MBA605 Management Information Systems

for F1P 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


MBA 605 Management Information Systems


F1P 2012 DL


"Dr. Steve" Hallman


Assistant Professor, MIS Academic Coordinator


DBA, Infomation Systems
Masters, IT

Office Location

Tue-Thur Downtown, KC. Enter from the 8th floor to 928

Office Hours

9:00-4:00 pm CST

Daytime Phone


E-Mail (best contact method)

Web Page


Semester Dates

Aug 20th - Oct 14th 2012

Class Days


Class Time



Some knowledge of MIS (i.e. IS205)

Credit Hours


Management Information Systems, 10TH edition ISBN 978-0-07-337681-3 Author(s) O'Brien, James Copyright 10TH Publisher Richard D. Irwin, Inc.Type Hardback ISBN-100-07-337681-7 ISBN-13978-0-07-337681-3 eBook Expires 365 days after activation
Overview: The benchmark text for the syllabus organized by technology (a week on databases, a week on networks, a week on systems development, etc.) taught from a managerial perspective. O'Brien defines technology and then explains how companies use the technology to improve performance. Real world cases finalize the explanation.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Optional: Publication Manual of the APA 6th ed. 978-1-4338-0561-5 : APA book (same as used in MBA526).  The course will have APA reference material & links
PowerPoint slides from the publisher's website will be used in the course. 

A running tern long Case Study assigned in teams - see content in the course.
A running tern long KC-MO local (face-to-face) Case Study assigned in teams - contact professor.  

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
MBA 605 Management Information Systems: This course is developed as a framework for analyzing the use of information by firms along with examples of different types of information systems. It explores the theoretical foundations of information systems and their development, uses, operations, management, control, structure, and impact. The analysis of information function within the organization, the nature of characteristics of computerized information systems, usage of information systems and technology to change the organizational structure, work process, and culture will be addressed. Information system analysis and design are also stressed through case study and project.

Educational Philosophy:
My pedagogical stance has evolved through full engagement with my students and ongoing participation in faculty development. We are all teachers and students in intellectual development. As students, we are responsible for trusting the curriculum and following the course rubrics. As teachers, we are facilitators responsible for providing the necessary tools and environment for student learning. Combined, these approaches result in students who feel their intellectual diversity is respected, who apply critical thinking to learning objectives, and who are excited about the overall learning experience. I applied my philosophy in physical environments since 1991, and online platforms successfully. I have taught online for over 10-years and see this platform as the wave of the future for adult learners. 

Online teaching allows professors to present information in a variety of formats. Generally, I apply a Socratic teaching style in online discussion boards and when writing comments to assignments. A Socratic approach asks for more detail, critical reflection and synthesis when responding to questioning. This style encourages students to learn solid research skills and to develop confidence in the positions taken. Students manifest a deeper understanding of the questions posed which expands the discussion outside of linear parameters. Socratic discussions also promote students to respectfully disagree and justify their assumptions. I believe, particularly when teaching adult students, it is important to stimulate intellectual abilities while ensuring equitable relations remain intact. Adult students have myriad real world experiences that reinforce the learning for everyone in the course. It is important to welcome these worldviews and never stop learning.

The syllabus and learning rubrics should clearly set the standards for the course. This means the professor should exact these standards in regular announcements and emails to present an overview of the week’s expectations. Each week I post an announcement of the unit’s learning outcome, the chapter to read and the assignment accompanying the learning, even if these tasks are listed elsewhere. It is important to grade assignments within 48 hours of submission for many reasons. Primarily, students learn better with immediate grading because the activity is still fresh in the mind. In accelerated online courses the students are working on the next assignment directly after turning an assignment and need to know if they are correctly building upon previous assumptions. It is my task to give each student an equal opportunity to learn and excel in the course. I respond to emails within 24 hours (24-48 hours on weekends).

Response Times and Turn-around Times to Course Events: Email: 24 hours
Assignments: 48 hours

Learning Outcomes:
  Core Learning Outcomes

  1. Show how the Internet caused disruption among businesses
  2. Define the relationship between the Internet an the World Wide Web
  3. Describe the different methods an enterprise can use to assess information
  4. Explain why an organization would use metrics to determine a Website's success

  Instructor Learning Outcomes
  1. The student will create a running final system project
  2. The student will tie-in the main parts of each of the chapters into a final application project
  3. Students will work in a team environment and practice project management skills
Core Assessment:

Class Assessment:

  • Discussion Questions: To earn the full 35 points, you must answer all parts of each question and your first response must be submitted by Wednesday of each week. There must be at least two substantive answers to peer responses. All answers must be submitted by the due date. Weekly answers must include at least two references from Internet research or the textbook. One or two sentence answers will not earn the full 35 points.
  • Assignments: To earn the full 60 points, all requirements must be met for that specific week and submitted by the due date. Should the assignment be a written report (a document written in Word, for example), it must be a minimum of three full pages in length, double-spaced, with citations and font no larger or smaller than 12 pt.  Each report should have a title page, introductory paragraph, conclusion and references in addition to the three pages of topic specific analysis. Up to 10 points will be deducted for mistakes in APA formatting, English, spelling, punctuation, etc. Exceptions: Assignments which are computational or graphic requiring work in Excel may not require a three page report.
  • Team Final Assessment: The team final assessment is worth 30% of your final grade. This will be a team project based on a case scenario where team members will have to work together to develop a management information system and a decision support system. To earn the full 300 points, you must address all aspects of each deliverable. Each student will contribute to the project and the project will be submitted as one deliverable with signatures next to individual contributions.  Students may use all appropriate software such as Office suite products (including Project) and Visio (or like CASE tools). If you are uncertain about the interoperability of your software, contact the instructor prior to using. Points will be deducted for mistakes in English, spelling, punctuation, etc.

My goal is to give you prompt, clear, and useful feedback to help you become a more successful student and thinker. Each student is responsible for:

  • Completing weekly Reading assignments.
  • Completing Weekly Discussion Questions
  • Completing computational analyses and writing assignments, referred to as Reports.
  • Full participation in the Team Project Final Assessment.


Course Grading Scale:

Grading Rubric



Discussions (8 at 35 points each)

280 or 28%

Assignments (7 at 60 points each)

420 or 42%

Team Final Assessment(1)

300 or 30%

Total points





Due Date

Discussion Questions

35 pts/week = 280 pts

Wednesday of each week

Weekly Assignments

60 pts/week = 420 pts

Sunday of each week

Team Final Assessment

300 pts/week 8

Friday of 8th week


A =

900 - 1000 points

B =

800 - 899 points

C = 

700 - 799 points

D =

600 - 699 points

F =

< 600 points

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

The final assessment in the MBA 605 course will be comprehensive. It will constitute 30% of the total course grade. Teams will be formed in week three by the instructor and projects will be completed by week eight in the online courses.

Late Submission of Course Materials:

Late Submission of Course Materials: You may turn in the Week 1 assignments at anytime during the term with no late penalty. Beginning with Week 2 the following policy will be in effect for late assignments:

  • One day late: 10% of the total possible points will be deducted. For example, if the assignment is worth 40 points and it is one day late, 4 points will be deducted from the final point total.
  • Two days late: 30% of the total possible points will be deducted. For example, if the assignment is worth 40 points, and it is two days late, 12 points will be deducted from the final point total.
  • Three days late: 50% of the total possible points will be deducted. For example, if the assignment is worth 40 points, and it is three days late, 20 points will be deducted from the final point total.
  • More than three days late: No points for that assignment. An assignment will be considered late by midnight, Eastern Standard Time, on the due date. I must have all assignments, to include your final team project, by the last day of the term.
  • Any assignment received after the last day of the term will not be graded and will earn zero (0) points. There will be no exceptions to this policy. There are no extra-credit or makeup assignments.

Classroom Rules of Conduct:
Online Etiquette: All your Online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an Online course. What you put into an Online course reflects on your level of professionalism.
Netiquette is a set of guidelines for how individuals communicate over the Internet. The important concept here is that students respect one another. 

Course Topic/Dates/Assignments:
As outlined per each week in the online course.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22


Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21

Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .

Additional Information:






Synthesis Outcomes 








Explain requirements surrounding management information systems (MIS) and how information is used to make business decisions





Analysis Outcomes





Explain the impact of management information methodologies on systems business/IT life cycles.






Terminology Outcomes  






To be able to define management information systems (MIS) and decision support systems (DSS)  terminology and become familiar with appropriate usage in business environments.  







Concepts Outcomes





Communicate the business/IT 
           strategies relevant to investment planning, management and change initiatives.







Application Outcomes





 Articulate business/IT solutions involved in business intelligence development, hardware and software, decision support systems and people.        







Whole Artifact Outcomes





Explain the different roles of
           business intelligence (MIS & DSS) within small, enterprise and global 
           organizations and the impact competition has on decision making processes.







Evaluation Outcomes






Articulate issues relevant to  management information systems in web-based and e-commerce business environments.         








Component Outcomes






Explain data security and ethical strategies pertinent to data resource management.   


I have over 20 years of teaching, academic administration, and curriculum development experience at the college and university levels. My teaching specialties include Management Information Systems and Computer Information Systems courses, which I have taught at both undergraduate and graduate levels.
I have developed training partnerships, implemented software workshops, and designed several technology projects for Fortune 1000 businesses within southeastern Michigan and northern Indiana including: Auto Alliance, Chrysler Corporation, Henry Ford Health Care System, Ford Motor Company, Mazda, Wayne State University and many more..


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Last Updated:8/3/2012 12:22:27 AM