University of Massachusetts Dartmouth Charlton College of ...Please note that this course does NOT assume that you have a special “IT background” before taking this IT Management

Syllabus – Information Technology Management - MIS 650 – Shouhong Wang -1

University of Massachusetts Dartmouth Charlton College of Business

MIS 650 Information Technology Management

(MBA)

(Fall 2020: September 2 – December 15)

(*Syllabus is a draft, and is subject to change. Please do not print, but use the course site online for updated version.)

Instructor:

Shouhong Wang

Email: [email protected] Office Hours: Zoom meeting appointments

1. Course Description Course Description: Introduction to the information technology used in modern organizations. The course is designed to provide a technical understanding of information technology, practical experience and management perspectives on its utilization in organizations. Course Credits: 3 credits. 2. Course Objectives Course Objectives: Students in this course will develop an understanding of how advances in IT provide an opportunity for organizations to fundamentally rethink organization strategy, structure, and process. Through the course students will develop the following knowledge. (1) To define the strategic importance of information as an organizational resource and to develop an appreciation for issues in managing data/information/knowledge; (2) To analyze management concerns and trends in the administration of the information systems function; (3) To apply concepts covered on the management of IT/IS to identify opportunities for the organization.

mailto:[email protected]


(4) To develop higher-order thinking skills for management of IT/IS. Please note that this course does NOT assume that you have a special “IT background” before taking this IT Management course. This course studies IT management for new generation management professionals in the IT era to meet today’s challenges of IT in every organization. This course does not study specific information technology. Any specific software, specific app, specific ERP information system, specific SCM information system, specific CRM information system… is NOT a learning objective of this course. Any qualified student without a special “IT background” has NO disadvantage in taking this required MBA course for the Graduate Program at Charlton College of Business. In short: In this course, we learn strategic IT management, not IT itself. Fact: Everyone in business uses IT, but no one claims “I know IT.”

3. Competencies and Contact Hours Students will be introduced to: • IT/IS issues in business organizations (9 hr) • design of plan for management of IT/IS (3 hr) • organizational/social factors in management of IT/IS (3 hr) Students will understand: • the strategic alignment of IT/IS with business in organizations (6 hr) • approaches to IT/IS planning and management (6 hr) • interactions of organizational/social factors in management of IT/IS (6 hr) Students will be able to: • analyze IT management issues in real situations effectively (6 hr) • communicate recommendations for management of IT/IS effectively (6 hr)


4. Textbook Required textbook:

K. E. Pearlson, C. S. Saunders, and D. F. Galletta, Managing and Using Information Systems: A Strategic Approach, 6th Edition, Wiley, 2015, ISBN: 978-1-119-25521-5 or 978-1-119-24428-8

(Please use this version exactly (see the cover image with brown color)! The use of any old version will compromise your learning. There is a new version which has insignificant changes to this version, but is not recommended because the quiz questions for this class come from this version.)

5. Methods of Instruction We will apply the flip teaching approach to this online course. You read the textbook and other supplemental readings (including course syllabus, learning objectives, tasks, PPT of the textbook, and supplemental reading) by yourself first before the class. Upon the completion of the classes, you complete all assignments. The course encourages graduate students to engage with peers to share experiences throughout the course. The grading is based on the formal presentation posts; however, effective interaction and knowledge sharing will improve everyone's academic performance. Students have the responsibility to access the online course site in the UMass myCourses system through high speed Internet connection with their own adequate computers. All technical problems with myCourses should be reported to the university CITS support team.


6. Requirements

The course includes two types of learning activities: reading and learning reflection,

and case analysis.

(1) Reading and quiz tests (34 points):

Basic concepts of IT management are important to all business majors. Each chapter has

a quiz test of 10 multiple-choice questions randomly selected from the test bank of the

textbook, except for Introduction which has 6 multiple-choice questions. The total number

of questions is 136. Each quiz question is worth 0.25 point. Online quiz tests are timed, 2

minutes for each question; and 2 attempts are allowed (the questions may or may not the

same). Quiz tests must be done on time.

(2) Case Analysis Presentations (3 Cases @ 15 point each = 45 points)

This course includes case analysis on the key issues of IT in the business world. A

problem solving approach to case analysis will be used for this course. Using this

approach, you should take a consultant role and assume that you were hired by the

organization to:

• make use of its knowledge of IT management;

• provide an objective analysis on the questions;

• provide realistic options for action for this organization for IT management.

Class setting:

This online course will be highly interactive in nature. The course will have 3 case

analyses to learn the key topics of IT management everyone needs to learn. For each

case, there will be 2 class discussion sessions for case analysis preparation. To make

knowledge sharing effective, the discussion posts are graded, and the discussion post

for each discussion session is worth 1.5 points. After 2 discussion sessions for

knowledge sharing, individuals would be ready for their own analysis report (PPT)

which is worth 12 points.


Guideline:

1. Please read “Why Case Analysis”, “What Is IT Management”, and “What is Organizational Design in the IT Management Context” posted on the course site for you

to understand the context of this IT management course.

2. For each case analysis, please read the instructor’s Guide PPT for the case to

understand the learning objectives for the case for this course. Although a case is

attached to a chapter which has a particular focal point, you need to integrate all

relevant theories or models covered in this textbook for analysis.

3. Although the presentation scheme is highly depending upon the contents of the

case, the final case analysis presentation should cover the following points.

• Overview of the case, including the theme (or learning objective) of the case for this

IT management course, and the background of the case.

• Answers to the 4 questions for each case:

- Use the theories and models of IT management you have learned from the

textbook, following the Guide PPT, to analyze the first 3 questions for each

case.

- Recommendations for the 4th question should be close to IT management for this

course.

• Business strategy (if you initiate a new business strategy for the case) OR

the critical issue to be solved (if the business strategy in the case remains

the same), depending upon the case.

• IT strategic actions to implement the new business strategy OR to solve the

critical issue of the case.

• Organizational strategic actions to align with the IT strategy to support the

business strategy OR to solve the critical issue of the case.


• Conclusion: What you take away from this case.

You may use good structured bullet statements to explain your IT strategic actions

and organizational strategic actions.

Please use “power points”, instead of lengthy text or informal chatting, for business

presentations. Normally, about 20 PPT slides (if you like to use more, please feel

free to do so) are sufficient to cover key points.

(3) Course summary of learning PPT (21 points):

The textbook covers various topics of IT management. The 3 case analyses focus on

the major topics IT management everyone must know. Each student is required to

learn other topics of IT management which are particular useful for their career based

on reading other chapters. The course summary allows students to summarize their

learning experience for the entire course.

Guideline:

(a) Concepts (models, theories, propositions, abstract ideas) of IT management for

your career development (Count for analytical skills 65%)

• Three (3) major concepts of IT management that you have learned from reading chapters (Chapters other than 1, 2, 3, 12 which have heavily been used for case analyses).

o Overview of the concept o Explain why they are important to your career o Apply the concept for a case attached to the chapter (a brief version of

case analysis with about 2 slides)

(Count for analytical skills 60%)

• An IT management issue(s) in your mind remains unclear to you and you would

like to continue to learn about it in the future.


(Count for analytical skills 5%)

(b) Three (3) MBA skills (analytical skills/thinking skills, communication/presentation

skills, summarization skills, collaboration skills, ....) you have developed or have

enhanced from this MBA IT Management course. Briefly describe them.

• Emphasize on the use of models/theories for analysis/thinking

(Count for managerial significance 10%)

(c) Summarize your learning process in this course (You may search the Internet to

learn about learning process) (Count for managerial significance 10%).

(d) About 25 slides (Please feel free to use more slides.) with 28pt or larger font (PPT

presentation quality counts for organization of presentation 15%). Please use "Power

Points" for formal business presentations to highlight your key points. Please do NOT

use blog or facebook chatting styles with lengthy texts for presentations.

General rubrics for writing/presentation is in Appendix A.

Grading Scale: ●97–100A+ ●92–96A ●87-91A- ●82–86B+ ●77–81B ●72–76B- ●67-71C+ ●64–66C Policy on Grading, Late Assignments, and Missing Assignments: After a submission is graded, no re-submission will be considered for re-grading. A late assignment is acceptable only when you have a legitimate reason. A missing assignment receives no credit.


7. Schedule

(Subject to change. Please check the schedule online to keep updated.)

Week Tasks of the Week

1 (09/02)

1. Start the course: - Get the textbook - Get familiar with the learning environment of myCourses - Read the course syllabus carefully. 2. Browse the textbook 3. Read 3 lecture PPT for case analysis posted on myCourses

• “Why case analysis” • “What is IT management” • “What is organizational design in the context of IT

management”

4. If you have questions in learning the 3 lecture PPT, use Discussion Board to share Q&A with the class

2 (09/08 )

1. Read Introduction, Chapter 1 - Chapter 3. 2. Complete Quiz tests of Introduction, Chapter 1- Chapter 3

3 (09/14)

1. Read Case 1-2 Google attached to Chapter 1. 2. Read Case Analysis Guide PPT for Case 1-2. 3. Refresh the 3 PPT you have read in the first week. 4. Participate in asynchronous online discussion for case analysis preparations – See the specific tasks Discussion Board of the forum for this week, keeping the following 4 questions (not the textbook questions) in mind. (The 4 questions are NOT the same as the 5 questions after Chapter 1 in the textbook.) Q1: How is Google’s mission statement related to its business strategy? How does Google’s information systems strategy support


its business strategy? How does Google’s organizational strategy support its business strategy? (Note: This question is the combination of the first 3 questions in the textbook.) Q2: Which of Porter’s three generic strategies does Google appear to be using based on this case? Provide a rationale for your response. (Note: This is the 4th question in the textbook.) Q3: Analyze Google’s strategy and the type of market disruption it has created using a dynamic environment perspective. (Note: This is the 5th question in the textbook.) Q4: What advice would you give Google to keep it competitive, growing, and relevant? (Note: This question is a newly added question to the 5 questions in 'the textbook.)

4 (09/21)

1. Read Case 1-2 Google attached to Chapter 1. 2. Read Case Analysis Guide PPT for Case 1-2. 3. Refresh the 3 PPT you have read in the first week. 4. Participate in asynchronous online discussion for case analysis preparations – See the specific tasks Discussion Board of the forum for this week, keeping the following 4 questions (not the textbook questions) in mind. (The 4 questions are NOT the same as the 5 questions after Chapter 1 in the textbook.) Q1: How is Google’s mission statement related to its business strategy? How does Google’s information systems strategy support its business strategy? How does Google’s organizational strategy support its business strategy? (Note: This question is the combination of the first 3 questions in the textbook.) Q2: Which of Porter’s three generic strategies does Google appear to be using based on this case? Provide a rationale for your response. (Note: This is the 4th question in the textbook.) Q3: Analyze Google’s strategy and the type of market disruption it has created using a dynamic environment perspective.


(Note: This iss the 5th question in the textbook.) Q4: What advice would you give Google to keep it competitive, growing, and relevant? (Note: This question is a newly added question to the 5 questions in 'the textbook.)

5 (09/28)

1. Case 1-2 Google case analysis PPT preparation Case 1-2 Google case analysis PPT due on 10/04 Sunday 2. Read others’ 1st case analysis presentations to learn from each other

6 (10/05)

1. Read Chapter 4 - Chapter 8 2. Read course syllabus about “Course summary” requirements. Keep the requirements in mind when reading. 3. Complete Quiz tests of Chapter 4 - Chapter 8 4. Read my feedback for your Case 1-2 Google analysis PPT.

7 (10/13)

1. Read Case 2-1 Groupon attached to Chapter 2. 2. Read Case Analysis Guide PPT for Case 2-1. 3. Refresh the 3 PPT you have read in the first week. 4. Participate in asynchronous online discussion for case analysis preparations – See the specific tasks Discussion Board of the forum for this week, keeping the following 4 questions (not the textbook questions) in mind. (The 4 questions are NOT the same as the 6 questions after the case in Chapter 2 in the textbook.) Q1: Analyze the business model of Groupon using Porter’s five forces model. (Note: This question is the 6th question in the textbook). Q2: Apply the resource-based view to Groupon’s business model to show how information resources may be used to gain and sustain competitive advantage. (Note: This question is the 2nd question in the textbook.)


Q3: How does Groupon add value to the companies whose offers are sold on the site? (Note: This question is the 3rd question in the textbook.) Q4: What would you advise Groupon leaders to consider as their next application? (Note: This question is the 5th question in the textbook.)

8 (10/19)

1. Read Case 2-1 Groupon attached to Chapter 2. 2. Read Case Analysis Guide PPT for Case 2-1. 3. Refresh the 3 PPT you have read in the first week. 4. Participate in asynchronous online discussion for case analysis preparations – See the specific tasks Discussion Board of the forum for this week, keeping the following 4 questions (not the textbook questions) in mind. (The 4 questions are NOT the same as the 6 questions after the case in Chapter 2 in the textbook.) Q1: Analyze the business model of Groupon using Porter’s five forces model. (Note: This question is the 6th question in the textbook). Q2: Apply the resource-based view to Groupon’s business model to show how information resources may be used to gain and sustain competitive advantage. (Note: This question is the 2nd question in the textbook.) Q3: How does Groupon add value to the companies whose offers are sold on the site? (Note: This question is the 3rd question in the textbook.) Q4: What would you advise Groupon leaders to consider as their next application? (Note: This question is the 5th question in the textbook.)

9 (10/26)

1. Case 2-1 Groupon case analysis PPT preparation Case 2-1 Groupon case analysis PPT due on 11/01 Sunday 2. Read others’ 2nd case analysis presentations to learn from each


other

10 (11/02)

1. Read Chapter 9 - Chapter 13 2. Read course syllabus about “Course summary” requirements. Keep the requirements in mind when reading. 3. Complete Quiz tests of Chapter 9 - Chapter 13 4. Read my feedback for your Case 2-1 Groupon analysis PPT.

11 (11/09)

1. Read Case 12-2 BI at CKE attached to Chapter 12. 2. Read Case Analysis Guide PPT for Case 12-2. 3. Refresh the 3 PPT you have read in the first week. 4. Participate in asynchronous online discussion for case analysis preparations – See the specific tasks Discussion Board of the forum for this week, keeping the 4 questions (3 of the textbook questions plus Q4 below) in mind. Add Q4 for the case: As the CEO of CKE, what would you do with BI and KM to keep CKE in sustainable competition?

12 (11/16)

1. Read Case 12-2 BI at CKE attached to Chapter 12. 2. Read Case Analysis Guide PPT for Case 12-2. 3. Refresh the 3 PPT you have read in the first week. 4. Participate in asynchronous online discussion for case analysis preparations – See the specific tasks Discussion Board of the forum for this week, keeping the 4 questions (3 of the textbook questions plus Q4 below) in mind. Add Q4 for the case: As the CEO of CKE, what would you do with BI and KM to keep CKE in sustainable competition?

13 (11/23)

1. Case 12-2 BI at CKE case analysis PPT preparation Case 12-2 BI at CKE case analysis PPT due after Thanksgiving Days, on 11/29 Sunday


2. Read others’ 2nd case analysis presentations to learn from each other

14 (11/30)

Prepare Course Summary PPT presentation, following the structure specified in the course syllabus

15 (12/07)

Complete Course Summary of Learning presentations Due date: 12/15 (The last date of this online course)

As the semester progresses, this syllabus will be adjusted to accommodate any unforeseen circumstances, at the discretion of the instructor when needed. 8. Communication Plan Here are my expectations for electronic communication:

• Please use email ONLY when the subject is of a personal and confidential matter. If the question you ask is of a nature that even one other person in the course could benefit from the answer, post the question in the appropriate discussion board forum.

• I check my email daily Monday through Friday during normal business hours only. You can expect a reply from me via email within 24 hours during the work week. You may get an email reply during the weekend, but that would be an exception not the rule.

• It is your responsibility to meet the due times of assignments. If you do not hear from me after submitting work, consider it a good thing.

Time Considerations Students should be prepared to spend a minimum of 1-2 hours 1 contact hour on reading and on course assignments. Remember that in a typical course setting, you would be coming to class for 3 hours (for a 14-week course) and then spending an additional 3-6 hours (at least) outside of class on assignments and reading (for a 14-week course).


Please be sure to budget your time accordingly!

Substantive Participation Should:

● Add value to the discussion and avoid simply repeating, agreeing with, or answering yes or no to peer’s comments.

● Challenge comments in class, including those of the facilitator. ● Ask insightful questions. ● Answer other people’s questions. ● Exemplify the point with real-life events, when possible. ● Make comments that are relevant to the course content and objectives.

Ideas for Substantive Participation Include: ● Share an experience that is related to the discussion. Comment on other

participants’ experiences that are related to the course. ● Ask others questions about their ideas and experiences that are related to the

course. ● Challenge a point that another participant made in a respectful manner. Offer a

different perspective on an idea that is being discussed. ● Give insights gained from readings that were assigned for the unit. If you need

more information, ask the participants a question about the reading. ● Discuss a work issue that is related to the course or discussion and ask for

feedback. ● Relate how you have applied what you have read, learned or discussed

regarding the course to your personal and professional life. ● Share another resource such as Web links, books, etc. that you have used to

answer other participants’ questions or as you explore the topics of the course, (as it is a violation of copyright law to copy the actual page).

9. Incomplete Policy

According to the university catalogue, an incomplete may be given only in exceptional circumstances at the instructor's discretion. The student must be passing at the time of the request or be sufficiently close to passing. If the work is not completed within one year of the recording of the incomplete grade, the grade will become an F(I). The incomplete policy for this course is that at least 70% of the course must be already completed and an exceptional circumstance (i.e. medical issue) must exist. If you feel you require an incomplete for an exceptional reason, you need to email me and state your reasons for the incomplete in writing. We will then decide on a course of action.


10. Student Academic Integrity Policy All UMass Dartmouth students are expected to maintain high standards of academic integrity and scholarly practice. The University does not tolerate academic dishonesty of any variety, whether as a result of a failure to understand required academic and scholarly procedure or as an act of intentional dishonesty. A student found responsible of academic dishonesty is subject to severe disciplinary action which may include dismissal from the University. The procedure for responding to incidents of academic dishonesty may be found in Section III of this document. You may also refer to the Student Handbook for information about the judicial process. A high standard of academic integrity promotes the pursuit of truth and learning and respect for the intellectual accomplishments of others. These are values that are fundamental to the mission of this University. Such values are undermined by academic dishonesty. Academic freedom is a fundamental right in any institution of higher learning. Honesty and integrity are necessary preconditions of this freedom. Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Joint efforts are legitimate only when the assistance of others is explicitly acknowledged and deemed appropriate by the instructor of the course. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Maintenance of the standards of academic integrity and the successful administration of this policy depend on the mutual cooperation of faculty and students. Faculty cooperation is essential for successful application of the procedures defined by this Academic Integrity Policy. Faculty members promote academic integrity by making clear on their syllabi their expectations concerning homework assignments, collaborative student efforts, research papers, examinations, computer-based infractions, and the like. Efforts should be made to detect and to prevent cheating and plagiarism in all academic assignments. If faculty members have evidence of academic dishonesty, they are expected to report such evidence promptly. Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Students are also expected to report incidents of academic dishonesty to the instructor or dean of the instructional unit. The intent of this policy is to make clear the standards of academic integrity at UMass Dartmouth. *For additional information on violations, infractions, and consequences visit the UMass Dartmouth Student Academic Integrity Policy at the link below.


http://www.umassd.edu/studentaffairs/studenthandbookintroduction/studentconductpolicies/academicintegritypolicy/ Appendix A. Rubrics

Rubrics

(Note that this table shows general rubrics for any PPT presentation, case analysis, course summary. The grading weights for particular topics vary, depending on the topics of the assignment. Each assignment submission site attaches rubrics with specific grading weights for each evaluation category.) 3. Exemplary 2. Good 1. Poor Analytical skill (30%-60%)

° Excellent understanding of the context and concepts. ° Strong arguments. ° Creative application of models.

° Very good understanding of the context and concepts. ° Good arguments. ° Good application of models.

° Inaccurate understanding of the context and concepts. ° Weak or confusing arguments. ° Lack of application of models.

Managerial Significance and Integrative Thinking (15%-50%)

° The presentation is very interesting to managers. ° Very useful for management practices. ° Demonstrates integrative thinking.

° The presentation is interesting to managers. ° Useful for management practices. ° Good thinking.

° Lack of managerial significance. ° Little value for management practices. ° Lack of thinking.

Organization and Presentation (10%-30%)

° Excellent structure with clear section titles. ° Logical presentation flow.

° Good structure of presentation ° Good presentation flow. ° Good PPT slides layout

° Inadequate section formation. ° Unpleasant presentation flow. ° PPT slides are difficult to read.

http://www.umassd.edu/studentaffairs/studenthandbookintroduction/studentconductpolicies/academicintegritypolicy/

http://www.umassd.edu/studentaffairs/studenthandbookintroduction/studentconductpolicies/academicintegritypolicy/


° Professional PPT slides layout.

Documents

University of Massachusetts Dartmouth Charlton College of ...Please note that this course does NOT assume that you have a special “IT background” before taking this IT Management