COMMGMT 2512 - Business Information Systems and Management

North Terrace Campus - Semester 1 - 2019

Business Information Systems & Management is a foundation course for the Bachelor of Management that overviews the critical aspects of Information Management and Information Systems needed in all businesses in the 21st century. While primarily a business course, there will be consideration of the technical aspects necessary to be able to liaise meaningfully with IT departments and personnel. The predominant focus of the course will be the ability to leverage technology for business purposes. The course includes fundamental information management skills (eg: Spreadsheets & Databases) and focuses on the use of information to make business decisions and solve business problems.

  • General Course Information
    Course Details
    Course Code COMMGMT 2512
    Course Business Information Systems and Management
    Coordinating Unit Business School
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites COMMGMT 1001
    Incompatible COMMGMT 7024
    Course Description Business Information Systems & Management is a foundation course for the Bachelor of Management that overviews the critical aspects of Information Management and Information Systems needed in all businesses in the 21st century. While primarily a business course, there will be consideration of the technical aspects necessary to be able to liaise meaningfully with IT departments and personnel. The predominant focus of the course will be the ability to leverage technology for business purposes. The course includes fundamental information management skills (eg: Spreadsheets & Databases) and focuses on the use of information to make business decisions and solve business problems.
    Course Staff

    Course Coordinator: Dr Cate Jerram


    Co-coordinators are:

    Dr Cate Jerram
    #08 8313 4757
    cate.jerram@adelaide.edu.au
    10.43, Nexus 10


    Mr Ian Matthews
    ian.matthews@adelaide.edu.au
    Nexus 10
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to
    1. Source, validate, use, and manage relevant and appropriate information for ethical and effective decision-making and problem-solving, applying systems thinking skills and techniques.
    2. Analyse the technology needs required to support a business and liaise effectively with technology personnel for acquisition, maintenance, and business support.
    3. Use basic/intermediate spreadsheet skills effectively for information management and decision-making.
    4. Be able to explain the use of databases for information management and decision-making, and demonstrate a fundamental grasp of the principles of database design.
    5. Assess the quality of information solutions to business problems, applying systems thinking skills and techniques.

    Mission Statement

    This course will give students a powerful entry to the thinking, skills and tools needed to solve problems and leverage technology for business success.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1 - 5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1 - 5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2, 4, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1 - 5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    5
  • Learning Resources
    Required Resources
    REQUIRED TEXT
    Meadows, Donella. 2008. Thinking in Systems: a Primer. (Ed: Diana Wright). Sustainability Institute. (online with free delivery is cheapest)

    Most other resources will be online, or students will be required to research and source them, themselves.
    Recommended Resources
    It is strongly recommended that students familiarise themselves with Google SCHOLAR (not just Google) - and do so through the university library, rather than through direct Google search.

    Online Learning
    Much of this course will be conducted using online tools, but because it is both research-based and case-based, very little of it will record well. There are no lectures in this class - it's all interactive. Therefore, it is highly recommended that students attend classes whenever they can, as trying to catch up by watching recordings of the live class will inevitably be difficult, frustrating, and tedious. 
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is case-based and will be taught in 3 hour blocks that will (usually) be comprised of 2 separate components each week of: interactive lecture/workshop, and tutorial/computer lab. Although having a business (rather than technology) focus, much of this class will be taught in computer labs for access to information management programs such as MS Excel (spreadsheets) and MS Access (database), as well as online research facilities.

    BLENDED LEARNING

    Software will be a necessary component of the course, and much of the course content will be online, primarily acquired by students through research. In particular, class lessons on Excel will focus on Excel USE for problem-solving, NOT on "how to do Excel"... each week in the "Preparation for Week #..." page, recommended URLs will be posted for online learning of "how to do Excel" for the necessary functions for the week's lesson. Students are free to use any additional or alternate form of learning Excel, so long as they are able to use Excel adequately well to participate in the "problem-solving with Excel" components of lessons.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that
    • Students are expected to commit approximately 12 hours per week to this course (including class time and the research, collaboration, online, & study time outside of your regular classes).
    • Students are required to attend all class sessions.
    • Students are required to complete any class preparation (posted in MyUni) before the start of class.
    Learning Activities Summary
      •  BISM II will be taught in 3-hour blocks that will (usually) be comprised of separate components each week including interactive lecture/research/workshop, and tutorial/computer lab.
      • Two information management software will be studied: MS Excel, and an introduction to MS Access.
      • Theoretical debates will be conducted regarding methods for and approaches to data sourcing and analysis, information management, and related ethical, legal, and security issues. 

    TOPIC Schedule

    Week

    Seminar Topic & Learning Activities

    Week 1

    Overview of course.
    Class decisions.
    Information Systems in the professional’s workplace;
    Role of spreadsheets in information management.
    Spreadsheet design in theory
    Intro to learning Case Study
    Intro to assessment Case Study
    Systems Thinking/ Systems view
    Thinking analysis/self-awareness
    Stock & Flow Diagrams
    Behaviour Over Time Diagram
    Excel: Introduction to Spreadsheets,
    Spreadsheet design in practice

    Week 2

    Information and Information Systems in Business
    Organisational Strategy, Information Systems, and Competitive Advantage
    Case Study (Part A)
    Systems Structure and Behaviour – analogy
    Excel: Designing a Report (Case Study)

    Week 3

    Systems Zoo
    Boundaries & Assumptions
    BIS Gets Technical: Hardware, Software, Firmware, Data Communications and other technical necessities. And: Business Process Management using Functional, Cross-Functional & Inter-organisational Systems
    Building Decision Support System (D.S.S)
    Case Study (Part A)
    Ram & Rom as memory / cognitive load
    Excel: Formulas & Functions

    Week 4

    Summary & Review: Integration & Assessment

    Case Study (Part A) Finalisation, Preparation, Presentation, Peer feedback.

    Week 5

    Why Systems Work So Well: Resilience
    Decision Making and Problem Solving
    Spreadsheet & Database roles in information management
    Use a Spreadsheet for Decision Making
    Case Study (Part B)
    Mobik
    Why Systems Work So Well: Self-organisation; Hierarchy.
    Excel: Building Decision Support System (D.S.S) Part I

    Week 6

    Why Systems Surprise Us:
    Models and modelling
    Strategic Business Use:
     e-Commerce (B2B, B2C, B2G)
     Web 2.0
     Social Networking
     User-Generated Content
    Case Study (Part B)
    Systems Structure & Systems Behaviour:
     Linearity Vs Complexity
     Boundaries & Limits
    Excel: Building Decision Support System (D.S.S) Part II

    Week 7

    Systems Thinking:
    Ubiquitous Delays
    Bounded Rationality
    IT vs Management in Business: Information Systems Development
    Case Study (Part B)
    System Traps & Opportunities (Archetypes:
     Fixes that Fail
     Tragedy of the Commons
     Drift to Low Performance
     Escalation
     Success to the Successful
     Shifting the Burden
     Rule Beating
     Seeking the Wrong Goal
    Excel: Data analysis Using Excel

    Week 8

    Summary & Review: Integration & Assessment

    Case Study (Part B) - Finalisation, Preparation, Presentation, Peer feedback.

    Week 9

    Leverage Points – places to intervene in a system… 12, 11, 10, 9
    IT vs Management in Business: Information Systems Management & Developing IS Proposals and Budgets
    Database Processing & Database Design
    Case Study (Part C)
    Leverage Points – places to intervene in a system… 8, 7, 6, 5
    Excel: Tables and relationships

    Week 10

    Leverage Points – places to intervene in a system…4, 3, 2, 1.
    Information & Cyber Security, Managing Risk
    Business Intelligence and Information Systems for Decision-Making;
    Case Study (Part C)
    Leverage points and the Case Study
    Access: An Intoduction

    Week 11

    Living in a World of Systems
    Business Implications of the latest developments in IS
    (Big Data, Blockchain, Artificial Intelligence, Machine Learning, Robotics)
    Case Study (Part C)
    Systemically & Systematically pulling it all together
    Excel & Access:
    Excel or Access- A Discussion of Strengths and Weakness

    Week 12

    Summary & Review: Integration & Assessment

    Case Study (Part C) - Finalisation, Preparation, Presentation, Peer feedback.

    Week 13

    Final Submissions

     

     

    Specific Course Requirements
    If you wish to leave your mobile phone or device on (and not on Flight Mode, Do Not Disturb, or Silent) please notify the course coordinator BEFORE class commences, with a reason (eg: sick child) for doing so.
    Small Group Discovery Experience
    This course has a lot of interactivity and collaboration, with many occasions for ad-hoc groups during sessions, but no official assessed teamwork or group work. This is not an SGDE course.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    A significant amount of the assessment work occurs in class and collaboration is encouraged. Collusion, however, is not acceptable. We will discuss in class how much collaboration is healthy, and at what point students could potentially cross the line to collusion.

     

    ASSESSMENT TASK

    COLLABORATIVE / INDIVIDUAL

    WEIGHTING

    WORD COUNT / TIME

    DUE DATE

    LEARNING OUTCOME

    Lab-based Case study

    Part A

    (Collaborative) / Individual

    20

    1 page analysis +

    1-2 spreadsheet & report design+

    1 assessment & evaluation

    Conducted & concluded in Week 4 class

    1 – 3, 5

    Lab-based Case study

    Part B

    (Collaborative) / Individual

    35

    1-2 pages analysis +

    spreadsheets with formulae

    1 assessment & evaluation

    Conducted & concluded in Week 8 class

    1 - 5

    Lab-based Case study

    Part C

    Individual

    45

    2 - 3 pages analysis +

    multiple workbooks +

    1 dashboard +

    1 self-assessment

    Conducted & concluded in Week 12 class

    1 - 5

     

    Assessment Related Requirements
    Assessment primarily occurs in class sessions. Any student unable to attend a class - any class, but especially weeks 4, 8, and 12 -URGENTLY needs to communicate with the course coordinators.
    Assessment Detail

    A.      Lab-Based Case Study Part A

    Students will undertake analysis of a business information problem case study and (applying Systems Theory and Systems Thinking) determine potential solutions over a couple of weeks, which they will create and present in class during week 4.

    While students may collaborate as a team to discuss their ideas of appropriate response to the problem, and design of technical information management solution in the time leading up to the assessment, students will individually determine and write-up their proposed solution, and create their own individual spreadsheet solutions to support their management solution.

    The written analysis / report brief, and spreadsheet solution will be submitted and discussed in class.

    Students will be responsible to assess and give feedback to at least one other solution.

    Rubrics available in MyUni.

     

    B.      Lab-Based Case Study Part B

    Students will undertake analysis at a deeper level of the business information problem case study and (applying Systems Theory and Systems Thinking) determine potential solutions over a couple of weeks, which they will create and present in class during week 8.

    While students may collaborate as a team to discuss their ideas of appropriate response to the problem, and design of technical information management solution in the time leading up to the assessment, students will individually determine and write-up their proposed solution including database solutions, and create their own individual spreadsheets to support their management solution.

    The written analysis / report brief, spreadsheets and workbook solution will be submitted and discussed in class.

    Students will be responsible to assess and give feedback to at least one other solution.

    Rubrics available in MyUni.

     

    C.      Lab-Based Case Study Part C

    Students will undertake analysis at a deeper level of the business information problem case study and (applying Systems Theory and Systems Thinking) determine potential solutions over a couple of weeks, which they will create and present in class during week 12.

    While students may collaborate as a team to discuss their ideas of appropriate response to the problem, and design of technical information management solution in the time leading up to the assessment, students will individually determine and write-up their proposed solution (including database use), and create their own individual spreadsheets, workbook, and dashboard solutions to support their management solution.

    The final report will incorporate background, analysis, selection of spreadsheet and database plan solutions, and integrated management solution. It will articulate the systems thinking and systems theory informing the analysis and driving the solutions.

    Students will also conduct a self-assessment on the work they are submitting.

    Rubrics available in MyUni.

     

     

    Submission
    All assessment activities occur in class, therefore submission of all assessment activities occurs in class. Any student unable to attend an assessment-focused class must negotiate a private assessment with the course coordinator or designated delegate.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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