MBA608 Topics in Information Systems

for S2P 2013

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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 608 Topics in Information Systems


S2P 2013 DL


Massoud, LindaLee


Adjunct Faculty



Office Location


Daytime Phone

(810) 406-3251 (leave a message with times to return the call)


Semester Dates

March 18, 2013 to May 12, 2013

Class Days


Class Time




Credit Hours


#1 (Required) Management Mistakes and Successes, 10th Ed
Robert F. Hartley
John Wiley & Sons, Inc., Hoboken, NJ
ISBN  978-0-470-53052-8

#2 (Recommended) APA: The Easy Way! Second Edition
Peggy M. Houghton and Timothy J. Houghton
Baker College Bookstore, Flint, MI
ISBN  0-923568-96-2

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
The main textbook is not available from the Park bookstore. It is available at a discount from the Wiley company or through the MBS bookstore link already in the syllabus ($49.75). (Other online sources are also possible.) The optional APA book is also available from Amazon or other online source.

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.
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FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
MBA 608 Topics in Information Systems: This capstone course focuses on the integration and synthesis of previous knowledge in information systems and technology to meet the needs of the ever changing business environment is included. Utilizing information systems and technology to address topics and problems in many functional areas, such as marketing, accounting, human resources, and management information are stressed. Case studies will reinforce lectures.

Educational Philosophy:

Think of me as your "coach" and yourself as a "player". There will be a variety of activities for which I will provide demonstration, information, instruction, and assistance. I will encourage, support, and also critique you. The actual learning, however, is something you need to accomplish for yourself, using your best learning style. (Remember those dribbling drills in basketball? Well, you will be doing the dribbling while I stand on the side and cheer!)

At this level, we should be asking each other questions that will stimulate introspection, evaluation, and analysis; some might call this disputatious learning, but I would rather think of it as a "lively" and shared exploration of ideas and issues. Your honest, justified opinions are welcomed and expected. Of course, this also means that we must acknowledge each others' opinions with the utmost respect.

One of the most important aspects of instructor-led learning is the ability to interact with the instructor and other students in the class. Since online students are not together in the same room, we accomplish this interaction using tools available in the online classroom:

  • "In-Class" discussion takes place using Threaded Discussions;
  • Personal or private questions can be addressed to me through e-mail (I usually check twice a day);
  • Group project work is facilitated by the Group tools (Group Document Sharing, Group Discussion Area, Group Chat sessions, and Group E-mail distribution lists).
  • Case study presentations are opportunities for each student to be a "teacher," too, as you share your observations and analysis of the companies we study.
Be sure to contact me if you have any questions. Let us have a profitable and pleasurable learning experience together.

Learning Outcomes:
  Core Learning Outcomes

  1. Compare operational and analytical customer relationships management
  2. Discuss the formula an organization can use to find its most valuable customer
  3. Explain the formula an enterprise can use to demonstrate efficiency in its accounting practices
  4. Describe and differentiate the CRM technologies used by marketing departments
  5. Analyze and compare customer relationship management, supplier relationship management, partner relationship management, and employee relationship management
  6. Case studies are discussed to reinforce lectures

  Instructor Learning Outcomes
  1. Identify and evaluate emerging technologies in Information Systems
  2. Design/recommend technology solutions to business issues
  3. Work effectively and efficiently within a group
  4. Present written information comprehensively, yet concisely
Core Assessment:

Class Assessment:

Students will be able to track their grade throughout the course.  Standards for each assignment are listed in the Course Home section.

Each student is responsible for:

  • Completing weekly chapter and online reading assignments;
  • Submitting answers and replies to weekly discussion questions;
  • Performing peer reviews of the case studies;
  • Completing one semester group project;
  • Completing a midterm examination; and
  • Completing a final, individual term paper.


 6 Case studies
 8 Discussion boards (post, reply)
 Group project
 Midterm Examination
 Final paper
 Course, self, and peer evaluation

General grading scale:
90-100%  A
80-89%    B
70-79%    C
60-69%    D

Late Submission of Course Materials:
Each week's work must be completed by the due dates specified for that week. (Some leeway may be granted in Week 1.) Assignments received after their stated due dates will incur a 10% reduction in your score for each day (or fraction thereof) that your assignment is late. For example:

    • 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, Central Standard Time, on the due date.
    No assignments will be accepted after the closing date of the class; missing grades will be awarded a 0. There will be no exceptions to this policy. There are no extra-credit or makeup assignments.

Classroom Rules of Conduct:
We expect professional, ethical behavior in this class. Treat each other with appropriate respect at all time. Please do offer honest critique when appropriate, but deliver your message with tact -- and seasoned with sugar. These are skills you will need in the work world.

Course Topic/Dates/Assignments:


Introduce yourself to the group
Read Chapter 3: Proctor and Gamble
Discussion board (post and reply)
Week 1 case study and peer evaluation


Read Chapter 6: IBM
Discussion board (post and reply)
Start Group Project
Week 2 case study and peer evaluation


Read Chapter 7: Google
Discussion board (post and reply)
Week 3 case study and peer evaluation


Read Chapter 11: Vanguard (but no case study) Discussion board (post and reply)
Complete and submit Group Project
Midterm Exam


Read Chapter 5: Harley-Davidson
Discussion board (post and reply)
Week 5 case study and peer evaluation


Read Chapter 15: Boston Beer
Discussion board (post and reply)
Week 6 case study and peer evaluation


Read Chapter 17: Maytag
Discussion board (post and reply)
Week 7 case study and peer evaluation


Read Chapter 20: Merck (but no case study)
Discussion board (post and reply)
Submit final paper
Submit course, self, and peer evaluation

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:
APA Format: Please use APA format for your case
study and other activities. You might know the format for a textbook,
but do you know the correct format for a web page? You might want to
check at the OWL site: to give you general
information. The examples of how to cite a web page are in the
"Reference List: Electronic Sources" section (navigation bar, on the
left). Your Park librarian can also offer assistance if you have a

Group Communication Recommendations:
This class is very highly dependent on group work. Each group must write a joint case study report each week! This is much more group work than you have probably experienced in other classes. Excellent communication is vital to your success, and you need to start communicating as soon as your teams are assigned (which will be as early as possible). Start with sharing information by e-mail, but I highly recommend that you use voice, texting, and/or chat as your primary communication methods unless your e-mail forwards to your cell phone. Use e-mail for secondary communication. These guidelines may help:

1. Communicate twice as often as you think you need to,

2. In twice as much detail as you think you need to,

3. And be sure to always "close the communication loop" by confirming receipt of a message, even if it's short.



This material is protected by copyright and can not be reused without author permission.

Last Updated:12/7/2012 6:40:54 AM