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MASTERSYLLABUS

MIST610:ENTERPRISERESOURCEPLANNINGSYSTEMS
1. CourseDetails

Semester:
CourseCode:
CourseName:
CoursePrerequisites:
CourseCorequisites:
CreditsHours:
Classroom:
ClassTiming:
FinalExamPeriod:

Spring2016
MIST610
EnterpriseResourcePlanningSystems
MIST501
None
Oneandonehalf(1.5)credithours
1725
(22.5 contacthours)

2. InstructorDetails

Professor:
OfficeLocation:
OfficeHours:
Email:
Coursewebsite:
Phone(Office):

MasonM.Davoodi

mdavoodi@nyit.edu

3. CatalogCourseDescription
ThiscourseprovidesanoverviewofmodernEnterpriseResourcePlanning(ERP)systemsinusetoday.It
introducesstudentstohowinformationisusedinERPsystemsoforganizationsandhowinformation
technologyenablesERPsystemstosupportdecisionmakingatallmanageriallevels.

4. CourseOverview
Thiscourseisintendedtoprovidestudentsinbusinessrelateddisciplineswithanunderstandingofthe
roleofERPsystemsinbusinessorganizations.Emphasisisplacedontheoperationalandmanagerial
conceptsfundamentaltobusinessapplicationsandmanagementcontrolofERPsystems.Studentsare
exposedtoanoverviewofthemanyareasthatmakeupERPsystems.Topicsinclude:businessasasystem;
systemscomponents;computerbasedinformationsystems;typesofinformationsystems;whatisERP;

theERPindustry;specification,requirementsandimplementationofERPsystems;qualityofinformation;
changeprocessissues;ERPandelectroniccommerce;andemergingissues.

5. CourseLevelLearningGoals1
(A) InvariantLearningGoals(InsupportoftheMBAProgrammaticLearningGoal(s)):
Uponthesuccessfulcompletionofthiscourse,thestudentwillbeableto:
1. Workcollaborativelyinateamtodeterminethekeyissuesofacase,identifyappropriateandrelevant
datasets,anduseasoundmethodologyforthepurposeofplanning.
2. Collectandanalyzestrategicinformationwithsoftwaretools,andpresentsupplychainresultsinclear,
effectiveandmeaningfulwaysformanagerialdecisionmaking;
3. DistinguishbetweendifferentERPsystemscurrentlyavailableanddecidebetweenalternativesbased
onorganizationalcriteria;
4. DevelopahumancapitalplantomanageanERPsystemanditsimplementation;
5. Evaluate the impact of various socioeconomic impact factors for ERP systems, and develop an
organizationalpositiontosupportchoiceswithinculturalandethicalnorms;and
6. JustifytheuseofERPbasedonfinancialsandcost/benefitfactors.

AssuranceofLearningValidations(LinkedtotheMBAProgrammaticLearningGoal(s))2:
A1:CaseStudy:
SourceofCases:
1.
FordMotorCompany:SupplyChainStrategy(HarvardBusinessCaseStudies);
2.
CiscoSystems,Inc.:ImplementingERP(HarvardBusinessCaseStudies);or
1

AnoteonSchoolofManagementCourseLevelLearningGoals:Learninggoalsarepartitionedintothosethatareinsupportofthe
programmaticlearninggoals(Invariant),specifictothelocalizedregionofdelivery(Contextualized),andspecifictothedomainexpertise
oftheinstructor(InstructorSpecific).Theformertwocategoriesarerequiredforallcourses.InvariantAssuranceofLearning
Validationsarespecificallylinkedtotheassociatedprogrammaticlearninggoalandobjective,withcourselevellearninggoals
representingtheprogrammaticgoalasitappliestothecontextofthecourse.Learninggoalsthatfocusonknowledgeacquisition
(BloomsTaxonomy)arenotspecificallyornecessarilyincludedintothecourselevellearninggoals,althoughitisassumedthat
knowledgeacquisitionofallrelevantbusinesscorefundamentalsisaddressedwithineachcourse.Examinationsinclassareusedto
providefeedbackconcerningknowledgeandcomprehensionforthepurposeofensuringthatstudentswhohavenotmasteredthesewill
notadvancethroughthecurriculum.Attainmentofknowledgewithineachcoreareaisassessedbywayofstandalonetestingofeach
studentasarequiredpartoftheinstructionalprogrampriortograduation(e.g.ETS).
2
AnoteonSchoolofManagementAssuranceofLearningScoring:Scoresformthemetricforthedegreetowhichthevalidation(e.g.
learningoutcome)satisfiestheassociatedlearninggoalorobjective.Assuranceoflearningvalidationdescriptionsidentifythecriteriafor
eachscorethatistobegiven.Scoresarescaledusingprogramorconcentrationrubrics.Itmustbenotedthatscoresaretobe
differentiatedfromgrades.Scoresformacriterionfromwhichaninstructorwillascertainanoverallgradeforanyinstrumentof
assessment,andtheoverallassessmentthestudentreceivesforaninstrumentisagrade.Ascoreisanextractionthatspecifically
measuresthedegreeofattainmentofalearninggoaland/orobjective.

3.
Othersources(e.g.IveySchoolofBusinessCaseStudies)

Studentswillbeassignedacomprehensivecasethatrequiresanalyzingabusinesssituation,identifying
themainissuesandansweringthekeyquestionsthatrelatestotheusage/alignment/integrationofan
ERPsystemtoaninternationalbusiness.Awrittenreportbyeachstudentwillalsobesubmittedtothe
instructor and graded at the end of the term. For guidelines on the use of case studies in business
education,pleaseseethearticlebyE.RaymondCorey,TheUseofCasesinManagementEducation,
9376240,HarvardBusinessSchoolPublishing,September23,1996.

The case study assignments should be prepared as a paper. The written paper should be at least 10
pages,excludingtheAppendix.Thepaperwillbeaddressedtothefirm'sseniorexecutivesaswellas
thekeystakeholdersdescribedinthecase.Itwillfocusontheapplicationofinformationtechnology
and/or information in ERP as competitive advantage. The paper will include background information
aboutthecaseaswellastheanalysisanddiscussionofkeyissuesandproblemsinthecase.Thecase
analysispapermustusesize10or12fonts,singlespacedand1inchmarginallaroundwiththeproper
headingsand/orsubheadings.

Itissuggestedthatthecaseanalysispaperbeorganizedasfollows:

1. Introduction
Severalparagraphsonwhatthecaseisabout
2. CaseBackground(usesubheadings;usetextaswellasbullets)
Salient facts about the case (use relevant frameworks to analyze the industry and the
company);
Economyandindustry;
Companyattributes:
a. Businessstrategy;
b. Strength/Weakness/Opportunity/Threat(SWOT)analysis;
c. Organizationalstructure;
d. Culture;and
e. ITarchitecture;
3. ProblemsandKeyIssuesraisedinthecase;
4. CaseAnalysis;
Alternative Solutions to the above problems with Pros and Cons for each alternative (use
relevantITmanagementframeworksinyouranalysis);
5. ManagementRecommendations;

Recommendedsolutionandrationale,and
Discusstheimpactofglobalizationonyourrecommendationanditsapplicabilityoutsideofthe
domesticmarket;
6. DetailedAnswerstotheQuestionsassignedforthiscase;and
7. Conclusion.

The case paper grade will be based on the above content and the Spelling/Grammar/Sentence
Structure of the written paper. The paper content should include case background information,
substantive discussion and analysis of relevant questions, the use of applicable IT management
frameworks, and the company information obtained through Internet (note: the additional
information should be included in the Appendix). A hard copy of the case analysis paper should be
submittedtotheinstructorontheassignmentdueday.

Thegradeforthecasestudyisbasedonthreegroupscores,basedontheabilityto(a)clearlystatethe
keyissuesofthecase,identifyappropriateandrelevantdatasets,anduseasoundmethodologyfor
thepurposeofanalysis(MBA2M);(b)thestudent'sabilitytodemonstratetheimpactofglobalization
withinthecontextoftheresponses,andarticulatehowchangesinthebusinessenvironmentimpact
onrecommendationsmade(MBA3M);and(c)assessinformationtechnologiesforstrategicvalueand
usetoanorganization(MBAMIST).

A2:TeamERPProject:
ProjectDescription:
The team project requires handson practice and work that utilize an Enterprise Resource Planning
applicationsoftwaretoplanandallocateresourcesbasedoninformationprovided.Eachstudentteam
willmakeabriefpresentationtotheclasstodiscusskeyissuesandresultsbeforetheendoftheterm.
Studentteamsmustsubmitawrittendeliverablethatpresentarecommendation,supportingdataand
documentation(includingmethodofanalysis)basedononeormorekeysupplyplanningissues(that
arerequired).Anintegratedwrittenreportbyeachteamwillalsobesubmittedtotheinstructorand
gradedattheendoftheterm.

Theoverallgradefortheprojectisbasedontwoscores.Thefirstscoreisbasedonthecorrectnessand
appropriatenessofthedata,analysisandplan/s(MBA2M).Thesecondscoreisbasedonthe
proficiencyoftheutilizationoftheERPsoftwareandassociatedfunctions(MBA1M,MBAMIST).

A3.TwoWritingAssignments:

(a) Eachstudentmustsubmitashortpaperoffourtosixcontentpageswithsectionheadings(single
spaced,size10fontwithoneinchmarginallround)thatpresentrecommendationsandsupporting
arguments for the selection of an appropriate ERP system for a business entity in the retail
industry. Three scores are administered and are based on the student ability to (1) identify
management priorities resulting in organizational priorities that the chosen ERP must address
(MBAMGMT);(2)surveyalternativeERPsystemsanddiscussstrengthsandweaknessesforeach,
andidentifyandreportonthekeyfeaturesoftherecommendedERPthatsupportitasthechoice
technology for the firm (management information systems) (MBA1M), and (3) describe socio
economicissuesthatimpactonthedecisionfortheERPanddevelopapositionforthefirmacross
these issues for a specified country or culture where the organization is located (MBA2G, MBA
3M).
(b) Each student must submit a 3 page paper that discusses how ERP impacts on the organizational
successinthehospitalityindustry.Theteamshouldinterviewrepresentativesfromachosenfirmin
theindustry,anddiscusstheERPsystemchosen,therationalforthechoice,andthewaysthatthe
ERP system supports the organization and perhaps provides distinctive competencies or
competitive advantage. Two scores will be administered for the paper, based on the students
abilitytocorrectly(1)identifyprimarywaysthatERPsupportsthehospitalityindustry(MBAHOSP)
and (2) measure the impact of the ERP on the profitability (e.g. cost/benefit analysis) of the
organizationorindustry.WhatKPIscanbeused,andhow(MBAFINC)?

(B) Contextualized(Globalized)LearningGoal(s):
Uponthesuccessfulcompletionofthiscourse,thestudentwillbeableto:
1. SeeInvariantLearningGoal1above.

AssuranceofLearningValidation(InsupportoftheContextualized(Globalized)LearningGoal(s)):
B1.SeeAssuranceofLearningValidationA1(b)above.

(C) InstructorSpecificLearningGoal(s)(Optional):
None
AssuranceofLearningValidation(InsupportoftheInstructorSpecificLearningGoal(s)):
None

6. TeachingandLearningMethodology
TheSchoolofManagementsteachingandlearningstrategyisinformedbycontemporary
indicators/sourcesthatderivefromitstargetmarket,specificallythemillennialgeneration.Inparticular,
behavioraltraitsforthisgenerationareidentifiedandformthebasisofemphasisfortheschoolsteaching

andlearningmethodologies.Thesemethodologiesarereflectedintheschoolsmissionstatementbyway
ofitsTEMPOScampaign3.Inaddition,teachingandlearningstrategiesareinformedbyinstitutional
indirectassessmentresults,periodicallycollectedandreviewedbytheOfficeofPlanningandAssessment
andtheschoolsfaculty4.Teachingandlearningstrategiesarealsoexternallyreferencedsystematically
(e.g.,theAnnualStakeholdersConference)throughcontinuingconsultationswithnonboardkey
stakeholdergroups,includingemployers,businessandcommunityleaders,accreditationandministerial
agencies,alumni,students,peerinstitutions,andbusinessandgovernmentalagencyrepresentatives.

Acomponentofallcourses,asapartoftheteachingandlearningstrategies,istomaintainacademicrigor
andtobeintellectuallychallenging.Thisisvalidatedininstitutionalsurveyresults.However,Schoolof
Managementfacultymembersutilizeanoverallcollectiveportfolioofstrategies/initiativesthatobtain
fromtheaforementionedsourcesindelineatingthosethataremostappropriateoremphasizedinthe
coursestheylead.

Inthiscourse(MIST610),four(4)prioritizedteachingandlearningstrategiesfocuson:

1. relevantcontenttostudentfuturecareers/goals;
2. useoftechnology;
3. activestudentengagementinthelearningprocess;and
4. casebasedlearning.

Allfacultymembersthatinstructthiscourseshouldconsiderhowtoexecutethecoursetoemphasize
thesekeycomponentsofthestrategiesconsidered.Followingareviewoflearningoutcomes,faculty
membersconsiderhowreorientationofteachingandlearningstrategiesmightresultinstrengthening
theseoutcomes,andadjustmentsaremade,accordingly.FacultymembersalsoconsiderhowtheSchool
ofManagementTriplePlatformsofExcellence(ProfessionalEnrichment,ExperientialEducation,and
StudentAdvancement)mightbeleveragedasapartofthisstrategy,andproviderecommendationstothe
Directorsofthoseplatforms.Theschoolalsoreviewsthedistributionofidentifiedteachingandlearning
strategiesperiodicallytoensurecomprehensionandtheintegrationofeach(fromthedesignatedlistof
approximately2025strategies)withinthecurriculum.Finally,resultsfromstudentteachingevaluations
alsoprovideindicationsofhowvariousteachingandlearningstrategiesareintegratedintothecourse
delivery.Thefollowingissues(indicatornumberisprovided)areamongthoseintheevaluationsthatbear
onthisreviewandanalysis:
3
4

TeachingandLearningStrategies:TEMPOSandtheMillennials,revisedSeptember2008.

E.g.,StudentSurveyonTeachingQualityQuantitativeData:SchoolofManagement.


7.Theamountofworkinthiscoursewasappropriate.
15.Theinstructorwasavailableforcourserelatedconsultationandadvice.
17.Theinstructorassignedchallengingcoursework.
18.Theinstructorgradedandreturnedstudentworkandexamspromptly.
19.Theinstructorprovidedhelpful,constructivefeedbackonassignmentsandcoursework.
20.Theinstructorrespectedculturaldifferencesanddiversityamongstudents.
21.Theinstructorincorporatedinformationtechnology(e.g.computerortheInternet)inthecourse.
25.Theinstructorchallengedmetothink.

Alongwithteachingandlearningstrategies,thenotionofstudenteffort/timeontaskisalsoconsidered,
althoughitisnotnecessarilydrivenbymetrics.Itisnotedthatthenotionofstudenteffort,specifically
metricdriven,isnotauniversallyadoptedapproach5.However,ifaninstanceoccurswherestudent
learningoutcomesdonotmeettargetedacademicstandards,theSchoolofManagementutilizesindirect
inputsinthisareatoexploretheinterdependenciesbetweenfactorsincludingtheamountofwork
requiredinthecourse,thedegreeofchallengeinthecoursework,andlevelofcriticalanalysis,among
others6.

7. RequiredResource(s)

EllenF.MonkandBretJ.Wagner(2009).ConceptsinEnterpriseResourceManagement.Course
TechnologyCengageLearning.3rdEdition,ISBN13:9781423901792,ISBN10:1423901797
8. ReferenceResource(s)
OLeary,D.(2000).EnterpriseResourcePlanningSystems:Systems,LifeCycle,ElectronicCommerce,and
Risk.CambridgeUniversityPress.ISBN:9780521791526.

EnterpriseResourcePlanning(ERP):TheDynamicsofOperationsManagement.Springer.ISBN:978
0792384380.

SeetheVictorianTAFEAssociationResponseStrengtheningtheAQF:Proposal,June2009.EastMelbourne,Victoria,Australia,
retrievedfromhttp://www.vta.vic.edu.au/docs/PositionDiscussion%20Papers/VTA_Response_Strengthening_the_AQF.pdfon
February22,2010.
6

SampledataregularlycollectedthroughtheNewYorkInstituteofTechnologyStudentRatingofCourses/TeachingForm.

9. AssessmentMethodologyandGradingGuidelines

Instrument
TeamCaseStudy(seeA1)
ERPProject(seeA2)
WrittenAssignments(seeA3)
Attendance
Test(oneadministeredinclass)
TOTAL

Points(i.e.weights)
30points
30points
15points
5points
20points(5pointseach)
100 points

10. GradingGuidelines:Thefinalgradeforthecoursewillbecalculatedusingtherelevantgradingscale:
N/A

11. AttendancePolicy: Studentsareexpectedtoattendeveryclasssession.Instructorswillinformstudentsof


theexactnumberofabsencesandlatearrivalspermittedduringthesemester.Studentswhoexceedthese
limitsmaybesubjecttofailure.Ifastudentmissesanyclassortest,theinstructorhastherighttoeither
grantordenyanopportunitytomakeuptheworkthatwasmissed.Insuchcases,theinstructorshallbe
thesolejudgeofthevalidityofastudent'sexplanationforhavingmissedtheclassortest.
12. DeductionsforLateArrival,EarlyDeparture,andUnexcusedAbsences:

13. PolicyforMakeUpAssignmentsorQuizzes:
14. ClassroomBehavior:Behaviorthatdisrupts,impairs,interfereswith,orobstructstheorderlyconduct,
processes,andfunctionswithinanacademicclassroomorlaboratoryviolatesthestudentcodeofconduct
andmayresultindisciplinaryaction.ThisincludesinterferingwiththeacademicmissionofNYITor
individualclassroomorinterferingwithafacultymembersorinstructorsroletocarryoutthenormal
academicoreducationalfunctionsoftheirclassroomorlaboratory,includingteachingandresearch.
15. StudentswithPhysicalorEducationalChallenges:
ItisthepolicyofNewYorkInstituteofTechnologytoprovidereasonableaccommodationsforstudents
whoareotherwisequalifiedbuthavedisabilities,includinglearningdisabilities,healthimpairments,
andotherdisablingconditions.Possibleaccommodationsinclude,butarenotlimitedto,testschedule
modifications,classrelocation,andpossibleassistanceinacquisitionofnecessaryequipment.
Thecollegehasaninterestinhelpingstudentswithdisabilitiestobecompetitiveinthisacademic
environment.Therefore,reasonableaccommodationswillbemadeuponproofbothofdisabilityand

needfortheaccommodations.Itmustbeunderstoodthataccommodationsaremeanttofacilitate
educationalopportunities.AdmissiontoNYITandaccommodationsdonotguaranteesuccess.
Therefore,inadditiontoaccommodations,thecollegeencouragesutilizationofauxiliaryservices
availabletoallstudentstomaximizeopportunitiesforsuccess.Studentswhosedisabilitiesmayrequire
sometypeofaccommodationmustcompletearequestforaccommodationsformandanintake
interviewwiththeircampusservicescoordinatorpriortotheacademicsemester.Accommodations
mayberequestedatanytimeduringthesemester;however,accommodationscannotbeappliedto
pastfailures,onlytofutureacademicendeavors.Appropriatemodificationsofaccommodationswillbe
workedoutonacasebycasebasisandwillnotnecessarilyincorporateallrequestedchanges.
Studentsforwhomauxiliaryservicessuchasreaders,interpreters,notetakers,etc.havebeen
approvedshouldarrangethesewiththeircampusservicescoordinator.Inadditiontodiscussing
appropriateeducationalmodifications,thecampusservicescoordinatorwillserveasaliaisonwith
othercollegefacultyandadministrationonbehalfofstudentswithdisabilities.

16. AcademicIntegrity:
EachstudentenrolledinacourseatNYITagreesthat,bytakingsuchcourse,heorsheconsentstothe
submissionofallrequiredpapersfortextualsimilarityreviewtoanycommercialserviceengagedby
NYITtodetectplagiarism.Eachstudentalsoagreesthatallpaperssubmittedtoanysuchservicemay
beincludedassourcedocumentsintheservicesdatabase,solelyforthepurposeofdetecting
plagiarismofsuchpapers.
Plagiarismistheappropriationofallorpartofsomeoneelsesworks(suchasbutnotlimitedto
writing,coding,programs,images,etc.)andofferingitasonesown.Cheatingisusingfalsepretenses,
tricks,devices,artificesordeceptiontoobtaincreditonanexaminationorinacollegecourse.Ifa
facultymemberdeterminesthatastudenthascommittedacademicdishonestybyplagiarism,cheating
orinanyothermanner,thefacultyhastheacademicrightto1)failthestudentforthepaper,
assignment,projectand/orexam,and/or2)failthestudentforthecourseand/or3)bringthestudent
upondisciplinarycharges,pursuanttoArticleVI,AcademicConductProceedings,oftheStudentCode
ofConduct.ThecompleteAcademicIntegrityPolicymaybefoundonvariousNYITWebpages,
including:http://www.nyit.edu/images/uploads/academics/AcademicIntegrityPolicy.pdf.

17. 8WeekTopicalClassSchedule
CoursePresentationMaterials:http://alpha.nyit.edu/som/faculty/khoo/2013_Spring/MIST610/ppt/

Wk1
Wk2
Wk3
Wk4
Wk5
Wk6
Wk7
W8
Wk9
Wk10
Wk11
Wk12
Wk13
Wk14
Wk15

Introduction,teamformation
BusinessFunctionsandBusinessProcesses
TheDevelopmentofERPSystems
MarketingInformationSystems&SalesOrderProcess
Production&SCMInformationSystems
MRP&ERP(OperationsManagement)
BusinessIntelligenceinERP
Workshop
AccountinginERPSystems
ProcessModeling
ProcessImprovement,andERPImplementation
ERPandElectronicCommerce
Presentation
Presentation,Review
FinalExam

Chapter1
Chapter2
Chapter2
Chapter3
Chapter4
Chapter14
SupplementalMaterials

Chapter5
Chapter7
Chapter7
Chapter8

18. UsingtheNYITLibrary
AllstudentscanaccesstheNYITvirtuallibraryfrombothonandoffcampusatwww.nyit.edu/library.The
sameloginyouusetoaccessNYITemailandNYITConnectwillalsogiveyouaccesstothelibrarys
resourcesfromoffcampus.

Ontheleftsideofthelibraryshomepage,youwillfindtheLibraryCatalogandtheFindJournals
sections.InthemiddleofthehomepageyouwillfindResearchGuides;selectVideoTutorialstofind
informationonusingthelibrarysresourcesanddoingresearch.

Shouldyouhaveanyquestions,pleaselookunderLibraryServicestosubmitawebbasedAskA
Librarianform.