UNIVERSITY OF MASSACHUSETTS DARTMOUTH

Charlton College of Business

COURSE: Information Technology Management

MIS650-01 Fall 2023
Wednesday’s 6:30 – 9:30
Room: CCB-340

PREREQUISITE(S): Completion or waiver of all foundation courses (see the Graduate

Catalogue)

PROFESSOR: Tobias Stapleton, PhD, MBA

Email: tstapleton@umassd.edu

Office Hours: Available by appointment via in-person meeting, phone, or Zoom.

1. COURSE DESCRIPTION:
This course provides an introduction to the information technology (IT) used in modern
organizations. It’s designed to provide an understanding of IT, practical experience and
management perspectives on its utilization in organizations.

2. COURSE OBJECTIVES:
Upon successful completion of this course you will be able to:
A. Define the basic concepts of information and communication resources and identify their
strategic importance in contemporary business organizations.
B. Analyze the overall information needs of an organization and identify the role of IT and
systems in satisfying them.
C. Describe the underlying technologies for computer-based information systems and
communications and their future trends and impacts.
D. Identify the issues of planning, organizing, and controlling information and communication
resources and evaluate the different managerial approaches and techniques needed in
order to effectively deal with such issues.
E. Be aware of the ethical implications of information production, storage, and use in an
Organization.
F. Effectively identify, search, analyze, and present oral and written information pertinent to
information and communication resources management issues.

3. COMPETENCIES AND CONTACT HOURS:

Competency Hours
Students will be introduced to:
• Information Systems (IS) organizational design issues 3 3
• IS and ethical issues 3 6
• IS human resource management issues 3 9
• IS operations management issues 3 12

Students will understand:

• The strategic value of information and IT in organizations 6 18
• Information and IT planning issues and methods 6 24
• The issues of IS interface with its customers and suppliers 3 27

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 • Data management and systems development issues and methods 6 33

Students will be able to:

• Conduct information audits in the context of real or hypothetical
situations and effectively communicate the outcomes 6 39
• Analyze information resources issues in real or hypothetical
situations and effectively communicate sound conclusions and
recommendations 6 45

4. COURSE MATERIAL

A. REQUIRED:
Gallaugher (2023), Information Systems: A Manager’s Guide to Harnessing
Technology v9.1, Boston: Flat World Publishing
Available through bookstore
If you choose to purchase another edition of the text, it is your responsibility to make
sure that you will have access to the same cases that are in this edition.

B. Other reading materials as assigned and posted in MyCourses.

5. CLASSROOM POLICY:

A. The class is highly interactive in nature. Expect to have a number of writing assignments.
Expect to actively participate every meeting. Expect to be asked to contribute.
B. All written material for this course will be evaluated on both content and presentation. All
must be word processed free of spelling and grammatical errors, and submitted on time.
C. All assignments must be submitted online. I will not accept any physical copies. Please
post assignments to MyCourses.
D. Using the executive summaries and experiential exercises as catalysts, we will engage in
active discussion during every class session, which everyone is expected to take part in.
Your active participation is required; without it, you will not be successful in any of the other
requirements.
6. ATTENDANCE:

A. Since this class is a highly interactive class, you must attend class.
B. You are allowed one excused absence for the semester. If you miss more than three
classes, you will receive an incomplete.
C. All students are expected to stay for the entire class. If you cannot stay for the whole class,
you need to inform the professor before class starts.

7. EVALUATION CRITERIA AND POLICY:

A. Class Participation & Discussion Boards (20%):
I encourage, enjoy, and expect lots of participation and discussion in this class. You are
expected to read the assignments and analyze the cases, even if you are not presenting
that evening, before the start of the class, and are encouraged to participate in the class
discussions of the cases and the relevant subjects. For useful and high quality case
discussion to occur, it's essential that you are thoroughly familiar with the assigned cases
and the reading materials. The instructor will maintain a record of the participation of each
student during the semester. Individual grades depend on the quantity and quality of
participation.

Students should be prepared to discuss current events. If there is a discussion board post
assigned, each student must comment on threads posted to MyCourse. Students should
come to class prepared to discuss/defend their posts.

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 B. Chapter quizzes (20%):

Beginning Week 3, there will be quizzes posted that will focus on that week’s assigned
chapter. The quizzes will be posted in MyCourses.

NOTE: I will only accept assignments via MyCourses.

C. End of Chapter Team Case Analysis and Presentation (30%):

Teams will form during the first week of classes. The first chapter team will present during
the third week. Each team will present their case analysis the week after we review it in
class. For instance, chapter one will be reviewed during the second week. The team that
has chapter one will present on the fourth week.

Team Case Analysis: For details on the format that teams are expected to use to report
their case analyses, please see Appendix A for detail. See Appendices D & E for a writing
rubric and presentation rubric that will be used to grade case write-ups and presentations.
One group presentation will be in class, one will be online (we will introduce Wimba, a type
of collaborative software, later in the semester)

Each team member will be peer evaluated by the other members in the team. If the
majority of the group rates an individual group member significantly below or above
average, that individual's portion of the group project will be altered at the instructor's
discretion. Please be sure to complete and turn in your peer evaluation form before the end
of the semester (available in Appendix C. You may use the peer evaluation guidelines
available as Appendix B to complete the form.

NOTE: I will only accept assignments via MyCourses.

D. Exams (30%).
Three online exams will be given throughout the semester. You may consult any
information source available to you; however, you must work independently.

NOTE: I will only accept assignments via MyCourses.

8. MISCELLANEOUS:

The assumptions which underlie this course are based on the beliefs that knowledgeable,
enabled and empowered people hold the key to human growth and prosperity in the 21st
Century; that information is a strategic resource to be produced, distributed, and widely
disseminated for purposeful, empowering ends; that information without effective
communication systems is meaningless; and that efficient and effective IT management is
essential to the provision of information-enabled managers.

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Date Topic Assignments
Week 1 Course Introduction Review Syllabus
September 6 Read Chapter 1
Syllabus and Assignments Review Chapter 1 PowerPoint in
MyCourses
Setting the Stage: Technology and the Modern Form Groups
Enterprise

Week 2 Strategy and Technology: Concepts and Read Chapter 2

September 11 Frameworks for Achieving Success Review Chapter 2 PowerPoint in
MyCourses
Group Project Discussion Case Presentation Selections Due

Week 3 FreshDirect: A Tech-Heavy Online Grocer Read Chapter 3

September 18 Succeeds Where Others Fail Review Chapter 3 PowerPoint in
MyCourses
Chapter 3 Quiz

Week 4 Zara: Fast Fashion from Savvy Systems Read Chapter 4

September 25 Review Chapter 4 PowerPoint in
MyCourses
Chapter 4 Quiz

Week 5 Netflix in Two Acts: Sustaining Leadership in Read Chapter 5

October 2 an Epic Shift from Atoms to Bits Review Chapter 5 PowerPoint in
MyCourses

First Exam
Week 6 Moore’s Law and More: Fast, Cheap Read Chapter 6
October 9 Computing, and What This Means for the Review Chapter 6 PowerPoint in
Manager MyCourses
Chapter 6 Quiz
Week 7 Disruptive Technologies: Understanding Giant Read Chapter 7
October 16 Killers and Tactics to Avoid Extinction Review Chapter 7 PowerPoint in
MyCourses
Chapter 7 Quiz

Week 8 Amazon: An Empire Stretching from Read Chapter 8

October 23 Cardboard Box to Kindle to Cloud Review Chapter 8 PowerPoint in
MyCourses
Chapter 8 Quiz
Week 9 Platforms, Network Effects, and Competing in Read Chapter 9
October 30 a Winner-Take-All World Review Chapter 9 PowerPoint in
MyCourses
Chapter 9 Quiz, MyCourses

Week 10 Social Media, Peer Production, and Read Chapter 10

November 6 Leveraging the Crowd Review Chapter 10 PowerPoint in
MyCourses
Second Exam

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Week 11 The Sharing Economy, Collaborative Read Chapter 11
November 13 Consumption, and Efficient Markets through Review Chapter 11 PowerPoint in
tech MyCourses
Chapter 11 Quiz

Week 12 Facebook: Platforms, Privacy, and Big Read Chapter 12

November 20 Business from the Social Graph Review Chapter 12 PowerPoint in
MyCourses
Chapter 12 Quiz

Week 13 Understanding Software: A Primer for Read Chapter 14

November 27 Managers Review Chapter 14 Powerpoint in
MyCourses
Rent the Runway: Entrepreneurs Expanding Chapter 14 Quiz
an Industry by Blending Tech with Fashion Reacd Chapter 13

Week 14 Information Security: Barbarians at the Read Chapter 19

December 4 Gateway (and Just About Everywhere Else) Review Chapter 19 PowerPoint
Chapter 19 Quiz
Google in Three Parts: Search, Online
Advertising, and an alphabet of opportunity. Read Chapter 20
Exam 3, Due: December All Assignments must be submitted
13 by December 13

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 CCB Master of Business Administration Program, UMass Dartmouth
Objectives

The Master of Business Administration (MBA) program provides students with advanced
preparation in Management, enabling them to participate as educated professionals in
society and the business environment and compete in a dynamic global economy. The MBA
program has the following objectives:

° To enable graduates to understand, critically evaluate, and contribute to a wide range

of business issues needed to effectively manage change in a globally interdependent,
diverse world.
° To enhance student interpersonal communication and analysis/synthesis skills
necessary to work effectively as managers and leaders.
° To develop knowledge and skills in accounting, finance, marketing, information
systems and operations necessary to work effectively as managers and leaders in
today's organizations.
° To help students recognize and evaluate the ethical implications of their actions and
to act as socially responsible business professionals.
° To encourage and reward students' willingness and ability to think and analyze issues
in ways that cross traditional functional boundaries.

The curriculum is designed to develop knowledge of the functions and techniques of

management and, as well, blend an understanding of social, technological, economic, and
political environments into the core of the program. It provides the student with both a strong
foundation in the key disciplines of business and an integrative view of how those areas
interact. A key objective of the program is to provide a rich opportunity to specialize in an
area of particular interest to the student. This capability provides the foundation for
successful mid- and senior-level management positions.

The UMass Dartmouth MBA program is AACSB-accredited, the highest international

accreditation standard for schools of business.

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 Appendix A

Case Assignment

1. Team Assignments

• When assigned a case, the team will be required to make a presentation (with PowerPoint
slides) on the scheduled evening -- no written report is required. Class discussion of the case
will follow the presentation given by the presenting individual/team on the scheduled evening.

Case Analysis and Presentation:

A problem solving approach to case analysis will be used in class. For this approach, the
individual/team should take a consultant role and assume that it was hired by the organization to:
• make use of its knowledge of IT management;
• provide an objective opinion on one or more problems;
• provide realistic options for action for this organization.

For other cases, a problem solving approach may not be relevant, and the team should take an
educator role. The case may be viewed as a “textbook” example to be critiqued in relation to other
class readings and/or experience.

The written report (presentation text) should be a maximum of 5 double-space pages. You should
include copies of all tables, diagrams, etc. used in your presentation. The cover sheet should
include team member names. Provide an email copy to the instructor before the class. Additionally,
provide a one-page exec summary to all students in the class.

The oral presentation should be your professional best, last no more than 30 minutes, and each
team member should have a part. You should illustrate your presentation with computer-projected
PowerPoint slides.

2. Individual assignment

If you are not scheduled to present a case, you are required to analyze the case and come to class
prepared to discuss the case. Students not presenting should challenge the presenting students on
their analysis and conclusions.

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 Appendix B

Guidelines for Peer Evaluation

Please use this evaluation form to honestly evaluate the members of your team. This evaluation will
make an important contribution to the project and presentation grades that only you, and not the
instructor, can provide. Please do this carefully and thoughtfully, as the persons’ grade will depend
on your evaluation of their overall performance. You’re not rewarding or punishing anyone when you
provide an honest evaluation. For example, please refrain from succumbing to the temptation of
“rating everybody the same” if they have not performed the same.

(1) Please do NOT discuss individual evaluations with anyone else. Please do NOT collaborate
with anyone else in doing the evaluation. This is your responsibility and yours alone.
(2) Please fill out the evaluation form in private. No other group member should be present.
(3) After completing this form, please write a few sentences describing your perception of each
member’s involvement, commitment and contribution to the whole project. In particular,
compare the tasks assigned by the group to each person and his/her execution of these tasks.
(4) Once filled out, please return the evaluation form directly to the instructor. You will NOT receive
an individual grade until this evaluation form is returned to the instructor.
(5) Any information you provide in this form will remain confidential.
(6) In the evaluation form, please circle the number best representing your evaluation of the
following features of your fellow students’ performance: participation of group work, quantity of
contributions, quality of contribution, overall performance in the project, and the average will
normally be the average of the above scores. Please write down the names of those being
evaluated.
(7) If an individual is evaluated by the majority of the group substantially below or above the team
average level, his/her group portion of the grades may be adjusted.
(8) Once again, you are explicitly prohibited from discussing this assignment with anyone else. You
have an entire semester to earn a favorable peer evaluation from your team members. So
please start to do so at the very beginning of the semester.

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 Appendix C

MIS 650
Peer Evaluation Form

Your Name: Semester:

Please write down the names of the members in your team, and then use the following criteria to provide an objective
evaluation for each member. Your evaluation is one of the inputs that determine each member's grade. Your evaluation is
confidential and will be used only for grading purposes.

Team Members:
(1)
(2)
(3)
(4)
(5)

Strongly disagree 1 2 3 4 5 6 7 Strongly agree

Team Members

(1) (2) (3) (4) (5)

Peer Number Criteria
Displayed Leadership skills
Displayed understanding of the subject
Contributed significantly to the project
Delivered his/her work on time
Easy to work with
Would like to work with in future projects

Comments: (Here you may provide any information you want the instructor to be aware of)

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 APPENDIX D: Case Paper Writing Rubric MIS650
5. Exemplary 1 4. Excellent 3. Good 2. Fair 1. Poor
° Original ideas and/or ° Important details and topics ° Generally well ° Does not stay focused on the topic / ° Did not fulfill any of
Content, creative alternatives, are well organized organized, fairly ideas unclear / inconsistent
analysis, or concise.
the requirements
Structure, ° Clearly developed and ° Inadequate paragraph formation
recommendations linked introduction and ° Fairly clear introduction ° Unclear introduction and conclusion ° Rambling
Coherence & ° Outstanding
Organization
conclusion. and conclusion ° Unclear transitions. introduction and
understanding of case ° Well-organized ideas,
° Exceptional ° Did not use section ° Flow and organization are choppy. conclusion
(5 point drop concise presentation. headings ° Did not use section headings
per category) application of text ° Very good transitions. ° Unorganized.
book concepts ° Excellent use of reference ° Choice of reference
material or use of ° No flow or transitions
materials (e.g., text book,
class readings) chosen reference between paragraphs.
material at least
somewhat off the mark
° Did not use section
headings
° Needs improvement.
Mechanics & ° Zero errors in ° No more than three errors ° 6 – 8 errors in grammar, spelling, and ° More than 8 errors in
Writing grammar, spelling, in grammar, spelling, and punctuation.
and punctuation punctuation. 2
grammar, spelling,
(5 point drop XXXXXXXXX ° Several fragments or run on sentences. and punctuation.
per category) ° Clean, clear sentences -- no
° Demonstrates limited use or moderate
fragments or run on ° Repeated fragments
sentences. misuse of vocabulary.
or run on sentences
° Demonstrates appropriate ° Significant problems with page layout
use of vocabulary. ° One page case summary is more than ° Demonstrates poor
° Cited resources correctly 3
one page vocabulary or
° Professional page layout consistent misuse of
(e.g., 1” margins, 11-12
point, Times New Roman
vocabulary.
font)
° Appropriate use of bullets
Technical ° Outstanding ° Conveys good ° Restates the technology ° Misuses technical term(s) ° Demonstrates
Sophistication understanding and understanding of technical without it being clear that
application of terms and concepts. the writer understands the
substantial lack of
(5 point drop understanding of the
technical concepts concepts (e.g. uses
per category)
relevant to the case buzzwords as filler) key technical aspects
of the case

1
Total drop possible from Exemplary to Excellent is 5 points
2
Some repeating errors, such as the misuse of commas in a particular way, or the repeated misspelling of a particular word, may count (at the discretion of the instructor)
as one error.
3
See APPENDIX F of syllabus for brief summary of APA style

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 Oral Presentation Evaluation Rubric
Charlton College of Business at UMass-Dartmouth
Appvd by UGCC MM-DD-YYYY

I. Organization (% weight ______) Rating (5 = best)

1. Identifies self (and team) 12345

2. Purpose and/or topic stated. 12345

3. Main point or conclusion previewed (opt). 12345

4. Outline previewed in intro 12345

5. Presentation has clearly visible structure/sections. 12345

6. Transitions between sections signaled. 12345

7. Conclusion is distinct and effective. 12345

Overall Organization _____

II. Content of Body (% weight ______)

1. Assertions supported with evidence. 12345

2. Content met assignment requirements. 12345

3. Other content as added by instructor (optional) 12345

Overall Organization and Content _____

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III. Delivery (% weight ______)

1. Attire is business casual or better. 12345

2. Visual aids appropriate (spelling, number, size). 12345

3. Appears coordinated and well-rehearsed. 12345

4. Speaks naturally more than reading off notes 12345

5. Other aspects of delivery (eye contact, volume) 12345

Overall Delivery _____
Total _________
See reverse for detailed description of presenter behaviors.

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 Detailed description of presenter behaviors

These descriptions explain the ratings you received. If you desire improvement, the descriptions can provide some guidance about the expected behaviors and the criteria
for differentiating levels of performance. You may also consult the instructor if you wish further guidance.

I. Organization
1. Identifies self (and team).
2. Purpose and/or topic stated.
3. Main point or conclusion previewed (opt). Tell your overall recommendation, conclusion or argument (if required per assignment).
4. Outline previewed. Provides preview of outline or structure of what is to follow.
5. Presentation has clearly visible structure/sections. The main body has sub-divisions.
6. Transitions between sections signaled. Signals transitions between parts of the outline. Transitions are noted clearly enough for the audience to follow the
structure.
7. Conclusion distinct and effective. Presenter makes a distinct and effective concluding statement. The effectiveness of a conclusion may derive from content
such as reminding the audience of the original purpose, recapitulating the main parts of the argument, restating the overall point or conclusion, and asserting that
the purpose of the presentation has been accomplished.

II. Content
1. Assertions supported with evidence. Supports key assertions with evidence. Evidence such as statistics, facts and examples should be sufficient to prove the
point. Sufficiency of evidence derives from audience-subjective factors such as quantity, verifiability, quality of sources, and relevance to the assertion.
2. Content met assignment requirements.
3. Other specific content as required by instructor (optional). Concepts, models, data, etc.

III. Delivery
1. Attire is business casual or better. The instructor may specify otherwise, but in all cases your attire should be neat, presentable, and appropriate for work in a
business setting.
2. Visual aids appropriate (opt). If your assignment required use of visual aids, including PowerPoint, were those aids carefully prepared and effective? Free of
errors?
3. Appears coordinated and well-rehearsed. This has several components that contribute. Your instructor may provide additional detail on what caught their
attention, or may specify certain behaviors. Smooth delivery (often improved by rehearsal) is when the presentation flows without losing place or awkward
handoffs between team members.
4. Speaks naturally more than reading off notes. Speech patterns should sound conversational and natural, not monotone, and/or rushed, and/or as if the speaker is
reading from a script.

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5. Other aspects of delivery (eye contact, volume, etc.) Did you look at the audience? Audible/intelligible speech: This means you had appropriate volume (can
the audience hear you comfortably?) and intelligible enunciation (can the audience understand what you are saying?). Vocabulary/slang appropriate: Use of
vocabulary, idiomatic phrases and slang set an appropriately professional and businesslike tone.

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 APPENDIX F
APA BRIEF HANDOUT
References
[book, MORE THAN THREE AUTHORS, MORE THAN ONE EDITION]
Adams, S., Post, D. L., French, R. S., & Snow, E. Y. (2002). Our silent sisters (2nd ed.). New Haven: Yale University Press.
[brochure, CORPORATE AUTHOR, NO DATE]
American Red Cross. (n.d.). Wives and mothers [Brochure]. Cory, MA: Author.
[chapter in a book]
Baker, J. T., Jr. (2003). Men in colonial times. In K. D. Daly (Ed.), Our silent brothers (pp. 33-56). New York: McGraw.
[encyclopedia]
Yates, J. (Ed.). (1999). World Book Encyclopedia (6th ed., Vols. 1-20). New York: Macmillan.
[Internet web page, NO AUTHOR]
The revolution in early colonial America. (2003). Retrieved Nov.27, 2000, from the World Wide Web: http://www.revolt.html
[journal]
Dixon, J. K. (2003). Slavery in the time of colonial America. Journal of Anthropological Research, 41(2), 339-347.
[journal—article from a database]
Dixon, J. K. (2003). Slavery in the time of colonial America. Journal of Anthropological Research, 41(2), 339-347. Retrieved Nov. 29, 2002,
from Academic Search Premier database.
[magazine, TWO AUTHORS]
Smith, J. T., & Botts, L. K. (2003, June). Reliving days of the revolution in America. Psychology Today, 22-24, 26.
[newspaper]
Snyder, M. (2003, March 15). A woman of old Williamsburg.Virginia Gazette, p. A3. (or for multiple pages:) pp. A2-4.

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[personal communication]
(Only in body of paper) J. Smith (personal communication, May 5, 2003) or (J. Smith, personal communication, May 5, 2003).

SHORT QUOTE (forty words or less)

Employers often discriminate against women. Adams (2003) states, "Men discriminate against women" (p. 351).
(OR) Employers often discriminate against women. "Men discriminate against women" (Adams, 2003, p. 351).

LONG QUOTE (more than 40 words) {indent 5 spaces} [2 authors]

Employers often discriminate against women. Smith and Botts (2003) state that:
When men discriminate (More than 40 words) against women, they run into a problem. (p. 351)
(OR) Employers in some cases may often unknowingly discriminate against women:
When men discriminate (More than 40 words) against women, they run into a problem. (Smith & Botts, 2003, p. 351)
_________________________________________________________________

PARAPHRASE (no word number distinction)

Employers often discriminate against women. Adams (2002) believes that men only hurt themselves.
(OR) Employers often discriminate against women. Yet men only hurt themselves (Adams, 2002).
_________________________________________________________________

CITING AUTHORS IN BODY OF PAPER

1-2 authors: cite both every time
Smith and Jones (2003) or (Smith & Jones, 2003).
3-5 authors: cite all first time, then use 1st author, et al. after that
first time:

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 Smith, Jones, and Davis (2003) or (Smith, Jones, & Davis, 2003).
second time:
Smith, et al. (2003) or (Smith, et al., 2003).
6 authors: cite first author, et al. always
Smith, et al. (2003) or (Smith, et al., 2003).

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