Information Systems Management

Print This Email This

B318
Information Systems Management

Introduction

B318 Information Systems Management is one of nine higher level courses that comprise the BBA (Hons) BIS degree. The course has been developed with Hong Kong learners in mind, especially through the use of local examples. The course developer is Dr Wan Hak-man, Assistant Professor in the School of Business & Administration of the Open University of Hong Kong.

About the course

B318 Information Systems Management provides you with a firm foundation in understanding the issues that are especially related to the management of information systems in organizations. The course emerges as a major revision of a previous B318 course, which describes the major issues and the practical tools and techniques that you are likely to encounter in developing simple, practical information systems. Because of a restructuring of courses within the BBA (Hons) BIS programme, topics on the practices of information systems development are relocated to a different course, B319 Advanced Business Computing. Therefore, this version of B318 focuses mainly on management issues relevant to today's information system applications.

The course is a one-year, ten-credit, higher level course. The advisory prerequisite is B121 Business Computing with Internet Applications.

What this course helps you do

Aims

B318 Information Systems Management aims to:

1. Acquaint you with the organization and functions of common management information systems in organizations.

2. Introduce fundamental knowledge on database and networking technologies that support all business information systems in general.

3. Provide you with the basic understanding of basic systems development methodologies and alternatives that are common in end-user computing.

4. Discuss common problems and possible solutions in information systems management.

5. Emphasize the importance of security management and contingency planning.

6. Describe the implications of modern applications of information technology in areas such as business process re-engineering, enterprise resource planning, and knowledge management.

7. Introduce the effect of the latest developments in information systems on business management.

Objectives

On completion of B318, you should be able to:

1. Describe the nature of information and its implications to business management.

2. Identify the role of information technology in an organization.

3. Identify and describe applications of various business information systems in organizations.

4. Identify and describe basic technologies that contribute to the effectiveness and efficiency of business information systems.

5. Discuss the implications of business process re-engineering (BPR), enterprise resource planning (ERP), and knowledge management to business management.

6. Acknowledge the formalized standards of systems development methodologies as well as the applicability of end-user computing tools.

7. Describe the general procedures to deal with problems arising in the management of business information systems.

8. Discuss the general procedures of security management.

9. Develop contingency plans for information system failures.

10. Discuss the implications of the latest developments in information systems on business management.

Working through this course

This section is nuts-and-bolts, informative stuff -- i.e. what materials are needed, how the assignments and marking are arranged, and a table that sets out the elements of the course for your easy reference. Let's look at the course structure first.

Course overview

Unit	Title	Weeks	Assessment activity (end of unit)
1	The nature of information systems	3
2	Functional information systems	5
3	Information systems for management decisions	4	Assignment 1
4	Business process re-engineering and enterprise resource planning	4
5	Concepts of systems development	4	Assignment 2
6	End-user computing	4
7	Information systems management	4	Assignment 3
8	Security management	4
9	Knowledge management	3
10	New development in information systems	3	Assignment 4
	Revision	2
	TOTAL	40

Materials

In addition to this Course Guide, the course has the following important components. Please ensure that you have all of these materials available.

Study units

Unit 1: The nature of information systems

This unit explains key information concepts and distinguishes between data and information. It describes the importance of computer-based information systems in organizations, and establishes links between information systems (IS) and other organizational functions as contributors to the value chain. It explains the role of hardware, software, database and communication technologies in constructing information systems, and discusses the development of electronic commerce and its relationship to information technology (IT).

Unit 2: Functional information systems

Unit 2 describes different theories of management styles, and the key components of computer-based information systems. It identifies the various functional applications of business information systems and explains how information systems can be incorporated and used in the various functional areas of an organization.

Unit 3: Information systems for management decisions

This unit deals with decision-making and problem-solving concepts and describes how various types of information system can be used to solve organizational problems. It identifies and describes the problems in managing organizational information systems (OISs) and discusses the factors that influence the success of an OIS.

Unit 4: Business process re-engineering and enterprise resource planning

Unit 4 deals with processes in a business organization and applies process modelling to analyse business processes. It evaluates existing business processes using as is models, and introduces the creation and design of effective business processes. It evaluates business process re-engineering (BPR) tools and discusses the importance of workflow in business management processes. Finally, Unit 4 describes the SAP R/3 systems and discusses the relationship between enterprise resource planning (ERP) and extended value chains.

Unit 5: Concepts of systems development

Unit 5 explains system development lifecycles and the key phases within them. It explains exit criteria for each phase and applies simple data modelling techniques as used in each systems analysis phase. The meaning and role of prototyping is explained within the context of managing system development.

Unit 6: End-user computing

This unit deals with the importance and applicability of end-user applications. The importance of the working environment and suitability of applications for end-user use is emphasized, along with how to recognize potential application areas and how to develop applications rapidly. Unit 6 also discusses the role played by proper documentation in end-user computing, how to appraise the results of end-user computing, and how to evaluate the functions of an information centre.

Unit 7: Information systems management

Unit 7 discusses the workflow of project management and identifies the essential steps in information system planning. It discusses management techniques in the information systems acquisition process and how to oversee outsourcing deals. You will learn how to devise plans for the management of changes and become acquainted of the role of ethical awareness in information resource management.

Unit 8: Security management

This unit discusses the general procedures for security management, and identifies specific vulnerabilities in information systems. The effect of security breaches on hardware, software, data and people is investigated along with unavoidable threats to security through uncontrollable events such as malfunctions. The unit also explains information access problems caused by unauthorized users, current security measures, and identifies the essential steps necessary when devising a contingency plan.

Unit 9: Knowledge management

Unit 9 identifies the components of a knowledge management framework and discusses the applications of knowledge acquisition technology. It describes the role of content management in business organizations, and explains the applications of data warehouses and the techniques of data mining. It also discusses the effects of knowledge management on corporate strategy.

Unit 10: New developments in information systems

The final unit discusses the implications of new developments in IS and IT on business organizations. It explains the effect of object-oriented technology on IS development and applications, and identifies recent innovations in personal computer technology that affect operations in business organizations today. It ends with a discussion of the implications for business management of information systems based on newly developed techniques in artificial intelligence.

Readings

You may be instructed in the study units to read articles or other supplementary materials. These will be available online or provided as hard copies at the backs of the study units.

E-Library E-Reserve readings

You may be instructed to read articles in the E-Library E-Reserve. To read these items, go to the OUHK E-Library and click on 'E-Reserve'. Log in, click 'Accept/Agree' on the Copyright Restrictions page, fill in the 'Course Code' box, and click 'Search'.

Set textbook

There is one required textbook for B318 Information Systems Management:

McLeod, R and Schell, G P (2007) Management Information Systems, 10th edn, Prentice Hall.

Non-print media

All of the study units and TMAs will be posted on the OLE platform of the Open University of Hong Kong.

Links to relevant websites that augment the material contained in the study units will be provided whenever such links are appropriate.

Equipment required by you

You need a personal computer with appropriate software (browsers) and connection so that you can get access to the Internet. You will occasionally be asked to search for information on the Web. You will also need to set up a link to the OLE platform, as online TMA submission is mandatory.

Assignment File

There are five assignments for grading. A specific Assignment File is provided for this purpose. You can check for more information on assignments in the Course Guide section on assessment that follows, and to the Assignment File itself.

Presentation Schedule

The Presentation Schedule is included in the course materials. It gives the dates for completing TMAs, attending tutorials, and so on.

TMA extension policy

The assignment policy of the University as stated in the Student Handbook should be observed. Students are required to submit assignments for a course in accordance with the dates communicated by the course coordinator. Students may apply for a submission extension on the grounds of illness, accident, disability, bereavement or other compassionate circumstances.

Applications for extensions of up to seven days should be submitted to the tutor. The tutor shall consider valid and unexpected emergencies on an individual basis. Normally, documented proof of the extenuating circumstances is not required for extensions of up to seven days. The tutor shall decide and advise the student of the revised date for submission.

For extensions of over seven days, students should note the following:

1. If students require an extension of more than seven days on the grounds of illness, accident, disability, bereavement or other compassionate circumstances, they are required to complete an 'Application Form for Assignment Extension over seven days' and submit it to the Course Coordinator.
2. Supporting documents must be submitted along with the application for extension of over seven days to justify the claim.
3. Applications for extension should normally be lodged before or on the due date.
4. Applications are considered by:
   • the Course Coordinator for extensions of 8 to 21 days; and
   • the Dean for extensions of over 21 days.

If the assignment is posted to the tutor, it is the responsibility of the student to check that the assignment has successfully arrived (see Assignment File). Extension applications without supporting documents on the grounds of postal loss will not be accepted. The University cannot accept any responsibility for assignments that are not received by your tutor due to problems with the post. As a precaution, you are advised to keep a copy of each assignment you submit and obtain a certificate of posting from the post office when you post your assignment.

According to the University's policy, there is no extension of the cut-off date for the final TMA.

Assessment

Tutor-marked assignments

There are four TMAs in this course. You need to complete the unit material before working on the TMA. The TMAs weigh equally and account for 50% of the total course assessment.

More specific instructions are in the Assignment File itself.

Final examination and grading

The final examination, which is three hours long, accounts for 50% of the total course assessment. The final examination covers material from all ten units and links to the course and unit objectives. You must demonstrate that you can meet those objectives in this examination. The examination has multiple-choice questions and open-ended essay questions on problem solving.

Course marking scheme

Assessment	Marks (in percentage)
Assignments 1-4	12.5% each = 50% of course marks
Final examination	50% of overall course marks
Total	100% of course marks

Use of case studies

Case studies are a useful and increasingly popular form of learning and assessment in the OUHK's School of Business and Administration. In this section we will look at why case studies are used and then suggest some learning strategies that you can use to approach case studies. We will also briefly discuss some problems that you may encounter as you learn from case studies.

What is a case study approach to learning?

One main purpose of a case study is to explore an issue or a number of issues in relation to an organization. The intention is to get you to carefully diagnose an organization; to focus on key problems, and to suggest how these might be resolved. Often the case is a real-life account of an organization which you are required to analyse in order to focus on a problem. Usually, the information that is provided is incomplete and you are often expected to observe developments in the organization over a period of time. The case study approach is an excellent opportunity to actively apply material that you have read and conceptual knowledge to the reality of an organization.

At the OUHK, case studies may be used as part of TMAs, exams, study units, or day-school exercises. You normally are given some information about a company (this could be both text and graphical information, such as figures and tables). You are then asked to think about some problems related to the company and to use concepts and apply theories that you have learned in your course to propose possible solutions for the company.

Let's have a look at two kinds of case study questions that you might be asked to work through in your courses. The first example is quite structured, while the second is much more open-ended.

Two examples of case study questions

1. Read the case study entitled 'ABC Consultants' and consider the following issues:

   • Using your understanding of the resource-based model, what measures could be taken to improve ABC's returns?

   • Drawing on your broad understanding of the consultancy industry, assess ABC's relative competitiveness and its profit potential.

   • To what extent do internal factors account for ABC's financial weaknesses?

   • Based on your assessment of ABC's financial weaknesses, formulate a new strategic intent and develop a mission statement for ABC.

2. Read the case study entitled 'XYZ Industries'.

   • Identify the key problems that are currently faced by XYZ's management.

   • Propose viable solutions to these problems.

Why case studies?

As you can see from the above examples, a case study approach to learning requires a great deal of thinking and often will not easily yield a quick 'wrong' or 'right' answer. However, case studies are also good preparation for dealing with real-life business problems. Cases may be short and relatively simple, or longer and complex. The purpose is the same for both types: to give you an opportunity to develop your skills in analysing the strengths and weaknesses of the organization under examination, to consider the processes at work within the organization, and to make decisions about future actions.

Case studies are not meant to replace textbooks, but rather to ask you to draw connections between theories and practice and to apply abstract ideas, concepts, and principles to specific concrete situations. Consequently, case analysis develops a number of skills that are crucial in business. In particular, they help you to:

• analyse complex, unstructured, sometimes ambiguous situations;

• identify critical issues and problems;

• question your own and others' assumptions;

• improve your problem-solving skills;

• develop your ability to find alternatives and make informed decisions;

• make decisions with incomplete information and think strategically;

• self-educate yourself and draw on a broad range of resources and knowledge; and

• present and justify recommendations in writing.

You may find that there are many possible 'right' answers to the questions in a case study. This illustrates that there is often no single best way to responsibly manage and solve real-life business problems.

Some guidelines for analysing case studies

The following strategies should help you to successfully analyse case studies:

1 Read the case and become familiar with the facts

First, skim read the case to obtain a general understanding of the main point(s). Highlight or underline the pertinent points as you read.

Read the case again, and this time note down critical facts (such as names, time sequences, and where events occurred). Try to understand how events have influenced decisions. Identify the important individuals or stakeholders, and try to assess the importance of supporting information in the case. How reliable is this supporting information? Are there any gaps in the information that is given?

Make a note of any questions that you have as you read the case.

2 Assess the context of the case

Try to understand the environment of the organization and the wider context of the case.

Ask yourself questions about:

• The state of the organization: What is the state of this organization: good, bad or in-between? Usually this involves thinking about interpersonal relationships, and assessing production or financial problems.

• Key players and systems: How do systems and people operate in this organization? Why do they operate like this? Are the systems undergoing change? How successful are the changes? Is there someone who could sabotage any future strategy? Is there someone who can ensure the success of a future strategy?

• Significant trends: How does this industry operate? What are the main or unique characteristics of the industry? What were they five or ten years ago, and what are they likely to be in the future? What impact are trends likely to have on the organization under investigation? How does this organization's performance compare with that of competitors?

• Constraints: Clearly identify all constraints in the case. A constraint may be viewed as anything (usually beyond the control of the organization) that may prevent an otherwise feasible course of action from becoming a success. What is outside the control of individuals in the case study? For example, it is unlikely that any company or individual in Hong Kong could prevent a foreign government from imposing tariff barriers on imports.

A SWOT analysis is a good way to get a better understanding of the organization and the context or environment in which it is operating. A SWOT analysis considers the Strengths and Weaknesses of the organization, and the Opportunities and Threats which the organization faces in the external environment.

3 Recognize the case's symptoms

Read the case again and as you read, try listing all the symptoms of the case. The symptoms of a case are not the problems, but they may help you to identify the problems. Symptoms are all the things that are undesirable or that are not as expected. For example, falling sales could be a symptom of several problems such as poor market segmentation, poor product quality, or problems in a supply chain. At this stage of your analysis, you should just try to observe all the symptoms, and avoid prematurely identifying problems or suggesting solutions. Like a doctor who consults a patient, you first need to observe and note all the symptoms before you can give a definite diagnosis of the problem. Think about how the symptoms may be interrelated. Relationship diagrams, like the one below, may help you to see the relationships between symptoms.

4 Diagnose the case's problems

After you have a good sense of the symptoms, you're ready to determine key issues that need to be analysed more closely. You are now diagnosing the situation, like a doctor diagnosing a patient's symptoms. Ask yourself 'what seems to be the trouble in this organization?' and make a list of what you now perceive to be the key problem(s). You will probably need to go back to the details of the case and as you do this, you may add to or refine your list of potential problems.

If there are several problems, you need to order and prioritize them. You might want to number problems according to how you perceive their importance, or make a matrix, like the one below, which shows relationships between various criteria and each problem.

Criteria	Problem #1	Problem #2	Problem #3
Importance: what will happen if the problem is not addressed?
Urgency: how quickly must this problem be solved?
Centrality: To what extent does this problem cause others?
Solvability: Can this problem actually be solved?

Also try to establish if there are relationships or themes in common among the various problems. Perhaps different problems in your list are actually variations of a broader central problem.

Ask yourself what assumptions you have made about the case. Are these assumptions reasonable, and are they supported by the facts? Would other people objectively suggest the same problems, based on the facts that you have? Are you suggesting problems that are not supported by the facts of the case?

After you have considered and put into order the possible problems and questioned your assumptions relating to these problems, you should write a statement of the problems as you perceive them. Avoid suggesting solutions at this stage.

Once you have a problem statement, you need to find evidence in the case to support your problem diagnosis. Also, try to identify ideas, concepts and theories from your textbook and course units which help to explain what is happening in the case.

5 Formulate criteria for a 'good' solution and identify possible constraints to solutions

Before you propose a solution, you need to consider the characteristics of a 'good' solution. Obviously, your solution should bring benefits such as improved productivity, reduced costs or greater profits. However, it also needs to be viable and to accommodate the constraints that you have already identified, i.e. Is the solution legal? Is there a budget for this solution? Does it conflict with the organization's culture?

Try to brainstorm alternative solutions. Aim to generate a broad and creative range of options and then try to rate each according to various criteria.

The following matrix demonstrates how this can be done.

	Cost	Ease of implementation	Impact on organization culture	Impact on profits
Option 1	***	*	*	**
Option 2	*	***	***	**
Option 3	**	*	*	***

Also refer to ideas, concepts and theories from your course materials as you consider and assess each possible solution.

It's often wise to propose a solution that allows for plausible alternatives if it should fail. Managers use the term satisfice when they are considering acceptable alternative solutions, that is, the solution is able to satisfy the situation while also making some realistic sacrifices to existing constraints. Therefore, it is a satisficing rather than a maximizing solution.

Finally, don't forget to consider the possibility of taking no action. What will actually happen if no action is taken? Are any (or all) of the solutions less viable than taking no action at all?

6 Recommend a viable solution

After you have assessed the merits and pitfalls of each alternative solution, select the best solution for the situation.

Remember that the solution needs to be viable. Can the recommended solution be introduced? Are there the resources and the willingness to implement it? Be realistic about what may work. Explain why it is the best solution within the constraints of the existing context and explain how it can be applied to the organization. Suggest a time-frame for the solution's implementation.

Outline possible strategies for implementing your solution, either partially or completely. As many feasible courses of action as possible should be considered before you choose the one that seems the most likely to succeed. The more ideas you have, the greater your chance will be of finding a solution that will work well. The complexity of most organizational problems means that it is highly unlikely that one idea alone will correct the situation. Usually a combination of actions is required, and these need to be funded differently, timed carefully and staffed as necessary.

7 Present your solution as a written recommendation

Review your final solutions and then prepare a set of written recommendations. These should clearly outline your proposed solution in relation to the problems that you have identified. Your recommendations should also include details of why these solutions are the most appropriate given the circumstances and constraints of the case. Finally, you need to clearly state how and when your proposals will be implemented.

Your tutor and your course Assignment File can provide some guidelines on how to present your recommendations.

Some mistakes to avoid as you analyse cases

When you first tackle case studies, you should be careful to guard against the following mistakes:

1. One of the most common mistakes made in case analysis is repeating or simply summarizing the facts of the case. Your tutor is already very familiar with the case details, so you do not have to restate them. You are required to use and analyse the facts, not repeat them. Your analysis should contain only enough case material to support your arguments. Therefore, be analytical!

2. You may often be tempted to just deal with symptoms and ignore the causes of the problem. It is very important to analyse the background of the case (and the climate in which the events of the case unfold).

3. Avoid discussing problems in isolation and do not overlook their interrelatedness. If you try to think in terms of 'systems' rather than in terms of individual problems, you are more likely to avoid this pitfall.

4. Students often fail to state the assumptions underlying their analysis. If any important assumptions have been made, have you questioned them and are they reasonable and appropriate? Avoid selectively using and interpreting case material in order to justify a preconceived solution.

5. Practical limitations and constraints may sometimes be overlooked. For example, a recommendation that a whole team be fired is probably unrealistic.

6. A very common mistake is poor integration of the facts in the case with the concepts, principles, and theories in the textbook. Such integration is vital. Ask yourself if relevant theories from your course have been fully and constructively applied.

7. Finally, recommendations are too often not spelled out in detail or are unrealistic. A timetable for implementing them is also often not given.

Analysing cases poses many challenges, and this is one reason the case study method is so rewarding. It is a very active form of learning. It offers you a risk-free opportunity to gain managerial and organizational experience and should greatly increase your confidence to make informed decisions in the real world.

Good luck and we hope you enjoy working through the cases that you encounter!

How to get the most from this course

The best way to learn throughout this course is to complete each study unit, attempting the self-tests and activities throughout the unit. You can frequently access the Internet to expand your knowledge and receive up-to-date information on information systems management after you have completed the course or each unit. Why should you do this? Because the IS world is ever-changing and the Internet is the place where you can find the most current information in this area.

Tutors and tutorials

This course has 20 hours of tutorials. We strongly encourage students to attend and participate in these tutorials. Please take advantage of the tutors, since they can help you understand the work in this particular course. Also, you can use the telephone tutoring service, a service that many students -- unfortunately -- don't use as often as they should.

Tutors are required to start tutorial sessions on time. If a tutor fails to turn up 30 minutes after the scheduled starting time, students may assume that the session is cancelled and they should report the case to the Course Coordinator so that a make-up session can be arranged.

Online Learning Environment

This course is supported by the Online Learning Environment (OLE). You can find course materials and the latest course information from the OLE. Through the OLE, you can also communicate with your tutors, the Course Coordinator and other students. For details about the OLE and how to access it, please refer to the Online Learning Environment User Guide.

Deferment of studies

Click here and view Deferment of studies.

About the Lee Shau Kee School of Business and Administration

Click here and view the Lee Shau Kee School of Business and Administration.