INSTRUCTORS MANUAL WITH TEST

INSTRUCTOR’S MANUAL WITH TEST

BANK FOR Experiencing MIS Fourth Canadian Edition David M. Kroenke Andrew Gemino Peter Tingling All Chapters Instructors Manual Supplement files download link at the end of this file.Part 1: Instructor’s Manual: Pages 1-155 Part 2: Test Bank: Pages 156-506 1 / 4

Copyright © 2016 Pearson Canada Inc.ii Contents

Introduction: Organizing the Course 1

Chapter 1: Information Systems and You 5

Chapter 2: Business Processes, Management, and Decision Making 15

Chapter 3: Productivity, Innovation and Strategy 27

Chapter 4: Hardware and Software 41

Chapter 5: Database and Content Management 53

Chapter 6: Networks and Collaboration 68

Chapter 7: Competitive Advantage and Business Processes 82

Chapter 8: Decision Making and Business Intelligence 94

Chapter 9: E-Commerce, Social Networking, and Web 2.0108

Chapter 10: Acquiring Information Systems through Projects 119

Chapter 11: Structure, Governance, and Ethics 129

Chapter 12: Managing Information Security and Privacy 141

Part 1: Instructor’s Manual 2 / 4

Copyright © 2016 Pearson Canada Inc.5

CHAPTER 1

INFORMATION SYSTEMS AND YOU

TEACHING OVERVIEW

We like to begin the first lecture with an introduction to the course, the instructor, and the grading scheme. We follow this with questions and a short break before starting in on the material for the course. Handling the administration early in the session lets students get the questions that are bugging them out of their heads so we can get on with the learning.For this reason, we also take questions for the first 5 minutes or so at the start of every class. We find that we can learn quite a bit about how the course is going by asking for questions.

The most important topic for the first lecture is to drive home the idea that systems are larger than just machines and software. Systems involve people and procedures too. The Social Media case provides some Canadian examples of how social media can change an organization’s relationship with its customers. This is particularly true with small and medium-sized businesses. The “Google Knows Best” case also provides some examples of how valuable information resources can be. The “Running Room” example at the end of the chapter also shows how information systems extend the services of traditional business.It is an example of how the system serves to connect people and offer services that were not available without the system.

Students will also be interested in the data from the Information and Communication Technology (ICT) industry. The website (http://strategis.ic.gc.ca/epic/site/ict-tic.nsf/en/ h_it07229e.html.) provides a great summary of the industry. These numbers surprise most people. Perhaps most importantly, it brings the student’s attention to the wages and the differences between the average wage across all industries and those in the ICT industry. Ask students why people in the ICT industry get paid more? Also note that the Services sector is the fastest growing part of the industry. ICT services mean interacting with clients to analyze and implement information systems. That is exactly what MIS skills are focused on. Part of increasing engagement is giving students a reason to consider more MIS training. Talking about innovation, and wages, is a good way to do that.

CHAPTER OBJECTIVES

• Understand what is meant by an information system.
• Know what is meant by MIS.
• Understand how information systems (IS) differ from information technology (IT).
• Understand the role that information and communication technologies have in our

economy.

• Understand how successful business professionals use IS.
• What is the shape of things to come? 3 / 4

Instructor’s Manual for Kroenke/Gemino/Tingling, Experiencing MIS, Fourth Canadian Edition Copyright © 2016 Pearson Canada Inc.6

• Understand the goals of this class.

CHAPTER OUTLINE

Q1 What is an information?Q2 What is MIS?Q3 How does IS differ from IT?Q4 How important are information systems to our economy?Q5 How do successful business professionals use information systems?Q6 What is the shape of things to come?Q7 What is this class about?

ANSWERS TO USING YOUR KNOWLEDGE QUESTIONS

• “Outlook on Human Resources in the ICT Labour Market: 2008–2015” suggests

that ICT workers need to have several core skills.

• What are these key skills?

▪ Technical skills ▪ Specific technology and industry experience ▪ Satisfactory communications and other business skills

• Identify ways that a student could best obtain these skills.

▪ Technical Skills: in this class

▪ Specific technology and industry experience: co-ops

▪ Satisfactory communications and other business skills: business classes

• Do you believe a business student can work effectively in the ICT

industry? Would a business student have a competitive advantage over a computing science student? Why or why not?

Yes, because as the ICTC report displays, there are three different occupations that are all very business-centric. A business student can have an advantage based on their communication and business skills, which are unlikely to be taught in a specific engineering or computer science courses.

• The interview with Hal Varian, chief economist at Google, focuses on six themes: 1)

flexible corporations, 2) corporations and work, 3) free goods and value, 4) workers and managers, 5) computer monitoring and risks, and 6) changes in industries.Choose one of these themes and discuss in more detail the implications of the change for you personally. Provide specific examples where possible. You can find the article at www.mckinseyquarterly.com/Strategy/Innovation/Hal_Varian_on_how_the_Web_ challenges_managers_2286.

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