317
CaseStudies
--
Considerations
for MISinan Executive
am
Jeffrey A. Hoffer
Associate plofessor of Operations and Systems Management,
School of Business, lndiona University, Bloomington, hadiana
47405, USA
Executive:education coursesare typically decision snaking
and policy oriented. This paper suggests and empiril=a.lly
evaluates such an introductory MIS course suitable fcr an
Executive MBA program(EMBA).The analysis reportedhere
should be helpful to any educator teaching or preparirgto
teach MIS to executives. The evaluation indicates that execu-
tives seek both a handsan educational experience with
selected MIS technologies as weIl as a conceptual framework
for managingand using MIS. Although not all MIStopics are
deemed relevant, executives develop a strong need to insurea
proper organizational direction for MIS activities. Theyare
most conce:med with understanding and controlling the
evolution and rapid changes of MIS and look for ways that
MIS can help them cope with change. For this reason, a suc-
cessful course pedagogy includes joint case analysis with
functional or technique coursesin the overallcurriculum.
Keywords: MIS educath n, Executive MBA education.
Jegfl?y A. Hoffer is an AssociatePro-
fessor of Operations and Systems
Management in the School of Busi-
ness at Indiana University. He
received his Ph.D. in Operations
Researchfrom Cornell Universityand
has been on the faculty of CaseWest-
em Reserve University. His publica-
tions on database design, database
Integrity and MIS have been pub-
!ifi$__k V?,y _Large&$z Bse,.d
3:iciMwu Conlerence rroceeurngs,
In ormation Sciences, /PI ormatton & Management and the
IBiYRTransactionson So,rftware Engineerhag.
North-HollandPublishingCompany
Information & ManagementB (1981) 317-325
0378.720618 1/OOOO-0000/%02.75 @ 198 1 Nor th-I-Iolland
---
1. Introduction
Executive level management education has been an
important product in graduate schools of business.
Executive development programs are well established
continuing education opportunities for life-long
learning. But none of these deliver the p:restigt: and
visibility of the MBA degree. Consequently, the Exe-
cutive MBA (EMBA) is available at approximately 30
business schools in the United States to satisfy the
demand for formal accredited management educa-
tion.
Proposals for MBA Management Information Sys-
tems (MIS) education have recognized the IM[BA
orientation [ 2,7,9] ; sources [lo] and [ 14] have
encouraged addressing a broader range of issues.
Input-Processing-Storage-Output; computer equip-
ment; programming; structured, topdown design;
order entry; accounts receivable; and the like are
topics in most introductory MIS textbooks (e.g.,
[4,8 ,15,18] . Whereas an MBA program deals priimar-
ily with operational and tactical business problems
and objective methods for problem solving: the
EMBA is more policy and strategy oriented.
This paper addresses the purpose, content and
conduct of an introductory MIS course as part of an
EMBA curriculum; extension of this to noIn-MIS ma-
jor MBA MIS education may be possible, but is not
directly addressed here (see [ 1O]). In particular, the
EMBA program at Case Western Re:erve Universitys
(CWRU) Weatherhead School of Management will be
used as an indepth (although limited sample size)
experience base to evaluate such a course.
3 18 Gzse Studies

2. EMBA MIS Environment Table 1. Example EMBA Student Tiitles

Two major v@ables exogenous to any (MIS)
course and its vast set of potential topics must be un-
derstood in order to design a good (MIS) course;
thfzr externals are: student Proffie and total degree
program curriculum/purpose/conduct.
An EMBA student is a self-made manager, usu-
ally has ten or more years of managerial experience,
and often does not have any formal college training.
Students may include Presidents of $3M-$3OMfirms,
may come from both the private and public sectors,
and usually will have had a career in only one func-
tional business area. To illustrate, Table 1 lists the
titles of those who were in the 1979-80 first year
EFIiiBAclass at the Weatherhead School. (This single
ample is the basis for all subsequent evaluations).
any students may never have been exposed to a
computer-based MXS; others have directly
experienced the pains of MIS Growth Stages 2,3 and
4 [ 161; some will have found a way to acquire their
own computer hardware and MIS staff. Thus, the stu-
dents are quite heterogeneous along many dimen-
sions, well established in managerial patterns, already
successful at intuitive management, and diversely
experienced i:n MIS. They have achieved positions
which, in general, are not operational; rather, they are
-_I_ --
Num her* Title
- --
4 President
Section Manager, Tire Materials Research
: Executive Director,IHumanServicesAgency
3 Manageror Director,,Engineering
1 Dire\:tor,IInternalAudit
1 Account Elxecutive
1 Manager, Warehousing and Inventory Control
1 Surgl:on
1 Distribution Service Center Manager
2 Executive Vice President
1 Executive Director, ILargeClinic
1 Regional Sales Manager
2 National Sales Manager
1 Manager, Financial Systems
1 Controller
1 Manager, Graphics and Media
1 Administrative Assistant, Steel Company
1 Vice President, Manufacturing
1 Manager, Castings Technology
1 Manager, Government Compliance
29
often an integral part of policy formulation in their
organizations.
EMBA classes are often concentrated into one day
per week. Our experience indicates that students

Table 2. Example EMBA Curriculum

..
semester
I a) Semester II a)
.Managerial
E6zc%XTlics Managerial Finance
Quantitative MethodsStatistics MIS
tinagerial Accounting Operations Management
Marketing SQztegy Management Policy
Executive %minass Executive Seminars
Mi&Smester I1 1
Industrial Ekonomtics-Technological Innovation
Human Issues and Problem Solving
Seminar on knagement and Technology
Semester ial al Semester V
Org. Analysis and Development Management Policy and the Environment
industry Opportunity Analysis Problem Analysis-Project
Strategic Planning Elective
Labor Relations Elective
Seminar on Corporate Planning Seminar on Corporate Governance
_-. I
al Ibe= semesters each begin with a 34 day residency period for seminars on human learning, career planning, and semester
course previews.
 J.A. Hoffer /MS in an Executive MBA Progmm 3 19

come Ito class well prepared, probably due to peer
pressure. Students also can easily devote an inordi-
nate amount of time to assignments; it is hypothe-
sized that this is because they are used to making and
expecting others to make thorough analyses, as well
as peer pressure.
As an example of the second external course
design variable, degree program curriculum, refer to
Table 2. This curriculum
focuses sharply on the functions and perspectivesof
top-level management, including strategic and corpo-
rate planning, industw and opportunity analysis,risk
assumingdecisions, and corporate policy formulation
WI l
In essence, the emphasis is on semi-structured prob-
lem solving. Because courses are held during one day
per week, courses can be easily combined to address a
problem, for example, from both financial and opera-
tions management perspectives. The curriculum must
first unfreeze [ 171 experience-based decision styles
before new methods of analysis can be openly dis-
cussed. The curriculum is not designed to develop
specialists.
3. Objectivesof EMBA MIS Course
Given the context for an EMBA MIS course, what
then should be its purpose? Should c:ertain skills be
taught? Are there myths about MIS that should be
dispelled? What role will the student play in MIS
development , design, use, and control?
At the Weatherhead School five general objectives
were chosen to establish a course framework and
classroom atmosphere. These objectives are meant to
be reasonable MIS interpretations of the general pro-
gram objectives outlined in the previous section. Ta-
ble 3 lists these objectives with a review of a student
(postcourse) evaluation of the achievement of objec-
tives. Only the goal of understanding; MIS technolo-
gies received a low achievement rating, by anyone; all
other objectives were considered lto h.ave been
achieved by the majority of the executives.
An MIS course designed around our objectives was
seen by the student as strongly improving their
opinions of MIS and its positive contribution to
organizational success. Table 4 reviews changes in stu-
dent perceptions of their attitudes toward MIS as
evaluated after the course. Some student textual com-
ments associated with their responses were:

Table 3. Achievement of : IIS Course Objectives

Objective Perceptual Achievement Level

Number and %
-
Very High Moderate Low Sample
Size a)
- _-_
&&d general role of MIS in an organhtion 13 (8 1.25%) 3 (18.57%) - 16

organization
Understand the effect MIS can have on an 9 (56.25%) 7 (43.75%) - 16

Understand mJor MIS technolo@eswhich help to set MIS

direction 7 (43.75%) 8 (50.00%) 1 (6.25%) 16
r
Understand role of user in MIS 10 (62.50%) 6 (3750%) - 16

Understand MIS is not just computers and computing but,

more importarit;ly, the way business policy is implemented 12 (75.00%) 4 (25.00%) - 16
_L_ -- -.
a) Not all students partidpated in the postcourse evaluation due to the method by which evaluation forms were distributed and
collected by the program Director; further this and subsequent tables have various sample sizes due to incomplete or u:ndassifiable
responses.
320 Gzse Studies

Table 4. Attitude Toward MIS

--
Very Positive Indifferent Negative Sample size
Positive
kcepuon of iWS
after coUW 10 (625%) 6 (37.5%) - 16
Positive Negative Sample
5ze More Some Less Less Some More
-- -
Feelingsabout MIS have
changed as follows due to
this wurse 13 (81.25%) 1 (6.25%) 1 (6.25%) 1 (6.25%) - - 16
-.

l had no knowledge of my own system - / do now
(emphasis in original). I know what it is and how to
use and manage it. I know how it can help me more
tftan it is now. (Agency Director)
See some potential use - lack of prior knowledge led
me to think it useless. Dont use what you dont
understanr:. (VP., Manufacturing)
I appreciate more the difficulty of integrating MIS
and DSS (Decision Support System) operations into
an organization. (Director, Engineering)
4. Topics Cove:red in Course
The topics addressed in a EMBA MIS course
depend upon the overall curriculum purpose, student
backgrounds arnd exposure to MIS, and MIS course
objectives; in particular, consider the following four
EMB4 characteristics:
(1) The EMBA is top-management, planning and
policy oriented (this suggests that students will be
conditioned to look for tools to support policy/
plans formulation and-&&&ion);
(2 ) The EMBA curriculum at CWRU has a strong
tec5moIogy management emphasis in several
courses (this suggests that courses in each area of
management should familiarize students with the
latest procedural, sodo-technical and equipment
technologies that will redirect management in the
GJture);
(3) The EMBA students, because of a planning orien-
tation, are interested in change management (this
suggests that an evolutionary, staged growth
framework for the MIS course could be an effec-
tive method to relate topics); and
(4) The EMBA students have very heterogeneous
experiences with MIS (this suggests some reme-
dial, knowledge leveling is necessary to at least
equalize the confidence level of students).
These four EMBA environmental conditions were
analyzed and suggested to us certain general topical
sections for the MIS course. Course time, capabilities
of instructors and university resources also helped to
choose topics. The ones listed below are believed to
highlight a majority of MIS policy issues and to pktce
these into a conceptual framework that all studerrts
can understand. Systems development methodologies
(for non-DSS applications), information theory, gen-
eral systems theory, MIS career paths and other
topics were rejected as being too abstract or mqxe
appropriate for operational or MIS managers. Appli-
cations of systems theory did arise several times dur-
ing analysis of cases or issues,
The five topical sections actually chosen, along
with some appropriate subtopics and objectives, an::
(1) MISStages of Gwvth
The objectives of this section were to understzind
the descriptive nature af this model and the trend:;in
MIS applications, personnel, user44IS relations, user
systems development roles and control that is sug-
gests. Students were asked to evaluate their own
organizational position along such growth patterns.
This topic was covered first in the course; subsequent
topics were all introduced briefly under this topic so

that students could relate the subsequent topics into
a wider perspective.
A discussion of this topic also points out the
experience differences among students and suggests
specific points to be addressed in later topic areas.
This topic thus provides an integrating framework for
the whole course (see environmental conditions (3)
above).
(2) Data plocessing SystemsOperations
Here the objectives were to understand transac-
tion, reporting and inquiry processing cycles, typical
computer hardware and software components, and
concepts of computer languages. This topic is needed
to achieve a leveling of MIS experience (see environ-
mental condition (4) above).
(3) MIS Advanced Technology
The objectives of this section were to:
(A) understand the concept of a database and the
capabilities of database query languages, the con-
cept of information resources and know some
source : of external, intelligence information.
(B) unders*and the functional components of the
offlce of the fuclrre, a strategy for implementing
one, and the orgAzationa1 effects of the auto-
mated office.
(C) understand the issues in MIS centralization/
decentralization, minicomputers and computer
networks and draw on the experience of several
firms which have dealt (at a policy level) with dis-
tributed processing.
These topics address the program and personal factors
found in conditions (2)-program technology orienta-
tion and (3)student change management orientation.
(4) DecisionSupport Systems
Here the objectives were to understand different
process models of decisionmaking, phases of decision-
making and the information requirements of each,
the requisite technologies that are merged to form a
DSS, examples of DSS, development and implemen-
J.A . Hoffer / MIS in an Executive MBA Program 32 1
tation patterns for a DSS, and design of students per-
sonal DSS. These objectives deal directly with the
need for planning and policy tools, embodied in con-
dition (1) above.
(5) CorporateModellingand PlanningLanguages
This last topic has as its objectives to understand
different classes of budgeting, planning, and tradeoff
analysis languages, actual use of a pre-programmed
corporate model (alternatives evaluation and model
reformulation), and model building and use scenario.
This topic aisoaddresses the need for planning tools
and ways to cope with organizational change, which
were deemed to be critical student and curriculum
factors.
Table 5 presents the student/executive evaluation
of the relevancy of these topics and the degree to
which the students wish to be involved in evalu-
ating, directing, designing, or utilizing these topical
areas in their own organization. Each topic was not
equally received by the students as being relevant to
their education and career, but this did not diminish
their wish to participate in setting the associated
organizational direction. The student evaluation
speaks strongly for the necessity of an integrating
mechanism, such as MIS Stages of Growth, for execu-
cutive students.
Associated with this numerical summary is the fol-
lowing comment made by one student:
1 believe this course teaches as much about manage-
ment style and decisionmaking as it does about com-
putts (MIS/DSS). And that is good! (Prerident,
Automobile Dealership)
Lecture style, homeworks, exams and readings all
contribute to molding a students perception of the
relevancy of each topic. The first three of these vari-
ables will be discussed under pedagogy. Students
evaluated the various readings used in the course;
detailed summaries are available, but are not neces-
sary for purposes of this paper. Not too surprizingly,
the highest rated materials were al! manager reader
oriented (as opposed to, say, MIS specialist) and were
found in such publications as Harvard Business
Review (not EDP Analyzer). Our conclusion from
this finding is that the MIS field must write more
322 Gzw Studks

kd
0.
z

managerial reviews of MIS topics (especially tech-
nologies) to better explain our field to the general
managerswho control our destiny.
5. Pedagogy
The pedagogical style of a course is realized in lec-
tures, homeworks and examinations. Our observa-
tions in this important area are:
(1) Executive students a.revery motivated by and
skilled at relating material to their own job experi-
ence. For this reason, lectures can be designed to
introduce ideas by dynamic case writing; i.e., by
asking if any student has seen some particular MIS
issue in his/her organization and use this history to
create and then emphasize the major points of the
issue. The faculty member mus? :ome prepared,how-
ever, with a list of points to be covered, tradeoffs to
be highlighted, management consequences, etc..
Student experience: also permits personalization of
homeworks, For exitimple,the final homework given
to all students in the EMBAMIS class was:
Describe (no more than 5 pages) your personal Deci-
sion Suppot? System (DSS). You will be graded on
your ability to itientify your activities which are
appropriate frrr a DCS. Your description should
include: your activities which the DSS will support
(use an appropriate general model for your activities
that _fit$ into a DSS framework), database contents,
sources of data, functions of any models, whether
your DSS is stand-alone or integrated into ongoing
MIS operations, and how the DSS might evolve.
Fifteen out of sixteen students (or 93.75%) who par-
ticipated in the course evaluation rated this a very
creative assignment, one student classified it as busy
work. Further, nine out of sixteen (or 56.25%) evalu-
ated this as very useful, five called it generally useful,
and two ranked it marginally useful. The one person
who rated this assignment both busy work and mar-
ginally useful, criticized the homework because he
was not forced to develop his DSS and. use it!
(2) Executive students are also highly motivated to
integrate material learned in several courses. There-
fore we:
(a) demonstrated a corporate model for a case study
(Browning Lumber [5]) which had been manually
J.A . Hoffer / MIS in an Executive MBA Progmm 323
analyzed in a previous session of a finance
course-this prompted the students to request
that an elective course be designed to be struc-
tured around this same sequence of manual and
then automated analysis, and
(b) introduced the BRANDAID marketing strategy
DSS [ 133 and then, jointly with the instructor
teaching market strategy, had the students invent
(on paper) a DSS for a market strategy case study
called Concorn Kitchens [3].
Both of these experiences reinforced the relevancy
and usefulness of a computer-based tool for semi-
structured cisionmaking and satisfied the student
desire to integrate material across courses.
(3) Executive students, in addition, art: highly
motivated by hands-on exposure to MIS technolo-
gies. The power of both word processing and corpo-
rate modelling systems was demonstrated in class.
The utility of these tools was quickly seen and stu-
dents wanted to apply them and gain first-hand expe-
rience with them. For example, one student com-
mented that the course could have included
more handsan exposure. It would have been more
useful if in Browning Lumber we would have worked
in groups of 6-8 and had a print out of the existing
situations - then 30 minutes to decide which 4 or 5
critical numbers we want to change and then time
at the machine to actually relate thi;se changes to the
bottom line. (Typical of comments from 62% of
the students.)
The above approach to teaching led to a course
pedagogical rating by students of 4.15 on a l-5 scale,
with 5 being highest, using the standard course evalu-
ation form in the Weatherhead School. This is above
the traditional dividing line of 4.0 which distin-
guishes very acceptable from adequate evaluations.
Further, this rating was in the middle of the range of
scores (3.8425) which were achieved in the EMBA
courses taught in the same .;emester as the MIS
course.
6. Summary and Conclusions
This paper has outlined and evaluated a required
first course in MIS for an Executive MBA program.
The success of this course suggests that this is a viable
324 cirse Studies
course as outlined and, more importantly, that MIS is
a valuable component of an overall ELBA curri-
culum.
The experience with an EMBA MIS course indi-
cates that its succes:; relies heavily on carefully pre-
paring material for consumption by students who
( 1) are aggressive and highly involved and who seek to
understand every detail (and become frustrated when
they do not);
(2) come from diverse organizations and MIS experi-
ences and require remedial MIS and EDP training; and
(3) want first-hand exposure to tools that have imme-
diate and pcrsonall application in bu.siness planning.
Funher, an MIS Stages of Growth framework
helped to relate all topics; it brou&t to mind issues
to be addressed as each topic was introduced. Deci-
siorornaking (as opposited to how a business operates)
is the orientation of most EMBA students. Conse-
quentfy. understanding Decision Support Systems can
be an effective course objective; this naturally evolves
from addressing those MIS technologies and theories
that give direction: to top-management% handling and
use of information:.
The experience of teaching EMRA students sug-
gests the following course modifications:
(1) More computer-based planning models should be
used in conjunction with other functional area
courses (e.g., finance and marketing) so that the
achievement of a tich analysis, via information system
support - can be exprienced first hand.
(21 A different apr)roach
c to automated office and dis-
tributeQ processing/tinicomputer topics since these
were rated noticeably lower with less perceived rele-
vancy than other l:opics,
(31 An evaluatior! of alternative integrating frame-
works to that re:?orted here; educators must deter-
mine to what degree other concepts (e.g., Anthonys
els of mailagement, Simons [19k phases of
maicing, or general systems theory) are also
suitable.
(4) More s)rssiematic utilization of dynamic case
writing*; e.g., by preparing brief discussion papers for
subsequent offeririgs of the course.
Teaching MIS *:osenior executives over the period
of a ~mpfete semester permits greater reflection by
the students, and a careful evaluation by them of the
f topics presented. Their evaluations also
(not ;jtlways new, but certainly reinforc-
ing) into an executives view of MIS:
(1) Although not all aspec:ts of MIS are deemed
personally relevant, a course such as that described
here instills in an executive that MIS is one major
way business policies are carried out and monitorc!d.
Possibly for this reason, executives want to take part
in directing and evaluating va.tious MIS activities, even
though these may not be immediately relevant to
their business activities. Executives are concerned
with change management and seek ways to cope with
the rapid changes in MIS. An evolutionary pattern (or
set of complementary patterns) is sought to explain
and manage these changes.
(2) MIS technologies (especially their capabilirttes
and features) are not easily understood by general
executives. They do, hlowever, grasp the impact tha,t
systems using these technologies have on their orgslbli-
zations. The impact seems to be most apparent tbt
information system applications that affect their ow:~l
decisionmaking. Information system professioniils
still need ways to explain the impact of high volume
data/infomlation handling technologies to thsse
senior managers who often must approve technolog!y
acquisition _
(3) The value an executive places on MIS is derived
from its support of decisionmaking. MIS activities
must be consistent with, yet supplement, an execu-
tives decisionmaking process. MIS activities that sup-
port integration, consolidation and extrapolation jIJf
data across functional management areas seem to he
exciting to executives. Hands on exposure to such
services, although actual business usage may be on.ly
through staff assistants, can be a very successfit
strategy for introducing decisionmaking support
service concepts.
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