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ITM501 Mgt. Info. Syst. and Bus. Strategy
Prerequisites:
Credit Hours: 4
Course Description
This course provides an introduction to Management Information Systems. Topics covered include knowledge management, data and information, information architecture and web design, computer hardware and software, computer networks and the Internet, the role of the CIO and the IT department and their relation to end-users and management, IT strategy and IS procurement and selection, systems development and IT project management.Significance of the Course within the Program
The Masters Degree in Business Administration objectives are listed here.
This course will either implicitly or explicitly address the following MBA program objectives:
- Function at the professional middle management level in his/her chosen field of business administration.
- Demonstrate effective written communication in an advanced business environment.
- Perform critical analysis of complex business situations and offer alternative solutions
- Apply business knowledge, concepts, and frameworks to dynamic business situations
- Marshal and manage relevant business resources particularly in an uncertain global business environment.
- Integrate, apply, and synthesize knowledge across the functional areas of business.
- Demonstrate awareness of and work effectively in a diverse organization within a business environment.
- Recognize, analyze, and confront ethical and social responsibility issues in business.
It is important to see this course in the context of the other courses in the MBA program. The program is not just a random collection of courses; rather, it is a carefully designed and structured sequence of knowledge built into a curriculum. The graphic shows what we call the “MBA roadmap” – that is, a suggested sequence for taking the courses in the program. The three courses shown in yellow are the special electives for the ITM concentration within the MBA program, while the green courses are the regular MBA core courses taken by all students. These sequences are not mandatory. However, they are strongly suggested, for several reasons.
First, the knowledge acquired in the program is cumulative, building from course to course toward the capstone. Later courses in the sequence often assume that you have certain knowledge obtained in earlier courses; for example, the strategic management course assumes that you are familiar with the basic issues first raised in management, finance, and marketing classes. If you take the courses out of the recommended sequence, you run the risk of not having crucial background information. This means that you’ll have a harder time keeping up, and may not be as successful in the class as you’d like to be. Second, the courses designed as part of the later stages of the program may be somewhat more rigorous and demanding than those designed to welcome you into the program; you may face a class without having acquired the basic skills you need to do well.
This class, ITM501, is designed to be the second or third core course that you take in the MBA curriculum. It assumes that you know relatively little about business in general or information technology in particular, but that you have an active and inquiring mind and can fold it around unfamiliar concepts easily. The ideas, principles, and concepts that you learn about and experience in this class will be of significant value in all your later classes in the MBA program, both core and elective. So while you can take this course whenever in the program you like, you will get far more out of it if you take it early on before the courses following it in the “roadmap”.
Course Overview
Information technology for management means something largely different from what it meant ten years ago, or five years ago, or even two years ago.
Even two years ago, managers taking a course like this in an MBA program would expect to learn things about information technologies, information architectures, user requirements, “digital boundaries”, work/life balance, IT strategies, and the like. Today, this course will contend, the manager managing just about anything except information technology itself needs to understand just one word to embrace the subject. That word, it should surprise no one, is “network”.
Don’t get me wrong – none of those things we would have twisted our brains around earlier have gone away, or even become less important. It’s just that, for the most part, they are not areas that non-IT managers will be called on to think about – or even, increasingly, be aware that they are there. Networks -- and in particular, that great network of networks called the Internet, or sometimes "the Web" -- have wrought such a complete revolution in how information is conceived, approached, understood, coped with, and taken into account by, with, to, and for managers that for almost all practical purposes, networking (including, within this concept, private as well as public information spaces accessed through similar tools and protocols) is the face of management information.
The great British science/science fiction writer Arthur C. Clarke once most cogently observed that “any sufficiently advanced technology is indistinguishable from magic”. For all practical purposes, then, this is a course in applied magic. This is not a course in how the Internet works, where it came from, or how it came to become the framework for information. We assume that you know enough about the Internet to make it work for you, or you wouldn’t have been able to register with Trident University, or to sign up for this course. While it might be helpful for you to learn some more about it sometime, that’s not going to help you much when it comes to using it. Push some buttons, wave your wand or wand-analogue, speak a few incantations, and you’re an information-literate manager. Keep doing it for a while, and you’ll become an information-expert manager.
Again, don’t get me wrong; there is a great deal more to management than networks, or even management information – at least ten more courses worth, if you examine our MBA curriculum closely. But each and every one of them will rely on the Web to retrieve, organize, share, and engage the information that makes it up, to engage you in thought and encourage those thoughts to twist around all the manifest weirdness that makes up human behavior and its direction, and to assess your success in achieving your goals and outcomes regarding understanding such direction in the context of human organization. Each aspect of management you become engaged with – leadership, motivation, strategy, finance, ethics, marketing, production, wisdom – lies on a foundation of information (data, knowledge, whatever terminology is suitable) – and it is that great and powerful Web that will be your means of engagement.
If it is not literally true today, it will likely be so by the time you complete your course of studies with us – the Web is the only real information appliance you will need for a good while. If you miss out on the Magic here, you’re going to be chasing after it – and your peers – for the rest of your career.
Am I overstating the case? Perhaps; there is still a face-to-face dimension to management – but if I overstate, it’s just barely, and perhaps, by the time you read this (through the medium of the Web, of course) not even that. It’s a rare FTF encounter which is totally unmediated by online information these days – rarer yet for your kids. And your employees. And, increasingly, your peers.
Even if you have no idea who Marshall McLuhan was, you’ve probably heard the catch phrase, “the medium is the message” (and I bet that I’ve got at least a few of you already figuring out who he was). The message of this class is the medium – the Internet. And it pervades everything. As you’ll find out.
By the way, as the course proceeds, we'll be using some newer-style online resources ourselves, particularly some video supplements that you'll be able to access through Youtube or similar facilities. You'll also be experimenting with some hands-on networking stuff, if at all possible. We understand that some of you are operating in restricted environments where there may be some access difficulties. But there's also the point that trying to understand the role of the networks in relation to management information without actually getting your metaphorical hands on one is rather like trying to learn how to play a guitar with cotton stuffed into your ears -- it's possible, but the experience is perhaps so attenuated that it''s hardly worth the trouble. So do your best to participate as fully as possible in the online activities as well as reading and writing, and you'll get a lot more out of the effort!
Learning Objectives
By the end of this course, the student shall be able to satisfy the following outcomes expectations:
- Module 1
- Distinguish between data, information, and knowledge, and explain how interconnected computer networks are calling these distinctions into question through increased processing power and speed of operation
- Describe the "tool" dimensions of information technology and the value of using selected socio-technical systems language to discuss the interaction between tools and their uses
- Module 2
- Explain the role played by organizational politics in the implementation of business intelligence initiatives
- Explain the meaning and function of "business intelligence" in an information network context
- Module 3
- Identify what makes an information network a "social medium"
- Explain way of leveraging social media toward desired organizational outcomes
- Module 4
- Describe the traditional differentiation between information products and services, and explain the increasing futility of maintaining this distinction
- Differentiate cloud computing from the more traditional client/server approach, and identify the costs of choosing wrong
- Module 5
- Describe an organizational "enterprise information system" and what that entails
- Explain how management information is derived from data and translated into actionable knowledge
- Module 6
- Reflect upon and integrate course concepts.
Course requirements
Case Assignments
The case assignment (case study) is a written description of a problem or situation. "Most cases are a snapshot of a particular situation within a complex environment."
The purpose of the case assignments in this course is to place the student in a position which will require research, synthesis of information and critical thought. You will be asked to distinguish pertinent from peripheral facts, to identify central alternatives among several issues competing for attention, and to formulate strategies and recommendations. The method provides an opportunity to sharpen problem-solving skills and to improve your ability to think and reason rigorously.
Note that your response will require research, synthesis of information and critical thought.
The Case Assignments represent 60% of the student?s overall grade.
Session Long Project
The Session Long Project consists of an integrative project emphasizing the personalized application of each module's concepts from the course. For Modules 1-5, students are required to engage in an original integrative project reflecting their comprehensive knowledge of and ability to apply the course materials. Each component of the SLP will be graded on a modular basis.
The Session Long Project represents 30% of the student?s overall grade.
Threaded Discussions
The threaded discussions will afford the student opportunities for synchronous as well as asynchronous lecture/discussions. The threaded discussion affords the student a forum for intellectually engaging other students in critical analysis and discussion of modular topics, as directed and moderated by the professor. The minimum interaction expected of you is to respond to this question / topic during the first week of each module. During the 2nd week of each module, you are expected to read through responses by peers (from week 1 of the module) and post a 2nd response addressing 1 or more of the shared ideas.
Live Conference
Does not pertain to this course
Assignment Due Dates
Be sure to review the TUI Calendar for important module due dates.
Please note that assignment due dates are the Monday following the second Friday of each module. For students not yet familiar with the model of instruction at TUI, information is available about course navigation and the various components of TUI courses.
Grading
You will be evaluated on the quality of all written assignments submitted, participation in weekly threaded discussions and the session long project. Grades will be based on a standard 100-point scale with the following values and ranges:
| Case Assignments | 60% |
|---|---|
| Session Long Project | 30% |
| Threaded Discussions | 10% |
| Total | 100% |
Policies
Academic Integrity
TUI regards academic integrity as vital to the success of its students and to the reputation of the university as an institution of higher learning. Students attain their educational goals and the academic experience is enriched only when there is effective learning. Effective learning occurs when students conduct their own research and are the sole authors of their work. The assessment of that learning is undermined when the originality of students? work is questionable.
The university therefore expects students to adhere to the highest standards of academic integrity in all their work.
Violations of this policy will result in disciplinary action up to and including expulsion from the university.
Please refer to the University catalog for detailed information about this policy: http://www.trident.edu/admissions/university-catalog/
APA Style
TUI requires all PhD work to be in APA form. We also encourage all other students to comply with guidelines for proper citation of references. You may use the information found on the following links:
http://owl.english.purdue.edu/handouts/research/r_apa.html
Course Guidelines (In addition to general information about the TUI model, the Course Guidelines page provides valuable information about format and structure of papers as well as proper citation of references)
Copyright Compliance
Subject to exceptions contained in 17 U.S.C. ?? 107 and 108 (http://www.copyright.gov/title17/92chap1.html), it is a violation of copyright law to copy, distribute, display, exhibit or perform copyrighted works without the authority of the owner of the copyright.
Penalties for copyright infringement include academic, civil and criminal penalties.
Materials used in connection with courses at TUI may be subject to copyright protections and are intended solely for the use of students officially enrolled at TUI for private study, scholarship and research as associated with the requirements of the course, and may not be retained, duplicated or disseminated without express permission of the holder of the copyright.
Please refer to the University catalog for detailed information about this policy: http://www.trident.edu/admissions/university-catalog/
Diversity and Multiculturalism
A university is a place where the universality of the human experience manifests itself. -- Albert Einstein
Trident University International is committed to fostering and sustaining a learning community of inclusiveness, one in which human diversity with regard to race, ethnicity, culture, age, gender, sexual orientation, gender identity/expression, socioeconomic status, disability, religion, national origin, or military status is understood to enrich the overall education of our students. As such, whenever possible, the content of this course, including background readings, threaded discussions, and written case and SLP assignments, will provide opportunities for students to examine topics under consideration from a diverse range of perspectives, drawing from a broad array of scholarly resources and from their own "real-life" personal and professional experience.
Extensions and Grades of Incomplete
Grades of Incomplete may be assigned when circumstances prevent students from completing and receiving a passing grade for a course. The assignment of a grade of Incomplete is not a student "right" but a courtesy. The request for a grade of Incomplete must be submitted via CourseNet for each specific course prior to the published deadline. The request will not be approved without satisfactory completion of all submitted assignments (Case, TD and SLP) in modules 1 and 2. If approved, the ?Incomplete? grade will be assigned with an extension of forty-five (45) days. Based on the nature of the program and courses, Ph.D. Students in Required Core Courses (Live Courses) and Dissertation Continuation Courses are not eligible for a grade of Incomplete.
Grade Challenges/Appeals
All grade challenges and appeals must follow university policy. Please refer to the University catalog for detailed information about this policy: http://www.trident.edu/admissions/university-catalog/
Information Literacy
Information literacy is an inherent element of TUI?s unique pedagogy. As you progress through the course and program, your ability to research and assess academic sources is carefully developed. Your professor will evaluate and provide feedback on the proper use and citation of resources in academic writing.
In your course you will find background materials chosen from multiple sources including academic and professional journals accessed through the library, internet resources, books and chapters from Ebrary or NetLibrary. You may also find other resources such as videos of interviews, lectures, and archived recordings of news stories. You will be asked to conduct independent research as part of your assignments. Look for tips and guidelines for conducting independent research throughout the course.
In this course syllabus you will find a section on proper citation of resources and the link to Course Guidelines. The Course Guidelines provide important information on the TUI model, course structure and expectations, as well as helpful links to a library and internet research guide entitled ?Fundamentals of ProQuest?, Internet Utilization tips and the presentation on the Elements of a Well Written Paper, among others.
Please refer to the following for additional information and guidance:
?TUI 101?: This is the new student orientation containing videos, screencasts, and PowerPoint presentations demonstrating the types of background materials contained in the courses (http://screenr.com/BYm), and how to write a college paper including proper use, citation, and referencing of resources (http://www.trident.edu/files/Well-Written-Paper.pdf). These orientation materials continue to be available to the student anytime during their program through a link on CourseNet.
Library research assistance: You may contact your professor or the University via e-mail or telephone for assistance related to login and access to library databases, access to course content and materials as well as help locating and retrieving electronic resources.
WebFeat Assistance and Tutorial: Students who are new to the Trident University International Library are encouraged to use WebFeat, the library?s federated search engine, to research all available library databases at once. Students may contact the library for assistance with the WebFeat tutorial. Helpful tips and guidelines for using WebFeat are also available on the Library website at http://support.trident.edu/student/library/webfeat.html (access requires a TUI username and password).
Minimum Grade Point Average
Students are expected to maintain minimum grade point averages:
Students in the undergraduate programs must complete each undergraduate course with a grade of "C" (2.0) or better and maintain a cumulative GPA of 2.0 (C) or better for all coursework applying toward the degree.
Students in the graduate (Master) programs must complete each graduate course with a grade of "B-" (2.67) or better and maintain a cumulative GPA of 3.0 (B) or better for all graduate level coursework applying toward the degree.
Students in the doctoral degree programs must complete each doctoral course with a grade of "B" (3.0) or better and maintain a cumulative GPA of 3.0 (B) or better for all courses applying toward the degree.
Religious Holidays
In recognition of the various religious or faith beliefs of students and to ensure that the academic programs and services of TUI shall be available to all qualified students who have been admitted to its programs, regardless of individual religious beliefs, students shall not be penalized for observances of religious holidays.
Student Disabilities
It is the policy of the university to protect the interests of students with disabilities consistent with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990 and subsequent amendments. Students with a documented disability who require assistance must provide appropriate documentation and request accommodations (based on disability) upon admission. Students must provide documentation from an appropriate professional verifying the presence and impact of the disability. The Vice President of Student Experience reviews the documentation and determines eligibility for reasonable accommodations as permitted by applicable laws.
Please refer to the University catalog for detailed information about this policy: http://www.trident.edu/admissions/university-catalog/
Course Materials / Bibliography
Introductory Videos
We are making available short (< 15 min.) video introductions to the course and to each module. These feature Dr. JD Eveland talking about the issues involved in the module and providing some background and context for each. These are streamed through Youtube; just click on the appropriate link and you should be able to view it directly. Viewing these videos is entirely optional, but we believe that they may help to resolve questions that may arise as uyou look throuigh the other material.
ITM501 Course overview v1.wmv
ITM501 Module 1 v1.wmv
ITM501_Mod2_v2.wmv
ITM501 Module 3 v3-1.avi
ITM501 Mod4 v1.wmv
Using the Trident Library
Information literacy is an inherent element of TUI?s unique pedagogy. As you progress through the course and program, your ability to research and assess academic sources is carefully developed. Your professor will evaluate and provide feedback on the proper use and citation of resources in academic writing. In your course you will find background materials chosen from multiple sources including academic and professional journals accessed through the library, internet resources, books and chapters from Ebrary or NetLibrary. You may also find other resources such as videos of interviews, lectures, and archived recordings of news stories. You will be asked to conduct independent research as part of your assignments. Look for tips and guidelines for conducting independent research throughout the course.
In this course syllabus you will find a section on proper citation of resources and the link to Course Guidelines. The Course Guidelines provide important information on the TUI model, course structure and expectations, as well as helpful links to a library and internet research guide entitled ?Fundamentals of ProQuest?, Internet Utilization tips and the presentation on the Elements of a Well Written Paper, among others.
Please refer to the following for additional information and guidance:
TUI 101: This is the new student orientation containing videos, screencasts, and PowerPoint presentations demonstrating the types of background materials contained in the courses (http://screenr.com/BYm), and how to write a college paper including proper use, citation, and referencing of resources (http://www.trident.edu/files/Well-Written-Paper.pdf). These orientation materials continue to be available to the student anytime during their program through a link on CourseNet.
Library research assistance: You may contact your professor or the University via e-mail or telephone for assistance related to login and access to library databases, access to course content and materials as well as help locating and retrieving electronic resources.
WebFeat Assistance and Tutorial: Students who are new to the Trident University International Library are encouraged to use WebFeat, the library?s federated search engine, to research all available library databases at once. Students may contact the library for assistance with the WebFeat tutorial. Helpful tips and guidelines for using WebFeat are also available on the Library website at http://support.trident.edu/student/library/webfeat.html (access requires a TUI username and password).
Supplemental Background Information
Your attention is also called to the Supplemental Background Information and the General IT Resources, available through links here and from each module's background page. This page contains links to a variety of extra resources both for specific modules and for the course as a whole. It would pay you to at least review these general resources and be aware of what's there; you never know when something there might come in handy!
Module 1
Required Readings
Bellinger, G., Castro, D., & Mills, A. (2004) Data, Information, Knowledge, and Wisdom. The Way of Systems. September 19, 2011 from http://www.systems-thinking.org/dikw/dikw.htm
Blair, A. (2010) Information Overload, Then and Now. The Chronicle of Higher Education Review. November 28. Retrieved September 19, 2011 from http://chronicle.com/article/Information-Overload-Then-and/125479/?sid=cr&utm_source=cr&utm_medium=en
Green, P. (2010 ) Social Media Is Challenging Notions of the Data, Information, Knowledge, Wisdom (DIKW) Hierarchy. CMS Wire. August 16. Retrieved September 19, 2011 from http://www.cmswire.com/cms/enterprise-20/social-media-is-challenging-notions-of-the-data-information-knowledge-wisdom-dikw-hierarchy--008320.php
Liu, X. and Errey, C. (2006) Socio-technical systems - there's more to performance than new technology. PTG Global. Retrieved February 27, 2011, from http://www.ptg-global.com/PDFArticles/Socio%20technical%20systems%20-%20There's%20more%20to%20performance%20than%20new%20technology%20v1.0.pdf
Optional Readings
Cartelli, A., (2007), Socio-Technical Theory and Knowledge Construction: Towards New Pedagogical Paradigms? Retrieved September 19, 2011 from http://proceedings.informingscience.org/InSITE2007/IISITv4p001-014Cart339.pdf
Levinson, M. (2010) Knowledge Management Definition and Solutions. CIO,com. Retrieved September 19, 2011 from http://www.cio.com/article/40343/Knowledge_Management_Definition_and_Solutions
Marks, O. (2010) Information Clutter Busting & Organization. ZDNet: Collaboration 2.0. August 1. Retrieved September 19, 2011 from http://www.zdnet.com/blog/collaboration/information-clutter-busting-organization/1532
Miller, C. (2010) For Google, the Browser Does It All. New York Times Business Day, November 24. Retrieved September 19, 2011 from http://www.nytimes.com/2010/11/25/technology/25chrome.html?_r=1
Scacchi, W.. (2003) Socio-Technical-Design. Institute for Software Research, Univ. of California, Irvine. Retrieved February 27, 2011, from http://www.ics.uci.edu/~wscacchi/Papers/SE-Encyc/Socio-Technical-Design.pdf
Format and Writing Guidelines
Purdue University (2009). APA formatting and style guide. Retrieved September 19, 2011, from http://owl.english.purdue.edu/owl/resource/560/01
Trident University (2011) Course Guidelines. Retrieved September 1, 2011, from http://www.trident.edu/files/Course_Guidelines.pdf
Module 2
Required Readings
Konitzer, K. and Cummens, M. (2011) CASE STUDY - Using Analytics to Improve Patient Outcomes and Billing Accuracy at Marshfield Clinic. TDWI. Retrieved September 16, 2011, from http://tdwi.org/articles/2011/07/11/case-study-using-analytics-to-improve-patient-outcomes-and-billing-accuracy-at-marshfield-clinic.aspx
Microsoft Inc. (2011) Exclusive Resorts, LLC Destination Club Generates Rapid ROI, Enhances Services, Takes Control of Business. Microsoft Case Studies. Retrieved September 16, 2011, from http://www.microsoft.com/casestudies/Microsoft-Dynamics-AX/Exclusive-Resorts-LLC/Destination-Club-Generates-Rapid-ROI-Enhances-Services-Takes-Control-of-Business/4000009718
Wu, J. (2005) Characteristics of an Outstanding Business Intelligence Project Manager. Information Management Magazine, May. Retrieved September 16, 2011, from http://www.information-management.com/issues/20050501/1026063-1.html
Electrosmart Ltd. (2011) The Business Intelligence Guide. Retrieved February 27, 2011, from http://thebusinessintelligenceguide.com/index.php. Recommended sections include:
BI Best Practices. http://thebusinessintelligenceguide.com/bi_strategy/BI_Best_Practices.php
BI Solutions. http://thebusinessintelligenceguide.com/bi_solutions/index.php
BI Drivers. http://thebusinessintelligenceguide.com/bi_strategy/Drivers_Of_BI.php
BI Barriers. http://thebusinessintelligenceguide.com/bi_strategy/Barriers_To_BI.php
Getting Started in BI. http://thebusinessintelligenceguide.com/bi_program/index.php
Optional Readings
Imhoff, C. (2005) Business Intelligence Project Pitfalls. BeyeNetwork. Retrieved September 19, 2011 from http://www.b-eye-network.com/view/1519
Mantfeld, F. (2010) Top 10 reasons why Business Intelligence Projects fail. Seemoredata.com. Retrieved September 19, 2011 from http://www.seemoredata.com/en/entry.php?12-Top-10-reasons-why-Business-Intelligence-Projects-fail
Rana, M. (2010) BI Project Implementation Life Cycle . Business Intelligence, March 13. Retrieved February 27, 2011, from http://businessintelligencedw.blogspot.com/2010/03/bi-project-implementation-life-cycle.html
SAP (N.D.) Business intelligence best practices: Phase one - do you have a strategy? SAP Community Network. Retrieved September 19, 2011 from http://www.sdn.sap.com/irj/scn/index?rid=/webcontent/uuid/d0d7ba8f-bfc1-2c10-9bb7-d7a07a9cc035&prtmode=print
Swoyer, S. (2011) Accelerating BI Adoption in Smaller Enterprises. TDWI. Retrieved September 16, 2011, from http://tdwi.org/Articles/2011/07/26/Accelerating-BI-Adoption-Smaller-Enterprises.aspx
Module 3
Required Readings
Carroll, D. (2009) United Breaks Guitars. Music video posted to Youtube. Retrieved September 19, 2011, from http://www.youtube.com/watch?v=5YGc4zOqozo&feature=channel
Garfield, B. (2010) The Point of Twitter. Onthemedia from National Public radio. Transcript Retrieved September 19, 2011 from http://www.onthemedia.org/transcripts/2010/11/26/03. Audio version also available, same site.
Garfield, B. (2010) Interview with Eval Williams. Onthemedia from National Public radio. Transcript Retrieved September 19, 2011 from http://www.onthemedia.org/transcripts/2010/11/26/04. Audio version also available, same site.
Hanna, J. (2010) HBS Cases: United Breaks Guitars. Working Knowledge: Harvard Business School. November 29. Retrieved September 19, 2011, from http://hbswk.hbs.edu/item/6492.html?wknews=112910
Milliken, J. (2010) Brands and Social Media Participation; United Breaks Guitars. Coreographytv. Retrieved September 19, 2011, from http://www.youtube.com/watch?v=YNpry5iSTBo&feature=related
Owyang, J. (2010) Social Media, Crisis & Reputation Management. Coreographytv. Retrieved September 19, 2011, from http://www.youtube.com/watch?v=43-7gDTk49k&NR=1
Optional Readings
Lennon, A. (2009) What Makes a Video Viral? The Consumer, not the Company. The Daily Anchor Marketing Blog. Retrieved September 19, 2011, from http://www.thedailyanchor.com/2009/01/31/what-makes-a-video-viral-the-consumer-not-the-company/
Soong J., (2010) When Technology Addiction Takes Over Your Life. Retrieved September 19, 2011, from http://www.webmd.com/mental-health/features/when-technology-addiction-takes-over-your-life
Strassman, P., (2010), Social (Network) Security. Retrieved September 19, 2011, from http://www.strassmann.com/pubs/afcea/2010-01.html
Suler J. (2010). The Online Disinhibition Effect. Psychology of Cyberspace. Retrieved September 19, 2011, from http://www-usr.rider.edu/~suler/psycyber/disinhibit.html
Module 4
Required Readings
Chee, B. and Franklin, C. (2010) Applications for Clouds. Chapter 4 in Cloud Computing: Technologies and Strategies of the Ubiquitous Data Center. CRC Press. Retrieved September 19, 2011 from http://media.techtarget.com/searchSystemsChannel/downloads/Cloud_Computing_Techn_Strat_of_the_Ubiq_Data_Cent_Chapter_4.pdf
Fornes, D. (2010) The Software as a Service Dilemma. The Software Advice Blog. Retrieved September 19, 2011, from http://www.softwareadvice.com/articles/uncategorized/the-software-as-a-service-dilemma-104071/
Schneier, B. (2009) Cloud Computing. Schneier on Security. Retrieved September 19, 2011 from http://www.schneier.com/blog/archives/2009/06/cloud_computing.html
Sensible Computer Help (2008) Choosing the best computer network. Sensible-Computer-Help.com. Retrieved February 27, 2011, from http://www.sensible-computer-help.com/computer-network.html
Optional Readings
Amrhein, D., and Quint, S. (2009) Cloud computing for the enterprise: Part 1: Capturing the cloud. IBM Corporation. Retrieved September 19, 2011 from http://www.ibm.com/developerworks/websphere/techjournal/0904_amrhein/0904_amrhein.html
Babcock, C. (2010) Microsoft Pushes Platform As A Service In Cloud. InformationWeek
November 8. Retrieved September 19, 2011, from http://www.informationweek.com/news/software/hosted/showArticle.jhtml?articleID=228200447&subSection=Applications
Module 5
Required Readings
LaValle, S., Lesser, E., Shockley, R., Hopkins, M. and Kruschwitz, N. (2010) Big Data, Analytics and the Path From Insights to Value. MIT Sloan Management Review. December. Retrieved September 16, 2011, from http://sloanreview.mit.edu/the-magazine/2011-winter/52205/big-data-analytics-and-the-path-from-insights-to-value/
Webster, J. (2011) Understanding Big Data Analytics. SeaRchStorage.com. Retrieved September 16, 2011, from http://searchstorage.techtarget.com/feature/Understanding-Big-Data-analytics
Hayles, R.A., (2007) Planning and Executing IT Strategy. IT Professional Magazine. Sep/Oct. 9(5):12-20. Retrieved March 8, 2011, from http://proquest.umi.com/pqdweb?did=1382579171&Fmt=6&clientId=29440&RQT=309&VName=PQD
Nobel, C. (2010) How IT Shapes Top-Down and Bottom-Up Decision Making. Working Knowledge: Harvard Business School. November 1. Retrieved September 19, 2011, from http://hbswk.hbs.edu/item/6504.html?wknews=110110
Optional Readings
Krishnan M.S., (2007) Moving Beyond Alignment: IT Grabs the Baton. Optimize. April. 6(4): 38. Retrieved September 19, 2011, from http://proquest.umi.com/pqdweb?did=1248414441&sid=1&Fmt=3&clientId=29440&RQT=309&VName=PQD
Enterprise Architecture Center (2010) Enterprise Architecture Organizational Readiness and Change Management. Retrieved March 7, 2011 from http://www.enterprisearchitecturecenter.com/enterprise-architecture-blogs/enterprise-architecture-organizational-readiness-and-change-management
Enterprise Architecture Center (2010) Enterprise Architecture Governance Retrieved March 7, 2011, from http://www.enterprisearchitecturecenter.com/enterprise-architecture-blogs/enterprise-architecture-governance