Prentice Hall

Business



Experiencing MIS
David Kroenke

ISBN-10: 0132337770
ISBN-13: 9780132337779

Publisher: Prentice Hall
Copyright: 2008
Format: Cloth; 736 pp
Published: 01/04/2007

Suggested retail price: $146.67
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For the introductory MIS course required of all business majors.

 

Kroenke introduces the world of MIS to today’s students by connecting with them in their current learning environment and offering professors flexibility in presenting the technical and business aspects of the subject.

For the introductory MIS course required of all business majors.

 

Kroenke introduces the world of MIS to today’s students by connecting with them in their current learning environment and offering professors flexibility in presenting the technical and business aspects of the subject.

 

How do you help your students stay focused on the important aspects of your class?

How do you help your students manage their time?

 

THE CHALLENGE: Student self-regulation. Students have a problem studying nowadays and end up wasting time because they don’t know what to focus on for the course.

THE SOLUTION: Question Format. Every section of the text is driven by questions.

This ‘inquiry-based’ pedagogy is based on the author’s belief in the efficacy of current methods in learning theory and practice. This approach engages students in a topic, motivates them to read for the appropriate answers, and stay focused on the most important information in the chapter. This makes the job easier for the students to identify the main point of the section, and to know when he/she has ‘got the point’.

  • HOW STUDENTS WOULD USE IT: Organizing the reading around questions helps with self-regulation because the questions enable the students to know when they are done. They need read only to the point at which they can provide good answers. They can check the quality of the answers using the activities in the Active Review at the end of the chapter and chapter extension. These present a set of activities that relate to each of the top-level questions in the text portion of the chapter. These also require a broad range of congnitive capabilities. If they cannot answer the questions, then they know they need to read more.
    • examples of Q&A ; p. 21 for the study questions; p. 22 Q1 and throughout the chapter
    • examples of Active Review; p. 33
  • HOW PROFESSORS WOULD USE IT: Professors can use the question format in a variety of ways: as a discussion basis for lectures or for an outline of questions to answer for reading assignments, etc. Also available are question-oriented online tests. These are keyed to the numbered text questions and the results point students to the questions they need to study further.

 

STUDENT QUOTES:

  • “If there is a question, after reading the chapter you can answer it--and if you can't answer it, it tells you as the reader you need to go back and read more carefully.”  Carley Brunette, Marquette University
  • “I like the question/answer technique because it helps you to see what is really important.” Melissa Corbin, Marquette University
  • “The question format of setting up a book sets up a framework to actually want to read to answer the questions.  It is more interesting than just headers followed by information.” Erik Rundquist, Marquette University
  • “Because the questions that he asks make you think about what the answer is going to be and then by answering the question you either prove yourself right or wrong. Either way you will remember the right answer because you thought about it so much.” Jeffrey Radding, Univ. of Massachusetts - Amherst

 

PROF QUOTES:

  • “I think this will be an effective approach for this course.  My students today have difficulty coping with the content of this course because it is more technical in nature.  I believe using the Q/A approach will help them direct their attention and gauge their comprehension effectively.” Roberta Roth, University of Northern Iowa, Malaga User
  • “I think students are more likely to see why they need to know this information, and connect it as relevant to not only future course work but to their careers later.” Sue McCory, Missouri State University, Evans/Martin/Poatsy User
  • “… the inquiry approach helps establish for the student why they are about to learn this material.  It sets a context and drives a need on the student's part to know more.” Rick Turley, Univ. of Northern Colorado, Haag User

 

 

How do you motivate your students and get them emotionally involved in MIS?

 

THE CHALLENGE: Increasing student motivation.  According to recent educational research, there are numerous techniques used to help student increase and foster motivation. One, termed hot cognition, refers to the roll of emotion in learning. Simply stated, students are motivated to learn if they are emotionally involved. If we can cause the students to care about something, they will try harder and longer. Another part of the research that supports student motivation is vicarious learning. This is the idea that if students see someone to whom they can relate succeeding, they begin to believe that they to can succeed.

THE SOLUTION: Opening/Closing Scenarios for Parts and Chapters. Each part and chapter open with a scenario to get the students involved.  These place the students in the situation and help them to realize that something like this could happen to them. The scenarios set up the chapter’s content and provide an obvious example of why the chapter is relevant. At the end of the chapter, you return to the situation set up in the opening scenario. The section titled “How Does the Knowledge in This Chapter Help….You?” summarizes the main takeaway points from the chapter as they apply to the protagonist in the scenario and to students. There are 2 different types of companies used in these scenarios, a pharmaceutical company (for parts 1 & 2) and manufacturing company (for parts 3 & 4). Videos accompany these scenarios to help illustrate some of the events in both companies and add another dimension of interest to the class.

  • HOW STUDENTS WOULD USE IT: Students could use these scenarios as part of their reading to put the chapter in context and review the videos outside of class to get an overview of what the chapter is about.
  • HOW PROFESSORS WOULD USE IT: Professors could use these scenarios as an opening discussion for lectures and provide the video in class to show the real world implications of the material. Kroenke provides Teaching Tips for each of the scenarios in the annotated instructor’s edition. These suggestions are printed on pale green pages, easily identifiable from the regular text pages. These teaching tips provide useful background, save you time, and may possibly make the class more fun to teach.
    • Part opening scenario: THIS COULD HAPPEN TO YOU, p. 2,3
    • Part closing scenario: CONSIDER YOUR NET WORTH, p. 58
    • Chapter opening, p. 20/closing scenario p. 32 
    • Teaching tips are found in the green pages of the AIE between pgs. 19-20

 

STUDENT QUOTES:

  • “The opening and closing scenarios did a wonderful job on giving me a heads up on what the topic is generally about and how it all ties in at the end. It takes a broad overview of what the chapter will be covering and preps the reader on how the following chapter material will relate to the scenario, so I think that this is a great set-up to prompt readers on what to expect from the chapter. The closing scenario is also effective for tying all the elements together with the beginning scenario that was presented.” Andrew Nguyen, Oregon State University
  • “Keeps students interested in real life problems/solutions and how what you're reading actually would apply.”  Carley Brunette, Marquette University
  • “I can relate and remember things easier if they are put into real situations.” Dallas Stier, Oakland University
  • “Because it follows the same format as the rest of the text- it gets you thinking in the beginning of the chapter about how you can answer the questions, and then it gives you the answers at the end of the chapter and gets you thinking about how you are right or wrong.” Jeffrey Radding, Univ. of Massachusetts at Amherst

 

PROF QUOTES:

  • “The opening scenario poses challenging questions and serves as a good introduction to the main content of the chapter.  The closing scenario provides an apt response to that challenge. I strongly feel that students' interest will be kindled by this approach.” Madhavarao Raghunathan, Bowling Green State University, Ross/Malaga User
  •  “I think that using the scenarios to open and then revisit the chapter topic is a good tactic.  It helps students tie the concepts together by applying them almost immediately after being introduced to them.” Harry Reif, James Madison University, Rainer/Turban/Potter User
  • “By using a scenario concerning a technology that the student is familiar brings the situation home to the student.  It is an excellent blend of business situation and familiar technology.” Wade Jackson, University of Memphis, Rainer/Turban/Potter User

 

How do you help your students see the importance of MIS in their careers as well as what they are studying in their other classes?

 

THE CHALLENGE: Transferring class content to major and career interests. Students constantly need to be reminded that they aren’t learning this material in a vacuum. What they learn in this classroom are skills they will need in the real world and more importantly in the workplace. It’s the job of the professor to show them how to transfer this knowledge into their major field of study and their future career.

THE SOLUTION:

The Guides. Two found in each chapter (one addresses ethics and one on another topic) encourage students to grapple with some intriguing aspect of the course, to think about its relevance, how it applies to them now or as future business professionals and to discuss the material in class. Working with the guides should  help students transfer knowledge from their MIS class to other classes and eventually to their careers.

·        Ethics Guides expose students to some of the fundamental principles of law and ethics as they relate to IS and their use in business.

o       P. 163a

·        The other guides present a variety of ideas: some from cognitive science that will help students to become better problem solvers; some show ‘contrarian; opinions that have been commonly voiced in business settings; and some that state Kroenke’s own personal opinions.

o       P. 15a, Duller than Dirt; 45a Your Personal Competitive Advantage

 

  • STUDENT QUOTES:
    • “I think that in-class discussions are very important and aid in the learning process.  A student is much more apt to remembering something that he/she said than something that was lectured to them.  I think it is a wonderful idea to give discussion questions to spark conversation.” Hillary Weyenberg, Western Michigan University
    • “I like the guides because they keep you focused and help keep you interested and engages in the material!”Jessica Cooper, Univ. of Massachusetts at Amherst
    • “It provides knowledge that can apply to all careers, not just MIS. …Andrew Nguyen, Oregon State University
    • “This will definitely make me want to read my text more since it is more interesting and that I feel I will be able to learn something.” Siyun Lim, Boston University

 

PROF QUOTES:

  • “The Guides focus the student on the content and encourages them to truly consider the situation.  I find this appealing as most texts simply present the material without challenging the student.” Wade Jackson, University of Memphis, Rainer/Turban/Potter User
  • “These guides are well written and interesting and provide a new perspective on the material typically covered in this class.  I find them refreshing.” Roberta Roth, University of Northern Iowa, Malaga User
  •  “Although students do not like 'shades of grey', these are of the utmost importance in the 'real world'. …” Jack Becker, University of North Texas, Jessup & Valacich User
  • “For one thing, it includes information that may not be self-evident to the student as related to MIS. For instance, the advice about not telling your boss 'sorry for missing the meeting, did we do something important?' and then relating that to MIS. That is fabulous.” Sue McCory, Missouri State University, Evans/Martin/Poatsy User
  • “Ethics are a central concern in business and our society today.  Any opportunity to drive home the necessity of Ethics is welcomed.  Given that I like Kroenke’s approach to education, his insight as how to use the material is appreciated.” Wade Jackson, University of Memphis, Rainer/Turban/Potter User  

 

Using Your Knowledge/Your Net Worth Features. Each element of this text concludes with activities that ask the student to transfer the knowledge he/she has gained from the chapter into a business setting. UsingYour Knowledge activities are formatted as questions, to keep reminding the students that they are learning this material for a purpose. Consider Your Net Worth features conclude each part asking students to explain how the knowledge from the part will increase their personal net worth by giving them a competitive advantage in the job marketplace or by some other means.

  • Using Your Knowledge, p. 50-52
  • Consider Your Net Worth, p. 58
  • HOW STUDENTS WOULD USE IT: Students can use The Guides in small groups to study and discuss the important issues presented. They can be used for writing short essays as homework, or as an overall application to review the topics being covered in class. Students can review the Applying Your Knowledge/Your Net Worth Features outside of class on their own to see if they understand the topics being covered.
  • HOW PROFESSORS WOULD USE IT: Professors can use the Guides as discussion starters for their lectures, by splitting up the class in small groups, or opening the classroom up to discussion, the guides allow for everyone to get involved. They can also be assigned outside of class for essay exercises, etc. Teaching tips for the guides are included in the Annotated Instructor’s Edition and also in the “Supplementary Materials for Instructor’s” section of the text website. These provide plenty of additional ideas for using the guides in and out of the classroom. They can also assign the Applying Your Knowledge/Your Net Worth features as homework or use as further discussion in class.

 

 

How do you help your students learn and absorb MIS instead of just memorizing the facts?

 

THE CHALLENGE: Decreasing Memorization. Students who learn things by memorizing quickly forget. Those who truly learn, absorb and apply their knowledge will remember and be able to use it in their majors and future careers as business people.

THE SOLUTION: In addition to the Question Format that also aids students in learning the material and absorbing it beyond memorization, Kroenke has developed Conceptual Grids. Found throughout the text, these grids help to organize and apply the information for the students. Many are used in the book itself, but two appear repeatedly:

·        the five-component model of an information system, Figure 1-1, p. 6

·        Porter’s value chain model, Figure 3-5, p. 41; Figure 7-2, p. 160

 

HOW STUDENTS WOULD USE IT: Students would use these grids as a great review feature to make sure they are focusing on the right topics as well as understanding the topics completely.

HOW PROFESSORS WOULD USE IT: Professors could use this as a review part of the lecture after each appropriate section in a slide or as reference to the book so the students could see where it is in the text to focus them on the right material. In addition, profs could use the grids as part of their exams having students complete the grids to make sure they understand the pertinent information.

How do you balance the technical and managerial aspects of MIS in your class?

 

THE CHALLENGE: Mixing the technical and business oriented sides of IS.

THE SOLUTION: Modularity. Because classrooms are filled with students of many different majors and backgrounds and different professors focus their classes on different aspects of MIS, Kroenke developed a modular format to support every classroom. The text is organized into four parts with three chapters each. The chapters are short and describe the minimum essentials of each topic. Additional material on each chapter topic can then be found in optional Chapter Extensions. You can pick the extensions that relate to your class’s interests, needs, or you can use just the chapter itself and devote class time to other extensions that might be of greater interest. The chapter extensions reflect the nature of the part in which they appear. Some are technical, like in Part 2, and some are more managerial, like in Part 4.

  • For example, Ch. 9 addresses the basic ideas of competitive advantage with information systems for decision making. It is then supported by 3 chapter extensions; CE 14, Database Marketing p. 483; CE 15, Reporting Systems and OLAP, p. 493; and CE 16 Information Systems and Counterterrorism, p. 507.
  • For more information on how the text is organized, see the page after the dedication page of the preface (How Is This Text Organized?).

 

HOW STUDENTS WOULD USE IT: Student would benefit from the brevity of the chapters and the modularity by not having todeal with professors skipping from one part of a chapter to another just to make the traditional text fit with the course. The short chapters/extensions and organization allows the prof to assign exactly what they want the students to cover without the students having to hunt it down.

HOW PROFESSORS WOULD USE IT: The modularity allows professors the option to pick and choose the material they feel is important for their course. Great in a committee situation where profs focus on different areas in the course, it allows everyone to cover exactly what they need when the need it without requiring the whole committee to commit to one specific set of topics for their course.

 

  • PROF QUOTES:
    • “It allows me to tailor the course to my students' needs.  …” Harry Reif, James Madison University, Rainer/Turban/Potter User
    • “…  This allows each instructor to customize his or her section of the class to his own needs and interests.” Rick Turley, Univ. of Northern Colorado, Haag User
    • “You can tailor the book more to your class based on where the industry is today and based on the interest of the class that you find out after several weeks in the class.” Lou Thompson, Univ. of Texas, Dallas, Laudon User
    • “Most Intro to IS courses have coverage that is a mile wide and two inches deep.  This approach allows me to focus on topics of my choice in a coherent way.” Roberta Roth, University of Northern Iowa, Malaga User

 

 

Points of Distinction

How do you incorporate AACSB into your classroom?

 

  • Key AACSB Assessment: William Wagner of Villanova University correlated the chapter questions to the key AACSB guidelines. Using our testing system, you can assess how your students are doing with regard to those guidelines by correlating the student scores on each question back to the AACSB guide.

 

How do you cover international issues in your course?

 

  • International Dimension: Each of the book’s four parts concludes with a module that relates the material of that part to international aspects of MIS. Placing these in each part allows coverage of this important topic at appropriate times throughout the term. These discussions are driven by questions and include an Active Review. They help students transfer their knowledge from the text to future international business experiences.
    • p. 54 Global Economy
    • p. 212, Global IS and the Value Chain

This text is available for personalization in the PHCBR custom database program.  Select only the chapters you require or supplement with recommended case studies all under one cover.  CLICK HERE to go directly to the PHCBR book-build site or visit our product page for additional information at pearsoncustom.com/business.

Part 1  IS and You

1  IS in the Life of Business Professionals                                                 

2  Business Processes, Information, and Information Systems

3  Organizational Strategy, Information Systems, and Competitive Advantage

The International Dimension:  The Global Economy

 

Part 2  Using IT

4  Hardware and Software       

5  Database Processing

6  Data Communications

The International Dimension:  Global Communications

 

Part 3  IS and Competitive Strategy

7  Competitive Advantage with Information Systems Within Organizations

8  Competitive Advantage with Information Systems Across Organizations

9  Competitive Advantage with Information Systems for Decision Making

The International Dimension:  Global IS and the Value Chain

 

Part 4  Managing IS

10  Information Systems Development

11  Information Systems Management

12  Information Security Management

The International Dimension:  International IT Development and Management

 

Glossary

Index

 

 

 

Chapter Extensions 

CE 1  Information Systems for Collaboration

CE 2  Information Systems and Decision Making

CE 3  Knowledge Management and Expert Systems

 

 

 

CE 4  Preparing a Computer Budget    

CE 5  Database Design

CE 6  Using Microsoft Access

CE 7  How the Internet Works

CE 8  Understanding and Setting Up SOHO Networks

 

CE 9  Functional Information Systems

CE 10  Cross-Functional Systems: CRM, ERP, and EAI

CE 11  E-Commerce

CE 12  Supply Chain Management

CE 13  Information Technology for Data Exchange: EDI and XML

CE 14  Database Marketing

CE 15  Reporting Systems and OLAP

CE 16  Data Mining and Counter-Terrorism

 

 

CE 17  Small-Scale Systems Development

CE 18  Large-Scale Systems Development

CE 19  Alternative Development Techniques                                        

CE 20  Outsourcing

CE 21  Financing and Accounting for IT Projects

CE 22  Managing Computer Security Risk

CE 23  SSL/TLS and //HTTPS

CE 24  Computer Crime and Forensics

 

View a Sample Chapter PDF:

 

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