there are established principles, methods and tools. This course will give students an understanding of the most common tools, techniques, and theories currently used in object-oriented systems analysis. Objectives

• Understand different perspectives about the systems development process • Understand the role and importance of requirements analysis and specification • Understand the basis principles of object-orientation • Acquire a working knowledge of system modeling techniques • Learn to use a Computer Aided Software Engineering (CASE) tool for system modeling • Learn to recognize and overcome the obstacles in requirements analysis • Become aware of the emerging ideas relevant to object-oriented systems development. • Create commonly expected "deliverables" of systems design including models of

structure, behavior and dynamics The CASE Tool

24

Rational Rose is available during the semester in the main GSU computer lab (LS 109) and the lab in Kell Hall (K 120). You will be required to use the software for projects. Plan This course has ambitious objectives and will be only as beneficial to you as you want to make it for yourself. Expect to spend some time on the often-steep learning curve of the CASE tool. Broad knowledge about systems development, systems modeling, object-orientation, and requirements analysis gained in the class will be applied to two team projects. Although I will try to maintain the class schedule and objectives, I may need to make adjustments.

25

Tentative Schedule of Classes

Class

Topic Readings Deliverables

1 Introduction Software Requirements Specifications

Larman 1,2 Profile

2 OO Basics

Larman 3

3 Multiple Views

4 Object Modeling Case tool demo

Rambaugh 3,4

5 Object Modeling Case tool demo Understanding requirements Conceptual Model

Rambaugh 4 Larman 5 Larman 9-12

Project 1 draft - 2 copies

6 Test 1 Design review - 2 copies

7 Test 1 Review Use Case Models

Larman 6,7,8

8 Modeling Behvior Larman 13.14

Project 1 due

9 Modeling Dynamics Larman 17

10 Patterns Larman 18,19

11 Patterns (contd) Class model elaboration Relating use cases

Handout Larman 25-26,

Project 2 draft - 2 copies

12 Test 2

Project 2 - design review

13 Requirements Elicitation and Traceability

14 Project 2 presentations 15 Advance Topics

Wrapup Project 2 Due

26

CIS 8140 Database Management Systems

Pre-requisites: CIS3210 or CIS 3260; CIS 8110, CIS8120, CSP:1-8 Pre-requisites are strictly enforced, so do not take this course if you do not have appropriate pre-requisites. Required Text: Connoly, T., Begg, C., and Strachan, A. 1998. Database Systems. Addison-Wesley. Recommended: Sanders, G. L. Data Modeling. Boyd & Fraser Publishing Company. Recommended: Any good Microsoft Access or Visual Basic book (based on the platform you choose for your project development Catalog description: The development of efficient database applications requires an understanding of the fundamentals of database management systems, techniques for the design of databases and principles of database administration. The emphasis in this course is on the theories of data modeling, database design, database application development, and database management. All major database management systems, including hierarchical, network, relational, and object-oriented, will be covered, though relational database systems are the main focus. Topics include conceptual models, query languages and architectures such as centralized, distributed and client/server. Special importance is assigned to the design of databases and the development of database applications (client/server and Web based applications) using modern software tools. Other topics include: database integrity, database security, error recovery, and concurrency control. Course Objectives: Upon successfully completing this course, the student will: � Understand the fundamentals of relational, object-oriented, and distributed database systems

including: data models, database architectures, and database manipulations � Be familiar with the management of database systems including: security, error recovery and

concurrency control � Understand the theories and techniques in developing client/server and Web based database

applications and be able to demonstrate the ability to build such applications using tools like Microsoft Access.

� Understand the new development and trend in the database field. Assignments:

27

There will be three take-home assignments and one group project in this course. All assignments and projects are mandatory, and no make-ups will be given in any circumstances. All deadlines are final, and no individual extension will be granted. Group project: Students will participate in one large group project for much of the course. Groups may consist of between three to four students and students may select their own groups. They may also select the goal of the project, with the approval of the instructor. It should involve the design and implementation of a database system, using the techniques learned in class. Please see the projects page for details on the group project. Group projects will involve input from all members of the group. Inter-group and intra-group communications and collaborations are allowed, as long such collaborations are well-documented. Exams: There will be one mid-term and one final exam. See the schedule page for dates. The mid-term will be a one-hour exam, the final will be a two-hour exam. Both exams are open-book, open-notes exams - you can consult any books or notes you feel suitable, however, they will have to be in your possession. You cannot borrow books from other students during the exam. Academic integrity: Your student handbook includes a statement of academic integrity. Please consult this handbook for your rights and responsibilities regarding academic integrity issues. All students should read this and ask us if they have any questions.

28

Tentative Schedule of Classes

Week Topic Assignment Readings Milestones

1 Introduction to Course and syllabus

2 Database fundamentals Chp. 1, 2, Apx A 0. Teams Form

3 Relational Model, DB applications

Chp. 3 (up to 3.3), Chp. 9

4 Data modeling ML:Modeling exercise Chp. 5, 7, 10, 11 1. Project

Proposal 5 Normalization Asmt. 1 Chp. 6

6 Normalization (cont.) ML: Homework/midterm review

2a. Conceptual Model

7 Mid-term ML: Midterm discussion

8 Relational Query Languages Chp. 3, 12 2b. Schema

9 SQL ML: Oracle Chp. 13, 14

10

Basic SQL Lab practice creates practice inserts practice queries

Chp. 9 unix tutorial sqlplus intro sql account setup

11 Advanced SQL Lab

Asmt. 2 Templates: data, queries and Solutions

Chp. 16, 18

12 Database Administration ML: ODBC, DBA clients Chp. 16,18

13 Transaction Management ML: O-O databases

Asmt. 3. *NEW* Test data set

Chp. 17

14 Databases for the Web ML: ASP or Coldfusion Chp. 24

15 Project open house 3. Implementation

29

CIS 8150 Information Technology Project Management

Prerequisite: CIS 8110 or MBA 8473; CSP: 1-7. Prerequisites are strictly enforced! Required Materials:

• Course packet (includes readings and cases) available at The Printshop (6 Decatur Street, near Five Points). Call 523-2679 for availability and price.

• Schwalbe, K. Information Technology Project Management, Course Technology, a division of Thompson Learning, Cambridge, MA., 2000. This will serve as a textbook for the course and is bundled with a CD-ROM for Microsoft Project software.

Note: In addition to the above, additional reading may be assigned Catalog Description

Information technology projects are notoriously difficult to manage and failures are common. Those that are completed are often delivered over budget, behind schedule, or without the functionality that was originally promised. While IT projects are similar in some ways to other types of projects, they pose unique challenges for the managers and organizations that undertake them. This course examines the defining characteristics of IT projects and introduces the student to a variety of project management techniques that can be applied in an IT project context. Managing scope, time, cost, and quality will be explored. The course will cover management issues associated with packaged software implementation (e.g., ERP systems), in-house developed systems, and outsourced projects.

Detailed Course Description

This course focuses on information technology project management. The reported statistics on information technology (IT) projects are bleak: by most accounts at least one in four projects ends in failure. Entire books are now available filled with cases of IT project failure. In 1995, the Standish Group reported the results of a study of over 8,000 software development projects, revealing that only 16 percent were completed on time and on budget. Most of the remaining projects, if they were completed at all, came in over-budget and behind schedule, with fewer functions and features than originally specified. Cost overruns for these projects averaged nearly 200 percent. Cases in which software projects go wildly over budget or drag on long past their originally scheduled completion date have been labeled “runaway systems” in the trade press. Like a runaway train, these are projects that are hurtling out of control; difficult to stop, yet in need of redirection or termination. In this course, we shall examine a range of IT projects, some of which could be classified as runaways. Our objective will be to learn from these projects and the challenges that were

30

encountered. In doing so, this course will give you the tools to avoid IT project failures. Through readings, cases, and discussions, you will learn to recognize the warning signs associated with failing projects. In addition, you will be exposed to project management tools and associated software that can help you to better plan and manage IT projects.

Learning Objectives While IT projects are similar in some ways to other types of projects, they pose unique challenges for the managers and organizations that undertake them. IT project management is particularly challenging because of several factors including: (1) the rapid pace of technological changes occurring in the IT field, (2) the invisible nature of software, (3) the ever-present pressure to add new features and functionality to systems, and (4) the difficulty of managing the organizational changes that accompany most IT implementations.

Upon completion of the course, students should be able to: • Articulate similarities and differences between IT projects and other types of

projects. • Justify an IT project by establishing a business case • Evaluate alternatives for acquiring information systems and select a course of

action • Determine the benefits and costs associated with IT outsourcing arrangements • Develop a project charter • Develop a work breakdown structure for an IT project • Estimate task durations and assign resources • Establish task interdependencies • Draw and analyze a network diagram • Identify IT project risks and develop risk mitigation strategies • Perform a post-project audit • Identify and avoid IT project escalation • De-escalate troubled IT projects

Participation. The course is designed primarily around case discussions, which cannot succeed without extensive preparation and participation. More details on my expectations regarding attendance and participation are given below.

Expectations Regarding Attendance And Participation

Since this is a case-based discussion-oriented course, regular attendance and participation is required. In evaluating your class participation in discussions of cases and articles, both the quantity and quality of participation is taken into account. As a wise professor once said:

31

“You can’t have any quality if you don’t have any quantity and you can’t have any quantity if you aren’t in class.” Absences will have an adverse effect on your participation score for the course. Students are therefore expected to attend all classes, except when precluded by emergencies, religious holidays, or other extenuating circumstances. If you will be absent from class for any reason, please notify me in advance if possible.

Showing up for class, important as it may be, is not to be equated with participation. Students should make an effort to contribute to each and every class discussion. Before coming to class, thorough preparation of each case (and associated articles) is essential. The case method of teaching is only effective when participants have extensively analyzed each case and are prepared to contribute to the case discussion. Students should expect to be "cold called" throughout the course and should be prepared accordingly—this is a normal part of case method teaching.

The quality of your contributions to case discussions will be evaluated using the following criteria: • Does the contribution represent a solid analysis and some insight into the case or is it

just a reiteration of case facts? • Does the contribution demonstrate an ability to listen to and build from what others

have said? • Does the contribution move the discussion to an important area or does it just

rephrase what has already been said? • If "cold called," was the student prepared? During the quarter, I keep notes regarding each student's participation in class. If you would like feedback regarding your class participation, please make an appointment with me and I will be happy to meet with you individually outside of class.

32

Tentative Class Schedule And Assignments

Date Topics Reading Assignments (Cases are shown in bold font) 1 • Course Introduction

• Case Method Teaching • IT Project Management: The

Issues and Extent of the Problem

• Introduction to Project Management

• Jones, M.M., and McLean, E.R. “Management Problems in Large-Scale Software Development Projects,” Industrial Management Review, Vol. 11, No. 3, Spring 1970, pp. 1-15.

• Gibbs, W.W. “Software’s Chronic Crisis,” Scientific American, Vol. 273, No. 3, September 1994, pp. 86-95.

• Schwalbe, Chapter 1, “Introduction to Project Management,” pp. 1-20.

• Schwalbe, Chapter 2, “The Project Management Context and Processes,” pp. 21-48.

2 • Similarities and Differences Between IT and Other Types of Projects

• Project Integration Management

• Kull, D. "Anatomy of a 4GL Disaster," Computer Decisions, February 11, 1986, pp. 58-65.

• Capers, R.S., and Lipton, E. "Hubble Error: Time, Money and Millionths of an Inch," Academy of Management Executive, Vol. 7, No. 4, 1993, pp. 41-57.

• Sauer, C., Liu, L., and Johnston, K. “Where Project Managers are Kings,” Oxford University Working Paper, RDP 99/3, 1999.

• Schwalbe, Chapter 3, “Project Integration Management,” pp. 49-74.

3 • Making a Business Case for an IT Project

• The Project Initiation Process • Project Scope Management

• Consumer Products International (CPI) HR Intranet & Virtual University

• Biogenetica’s San Jose ITSA Replacement Project • Schwalbe, Chapter 4, “Project Scope Management,” pp. 75-

107. • Schwalbe, Chapter 12, “Initiating,” pp. 323-340.

4 • Evaluating Alternatives and Selecting a Course of Action

• Project Time Management

• Bethesda Healthcare Systems: Physician Information System

• Schwalbe, Chapter 5, Project Time Management, pp. 109-140. 5 • Specifying Realistic Project

Objectives • Managing Project Cost and

Quality

• BAE Automated Systems (A): Denver International Airport Baggage-Handling System

• Schwalbe, Chapter 6, “Project Cost Management,” pp. 141-173.

• Schwalbe, Chapter 7, “Project Quality Management,” pp. 174-207.

• Schwalbe, Appendix A, “Guide to Using Microsoft Project 98,” pp. 405-460.

6 • Managing human resources • Managing communications

• Ellen Moore (A): Living and Working in Korea • Schwalbe, Chapter 8, “Project Human Resource

Management,” pp. 208-240. • Schwalbe, Chapter 9, “Project Communications Management,”

pp. 241-271. 7 • Managing in-house

development projects • Project risk management

• Concordia Casting • McFarlan, F.W. "Portfolio Approach to Information Systems,"

Harvard Business Review, Vol. 59, No. 5, 1981, pp. 142-150. • Schwalbe, Chapter 10, “Project Risk Management,” pp. 272-

298

33

8 • Project risk management revisited

• The Project planning process

• Providian Trust: Tradition and Technology (A) • Barki H., Rivard, S., and Talbot, J. "Toward an Assessment of

Software Development Risk," Journal of Management Information Systems, Vol. 10, Vol. 2, 1993, pp. 203-225.

• Keil, M, Cule, P.E., Lyytinen, K., Schmidt, R.C. “A framework for Identifying Software Project Risks,” Communications of the ACM, Vol., 41, No. 11, November 1998, pp. 76-83.

• Schwalbe, Chapter 13, “Planning,” pp. 341-362. 9 • Mid-term exam 10 • Managing projects that

involve packaged software selection

• The Project Execution Process

• Timberjack Parts: Packaged Software Selection Project • Schwalbe, Chapter 11, “Project Procurement Management,” pp.

299-322. • Schwalbe, Chapter 14, “Executing,” pp. 363-378

11 • Managing projects that involve implementing ERP software

• The Project Controlling Process

• SAP R/3 Implementation at Geneva Pharmaceuticals • Schwalbe, Chapter 15, “Controlling,” pp. 379-392.

12 • Managing Outsourced IS Projects

• Eastman Kodak Company

13 • The Project Closing Process • Post-Project Audits

• Report of the Inquiry into the London Ambulance Service • Schwalbe, Chapter 16, “Closing,” pp. 393-404.

14 • Avoiding IT project escalation

• De-escalating Troubled IT projects

• Keil, M. “Pulling the Plug: Software Project Management and the Problem of Project Escalation, MIS Quarterly, Vol. 19, No. 4, December 1995, pp. 421-447.

• Drummond, H., “The Politics of Risk: Trials and Tribulations of the Taurus Project,” Journal of Information Technology, Vol. 11, 1996, pp. 347-357.

• Keil, M. and Montealegre, R. "Cutting Your Losses: Extricating Your Organization When a Big Project Goes Awry,” Sloan Management Review, Vol. 21, No. 3, Spring 2000, pp. 55-68.

15 • Managing the “mum effect” or the reluctance to transmit bad news

• Oz, E. “When Professional Standards are Lax: The CONFIRM Failure and Its Lessons,” Communications of the ACM, 37, 10, October 1994, pp. 29-36.

• Smith, H.J., and Keil, M., “Mum’s the Word,” Beyond Computing, Vol. 4, No. 4, June 1995, pp. 16-17.

• Keil, M., and Robey, D. “Blowing the Whistle on Troubled Software Projects,” Communications of the ACM (forthcoming).

• Microsoft Project exercise due

34

CIS 8160 Business Process Innovation and Organizational Change

Management

Prerequisite: MBA 8473 or CIS 8110; CSP: 1,4,5,6,7. Any student who has not taken one of these courses or its equivalent will not be permitted to enroll in the course. Catalog Description: This course examines the design of an organization’s structure and business processes. The course primarily focuses on the application of information technologies to transform organizations and improve their performance. Methods of introducing and implementing information technologies to enable organizational change are examined Objective: Upon completion of this course, students should be able:

• To implement information technology for redesigning business processes and organizations

• To analyze the assumptions embedded in changing business with information technology • To evaluate problems in the planning and implementation of organizational change • To assess the relationship of process reengineering to other initiatives to improve the

performance of organizations • To evaluate a variety of approaches to using information technology to improve

organizations • To assess the behavioral and political issues surrounding the use of information

technology in organizational change. Participation. The course is designed primarily around case discussions, which cannot succeed without extensive preparation and participation. Participation points will be recorded for every class. Exams. The exams will be open-book, written case analyses, to be conducted in class. No make-up exams will be offered except by prior arrangement. Project. The project requires analysis of a real organization and a proposed modified design using appropriate applications of information technology. Projects should not deviate from the format prescribed by the template on the following page. Projects will be scored on the criteria outlined in the template.

35

PROJECT OUTLINE 1.0 General Description of the Organization (1 page)

1.1 Identification of overall business within its industry 1.2 Location of the target organization or business process within the overall organization 1.3 Motivation for improvement

2.0 Detailed Description of the As-Is Organization or Process (3 pages)

2.1 Narrative description of the organization/process 2.2 Graphic illustration of the organization/process 2.3 Estimate of performance measures

3.0 Detailed Description of the To-Be Organization or Process (4 pages)

3.1 Narrative description of the organization/process 3.2 Graphic illustration of the organization/process 3.3 Role of information technology 3.3 Estimate of benefits

4.0 Implementation Plan (1 page) 4.1 Project organization 4.2 Change management strategy

Length Restrictions Please observe the suggested lengths for each section of the report. Do not exceed 10 pages total length. Pages are to be double-spaced, using 12-point fonts. Length includes figures and exhibits.

Evaluation Criteria • Clarity of descriptions, both narrative and graphic • Appropriateness of information technology in realizing the to-be design • Feasibility of the implementation plan

Suggestions For An Effective Project Report • Write as though you are proposing these changes to potential management sponsors. • Do not simply automate the as-is process. This is not a system design project. • Design the to-be process to be more effective; then choose and describe the

information technology enablers. • Describe the technology enablers at a high enough level that they would be

meaningful to management sponsors. Do not fill your proposal with unnecessary technical details.

• Make sure that your narrative and graphic designs are consistent with each other. • Incorporate realistic plans for dealing with resistance to change. Formal training may

be a component of an implementation plan, but please recognize its limits.

36

37

Tentative Schedule of Classes 1. Introduction to the Course

• Exercise: Eye Need Help - Now! 2. Business Process Reengineering

• Pacific Bell: Centrex Reengineering • M. Hammer, “Reengineering Work: Don’t Automate, Obliterate,” Harvard

Business Review, July-August, 1980, pp. 104-112. • T. Davenport, "Business Process Reengineering: Its Past, Present, and Possible

Future."

3. Mapping Business Processes • Building an Internet-Based Workflow System: The Case of Lawrence Livermore

National Laboratories' Zephyr Project • T. Davenport, " Reengineering a Business Process." • N. Wreden, “Model Business Processes,” InformationWeek, September 28, 1998.

4. Managing the Contradictions of BPR

• The Internal Revenue Service: Automated Collection System • M-C. Boudreau and D. Robey, “Coping with Contradictions in Business Process

Reengineering,” Information Technology & People, 9 (4), 1996, 40-57.

5. Understanding IT’s Role in Organizational Change • Mann Gulch Exercise • D. Robey, N.A. Wishart, and A.G. Rodriquez-Diaz, “Merging the Metaphors for

Organizational Improvement:Business Process Reengineering as a Component of Organizational Learning," Accounting, Management and Information Technologies, 5 (1) 1995, 23-39.

• B. Laberis, “Levi’s Shows that IT May Not be Driver it Pretends to Be,” Computerworld, April 12, 1999.

6. ERP and Process Change

• Order Management Reengineering at Heatway • D. Robey, J.W. Ross, and M-C. Boudreau, "Learning to Implement Enterprise

Systems: An Exploratory Study of the Dialectics of Change." • L. Terry, “ERP: Paradigm Shift in a Box,” Solutions Integrator, May 5, 1999.

7. EXAM 1:

38

8. Radical Organizational Change • Oticon A/S: Project 330 • Templates for organizational redesign/project guidelines

9. The Process-Centered Organization

• Design Exercise • B. Ringhouse and M. Bruggeman, “The Process-Centered Organization: How

One Rural System Made the Switch,” Health Forum Journal, March 1, 1999. 10. Business Processes in Electronic Commerce: B2B and B2C

• O. El Sawy, A. Malhotra, S. Gosain, and K.M. Young, “IT-Intensive Value Innovation in the Electronic Economy: Insights from Marshall Industries,” MIS Quarterly, September 1999, 305-335.

• L. Jin and D. Robey, "Explaining Cybermediation: An Organizational Analysis of Electronic Retailing," International Journal of Electronic Commerce, 3 (4), Summer 1999, 47-65.

11. Managing the Global Virtual Organization

• Colliers International Property • M-C. Boudreau, K.D. Loch, D. Robey and D.W. Straub, "Going Global: Using

Information Technology to Advance the Competitiveness of the Virtual Transnational Organization," The Academy of Management Executive, 1998.

12. The Alternative Workplace

• Values Exercise • M. Apgar, “The Alternative Workplace: Changing Where and How People Work,”

Harvard Business Review, May-June 1998, 121-136. • Robey, D., H.M. Khoo and C. Powers, “Situated Learning in Cross-Functional

Virtual Teams,” IEEE Transactions on Professional Communication, 43 (1) 2000, 51-66; and Technical Communication, 47 (1) 2000, 51-66. (Joint Special Issue)

13. Transforming the IS Function

• Advantage 2000 at Owens Corning 14. Summary and Recap

• Projects are due. 15. Project presentations

39

CIS 8170 Network Design and Management

Prerequisites: CIS 3260 and CIS 8110; CSP: 1-8. Prerequisites are strictly enforced! Text:

1. Business Data Communications and Networking, Raymond R. Panko, Third Edition, June 2000, Prentice Hall.

2. Handouts/papers distributed in the class. Useful References:

1. Business Data Communications, William Stallings, Richard Van Slyke, Third Edition, 1998, Prentice Hall.

2. Business Data Communications and Networking, J. Fitzgerald, A. Dennis, Fifth Edition, 1996, J. Wiley & Sons.

Catalog Description: This course provides a broad introduction to network technologies, architectures, services and management necessary to meet business needs; including network and internetwork designs, applications and telecom industry.

Course Organization: The course is organized to cover Fundamentals, Wired and Wireless Networking, and Applications. Course Slides: All lecture slides will be kept at a website. These can be viewed and printed as necessary. Some additional material will also be distributed in the class. Course Objectives: After completing this course successfully, you should be able to:

1. Design and analyze network technologies to meet enterprise needs. 2. Identifies challenges and issues that are part of telecom industry 3. Speak telecom “language” within the industry

Late Work: Assignments must be turned in at the beginning of class (10 minutes from the beginning of class) on the date due. Each additional day will cause a 10% reduction of grade for the assignment as the late penalty. Assignments:

40

1. All assignments are to be typed, carefully written and edited. 2. All assignments must be stapled in the upper left-hand corner. 3. All assignments are due on the date indicated. 4. All assignments must reflect your individual efforts only. Any copying,

cheating, or plagiarism will not be tolerated and a reduced or failing grade may be awarded.

5. Assignments will be graded for form as well as content. 6. Errors in spelling, grammar, or syntax can detract from or distort the

message you are trying to communicate. As a result, such errors may reduce your grade.

41

Tentative Schedule of Classes Week Topics Required Reading Lecture 1 Introduction Chapter 1 ---------------------------------------------------------------------------------------------------------- Lecture 2 Physical Layer Concepts Chapter 4 (+Module D) ---------------------------------------------------------------------------------------------------------- Lecture 3 High Speed Access/communications Chapters 5 (+Module B) ---------------------------------------------------------------------------------------------------------- Lectures 4 and 5 Local Area Networks Chapters 6, 7 (+Module C) ---------------------------------------------------------------------------------------------------------- Lecture 6 Wireless & Mobile Networks Notes ---------------------------------------------------------------------------------------------------------- Lecture 7 Discussion/Midterm ---------------------------------------------------------------------------------------------------------- Lectures 8 and 9 Wide Area Networks Chapters 8 and 9 ---------------------------------------------------------------------------------------------------------- Lectures 10 and 11 Internetworking (TCP/IP) Chapters 2, 3 (+Module A) ---------------------------------------------------------------------------------------------------------- Lecture 12 Network Access, ISP, Pricing, VoIP Chapter 11 Other networking topics ---------------------------------------------------------------------------------------------------------- Lecture 13 Looking Forward Chapter 12 ---------------------------------------------------------------------------------------------------------- Lecture 14 Network Security & Q/A for Final Chapter 10 (+Module F) ---------------------------------------------------------------------------------------------------------- Lecture 15 Review and Discussion ----------------------------------------------------------------------------------------------------------

42

CIS 8240 Advanced Networks

Prerequisites: • CIS 3270 or CIS 3280; CIS 8170. Prerequisites are strictly enforced]. • Basic user level knowledge of working on a UNIX system. You should be able to log in,

execute UNIX commands on the shell prompt, use an editor (vi, pico or emax), and be able to move around directory structures. If you think that you do not know these, please pick up a “Unix for dummies” book ASAP.

Text and other required materials: • Internetworking with TCP/IP, Vol. 1, Principles, Protocols and Architecture by Douglas E.

Comer. Fourth Edition, Prentice Hall, 2000, ISBN 0-13-018380-6. • Supplementary Course Readings booklet available from PrintShop. • Students would be required to study a leading edge research paper that will be presented as

the final project in class. Supplementary useful references: The following are some of the extremely useful reference books for technical professionals which might come handy in case you decide to pursue a career in the fields of networking and telecommunications. Internetworking with TCP/IP, Vol. 3, Client-server Programming and Applications by Douglas E. Comer, Prentice Hall Publisher.

(Excellent reference for distributed programming over TCP/IP networks) TCP/IP Illustrated, Vol. 1. by Richard Stevens, Addison Wesley Publisher.

(A very practical book with lots of useful network diagnostic tools and programs.) TCP/IP Network Administration by Craig Hunt, O’Reilly & Associates, Inc.

(A must for network and system administrators dealing with internetworking.) Internet Routing Architectures by Bassam Halabi. Cisco Press, 1997. Computer Networks: A Systems Approach by L. Peterson and B. Davie. Morgan Kaufmann Publishers Inc., 1996. The Art of Computer Systems Performance Analysis by Raj Jain. John Wiley, New York, 1991. High-Speed Networks: TCP/IP and ATM Design Principles by William Stallings, Prentice Hall, 1998. How to set up and Maintain a Web Site by Lincoln Steinz. Addison-Wesley Publisher, 1996. Catalog Description: This is an advanced level course covering design principles, protocols and architecture for implementing TCP/IP internets and broadband multimedia computer networking.

43

Detailed Course Description: The Internet has been a true revolution in every sense. Today your business is only as successful as your e-infrastructure. This is an advanced level course covering such infrastructure technologies and communication protocol design. The success of the Internet and web-based services is bringing new ways of doing business in a global world and is constantly pushing the frontier with several exciting next generation networking technologies and applications. This calls for increased demand on business managers to better understand the networks they manage and IS professionals to design, implement and operate these advanced networks to provide efficient and reliable services to their users. This course focuses on two key networking technologies: internetworking with TCP/IP and broadband technologies and applications including ATM, SONET, Cable, xDSL and Gigabit Ethernet. The emphasis is on design principles, protocols and architectures for implementing corporate networks running client-server applications. The pedagogical approach chosen includes understanding the theory through lectures and discussions augmented with hands-on practical assignments (wherever possible) using network diagnostic tools and implementing an application using network programming. This course is organized into three sections. The first section deals with the core of the course: Internet and TCP/IP protocols. We would begin with a review of the history of the Internet followed by brief discussion of underlying network technologies including LANs and WANs. The design of IP protocol and its function in addressing, routing, error control and basic datagram delivery will be covered. We will also look into why and how IP will change in the near future to IP-ng protocol. Routing forms a fundamental part of the global Internet and we would discuss backbone routing using core gateways, autonomous system routing using EGP, BGP, intranet routing using RIP. Protocol layering will be discussed along with the reliable byte-transfer protocol known as TCP. We will cover end-to-end process communication using the idea of protocol ports and UDP. Application process design using the popular client-server paradigm would be discussed along with socket APIs, DNS servers. A few popular applications like email, and worldwide web would be discussed as running examples. The second section would include an introduction to broadband networking and high-speed technologies. Current ATM standards including LANE and MPOA will be covered. The challenging issues of integrating IP over ATM (RFC 1577) would be discussed. This would be followed by a closer look into issues and challenges of integrated services networks architecture and techniques. The third section includes a potpourri of advanced topics. We will discuss broadband access network technologies including xDSL and HFC, Gigabit Ethernet, IP-multicasting, internet security concepts including firewall design. The recent QOS issues being discussed within IETF for the next generation Internet (NGI) including MPLS and voice over IP will also be addressed. Course Objectives: 1. Learn and understand the design, operation and management of TCP/IP based intranet and

internets.

44

2. Apply principles of broadband technology towards multimedia networks. 3. Develop business applications that use socket programming to run over the Internet. 4. Students should be able to grasp recent research topics in this area and present that material

to any audience. 5. With the acquired knowledge and a little bit of real-world experience, you should even be

able to start up your own .com. Grading: Assignments %-ge. Assignment #1 10% Mid-term exam 20% Exam #2 15% Network socket programming 15% Research Presentation Group project 20% Final Term Project 15% Class participation 5% Total 100% Access to course slides: All lecture slides will be kept at the web repository at URL http://www.cis.gsu.edu/~schatter/ under the CIS 8240 home page. The slides will be kept in Powerpoint. They can be viewed by any available browser (Netscape Communicator, Internet Explorer). The necessary files can also be downloaded and printed as required. Any new material that is either posted on the web or kept on reserve in the library would be announced in class. Policy on Class Attendance and Participation: Students are expected to attend all classes (and to arrive on time!), except when precluded by emergencies, religious holidays or other extenuating circumstances. If you will be absent from class for any reason, please notify the instructor in advance whenever possible. If you have an unusual situation that will affect your class attendance, please discuss this with me. All students are expected to be prepared to discuss the final project presentation and critique the presentations of others. In assigning grades, both your class attendance and your contribution during class discussions will be taken into consideration. I will be keeping tabs on how active you are in case discussions and other discussions throughout the semester. Programming Project: The class requires you to develop a business application that uses TCP/IP socket programming. Details will be taught in class. You may do this project alone or with a partner. Regarding language, C or C++ is preferred and will be fully supported by the instructor. However, you may wish to code it in any other language of your choice (such as Visual Basic, or Java) but you will be RESPONSIBLE for all necessary support and environment issues.

45

46

Tentative Schedule of Classes Session

Topic Readings

1 Internet history; Current architecture, ISP services Chap 1, Readings 2 Quick review of underlying technologies, Chap 2, 3 Internet concepts, IP address, ARP, subnetting Chap 3, 4, 5, 6,10 4 IP, Bootstrapping, Routing Fundamentals, ICMP, Chap 7, 23, 8,9 5 Inter-domain routing: GGP, EGP, BGP Chap 14,15, 6 Interior gateway protocols: RIP, OSPF,

Protocol Layering, UDP, Chap 16, 11, 12.

7 Mid-term Exam, followed by lecture (TCP) Exam: 4:30 – 6:00 pm., Chap 13.

8 TCP, Client-Server, socket programming Chap 19, 20, 25 9 Broadband: SONET, ATM, TCP/IP over ATM

(Classical IP over ATM) Handout, Chap 18

10 Voice Over IP, QOS issues Handout 11 Exam #2, IP security, Firewalls Chap 32 12 Last mile technology- cable modems, xDSL, wireless Readings 13 Group presentation, NAT, VPN 4:30 – 6:00 (3

Groups) Chap 20.

14 Group presentation, 4:30 – 6:00 (3 Groups)

15 Review & Summary

47

CIS 8260 (Same as DSc 8030)

Knowledge Management

Prerequisites CSP: 2, 4, 7; Prerequisites are strictly enforced. Course Materials Required Book: Working Knowledge: How Organizations Manage What They Know by Tom Davenport and Larry Prusak, 1998. Available in the bookstores. CIS 8260 Course Pack. Harvard Business School Cases and Harvard Business Review articles. Availability to be announced. Additional Articles: Throughout the course I will hand out copies of additional readings from the trade press and professional journals. Internet: As part of the cases, technology reviews, and term project you will be expected to explore the Internet for the latest articles, technologies, company information, etc. Course Description Knowledge management is the practice of managing and leveraging the collective expertise and skills that are available in organizations. The objective of this course is to help you learn how business organizations can effectively manage knowledge to their competitive advantage, and to prepare you to be an active participant in knowledge management initiatives. Knowledge management has become a popular buzzword that has started to mean many things for many people. However, underneath all the buzz there are very real knowledge management practices that will continue to provide value. To create a deep understanding of knowledge management we will examine the relevant concepts from a number of different perspectives. A key perspective will be that of information systems/information technology. Developments in knowledge management are more people-driven than technology-driven, but we can nevertheless expect that key developments will come from the innovative application of new and existing technologies. Throughout the course we will identify and evaluate technologies, and look at their application in the context of knowledge management. Practices in knowledge management will be examined through case studies, technology demonstrations, readings, and your term projects. Course Detail Description In this course you will learn about the importance of respecting individuals in organizations, and about realizing individuals' value as knowledge assets. The good news about this course is that as a student you too will be regarded as someone with knowledge and capabilities that are essential for the course. This means that you will be encouraged to participate in discussions about challenging and interesting topics, and will have considerable freedom in the ways in which you

48

want to learn in this course. This is also the bad news. If you are very comfortable in a highly structured classroom setting where all the materials are presented by the instructor, and where you will always know exactly what is expected of you then this course may not be for you. Grading Course Component Percentage of Grade Class Participation 15 Midterm Exam (Take Home) 20 Integration Project 15 Written Case Assignments 20 2-Person Term Project 20 3-4 Person Technology Assessment 10 Total: 100 Interpretation of grades: 100 Excellent answers on all counts 90 Excellent answers on most counts 80 Very good answers, but not excellent 70 Professionally done and adequate 60 Inadequate, needs work 0-50 Varying degrees of inadequacy Translation from numerical grades to letter grades: Total Points Final Grade 90 - 100 A 80 - 89 B 70 - 79 C 60 - 69 D < 60 F Attendance You are expected to attend all classes throughout the semester. Without the in-class discussions and presentations you will miss a lot of the learning. Also, class participation is part of your grade, and if you are absent then you won't be able to participate… Email or call (voicemail) me before the class if you are not able to attend one of the sessions, or have to miss part of a session. It is your responsibility to catch up with what was discussed during a missed class, and to obtain copies of materials that were handed out. Writing and Presenting In this course you will have to create a number of written documents and do presentations. You are expected to do this a professional manner. In other words:

49

Check spelling Format the text to make it legible Write clearly Keep presentations brief and to the point Have a clear message in your presentations Practice your presentations. Practice DOES make perfect I will gladly provide you with examples of well written documents and good presentations. Midterm Exam (Take Home) The take-home midterm exam is meant to make sure that you can do an in-depth diagnosis of the issues around knowledge management, through informed judgment and systematic thinking. It also is intended to assess if you realistically understand what it takes to manage knowledge effectively in and between organizations. The midterm will be in the form of a case study, where you have to make suggestions for a company. You will have one week to complete the exam. The exam should take about 6 to 10 hours of your time if you have thoughtfully kept up with the readings and the in-class discussions. Integration Project The integration project is intended to synthesize what we learn in the class into a document that can be used by the students in their future endeavors. The form and content of the document are designed collaboratively, with each of the 2-person teams being responsible for a part of the document. This semester we will use the project created by the fall semester students as a starting point. Written Case Assignments We will be discussing a number of case studies in this course. Four Harvard Business School case studies are already in your course-pack, and I will hand out others. You will need to write an analysis for a total of three cases. Written analyses are due at the beginning of the session in which the case will be discussed. Case questions will be provided for each case to guide your write-up. The case write-ups should be the equivalent of about 2-3 single-spaced, 12-point pages (and any appendices attached). Because cases are discussed in detail in the class, late assignments will be penalized as follows: A late case immediately loses 30% of its grade, and an additional 5% for every day after the due date. These are not "standard" case analyses. There is no need for a lengthy introduction in your write-up, but rather please directly address the key issues suggested by the case questions. Try to avoid lengthy repetitions of case facts (instead reference them), but do justify your logic through case specifics! Please be careful to distinguish between case facts and stereotyped sweeping generalizations. Recommendations should be substantiated by clear logic and case specifics. Diagrams and schematics are helpful in both sharpening your thinking and your exposition. Incorporation of learning from assigned readings and class material into analysis is a plus and is expected.

50

The written analysis is an individual assignment. However, group-discussion before write-up is OK as long as write-up occurs separately and individually. If you would like detailed feedback on a specific aspect of your write-up, please feel free to include "feedback requests" in the body of your write-up so that I can focus more specifically on that part in my comments. Term Project The term paper/project is meant to help you use what you learn in the course in your specific context of interest, and to expose you to knowledge management practices. The term project is a diagnostic case study of knowledge management in an organization of your choice. Make sure to look at concrete practices. A strategic plan for knowledge management is nice, but it will at implementation time probably look very different. You can look at one project, or a portfolio of connected projects. However, although the latter may be more interesting, the former is probably a safer bet. 2-Person Team: The term project is designed to be a 2-person effort and I would strongly recommend that size for your benefit and learning. If you would like to do an individual project then you will be evaluated as though you were a 2-person team. If you would like to have a larger team-size, then you will have to justify it, and your efforts will be expected to be proportionally higher. Term Project Proposal8: Brief Outline Due. This is a short executive memo explaining what you are going to investigate, how you intend to do it, and why it is important to you. This is not meant to be "Set in concrete," but rather is intended to push you to decide. I will provide feedback to you quickly. In your memo include the following: Title of project; The business context/organization that you will be looking at, and the processes within that context that you will choose to examine; The aspect of knowledge management that you will focus on; Your motivation and interest, and what will be achieved through the project; How you will go about collecting information about the processes; Any concerns or difficulties that you are worried about; A preliminary time schedule; A description of the respective roles/tasks of each team member. Term Project Progress Report: Memo or email briefly describing what you have done, and what is left to do. Mention any problems or roadblocks that you need help with. Term Project Deliverables: The final report can be structured to your taste and preference, but make sure that it includes: An executive summary; A description of the KM context you investigated, why you picked this, and what the project objectives were.

51

A short description of how the data was collected The aspects of KM that you focused on A description of the processes that were involved The technology infrastructure for KM An assessment of KM practices: Strengths and Weaknesses (critical!!!) Assessment of business impacts Recommendations for improvement and organizational implementation challenges KM lessons learned through the project Term Project Evaluation: The evaluation will be based on the quality and completeness of the assessment and diagnosis. The wisdom of the lessons learned will also be evaluated. Clarity and logical organization are highly valued… Term Project Presentations: Short (20 minutes) presentations/demos during the last two class meetings to inform the class what you have done and what your findings are. Term Project Assistance: I will be available to help you focus your topic, direct you to sources, help gain access to sites, and answer your questions. Please try to see me, or phone or email me at least once during the semester to discuss your project. Also, even though this is a 2-person project, you may find the other class-participants to also be good sources of information. Knowledge Management Technology Assessment Assignment We will have a 20 minute presentation of an assessment of information technologies that can be used for knowledge management. Presentations will be given by teams of 4 persons. Each time we will evaluate a specific category of knowledge management technologies. The presentations will start with a short discussion of the areas of knowledge management that the category of technologies can be used for. Next, the two leading products in that category will be compared. The comparison will involve assessment of features that are important to knowledge management in different organizational contexts. Please hand your presentation in to me in order to get a grade and comments. We will use a sign-up procedure to match groups with categories of technologies. Some examples of categories are: Search Engines Video conferencing Data Mining Data Warehousing Document Management Multimedia Databases Virtual Meetings Brainstorming Group Decision Support Collaborative Filtering

52

Web Push Technologies Expert Systems Automated Helpdesks

Tentative Schedule of Classes

Session 1: Introductions & Discussion of Syllabus Session 2: Short Video: "Air Products Expert System" Short Video: "AT&T: Visions" Short Videos: "Xerox Knowledge Management Commercials" What is Knowledge Management? What is Knowledge? What are the possible roles of information systems and technologies in KM? Preparation: Identify three real-life examples of knowledge management Read Chapter 1 of D&P The following readings will be handed out at during the first session: Read "Sanity Inc." Fast Company, handed out in class. Read "The Power of Knowledge," KPMG publication, handed out in class. Slides for session 2 Session 3: Read Chapter 2 of D&P Read "What's So New About the New Economy (in reader) Read all articles in hand-out starting with "Knowledge Revolution" Slides for session 3 Session 4: Read Chapter 3 of D&P Read or Write-up McKinsey Case (in reader) Read "Managing Professional Intellect" (in reader) Read Vannevar Bush: "As We May Think" (see web link) Session 5: Sharing Knowledge Technology Demonstration: Read Chapter 4 of D&P Read or Write-up KPMG Case (in reader) Read "Making Local Knowledge Global" (in reader) Session 6: Read Chapter 5 of D&P Read or Write-up Ford Motor Company Case (in reader) Read "The Real Value of On-line Communities" (in reader) Session 7:

53

Lotus Vs. Microsoft Technology Evaluation: Paul Barrett, Doug Papciak, and Rob Redmond -- Search Tools In looking at the on-line articles, make sure to check out relevant links from the pages. Compare what Microsoft and Lotus are doing, try to identify the strenghts and weaknesses of each. In looking at Lotus, don't forget that it is a part of IBM. Read Chapter 6 of D&P Read "Why Lotus Notes is a Software Fantasy (2-page class handout) Read "The Social Impact of Groupware Rollouts (2-page handout) Read "A Little Knowledge Is a Dangerous Thing" Read and article about Microsoft's latest KM plans Read Microsoft's ideas about KM and the Digital Nervous System Read how Lotus looks at KM Session 8: Organizational Learning. Guest Speaker: Steve Hilton from KPMG Technology Evaluation: Robert Mohundro and Darrin Hypsher -- Collaborative Filtering Read Chapter 7 of D&P Read Core Capabilities (class handout) Read "Building a Learning Organization" (in reader) Read versioning article (Class Hand-out) Session 9: Midterm Exam Handed Out. Guest Speaker: Jennifer Hurst, Norel Corporation - Data Warehousing Technology Demonstration: Sarah Zhu and Junhua Li Read or Write-up Colliers Case (in reader) Read Chapter 8 of D&P Read Data Mining Papers (class hand-out) Session 10: No readings, no cases. Bring your exam and ideas. Discussion of exam Discussion of key questions in knowledge management Start of integration project

Session 11: Strategy Technology Demonstration: Terri Devault and Sunil Eamani - Document Management Read or Write-up Partek-Cargotek Case (handed out in class) Read Chapter 9 D&P Read "What's Your Strategy for Managing Knowledge?" (class handout). Make sure to also visit the HBS forum where this article is discussed, www.hbr.org/forum You will need to create a login and password. Apart from the content, also look at this as a valuable tool in knowledge creation/management (or learning). Read "Best Practice and Beyond: Knowledge Strategies" (class handout) Session 12: The softer side of knowledge management

54

Read or Write-up Skandia AFS Case (handed out in class) Drucker article(class handout) Read "The Hidden Roots of Value" (class handout) Read "The Hidden Gold" (class handout) Session 13: Knowledge Management and Knowledge Creation Read "A Note on Knowledge Management" (class handout) Read "The Knowledge Creating Company" (class handout) Read "Five Phase Model of Organizational Knowledge Creation" (class handout) Session 14: Term Project Presentations Read "Intranets - Getting to 'Aha!'" (class handout) Read "Now it's Your Web" (class handout) Read Pattie Maes Article (class handout) Read "What Have You Done for Us Lately? (class handout) Session 15: Last day of classes; Term Project Due; Term Project Presentations; Integration Project Due.

55

CIS 8270 Data Structures for Software Applications

Prerequisites: CIS 3270 or CIS 3280; CIS 8130; CSP: 1-7 Note: All prerequisites are strictly enforced. Prerequisite Knowledge Expectations: General CIS concepts MS Windows and DOS commands Object-Oriented Programming (C++) Able to (or learn outside the class) the following: work effectively in groups use e-mail, Netscape, newsgroups create word processed documents create spreadsheets, charts, and graphs Text: Mark Allen Weiss, Data Structures and Algorithmic Analysis in C++, Addison Wesley, 1999. Additional Materials: The WWW course materials Course Description: The course is designed to develop the student's maturity in evaluating and analyzing data structures/algorithms for a variety of problems. The course discusses a number of data structures/algorithms as well as techniques for analyzing and designing them. Searching and sorting problems are used heavily in the course to illustrate various techniques and concepts. Course Objectives: At the end of the course, the student is expected to understand a number of important data structures and algorithms and to develop the ability to: Evaluate the runtime of an algorithm Choose the most effective data structure to solve a particular problem. Method of Instruction: Lectures, Class Discussion, Lecture Notes, Assigned Readings, Exercises, Programming Assignments, Group Term Paper Course Policies Class Attendance Policy: Students are expected to attend all classes (and group meetings) except for emergencies, religious holidays, or other bona fide extenuating circumstances. In such cases, always notify

56

the instructor prior to missing class. Class participation is important and accounts for a part of the course grade. Withdrawals: Students withdrawing after the official withdrawal date will receive a grade of WF unless a hardship withdrawal is obtained from the Dean of Students. Incompletes: A grade of I will be given only in exceptional circumstances and that too for non-academic reasons Make-Up Examination Policy: No make-up will be allowed except in dire circumstances and with the consent of the instructor. Class Participation: Students are expected to participate in class discussions with observations, counter-points, and related work experience. The instructor may randomly call one or more students to ensure that every student participates. Class participation accounts for a part of the course grade. The participation portion of the grade will be determined by class attendance, speaking points, presentations, and relevance and quality of discussion. Individual Work Policy: Students are expected to work on their individual assignments independently. They are, however, encouraged to discuss what is expected for an assignment and what background knowledge is needed for completing the assignment. Assigned readings and assignments must be completed before class on the due date. Each student must contribute to the class discussion during the term. Group Work Policy: Active group participation is mandatory. Expect a substantial commitment of evening and weekend time while working on a group project. Expect to meet two or three times a week for a half hour to a couple of hours. Your active participation in your group is essential for your own learning as well as the successful completion of the group project. To facilitate smoothly running groups, every group member will evaluate every other group member at the completion of the group project. From these evaluations, the professor will determine your individual group factor which should normally be 1 but can be less than 1 or in some cases even more than 1 depending on your contribution to the group work. This factor will be used to determine your individual score for the group project. Hence team evaluations will substantially impact your grade. Good group relations and performance is therefore essential! There are occasions when a team member needs to be dropped from the team who will still be expected to complete the entire project alone! Conditions for dropping a team member include, but are not limited to missing three or more team meetings, non-performance on agreed upon

57

tasks, or missing deadlines. Team members are responsible to inform the instructor about any such situation. Grading Policy:

Points 20 Exercise Set #1 20 Exercise Set #2 20 Exercise Set #3 20 Exercise Set #4 20 Exercise Set #5

80 Total Exercise Points (1 exercise grade will be dropped)

40 Programming Assignment #1 40 Programming Assignment #2 80 Total Programming Assignment Points20 Design Problem 15 Class Participation 100 Midterm 100 Final Test 5 Term Paper Group Peer Evaluation 80 Group Term Paper 20 Group Term Paper Presentation 100 Total Group Term Paper Points 500 Grand Total

The initial curve, based on a percentage of points is: A > 90% B > 80% C > 70% ..... It is possible that the final course grade will be "on a different curve"; however, there is no guarantee that this will be the case. Examinations: There will be two closed book exams, mid-term (before the drop date) and a final . The final will focus on the material covered after the mid-term exam. However, since the class builds on the concepts, the final will essentially be cumulative. Assignment Format: All assignments must be: typed (preferably typeset), spell checked, and grammar checked stapled or bound with room for grading comments on the cover page.

58

Each assignment may require special formatting and presentation; read the individual assignment description very carefully. Due Date Policy: All assignments (project reports) are due on the specified date. Late assignments will be penalized 10% and not given any credit if it is late by more than seven days. Academic Honesty Policy: Students must do their work independently. Working in teams on individual assignments, turning in "modified" assignments from previous class projects, documents authored by others, or viewing another student's exams during testing are examples of academic dishonesty. Any one found to be cheating will at a minimum fail the course. Other more severe academic sanctions may also be pursued. Computer Resource Policy: Any student who purposefully damages or reduces the capacity of the University's computing resources will be prosecute. Moreover, any student who purposefully damages or reduces the capacity of the Internet will be prosecuted under all local, State, and Federal laws which apply. Programming Assignments To be handed in before class time on the due date. Late assignments will be penalized. No assignment will be accepted more than one week late. Only working and fully documented C++ programs will be accepted. All programs must be thoroughly tested and the verification of the test results must be documented. Attention should be given to good I/O design. A printed copy of your program should be submitted along with printed evidence of the performance of your program. This printed evidence should display everything that appeared on your screen when you ran the program, including data that you entered via the keyboard. Write a program for implementing single variable polynomials using singly linked lists that supports symbolic addition and subtraction operations, in addition to input and output operations. Write a program for inserting a given key in an AVL-tree. The program should be interactive and user friendly. Test the program by repeatedly inserting data in an AVL-tree which is initially empty, such that all the structuring operations (and their symmetric variants get exercised). After each insertion, output the resulting tree and hand-draw the graphic form of the tree from the output; the program should also print the restructuring operations undergone by the tree. The printing of the graphic form of the tree by the program is optional. Exercises You are expected to do the required reading and attempt the exercises before class on the date specified as due date for the exercise. Class time will be given for students to discuss your solutions in small groups before presenting them to the class. Written solutions to exercises will be turned in the next class for a participation grade. Set 1: 2.7(a) Set 2: 4,9, 4.19, 4.27, 4.28 Set 3: 5.1, 6.2 Set 4: 7.1, 7.11, 7.15, 7.19

59

Set 5: 9.1, 9.5(a), 9.15(a) (only Kruskal’s algorithm) Group Term Paper The project for the semester is a conference-length research paper (20-25 pages, 11 point font, double spaced) on a topic from the current research literature about innovations in data structures, algorithms, or their applications. You must work with at least two partners and with at most three partners. The length of the paper should be 25 pages for those groups with three members. You should include at least 3 citations to papers from good conferences and journals. At the end of the semester, you will present your paper in a short (15 to 20 minute) talk to the class. Term Paper Topic Ideas: Innovative new data structures or algorithms and their applications Optimization of a currently used algorithm or data structure Space/time tradeoffs Spectacular failures due to algorithm or data structure design flaws Final Presentation: The team presentation will be made at the assigned time, in class. These presentations will take place during the last week of the term. Attendance is mandatory for these presentations. Each presentation will last about 15-20 minutes (depending on class size). Use of multi-media is strongly recommended. It is required that you have prepared slides. Teamwork The following excerpts were taken from the one page Overviews of Project Deliverables turned in by the group: Intelligent Designs Incorporated in a course during Spring 1995. "In preparing this deliverable for our project, our team has spent a great deal of time. Indeed we have spent a considerable amount of time since the beginning of this project. Our team meets every day before class for an hour and a half and on weekends as much as eight hours at one time. We have also met in smaller groups on several occasions to work out details with particular areas of the project. One of the major problems we have encountered is working as a group. Our team consists of six people with very different personalities, which led to many areas of disagreement. We originally could not agree how to approach the group project and the various tasks involved. Some members wanted to work on everything together to ensure continuity and group concurrence. Others wanted to divide the project tasks among group members to avoid duplication of efforts and wasted time. This led to the compromise of dividing the project, working individually on each person's assigned part, and then coming together again as a group to look at everyone's effort. Unfortunately, we then tried to scrutinize everybody's work and struggled to make the "perfect" system. We now feel we spent too much time in this area. Once we realized that we would just have to trust each other and their talent, things went much smoother. We also realized that you can't please everyone and we have each had to compromise in one way or another for the good of the group. This has been a difficult lesson but one well worth learning. Other problems relating to group dynamics was the clash of personalities. As with any group, some

60

personalities are more dominant than others. This has caused some communication problems and hurt feelings among group members. We are continuing to strive to overcome these problems. Realizing they exist is half the battle. Our team members are extremely talented and hard-working and given more time, we believe we could effectively meld into a 'true' team." The most difficult thing we encountered in the completion of our project had to do with group dynamics. Our team consisted of six members, each of whom had a different level of knowledge, understanding and perspective to bring to the group. In addition, we had a wide mix of personalities who took on many different roles including all of the standard group task roles: initiator, information seeker, information giver, orientor, evaluator/critic; the social and maintenance roles: encourager, compromiser, group observer, gatekeeper/expediter; and individual roles: aggressor, blocker and dominator. We fell right into one of the major disadvantages of group work: GroupThink. We fit the classic textbook description of GroupThink: over-reliance on the group decision process as lead by some of the more dominant role players lead to bad decisions as a result of failure to critically assess ideas and seek out minority ideas. We found ourselves making more extreme decisions than we would have done on an individual basis. There were some good things that we were able to do with our group. At the first meeting an attempt was made to get everyone to agree to take on a specific role in the project. Some of the group members were reticent to entrust parts of the project to others. As time passed, however, we found ourselves falling into specific roles: project manager, case tool expert, methodology expert, report writer, and technical writer. It is well established that groups are more effective with use of division of labor. We still need to improve on spreading out the role-specific tasks among the group members, but we have a start. Another advantage of groups is the phenomenon of synergy where the ideas are better because one idea plays upon another to grow and develop superior ideas. It became apparent to us, however, that there is a fine line between synergy and groupthink. After looking at both the good and bad things about the work on this project so far, it is clear that with the addition of some effective time management and resource/talent management, and a little more trust and respect for the time and talents of each other, we would make the last portion of this project a much more pleasant experience. We have learned so much about both the 'content' and the 'context' of our group project, and there will be much more to learn. This class has given us the most realistic view of 'life in the real world'. We were given a situation that closely resembled what we will be facing in the business environment. No only were we forced to deal with clients, their personalities, and their way of doing business, we also had to deal with our team members and their differences. It was quite challenging. We have all had to work on group projects before, but none so comprehensive and at times, so overwhelming. As much as some of us like to work independently, it was a pleasure to experience this. Where we once saw problems, we now see opportunity. And animosity has dissolved into respect for the talents and hard work of other team members. We will take away a first rate education in team work, which, in the end, may be more important than the class itself.

61

62

Tentative Schedule of Classes

Week Topic Reading from Text (in addition to lecture notes)

Deliverable

1 Introduction to Algorithm Analysis Chapters 1 and 2

2 Lists, Stacks, Queues, Linked Lists Chapter 3 Exercise Set #1

Due

3 Trees and Tree Traversal, Binary Trees

Chapter 4

Term Paper Group Registration Term Paper Proposal Due

4 AVL Trees, Splay Trees Chapter 4 Programming Assignment #1 Due

5 Hash Functions; Collision Resolution Techniques Chapter 5 Exercise Set #2

Due 6 Midterm Review 7 Midterm Exam 8 Priority Queues Chapter 6 9 Mid-Semester Break

10 Introduction to Sorting, Insertion Sort, Lower Bound on Sorting, Heapsort

Chapter 7

Exercise Set #3 Due Programming Assignment #2 Due

11 Mergesort, Quicksort, External Sorting Chapter 7

12 Introduction to Graphs, Spanning Trees Chapter 9, Chapter 8 Exercise Set #4

Due

13 Depth First Search, Topological Sorting Chapter 9

14 Group Presentations Exercise Set #5 Due

15 Group Presentations

63

CIS 8389 Directed Readings In Information Systems

Prerequisites: With the consent of instructor, and others depending on the topic; open to CIS majors only with a minimum GSU cumulative GPA of 3.10. Catalog Description: This course addresses emerging and advanced topics in information technology. The specific topic will vary from semester to semester, as will associated course prerequisites. The student is advised to check with the department on this offering. This course is repeatable for different topics. This is also a required course for the MS/CIS thesis option.

64

CIS 8390 Advanced Topics In Information Technology

Prerequisite: CIS 3260, CIS 8110, and others depending upon the topic. Catalog Description: This course provides an opportunity for students to gain an in-depth understanding of one or more advanced topics in information technology. Specific topics will vary from quarter to quarter as will the associated course prerequisites. Detailed Course Description: Because of the rapid pace of technological innovation and the turnaround time inherent in the curricular change process, it is impossible for an academic department to offer a conventional course in each new technology as it emerges. Yet, students completing their program will face a job market in which knowledge of these technologies is prized or even demanded. This course provides a way for the MS-CIS curriculum to expose students to a variety of topics in information technology on a rotating basis and makes it easy to add new topics as they evolve.

65

CIS 8410 Object-Oriented Design And Development

Prerequisites: CIS 3270 or CIS 3280; CIS 8130; CSP: 1-8. Note: All prerequisites are strictly enforced. Prerequisite Knowledge Expectations: General CIS concepts General database concepts (and specifically Access) MS Windows and DOS commands Object-Oriented concepts UML Object-Oriented programming Ability to effectively use System Architect (case tool) or learn the use of the tool quickly able to (or learn outside the class) the following: understand and modify Visual Basic 6.0 (object-oriented) programs work effectively in groups use e-mail, Netscape, newsgroups create word processed documents create spreadsheets, charts, and graphs Text: Craig Larman, Applying UML and Patterns, Prentice Hall, 1998 (Required) Peter Heinckiens, Building Scalable Database Applications, Addison-Wesley, 1998 (Optional) David Schneider, An Introduction to Programming Using Visual Basic 6.0, Prentice Hall, Fourth Edition, 1999 (Optional) Additional Materials: The WWW course materials System Architect for Windows; also see GSU's System Architect FAQ System Architect is available to Georgia State students through a specially arranged rental agreement with the software developer, Popkin Software. Any student with his or her own computer running windows is encouraged to take advantage of the software deal that is described in GSU's System Architect FAQ You will be required to use this software for completing projects. It is our general experience that students who have access to a personal copy (or a group with a copy) achieve higher grades. Of course, the software is accessible in the main GSU computer lab (LS 109) and the lab in Kell Hall (K 120). Course Description: The course builds on CIS 8130 and provides an introduction to the logical and physical design of software systems using the object-oriented paradigm. The primary focus of the course is on using and understanding a persistence framework to transition from UML classes to persistent

66

Visual Basic objects and the implementation of the user interface. Additional objectives of the course include the use of a CASE tool and understanding the use of several design patterns. The development of computer-based information systems is still largely an art even though there are established principles, methods, and tools. There is a high dependence on the skills of individual analysts and designers who develop these skills over a long period of time. The course will give students a basic understanding of the object-oriented design and development process using the most common tools, techniques, and theories. Course Objectives: Upon successful completion of this course, a student will be able to: Read an Analysis Document for design. Use a Persistence Framework in the design of an information system. Have a basic understanding of a Persistence Framework. Create and document a logical design. Create and document a physical design. Create and document an application database. Create a users' manual (optional) Create a project plan (Optional) Estimate project costs (optional) Be able to use a specific CASE tool, Popkin's System Architect, to assist in system design. Get a basic understanding of a number of important design patterns. Create commonly expected "deliverables" of systems design: Design Documentation Users' Manual Project Plan Project Cost Estimate System Design UML Design Notation Entity Relationship diagram Database Schema Data Dictionary GUI, report, and database prototypes Method of Instruction: Concepts will be presented through lectures accompanied by class discussion. There will be reading assignments for each class. Students will be given a short project requiring the use of knowledge and skills presented in the lectures and reading assignments. A group project will be assigned that requires the student to draw on various concepts and skills developed during the course.

67

Course Policies Class Attendance Policy: Students are expected to attend all classes (and group meetings) except for emergencies, religious holidays, or other bona fide extenuating circumstances. In such cases, always notify the instructor prior to missing class. Class participation is important and accounts for a part of the course grade. Withdrawals: Students withdrawing after the official withdrawal date will receive a grade of WF unless a hardship withdrawal is obtained from the Dean of Students. Incompletes: A grade of I will be given only in exceptional circumstances and that too for non-academic reasons. Make-Up Examination Policy: No make-up will be allowed except in dire circumstances and with the consent of the instructor. Class Participation: Students are expected to participate in class discussions with observations, counter-points, and related work experience. The discussions will include the individual and group project for the class. The instructor may randomly call one or more students to ensure that every student participates. Class participation accounts for a part of the course grade. The participation portion of the grade will be determined by class attendance, speaking points, presentations, and relevance and quality of discussion. Withdrawals: Students withdrawing after the official withdrawal date will receive a grade of WF unless a hardship withdrawal is obtained from the Dean of Students. Incompletes: A grade of I will be given only in exceptional circumstances and that too for non-academic reasons. Make-Up Examination Policy: No make-up will be allowed except in dire circumstances and with the consent of the instructor. Individual Work Policy: Students are expected to work on their individual assignments independently. They are, however, encouraged to discuss what is expected for an assignment and what background knowledge is needed for completing the assignment. Assigned readings and assignments must be completed before class on the due date. Each student must contribute to the class discussion during the term.

68

Group Work Policy: Active group participation is mandatory. Expect a substantial commitment of evening and weekend time while working on a group project. Expect to meet two or three times a week for a half hour to a couple of hours. Your active participation in your group is essential for your own learning as well as the successful completion of the group project. To facilitate smoothly running groups, every group member will evaluate every other group member at the completion of the group project. From these evaluations, the professor will determine your individual group factor which should normally be 1 but can be less than 1 or in some cases even more than 1 depending on your contribution to the group work. This factor will be used to determine your individual score for the group project. Hence team evaluations will substantially impact your grade. Good group relations and performance is therefore essential! There are occasions when a team member needs to be dropped from the team who will still be expected to complete the entire project alone! Conditions for dropping a team member include, but are not limited to missing three or more team meetings, non-performance on agreed upon tasks, or missing deadlines. Team members are responsible to inform the instructor about any such situation. Grading Policy: The initial curve, based on a percentage of points is: A > 90% B > 80% C > 70% It is possible that the final course grade will be "on a different curve"; however, there is no guarantee that this will be the case. Assignment Format: All assignments must be: typed (preferably typeset), spell checked, and grammar checked stapled or bound with room for grading comments on the cover page. Each assignment may require special formatting and presentation; read the individual assignment description very carefully. Due Date Policy: All assignments (project reports) are due on the specified date. Late assignments will be penalized 10% and not given any credit if it is late by more than seven days. All quizzes must be taken within one week of the specified date. Academic Honesty Policy: Students must do their work independently. Working in teams on individual assignments, turning in "modified" assignments from previous class projects, documents authored by others, or viewing another student's exams during testing are examples of academic dishonesty. Any

69

one found to be cheating will at a minimum fail the course. Other more severe academic sanctions may also be pursued. Computer Resource Policy: Any student who purposefully damages or reduces the capacity of the University's computing resources will be prosecute. Moreover, any student who purposefully damages or reduces the capacity of the Internet will be prosecuted under all local, State, and Federal laws which apply. Code Generation Project This is an individual project. You are to use the System Architect to: Add attributes to an existing UML class diagram available as part of the Database Broker which you can download from the course Web site. Generate an Access Database and VB6 GUI Run a "test" program and run the GUI. Steps: Follow the steps in the SABroker documentation to: Generate the demo database and GUI (Make sure that you edit a GUI button to run the broker code.) Add between 4 and 8 attributes to the domain classes of the demo UML class diagram. Generate your new database and GUI. Run the GUI and test program. Create an EXE file from your VB6 project. Deliverables: Turn in hardcopies with a diskette that demonstrates the results of your project: Cover page with: Name, Assignment name, Table of Contents, and room for instructor comments Class Diagram (of your modified UML class diagram) Entity Relationship Diagram (generated from your modified class diagram) All GUI screens (Access forms) A printout of TraceLog.txt (generated if you run the non-GUI demo of your modified project) A floppy diskette containing only your Visual Basic and Access files. Your Project.vbp file should be in the root directory (a:\). Ensure that your GUI works from a: drive, That is, one can simply put the diskette and double click on Project.vbp and the GUI will run. System Design Group Project You will be working in a group of 3 to 4 members. The group project focuses on the design of the proposed system for the business operations of a medium sized company. The project starts with a UML diagram for automating the supporting the sales functions of a corporation obtained from System Analysis (that modifies and extends the minimal UML diagram provided with the Database Broker made available to you from the course Web site). The main focus of the project is the translation of the classes in the UML diagram into design classes that interact with a persistent (database) framework. The overall goals of the project include:

70

• Promote appreciation of good design techniques, • Apply design techniques learned in class to a moderate sized case, • Construct a design and derive a running database system from the design, and • Experience group dynamics typically present in most reasonable sized systems

development projects. The following is the absolute minimum expected from the project: GUI forms that create, read, update, and delete objects for every domain class. Optionally, you may want to make the forms look "nice" by using VB form editor (or Wizards), or Access's WWW form export. Consider placing both classes on a form for a 1:N relationship. A VB test program found in the Startup module that shows how domain objects can be created, read, updated, and deleted. Show this for at least 4 objects. Moreover, show how it works for at least two objects that have embedded objects; that is, a 1:N relationship. Provide at least one GUI button that causes the execution of your VB code. The VB code should be a set of methods found on your classes (both in the encyclopedia and the generated VB classes.) The button execution should cause: 1) a new value to be calculated, 2) a value to be stored in the database, and 3) involve objects in a 1:N relationship. A higher grade will depend upon two other factors: (1) the quality of deliverables, and (2) extra efforts on the project. The quality will be judged through the document review, and by your instructor. Extra efforts will be additional, "neat" things you can do to enhance the comprehensiveness and appearance of the project. Remember, since all (system) groups will be working on the same case, there will, in effect, be a competition to do the best possible job, and of course, get the best possible grades! As you work on the project with other members in the group, you will realize that it takes thoughtfulness and effort to become a good team and produce a good project. Look at what other groups have done in the past to become a good team. Phases of the Project The project is divided into two phases: Draft System Project and Informal Presentation Final System Project and Final Presentation For both phases: Use the CASE tool extensively and smartly to create, document and, where appropriate, reuse parts of your project. Present your outputs on white regular size paper (the kind most laser printers use). Use a word-processor where the CASE tool is not suitable. Unprofessional output, such as hand-drawn diagrams, or handwritten notes is not acceptable. Do not make corrections by hand on output from the CASE tool.

71

Draft System Project Steps:

• Work in a group (where possible, merge your prior System Analysis work) • Extend your UML class diagram (a minimum of 8 total domain classes) • Define new methods for classes (1 per person in the group, so a group of 4 has 4 new

methods). Consider the following method as candidates (of course, you are encouraged to think of your own method, say based on your analysis):

• Orders.total, includes subtotal and tax. • Orders.totalBilled, indicates the total amount of orders billed. • Inventory.totalWorth, indicates the total value of inventory. • SupplyOrder.outstanding, the number of unfulfilled orders sent to suppliers.

Deliverables: Turn in hardcopies with a disk that demonstrates the results of your project. Cover page with: Name, Assignment name, Table of Contents, and room for instructor comments Executive overview The executive overview is where you should sell your project to your instructor. It should be not more than 2 pages. It should tell the instructor what the project is all about, and must (1) talk about problems you faced while completing this deliverable and how you overcame them, (2) brag about the nifty things you discovered or did, and (3) the problems that still remain unsolved. Table of contents. UML Class diagram containing only domain objects (This should be derived from your Systems Analysis. There must be at least 8 domain classes and at least 2 1:N relationships. There must be new methods defined.) UML Class diagram containing domain objects and their association to the SAbroker framework Entity Relationship Diagram All GUI screens (Access forms) A printout of TraceLog.txt (generated when you run the non-GUI demo of your modified database) A floppy disk containing only your Visual Basic and Access files. Your Project.vbp file should be in the root directory (a:\). Ensure that your GUI works from the a: drive. That is, one simply can put the disk in and double click on Project.vbp (or an EXE) and the GUI will run. In addition to the above hardcopy pages, create a WWW page that contains a complete description of your project encyclopedia. At a minimum, it must contain the System Architect HTML presentation of the project. Include the following:

72

• World Wide Web Presence.

• Team Logo.

• Systems Analysis Documents (consider a separate encyclopedia of the original analysis)

Everything (except methods) must be defined. Definitions of all requirements, classes, objects.

• Appropriate reports and Screen snapshots from the CASE tool that support your work..

There is a reason why people create and print reports. For each report you decide to include in the deliverable, you must have a title page that clearly states the name of the report, why you decided to run the report, and what you expect the reader to gather from reading the report. Sometimes, running a report (such as a Report of Errors) may result in an empty report. In that case, you may choose to print the screen snapshot from the CASE tool to show that no errors were found.

• Informal Presentation. Present the Draft system project. However, note that this project

is only part of the overall system and it's is only partially completed. Thus, this presentation is aimed at improving your work. The more problems that you can present, the more assistance you will receive. This should result in a better overall project. Thus, while you should briefly mention your achievements, you should focus on your problems.

Specifically, present Overview UML Class diagram containing only domain objects UML Class diagram containing domain objects and their association to the SAbroker framework Entity Relationship Diagram Project Demo Question, Problems, Concerns about the project. You should use slides! However, some white-board discussion is appropriate for this "help" session. The presenting team shall respond to questions from the class. Your instructor will moderate the discussion. Final System Project In this assignment, you are to polish and extend your draft project. It is up to you to decide what you will do to meet this abstract goal. Two alternative routes are:

• Add breadth. Add many more classes (and GUI forms). For each, do little extension (in terms of attributes, methods, form extensions). Instead, focus on an understanding of the overall scope of work involved.

Add depth. Add only a few more classes (and GUI forms). For each, add a significant number of attributes, methods, and create nice GUI forms. This approach focuses on understanding the details of finishing a few classes.

73

Tentative Schedule of Classes

Week Topic Reading (in addition to notes) Deliverable

1

Introduction to OO Design and Development (6/page) System Architect and DB Broker Code Generation Project Assigned

Text: Chapter 22; *H: 1-3 (Review, if necessary, Chapters 1-19, 25-32, and 37 of text) Review of UML Notation

3 Entity Relationship Modeling DB and GUI Generation in SA

Text: Chapter 38 (esp. 38.16); SA: Object Relational Translations; Data Modeling; *H: 4, 8

Register at the WebCT site for the course UML Notation Quiz (Ref. Week1 Reading)

4

Representing Persistent Objects in Tables System Architect Schema Generation

5 Visibility of Classes Visual Basic Classes

Text: Chapters 20, 21, 23, 24 *S: 1, 3, 12, 13

ERD Modeling & DB Mapping Quiz (Ref. Weeks 3 & 4 Reading)

6 Abstracting the Database: Theory Midterm Review *H: 5 Code Generation

Project 7 Midterm Exam Midterm Exam

8 Midterm Autopsy Abstracting the Database: AppliedGroup Project Assigned

*H: 5 Group Registration: Tentative

9 Spring Break

10 Encapsulating the Database: Applied Abstracting the GUI

*H: 6, 11

Group Registration: Final DB Abstraction Quiz (Ref. Weeks 6 & 8 Reading)

11 Abstracting the GUI: Applied GUI Example *H: 12

12 Design Patterns GRASP Patterns Text: Chapter 34

GUI Abstraction Quiz (Ref. Weeks 10 & 11 Reading)

74

Group Design Draft; Informal Presentation

13 More GRASP Patterns Other Design Patterns

Text: Chapter 35, Chapter 38

14 Class Presents: Draft System Project

Design Patterns Quiz (Ref. Weeks 12 & 13 Reading)

15 State Transition Diagrams Interoperability

Text: Chapter 33; *H: 13, 14

16 Class Presents: Final System Project Group Design;

Presentation * Optional text (Heinckiens, Schneider) chapters`

75

CIS 8450 Knowledge Systems: Development and Use

Prerequisite Policy

CIS 8110. CSP: 1-6. Prerequisites are strictly enforced! Course Material Required Text: V. Dhar and R. Stein, Intelligent Decision Support Methods : The Science of Knowledge Work, Prentice Hall, 1997. Reference Text: Data Mining Techniques, Michael Bery and Gordon Linoff (BL), Wiley 1997 (in Library Reserve). Class handouts / overheads Software tools to be discussed in class Supplementary Readings To Engineer is Human, Petrosky, Chapter 15: "From Slide Rule to Computer: Forgetting How it Used to Be Done," Barr, D. and Mani, G.: Using Neural Nets to Manage Investments, AI Expert, February 1994. Stein, R., "Selecting and Preprocessing Data for Neural Networks," AI Expert February and March, 1993. Stein, R., Schocken, S. And Dhar V., "A Practical Methodology for Applying Neural Networks to Business Decision Problems,"c Encyclopedia of Computer Science and Technology, Vol. 38, 1998. "Anatomy of a Failure: The inside story of a fatally flawed data warehouse project," CIO Magazine, November 15, 1997 http://www.cio.com/archive/enterprise/111597_data.htm Dawkins., The Blind Watchmaker, Chapter 2: Good Design. Dawkins., The Blink Watchmaker, Chapter 3: Accumulating Small Change .Holland., "Genetic Algorithms," Scientific American, July 1992. Moody’s Evolving Help Desk, BYTE Magazine, February 1995. Koselka, R., "Playing the Game of Life," Forbes, April 7, 1997. Olsen et.al., "Going Back to the Basics: Rethinking Market Efficiency," Technical Report, Olsen and Associates, Zurich, Switzerland. Casti, John, Searching for Certainty: What Scientists Can Know About the Future, Chapter 4, "Meanwhile, Over at the Casino." Stotler., CBR for Cost and Sales Prediction, AI Expert, August 1994. Course Description This course covers the development and use of knowledge intensive systems in business applications. Methodologies, Tools and Techniques to support knowledge intensive business processes and exploiting the vast amount of data available, especially in the Internet age are explored. Several knowledge-based development environments for the construction of knowledge intensive applications are studied. Case studies of several knowledge intensive systems are used for insight into their motivation, construction, and use. Popular tools,

76

methodologies, techniques and environments for developing knowledge intensive systems will be evaluated and compared from technical and usage perspectives. Objectives

Understand different uses of knowledge systems (e.g., data mining systems) in various business domains

Understand the steps involved in the development of knowledge systems Acquire working knowledge of several popular knowledge based techniques Apply the various techniques to solve business problems Acquire a working knowledge of some popular tools for knowledge systems design Learn to recognize and overcome the obstacles in knowledge systems development and use Become aware of the emerging tools and techniques to support knowledge systems. Create commonly expected "deliverables" of a knowledge systems project in a group project. Plan This course has ambitious objectives and will be only as beneficial to you as you want to make it for yourself. Expect to spend some time on the often-steep learning curve of the some knowledge systems / tools. Broad knowledge about the various aspects of data mining from business, technical and end user perspectives gained in class will be applied in a team project and case analyses. Classes will consist of a combination of lectures, discussions of business cases, and software demonstrations. Experts from the industry will make occasional presentations.

77

Tentative Schedule of Classes

Class Topic Readings Deliverables 1 Introduction DS: 1-3 Student Profile 2 Data mining basics BL: 1-6 3 Expert Systems: The symbolic rule based

approach DS: 7

4 Learning from Data using Neural networks DS: 6 5 Neural Networks Design

Case discussions DS: 6 LBS Case

6 Learning from Data using tree induction DS: 10 Case Analysis Due

7 Applications of decision trees Market Basket Analysis CART exercise

Handout

8 TEST 1 9 Genetic Algorithms: The natural selection

perspective DS: 5

10 Genetic algorithms: learning from data and solving hard problems

DS: 5

11 Genetic Programming

12 Case discussions Data Warehousing, OLAP Tools

DS: 4

13 Software Agents / Knowledge Management Handout

14 AI software Demos 15 Dealing with Ambiguity

Advanced topics

DS: 8

Industry Analysis Due

78

CIS 8470 (formerly CIS 8490a)

Electronic Commerce Applications Development Course Prerequisite: CIS 8110, CIS 8140, and a programming language; CSP: 1-7. Prerequisites are strictly enforced! Course Description: This course introduces the development of Web applications. Topics to be covered include web servers, web application servers, web application development methods, client side and server side scripting, and web application development techniques. Other topics to be discussed in this class include web application security, session management, design patterns and reusable web application components. Advanced topics include XML and Cascading Style Sheet are also introduced. Course Objective: Upon successfully completing this course the student will: Learn the concepts and the principles of WWW Be able to set up and maintain a web server Be able to develop database-driven Web applications using a formal design method Be able to construct and maintain a well designed web site Be use the state-of-the-art web application development tools and languages to develop web applications Be familiar with current issues and trends in web applications development technologies. Class Policies: Assignments & Grading Team Project: 30%

Individual Exercise: 20%

Middle Term Exam: 25%

Final Exam: 25% The middle term exam and the final exam are closed-book exams. The exam covers materials from textbooks, the project, individual assignments, and class discussions. The exam may be made up only for previously excused absences.

79

Withdrawing 'W' grade will be assigned to a student if he withdraws before the middle of the quarter while doing pass work. 'WF' will be assigned to the student who withdraws before the middle of the quarter while doing failing work or withdraws after the middle of the quarter. Class participation All students are expected to attend all classes (and to arrive on time!). The students should have the prerequisite knowledge of the course and do a good preparation including reading the assigned readings before each class, participating in class discussions, and providing thoughtful answers to questions. The laboratory sections are only effective when participants have done the readings and are prepared. Several on-line tutorials are available. Those tutorials cover some essential knowledge and skills required by this class. They are supplemental to the class lectures. The study of those tutorials are self-directed, but is counted as class participation. As each practice session is automatically tracked, your participation grade is based on your self-directed practice log. Projects, exercises and on-line submission The team project lasts the entire semester. Each project team consists of five to six members maximum. It is each team's responsibility to coordinate and share equal amounts of the work. Each project team receives one grade and each team member receives a grade in proportion to the member's contribution to the team project. Therefore, it is very important for every member in a team to work together and give the best collective performance for the team. It is also important for each team to keep a work log of each team member so that the percentage of the work for each team member can be easily determined at the end of the quarter. At the end of the semester, each member of a team is going to provide a confidential peer evaluation of other team members to help the instructor in determining the project grade of each team member. The project is divided into several phases. The work status of each project phase is given as a project progress report. The instructor will review each progress report and assign a tentative grade to the report. At the end of the semester, the final grade is determined by the quality of the project and final, improved project report. Each team is required to set up and maintain a project web site. The web site should include all project documents including project progress reports. The web site should be a showcase of your project as well as your project team. The quality of the project web site contributes to the grade of the project. Late project reports and assignments are penalized 10% per day overdue. When the projects and exercises are graded, no late project reports and assignments are accepted. Computer Usage Policy Computer user accounts are assigned to each project team in this class. These accounts allow the students to host their Web applications on the server. There is no support for the server system. Hence, the students: Should use the accounts only for the work related to this class. Any work/contents that are irrelevant to this class cannot be placed in these accounts Can only place project scripts, images files, and databases on the server

80

Must scan any submitted files to ensure they are virus-free. Virus scanning programs are available in the university's computer lab Should never attempt to break into any server areas except the areas assigned to your team. Any violation may result in a zero grade for this class. Misuse of the accounts will result in removing of the accounts permanently.

81

Tentative Schedule of Classes Session Topics/Readings

1 Class Introduction & Introduction to the WWW Reading: [LS] Chapters 1, 2, Lecture notes, [CF] Chapters 1- 4 Practice: HTML basis and HTML forms (on-line tutorial), install and learn development tools Team Project Assignment & forming project team

2 Web Servers & Dynamic Web Pages Reading: [LS] Chapter 3; [ASP] Chapters 1-2; [CF] Chapters 5 - 10 Practice: (a) HTML forms (on-line tutorial), (b) Set up IIS web server and Cold Fusion application server at your home PC Project Proposal due

3 Server Side Scripting in Cold Fusion (1) Reading: [CF] Chapters 11-14 [CF-Manual] Practice: Cold Fusion basis (on-line tutorial) Project report 1: Initial Project Requirements specification due. Project web site set up. Exercise I assignment

4 Server Side Scripting in Cold Fusion (2) Reading: [CF] Chapters 17, 18, 21, 22, [CF-Manual] Practice: Cold Fusion basis (on-line tutorial) Exercise I Progress Report (a) due

5 Web Applications Development Methodologies - Analysis & Modeling Readings: [Lecture Notes] Exercise I Progress Report (b) due Project report 1: Final Project Requirements specification due

6 Web Applications Development Methodologies - Logical Design & Detailed Design Readings: [Lecture Notes], [RM] chapters related to web site architecture & design Exercise I Final Report due Project Report 2: Initial requirements analysis and modeling due (for feedback)

7 Server Side Scripting in ASP (1) Reading: [ASP] Chapters 1-8 Practice: ASP basis (on-line tutorial) Exercise II Assignment Project Report 3: Final requirements analysis and modeling due

8 Mid Term Exam 9 Server Side Scripting in ASP (2)

Reading: [ASP] Chapters 13, 14 Practice: ASP basis (on-line tutorial) Exercise II Progress Report (a) due Project report 4: Initial logical design due

10 Web Applications Development Techniques - Files & Email Reading: [CF] Chapters 24, 28; [ASP] Chapters 11 Exercise II Progress Report (b) due Project report 5: Final logical design due

82

11 Web Applications Development Techniques - State Management Reading: [CF] Chapters 26 & 27; [ASP] Chapter 9 Project Report 6: Detailed design due Exercise II Final Report due

12 Web Applications Development Techniques - Security Management Reading: [LS] Chapter 4, [Lecture Notes]

13 Web Applications Development Techniques - Reusable Objects & Components Reading: [[CF-Manual] on custom tags; [ASP] Chapters 10 & 11

14 Web Applications Development Techniques - Client Side Scripting Reading: [LS] Chapter 10; [ASP] Chapter 2 XML, Java Reading: [Lecture Notes] ; [Readings]

15 Project Presentations

83

CIS 8490 Advanced Topics In Systems Development

Prerequisite: CIS 8110, CIS 8120, and others depending upon the topic. Catalog Description: This course addresses emerging or advanced topics in the development of information system application such as socio-technical or soft-system methods, methodology engineering, or workflow system design. The specific topic may vary from semester to semester as may the associated course prerequisites. The student is advised to check with the department or his/her faculty adviser on this offering. This occurs is repeatable for different topics.

84

CIS 8610 Information Technology And Competitive Strategy

Prerequisite: CIS 8110 or MBA 8473; CSP: 1, 4, 5, 6, 7. Materials (Required) Callon, Jack D., Competitive Advantage Through Information Technology. McGraw-Hall, 1996 [CALL] Tapscott, Don, The Digital Economy. McGraw-Hill, 1996. [DIGI] Course Objective To examine the way information technology is being used to influence the competitive strategy of corporations and to assess the impact of strategic deployment of information systems. Course Description This course emphasizes the use of information technology to develop distinct competitive advantage in relations with competitors, customers, and suppliers, and with respect to products and services. It examines these central issues: • The competitive potential for strategic use of information systems • The design of information systems offering strategic advantages • Special issues related to interorganization information systems • Special issues related to strategic use of information systems involving international

networks • Development of financial and audit structures for strategic use of information systems • The impact of information technology on the global business community Course participants examine strategies of actual companies and identify other strategies that can be deployed to gain competitive advantage in diverse settings. In addition, the implications of geo-political developments on the international business community are examined as they are occurring.

85

Tentative Schedule of Classes WEEK TOPIC ASSIGNED READINGS

1

Business Drivers IT’s Competitive Potential

CALL 1

DIGI 1

2

Strategic Alignment

CALL 2

DIGI 2

3

Strategic Management and Competitive Strategy

CALL 3

Handout

4

Rethinking Business Through IT Developing a Competitive Strategy

CALL 4

5

Interorganization Information Systems Business-To-Business Systems

CALL 5, 6

DIGI 3

6

Electronic Commerce and Market Systems

CALL 7, 8

Handout

7

Examination

8

Forming a Corporate IT Strategy

CALL 9

DIGI 4

9

Developing an Information Architecture

CALL 11

DIGI 5, 6

10

Incorporating Business Innovation Into the Corporate IT Strategy

CALL 10, 12

DIGI 7, 8

11

The Changing Role of IT In International business

CALL 13, 14

12

The Changing Global IT Practices

CALL 15

Handout

13

The Impact and value of Information Technology in Competitive Strategy

CALL 17

DIGI 9, 10

14

Changing the Focus of Strategy

Handout

15

Trends: Beyond 2000

DIGI 12 Handout

86

CIS 8620 Management Of Information Services

Prerequisites: CIS 8110 or MBA 8473; CSP: 1-7. Students who have not completed

these prerequisites will not be allowed to take this course. Text: Carrol W. Frenzel, Management of Information Technology (3rd ed.),

Course Technology, Cambridge, MA, 1999. Course Objective: The objective of this course is to provide an understanding of the issues

involved in the management of computer-based information systems. Course Description: This course addresses the many management issues unique to the

information services function within organizations. Coverage includes information systems planning, managing the information infrastructure, justifying information technology investments, the costing of services and networks, evaluating information system performance, alternative information service delivery modes, managing distributed and end-user computing, project and operations management, systems security, and the management of information technology professionals.

The class will be conducted in a lecture/discussion mode with heavy

emphasis on the classroom participation of the students. It is expected that all assigned readings will have been done prior to class and that students are prepared to discuss them in class. Classes will start promptly at 7:15 p.m., and attendance is required for all classes. There will be a mid-term and a final examination. No make-up exams will be offered.

87

Tentative Schedule of Classes Session Topic Reading 1. Management in the Information Age Chapter 1 2. I/T’s Strategic Importance Chapter 2 3. Developing the Firm’s I/T Strategy Chapter 3 4. I/T Planning Chapter 4 5. Managing Application Portfolio Resources Chapter 8 6. Managing Application Development Chapter 9 7. Alternatives to Traditional Development Chapter 10 8. MID-TERM EXAMINATION ------ 9. Developing and Managing Networks and Chapters 11-12 Customer Expectations 10. Problem, Change, and Recovery Management; Chapters 13-15 Managing Centralized and Distributed Operations; Network Management 11. Measuring and Costing of I/T Services Chapter 16 12. I/T Controls and Asset Protection Chapter 17 13. People, Organizations, and Management Systems Chapter 18 14. The CIO’s Role Chapter 19 15. Evaluating I/T Investments ------ For those who want a good technical briefing on hardware, software, telecommunications, and industry trends, read chapters 5-7.

THE ABOVE SYLLABUS PROVIDES A GENERAL PLAN FOR THE COURSE; DEVIATIONS MAY BE NECESSARY

88

CIS 8650 Information Technology and Collaborative Work

Prerequisites: CIS 8110 or MBA 8473; CSP: 1, 2, 3, 7 (Refer to GSU Catalog). Prerequisites are strictly enforced. Required Texts: Colin Eden and Fran Ackermann. (1998). Making Strategy: The Journey of Strategic Management. Sage; ISBN 076195225X. Chris Marshall, Larry Prusak, and David Shpilberg. (1996). Financial Risk and the Need for Superior Knowledge Management. California Management Review 38(3), 77-101; available from Harvard Business School Publishing. Individual articles will be available on Reserve and on the Web or for purchase as a photocopied packet Course Objectives: This course will try to strike a balance between providing current information about products and practices as well as insights reached by MIS research. Although cognitive mapping, and web groupware, and Electronic Meeting Systems will be emphasized, at the end of this course, students will be familiar with all the basic categories of groupware as a result of reading recent articles by practitioners and hearing presentations about GSS research. In addition, students will have hands-on experience with selected groupware products. These include Decision Explorer, TCBWorks, GroupSystems, NetMeeting, an online class on WebCT (tentative), and online demonstrations of Lotus Notes, and Consensus @nyWARE. Group Presentation: Topics are available on a first-come, first-served basis. Please see me if you would like to give a group presentation on a topic that is not listed on the class schedule. I will provide a list of references that I would like each group to include in its presentation. Groups are encouraged to supplement their discussion of the required references with other research, practitioner experiences published in the business press or on the Web, personal experiences, and software demonstrations. Groups should aim for presentations that are useful and interesting to the class. Both exams will include questions about the group presentations. All groups should provide the class with a hard-copy executive summary of their major points (about 5 double-spaced pages) and submit files for me to post to the F drive and the class website. The executive summary should be a Word file, and the presentation slideshow should be in PowerPoint (please submit files created in or converted to Office 97). Each student’s

89

presentation grade will be adjusted up or down to reflect that student’s contributions, as perceived by the other members of his or her group. Paper: Every student will submit a paper that conforms to one of the following formats:

(a) A case study of groupware use in a specific organization: Case studies should include discussion of how the experiences of the specific organization studied compare to those expected as a result of conclusions reached by practitioners and researchers. The case study may involve

(1) gathering and interpreting data about an implementation of groupware or (2) planning for the use of groupware in a specific organization, as well as collecting and

interpreting data about the use of groupware that you planned and supported.

Note: More than one student can be involved in planning and supporting use of groupware in a specific organization.

(b) A plan for future research to answer an important question that has not yet been

answered by groupware researchers: Papers that propose future research should discuss what is already known about the topic selected as a result of the previous research which this proposed project extends, why the topic is important, what hypotheses will be tested, and how the research should be designed.

(c) A topic of your choosing. In this case, please discuss your planned topic with me

before you do extensive work.

90

Tentative Schedule Of Classes

Week Topic/Readings 1 Discussion of Syllabus/Introduction of Students Enrolled in the Class

Putting Groupware in Context (Financial Risk and the Need for Superior Knowledge Management)

2 Groupware—The Changing Environment (Coleman chapter at www.collaborate.com) Making Strategy: The Journey of Strategic Management pp. 1-78 (C1-C4), 189-208, 281-320(P1-P2) Lecture on ovals, cognitive mapping, and modeling & demonstration of each Download demo version of Decision Explorer from http://www.banxia.com/dexplore/demo.html Lecture on the history of GDSS

3 Making Strategy: The Journey of Strategic Management pp. 79-112 (C5-C6), 209-247, 321-423 (P3-P6) Lecture on facilitation of ovals session, cognitive mapping, and modeling Lecture on analysis of models in Decision Explorer Lecture on Group Explorer Lecture on major streams of research in group decision and negotiation

4 Making Strategy: The Journey of Strategic Management pp. 113-187 (C7-C10), 248-279, 424-483 (P7-P9) Group 1: Facilitation Practicing facilitation using Decision Explorer

5 Group 2: Applications of cognitive mapping and modeling in IT Group 3: Alternative software to support graphical representation of causal relationships Use of Group Explorer

6 Midterm Exam - Covering readings, lectures, and group presentations

7 Group 4 –Lotus Notes and Web-based Conferencing Systems Group 5 - One Organization's Experience with Lotus Notes: A Case Study Readings on E-mail and Lotus Notes

8 Group 6: NetMeeting Group 7: ICQ (chat) Group 8 – Web groupware (including TCBWorks and Consensus @nyWARE) Readings about GSS, groupware, and the Web

9 Group 9 - GroupSystems V and GroupSystems Web Group 10: Uses of GroupSystems V Demonstration of GroupSystems

10 Group 11: Anonymity Group 12: Effective Use of GSS (idea generation & process structuring) Demonstration of GroupSystems

11 Group 13: GroupWise (workflow) Lecture on Dealing with Conflict During GSS Use Lecture on Adaptive Structuration Theory and Group Support Systems Use

12 Group 14: Security issues associated with groupware use Lecture on effects of GSS use on group communication, decision quality, & power and

91

influence 13 Lecture on culture and groupware

Lecture: Overview of GSS Research (Methodology, Variables Studied, Results) Evaluate class Presentation of summaries of papers

14 Presentation of summaries of papers Preview of final exam Papers Due (in class)

REPORT OF GROUP MEMBERS’ CONTRIBUTIONS TO GROUP PRESENTATION

Evaluator’s Name: _____________________________ Please list all the members of your group, including yourself, and indicate what percentage of the work associated with each task was performed by each group member. This sheet should be turned in to me by midnight on the day your executive summary is due.

Group

Member’s Name

Research

(%)

Preparing

Presentation (%)

Preparing

Presentation Slideshow

(%)

Giving

Presentation (%)

Preparing Executive Summary

(%)

Totals 100% 100% 100% 100% 100%

92

CIS 8660 Electronic Commerce Strategy

Prerequisite: CIS 8110; CSP 7 and 8. Prerequisites are strictly enforced. Materials (Required) Kalakota, Ravi and Marcia Robinson, e-business: Roadmap for Success. (1999) Addison Wesley. ISBN 0-201-60480-9. Kalakota, Ravi, and Andrew B. Whinston, Electronic Commerce: A Manager’s guide. (1997). Addison Wesley. ISBN 0-201-88067-9. Course Description This course focuses on the evolution of electronic commerce where business is conducted between organizations and individuals relying primarily on digital media and transmission. Participants investigate the opportunities and challenges of exchanging goods and services over communications networks as well as the manner in which relationships are being reshaped. New forms of business arrangements are also examined. Course activities are designed to provide both managerial and entrepreneurial assessments of anticipated advances in information technology with respect to business systems and electronic markets. Course Objective To explore the opportunity and potential impact of deploying electronic commerce strategies in business and consumer-related activities, including development and delivery of products and services in commercial markets.

93

Tentative Schedule of Classes

Session

Topics

E-Business Rules

Kalakota & Robinson

E-Commerce: A Manager’s Guide Kalakota & Whinston

1

Overview of electronic commerce

Ch 1

2

e-Commerce strategy and new business models

Ch 1, 2, 3

3

e-commerce and retailing

Ch 8

4

e-Business design

Ch 5, 6

Ch 11

5

Developing an e-business architecture

Ch 4

Ch 2, 3, Ch 4

6

e-Commerce application strategies

Ch 6, 7, 13

7

Examination

8

Supply chain management strategies

Ch 8

Ch 10, 12

9

Supply chain management strategies

Ch 10

10

e-Procurement Ch 9

11

Enterprise resource solutions and B2B e-commerce

Ch 7

12

Transition strategies for evolution to e-commerce

Ch 11, 12

13

Internet companies and the drivers of e-commerce innovation

Ch 9

14

Last class

Handout

94

New Technologies for e-commerce

95

CIS 8680 (Same as Acct 8680)

Security and Privacy of Information and Information Systems Prerequisites: CSP: 1-8. Prerequisites are strictly enforced! Required Materials: For student convenience, the reading material for this course has been compiled and organized into three packets: A, B and C. Readings annotated by brackets are recommended supplementary material. All other readings are required. These packets are available in bound form from The PrintShop, 6 Decatur Street, (404) 523-2679, theprint@earthlink.net The material in Packets B and C can also be obtained on-line from various sources indicated in the list below. Material indicated as available through the course web page requires a password for access. Some of the online material uses Adobe Acrobat Reader. This product is available free from http://www.adobe.com/prodindex/acrobat/readstep.html PGP Freeware Version 5.5 or later, available from http://www.pgp.com:8001/freeware/ Cases and Readings Packet A ($21.00) Case: Concordia Casting Company. Harvard Business School Case 9-192-151. (N.B. Reprise in

Packet B) Case: Lotus Marketplace: Households. Georgetown University 192-123. [Deane, F., Barrelle, K. Henderson, R. and Mahar, D. (1995) "Perceived acceptability of

biometric security systems." Computers & Security 14 (3) pp. 225-231.] Hoffer, Jeffrey A. and Detmar W. Straub (1989). "The 9 to 5 Underground: Are You Policing

Computer Crimes?" Sloan Management Review, Vol. 30, No. 4 (Summer, 1989), 35-44. Kim, H-J. "Biometrics, is it a viable proposition for identity authentication and access control?"

Computers & Security 14 (3) 1995, pp. 205-214. [Straub, Detmar W. (1988). "Organizational Structuring of the Computer Security Function,"

Computers & Security 7, (Summer), 1-11.] [Straub, Detmar W. & Rosann Webb Collins (1990). "Key Information Liabilities Facing

Managers: Software Piracy, Proprietary Databases, and Individual Rights to Privacy," MIS Quarterly, Vol. 14, No. 2 (June), 143-158.]

Cases and Readings Packet B ($33.00) Case: Concordia Casting Reprise. Georgia State University. (Text available through course web

page.)

96

Case: The New York Stock Exchange. Georgia State University. (Text available through course web page.)

“1996 Equifax/Harris Consumer Privacy Survey Executive Summary” http://www.equifax.com/consumer/parchive/svry96/docs/summary.html

“5th Annual Information Security Survey”, Ernst & Young LLP, Information Systems Assurance & Advisory Services. http://www.ey.com/publicate/aabs/

[“A Resolution Creating the Joint Study Committee on Consumer Privacy in the Marketplace” Georgia State Senate Resolution 301, 1997. http://www.ganet.org/cgi-bin/pub/leg/legdoc?billname=1997/SR301&docpart=full&highlight=privacy]

[“Common Criteria for Information Technology Security Evaluation: Summary of the Common Criteria (v.1.0)”, Version 0.D, SYNTEGRA, LTD. prepared for the UK Government (CESG), n.d. http://csrc.nist.gov/cc/info/cc-summ/index.htm]

“Georgia Computer Systems Protection Act” enacted by the 1991 Georgia General Assembly effective 1 July 1991 http://www.gsu.edu/doc/crime-act.html as amended by Georgia General Assembly HB 1630 “Computer or telephone network; transmitting misleading data” enacted by the 1996 Georgia General Assembly effective 1 July 1996 http://www.gsu.edu/doc/HB1630.html

[“Georgia Privacy Act” Georgia State Senate Bill SB 135 1997 http://www.ganet.org/cgi-bin/pub/leg/legdoc?billname=1997/SB135&docpart=full&highlight=privacy]

“Issues and Trends: 1998 CSI/FBI computer Crime and Security Survey” http://www.gocsi.com/prelea11.htm

“The Common Criteria for IT security evaluation -- Project summary”, U.S. National Institute for Science and Technology, February 1996. Http://csrc.nist.gov/cc/info/projsum.htm.

Baskerville, R. (1993) “Information Systems Security Design Methods: Implications for Information Systems Development,” Computing Surveys 25 (4) (December) pp. 375-414. (Text available through the course web page.)

[Borenstein, Nathaniel S., (1996) “Perils and Pitfalls of Practical Cybercommerce,” Communications of the ACM 39 (6), pp. 36-44. (Text available through Galileo: ABI Inform).]

Conger, Sue and Karen D. Loch, (1995) "Ethics and Computer Use," Communications of the ACM 38 (12), pp. 30-32. (Text available through Galileo: ABI Inform).

Forrest, Stephane, Steven A.Hofmeyr, and Anil Somayaji (1998) “Computer immunology”, Communications of the ACM 40 (10) pp. 88 - 96. (Text available through Galileo: ABI Inform).

[Henry, Laurie (1997) “A study of the nature and security of accounting information systems: The case of Hampton Roads, Virginia” Mid-Atlantic Journal of Business 33 (3) pp. 171-189. (Text available through Galileo: ABI Inform).]

Loch, Karen D. and Sue Conger (1996), "Evaluating Ethical Decision Making and Computer Use," Communications of the ACM 39 (7), pp. 74-83. (Text available through Galileo: ABI Inform).

97

Lukasik, S.J., Greenberg, L. T., Goodman, S. E. (1998) “Protecting an invaluable and ever-widening infrastructure”, Communications of the ACM 41 (6) pp. 11-16. (Text available through Galileo: ABI Inform)

[Munro, Neil (1996) “Sketching a national information warfare defense plan”, Communications of the ACM 39 (11) pp. 15-17. (Text available through Galileo: ABI Inform)]

Neumann, Peter (1998) “Protecting the infrastructures” Communications of the ACM 41 (1) p. 128. (Text available through Galileo: ABI Inform)

[Report Summary: The President's Commission on Critical Infrastructure Protection “Critical Foundations: Thinking Differently”, (1997) http://www.pccip.gov/summary.html]

[Rindfleisch, Thomas (1997) “Privacy, information technology, and health care”, Communications of the ACM 40 (8), pp. 92-100. (Text available through Galileo: ABI Inform).]

Smith, H. Jeff, (1993) "Privacy Policies and Practices: Inside the Organizational Maze," Communications of the ACM 36 (12), pp. 105-122. (Text available through Galileo: ABI Inform)

Straub, Detmar W. (1995) “Information Security Policies and Procedures”, Georgia State University Manuscript. (Text available through course web page.)

Straub, Detmar W, and Richard D. Welke (1998). “Coping with Systems Risk: An Agenda for Managerial Action,” forthcoming in MIS Quarterly. (Text available through course web page.)

Cases and Readings Packet C ($39.00) Baskerville, R. (1996) Information Systems Security: Technology and Management. Course notes for Georgia State University. Chapters 3-13, 16-18. (Text available through the course web page.) Chapter Topic 3 Accidental Hazards 4 Motivation for Deliberate Hazards 5 Deliberate Hazards 6 Viruses 7 Privacy 8 Phreaking 9 Safeguards 10 Cryptography 11 Trusted Systems 12 Firewalls 13 Risk Management 16 Disaster Recovery Planning 17 Security Management 18 EDP Auditing Appendix A Safeguards Summary By Class

98

Catalog Description This course is designed to develop knowledge and skills for security of information and information systems within organizations. It focuses on concepts and methods associated with planning, designing, implementing, managing, and auditing security at all levels and on all systems platforms, including worldwide networks. The course presents techniques for assessing risk associated with accidental and intentional breaches of security. It covers the associated issues of ethical uses of information and privacy considerations. Course Objectives Upon successful completion of this course, students will develop a sound understanding of · The diversity of stakeholders that regard information security and privacy · The broad framework of information security and privacy · The relationship between ethics, privacy, and organizational information decisions · The nature of common information hazards · The basic operation and limitations of common information safeguards · The milieu of laws, codes of practice, and standards that form the context for information

security and privacy · The organizational options for information security and privacy Based on this understanding, students will develop qualifications to 1 Design organizational policies for information security and privacy 2 Create threat scenarios of potential vulnerabilities for particular settings 3 Specify safeguards for computer-based information assets 4 Plan and organize the information security and privacy function within an organization 5 Determine a planning process for analyzing information risks and choosing optimal

organizational responses The organizing principle for the course is drawn toward the attainment of these five qualifications. Special Considerations The course web site will be use as a repository for examples of course paper problems, model solutions, examples of projects, and further required course material that arises during the class. Students must arrange for their own access to the World Wide Web (Internet access is available free in the GSU labs). All student work submitted in fulfillment of course requirements is deemed to be granted in the public domain (copyright-free) for the purposes of use as instructional material or examples of student work in future courses. The course syllabus provides a general plan for the course. Deviations may be necessary. Method of Instruction

99

Classroom sessions will regard the same topics as the readings assignments, but seek further depth. It is essential that students read the assigned material before coming to class. Instruction will follow these three approaches: (1) topic discussion of course concepts, (2) case discussion of cases that will allow us to apply knowledge of information security concepts, and (3) laboratory sessions working with these course. Cryptography Assignment There will be one homework assignment involving sending an encrypted email message to the instructor using the instructor’s PGP public key. Students will need to download the free PGP software, create the necessary keyrings, obtain the instructor’s public key from the course web page, encrypt a brief message, and send this via an email program to the instructor. Students are responsible for obtaining access to their own email account (such accounts are easily obtained from GSU). Policy Labs and Case Preparation Students will form teams of 3 individuals and prepare one assigned policy lab or case presentation. Each presentation must include briefing notes for distribution to the class. For photocopying, these notes must be delivered to the instructor 5 working days before the presentation (4 pages maximum length).

There will be eight policy labs in which student teams write, critique and expand organizational policies that address specific areas of information privacy and security. One student team will be assigned the task of preparing a draft policy. This team will present their policies and rationale during class, afterwards, the class will then critique and modify this policy and formulate procedures for implementation.

There are three discussion cases during the class. A student teams will be assigned to present each case. Teams are granted creative latitude in these presentations. However, the presentations should accomplish the following: A synopsis of the case, a brief review of the case history as presented; key facts, events and other aspects of the case that should draw management attention; analysis, the relations between the case setting and the assigned readings; explanation, a “story line” that explains why events are unfolding as described in the case; and alternatives, possible actions that IT management might take or recommend in such settings and the potential outcomes of these actions.

The Concordia case will be used throughout the course as a context for the formulation of various security policies during the course. This case and the portfolio of policies developed by the students during this course will be also form the context of the concluding session. The student team assigned to present this case at the end of the course will be responsible for summarizing the policies collected during the course. This summary should generally achieve the same accomplishments as the other case presentations. Course Papers Each major section of the course concludes with the individual student submission of a course paper. Course papers are composed of two parts. Part 1 is a take-home part that involves reflection and critical thinking regarding a problem related to the particular course section. The problem is presented to students at the course meeting previous to the paper due date noted in the

100

schedule. Part 2 is an in-class part, written without accessing notes or readings, that involves answering objective questions further relating part 1 to the course readings and assignments. The lowest course paper grade is dropped.

101

Project Projects will have a written and an oral component. There are three project options described in this section: (1) term paper, (2) security software, and (3) case. Any of these options will be acceptable. Participation Projects can be carried out in groups or individually. There will be no special consideration given to projects done individually so taking on a project by oneself will clearly entail more work. Please decide early in the term how you are going to proceed and inform the instructor and your lab group members about your plans. Plans Project plans are due on the fourth class period. Depending on the subject, oral plan presentations will be scheduled throughout the term. Submission All written projects must be handed in using a hard-cover, two or three hole punch folder (Please no three ring binders!!!). Diskettes with the files and/or programs must be seated in a plastic sleeve that can be easily inserted or removed from this sleeve. The title of the project and the team member names who should be credited with the project should be on the cover. Peer appraisals, if included, will be the last documents in the folder.

Sorry, but projects that do not conform to this format will not be acceptable! If the team hands in an unacceptable project, it will be handed back during class. When it is resubmitted, it will be marked late. The final forms of all projects are dueon the last class day. Project Option: Term Paper This project option is fairly traditional. Choose an area of information security management, ethics, or privacy that interests you and research it through the electronic media and the library. Discuss the topic with your instructor early in the term for counsel and approval. Write about a ten page (or more), single-spaced paper on the subject. A bibliography of references must be included.

Your goal should be to address a managerially significant issue and to propose an action plan to address it. An example of an interesting topic might be: “The Viability of Encryption for Transactional Systems”

Sample Abstract: After defining and describing cryptographic techniques in common use in commercial applications today, this paper examines the risk-cost tradeoff for businesses thinking of encrypting their transactional data. The paper estimates the costs of encrypting even a small part of large volume transactions and points out the circumstances under which it might be economically viable. An action plan for security managers includes a suggestion that client-server applications working with sensitive payroll data over public telecomm lines use RSA signature encryption.

102

Deliverable: 1 ten page plus term paper; diskette with all files. Project Option: Security Software Create or reuse a dummy application which has embedded in it several levels of controls and security measures. Specifically, include examples of at least one of each of the following: Authentication 1. ID and password checks for 10 or more users Random authentication questions about other information privy only to the authorized user Password changing and history A routine that allows a user to change a password, authenticated by asking the user to repeat

the new password A routine to check to see that when a user changes a password, it has not been used by the

logged-in user within the last year Application controls An out-of-range check An unreasonable entry check Database access controls (this control does not have to be programmed if the DBMS being used accommodates the feature; in that case the parameters just have to be set and the database has to be accessible by the program for demonstration) Varying access control privileges for reading and writing data for different users Deliverable: 1 functioning program with the features enumerated above; documentation; diskette with all files. Project Option: Case This is a creative exercise in writing about and analyzing security issues. The option is to write a case in the style of the Harvard Business School cases about a fictional company confronting a security crisis of sorts. The case should have all of the paraphernalia of a business school case such as: (a) narrative and analysis, (b) quotations from key players, (c) exhibits, and (d) questions for discussion. The case can be a bit shorter than the usual HBS case, but it should have enough detail in it to represent the critical elements of the underlying problem(s).

In selecting this option, students agree to allow their case to reside in the public domain, to be used in future sessions in which students, managers, and professionals are learning about computer security issues. Deliverables: 1 fictional case; diskette with all files. Team Assignment and Peer Appraisal All course assignments and lab exercises will be team-executed in groups of three. These groups should function as a self-managed team and adopt the rules and practices of this organizational work structure. Participation in the course assignments/lab exercises should be relatively equal

103

among the group members, with each member monitoring both one’s own level and quality of participation and that of the other members of the group. Self-managed teams are free to make decisions about their own processes, including matters such as who will serve on the team. If the majority of the team decides, for whatever reason, to alter the membership of the group, this change will go into effect immediately. (Please inform the instructor, in writing, about this decision and include this document in the project documentation for your team). Individuals who are no longer with that team will need to join another group, and assume the consequences of being assessed accordingly by their original group, or else, for the current assignment and the current assignment only, proceed on their own.

Consonant with the concepts and principles of self-managed teams, peer appraisals will be part of the overall grading/evaluation of individual performance. In the best managed teams, consensus on the relative contributions of each of the team members will be derived through assessment of documented facts and records, evaluation of team output, and evaluation of team processes. Unless team members inform the instructor in writing to the contrary, the assumption will be that each team member contributed equally to the deliverables.

104

Tentative Schedule of Classes

Course Sections

Lab Activity

1. Policy Design

Lab 1: Security Classification Policy E.g. Data, Object, and Multimedia

2. Threat Scenarios

Lab 2: Virus Policy Lab 3: Personnel Policy Lab 4: Password Policy E.g., Application and Software Security

3. Specifying Information and Network Safeguards

Lab 5: Data Communications Policy E.g., Network and Internet Policies

4. Planning and Organizing Information Security

Lab 6: Disaster Recovery & Backup Policy

Lab 7: Safeguards Design & Maintenance Policy E.g., System Development, Maintenance and Operations

5. Planning Risk Analysis

Lab 8:“Due care” Policy E.g., Physical Security

105

CIS 8690 Advanced Topics In Management Of Information Systems

Prerequisites: MBA 8473 or CIS 8110 and others depending on the topic

Note: Depending upon the applications and management topics to be covered, the course prerequisites will vary from offering to offering. Any prerequisite requirement will be strictly enforced! Catalog Description: This course provides an in-depth treatment of one or more advanced topics in the management of information systems. The topics covered will vary with each offering so the course may be repeated for credit. Detailed Course Description: The field of information systems consists of three major components: information systems technology, information systems development, and information systems management. This Advanced Topics course deals with the latter area. Because of the many advances in information technology and the corresponding development techniques, new business opportunities are constantly emerging, and with them the need to manage theses applications effectively. This course explores these new application areas and the management approaches needed to make them successful.

106

CIS 8990 MS-CIS Thesis Research

Prerequisites: CIS 8110-CIS 8170; CIS 8389; consent of an instructor. Prerequisites are strictly enforced. A student opting for the thesis option must have completed a Directed Readings course (CIS 8389) with a graduate faculty member. The Directed Readings course must be used by the student to do preliminary work in preparation for thesis work and will be used by the course instructor to gauge the competence of the student to do thesis work. The enrollment of the student in a thesis will be contingent upon a positive recommendation by the course instructor to the master’s program coordinator and his/her willingness to be the thesis supervisor. What is a Thesis? " The purpose of the masters thesis is for the student to demonstrate his or her ability to conduct independent research that is of significant value to the discipline". A student-oriented version of this document will be given to students. Rationale/Objectives:

• To offer a new thesis option to our MS-CIS program • To enable research-oriented students to concentrate on a chosen topic to do advanced

research • To nurture research among MS students with the possibility of encouraging them to go

for a Doctoral degree Credit Requirements: MS-CIS with thesis option would require a student to complete 36 semester hours of course work and thesis. Courses: 30 hours of course work including CIS 8389 (Directed Readings in Information Systems); CIS 8389 will be a prerequisite for thesis. All 7-core courses (CIS 8110 - CIS 8170) are compulsory. Only 2 specialization courses may be taken. Thesis: 6 hours Total: 36 hours (same as non-thesis option as existing now). The student must enroll for the thesis hours towards the end of his/her program. Thesis Supervision and Related Policies: The thesis supervisor is appointed by the department chair on the recommendation of the master’s program coordinator. Thesis Examination: Upon completion of the thesis, the student will submit the thesis to his/her supervisor who will examine the thesis and assign a Pass/Fail grade to the thesis. If

107

the student fails, he/she will get one more attempt to submit the thesis. The student must get a passing grade in thesis within three years from the start of the MS program by the student. Presentation of Thesis: Upon passing the thesis examination, the student must present the thesis through posters in a Masters Thesis Poster Session to be organized by the department in which all successful theses will be presented. Poster presentation of the thesis is a requirement for the completion of the thesis by the student. MS Thesis Format: The thesis must be formatted according to the Ph.D. dissertation guidelines published by the CIS department and GSU. The thesis committee chair will be responsible to enforce the formatting standards. The thesis will not be submitted to Microfilms. Enrollment, Course Numbering and Grading System:

• The thesis will be assigned the CIS 8990 course number. • The student will fill out the CIS 8990 paperwork and submit it to the master’s

program coordinator for approval. On approval, the student can register for CIS 8990.

• The student can register for either three or six hours in a semester. If the student has completed six hours of thesis work but has still not completed the thesis then he/she can register for "zero" hours. The student must register for thesis until it is completed and presented.

• If the thesis extends more than one semester, a Satisfactory, In-Progress, or Unsatisfactory grade at the end of the preceding semester(s) must be given to indicate progress.