Master of Science in Business Analytics Proposal

Submitted by the Information Systems/Operations Management Department

Charles F. Dolan School of Business

Fairfield University

May 2014

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 Table of contents

Table of contents 2

Description, overview, and summary 3

Need 3

Rationale 4

Objectives 6

Impact 6

Program details 7

The Competition: Distinctiveness of a Fairfield Program 10

Market Demand Study 10

Administrative structure and governance 11

Resources 12

Program Evaluation 13

Projections for the future 14

Appendix A- Regional Competitors 15

Appendix B- Full- v. Part-Time Program Schedule 20

Appendix C- Course Syllabi 21

Appendix D- IS/OM Faculty and CVs 59

Appendix E- Proposed Budget: Part- v. Full-Time 89

Appendix F- Institutional Research Demand Study 92

Appendix G - Minutes from IS/OM Department, DSB Grad Curriculum,

DSB Full faculty, Educational Planning Committee (EPC) 96

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Description, overview, and summary

Business analytics focuses on developing new insights and understanding of business

performance based on data and statistical methods. A variety of industries are in need of
individuals who can take on positions of responsibility for collecting, analyzing and interpreting
information in order to make sound strategic business decisions. Business analytics refers to the
skills, technologies, applications and practices for continuous iterative exploration and
investigation of past business performance to gain insight and drive business planning.
“Increasingly, top thinkers in academia and business believe that analytics, especially analytics
connected with big data, is going to be a driving force in our economy and society in the next 10
to 20 years.”1 To ensure continuing relevance for organizations in the future, a new MS program
in business analytics should be designed with special emphasis on database management and
business intelligence.

Need

According to McKinsey & Company in a 2011 report, the projected demand for deep business
analytical positions could exceed the supply produced with the current trend by 140,000 to
190,000 positions.2 Overall, the McKinsey  Global  Institute  estimated  that  by  2018  there  will  
be  4  million  big  data  related  positions  in  the  U.S.  that  require  quantitative  and  analytical  
skills.  However,  there  will  be  a  potential  shortfall  of  1.5  million  data-­‐savvy  managers  and  
analysts  to  fill  these  positions.    “As  the  demand  for  employees  with  quantitative  and  
analytical  skills  increases  you're  seeing  more  quants  (data  professionals)  being  placed  in  
key  decision-­‐making  roles,”  said  Linda  Burtch,  founder  and  managing  director  of  Burtch  
Works,  a  U.S.-­‐based  executive  recruitment  agency  for  quantitative  business  professionals  
(CNBC,  June  3,  2014).  

The Master of Science in Business Analytics (MSBA) at Fairfield University’s Dolan School of
Business (DSB) seeks to fill the talent gap in the area and to prepare graduates for this fast-
growing field by developing students’ critical skills in data- and model-driven management
decision-making in the context of a firm’s strategic vision. This degree meets the demand of
corporations to make sense of the ever-burgeoning datasets available to them through social
media and other sources. The Dolan School of Business Advisory Council, a group of business
leaders, mostly alumni, who advise the dean on business trends, has unanimously supported the
need for a business analytics degree. It also meets the demand of students, who have asked our
faculty for more in-depth curriculum in this critical area. Current DSB faculty possess the
expertise required for this degree, and the motivation to foster its development (see Appendix D).
Our competition—regional business schools—has answered this demand with programs of their
own (Appendix A provides details on regional programs/competitors). We need to respond to
this existing demand and recent actions by our competitors.

                                                                                                               
1  Research Report by MIT Sloan Management Review and SAS Institute, “From Value to Vision: Reimagining the

Possible with Data Analytics,” Spring 2013.  

2  Research Report by McKinsey & Company, “Big Data: The next frontier for innovation, competition, and
productivity,” May 2011.

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Rationale

Central to the DSB mission statement is the Jesuit notion of educating the “whole” person to be a
socially responsible professional who has career-ready competencies and is prepared to serve
others. As indicated above, businesses are in need of individuals who can take on positions of
responsibility for collecting, analyzing and interpreting information in order to make sound
strategic decisions. Building on the strong reputation of our existing graduate programs, and
faculty expertise in these areas, the Dolan School is poised to create an educational opportunity
that will fill this void.

Further, the Dolan School’s mission guides us to develop “innovative curricula” that are “shaped
by involvement with…business leaders.” The proposal for a MS in Business Analytics speaks to
this aspect of our mission, as we attempt to meet the needs of the market, needs that are being
emphasized in the finance, information systems, health care, and marketing fields.

In developing this proposal, the Dean and faculty have spoken to a range of business leaders, on
the DSB Advisory Council and in other forums, to assess potential demand for an MSBA degree.
The Advisory Council, in its March, 2014 meeting, was strongly supportive of moving forward
with the degree, with high interest among executives from a variety of sectors, including finance,
accounting, real estate, government agencies, and marketing. The Council responded
unequivocally with their needs for individuals with “Big Data” management and analysis
skillsets. Anecdotal evidence from faculty interactions with business leaders in information
technology has been similarly supportive. Our market demand study (see Appendix F) provides
further indication of market demand.

Beyond the apparent demand in the marketplace for individuals who are educated in analysis and
management of big data, Fairfield’s location and connections with area corporations will
enhance the attractiveness of an MSBA. Local corporations (e.g., GE, United Technologies,
Bic/Energizer, Subway) provide excellent opportunities for well-educated individuals to analyze
and interpret these firms’ consumer and financial databases. ]

Tangible outcomes. The MSBA can provide a number of tangible outcomes for students who
are seeking a highly specialized graduate program focused on managing big data. These
outcomes cover not only the development of critical academic and professional skills but also
opportunities for employment in highly visible and needed sectors of the marketplace.

Business analytics makes extensive use of data, statistical and quantitative analysis, and
explanatory and predictive modeling to help make actionable decisions and to improve business
operations. We expect graduates from the MSBA program to be analytics competent and big data
savvy so that they can not only analyze past performance but also identify opportunities to
improve future performance. To that end, the students will be exposed to the following:

• Communication and quantitative reasoning skills;

• SQL and database management skills;
• Data mining and data warehousing;
• Statistics skills;
• Data visualization;

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 • Text mining;
• NoSQL skills;
• Emerging topics.

Companies across industries reap the benefit of using skills from business analytics to tackle
complex business challenges. Career opportunities can be found in commerce, government, for-
profit and non-for-profit organizations, and the services or manufacturing sectors. Examples of
employment opportunities for MSBA graduates include:

• Business Analytics Analyst/Consultant;

• Big Data Analytics Specialist;
• Financial Analytics;
• Marketing Analytics;
• Operations Analytics;
• Logistics Analytics;
• Risk Management;
• Healthcare Analytics;
• Information Analytics.

A recent report by Hanover Research for Fairfield University exploring the fastest growing
occupations in the regions surrounding the University indicated that “every CIP (Classification
of Instructional Programs) code associated with “Statisticians” has reported increasing
completions since 2009 which confirms that applied math/statistics represents a strong option for
expansion.3 Business analytics represents the fastest-growing area of applied statistics.4 As
indicated above, the MSBA program fits in well with the mission of Fairfield University,
because it enables us to provide an educational resource to a marketplace that is deeply in need
of professionals with advanced skillsets who can manage an overabundance of both customer
and industry data. In order for decision-making and strategic planning to be truly meaningful for
the firm, while also being beneficial for all stakeholders in a particular organization- i.e.,
employees, customers, general public, etc. management must be able to consider vast amounts of
information in their deliberations of “next steps” for the company. A well-informed management
team can hopefully make decisions that not only positively affect the bottom line but also
account for how the business impacts all involved—either directly or indirectly—with the firm.
The MSBA educates managers who are equipped to either provide the information or else make
the decisions based on such information.

                                                                                                               
3  “Advanced  Degree  Market  Scan”  Prepared  for  Fairfield  University,  August,  2014.  Hanover  

Research,  p.  20.  

4  Cosentino,  Tony,  “Business  Analytics  in  2014:  Trends  and  Possibilities,”  Information  

Management,  January  23,  2014.    

 
 
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Objectives

In the near-term, our objective will be to establish (and maintain) a level of demand of
approximately 10-12 students who are able to move through the proposed sequence of courses as
a cohort. As will be discussed below in the Program Detail section, and later in the Resources
section, students will be able to complete the program in either a full-time (one year) or part-time
(two years) format, though if necessary accepted students will have five years to complete the
degree requirements. At the outset, we anticipate current MBA students bolstering enrollments in
existing courses (OM 400, QA 400, IS 520, OM 525). Over the long-term, it is our intention to
bring in cohorts of individuals who can move through the program together (ideally 15-20
individuals at a time) in a one-year timeframe.

In order to evaluate program effectiveness and quality, we will closely monitor application and
admissions numbers each semester and academic year. We will be able to evaluate the quality of
the applicants based on the applications received (e.g., applicant’s work and academic
background, reasons for undertaking the program). The Director of DSB Graduate Programs will
work closely with the IS/OM department to understand the characteristics of the current students
(strengths/weaknesses), as well as the structure of the program (what is working, what needs to
be changed or enhanced). The MS program will fall under the School of Business’ existing
stringent assessment regimen, so that each of the School’s four over-arching learning goals
(Critical thinking and expression, Leading, teambuilding and presenting, Acting ethically,
responsibly and legally, and Acquiring discipline-specific knowledge and skills) will be assessed
on a regular basis. Key benchmarks for program success will include:

• Graduation rate

• Academic performance in specific courses

• Attainment of program learning objectives via assessment process

• Job placement/advancement opportunities

Impact

Impact on current DSB programs. This new degree will draw on five existing courses and
propose four new courses (see Program Details below). Such an approach helps to address the
University’s need for higher graduate program enrollments and revenue, as articulated by the
Fairfield 2020 strategic process, by maximizing existing resources while proposing new
directions for growth. Internally, this program would help drive enrollments to courses already
offered as part of the MBA program. Currently, the IS/OM department services graduate
students via the MBA program. In addition to providing two of the MBA core courses
(Operations and Supply Chain Management [OM 400] and Applied Business Statistics [QA
400], each running once a year) and one of the required breadth classes (IS 500, offered twice a
year), the department attempts to offer at least one IS/OM advanced elective each academic year.
Downward pressure on applications to the DSB part-time MBA program has meant declining
enrollments for IS/OM graduate courses. As a result, it has been difficult for IS/OM faculty to

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offer upper-level courses, including those that would feature individual faculty members’
professional backgrounds and research expertise.

As will be discussed below, five of the nine required courses that are being proposed for the
MSBA program already exist and are offered in the MBA program. The department has recently
reviewed a number of these courses and has renamed and/or updated the course description and
content in order to keep the classes relevant with current trends in the industry. The four new
courses being proposed speak to topics that are essential for an analytics or “Big Data”
management professional. Further, existing IS/OM faculty members have the expertise to
develop and offer these courses in a rigorous and high-quality manner that the market expects
from a Fairfield graduate education. By adding these four new courses to the existing set of
courses currently offered by the IS/OM department, the Dolan School will be able to not only
offer a new and distinctly-packaged MS program but also increase the topical offerings in the
existing IS/OM concentration within the MBA program.

Impact on other Fairfield Programs. This program is not intended to replace any existing
programs at the University, but certainly represents an opportunity for interaction and cross-
fertilization with existing programs, such as Mathematics in CAS and the School of Engineering.
The DSB has initiated discussions with Mathematics, and proposes a graduate-level mathematics
course as an elective in this program (see Details below).

Program details

The MS in Business Analytics is designed as a 30-credit program that can be completed either
full-time over one calendar year or part-time over two academic years. This structure is identical
to the DSB’s existing MS in Finance program, a long-standing degree that has proven attractive
to both domestic and international students seeking to advance in their current finance fields. For
the sake of flexibility, students may take up to five years to complete the degree. If this is the
case, the student will be advised at the outset of the program with regard to the regularity of
course offerings.

The MSBA will benefit from the Dolan School's flexible graduate course offering schedule. In
addition to providing courses during the traditional fall and spring semester (typically one
evening each week, over 14 weeks), the courses can also be offered in 7-week formats during the
fall and spring. Further, the opportunity exists to provide either two- or four-week sessions
during the winter break and over the summer months. Finally, the IS/OM department will
actively pursue online and hybrid options for some of its courses. The intent is to enhance the
flexibility of the program to foster student accessibility while preserving the academic rigor and
high-interaction environment essential to a Fairfield program.

Appendix B provides an illustration of both a full- and part-time schedule.

The proposed curriculum includes:

9 required courses
1 elective course

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Existing Courses (all required):

QA 400 Applied Business Statistics

OM 400 Operations and Supply Chain Management
IS 500 Information Systems and Database Management
IS 520 Project Management
OM 525 Process Improvement and Quality Management

New Courses (all required):

QA 500 Business Forecasting and Predictive Analytics

OM 500 Introduction to Business Analytics
IS 540 Data Mining and Business Intelligence
IS 550 Business Analytics and Big Data Management

Graduate Elective (Choose 1 from the following existing courses. A second course may be
chosen from this list and substituted for one of the above existing courses with permission of the
Director of Graduate Programs. For example, someone with a strong professional background
in project management may opt to take another course in lieu of IS 520):

MK 520 Marketing Research

OM 535 Global Logistics and Supply Chain Management
IS 585 Contemporary topics in Information Systems & Operations Management
Another Graduate-level Business course commensurate with one’s professional
background/goals
A Graduate-level Mathematics course that complements required coursework*

*The MSBA provides an exciting opportunity to create an interdisciplinary connection with the
Department of Mathematics. The expertise of various faculty members in mathematics has
enabled the department to construct its own master-level program. A number of the graduate
courses could be highly beneficial for analysts, including the following: MA 551- Applied
Statistical Models, MA 553- Statistical Forecasting, MA 555- Statistical Consulting. Recent
discussions among Dr. James He, Dr. Stephen Sawin (chair, Mathematics Department) and the
Director of Graduate Programs raised the future possibility of considering additional
mathematics courses in the MSBA curriculum beyond one elective.

The intention is to further diversify the MSBA program curriculum as enrollment grows via
individuals with diverse academic and professional backgrounds. While the four new courses
proposed above cover the various advanced topics essential for business analytics and as a result
will always be required, one’s professional experience may serve as a viable proxy for the
project management, operations and/or information systems classes. Those who come into the
program specifically with professional backgrounds in areas such as statistics/modeling,
marketing research, or financial services could substitute courses in other disciplines for these
foundational courses. Ultimately, the hope is to develop different tracks within the MSBA, such
that all students study the core concepts of data analytics but then have the opportunity to further
enhance their graduate work by choosing topics within profession-specific disciplines. For
example, while all students must complete (QA 400, OM 500, IS 540, IS 550), statisticians and
actuaries could opt for advanced mathematics classes in forecasting and modeling, marketing
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researchers and brand managers would take research, branding and communication courses, and
those with financial services backgrounds could take in classes in mathematics and research
methodology in finance. Further, the hope is that other professions, such as organizational
psychology in GSEAP and healthcare management in the School of Nursing would find some
synergies with the analytics courses. Given the proliferation of data in almost every industry, the
need exists to have capable individuals who can make sense of this wealth of information about
the marketplace.

Appendix C contains the syllabi of all relevant IS/OM courses, existing and new.

Target markets. Regarding student profile, it is possible that Fairfield business, arts and
sciences (especially STEM), or engineering undergraduates may be interested in pursuing this
program. The MSBA is a logical “next step” for those who have majored or minored in any of
the undergraduate business disciplines because every division of the firm is faced with an
increasing amount of data and relatively few (if any) resources to make sense of such
information. However, the main focus will be to target business professionals who have some
work experience and can use the degree to leverage and better focus that experience. Thus, the
MSBA is designed expressly for:

• Graduates from analytic disciplines who want to develop advanced skills to solve
complex business problems in light of Big Data challenges.

• Graduates with degrees in quantitative areas such as business, economics, computer

science, engineering and statistics.

• Experienced professionals seeking career advancement through specialized training.

For such individuals, it may be possible to also align specific non-credit certifications with
certain MS classes, including “six-sigma” and “project management.” In addition, we believe
that the mix of both quantitative skills and managerial decision-making that come from these
specific IS/OM classes will be extremely attractive to international students. This program
could be particularly attractive for international students with engineering backgrounds, as
the MSBA will provide a managerial perspective on business decisions.

With regard to growth potential and expanding on the initial market reach, this program is geared
for anyone with a strong analytic background and/or professionals in a position that involves a
good deal of data analysis and decision-making based on such analysis. As a result, individuals
with diverse backgrounds (business, economics, mathematics, natural sciences, etc.) could be
attracted to this program. Certainly, initial marketing/promotion efforts must focus on the
business sector and those firms where Fairfield’s reputation is already established (via MBA, MS
Accounting, and MS Finance alums/candidates). Ideally, as the number of students who enroll in
the MSBA increases, more effort should be spent on reaching out to non-traditional sectors (e.g.,
natural and social sciences).

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The Competition: Distinctiveness of a Fairfield program

As shown in Appendix A, there are six programs in the region that would compete against the
proposed MSBA at Fairfield. While this is substantial competition, the proposed MSBA offers
several distinctions:

• The content of the program represents a dynamic combination of quantitative skills

learning and higher-level managerial training. The expertise of the IS&OM faculty
includes abilities in analytical statistics along with project management, managerial
decision-making, and quality management. This integration of quantitative analysis and
people management skills is a differentiator in the marketplace.

• It is compact; while competitive programs have total credits ranging from 30 to 36, the
MSBA would require 30-credits. The faculty believes that with focused content on
critical topics, this program can offer students the skills and knowledge they need to be
effective big data analysts. The flexible “packaging” of courses, as noted above, into 7-
week, winter intersession, and summer courses, also increases flexibility in comparison to
the competition.

• With graduate programs, commuting distance to the school is a critical variable. Our
closest competitor, Quinnipiac University, offers only an online version of its MS in
Business Analytics degree. Our program would offer primarily on-ground, high-
interaction teaching with the flexibility for students to supplement with online and hybrid
offerings. For highly quantitative coursework, interaction with expert faculty is essential
and will be an attraction for students.

Market demand study

The School of Business worked with the Office of Institutional Research in spring 2014 on a
market demand study for the MSBA. Because we foresee the potential target market for this
degree to include international students, we cast a wider net than has been typical to try to get a
sense of response to this proposed program. The following audiences received the demand
survey:
• Current undergraduate juniors and seniors (N = 1,770).
• Undergraduate alums from the past 15 years (N = 10,585).
• Graduate level Fairfield University alumni, past 10 years (N = 2,866)
• GMAT and GRE test-takers who identified Fairfield as a recipient of score reports
(domestic and international participants, N = 4.293).

Overall, 18,623 participants were invited (not including 868 e-mails that bounced back), and the
final responses were N = 1,040.

Preliminary data from this market demand study look supportive for this program (see Appendix
F). 19% of respondents (197) indicated that they are “definitely interested” in an MSBA, and of
those who intend to go to graduate school in the next 2 to 4 years, 30% indicated that they were
“very likely” to apply to a Fairfield MSBA. A caveat to these results is that this is a somewhat

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different sampling strategy than in past Fairfield market research (i.e., including GMAT and
GRE test takers), and the overall response rate is low. However, given the very broad nature of
the sample (i.e., including all majors and schools for Fairfield alumni), combined with the very
specific program being presented, it is not surprising that interest in this particular degree would
represent a small portion of the sample. As it is, these results indicate that in order to obtain the
10-student initial enrollment we are seeking, we would only need 5% of the 197 who responded
that they are “definitely interested.” We find these market survey results convincing that there is
interest in Fairfield University offering this degree program. It is also worth noting that other
Business Analytics programs have qualified as STEM programs for the purposes of extending F-
1 visa allowances for international students working in the US. For STEM programs, Optional
Practical Training (OPT) periods for internships and full-time work may be extended beyond the
current 12-month period. This aspect could be very attractive to international students seeking
US work experience.

Administrative structure and governance

As has been the case with other specialized master-level programs in the DSB, the faculty
members who offer the curriculum are the primary “keepers” of the program. In this capacity,
the School of Business will rely on the IS/OM department (currently chaired by Dr. James He) to
ensure that the MSBA curriculum remains rigorous, relevant and competitive with other
institutions’ graduate offerings in the topical areas. Thus, all decisions pertaining to curriculum
begin at the department level.

The Dolan School has a Graduate Curriculum Committee (GCC), which has oversight for
curricular issues in all the graduate business programs. The IS/OM representative (currently Dr.
Vishnu Vinekar) is responsible for bringing any curriculum changes or proposals to the GCC, to
be vetted by its members (each academic discipline is represented; the current chair is Dr. Carl
Scheraga- Professor of Business Strategy and Technology Management). It is only after approval
has been granted by the GCC that curricular issues can be brought before the DSB faculty for
consideration.

The Associate Dean of the School of Business (Dr. Mark Ligas, Associate Professor of
Marketing) is also the Director of Graduate Business Programs. In this capacity, his office
oversees the entire admissions process for all graduate business programs. In addition, his office
works with various other parties on campus (e.g., Graduate Admissions, Institutional
Marketing/Communications, Office of International Students/Study Abroad) on tactics and
strategies for communicating graduate programs to the larger marketplace. Further, the Director
serves as the faculty advisor for each graduate student. In the case of each of the specialized
master-level programs, a faculty member within the discipline also serves as an academic
advisor. This model will be replicated for the MSBA.

The Dean of the School of Business (Dr. Don Gibson, Professor of Management) has the
responsibility of not only communicating the graduate programs to the larger marketplace but
also specifically to the alumni, recruiters, employers and friends of Fairfield University. In
addition, the Dean is the primary liaison between each graduate program (and its accompanying
faculty/department) and the DSB Advisory Council. Thus, the Dean is able to provide guidance
and input from the council members on matters concerning industry needs and trends.
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Resources

The Information Systems/Operations Management department in the Dolan School of Business

has the expertise to create, maintain and regularly enhance the Master of Science in Business
Analytics. The individual research expertise of each faculty member, in combination with their
past experience teaching in existing graduate programs and courses, provide a strong set of skills
that ensure the development and maintenance of a unique and rigorous program of study.
Currently, the IS/OM department consists of five full-time, tenured faculty members:

J. He, Professor and Chair

C. Huntley, Associate Professor
P. Lee, Associate Professor
Y. Ozcelik, Associate Professor
V. Vinekar, Associate Professor

A sixth faculty member, Dr. Campbell, left the University June 30, 2014. The department is
conducting a search for a new tenure-track faculty member in fall 2014, in anticipation of a hire
for fall 2015. A new faculty member will be sought with expertise in areas to include
quantitative analysis, Big Data, and business intelligence. Dr. He, and Dr. Lee have expertise
mainly in quantitative analysis (QA) and operations management (OM) and are capable of
teaching the following two new courses in the proposed curriculum:

QA 500 – Business Forecasting and Predictive Analytics

OM 500 – Introduction to Business Analytics

Dr. Huntley, Dr. Ozcelik, and Dr. Vinekar have expertise mainly in information systems (IS) and
database management and are capable of teaching the other two new courses:

IS 540 – Data Mining and Business Intelligence

IS 550 – Business Analytics and Big Data Management

Given the vision for growth in the MSBA (particularly to the point of having a full-time cohort
program), we anticipate the need for an additional faculty line in IS/OM as the program
demonstrates growth in enrollments. Currently, the IS/OM department is at capacity with regard
to teaching obligations. Although the existing faculty can construct and successfully offer the
proposed new courses for the MSBA, with potential growth of the program this will only further
tax the departmental resources. As noted above, although the IS/OM concentration is down in the
MBA, the department still provides required MBA core and breadth classes. At the
undergraduate level, where the Business School continues to realize strong growth, the
department covers two required business core courses (IS 100 and OM 101) and has been asked
to offer a large number of sections in a given semester of each of these classes. In addition, the
IS major is beginning to grow at the undergraduate level, which necessitates offering more
upper-level electives. Given the requirements of our accrediting agency (AACSB) that at least
75% of our course credit hours must be taught by full time participating faculty, we will need to
address the potential future shortage in faculty resources with an additional faculty line.

Appendix D provides a summary of IS/OM faculty and their qualifications.

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In addition to faculty resources, the greatest costs for the MSBA, especially at the outset, are
those associated with effectively communicating Fairfield’s program to the outside market.
Given the competitive alternatives that currently exist, as well as those that are being planned
based on demand from industry, it will be imperative to educate the marketplace on Fairfield’s
offering, with the hope that Fairfield’s reputation for high interaction-high quality and rigorous
education will enhance demand for the MSBA. With a number of competitive threats in
relatively close proximity, it is necessary to have a well-developed and separate
communications/advertising plan for the MSBA.

Appendix E provides illustrative budgets for a: full-time (one calendar year), part-time (two
academic years), and “mixed” program (part- and full-time students). The various costs and
revenues contained within these budgets are based on current numbers, with a conservative
estimation of increased communication costs in future years.

Program Evaluation

The Dean, Associate Dean, and members of the Information Systems/Operations Management
Department will undertake a number of activities over the first three years, to obtain feedback on
the growth of the new MSBA program. These initiatives will include closely tracking the
following criteria:

• change in application and enrollment numbers from year to year;

• number of program inquiries within the school and through Graduate Admissions;
• professional placement opportunities as a result of graduating from the program;
• whether the variety of professional backgrounds of the students increase;
• whether/to what extent the international marketplace becomes interested in the program.

In addition, the Dolan School of Business learning goals will be applied to the MSBA
curriculum. As a result, the MSBA will be held to the same rigorous curriculum standards as are
the other degree-granting programs. This requires that student work pertaining to specific
learning goals (e.g., thinking and expression; leading, teambuilding, and presenting; acting
ethically, responsibly and legally) be assessed on a yearly basis. Further, goals specific to the MS
program, especially with regard to quantitative reasoning and analysis (an objective of the
thinking and expression learning goal) will be articulated and added into the curricular
assessment process, as a means of maintaining the rigor and relevance of the MSBA.

Over the long term (5 years), the DSB will formally assess the need and relevance of the MSBA.
To do this, a formal committee (Dean, Associate Dean, members of the DSB graduate
curriculum committee, IS/OM faculty) will review all statistics related to demand, including:
inquiry information, application and admission numbers, cohort sizes (if developed), student
academic and professional background, placement and job opportunities, and financial results of
the program. In addition, it will be of paramount importance to work with the DSB Advisory
Council to determine the continued relevance of the MSBA program and demand for its
specialized knowledge by firms/industry leaders. Given that the DSB Advisory Council has been
a strong supporter of business analytics education, they should be able to provide candid and
insightful commentary on where Fairfield's program stands in five years.

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Projections for the future

As has been noted throughout, it is the intention of the business school to market the MSBA as a
highly specialized, high-demand degree that can be completed in a relatively short period of
time. The hope is that we can quickly get to a point of bringing in cohorts that will work through
the program on a yearly basis. As indicated in the budget estimates, with moderate growth
expected on a yearly basis and reasonable increases in advertising and communication costs, the
MSBA has the potential to begin generating revenues in excess of costs for the institution in the
first year for a fulltime cohort, and in the second year under a part-time model.

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 Appendix A
Regional Competitors

1. UConn – MS in Business Analytics and Project Management

Location: School of Business Graduate Learning Center in downtown Hartford, CT

About the Program: The mission of the Masters in Business Analytics and Project
Management (MSBAPM) is to deliver a program of excellence in the study of advanced
business analytics and project management. The program delivers a core set of
advanced courses in both business analytics and project management. MSBAPM
provides an integrated curriculum and a global perspective using evolving technology
platforms to facilitate and support the learning process. MSBAPM is structured to
provide businesses a pipeline of talented and energized professionals who will create
immediate value for their organization and the communities they serve.

The program requires 33 credit hours, including four 3-credit courses in Business
Analytics, four 3-credit courses in Project Management, and 9 credit hours in elective
courses.

Course Descriptions: Required courses are listed here. Detailed course descriptions
can be found at: http://msbapm.business.uconn.edu/academics/course/

Business Analytics (12 credits)

1. Business Process and Modeling and Data Management

2. Predictive Modeling
3. Business Decision Modeling
4. Data Mining and Business Intelligence

Project Management (12 credits)

5. Introduction to Project Management

6. Project Leadership and Communications
7. Project Risk and Cost Management
8. Advanced Management

2. Fordham – MS in Business Analytics

About the Program: Fordham's Master of Science in Business Analytics (MSBA)

program integrates analytic techniques, data management, IT, modeling, and statistics to
train students to become effective analysts and informed users of business data. MSBA
Students develop the skills required to succeed in data-driven industries such as banking,
consumer products, energy, government, health care, insurance, manufacturing and
pharmaceuticals.

This program consists of 30 credits over 3 semesters, and can be completed in 1 year

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 of full-time study or in flexible part-time study. The program starts in August and runs 12
months, full-time, until the following August. It is completed over three trimesters: Fall,
Spring, Summer.

Course Descriptions: Detailed program description can be found at:

http://www.bnet.fordham.edu/academics/ms_programs/ms_business_analytics/index.asp

Fall Term (12 Credits)

1. Database Management
2. Data Warehousing
3. Data Mining for Business
4. 1 Elective

Spring Term (12 Credits)

5. Business Analytics for Managers

6. Text Analytics
7. Web Analytics
8. 1 Elective

Summer Term (6 Credits)

9. Business Performance & Risk Management and Analytics

10. 1 Elective

3. Steven’s Institute of Technology – MS in Business Intelligence & Analytics

About the Program: The market has an increasing need for professionals with data
management knowledge, analytical capability and problem-solving skills. Stevens is one
of a select few universities worldwide to offer a master’s degree in this emerging field.
Currently, Stevens is the only university in the NYC area to offer a BI&A master’s
degree intended to train students to fill the growing demand for big data analysts.

The Business Intelligence & Analytics (BI&A) degree is a 36-credit graduate

program for students who have already completed an undergraduate degree in science,
mathematics, computer science, engineering or a related field. Stevens offers flexible
study options for both full- and part-time students interested in advancing their careers
within industry-specific analytical fields such as finance, information technology,
telecommunications and engineering.

Course Descriptions: Detailed course descriptions can be found at:

https://www.stevens.edu/howe/academics/graduate/business-intelligence-analytics-bi-
ms/msbi-overview

i. Organizational Context

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 • Financial Decision Making
ii. Data Management
• Strategic Data Management
• Data Warehousing and Business Intelligence
iii. Optimization & Risk Analysis
• Process Analytics and Optimization
• Financial Enterprise Risk Engineering
iv. Statistics
• Multivariate Data Analytics
• Experimental Design
v. Data Mining & Machine Learning
• Knowledge Discovery in Databases
• Statistical Learning & Analytics
vi. Social Network Analytics
• Social Network Analytics
• Web Analytics
vii. Industry Practicum (Select 1)
• Applied Analytics in the Life Sciences
• Algorithmic Trading Strategies
viii. Electives – Electives in additional departments are available for students who
waive one or more of the required courses (Financial Decision Making or
Strategic Data Management). To waive courses, students must have approval
from a faculty advisor.
1. Finance
a. Investment and Capital Markets
b. Many Financial Engineering electives are available
2. Information Systems
a. IT Strategy
b. Integrating IT Architecture
c. Marketing Online

4. New York University – MS in Business Analytics

About the Program: The Master of Science in Business Analytics Program is

designed with busy working professionals in mind. Participants live and work in their
home countries and attend five concentrated, rigorous modules in New York and
Shanghai. There is an optimization of classroom time, with usage of distance learning
between modules. The modules are time intensive so that all teaching is done in-person
only. Experienced managers who can benefit from unlocking the potential of big data.
Participants come from a broad range of sectors: financial services, communications,
consulting, health and pharmaceuticals, manufacturing, energy, nonprofit/NGO,
education, IT, etc.

This program is 1 year in length and starts in May of each year.

Course Descriptions: Detailed module descriptions can be found at:

  17  
 http://www.stern.nyu.edu/programs-admissions/global-degrees/business-
analytics/academics/course-index/index.htm

The MS in Business Analytics modules are spread out over a period of 12 months.
Between modules, students complete approximately 20 hours of work per week on pre-
and post-module tasks.

Module 1: New York

1. Digital Analytics and Strategy: An Introduction

2. Dealing with Big Data
3. Data Mining for Business Analytics
4. Decision Models
5. Probabilistic Models for Finance
6. Prediction

Module 2: New York

1. Data Driven Decision Making

2. Social Media and Digital Marketing Analytics
3. Managing for Quality

Module 3: Shanghai

1. Operations Analytics
2. Advanced Decision Models
3. Data Visualization

Module 4: Shanghai

1. Special Topics in Analytics: Revenue Management & Pricing

2. Strategy, Change, and Analytics
3. Market Modeling

Module 5: Closing – New York

1. Strategic Capstone

5. St. John’s University – MBA in Business Analytics

The Master of Business Administration with a concentration in Business Analytics

develops professionals with training in the emerging field of integrated statistical
analysis, data mining, predictive modeling, business intelligence and optimization
methodologies with state-of-the-art information technology tools to automate or support
decision-making activities in the ever-changing economy.

This program option provides students with a combination of technical and managerial
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 coursework needed for dealing with future challenges in the technology and data-driven
global environment.

Potential career options for graduates from this program include data scientist, health
care analyst, statistician, predictive modeler, quantitative analyst, project manager,
market research analyst, computer systems analyst and technical team leader.

Detailed module descriptions can be found at:

http://www.stjohns.edu/academics/graduate/tobin/academics/departments/cis/mbacis/mba
businessanalytics.stj

6. Quinnipiac University – MS in Business Analytics (online program)

About the Program: The Master of Science in Business Analytics Program is 33

credits in length and provides a strong quantitative foundation that is inclusive of
advanced statistics, data mining, text mining, tools for analysis and presentation and other
relevant courses. The mission of the program is to develop in working professionals the
skill sets needed to address the massive amount of data that has become universally
available in order to leverage this toward successful business and decision-making
applications. Numerous business functions and industries have noted the enormous need
for individuals who possess the quantitative, analytical and presentation skills required to
apply data to the solution of business problems, to create new business opportunities and
to support innovative practices. These skills are also critical to decision-making in the
nonprofit, governmental and educational industries as well as to entrepreneurship and
small business management. More than 50% of the courses are offered online.

Course Descriptions:

Core Courses

1. BA 610 – Statistics and Probability*

2. BA 615 – Predictive Modeling*
3. CIS 620 Data Management
4. CIS 627 – Data Warehousing and Data Mining
5. CIS 628 – Business Intelligence and Data Mining
6. BA 620 – Text Mining*
7. BA 690 Business Analytics Capstone*

Four Electives

1. CIS 625 – ERP Design and Implementation

2. MG 603 – Project Management
3. CIS 690 - Managing Information Technology Projects
4. BA 680 - Statistical Quality Control*
5. BA 660 – Optimization*
6. BA 650 - Data Visualization*

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 Appendix B
Full- v. Part-Time Program Schedule

Full-Time
Fall Winter Spring Summer
Semester Semester Semester Semester
QA 400 IS 500 OM 400 New course
IS 520 OM 525 New course
New course New course
Elective in either Fall or Spring Semester

Part-Time
Fall Spring Summer Fall Spring
Semester Semester Semester Semester Semester
QA 400 OM 400 IS 500 IS 520 OM 525
New course New course New course New course
Elective in either Fall or
Spring Semester

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 Appendix C
Course Syllabi
 
Information  Systems  
CRN  10814  
Winter  Session  -­‐  2014  
Course  Syllabus  
 
 
Class  Schedule:                          January  2  –  January  14              
Meeting  Days/Times:        Weekdays  /  6:00pm  –  9:30pm  &  Saturdays  /  9:00am  –  4:00pm  
Class  Location:                            Room  TBA  
Online  Discussions        TBD  
Instructor:                                            Arthur  C.  McAdams,  III,  Ph.D.  
Department:                                      ISOM        
Office  :          NA  
Phone:                                                        203.259.4740  
E-­‐Mail:                                                      amcadams@fairfield.edu  
Office  Hours:              By  Appointment  
 
Books  &  Technology  
 
Required  Books  
                                         
Cowen,  T.  (2011)  Average  is  Over:  Powering  America  Beyond  the  Age  of  the  Great  Stagnation.  
New  York:  Penguin  Group.  
 
Drucker,  P.  (2002).  Managing  the  Next  Society.  New  York:  St.  Martin’s  Press.  
 
Friedman,  T.  (2005)  The  World  is  Flat:  A  Brief  History  of  the  Twenty-­‐First  Century.  New  
York:  Farrar,  Straus,  &  Giroux.  
 
Peters,  T.  (2003).  Re-­‐Imagine!  London:  Dorling  Kindersley  Limited.  
 
Recommended  Books  
 
American  Psychological  Association.  (2003).  Publication  Manual  of  the  American  
Psychological  Association  (5th  ed.).  Washington:  APA.  ISBN  1-­‐55798-­‐791-­‐2  
 
Required  Technology  
 
You  will  need  access  to  a  computer,  printer,  Fairfield  University  systems,  and  the  Internet.  
For  presentations,  please  copy  an  electronic  version  to  a  USB  drive  and  send  yourself  a  
backup  version  via  e-­‐mail.  You  may  also  deliver  the  presentation  from  a  laptop.  
 
 
 
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Course  Description  &  Approach    
In  this  course,  we  will  examine  the  interrelationship  between  information  technology,  
organizations,  and  knowledge  workers,  as  well  as  the  relationship  of  these  dynamics  with  
industry,  corporations,  governments,  and  society.  We  will  review  the  history  of  human  and  
technological  advancement  that  has  built  the  foundation  for  the  current  digital/information  
age  as  a  way  to  explore  the  challenges  and  methods  for  improving  organizational  
performance  in  the  future.    
Using  a  combination  of  required  class  material,  books,  scholarly  journals,  and  industry  
publications,  and  contemporary  sources,  such  as  daily  newspapers,  students  will  perform  
research  as  a  way  to  apply  course  lessons  in  their  areas  of  interest.  Through  these  exercises,  
students  will  gain  an  understanding  of  many  management  tenets,  such  as  value,  strategy,  
lifecycles,  organization,  information,  innovation,  quality  management,  change  and  project  
management,  and  technology.    
The  textbooks  in  this  course,  and  for  that  matter  any  document,  should  not  be  considered  
the  final  source  of  “absolute  truths,”  but  as  thought-­‐provoking  instruments  that  both  
educate  and  challenge  our  understanding  of  organizations,  talent,  information,  knowledge,  
technology,  etc.    
 
Learning Outcomes
 
1. Gain  an  appreciation  for  the  cause  and  effect  of  technology  in  different  eras  
2. Distinguish  data,  information,  knowledge,  and  wisdom  
3. Analyze  and  improve  information/knowledge-­‐based  organizational  systems    
4. Understand  the  basic  attributes  of  IT  
5. Empathize  with  the  challenges  associated  with  change  management    
6. Contemplate  the  attributes  of  leaders  and  managers  in  the  new  economy  
7. Build  a  systematic  mindset  for  solving  problems      
8. Understand  the  interrelated  nature  of  talent,  technique,  and  technology  
9. Define  the  relationships  between  knowledge  workers,  organizations,  and  IT  
10. Bridge  the  gap  between  theory  and  practice  
11. Assess  opportunities  and  emerging  trends  in  the  knowledge  economy    
12. Contemplate  the  ways  IS  may  contribute  to  a  better  world    
 
Course  Story  Line    
 
1. Society,  business,  and  technology  are  indistinguishable  
2. Technology  is  neutral  -­‐  people  are  the  differentiator    
3. Applying  technology  appropriately,  a  primary  tenet  of  management,  has  been  a  
competitive  advantage  in  previous  eras  
4. The  new  economy  is  driven  by  information/knowledge  and  the  technology  is  IT  
5. IS,  an  evolved  form  of  management,  is  misunderstood  and  subsequently  
undervalued  
6. Progress  in  the  new  economy  is  dependent  upon  people  who  can  ethically,  
effectively,  and  efficiently  employ  the  tenets  of  IS  
7. Society  and  business  need  enlightened  knowledge  workers  and  IT  professionals    

  22  
Course Outline
 
Module  1  -­‐  The  Knowledge  Economy  
In  this  module,  we  will  review  the  interaction  of  technology  with  business  and  society  as  
presented  by  Peter  Drucker  in  Managing  the  Next  Society.  In  particular,  we  will  focus  on  his  
description  of  knowledge  work  and  the  new  economy.  We  will  review  the  history  of  
technological  advancement  with  an  emphasis  on  the  somewhat  recent  evolution  of  our  
economy  from  a  manufacturing  model  to  an  information-­‐based  model.  We  will  explore  the  
interaction  between  people  and  technology  in  various  social  and  economic  environments  
with  an  emphasis  on  the  knowledge  workforce.  In  this  module,  we  will  establish  definitions  
for  technology,  IT,  data,  information,  knowledge,  quality,  strategy,  processes,  operations,  
leadership,  management  science,  knowledge  workers,  systems,  lifecycles,  projects,  and  
value.    
 
Module  2  –  Information  Technology  &  Systems      
As  the  “technology-­‐is-­‐not-­‐magic”  module,  we  will  review  and  discuss  the  impact  of  recent  
technological  advancement  as  presented  by  Thomas  Friedman.  We  will  review  the  
components  of  computers  (hardware  and  software),  and  focus  on  the  three  attributes  of  
information  technology:  electronic  data,  instructions,  and  connectivity.  We  will  examine  
data  management  as  well  as  the  many  forms  of  IT  architecture  (e.g.  centralize  versus  
decentralize).  We  will  review  the  initial  waves  of  data  warehousing/mining  and  its  more  
modern  interpretations,  such  as  organizational  intelligence,  analytics,  and  big  data.  We  will  
also  examine  security  and  risk  management.    
 
Module  3  –  Organizational  Systems  &  Intelligence  
In  this  module,  we  will  integrate  the  lessons  from  the  previous  two  books  with  the  ideas  
proposed  by  Tom  Peters.  We  will  discuss  strategic  planning  and  explore  the  challenges  
associated  with  introducing  technologically  innovative  (sustaining  and  disruptive)  
products,  services,  and  processes.  We  will  review  formal  methods  that  define,  design,  and  
deliver  information  systems  and  technology  in  today’s  economy,  which  include  traditional  
systems  development  life  cycle  (SDLC),  joint/rapid  application  development  (JAD/RAD),  
and  agile.  We  will  also  study  the  science  of  project  management  and  its  primary  tools,  such  
as  critical  path  analysis.  We  will  evaluate  the  risks  and  rewards  of  radically  redesigning  
systems  and  we  will  discuss  change  management  and  the  “art”  of  successfully  delivering  
innovative  solutions.    
 
Module  4  –  Talent  Dynamics  in  the  New  Economy  
In  this  module,  we  will  explore  the  dynamic  relationship  between  technology  and  talent  to  
better  understand  contemporary  employment  issues,  as  well  as  the  factors  identified  by  
Cowen  that  may  be  influencing  distribution  of  wealth,  success,  power,  etc.  Building  from  
material  in  the  other  modules,  we  will  review  similar  patterns  in  earlier  eras  as  a  way  to  
better  understand  our  current  situation.  In  particular,  we  will  explore  the  emerging  
opportunities  and  challenges  that  are  enabled  by  IS  in  a  real-­‐world  context.    We  will  discuss  
value  streams  and  the  integrated  nature  of  knowledge  workers,  management  science,  and  
information  technology  during  this  module.  As  an  extension  of  this,  we  will  explore  the  
evolving  role  of  managers  and  specialists  in  the  new  economy.  
  23  
Module  5  –  Review  &  Reflection  
In  this  module,  I  will  ask  you  to  reflect  on  the  ways  IT  may  affect  society,  industry,  
companies,  professions,  hobbies,  personal  relationships,  etc.  In  addition  to  the  broad  
themes,  students  will  be  asked  to  evaluate  the  current  state  of,  and  to  imagine  the  
possibilities  created  by  IT  in  their  chosen  industry  and  discipline.  This  industry  
environmental  analysis  should  include  factors,  such  as  lifecycle,  performance,  and  need  or  
likelihood,  of  significant  change.      
 
Course  Requirements  &  Guidelines    
   
This  course  requires  both  oral  and  written  assignments.  Research  is  an  important  
component  of  this  class  and  it  allows  you  the  opportunity  to  integrate  your  interests  with  
the  course  theories.  You  will  be  required  to  complete  three  informal  oral  reports  on  current  
events,  three  five-­‐page  papers,  two  20-­‐slide  10-­‐minute  formal  presentations,  and  three  12-­‐
slide  10-­‐minute  team  research  round-­‐table  presentations.  All  printed  work  is  due  at  the  
beginning  of  class.  Collected  assignments  require  at  least  seven  sources.    
 
An  MBA  degree  is  designed  to  prepare  students  for  a  career  as  a  general  manager  
(executive,  CEO,  entrepreneur,  etc.).  With  this  in  mind,  please  try  to  think  of  all  assignments  
as  really  important  business  opportunities.  Imagine  showing  up  for  an  important  meeting  
without  any  preparation,  or  the  proper  paperwork,  or  delivering  a  presentation  that  is  
littered  with  spelling  errors.  For  this  class,  please  write  e-­‐mails  with  at  least  semi-­‐
professional  form  and  refrain  from  using  slang  or  any  poor  writing  style.    
 
Each  written  assignment  should  be  typed  and  meet  the  minimum  requirement  for  content  
and  length.  All  assignments  should  be  printed,  stapled,  paginated,  and  include  a  title,  the  
student’s  name  and  student  number,  the  course  name  and  section,  and  the  type  of  
assignment.  All  papers  should  use  12-­‐point  font,  be  double-­‐spaced,  and  utilize  a  formal  
writing  style.    
 
Presentations  should  include  a  final  slide  with  references  and  be  printed  in  gray  scale  that  
contains  six  slides  per  page.    Each  slide  should  have  a  heading.  Try  to  stay  consistent  (a.k.a.  
parallelism)  within  each  slide.  In  other  words,  if  your  first  statement  is  a  proper  sentence,  
then  keep  using  sentences  for  the  remainder  of  the  slide  and  use  proper  punctuation.  If  you  
use  bullets  and  start  with  verbs,  then  continue  to  use  verbs  for  the  remainder  of  the  slide.  
Please  use  proper  punctuation  regardless  of  style.    
 
Please  keep  in  mind  that  communicating  clearly  and  concisely  is  a  valuable  skill  in  today’s  
information-­‐based  and  time-­‐sensitive  culture.  These  skills  are  also  transferable  to  any  
discipline  and  vocation  you  choose  to  explore.  Speaking  proper  English  was  the  overriding  
theme  in  the  1964  musical  My  Fair  Lady  in  which  Professor  Higgins  sings;  “this  verbal  class  
distinction  by  now  should  be  antique.”  This  is  not  a  communication  class,  and  my  English  is  
far  from  perfect,  but  just  as  in  most  office  settings,  you  will  be  required  to  write  and  
present  your  thoughts  to  multiple  audiences.  I  create  these  difficult  course  requirements  
because  I  want  you  to  be  prepared  for  post-­‐academic  life  (I’m  really  not  trying  to  punish  
you  with  random  onerous  demands!).  
 
  24  
Mark  Twain  once  quipped,  “I  apologize  for  the  length  of  this  letter,  if  I  had  had  more  time  it  
would  have  been  much  shorter.”  With  this  in  mind,  you  may  want  to  build  a  theoretical  or  
conceptual  framework  for  your  paper.  This  is  fairly  easy  and  is  just  for  you  -­‐  so  keep  it  
simple.  Write  a  few  sentences  for  each  of  the  major  sections  and  try  to  build  your  paper  
around  these  markers.  This  may  help  you  stay  focused  on  the  subject.  Occasionally  papers,  
much  like  projects,  suffer  from  “scope  creep”  and  take  on  too  many  divergent  topics.  You  
may  want  to  save  the  other  topics  for  future  papers.    
 
Most  students  enjoy  hearing  what  other  students  have  researched,  which  is  one  of  the  
reasons  I  will  often  ask  you  to  share  your  research  with  the  class.  Although  public  speaking  
still  ranks  as  one  of  the  most  feared  things  in  this  world  (along  with  death)  it  is  a  required  
in  most  vocations,  and  an  academic  setting  is  an  ideal  stage  for  building  this  important  skill.  
When  presenting,  please  do  not  read  the  slides  verbatim.    
 
Your  introduction  should  be  really  clear  and  objective.  This  is  your  only  chance  to  gain  the  
audience’s  attention.  A  confusing  message  or  a  biased  attack  will  almost  always  disengage  
or  alienate  your  audience.  Try  to  paraphrase  your  points  and  give  the  audience  some  
insight  into  the  important  points  in  each  slide.  Please  try  to  end  your  presentation  by  
restating  the  primary  problem  and  then  stating  your  position,  which  may  include  your  
conclusion,  a  recommendation,  a  request  for  approval/funding,  etc.    
 
Over  the  years  I  have  noted  a  few  “areas  of  opportunity”  related  to  submitted  work.  First,  
don’t  look  past  the  really  easy  stuff.  Please  make  sure  you  use  the  proper  number  of  
references  and  satisfy  the  required  length  in  pages  or  slides.  Don’t  forget  to  run  a  “spell  
check”  function  on  your  work  and  check  for  homophones  (e.g.  to,  too,  two).  Please  follow  
the  framework!  I  do  not  want  a  simple  report  that  restates  a  collection  of  data.  As  future  
leaders  you  know  there  is  an  information  hierarchy:  data,  information,  knowledge,  and  
wisdom.  Critical  thinking  involves  reflection  and  knowledge  that  reveals  insight  that  builds  
on  established  theoretical  ideals  or  offers  new  revelations.  Knowing  that  the  stock  market  
crashed  in  1987  is  a  pretty  interesting  fact;  knowing  how  to  think  about  the  market  and  
any  of  the  possible  cause-­‐and-­‐effect  relationships  that  may  materialize  in  the  future  is  
much  more  valuable.    
 
Please  be  sure  to  cite  all  references  properly  and  it  is  very  important  that  you  comply  with  
the  Fairfield  University’s  position  on  academic  honesty  that  may  be  found  on  the  website  
and  in  the  Student  Handbook.    
 
Deliverables  
 
1.  Class  Participation:    
Attendance  at  each  class  session  is  expected.  A  significant  portion  of  your  learning  will  
accrue  through  the  constructive  and  respectful  exchange  of  ideas.  Class  lectures  
complement,  but  do  not  duplicate,  textbook  information.  Students  are  expected  to  be  on  
time  and  prepared  for  class.  Please  turn  off  and  store  all  unnecessary  technology  before  
class.    
Please  bring  a  relevant  news  article  to  class  each  week  and  to  be  prepared  to  lead  a  brief  
classroom  conversation  on  your  chosen  topic.  Students  are  also  required  to  write  a  journal  
  25  
about  the  class  that  highlights  the  student’s  thoughts  related  to  the  key  concepts.  These  
assignments  will  not  be  collected.    
 
2.  Team  Research  Presentations:    
All  students  will  participate  in  three  team  presentations.  Each  team  will  be  assigned  an  
article  to  evaluate  in  each  module  and  the  team  will  be  required  to  lead  a  twenty-­‐minute  
roundtable  discussion.  You  may  use  notes,  such  as  the  printed  PowerPoint  slides  that  I  will  
collect,  but  you  will  not  use  electronic  projection  tools  for  this  exercise.  The  presentations  
should  include  the  following  five  sections:  
 
1.  Environmental  Analysis  –  Explain  the  time,  place,  and  historical  context  of  the  article  
2.  Biography  –  Describe  the  author’s  background  and  any  important  factors  that  may  have  
influenced/motivated  his/her  writing    
3.  Summary  -­‐  Summarize  the  most  important  messages  in  the  article  
4.  Lessons  Learned  -­‐  Identify  and  relate  lessons  to  current  events  
5.  Remaining  Questions  -­‐  Identify  one  question  that  you  would  like  to  have  discussed  in  
class  
 
3  Individual  Research  Papers  &  Presentations:    
As  detailed  in  the  Course  Requirements  section  you  will  be  required  to  complete  three  
formal  papers  and  two  formal  presentations  (one  for  each  module)  to  successfully  
complete  this  course.  You  may  choose  any  topic  included  in  my  PowerPoint  slides  or  
anything  from  the  representative  readings  in  each  module  as  your  subject  for  research.  I  
may  ask  all  of  you  to  meet  with  me  individually  during  each  module  at  which  time  you  will  
briefly  summarize  your  paper,  and  respond  to  any  questions  I  may  have  related  to  your  
assignment  or  anything  related  to  that  content  in  the  respective  module.  
 
Course  Schedule  
Each  module  will  require  about  20%  of  the  total  class  time,  although  the  first  module  
usually  requires  additional  time.  Time  may  vary  depending  on  interests,  questions,  etc.  
Please  read  through  the  required  books  before  the  first  day  of  class  and  prepare  an  
informal  document  for  each  that  highlights  one  area  in  which  you  feel  the  author  has  
identified  an  important  phenomenon  and  one  area  that  you  feel  the  author’s  view  may  
need  revision.    
 
Grading
 
Inevitably,  the  question  of  grading  criteria  surfaces  sometime  during  the  semester.  As  you  
have  probably  noted,  I  do  not  administer  easily  quantifiable  methods  for  evaluating  your  
knowledge  of  the  concepts  in  the  course.  I  choose  to  use  reports,  presentations,  and  open-­‐
ended  questions  in  classroom  discussion  as  a  way  to  measure  your  learning,  which  are  
more  qualitative.  This  probably  makes  it  a  little  harder  for  both  of  us,  but  I  believe  it  is  the  
best  way  to  measure  knowledge.    
I  will  use  the  following  rubric  and  matrix  for  your  papers  and  presentations:  
 
Argument  

  26  
H:  clear  distinction  between  criteria  and  a  concise  persuasive  conclusion  
L:  no  distinct  choice  between  criteria:  ambiguous  framework,  “book  report”    
 
Compliance  
H  –  all  requirements  fully  met  
L  –  more  than  two  major  deficiencies  
 
Creativity  
H:  new  or  novel  approach/concept  to  a  subject  
L:  familiar  set  of  ideas  and  contrasts  
   
Grammar  
H:  no  errors  or  very  few  minor  errors  
L:  difficult  to  interpret  content/message  
 
Organization  
H:  clear  outline,  symmetrical,  and  aesthetically  acceptable      
L:    unprofessional,  poor  construction  of  content  with  little  use  of  proper  formatting  
 
Any  paper  that  includes  any  form  of  plagiarism  will  be  graded  “50.”  For  the  first  offense,  the  
student  will  have  an  opportunity  to  send  me  a  three-­‐paragraph  email  that  describes  the  
specific  plagiarism  offense,  a  comment  on  the  seriousness  of  academic  integrity,  and  a  
promise  from  the  student  that  he/she  has  now  read  the  full  description  of  plagiarism  and  
commits  to  a  plagiarism-­‐free  academic  experience.  The  initial  “50”  will  then  be  revised  
favorably  for  the  student;  though  not  to  exceed  “80.”  A  second  offense  will  result  in  an  “F”  
for  the  course  and  a  written  comment  in  the  student’s  file.  
 
Please  keep  in  mind  that  your  final  grade  is  cumulative  so  you  will  not  be  able  to  “make  up”  
for  missed  classes  and  poor  performance  during  the  last  week  of  the  semester.    
 
If  your  attendance  and  punctuality  are  nearly  perfect,  your  alertness  and  attention  are  
proper,  your  participation  is  acceptable,  and  you  comply  with  the  guidelines  for  
deliverables,  you  will  probably  earn  a  “B”  for  the  course.  I  will  happily  award  higher  grades  
for  engaged  participation  and  work  that  exhibits  exceptionally  rigorous  and  insightful  
thinking  as  described  in  the  rubric.    
Grading  Breakdown  
 
Class  Participation                20%  
Team  Research  Presentations                    20%  
Individual  Papers                              20%          
Individual  Presentations              20%  
Individual  Reflection  Paper              20%  
               100%  
 
 
Recommended  Reading/Sources  for  Research  Papers  and  Presentations  
 
  27  
Baldrige  National  Quality  Program  (2007).  National  Institute  of  Standards  and  Technology.  
Retrieved  on  July  13,  2007  from  
http://baldrige.nist.gov/PDF_files/2007_Business_Nonprofit_Criteria.pdf  
Collins,  J.,  &  Porras,  J.  (1994).  Built  to  Last.  New  York:  HarperCollins  Publishers  Inc.  
Christensen,  C.  (1997).  The  Innovator’s  Dilemma.  Boston:  Harvard  Business  School  Press.  
Cooper,  A.  (2004).  The  Inmates  are  running  the  Asylum.  Indianapolis,  IN:  Sams  Publishing.  
Davenport,  T.,  &  Prusak,  L.  (2000).  Working  Knowledge:  How  Organizations  Know  What  
They  Know.  Cambridge,  MA:  Harvard  Business  School  Press.  
Davis,  S.,  &  Meyer,  C.  (1998).  Blur.  Reading,  MA:  Addison-­‐Wesley.  
DeMarco,  T.  (1997).    The  Deadline:  A  Novel  about  Project  Management.  New  York:  Dorset  
House  Publishing.  ISBN  0-­‐932633-­‐39-­‐0  
Dess,  G.,  Lumpkin,  G.T.,  &  Eisner,  A.  (2010).  Strategic  Management:  Creating  Competitive  
Advantages  (5th  Edition).  New  York:  McGraw-­‐Hill/Irwin.  ISBN:  978-­‐0-­‐07-­‐724626-­‐6  
Drucker,  P.  (2001).  The  Essential  Drucker.  New  York:  HarperCollins  Publishers.  ISBN  978-­‐0-­‐
06-­‐134501-­‐2  
Drucker,  P.  (2002).  Managing  the  Next  Society.  New  York:  St.  Martin’s  Press.  
Evans,  J.,  &  Dean,  J.  (2000).  Total  Quality  –  Management,  Organization,  and  Strategy.  
Cincinnati:  OH:  South-­‐Western  College  Publishing.  ISBN  0-­‐324-­‐01276-­‐4  
Extreme  Chaos.  (2001).  The  Standish  Group  Report.  Retrieved  July  4,  2005,  from  
http://www.standishgroup/com/sample_research/PDFpages/extreme_chaos.pdf  
Friedman,  M.  (1962).  Capitalism  and  Freedom.    
Friedman,  T.  (2005).  The  World  is  Flat:  A  Brief  History  of  the  Twenty-­‐First  Century.  Farrar,  
Straus,  &  Giroux.  
Gladwell,  M.  ().  Tipping  Point  or  Blink.  
Hamel,  G.,  &  Prahalad,  C.  (1994).  Competing  for  the  Future.  Boston:  Harvard  Business  School  
Press.  
Hammer,  M.,  &  Champy,  J.  (2003).  Reengineering  the  Corporation:  A  Manifesto  for  Business  
Revolution.  New  York:  HarperCollins  Publishers  Inc.  
Hiltzik,  M.  (1999).  Dealers  of  Lightening:  Xerox  PARC  and  the  Dawn  of  the  Information  Age.  
New  York:  HarperCollins  Publishers  Inc.  
Holbeche,  L.  (2005).  The  High  Performance  Organization:  Creating  Dynamic  Stability  and  
Sustainable  Success.  Boston:  Butterworth-­‐Heinemann.  
Hunger,  D.,  &  Wheelen,  T.  (1998).  Strategic  Management.  Reading,  MA:  Addison-­‐Wesley.  
Johnson,  S.  (1998).  Who  moved  my  Cheese?  Putnum.  
Kaplan,  R.,  &  Norton,  D.  (1996).  The  Balanced  Scorecard.  Boston:  Harvard  Business  School  
Press.  
Kim,  W.,  &  Mauborgne,  R.  (2005).  Blue  Ocean  Strategy:  How  to  Create  Uncontested  Market  
Space  and  Make  Competition  Irrelevant.  Boston:  Harvard  Business  School  Publishing  
Corporation.  
Knoke,  W.  (1996).  Bold  New  World.  New  York:  Kodansha  International.  
Lewis,  C.S.  (1982).  The  Screwtape  Letters.  NY:  Touchstone.  
Lowney,  C.  (2005).  Heroic  Leadership  
Machiavelli,  N  (1532).  The  Prince.  
Marx  &  Engels.  ().  The  Communist  Manifesto  
McElroy,  M.  (2001).  Second-­‐Generation  Knowledge  Management.  Macroinnovation  
Associates  LLC.  Retrieved  on  January  14,  2004,  from  www.macroinnovation.com  
Orwell,  G.  ().  Animal  Farm  or  1984.  
  28  
Palmer,  D.  (1994).  Looking  at  Philosophy:  The  Unbearable  Heaviness  of  Philosophy  made  
Lighter  (2nd  ed.).  Mountain  View,  CA:  Mayfield  Publishing  Company.    
Peters,  T.  (2003).  Re-­‐Imagine!  London:  Dorling  Kindersley  Limited.  
Plato  (380BC).    The  Republic.  
Porter,  M.  (1998).  Competitive  Strategy.  Free  Press.  
Senge,  P.  (1990).  The  Fifth  Discipline:  The  Art  &  Science  of  the  Learning  Organization.  NY:  
Doubleday.  
Smith,  A  (1776).  The  Wealth  of  Nations.  
Sveiby,  K.  (1997).  The  New  Organizational  Wealth.  San  Francisco,  CA:  Berrett-­‐Koehler  
Publishers  Inc.  
Swift,  J.  ().  A  Modest  Proposal.    
Teich,  A.  (2002).  Technology  and  the  Future  (9th  ed.).  Boston:  Wadsworth  Publishing.  
Tzu,  S.  (2006).  The  Art  of  War.  Filiquarian  Publishing  LLC.  
Volti,  R.  (2001).  Society  and  Technological  Change  (4th  ed.).  New  York:  Worth  Publishers.  
Welch,  J.  (2001).  Straight  from  the  Gut.  NY:  Warner  Books  Inc.  
Womack,  J.,  &  Jones,  D.  (1996).  Lean  Thinking:  Banish  Waste  and  Create  Wealth  in  Your  
Organization.  NY:  Simon  &  Schuster.  
Wooden,  J.,  &  Carty,  J.  (2009).  Pyramid  of  Success.  Gospel  Light  Publications.    
Wysocki,  R.,  &  McGary,  R.  (2004).  Effective  Project  Management  (3rd  ed.).  Indianapolis,  IN:  
John  Wiley  &  Sons  Inc.  
 
Other  Valuable  Sources      
 
Business  periodicals  –  Business  Week,  Forbes,  Economist,  Forbes,  Financial  Times,  Fortune,  
Harvard  Business  Review,  New  York  Times,  Newsweek,  Sloan  Management  Review,  Wall  
Street  Journal  et  al.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  29  
IS520  –  Fall  2012  –  Project  Management    
 
Instructor:  
Gerard  M.  Campbell,  Ph.D.   gcampbell@fairfield.edu  
office:    DSB  1121     phone:    (203)  254-­‐4000  x-­‐3118  
office  hours:        Monday          2:00  –  3:30  
      Thursday        2:00  –  3:30  &  5:30  –  6:30    
     
  Classroom       Time  
                       DSB  107     Thursday    6:30  –  9:30  p.m.  
           
Overview:  
 
This  course  explores  the  process  and  practice  of  project  management.    Topics  to  be  covered  
include  project  life-­‐cycle  and  organizations,  teambuilding  and  productivity,  task  scheduling  
and  resource  allocation,  and  progress  tracking  and  control.    Cases  are  used  to  illustrate  
issues  such  as  change  management,  managing  stakeholders  and  considering  risk.      Student  
projects  will  enable  the  application  of  concepts  learned  in  class,  and  software  will  be  used  
to  help  formulate  and  communicate  project  plans.    

Prerequisites:    IS500  or  OM  400    

 
Text: Contemporary Project Management, 2nd edition, by Timothy J. Kloppenborg.
ISBN 978-0-538-47702-4

Cases: Cases may be purchased online at Harvard Business Publishing

     Course-­‐specific  link:    http://cb.hbsp.harvard.edu/cb/access/15491016

Supplements:    PowerPoint  slides  and  other  materials  will  be  made  available  through  the  
Mentor  course  management  system.  
 
Project  Management  Software:  
  Early  in  the  semester,  an  online  project  management  software  system  will  be  
selected  for  use  throughout  the  course.  

Course Objectives:

1. To teach the terminology, concepts and techniques associated with project management.
2. To provide an understanding of practical applications of the concepts and techniques.
3. To provide knowledge of and hands-on experience with project management software.
4. To provide exposure to research related to project management.
Course Grading and Assignments:

  30  
 Component Weight

• Homework 25 %
• Student Project 25 %
• In-class software work 15 %
• Research Article Presentation 15 %
• Case presentation 10 %
• Class participation 10 %

Homework:

Homework will be assigned each week and collected at the beginning of the following class.
Each student’s lowest homework grade will be dropped.

Student Project:

Each student will undertake planning for a project of their own choosing, which they will use to
illustrate the application of key concepts from the course. Assignments related to student
projects will be worked on in class as the semester progresses. Each student will present a
summary of their project work to the class at the end of the semester.

In-class software work:

During the semester, assignments will be worked on in-class using online project management
software.

Research Article Presentation:

In a 20 - 25 minute PowerPoint presentation, each student will present a research paper to the
class. The student will also provide the class with a 1 – 2 page summary of the article’s findings.
Articles will be provided by the instructor, with assignments and presentation dates established
early in the semester. Criteria for evaluating the research article presentations are shown on the
Evaluation Form attached to this syllabus.

Case Presentation:

Each case will be presented by a two-student team, who will lead class discussion of the case.
After presenting a summary of the major aspects of the case, they will solicit inputs from other
class members and then present their analysis of the case. Criteria for evaluating the case
presentations are shown on the Evaluation Form attached to this syllabus.

Class Participation:

During discussion of cases and at other times, student participation is encouraged. Class
participation grades will be based on quality of participation, not just attendance.

  31  
Communication: Email is probably the most effective way to communicate with the instructor.
The instructor may occasionally communicate with students using the email distribution list on
Mentor.

Course Schedule

Week   Textbook   Article  &  Case  

Class  #   Topics  
of   Reading   Presentations  
Introduction  to  Project  
1   Sept.  6                Ch.  1    
Management  
Project  Selection  &  
2   Sept.  13   Ch.  2    
Prioritization  
Project  Portfolio  
3   Sept.  20   Organization  Capability   Ch.  3  
Management  
Model of Project
4   Sept.  27   Chartering  Projects   Ch.  4  
Knowledge Management
Stakeholder  Analysis  &  
5   Oct.  4   Ch.  5   Case:    TrustWeb  
Communication  Planning  
Project  Knowledge  
6   Oct.  11   Scope  Planning   Ch.  6  
Transfer  
7   Oct.  18   Scheduling  Projects   Ch.  7   Case:    Novo  Nordisk  
Risk  Management  
8   Oct.  25   Resourcing  Projects   Ch.  8  
Affecting  Success  
Success  Criteria  in  
9   Nov.  1   Budgeting  Projects   Ch.  9  
Malaysia  
10   Nov.  8   Project  Risk  Planning   Ch.10   Case:    Tetra  Tech  
Project  Quality  Planning  &  
11   Nov.  15   Ch.  11   eCollaboration  
Project  Kick-­‐off  
 
  Nov.  22      THANKSGIVING      
 
Project  Supply  Chain   Green  Project  
12   Nov.  29   Ch.  12  
Management   Management  
Leading  and  Managing   Case:    American  
13   Dec.  6   Ch.  13  
Project  Teams   Constructors  
Determining  Progress;     Ch.14  &  Ch.   Translation  &  
14   Dec.  13  
Finishing  the  Project   15   Convergence  
15   Dec.  20   Student  Presentations      
 
   

  32  
 IS520  Presentation  Evaluation  Form  
 
Presentation  title:    ________________________     Today’s  date:    _____________  
 
 
Concerning  the  Material:  
                         (replace)                                                                (keep)  
Should  this  material  be  used  again  for  IS520?                                                        1                2                3                4                5  
 
 
To  what  extent  did  the  Presenter:  
                (not  at  all)                  (a  great  
deal)  
-­‐-­‐    Raise  meaningful  issues             1                2                3                4                5  
       &  stimulate  the  audience?  
 
                (not  at  all)                    (a  great  
deal)  
-­‐-­‐  facilitate  class  participation?           1                2                3                4                5  
 
 
                (not  at  all)                      (a  great  
deal)  
-­‐-­‐  articulate  well  and  convey  enthusiasm?         1                2                3                4                5  
 
 
                (not  at  all)                      (a  great  
deal)  
-­‐-­‐  exhibit  good  preparation?             1                2                3                4                5  
 
 
                                     (poor)                                                            
(excellent)  
Overall,  how  would  you  rate  the  presenter’s  performance?   1                2                3                4                5  
 
 
 
Please  provide  written  feedback  in  the  space  below.  
 
 
 
 
 
 
 
 
 
  33  
 Sample Course Syllabus

IS 540 – Data Mining & Business Intelligence

Course Description

This course will change the way you think about data and its role in business. Businesses,
governments, and individuals create massive collections of data as a byproduct of their activity.
Increasingly, decision-makers and systems rely on intelligent technology to analyze data
systematically to improve decision-making. In many cases automating analytical and decision-
making processes are necessary because of the volume of data and the speed with which new
data are generated. We will examine how data analysis technologies can be used to improve
decision making. We will study the fundamental principles and techniques of data mining, and
we will examine real-world examples and cases to place data-mining techniques in context, to
develop data-analytic thinking, and to illustrate that proper application is as much an art as it is a
science. In addition, we will work “hands-on” with data mining software. Prerequisite: IS 500.

Learning Outcomes

1. Approach business problems data-analytically. Think carefully & systematically about

whether & how data can improve business performance, to make better-informed decisions
for management, marketing, investment, etc.

2. Be able to interact competently on the topic of data mining for business intelligence. Know
the basics of data mining processes, algorithms, and systems well enough to interact with
CTOs, expert data miners, consultants, etc. Envision opportunities.

3. Have had hands-on experience mining data. Be prepared to follow up on ideas or

opportunities that present themselves, e.g., by performing pilot studies.

Text

Data Mining Techniques: For Marketing, Sales, and Customer Relationship Management, by
Gordon S. Linoff and Michael J.A. Berry, Third Edition, South-Western, Wiley (2011), ISBN
978-0-470-65093-6.

Grading Policy
Participation & Class Contribution 10%
Homework 30%
Term Project 30%
Final Exam 30%
Total 100%

Participation

  34  
Students are expected to attend and participate in each class session. Participation means being
prepared, being punctual, being respectful, actively listening and responding to questions.

Homework

All homework assignments will be submitted through Blackboard.

Term Project
A term project report will be prepared by student teams. Student teams should comprise 3-4
students. You should decide on your teams by the end of the third class, and submit them to me.
Teams are encouraged to interact with the instructor electronically or face-to-face in developing
their project reports. You will submit a proposal for your project about half way through the
course. Each team will present its project at the end of the semester. We will discuss the project
requirements and presentations in class

Final Exam
The final exam will be a take-home one to be completed during the week following the last class.
The subject matter covered and the exact dates will be discussed in class

Outline  of  Course  Content:  

 
  Module   Topics Reading   Case  &  
Homework  
 1   Introduction What is Data Mining and Why Do It? Ch  1   Info Sheet

Data Mining Applications Ch  2   HW#1  due  

 2   Decision Trees Ch  7   Try  HW#2
Data Mining The Data Mining Process Ch  3     HW#2 due
 3   Fundamentals: Descriptions and Predictions Ch  5   Group Lists due
Predictive Modeling
Nearest Neighbor Approaches--Memory   HW#3  due  
 4   Based Reasoning and Collaborative Project  
Filtering Ch  9   Proposal  due
Data Mining What you should know about data Ch  4    
 5   Fundamentals: HW#4 due
Using Classic Statistic Techniques Ch  6  
Descriptive Data Mining
Toward Analytical Engineering &  
 6   Possible Applications: Fraud Detection, Ch  8  
Targeted Marketing, Customer Retention
Application: Online Advertising -
 7   Ch  2   HW#5  due
Ethics of data mining and privacy
Data Mining in Action:
Cases, Applications, Knowing When to Worry: Using Survival  
 8   Ch  10  
Analysis to Understand Customers
and Practical Insight
9 Generic Algorithms and Swarm  
Ch  11  
Intelligence

  35  
 10 Tell Me Something New: Pattern
Ch  12   HW#6 due
Discovery and Data Mining
11  
Wrap Up and Review

12 Project  Report  
Project Presentation
due
13  
Final Exam

FAIRFIELD  UNIVERSITY  

  36  
Charles  F.  Dolan  School  of  Business  
 

IS    550  
BUSINESS  ANALYTICS  AND  BIG  DATA  MANAGEMENT  
SAMPLE  COURSE  SYLLABUS  
         

REQUIRED TEXT: [1] Data Science for Business: What You Need to Know about
Data Mining and Data-Analytic Thinking, by Foster Provost and
Tom Fawcett, O’Reilly Media, 2013, ISBN 978-1-44-936132-7.

[2] Big Data Analytics: From Strategic Planning to Enterprise

Integration with Tools, Techniques, NoSQL, and Graph, by David
Loshin, Morgan Kaufmann, 2013, ISBN 978-0-12-417319-4.

Note: The cases in the textbook will become part of the class assignments, and additional sources
may be used and distributed in class. Students are encouraged to bring their own laptop
computers to the class.

             
I.   COURSE  DESCRIPTION:  

This   course   will   survey   state-­‐of-­‐the-­‐art   topics   in   Big   Data,   looking   at   data   collection  
(smartphones,   sensors,   the   Web),   data   storage   and   processing   (scalable   relational  
databases,   Hadoop,   Spark,   etc.),   extracting   structured   data   from   unstructured   databases,  
systems   issues   (exploiting   multicore,   security),   analytics   (machine   learning,   data  
compression,   efficient   algorithms),   visualization,   and   a   range   of   applications.   Each   of   the  
five   modules   will   introduce   broad   concepts   as   well   as   provide   the   most   recent  
developments  in  research.  Prerequisite:  QA  500  and  OM  500.  

II.   COURSE  OBJECTIVES:    

 
Objectives  of  this  course  are:  

• Distinguish  what  is  Big  Data  (volume,  velocity,  variety),  and  will  learn  where  it  
comes  from,  and  what  are  the  key  challenges  
• Determine  how  and  where  Big  Data  challenges  arise  in  a  number  of  domains,  
including  social  media,  transportation,  finance,  and  medicine  
• Investigate  multicore  challenges  and  how  to  engineer  around  them  
• Explore  the  relational  model,  SQL,  and  capabilities  of  new  relational  systems  in  
terms  of  scalability  and  performance  
• Understand  the  capabilities  of  NoSQL  systems,  their  capabilities  and  pitfalls,  and  

  37  
 how  the  NewSQL  movement  addresses  these  issues  
• Learn  why  building  secure  Big  Data  systems  is  so  hard  and  survey  recent  techniques  
that  help,  including  learning  direct  processing  on  encrypted  data,  information  flow  
control,  auditing,  and  replay  
• Discover  user  interfaces  for  Big  Data  and  what  makes  building  them  difficult  
• Understand  the  benefits  and  challenges  of  open-­‐linked  data  
• Comprehend  machine  learning  and  algorithms  for  data  analytics  
 
 
III. OUTLINE  OF  COURSE  CONTENT:  
 
 
  Modules   Reading   Case  &  Homework  
[1]  Ch  1    
 1                Ch  2    
Modules  one  –  Introduction,  Big  Data  
[2]  Ch  1    
 2   Challenges,  and  Opportunities  
           Ch  2   Assignment  1  
 
   
 3     [2]  Ch  3    
     
 4  
  [2]  Ch  4  
Big  Data  Collection,  Cleaning,  and  Integration    
 5     [2]  Ch  5   Assignment  2  
         Ch  6  
   
 6     [2]  Ch  8    
   
 7    
 
Big  Data  Storage:  Modern  Databases,   [2]  Ch  9  
Distributed  Computing,  NoSQL,  and  NewSQL      
 8   [2]  Ch  10   Assignment  3  
9  
[2]  Ch  11  
                                                     
10 Big Data Systems and Applications [1] Ch 4  
         Ch  13   Assignment  4  
11 [1] Ch 8  
Big Data Analytics: Machine Learning, Text Ch 10  
Mining, Data Visualization
12 [1] Ch 11  
Ch 12 Assignment  5  
13  
• Final Exam

  38  
14  
• Project Presentation   Project  Report  Due  
 
 
IV.   GRADING  POLICY:  
 
The  final  grade  will  be  calculated  as  follows:  
 
Case  Analyses                  20%  
Final  Exam                30%  
Term  Project                20%  
Homework  Assignments            20%  
Class  Participation            10%                                  
    Total               100%  

Case  Analysis  

The   class   will   be   divided   into   two-­‐student   groups   for   case   analysis.   Each   group   is  
responsible  for  all  cases,  including  data  analysis,  statistical  tests,  potential  applications,  and  
class  discussion.  While  a  formal  written  case  report  is  not  required,  students  are  expected  
to  show  their  work  in  writing  and  to  participate  in  class  discussion.  

Term  Project  

The  “Stats  Application”  project  has  two  components:  a  presentation  and  a  paper.  Students  
will  choose  their  own  project  topic,  based  on  their  own  interests  and  preferences.  Students  
should   discuss   their   project   topic   with   the   instructor   as   soon   as   possible   to   ensure   it   is  
appropriate.  

Presentations   should   last   approximately   10   -­‐   15   minutes.   It   would   be   helpful   if  

presentations  could  involve  the  rest  of  the  class  somehow,  e.g.,  by  including  a  problem  or  
problems  that  could  serve  as  the  basis  for  class  participation.      

Written   reports   are   due   on   the   last   day   of   class.   Reports   should   include   references   to  
current   research   related   to   the   project   topic.   At   least   two   current   references   should   be  
cited  in  the  report.  

Class  Participation  

Class  participation  includes  participating  in  case  analysis  and  class  discussion,  in  addition  
to  class  attendance.  

 
 
OM400  Operations  and  Supply  Chain  Processes  
Spring  2014  

  39  
  
Instructor:   Patrick  Lee,  PhD  
Office  Hrs.:   M,  R,  12:30-­‐1:30  p.m.,  and  R,  5:00-­‐6:00  p.m.  or  by  appointment  
Office:     DSB  2120  
Phone:   x2846  
Email:   plee@fairfield.edu  
 
Textbook  
Krajewski,  Ritzman  and  Malhotra,  Operations  Management:  processes  and  supply  chains,  
10th  edition,  Prentice-­‐Hall,  2013.  ISBN  13:  978-­‐0-­‐13-­‐280739-­‐5.  
 
Course  Description  
Production  and  Operations  Management  has  evolved  into  one  of  the  most  important  
business  disciplines  over  the  last  several  decades.  Although  the  discipline  started  in  the  
1900s  with  the  manufacturing  industries,  its  focus  has  shifted  to  the  service  sector  as  
well.  With  today’s  highly  competitive  environment,  the  need  for  continuous  
improvement  of  operations  has  never  been  greater.  
This  course  is  intended  to  provide  the  basic  concepts  that  led  to  the  discipline  based  on  
process  analysis  that  integrates  goods  and  services  from  the  perspective  of  the  value  
chain  that  cuts  across  the  broad  scope  of  businesses.  Our  purpose  is  to  investigate  the  
important  managerial  issues  and  decisions  of  OM  with  technical  tools  and  quantitative  
applications,  emphasizing  the  relevance  to  the  work  environment  and  personal  lives.  
 
Integrative  Learning  Goals  
 
Global  Citizenship      
• International  operations  and  global  value  chains  
• Information  sharing  and  global  co-­‐operations  
• Coordinated  operations  are  win-­‐win  propositions  
 
Quantitative  Reasoning  
• Being  able  to  clearly  define  problems  on  hand    
• Identifying  the  proper  measurements  and  models  for  analysis  
• Using  Excel  spreadsheets  to:  
perform  numerical  analysis,  and/or  
construct  diagrams  
• Solving  models  and  being  able  to  interpret  the  picture  behind  the  numbers  
 
Rhetoric  and  Reflection  
• Compose  and  make  an  oral  presentation  on  case  study  and  project  
• Develop  a  reading/studying  strategy  to  understand  and  to  apply  for  the  workplace  
• How  to  use  reflective  learning  techniques  to  modify  conclusions  to  meet  the  actual  
needs  of  business.  
 
Course  Objectives  

  40  
This  course  examines  the  basic  but  current  issues  of  Operations  Management  and  Supply  
Chain  processes.  It  is  intended  to  provide  students  with  the  following  objectives:  
• Fundamentals  of  OM,  and  processes:  productivity  and  quality  
• Integrating  and  designing  the  supply  chain  operations  
• Managing  and  controlling  production  and  service  operations  
 
Evaluations  and  Grading  Policy  
Each  student  is  evaluated  based  on  the  performance  criteria  described  in  the  following:  
• Case  presentation           35%  
• Final  project—report  and  presentation     50%  
• Participation             15%  
 
Owing  to  some  of  the  difficult  concepts  in  the  discipline,  it  is  strongly  recommended  that  
students  should  prepare  the  readings  ahead  of  the  class  as  listed  in  the  schedule.  Class  time  
will  be  devoted  to  the  major  concepts  and  case  presentations.  
Case  studies  are  used  to  expand  the  concepts  and  techniques  outlined  in  the  text.  It  is  an  
extremely  useful  for  business  students  to  see  the  hows  and  whys  of  the  scenarios  
presented.    
The  final  project  is  used  as  a  tool  to  demonstrate  the  students’  proficiency  of  the  subject  
matters  in  POM  and  supply  chain  management.  It  is  also  intended  as  a  community  
cooperative  effort  to  enhance  the  learning  experience.  This  project  will  conclude  with  a  
formal  presentation  and  an  executive  summary  report  not  exceeding  20  pages.  
 
Tentative  Schedule  (To  be  amended)  
 
Week  of     Topics  covered   Chapters     Assignments/Cases  
Jan.  16   Defining  OSCM   1     Chad’s  Creative  
Concepts  (p.  29)  
Jan.  23   Process  Strategy,  Process   Wyatt  Earp  Case   Customer  Molds,  Inc.  (p.  
Analysis   3,  4     115),  Jose’s  Authentic  
Mexican  Restaurant  (p.  
154),  The  Lawn  Care  
Company*  
Jan.  30   Manufacturing  Designs,   Supplement  C,  7,    
Service  Designs   Ritz  Carlton  Case  
Feb.  6   Project  Management   2   The  Pert  Mustang  (p.  87)  
Feb.  13   Quality  Management   5,  Quality    
Crusaders  Case  
Feb.  20   Supply  Chain  Design   10   Brunswick  Distribution,  
Inc.  (p.  381)  
Feb.  27   Supply  Chain  Integration   12   Wolf  Motors  (p.  439)  
Mar.  6   Capacity  Planning,  Case   6,  Supplement  A   Fitness  Plus,A  (p.  223),  
Presentations  Start   Recoding  For  the  Blind*  
Mar.  13   Forecasting     14   Yankee  Fork  and  Hoe  
Company  (p.  502)  
Mar.  20,  27   Mid-­‐term,  Spring  Break      

  41  
Apr.  3   Lean  Production,  Inventory   8,  9,  16   Copper  Kettle  Catering  
Control,    Enterprise  Systems   (p.  304),  Parts  
(SCM,  CRM)   Emporium  (p.  343)    
Apr.  10   Wrap-­‐up      
Apr.  17   Easter  Break      
Apr.  24   Final  Project      
Presentations  
May  1   Final  Project      
Presentations  
May  8   Final  Papers  Due      
*Cases  to  be  distributed!  
 

FAIRFIELD  UNIVERSITY  

  42  
Charles  F.  Dolan  School  of  Business  

OM  500  
INTRODUCTION  TO  BUSINESS  ANALYTICS  
SAMPLE  COURSE  SYLLABUS  
         

REQUIRED TEXT: Business Analytics: Methods, Models, and Decisions, by James R.

Evans, Pearson/Prentice-Hall, 2013, ISBN 978-0-13-295061-9.

Note: The cases in the textbook will become part of the class assignments, and additional sources
may be used and distributed in class. Students are encouraged to bring their own laptop
computers to the class.

             
I.   COURSE  DESCRIPTION:  

This course introduces basic skills necessary for business analytics such as data analysis using
basic statistics, data visualization and summarization, descriptive and inferential statistics,
spreadsheet modeling for prediction, linear regression, risk analysis using Monte-Carlo simulation,
linear and nonlinear optimization, and decision analysis. Microsoft Excel 2010 is used as the
platform for conducting analyses and performing statistical calculations. Prerequisite: QA 400.

II.   COURSE  OBJECTIVES:    

 
Objectives  of  this  course  are:  

• Use Microsoft Excel to summarize, visualize, and analyze data in practical business
situations
• Develop and analyze mathematical and spreadsheet-based models for practical business
decisions
• Apply simple and multiple linear regression analysis
• Develop and analyze spreadsheet models for risk analysis using Monte Carlo simulation
and Risk Solver Platform
• Formulate and solve models for linear, integer, and nonlinear optimization, and interpret
the results provided by Excel Solver
• Use decision analysis concepts and techniques to model and analyze decision strategies
 
 
IV. OUTLINE  OF  COURSE  CONTENT:  
 
 

  43  
   Session  Topics   Reading   Case  &  Homework  
   
 1     Ch  1    
• Introduction  to  Business  Analytics  
   
 2     Ch  8   Assignment  1  
• Predictive  Modeling  and  Analysis  
   
 3     Ch  9    
• Regression  Analysis  
   
 4     Assignment  2  
• Forecasting  Techniques     Ch  10    
 
 5        
• Simulation  and  Risk  Analysis  
Ch  11  
 
 6     Ch  12   Assignment  3  
• Introduction  to  Data  Mining  
 
 7      
• Linear  Optimization  
Ch  13  
   
 8     Ch  14   Assignment  5  
• Applications  of  Linear  Optimization  
9    
• Integer Optimization Ch  15                                                        
10  
• Nonlinear and Non-Smooth Optimization Ch  16   Assignment  6  
11  
• Optimization Models with Uncertainty Ch 17  
12  
• Decision Analysis Ch 18 Assignment  7  
13  
• Final Exam
14  
• Project Presentation   Project  Report  Due  
 
 
 
 
IV.   GRADING  POLICY:  
 
The  final  grade  will  be  calculated  as  follows:  
 
Case  Analyses                  10%  

  44  
 Final  Exam                30%  
Term  Project                20%  
Homework  Assignments            28%  
Class  Participation            12%                                  
    Total               100%  
 

Case  Analysis  

The   class   will   be   divided   into   two-­‐student   groups   for   case   analysis.   Each   group   is  
responsible  for  all  cases,  including  data  analysis,  statistical  tests,  potential  applications,  and  
class  discussion.  While  a  formal  written  case  report  is  not  required,  students  are  expected  
to  show  their  work  in  writing  and  to  participate  in  class  discussion.  

 Term  Project  

The  “Stats  Application”  project  has  two  components:  a  presentation  and  a  paper.  Students  
will  choose  their  own  project  topic,  based  on  their  own  interests  and  preferences.  Students  
should   discuss   their   project   topic   with   the   instructor   as   soon   as   possible   to   ensure   it   is  
appropriate.  

Presentations   should   last   approximately   10   -­‐   15   minutes.   It   would   be   helpful   if  

presentations  could  involve  the  rest  of  the  class  somehow,  e.g.,  by  including  a  problem  or  
problems  that  could  serve  as  the  basis  for  class  participation.      

Written   reports   are   due   on   the   last   day   of   class.   Reports   should   include   references   to  
current   research   related   to   the   project   topic.   At   least   two   current   references   should   be  
cited  in  the  report.  

Class  Participation  

Class  participation  includes  participating  in  Excel  practice,  case  analysis  and  discussion,  in  
addition  to  class  attendance.  

Communication

Email is probably the most effective way to communicate with the instructor. The instructor
may occasionally communicate with students using class lists on StagWeb.

 
 
 
 
 
 

  45  
OM525  –  Spring  2011  –  Business  Process  Improvement    
 
Instructor:  
Gerard  M.  Campbell,  Ph.D.   gcampbell@fairfield.edu  
office:    DSB  1121       phone:    (203)  254-­‐4000  x-­‐3118  
office  hours:    Tuesday:    8:45  –  9:20  a.m.  and  12:20  –  1:00  p.m.  
           Friday:    8:45  –  9:20  a.m.  and  12:20  –  1:00  p.m.  
         Wednesday:    5:30  –  6:30  p.m.  
     
  Room       Time  
                 DSB  107     Wednesday    6:30  –  9:30  p.m.  
           
Overview:  
 
This  course  addresses  topics  and  methods  related  to  the  improvement  of  business  
processes  along  dimensions  such  as  cost,  quality,  speed,  and  flexibility.    Through  the  use  of  
case  studies,  students  learn  to  approach  problems  using  methods  that  have  proven  
effective  for  a  variety  of  organizations.  Topics  include:  financial  justification  of  operational  
improvements;  change  management;  six-­‐sigma  process  improvement  methods  and  tools;  
business  process  reengineering;  and  lean  production  concepts  applied  in  both  
manufacturing  and  service  organizations.    This  course  will  also  reinforce  skills  involved  in  
communicating  recommendations  effectively.    Students  are  expected  to  complete  a  
significant  research  paper  as  a  requirement  of  this  course.  

Prerequisites:  
 
OM  400  and  QA  400      
 
Textbooks:  
 
Evans, J.R. & Lindsay, W.M. (2005) "An Introduction to Six Sigma &
Process Improvement," South-Western/Cengage Learning.
ISBN-10: 0-324-30075-1

Kelton, W.D., Smith, J.S., Sturrock, D.T. & Verbraeck, A. (2010) “Simio & Simulation –
Modeling, Analysis, Applications,” McGraw-Hill.
Print Version: ISBN-13: 978-0-07-340888-3, Approximate List Price: $94
E-book Version: ISBN-13: 978-1-12-111686-3, Approximate List Price $51

Order information: http://www.simio.com/publications/SASMAA/

 
Supplements:  
     
PowerPoint  slides  and  other  materials  will  be  made  available  through  Eidos/Mentor.  
 

  46  
Simulation  Software:  
 
“Simio is a unique multi-paradigm simulation software tool that provides a rapid and flexible
modeling capability without requiring programming.” (Simio.com)

The  Academic  Version  of  Simio  has  been  installed  on  classroom  computers  in  DSB  107.  
 
Student  Software  
 
Students  can  use  the  Academic  Version  above  that  is  installed  on  university  computers,  
however  many  students  prefer  to  have  software  installed  on  their  own  computers  to  use  at  
their  convenience.  The  Student  Version  has  all  the  same  functionality  (no  feature  or  size  
limits)  as  the  Academic  Version,  except  that  it  is  licensed  to  individual  students  for  one  
year.  The  Student  Version  is  only  for  students  taking  a  class  and  is  available  for  a  nominal  
fee  (US  $25  for  1  year  unlimited  access  to  a  $10,000  product).    

Course Objectives:

1. To teach the principles of six sigma and their relevance to business process
improvement.
2. To provide an understanding of the DMAIC methodology.
3. To teach design for six sigma as a means for product development and process
improvement.
4. To provide knowledge of and hands-on experience with business process simulation.
5. To provide an opportunity for each student to perform a research project related to
business process improvement.
Course Grading and Assignments:

Component Weight

• Exam 1 15 %
• Exam 2 15 %
• Homework 20 %
• Case presentations 15 %
• In-class Simio work 15 %
• Research Project 20 %

  47  
Exams:

Exams will cover material from both the Six Sigma and Simulation texts. Exams will be open
book / open notes.

Homework:

Homework will be assigned each week and collected at the beginning of the following class.
Each student’s lowest homework grade will be dropped.

Case Presentations:

Each student will prepare and present two PowerPoint presentations lasting about 15 minutes
each. These will be based on Case Studies included in the Six Sigma text (except for the last
two, which are TBD). As part of the case presentation, the presenter should lead discussion of
any end-of-chapter questions related to the case (e.g., for Xerox, questions 10-12 on p. 26 of the
Six Sigma text). Students may also include related material from other sources in their
presentations. Criteria for evaluating the presentations are shown on the Evaluation Form
attached to this syllabus.

In-class Simio work:

During the semester, assignments and case studies will be worked on in-class using the Simio
simulation software.

Research Project:

Each student will complete a research project related to Business Process Improvement. For
their projects, students are encouraged to use Simio to model and investigate improvements for
one or more processes. The project should include a literature review section that cites at least
five references from the literature. Project proposals are due March 16th, and project papers and
presentations are due May 4th.

Communication:

Email is probably the most effective way to communicate with the instructor. The instructor
may occasionally communicate with students using class lists on StagWeb.

   

  48  
Course Schedule

Six  Sigma   Simulation  

Class  #   Week  of   Topics   Case  Presentation  
Reading     Reading  
  Principles  of  Quality  
1   Jan.  19   Management.    Intro  to   Ch.  1      
  Simio  
Principles  of  Six  Sigma.       Evolution  of  Quality  
2   Jan.  26   Ch.  2   Ch.  1  
Intro  to  Simulation   at  Xerox  
Project  Definition.  Basics   Ford’s  Drive  to  Six  
3   Feb.  2   Ch.  3   Ch.  2  
of  Queueing  Theory   Sigma  Quality  
Process  Measurement.    
4   Feb.  9   Approaches  to   Ch.  4   Ch.  3   Fidelity Investments
Simulation  
Process  Analysis.  Input   Middletown  Regional  
5   Feb.  16   Ch.  5   Ch.  4  
Analysis   Hospital  
Process  Improvement.    
6   Feb.  23   Ch.  6   Ch.  5   GE  Fanuc  
First  Simio  Models  
7   Mar.  2   Exam  1        
Process  Control.    
Reduce  Medical  
8   Mar.  9   Intermediate  Modeling   Ch.  7   Ch.  6  
Errors  
with  Simio  
Design  for  Six  Sigma  1.    
Control  Chart  in  
9   Mar.  16   Working  with  Model   Ch.  8   Ch.  7  
Receiving  Process  
Data  
  Mar.  23   No  Class  –  Spring  Break          
Design  for  Six  Sigma  2.    
Pivot  Initiative  at  
10   Mar.  30   Animation  and  Entity   Ch.  9   Ch.  8  
Midwest  Bank  
Movement.  
Implementing  Six  Sigma.    
11   Apr.  6   Advanced  Modeling  with   Ch.10   Ch.  9   DOE  for  Battery  Life  
Simio.  
Customizing  and   Six  Sigma  at  
12   Apr.  13     Ch.10  
Extending  Simio.   Samsung  
13   Apr.  20   Exam  2        
Project  Management.   Additional  Case  1  
14   Apr.  27   Handouts    
Six  Sigma  Certification.   Additional  Case  2  
Research  Project  
15   May  4        
Presentations  
 

  49  
 OM525  Presentation  Evaluation  Form  
 
 
 
Presentation  title:    ________________________     Today’s  date:    _____________  
 
 
 
Concerning  the  Material:  
                   (replace)                                                                (keep)  
Should  this  material  be  used  again  for  OM525?                                          1                2                3                4                5  
 
 
To  what  extent  did  the  Presenter:  
              (not  at  all)        (a  great  deal)  
-­‐-­‐    Raise  meaningful  issues           1                2                3                4                5  
       &  stimulate  the  audience?  
 
              (not  at  all)        (a  great  deal)  
-­‐-­‐  facilitate  class  participation?         1                2                3                4                5  
 
 
              (not  at  all)        (a  great  deal)  
-­‐-­‐  articulate  well  and  convey  enthusiasm?       1                2                3                4                5  
 
 
              (not  at  all)        (a  great  deal)  
-­‐-­‐  exhibit  good  preparation?           1                2                3                4                5  
 
 
                         (poor)                                                  (excellent)  
Overall,  how  would  you  rate  the  presenter’s  performance?     1                2                3                4                5  
 
 
 
Please  provide  written  feedback  in  the  space  below.  
 

  50  
FAIRFIELD  UNIVERSITY  
Charles  F.  Dolan  School  of  Business  

QA  400  
APPLIED  BUSINESS  STATISTICS  
COURSE  SYLLABUS  –  FALL  2013  
 
INSTRUCTOR:     Dr.  James  He  
DEPARTMENT:     Information  Systems  &  Operations  Management    
OFFICE  NUMBER:     Room  2115,  Charles  F.  Dolan  School  of  Business    
OFFICE  HOURS:     MR  11:00  a.m.  –  12:30  p.m.  or  by  appointment    
OFFICE  PHONE:     203-­‐254-­‐4000  Ext.  2835  
E-­‐MAIL:       xhe@fairfield.edu  
INTERNET:       faculty.fairfield.edu/xhe  
 
MEETING  TIME:     6:30  –  9:30  p.m.  Thursdays  
        Room  107  DSB  

REQUIRED TEXT: Essential of Modern Business Statistics with Microsoft

Office Excel, by Anderson, Sweeney, and Williams, South
Western, 5th Edition, 2012, ISBN 978-0-8400-6238-3.

Note: The cases in the textbook will become part of the class assignments, and additional sources
may be used and distributed in class. Students are encouraged to bring their own laptop
computers to the class.

             
I.   COURSE  DESCRIPTION:  
 
This course uses numerous case studies and examples from finance, marketing, operations
management, accounting, information systems, and other areas of business to illustrate the
important roles and applications of statistics in the business world. Topics include: data
presentation and communication, probability distributions, sampling and sampling distributions,
confidence intervals, hypothesis testing, regression analysis, and time series forecasting.
Statistical software, such as Excel, will be introduced to facilitate the data analysis and decision
making process.

II.   COURSE  OBJECTIVES:    

 
Objectives  of  this  course  are:  
 
1. To gain factual knowledge in terms of terminology, classifications, methods, and trends with
respect to basic concept and applications

  51  
 • Analyzing and converting statistical data into meaningful information by means of
statistical software.

2. To learn to apply course material to improve critical thinking, problem solving, and decision-
making

• Introducing the tools of descriptive statistics and influential statistics for effective
communication and decision-making.

3. To develop specific skills, competencies, and points of view needed by professionals in the
field most closely related to this course

• Investigating potential applications of business statistics in various areas through real

world case analysis.
 
 
V. OUTLINE  OF  COURSE  CONTENT:  

  52  
   Session  Topics   Reading   Case  &  Homework  
  Excel  Practice:  COUNTIF,  FREQUENCY,  
 1   9/05     Ch  1   BAR  CHART,  p.38  -­‐  43  
• Introduction  to  Business  Statistics  
  Excel  Practice:  FREQUENCY  –  Using  
 2   9/12   Ch  2   PivotTable-­‐  pp.49-­‐51  
• Descriptive   Statistics:   Graphical   HISTOGRAM,  PP.52-­‐54    
Presentations  
  Excel  Practice:  PivotTable,  pp.69-­‐71  
 3   9/19   Ch  3                                                      Scatter  Diagram,  pp.75-­‐77  
• Descriptive  Statistics:  Numerical  Measures   Ch  4   Case  1:  Pelican  Stores  (Ch2),  p.90  
• Introduction  to  Probability  
  Excel  Practice:  Descriptive  Statistics,  
 4   9/26   p.116  Covariance,  pp.140-­‐142    
• Discrete  Probability  Distributions   Ch  5     Case  2:  Pelican  Stores  (Ch3),  p.157  
• Continuous  Probability  Distributions   Homework  #1  
Ch  6  
 
 5   10/03     Excel  Practice:  Normal  Distribution,  267  
• Sampling  and  Sampling  Distributions    
Ch  7  
Excel  Practice:  Confidence  Interval,  339  
 6   10/10   Ch  8   Case  3:  Gulf  Real  Estate  (Ch8),  361  
• Confidence  Interval  Estimation  
 
 7   10/17     Draft  Proposal  Due  
• “Stats  Application”  Project  Proposal  
 
  Excel  Practice:  Hypothesis  Test,  383,  394  
 8   10/24   Ch  9   Case  4:  Quality  Associates  (Ch9),  410  
• Hypothesis  Tests     Homework  #2  
9 10/31   Excel  Practice:  Test  of  2  Means,  423,  433  
• Comparisons Involving Means Ch  10                                                        Analysis  of  Variance,  457  
Case  5:  Par,  Inc.  (Ch10),  469  
10 11/07 Excel  Practice:    Test  of  2  Proportions,  481  
• Comparison Involving Proportions Ch  11   Homework  #3  
11 11/14  
• Review for Mid-Term Exam Draft  Project  Report  Due  
• Mid-Term Exam (Take-Home)
12 11/21 Excel  Practice:  Simple  Reg.,  518  
• Simple Linear Regression Ch 12 Case  6:  Measuring  Stock  Market  Risk  
(Ch12),  577  
11/28  
No Class – Thanksgiving Recess
13 12/05 Excel  Practice:  Multiple  Regression,  590  
• Multiple Regression Ch 13 Homework  #4  
14 12/12  
• Problem Solving Session
• Prepare for Final Project Report/Presentation

  53  
15 12/19  
• “Stats Application” Project Presentation   Final  Paper  Due  
 
IV.   GRADING  POLICY:  
 
The  final  grade  will  be  calculated  as  follows:  
 
Case  Analyses  and  Presentations            10%  
Mid-­‐term  Exam              35%  
“Stats  Application”  Project          25%  
Homework  Assignments            20%  
Class  Participation            10%                                  
    Total               100%  
 

Case  Analysis  

The   class   will   be   divided   into   two-­‐student   groups   for   case   analysis.   Each   group   is  
responsible  for  all  cases,  including  data  analysis,  statistical  tests,  potential  applications,  and  
class  discussion.  While  a  formal  written  case  report  is  not  required,  students  are  expected  
to  show  their  work  in  writing  and  to  participate  in  class  discussion.  

Homework  (Individual)  

HW#1:   Ch3   -­‐   Problem   59   (p.153),   Ch4   -­‐   Problems   1-­‐3   (p.173),   Ch5   -­‐   Problem   16   &   18  
(p.222),  Ch6  -­‐  Problem  24  (p.272)  

HW#2:   Ch7   -­‐   Problems   9   (p.296),   19   (p.308),   23   (p.309),   41   (p.321);   Ch8   –   Problems   5  
(p.333),   12   &   13   (p.342),   27   (p.346);   Ch9   –   Problems   1   &   4   (p.370),   15   &   17  
(p.388),  23  &  24  (p.396)  

HW#3:  Ch10  –  Problems  1  (p.424),  13  (p.436),  19  (p.443),  24  (p.444);  Ch11  –  Problem  1  
(p.483),  6  (p.484)  

HW#4:  Ch12  –  Problems  5  (p.521),  18  (p.532),  26  (p.544);  Ch13  –  Problems  2  (p.592),  24  
(p.607)  

“Stats  Application”  Project  

The  “Stats  Application”  project  has  two  components:  a  presentation  and  a  paper.  Students  
will  choose  their  own  project  topic,  based  on  their  own  interests  and  preferences.  Students  
should   discuss   their   project   topic   with   the   instructor   as   soon   as   possible   to   ensure   it   is  
appropriate.     The   topic   should   relate   somehow   to   the   practice   of   Applied   Business  
Statistics.  The  following  are  possible  project  types:  

• Data  analysis  and  descriptive  statistics,  or  

  54  
• Data  analysis  and  statistical  tests.  

Presentations   should   last   approximately   10   -­‐   15   minutes.   It   would   be   helpful   if  

presentations  could  involve  the  rest  of  the  class  somehow,  e.g.,  by  including  a  problem  or  
problems  that  could  serve  as  the  basis  for  class  participation.      

Written   reports   are   due   on   the   last   day   of   class.   Reports   should   include   references   to  
current   research   related   to   the   project   topic.   At   least   two   current   references   should   be  
cited  in  the  report.  

Class  Participation  

Class  participation  includes  participating  in  Excel  practice,  case  analysis  and  discussion,  in  
addition  to  class  attendance.  

Communication

Email is probably the most effective way to communicate with the instructor. The instructor
may occasionally communicate with students using class lists on StagWeb.

FAIRFIELD  UNIVERSITY  ACADEMIC  HONESTY  POLICY:  

 
In   all   academic   work,   students   are   expected   to   submit   materials   that   are   their   own.  
Examples  of  dishonest  are  listed  in  the  link  of  my  website:  faculty.fairfield.edu/xhe  

In the event of such dishonesty, professors are to award a grade of zero for the project, paper or
examination in question, and may record an F for the course itself. When appropriate, expulsion
may be recommended. A notation of the event is made in the student’s file in the academic
dean’s office. The student will receive a copy.

  55  
 Sample Course Syllabus

QA 500 – Business Forecasting & Predictive Analytics

Course Description

This course introduces analytical techniques used to assist in managing under uncertainty. Topics
include time series and other forecasting techniques, as well as Monte Carlo simulation to assess
the risk associated with managerial decisions. Specifically, we will cover decision support
systems, collecting data, data sources, time dependent models and analysis, advanced solver,
time series techniques, exponential smoothing, moving averages, and Box-Jenkins (ARIMA)
models. Application examples include: Financial models - Stock prices, Risk management -
Bond ratings, Behavior models - Customer attrition, Customer likes/dislikes, Buying patterns -
Propensity to buy, Politics - Identify swing voters, and Sales. Prerequisite: QA 400.

Learning Outcomes

1. Identify the appropriate techniques to use to analyze time series data

2. Identify when Monte Carlo simulation is appropriate for assessing risk
3. Use computer software for implementing forecasting
4. Use computer simulation software to perform risk analyses

Text
Principles of Business Forecasting, Keith Ord & Robert Fildes, South-Western, Cengage
Learning, 2013, ISBN 978-0-324-31127-3.

Grading Policy

Participation 10%
Homework 30%
Quizzes 30%
Mid-Term Exam 20%
Final Exam 30%
Total 100%

Participation
Students are expected to attend and participate in each class session. Participation means being
prepared, being punctual, being respectful, actively listening and responding to questions.

Homework

All homework assignments will be submitted through Blackboard.

  56  
Quizzes

There will be a total of five (5) quizzes.

Exams
One mid-term exam and one final exam will be given. In case of an emergency, the student must
contact the instructor to request an excused absence. All students must take the mid-term exam
and the cumulative final exam. Exams will be a combination of multiple choice and
computational questions that may require the use of software.
 
Outline  of  Course  Content:  
 
 
  Session  Topics   Reading   Case  &  Homework  
 
 1     Ch  1   Minicase 1.1 & Minicase 1.4
• Forecasting:  Why  and  How  
   
 2     Ch  2   Exercises 2.1 & 2.4, Minicase 2.1
• Basic  Tools  for  Forecasting  
   
 3     Ch  3     Exercises 3.1, 3.3 & 3.4
• Forecasting  Trends:  Exponential  Smoothing  
   
 4     Exercises 4.1, 4.2 & 4.4
• Seasonal  Series:  Forecasting  &   Ch  4    
Decomposition  
 
 5       Minicase 5.2
• State-­‐Space  Models  for  Time  Series  
Ch  5  
 
 6     Ch  6   Exercises 6.1
• ARIMA  Models  
 
 7       Exercises 7.5
• Simple  Linear  Regression  for  Forecasting  
Ch  7  
   
 8     Ch  8   Minicase 8.3
• Multiple  Regression  for  Forecasting    
9    
• Model Building Ch  9   Exercises 9.4
10  
• Advanced Methods of Forecasting Ch  10   Exercises 10.4
11  
• Judgment-Based Forecasting Ch 11 Exercises 11.10

  57  
 12  
• Putting Forecasting Methods to Word Ch 12 Exercises 12.16
13  
• Forecasting in Practice Ch 13
14  
• Final Exam

  58  
 Appendix D
IS/OM Faculty and CVs

Name/Title Degree/Institution Expertise Teaching

James He Ph.D. (1992) Operations Management and OM 500*
Professor Penn State Quantitative Analysis QA 400, 500*
Chris Huntley Ph.D. (1996) Information Systems IS 500, 520, 550*
Associate Professor University of Virginia
Patrick Lee Ph.D. (1984) Operations Management and OM 400, 525
Associate Professor Carnegie Mellon University Quantitative Analysis QA 500*
Yasin Ozcelik Ph.D. (2005) Information Systems IS 500, 540*, 550*
Associate Professor Purdue University
Vishnu Vinekar Ph.D. (2007) Information Systems IS 500, 540*, 550*
Associate Professor University of Texas at Arlington
Additional Line Ph.D. Information Systems and Big IS 540*, 550*
TBD ? Data Management
*new course in MSBA program

  59  
  
James  He    
Professor    

   

Department:   Information  Systems  &  Operations  Management    

School:   Dolan  School  of  Business    
 

    Date  of  Appointment:   September  2000  

Date  of  Rank:   September  2006  

 
Years  of  Service:   14  
 

 
Employment  
2000  -­‐   Professor  (2006)  ,  Information  Systems  &  Operations  Management,  
Present     Fairfield  University    
1991  -­‐  2000     Assistant  Professor  (1991-­‐1997)  and  Associate  Professor  (1997-­‐2000),  
School  of  Business,  South  Carolina  State  University,  Orangeburg,  SC.    
Degrees  
Ph.D.     Management  Science  and  Information  Systems,  Pennsylvania  State  University,  1992    
MBA     University  of  Shanghai  for  Science  and  Technology,  1987    
BS     Zhejiang  University,  1982    
Honors    
2012    
DSB  Outstanding  Research  Paper  Award    
2006    
Distinguished  as  a  Fellow  of  the  International  Information  Management  Association  (IIMA)    
2006    
Elected  as  President  of  the  International  Information  Management  Association  (IIMA)    
 
Publications    
Articles    

• Xin  James  He  and  Myron  Sheu,  Efficacy  of  Functional  User  Impact  on  
Information  System  Development,  Management  Research  Review,  Vol.  37  (9),  
Sept.  9,  2014  (Forthcoming).  
• Xin  James  He,  The  Effect  of  Supply  Chain  Strategy  on  Quality  and  U.S.  
Competitiveness,  Communications  of  the  IIMA,  Vol.  13  (2),  2013,  pp.  15-­‐27.  
• Xin  James  He,  Enhancing  Excel  Skills  in  Teaching  Undergraduates  in  Business,  
Communications  of  the  IIMA,  11(4)  2012,  13-­‐30.    
• Myron  Sheu  and  Xin  James  He,  An  Empirical  Study  of  Integration  Issues  in  IS  
Development,  The  Journal  of  Academy  of  Business  and  Economics,  11(4)  2011,  
154-­‐159.    

  60  
 • Xin  James  He,  Factors  Affecting  Business  Process  Reengineering  in  China,  
International  Journal  of  Internet  and  Enterprise  Management,  7(2)  2011,  172-­‐
196.    
• Xin  James  He,  Xiaobo  Xu  and  Jack  C.  Hayya,  The  Impact  of  Stochastic  Lead  Time:  
The  Mean  or  the  Variance,  International  Journal  of  Information  Technology  &  
Decision  Making,  10(1)  2011,  175-­‐185.    
• Jack  C.  Hayya,  Terry  Harrison  and  Xin  James  He,  The  Impact  of  Stochastic  Lead  
Time  Reduction  on  Inventory  cost  under  Order  Crossover,  European  Journal  of  
Operational  Research,  211(2)  2011.    
• James  He,  Analysis  of  Strategic  Supply  Management:  A  Switching  Cost  View,  
2011  Proceedings  of  the  International  Conference  on  Service  Systems  and  Service  
Management,  2011,  255-­‐260.    
• Wei  Gao,  Xin  James  He  and  Hengshan  Wang,  The  Impact  of  Knowledge  
Integration  on  Firm  Performance,  Journal  of  International  Technology  and  
information  Management,  18(2)  2009,  239-­‐258.    
• Xiaobo  Xu  and  Xin  James  He,  Impact  of  Team  Altitude  and  Behavior  on  IS  Project  
Success,  Communications  of  the  IIMA,  8(4)  2008,  41-­‐52.    
• Xin  James  He  and  Myron  Sheu,  Enterprise  Documentation:  A  Formal-­‐Model  
Approach,  Communications  of  the  IIMA,  7(2)  2007,  51-­‐59.    
• Jun  Zhuo  and  Xin  James  He,  Analysis  of  E-­‐Marketplace  for  Textile  Industry  in  
China,  International  Journal  of  Management  and  Enterprise  Development,  4(3)  
2007,  337-­‐353.    
• Xin  James  He  and  Myron  Sheu,  Measured  Decision  Support  for  Online  
Customers,  Journal  of  Business  Management  and  Change,  1(1)  2006,  27-­‐38.    
• Xin  James  He  and  Myron  Sheu,  Data  Warehousing  for  Supply  Chain  Management  
with  Case  Analysis,  International  Journal  of  Management  and  Enterprise  
Development,  3(5)  2006,  438-­‐452.    
• Xin  James  He,  A  Comparative  Study  of  Business  Process  Reengineering  in  China,  
Communications  of  IIMA,  5(1)  2005,  25-­‐30.    
• Xin  James  He,  ERP  Implementation  in  the  Global  Marketplace:  The  Case  of  China  
and  the  United  State  of  America,  International  Journal  of  Knowledge,  Culture,  and  
Change  Management,  4  2005,  889-­‐905.    
• Xin  James  He,  J.G.  Kim  and  Jack  C.  Hayya,  The  Cost  of  Lead-­‐time  Variability:  The  
Case  of  the  Exponential  Distribution,  International  Journal  of  Production  
Economics,  97(2)  2005,  113-­‐122.    
• Xin  James  He  and  Hengshan  Wang,  Logistics  Information  System  in  China:  An  
Overview,  Communications  of  the  IIMA,  4(3)  2004,  113-­‐122.    
• J.G.  Kim,  D.  Sun,  Xin  James  He  and  Jack  C.  Hayya,  The  (s,  Q)  Inventory  Model  with  
Erlang  Lead  Time  and  Deterministic  Demand,  Naval  Research  Logistics,  51(6)  
2004,  906-­‐923.    
• Xin  James  He,  The  ERP  Challenge  in  China:  A  Resource-­‐Based  Perspective,  
Information  Systems  Journal,  14(2)  2004,  153-­‐167.    
• Myron  Sheu  and  Xin  James  He,  Intelligent  Web  User  Interfaces,  Communications  
of  the  IIMA,  3(2)  2003,  1-­‐15.    
• Jack  C.  Hayya,  Dean  Chatfield,  Xin  James  He  and  Chao-­‐Hsien  Chu,  Supply  Chain  
Information  Technology  Metrics,  International  Journal  of  Operations  and  
Quantitative  Management,  9(1)  2003,  33-­‐48.    
  61  
 • Myron  Sheu  and  Xin  James  He,  Intelligent  Machanism  -­‐  Vital  for  the  Success  of  E-­‐
Commerce,  Journal  of  Object  Technology,  2(4)  2003,  101-­‐112.    
• Xin  James  He,  Will  ERP  Fit  Enterprises  in  China,  Communications  of  the  IIMA,  
2(1)  2002,  25-­‐36.    
• Xin  James  He  and  Jack  C.  Hayya,  The  Impact  of  Just-­‐in-­‐time  Production  on  Food  
Quality,  Total  Quality  Management,  13(5)  2002,  651-­‐670.    

Conference  Proceedings    

• Xin  James  He  and  Myron  Sheu,  Efficacy  of  Functional  User  Impact  on  
Information  System  Development,  2013  Proceedings  of  Southwest  Decision  
Sciences  Institute  Annual  Meeting,  (2013),  581-­‐588.  
• Xin  James  He,  Analysis  of  Strategic  Supply  Management:  A  Switching  Cost  View  
in  2011  Proceedings  of  the  International  Conference  on  Service  Systems  and  
Service  Management.  (2011).    
• Ying  Yi  and  Xin  James  He,  Analysis  of  Switching  Costs  on  Customer  Loyalty  in  e-­‐
commerce  in  2010  Proceedings  of  INFORMS  Service  Science  Conference.  (2010),  
98-­‐105.    
• Xin  James  He,  The  Impact  of  Stochastic  Lead  Time:  the  Mean  or  the  Variance  in  
2009  Proceedings  of  International  Multi-­‐Conference  of  Engineering  and  Computer  
Scientists.  (2009),  2076-­‐2080.    
• Xin  James  He  and  Wenjie  Wu,  Factors  Affecting  Adoption  of  ERP  in  China  in  Joint  
2006  Proceedings  of  the  International  Conference  on  CIMCA  and  IAWTIC.  Sydney,  
Australia:  (2006).    
• Jack  Hayya,  Dean  Charfield,  Xin  James  He  and  Andrew  Pan,  Exploiting  Linear  
Independence  in  the  Analysis  of  Stochastic  Inventory  Systems  in  2006  
Proceedings  of  Decision  Sciences  Institute.  San  Antonio,  TX:  (2006),  32271-­‐
32276.    
• Xin  James  He,  Business  Process  Reengineering  in  China:  An  Empirical  Study  in  
Proceedings  of  the  2nd  European  Conference  on  IS  Management,  Leadership  and  
Governance.  Paris,  France:  (2006),  61-­‐70.    
• Jack  C.  Hayya,  U.  Bagchi,  Xin  James  He,  J.G.  Kim  and  Andrew  C.  Pan,  Supply  Chain  
Analysis:  RFID  &  Inventory  Control  in  2005  Proceedings  of  Decision  Sciences  
Institute.  San  Francisco,  CA:  (2005),  11861-­‐11866.    
• Xin  James  He,  Early  Trends  of  ERP  Implementation  in  China  in  2003  Proceedings  
of  Decision  Sciences  Institute.  Washington,  DC:  (2003),  1-­‐6.    
• Xin  James  He,  Inventory  Management  under  ERP  Environment  in  Proceedings  of  
the  3rd  International  Conference  of  Electronic  Commerce  Engineering.  Hangzhou,  
China:  (2003),  249-­‐252.    
• Xin  James  He,  A  Resource-­‐Based  View  on  ERP  Implementation  in  Proceedings  of  
the  7th  International  Conference  of  the  Decision  Sciences  Institute.  Shanghai,  
China:  (2003),  CD-­‐ROM.    
• Jack  C.  Hayya,  Dean  Chatfield,  Xin  James  He  and  Chao-­‐Hsien  Chu,  Supply  Chain  
Information  Technology  Metrics  in  2003  Proceedings  of  Western  Decision  
Sciences  Institute.  Island  of  Kauai,  Hawaii:  (2003),  500-­‐502.    

  62  
 • Xin  James  He  and  Jack  C.  Hayya,  Lead-­‐Time  Variability  and  Inventory  Cost  in  
2002  Proceedings  of  Decision  Sciences  Institute.  San  Diego,  CA:  (2002),  1922-­‐
1927.    
• J.G.  Kim,  Xin  James  He  and  Jack  C.  Hayya,  Stochastic  Lead-­‐Time  Inventory  Models  
in  2002  Proceedings  of  Western  Decision  Sciences  Institute.  Las  Vegas,  NV:  (2002),  
748-­‐750.    
• Xin  James  He,  The  Impact  of  ERP  Implementation  in  China  in  Proceedings  of  the  
1st  International  Conference  on  e-­‐Business  in  Hong  Kong.  (2001),  CD-­‐ROM.    
• Chao-­‐Hsien  Chu,  Xin  James  He  and  Jack  C.  Hayya,  A  Data  Warehousing  Approach  
to  Supply  Chain  Integration  in  2001  Proceedings  of  Decision  Sciences  Institute.  
San  Francisco,  CA:  (2001).    

Presentations    
Conferences    

• Xin  James  He,  “Critical  Skills  Required  in  Big  Data  Business  Analytics.”  Paper  
presented  to  the  Academy  of  Business  Research  Fall  2013  Conference,  Montego  
Bay,  Jamaica,  November  13-­‐15,  2013.  
• Xin  James  He,  “The  Impact  of  Global  Supply  Chain  on  the  Product  Quality:  The  
Case  of  Boeing  787.”    Paper  presented  to  26th  Euro-­‐Institute  for  Operations  
Research  and  Management  Science  Joint  Conference,  Rome,  Italy,  July  1-­‐  4,  2013.  
• Xin  James  He  and  Myron  Sheu,  “Efficacy  of  Functional  User  Impact  on  Information  
System  Development.”  Paper  presented  to  the  2013  Southwest  Decision  Sciences  
Institute  Annual  Meeting,  Albuquerque,  NM  on  March  16,  2013.    
• Christine  Beggan  and  Xin  James  He,  “The  Effect  of  Outsourcing  and  the  Global  
Trade  Imbalance  on  US  Economy.”  Paper  presented  to  the  The  23rd  Annual  
Meeting  of  International  Information  Management  Association,  Chicago,  IL  on  
October  16,  2012.    
• Xin  James  He,  “The  Effect  of  Global  Supply  Chain  on  U.S.  Manufacturing:  A  
Switching  Cost  View.”  Paper  presented  to  the  2012  Institute  for  Operations  
Research  and  Management  Science  International  Conference,  Beijing,  China  on  
June  27,  2012.    
• James  He  and  Myron  Sheu,  “An  Empirical  Study  of  Integration  Issues  in  IS  
Development.”  Paper  presented  to  the  2011  International  Academy  of  Business  
and  Economics  Conference,  Las  Vegas,  NV  on  October  17,  2011.    
• Ying  Yi  and  James  He,  “Analysis  of  Strategic  Supply  Management:  A  Switching  Cost  
View.”  Paper  presented  to  the  8th  International  Conference  on  Service  Systems  
and  Service  Management,  Tianjin,  China  on  June  26,  2011.    
• Xin  James  He  and  Ying  Yi,  “Analysis  of  Switching  Costs  on  Customer  Loyalty  in  e-­‐
commerce.”  Paper  presented  to  the  2010  INFORMS  Service  Science  Conference,  
Taipei,  Taiwan  on  July  9,  2010.    
• Xin  James  He,  “The  Impact  of  Stochastic  Lead  Time:  The  Mean  or  the  Variance.”  
Paper  presented  to  the  International  Multi-­‐Conference  of  Engineering  and  
Computer  Scientists  2009  on  Operations  Management,  Hong  Kong  on  March  20,  
2009.    

  63  
 • Xin  James  He,  “Stochastic  Lead  Time:  Is  it  the  mean  or  the  variance  that  matters  
more.”  Paper  presented  to  the  19th  Annual  Conference  of  International  
Information  Management  Association,  San  Diego,  CA  on  October  13,  2008.    
• Xin  James  He  and  Myron  Sheu,  “Enterprise  Documentation:  A  Formal-­‐Model  
Approach.”  Paper  presented  to  the  18th  Annual  Conference  of  International  
Information  Management  Association,  Beijing,  China  on  October  16,  2007.    
• Xin  James  He  and  Wenjie  Wu,  “Factors  Affecting  Adoption  of  ERP  in  China.”  Paper  
presented  to  the  Joint  2006  International  Conference  on  CIMCA  and  IAWTIC,  
Sydney,  Australia  on  November  30,  2006.    
• Jack  Hayya,  Dean  Charfield,  Xin  James  He  and  Andrew  Pan,  “Exploiting  Linear  
Independence  in  the  Analysis  of  Stochastic  Inventory  Systems.”  Paper  presented  to  
the  2006  Decision  Sciences  Institute  Annual  Meeting,  San  Antonio,  TX  on  
November  19,  2006.    
• Xin  James  He,  “The  Impact  of  Lead  Time  Variability  on  Supply  Chain  
Management.”  Paper  presented  to  the  17th  Annual  Meeting  of  International  
Information  Management  Association,  New  Rochelle,  NY  on  October  5,  2006.    
• Xin  James  He,  “Business  Process  Reengineering  in  China:  An  Empirical  Study.”  
Paper  presented  to  the  2nd  European  Conference  on  IS  Management,  
Leadership  and  Governance,  Ministry  of  Research,  Paris,  France  on  July  12,  
2006.    
• Jack  C.  Hayya,  U.  Bagchi,  Xin  James  He,  J.G.  Kim  and  Andrew  Pan,  “Supply  Chain  
Analysis:  RFID  &  Inventory  Control.”  Paper  presented  to  the  2005  Decision  
Sciences  Institute  Annual  Meeting,  San  Francisco,  CA  on  November  21,  2005.    
• Xin  James  He,  “Analysis  of  Critical  Success  Factors  for  Business  Process  
Engineering.”  Paper  presented  to  the  4th  International  Conference  on  
Information  and  Management  Science,  Kunming,  China  on  July  3,  2005.    
• Jack  C.  Hayya,  J.G.  Kim,  Xin  James  He  and  D.  Sun,  “A  Regression  Approach  to  
Inventory  Control  with  Erlang  Lead  Time  and  Deterministic  Demand.”  Paper  
presented  to  the  2004  Decision  Sciences  Institute  Annual  Meeting,  Boston,  MA  
on  November  21,  2004.    
• Xin  James  He,  “ERP  Implementation  in  the  Global  Marketplace:  USA  vs.  China.”  
Paper  presented  to  the  4th  International  Conference  on  Knowledge,  Culture,  and  
Change  in  Organizations,  London,  UK  on  August  5,  2004.    
• Xin  James  He,  “Early  Trends  of  ERP  Implementation  in  China.”  Paper  presented  to  
the  2003  Decision  Sciences  Institute  Annual  Meeting,  Washington,  DC  on  
November  23,  2003.    
• Xin  James  He,  “Inventory  Management  under  ERP  Environment.”  Paper  presented  
to  the  3rd  International  Conference  on  Electronics  Commerce  Engineering,  
Hangzhou,  China  on  October  23,  2003.    
• Xin  James  He  and  Jack  Hayya,  “Lead-­‐time  Variability  and  Inventory  Cost.”  Paper  
presented  to  the  2002  Decision  Sciences  Institute  Annual  Meeting,  San  Diego,  CA  
on  November  24,  2002.    
• J.G.  Kim,  Xin  James  He  and  Jack  Hayya,  “Stochastic  Lead-­‐time  Inventory  Models.”  
Paper  presented  to  the  2002  Western  Decision  Sciences  Institute  Annual  
Meeting,  Las  Vegas,  NV  on  April  3,  2002.    

  64  
 • Xin  James  He,  “The  ERP  Implementation  in  China.”  Paper  presented  to  the  1st  
International  Conference  on  Electronic  Business,  Hong  Kong,  China  on  
December  20,  2001.    
• Chao-­‐Hsien  Chu,  Xin  James  He  and  Jack  Hayya,  “A  Data  Warehousing  Approach  to  
Supply  Chain  Integration.”  Paper  presented  to  the  2001  Decision  Sciences  
Institute  Annual  Meeting,  San  Francisco,  CA  on  November  18,  2001.    
• Xin  James  He,  “Analysis  of  Switching  Costs  on  Customer  Loyalty  in  e-­‐commerce.”  
Paper  presented  to  the  ,  on.    

Grants    

• James  He,  The  Impact  of  Global  Supply  Chain  Strategy  on  Product  Quality:  The  Case  of  
Boeing  787,  Dolan  School  of  Business:  $5,000  (June  1  –  December  15,  2013).  
• James  He,  The  Effect  of  Global  Supply  Chain  on  U.S.  Manufacturing:  A  Switching  Cost  
View,  Dolan  School  of  Business:  $5,000  (June  1  -­‐  December  15,  2012).    
• James  He,  Strategic  Supply  Chain  Measurement:  A  Switching  Cost  Perspective,  Dolan  
School  of  Business:  $5,000  (June  1  -­‐  December  15,  2011).    
• James  He,  Critical  Success  Factors  on  IS  Project  Performance,  Dolan  School  of  
Business:  $5,000  (June  1  -­‐  December  15,  2010).    
• James  He,  Stochastic  Lead  Time:  Is  it  the  mean  or  the  variance  that  matters  more,  
Dolan  School  of  Business:  $5,000  (June  1  -­‐  December  15,  2008).    
• Xin  James  He,  Enterprise  Documentation:  A  Formal-­‐Model  Approach,  Dolan  School  of  
Business:  $5,000  (June  1  -­‐  December  15,  2007).    
• Xin  James  He,  Analysis  of  E-­‐marketplace  in  the  Textile  Industry  in  China,  Dolan  School  
of  Business:  $4,000  (May  1  -­‐  September  1,  2006).    
• Xin  (James)  He,  Analysis  of  Critical  Success  Factors  for  Business  Process  
Reengineering,  Dolan  School  of  Business,  Fairfield  University:  (2005).    
• Xin  (James)  He,  Data  Warehouse  in  Supply  Chain  Management,  Fairfield  University:  
$3,500  (June  1  -­‐  December  15,  2004).    
• Xin  (James)  He,  The  (s,  Q)  Inventory  Model  with  Stochastic  Lead  Time  and  
Deterministic  Demand,  Dolan  School  of  Business,  Fairfield  University:  $4,000  (June  1,  
2004  -­‐  February  10,  2005).    

Service    
Committee    
Dolan  School  of  Business  

• Continuous  Improvement  &  Assessment  Committee  September  2008  –  June  30  

2011  
• DSB  Undergraduate  Curriculum  Committee  September  2005  -­‐  August  2008    

General  Faculty  

• Academic  Council  September  2012  -­‐  June  2014    

• Undergraduate  Curriculum  September  2009  -­‐  June  2012    
• Academic  Council  September  2008  -­‐  December  2008    
• Faculty  Development  &  Evaluation  September  2006  -­‐  August  2008    
  65  
 • Academic  Council  September  2004  -­‐  August  2006    
• Undergraduate  Curriculum  September  2003  -­‐  August  2006    

Chair:  September  2004  -­‐  August  2005    

• University  Advancement  September  2001  -­‐  August  2004    

Chair:  September  2003  -­‐  August  2004    

 
University  Administration  

• Self-­‐Study  5:  Faculty  August  2006  -­‐  August  2007    

• Self-­‐Study  6:  Students  August  2006  -­‐  August  2007    

Institutional  Service    

• Continuous  Improvement  &  Assessment  Committee.  July  1,  2011  -­‐  Present.    
• Academic  Council.  September  1,  2011  -­‐  May  30,  2014.    
• Academic  Council.  September  1,  2008  -­‐  December  15,  2008.    

Professional  Service    

• President  of  International  Information  Management  Association.  November  1,  

2006  -­‐  November  1,  2007.    
• Vice  President  of  International  Information  Management  Association.  In  charge  of  
IIMA  2007  Annual  Conference.  November  1,  2005  -­‐  November  1,  2006.    
• Program  Chair  and  Vice  President  of  International  Information  Management  
Association.  November  1,  2004  -­‐  November  1,  2005.    

Community  Service    

• Coordinator  of  Fairfield  Chinese  Academy.  January  7,  2002  -­‐  Present.    

  66  
 Christopher  L  Huntley    
Associate  Professor    

   

Department:   Information  Systems  &  Operations  Managment    

School:   Dolan  School  of  Business    
 

    Date  of  Appointment:   September  1997  

Date  of  Rank:   September  2004  

 
Years  of  Service:   16  
 

 
Employment  
1997  -­‐   Associate  Professor  (2004)  ,  Information  Systems  &  Operations  
Present     Managment,  Fairfield  University    
1996  -­‐  1997     Visiting  Assistant  Professor,  Management  Science  and  Information  
Systems,  University  of  California  at  Riverside,  Riverside,  CA  .    
1995  -­‐  1996     Director  of  Network  Analysis,  Service  Design  and  Planning,  Consolidated  
Rail  Corporation,  Philadelphia,  PA.    
1994  -­‐  1995     Senior  Operations  Analyst/Architect,  Information  Systems,  Consolidated  
Rail  Corporation,  Philadelphia,  PA.    
1992  -­‐  1994     Software  Developer  and  Consultant,  Commonwealth  Computer  Research,  
Charlottesville,  VA.    
Degrees  
Ph.D.     University  of  Virginia,  1996    
M.S.     University  of  Virginia,  1989    
B.S.     University  of  Virginia,  1987    
Publications    
Articles    

• Christopher  L.  Huntley,  Onshore  Mobile  App  Development:  Successes  and  

Challenges,  IEEE  Computer,  44(9)  2011.    
• Christopher  L.  Huntley,  The  Developer's  Perspective,  IEEE  Computer,  44(5)  
2011,  88-­‐90.    
• Vishnu  Vinekar  and  Christopher  L.  Huntley,  Agility  vs.  maturity:  Is  there  really  a  
trade-­‐off?,  IEEE  Computer,  43(5)  2010,  87-­‐89.    
• Christopher  L.  Huntley,  A  Developmental  View  of  Systems  Security,  IEEE  
Computer,  39(1)  2006,  113-­‐114.    
• Jeffrey  Arthur  and  Christopher  L.  Huntley,  Ramping  up  the  Learning  Curve:  
Assessing  the  Impact  of  Deliberate  Learning  on  Plant  Performance  Under  
Gainsharing,  Academy  of  Management  Journal,  48(6)  2005,  1159-­‐1170.    

  67  
 • Christopher  L.  Huntley,  Richard  Mathieu  and  George  Schell,  An  Initial  
Assessment  of  Remote  Access  Computer  Laboratories  for  IS  Education,  Journal  
of  Information  Systems  Education,  15(4)  2004,  397-­‐406.    
• Christopher  L.  Huntley,  Organizational  Learning  in  Open  Source  Software  
Projects:  An  Analysis  of  Debugging  Data,  IEEE  Transactions  on  Engineering  
Management,  50(4)  2003,  485-­‐493.    
• Suzanne  Hetzel  Campbell  and  Christopher  L.  Huntley,  Limits  to  Growth:  A  
Private  Family  Health  Practice,  International  Journal  of  Entrepreneurship  and  
Innovation,  4(2)  2003,  133-­‐139.    
• Douglas  Lyon  and  Christopher  L.  Huntley,  There’s  More  Than  One  Way  to  Build  a  
Bridge,  IEEE  Computer,  2002.    
• S.  Erevelles,  V.  Horton,  E.  Rolland  and  Christopher  L.  Huntley,  Incorporating  
Geographic  Information  Systems  into  Marketing  Education,  Journal  of  Database  
Marketing,  6(4)  1999,  357-­‐371.    
• Christopher  L.  Huntley  and  Donald  Brown,  Parallel  Genetic  Algorithms  with  
Local  Search,  Computers  and  Operations  Research,  23  1996,  559-­‐572.    
• Christopher  L.  Huntley,  Freight  Routing  and  Scheduling  at  CSX  Transportation,  
Interfaces,  25(3)  1995,  58-­‐71.    
• Donald  Brown  and  Christopher  L.  Huntley,  A  Practical  Application  of  Simulated  
Annealing  to  Clustering,  Pattern  Recognition,  14  1992,  402-­‐412.    
• Christopher  L.  Huntley  and  Donald  Brown,  A  Parallel  Heuristic  for  Quadratic  
Assignment  Problems,  Computers  &  Operations  Research,  12  1991,  275-­‐289.    
• Christopher  L.  Huntley,  Donald  Brown  and  Paul  Garvey,  Clustering  of  
Homogeneous  Subsets,  Pattern  Recognition  Letters,  12  1991,  401-­‐408.    

Chapters    

• Christopher  L.  Huntley  and  Suzanne  Hetzel  Campbell,  Limits  to  Growth:  A  Case  
Study  of  a  Private  Family  Medical  Practice  -­‐  updated.  in  P.  Westhead,  M.  Wright  
and  G.  McElwee  (Eds.),  Entrepreneurship  –  Perspectives  and  Cases.  Essex,  
England:  Pearson  Education  Limited  (2011),  pp.  411-­‐416.    
• Mousumi  Bhattacharya  and  Christopher  L.  Huntley,  Social  Network  Mapping  
Software:  New  Frontiers  in  HRM  in  T.  Torres-­‐Coronas  and  M.  Arias-­‐Olivia  (Eds.),  
E-­‐Human  Resources  Management.  New  York:  Idea  Group  (2005),  pp.  68-­‐85.    

Conference  Proceedings    

• Christopher  L.  Huntley,  Caritas  in  Veritase  in  Business  Technology  Courses:  
Anomaly  or  Teaching  Moment?.  in  Proceedings  of  the  Colleagues  in  Jesuit  
Business  Education  Conference.  (2010).    
• Christopher  L.  Huntley  and  Stephanie  Lucca,  Small  World  Effects  in  Extended  
OSS  Communities:  An  Analysis  of  Project  Dependency  Data  in  B.  Wray  (Ed.),  
Proceedings  of  the  2008  Meeting  of  the  Southeastern  Decision  Sciences  Institute.  
Atlanta,  GA:  Decision  Sciences  Institute  (2008).    
• Suzanne  H.  Campbell  and  Christopher  L.  Huntley,  Growing  pains  at  a  private  
breastfeeding  practice  in  World  Association  for  Case  Method  Research  &  Case  

  68  
 Method  Application(WACRA),  19th  International  Conference.  Mannheim,  
Germany:  WACRA  (2002).    

Presentations    
Conferences    

• Christopher  L.  Huntley,  “Caritas  in  Veritate  in  Business  Technology  Courses:  
Anomaly  or  Teaching  Moment?”  Paper  presented  to  the  Colleagues  in  Jesuit  
Business  Education,  Milwaukee,  WI  on  July  9,  2010.    
• Christopher  L.  Huntley  and  Winston  M.  Tellis,  “Servant  Leadership  as  it  Appears  
in  Open  Source  Software.”  Paper  presented  to  the  Colleagues  in  Jesuit  Business  
Education  Conference,  Rockhurst  University,  Kansas  City,  KS  on  July  16,  2009.    
• Christopher  L.  Huntley,  “Small  World  Effects  in  Extended  OSS  Communities:  An  
Analysis  of  Project  Dependency  Data.”  Paper  presented  to  the  2008  Meeting  of  
the  Southeast  Decision  Sciences  Institute,  Orlando,  FL  on  February  18,  2008.    
• Mousumi  Bhattacharya  and  Christopher  L.  Huntley,  “Social  network  analysis  and  
human  resource  management.”  Panel  presented  at  the  Academy  of  Management  
Meetings,  New  Orleans,  LA  on  August  8,  2004.    

Lectures  &  Seminars    

• Winston  M.  Tellis,  Christopher  L.  Huntley  and  Vishnu  Vinekar,  IS  In  Developing  
Countries:  
Employee  Motivation  for  ERP  In  Microfinance,  Paper  presented  to  the  Dolan  
School  of  Business,  Fairfield  University,  Fairfield,  CT,  on  February  21,  2009.    

Service    
Committee    
Center  for  Academic  Excellence  

• FLC  -­‐  Diversity  2007-­‐08  September  1997  -­‐  Present    

General  Faculty  

• Academic  Council  September  2012  -­‐  June  2014    

• Athletics  September  2010  -­‐  June  2013    
• Academic  Council  September  2006  -­‐  August  2008    
• University  College  September  2003  -­‐  August  2006    

Chair:  September  2004  -­‐  August  2005    

• Educational  Technologies  September  2000  -­‐  August  2003    

• Library  September  1999  -­‐  August  2002    

Chair:  September  2001  -­‐  August  2002    

Institutional  Service    

  69  
 • Co-­‐Chair,  Fairfield  Business  Plan  Competition.  Coordinate  all  operations  and  all  
web  services  for  the  initial  offering  of  the  competition.  October  1,  2011  -­‐  
Present.    
• Stags  Council.  Work  with  administrators  and  staff  from  across  campus  on  
student-­‐life  issues  for  the  varsity  and  club  athletes.  September  1,  2011  -­‐  Present.    
• DSB  Graduate  Admissions  Committee.  Review  graduate  applications  and  make  
admisssion  decisions  for  marginal  candidates.  September  1,  2011  -­‐  Present.    
• University  Web  Advisory  Committee.  Monthly  meetings  to  review  and  advise  on  
Fairfield  University's  web  sites  and  services.  September  1,  2011  -­‐  Present.    
• NCAA  Faculty  Athletics  Representative.  Act  as  ombudsman  on  the  behalf  of  
student-­‐athletes.  In  this  capacity  I  administer  annual  surveys  of  all  athletes  and  
advise  the  athletics  department  on  academic  matters.  July  1,  2011  -­‐  Present.    

Professional  Service    

• Editorship.  Editorship  of  the  "In  Development"  column  in  Computer,  the  flagship  
publication  of  the  IEEE  Computer  Society.  May  1,  2011  -­‐  Present.    
• Board  member,  IEEE  Computer  Society.  In  addition  to  my  column  editor  duties,  I  
also  participate  in  annual  board  meetings  to  set  the  direction  for  the  society.  
February  1,  2011  -­‐  Present.    

Community  Service    

• Web  Development  Projects  2010-­‐2012.  Completed  professional-­‐quality  

interactive  websites  for  the  following  organizations:  *  Beardsley  Zoo  *  Operation  
Hope  *  CT  CAHS/VITA  Program  *  Bridgeport  Schools  *  JustFaith  Ministries  
January  1,  2011  -­‐  Present.    

Development    

• Teaching  MIS,  Prentice-­‐Hall,  Boston,  MA  (April  6,  2006  -­‐  April  6,  2006).    
• Teaching  MIS,  Prentice-­‐Hall,  Boston,  MA  (April  5,  2006).    

Research    

• Christopher  L.  Huntley  and  Stephanie  Lucca  Small  Worlds  in  OSS  Communities:  An  
Analysis  of  Project  Dependency  Data,  April  1,  2005.    

  70  
 Patrick  S  Lee    
Associate  Professor    

   

Department:   Information  Systems  &  Operations  Managment    

School:   Dolan  School  of  Business    
 

    Date  of  Appointment:   September  1995  

Date  of  Rank:   September  1999  

 
Years  of  Service:   19  
 

 
Employment  
1995  -­‐   Associate  Professor  (1999)  ,  Information  Systems  &  Operations  
Present     Managment,    
Fairfield  University    
 
Degrees  
Ph.D.     Industrial  Administration,  Carnegie-­‐Mellon,  1984    
Publications    
Articles    

• Patrick  S.  Lee,  Coordinating  pricing  and  inventory  purchasing  decisions  of  a  
supply  chain  for  e-­‐tailers  in  face  of  quantity  discount,  Academy  of  Information  
and  Management  Sciences  Journal,  16(2,2)  2013.    
• Gerard  M.  Campbell,  Patrick  S.  Lee  and  Annemarie  Van  Parys,  Cross-­‐Training  
and  Allocation  of  Highly-­‐Skilled  Workers  at  Surgental,  Inc.  -­‐-­‐  a  Spreadsheet-­‐
Based  Teaching  Case,  International  Journal  of  Case  Method  Research  &  
Application,  XXV(1)  2013,  41-­‐47.    
• Patrick  S.  Lee,  Continuously  Increasing  Price  in  a  Gradual  Usage  Inventory  Cycle:  
An  Optimal  Strategy  for  Coordinating  Production  with  Pricing  for  a  Supply  
Chain,  Academy  of  Information  and  Management  Science  Journal,  15(1)  2012,  
105-­‐116.    
• Prafulla  Joglekar,  Patrick  S.  Lee  and  Alireza  M.  Farahani,  Continuously  Increasing  
Price  in  an  Inventory  Cycle:  An  Optimal  Strategy  for  E-­‐tailers,  Journal  of  Applied  
Mathematics  and  Decision  Sciences,  (Article  ID:  483267)  2008,  14  pages.    

[  doi:10.1155/2008/483267  ]  

• Patrick  S.  Lee  and  prafulla  joglekar,  A  dual  pricing  model  for  price  sensitive  
products  subject  to  obsolescence,  Journal  of  Business  and  Economics  Studies,  
2005.    

  71  
 • Prafulla  joglekar  and  Patrick  S.  Lee,  Responding  to  a  one-­‐time-­‐only-­‐sale  (OTOS)  
of  a  product  subject  to  obsolescence,  Academy  of  Information  and  Management  
Sciences  Journal,  2003.    
• Prafulla  Joglekar,  Patrick  S.  Lee,  and  Madjid  Tavana,  The  Development  and  
Validation  of  a  Campus  Recruiting  Expert  System  Using  Expert  Opinions  and  
Historical  Data,  Expert  Systems  with  Applications,  1994.    
• Patrick  S.  Lee,  Investigation  of  Cost  Variances  Within  a  Linear  Programming  
Framework,  Accounting  Inquiries,  1993.    
• Patrick  S.  Lee,  A  Two-­‐Stage  Approach  to  Multi-­‐Period  Allocation  of  Savings  
Among  Investment  Plans,  Annals  of  Operations  Research,  1993.    
• Patrick  S.  Lee,  Consequences  of  Removing  Subjects  in  Item  Calibration,  Objective  
Measurement  :  Theory  into  Practice,  2  1993.    
• Patrick  S.  Lee,  An  Exact  Formulation  of  Inventory  Costs  and  Optimal  Lot  Size  in  
Face  of  Sudden  Obsolescence,  Operations  Research  Letters,  1993.    
• Patrick  S.  Lee,  Constraint  Optimization:  a  Perspective  of  IRT  Parameter  
Estimation,  Objective  Measurement:  Theory  into  Practice,  1  1991.    
• Patrick  S.  Lee,  Effect  of  Auto-­‐Correlation  on  Single-­‐Subject  Single  Facet  Crossed-­‐
Design  Generalizability  Assessment,  Behavioral  Assessment,  1990.    
• Patrick  S.  Lee,  An  Exploration  of  an  Individual’s  Decision-­‐Making  Regarding  Tax-­‐
Deferred  Investment  Plans,  Journal  of  Risk  Insurance,  1990.    
• Patrick  S.  Lee,  A  Critical  Review  of  the  S/L  Realibility  Index,  Behavioral  
Assessment,  1985.    
• Patrick  S.  Lee,  The  Estimation  of  Kappa  From  Agreement  Interobserver  
Reliability,  Behavioral  Assessment,  1984.    
• Patrick  S.  Lee,  The  Effect  of  the  Use  and  Percentage  agreement  on  Behavioral  
Observation  Reality:  a  Reassessment,  Behavioral  Assessment,  1984.    
• Patrick  S.  Lee,  Optimal  Advertising  for  the  Nerlove-­‐Arrow  Model  with  
Replenishable  Budget,  Optimal  control:  Applications  and  Methods,  1981.    
• Patrick  S.  Lee,  A  Parametric  Linear  Complementary  Technique  for  the  
Computation  of  Equilibrium  in  a  Single  Commodity  Spatial  Model,  Mathematical  
Programming,  1980.    

Abstract    

• Bruce  M.  Bradford  and  Patrick  S.  Lee,  Investigation  of  cost  variances  within  a  
linear  programming  framework,  Proceedings  of  the  Mid-­‐Atlantic  American  
Accounting  Association  Meeting,  1993,  73.    

Conference  Proceedings    

• Patrick  S.  Lee  and  Patricia  M.  Poli,  Does  Quality  Pay:  A  DEA  Study  of  the  Motor  
Carriers'  Performances  in  Allied  Academies  International  Conference.  
Jacksonville,  FL:  (2007).    
• P.  Joglekar  and  P.  Lee,  Continuously  Increasing  Price  in  an  Inventory  Cycle:  An  
Optimal  Strategy  for  E-­‐tailers  in,  Honolulu:  HIC  International  Conference,  
Honolulu  2005  (2005).    

  72  
 • Prafulla  Joglekar,  and  Patrick  S.  Lee,  Dynamic  pricing  in  a  B2B  environment  with  
price  elasticity  in  Allied  Academies  International  Conference,  Mississippi  2004.    

Presentations    
Conferences    

• Patrick  S.  Lee,  “Coordinating  pricing  and  inventory  purchasing  decisions  of  a  
supply  chain  for  an  e-­‐tailer  in  face  of  quantity  discount.”  Paper  presented  to  the  
Allied  academies,  las  vegas,  2012,  las  vegas  on  October  10,  2012.    
• Gerard  M.  Campbell,  Patrick  S.  Lee  and  Annemarie  Van  Parys,  “Cross-­‐Training  
and  Allocation  of  Highly-­‐Skilled  Workers  at  Surgental,  Inc.  -­‐-­‐  A  Spreadsheet-­‐Based  
Teaching  Case.”  Paper  presented  to  the  Twenty-­‐ninth  International  Conference  
of  the  World  Association  for  Case  Method  Research  &  Application  (WACRA),  
Stockholm,  Sweden  on  June  27,  2012.    
• Patrick  S.  Lee,  “Continuously  Increasing  Price  in  a  Gradual  Usage  Inventory  Cycle:  
An  Optimal  Strategy  for  Products  with  Price  Elasticity*.”  Paper  presented  to  the  
INFORMS,  2010,  Buenos  Aires,  Buenos  Aires,  Argentina  on  June  1,  2010.    
• Ari  P.  Vepsalainen  and  Patrick  S.  Lee,  “Community-­‐based  modeling  of  service  
networks.”  Paper  presented  to  the  Production  and  Operations  Management  
Society,  Dallas,  TX  on  May  12,  2007.    
• Patricia  M.  Poli  and  Patrick  S.  Lee,  “Does  Quality  Pay?”  Presentation  to  the  
INFORMS,  Hong  Kong  on  June  1,  2006.    
• Joan  L.  Van  Hise,  Patrick  S.  Lee  and  Barbara  Porco,  “Jesuit  Business  Education  -­‐  
Are  we  different?”  Paper  presented  to  the  Colleagues  in  Jesuit  Business  
Education  Annual  Conference,  Loyola  University  -­‐  Chicago  on  July  22,  2005.    
• Patrick  S.  Lee,  “Dynamic  Pricing  in  a  B2b  Environment  With  Price  Elasticity.”  
Paper  presented  to  the  2005  IFOR  Meeting,  Honolulu,  Hawaii  on  July  15,  2005.    
• Patrick  S.  Lee,  “Continuously  Increasing  Price  in  an  Inventory  Cycle:  an  Optimal  
Strategy  for  E-­‐tailers.”  Paper  presented  to  the  Hawaiian  International  
Conference  2005,  Honolulu,  Hawaii  on  May  25,  2005.    
• Patrick  S.  Lee,  “Investigation  of  Cost  Variances  Within  a  Linear  Programming  
Framework.”  Paper  presented  to  the  Presented  at  the  Mid-­‐Atlantic  Accounting  
Association  Annual  Meeting,  Washington,  DC,  on  June  1,  1993.    
• Patrick  S.  Lee,  “Effects  if  Deleting  Perfect  and  Zero  Raw  Scors  in  IRT.”  Paper  
presented  to  the  Presented  at  the  International  objective  Measurement  
Workshop  V  at  the  University  of  Chicago,  on  June  1,  1991.    
• Patrick  S.  Lee,  “Constraint  Optimization:  a  Perspective  or  IRT  Parameter  
Estimation.”  Paper  presented  to  the  Presented  at  the  International  Objective  
Measurement  Workshop  IV  at  the  University  of  California  at  Berkly,  CA,  on  June  
1,  1989.    

Lectures  &  Seminars    

• Gerard  M.  Campbell  and  Patrick  S.  Lee,  Cross-­‐Training  and  Allocation  of  Highly-­‐
Skilled  Workers  in  a  Multiple  Flow-­‐Shop  Environment,  Paper  presented  to  the  
Dolan  School  of  Business  Research  Seminar,  on  February  22,  2012.    

  73  
 • Patrick  S.  Lee,  Barbara  Porco  and  Joan  L.  Van  Hise,  Jesuit  Business  Education:  Are  
We  Different?,  Paper  presented  to  the  Charles  F.  Dolan  School  of  Business  
Faculty  Seminar  Series,  on  October  1,  2005.    

Grants    
 

• Patrick  S.  Lee,  Coordinating  pricing  and  inventory  purchasing  decisions  of  a  supply  
chain  for  an  e-­‐tailer  in  face  of  quantity  discount,  DSB  Summer  Grant:  $5000  (2012)  
• Patrick  S.  Lee,  The  American  Council  of  Education:  $5,000  (2010).    
• Patrick  S.  Lee,  On  Exploring  Personal  Portfolio  Selection  System-­‐Wealth  Maximization,  
DSB:  $5,000  (2008).    
• Patrick  S.  Lee,  dynamic  pricing  during  a  gradual  replenishing  inventory  cycle:  an  
optimal  strategy  for  e-­‐tailers,  DSB  summer  research  grant:  $4,000  (June  1,  2005  -­‐  
March  1,  2006).    

Service    
Committee    
Dolan  School  of  Business  

• Research  and  Grant  Committee  2013  

• Graduate  Programs  Committee  September  2009  -­‐  August  2011  
• Undergraduate  Programs  Committee  September  2006  –  August  2009    
• Continuous  Improvement  &  Assessment  Committee  September  2003  -­‐  August  
2006    

General  Faculty  

• Rank  &  Tenure  October  2002  -­‐  August  2003  

• Faculty  Development  Committee  (1995-­‐1998),  Chair,  1998    

Professional  Service    

• Opponent-­‐-­‐Doctoral  Disssertation:Policy  Variants  for  Coordinating  Supply  Chain  

Inventory  Replenishments  by  Kaij  E.  Karrus,  Aalto  University,  Helsinki,  Finland,  
2012.  

  74  
 Yasin Ozcelik
 
Office  Address               Home  Address  
Dolan  School  of  Business,  Dept.  of  IS  &  OM         44  Strawberry  Hill  Ave  #7B  
Fairfield  University,  Fairfield,  CT  06824         Stamford,  CT  06902  
Phone:  (203)  254-­‐4000  ext.  2821           Phone:  (203)  554-­‐4748  
           
          E-­‐mail:  yozcelik@fairfield.edu        
          Website:  www.misworld.org  
 
EDUCATION
Ph.D.  Degree     PURDUE  UNIVERSITY,  West  Lafayette,  IN  
      Krannert  School  of  Management  
      Department  of  Management  Information  Systems  
      Major  Field:  Management  Information  Systems  
      Degree  Conferred:  August  2005  
Dissertation  Title:  “Essays  on  the  Effects  of  Information  Technology  and  
the  Internet  on  Business  Environments”  
 
M.S.  Degree   PURDUE  UNIVERSITY,  West  Lafayette,  IN  
      Krannert  School  of  Management  
      Department  of  Economics  
      Major  Field:  Economics  
      Degree  Conferred:  May  2001  
       
B.  S.  Degree     BILKENT  UNIVERSITY,  Ankara,  Turkey  
      Faculty  of  Science  
      Department  of  Mathematics  
      Major  Field:  Mathematics  
      Degree  Conferred:  May  1999  
   
WORK EXPERIENCE
2011-­‐Present   Associate   Professor,   Department   of   Information   Systems   &   Operations  
Management,  Dolan  School  of  Business,  Fairfield  University  
 
2005-­‐2011   Assistant   Professor,   Department   of   Information   Systems   &   Operations  
Management,  Dolan  School  of  Business,  Fairfield  University  
 
2001-­‐2005   Graduate  Instructor  &  Research  Assistant,  Department  of  Management  
Information   Systems,   Krannert   School   of   Management,   Purdue  
University  
 
1999-­‐2001   Teaching   Assistant   &   Research   Assistant,   Department   of   Economics,  
Krannert  School  of  Management,  Purdue  University  
 

  75  
1998-­‐1999   Website  developer  and  sales  representative,  MOS  Computer,  Turkey  

PROFESSIONAL AFFILIATIONS
1. Registered  Member,  Association  for  Information  Systems  (AIS)  
2. Registered  Member,  Institute  for  Operations  Research  and  Management  Sciences  
(INFORMS)  
3. Registered  Member,  Information  Systems  Society  
4. Registered  Member,  American  Association  of  University  Professors  (AAUP)  
 
RESEARCH INTERESTS
• Economics  of  Information  Systems  
• Business  Models  in  Electronic  Commerce  
• Business  Value  of  Information  Technology  
 
TEACHING INTERESTS
• Information  Systems  
• Electronic  Commerce  
• Database  Management  Systems  
 
TEACHING EXPERIENCE
Fairfield University
1. IS  100  –  Introduction  to  Information  Systems  
• Spring  2013  (3  sections),  Fall  2013  (2  sections)  
• Spring  2012  (3  sections),  Fall  2012  (3  sections)  
• Spring  2011  (3  sections),  Fall  2011  (2  sections)  
• Spring  2010  (3  sections),  Fall  2010  (2  sections)  
• Spring  2009  (3  sections),  Fall  2009  (2  sections)  
• Spring  2008  (2  sections),  Fall  2008  (2  sections)  
• Spring  2007  (2  sections)  
• Spring  2006  (2  sections),  Fall  2006  (2  sections)  
• Fall  2005  (3  sections)  
 

2. OM  101  –  Operations  Management  

• Spring  2013  (1  section)  
 

3. IS  310  –  Information  Systems  in  Organizations  

• Fall  2013  (1  section)  
• Fall  2011  (1  section)  
• Fall  2010  (1  section)  
• Fall  2009  (1  section)  
• Spring  2008  (1  section),  Fall  2008  (1  section)  
• Fall  2006  (1  section)  
 

4. IS  395  –  Systems  Capstone  Project  

• Spring  2006  (1  section)  
  76  
  

5. IS  500  –  Information  Systems  -­‐  MBA  Level  

• Spring  2007  (1  section)  
 

Purdue University
1. MGMT  547  –  Computer  Communications  Systems  (Fall  2003,  2  sections)  
• Purdue  University  Graduate  Student  Award  for  Outstanding  Teaching,  Fall  2003  
• Krannert  School  of  Management  Outstanding  Graduate  Instructor  Award,  Fall  2003  
 

2. MGMT  547  –  Computer  Communications  Systems  (Fall  2002,  2  sections)  

• The  Krannert  Dean's  Certificate  of  Recognition  for  Teaching  Excellence,  Fall  2002  
 

3. ECON  210  –  Principles  of  Economics  (Fall  1999,  1  section)  

PUBLICATIONS
Journal Articles
1. Altinkemer,  K.,  Ozcelik,  Y.,  Ozdemir,  Z.  “Productivity  and  Performance  Effects  of  
Business  Process  Reengineering:  A  Firm-­‐level  Analysis,”  Journal  of  Management  
Information  Systems,  27(4),  2011,  pp.  129-­‐162.  
 
2. Ozcelik,  Y.,  Ozdemir,  Z.  “Market  Transparency  in  Business-­‐to-­‐Business  e-­‐Commerce:  A  
Simulation  Analysis,”  International  Journal  of  E-­‐Business  Research,  7(4),  2011,  pp.  62-­‐
78.  
 
3. Ozdemir,  Z.,  Altinkemer,  K.,  De,  P.,  Ozcelik,  Y.  “Donor-­‐to-­‐Nonprofit  Online  Marketplace:  
An  Economic  Analysis  of  the  Effects  on  Fundraising,”  Journal  of  Management  
Information  Systems,  27(2),  2010,  pp.  213-­‐242.  
 
4. Ozcelik,  Y.  “Do  Business  Process  Reengineering  Projects  Payoff?  Evidence  from  the  
United  States,”  International  Journal  of  Project  Management,  28(1),  2010,  pp.  7-­‐13.  
 
5. Ozcelik,  Y.  “Six  Sigma  Implementation  in  the  Service  Sector:  Notable  Experiences  of  
Major  Firms  in  the  United  States,”  International  Journal  of  Services  and  Operations  
Management,  7(4),  2010,  pp.  401-­‐418.  
 
6. Ozcelik,  Y.  “The  Rise  of  Teleworking  in  the  USA:  Key  Issues  for  Managers  in  the  
Information  Age,”  International  Journal  of  Business  Information  Systems,  5(3),  2010,  
pp.  211-­‐229.  
 
7. Ozcelik,  Y.  “Effects  of  Online  Service  Providers  for  Nonprofits  on  Fundraising  Markets:  
An  Economic  Analysis,”  International  Journal  of  Information  Systems  in  the  Service  
Sector,  1(4),  2009,  pp.  15-­‐32.  
 
8. Altinkemer,  K.  and  Ozcelik,  Y.  “Cash-­‐back  Rewards  versus  Equity-­‐based  Electronic  
Loyalty  Programs  in  E-­‐commerce,”  Information  Systems  and  E-­‐Business  Management,  
7(1),  2009,  pp.  39-­‐55.  
 

  77  
9. Ozcelik,  Y.  “Globalization  and  the  Internet:  Digitizing  the  Nonprofit  Sector,”  Journal  of  
Global  Business  Issues,  2(1),  2008,  pp.  149-­‐152.  
 
Book Chapters
1. Ozcelik,  Y.  “Does  the  Internet  Increase  Fundraising  Revenues  of  Nonprofit  
Organizations?  An  Economic  Analysis,”  Information  Systems  and  New  Applications  in  
the  Service  Sector:  Models  and  Methods,  editor:  John  Wang,  pp.  293-­‐308,  IGI  Global  
Publishing,  2011.  
 
2. Ozcelik,  Y.,  Carter,  C.,  Clark,  M.,  Martinez,  A.  “Digitizing  Healthcare:  Electronic  
Medication  Administration  (eMAR)  and  Bedside  Medication  Verification  (BMV),”  
Biomedical  Knowledge  Management:  Infrastructures  and  Processes  for  E-­‐Health  
Systems,  editors:  Wayne  Pease,  Malcolm  Cooper,  and  Raj  Gururajan,  pp.  31-­‐41,  IGI  
Global  Publishing,  2010.  
 
3. Ozcelik,  Y.  “IT-­‐Enabled  Reengineering:  Productivity  Impacts  (reprint),”  IT  Outsourcing:  
Concepts,  Methodologies,  Tools,  and  Applications,  editor:  Kirk  St.  Amant,  Volume  1,  pp.  
371-­‐376,  IGI  Global  Publishing,  2009.  
 
4. Ozcelik,  Y.  “IT-­‐Enabled  Reengineering:  Productivity  Impacts,”  Encyclopedia  of  
Information  Communication  Technology,  editors:  Antonio  Cartelli  and  Marco  Palma,  
Volume  2,  pp.  498-­‐502,  Idea  Group  Reference,  2008.  
 
5. Ozcelik,  Y.  “Electronic  Loyalty  Programs:  Comparative  Survey,”  Encyclopedia  of  
Information  Communication  Technology,  editors:  Antonio  Cartelli  and  Marco  Palma,  
Volume  1,  pp.  286-­‐290,  Idea  Group  Reference,  2008.  
 
6. Rees,  J.,  Koehler,  G.J.,  and  Ozcelik,  Y.  “Information  Privacy  and  e-­‐Business  Activities:  Key  
Issues  for  Managers,”  Managing  e-­‐Business  in  the  21st  Century,  editors:  Sushil  K.  
Sharma  and  Jatinder  N.D.  Gupta,  pp.  139-­‐151,  Heidelberg  Press,  2003.  
 
Refereed Articles in Conference Proceedings
1. Ozcelik,  Y.  and  Altinkemer,  K.  “Impacts  of  Information  Technology  Outsourcing  on  
Organizational  Performance:  A  Firm-­‐Level  Empirical  Analysis,”  Proceedings  of  the  17th  
European  Conference  on  Information  Systems  (ECIS  2009),  Verona,  Italy,  June  8-­‐10,  
2009.  
 
2. Ozcelik,  Y.  and  Ozdemir,  Z.  “Market  Transparency  in  Business-­‐to-­‐Business  (B2B)  E-­‐
Commerce,”  Proceedings  of  the  3rd  Midwest  United  States  Association  for  Information  
Systems  Conference  (MWAIS  2008),  Eau  Claire,  Wisconsin,  May  23-­‐24,  2008,  Paper  no.  
4.  
 
3. Altinkemer,  K.,  De,  P.,  Ozcelik,  Y.,  and  Ozdemir,  Z.  “Fundraising  and  the  Internet,”  
Proceedings  of  the  13th  Americas  Conference  on  Information  Systems  (AMCIS  2007),  
Keystone,  Colorado,  August  9-­‐12,  2007.  
 

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4. Altinkemer,  K.,  Ozcelik,  Y.,  and  Ozdemir,  Z.  “Productivity  and  Performance  Effects  of  IT-­‐
Enabled  Reengineering:  A  Firm-­‐Level  Analysis,”  Proceedings  of  the  15th  European  
Conference  on  Information  Systems  (ECIS  2007),  pp.  985-­‐993,  St.  Gallen,  Switzerland,  
June  7-­‐9,  2007.  
 
5. Altinkemer,  K.,  De,  P.,  and  Ozcelik,  Y.  “Donor-­‐to-­‐Organization  Marketplace  (D2O),”  
Proceedings  of  the  7th  INFORMS  Telecommunications  Conference,  pp.  233-­‐235,  Boca  
Raton,  Florida,  March  7-­‐10,  2004.  
 
6. Altinkemer,  K.  and  Ozcelik,  Y.  “Incentive  Compatible  Electronic  Loyalty  (ICEL),”  
Proceedings  of  the  EURO/INFORMS  Conference,  Istanbul,  Turkey,  July  6-­‐10,  2003.  
 
7. Altinkemer,  K.  and  Ozcelik,  Y.  “Incentive  Compatible  Electronic  Loyalty,”  Proceedings  of  
the  5th  International  Conference  on  Electronic  Commerce  Research  (ICECR),  Montreal,  
Canada,  October  23-­‐27,  2002.  

PROFESSIONAL PRESENTATIONS
Research Consortia and Workshops
1. “Does  Information  Technology  (IT)  Outsourcing  Matter?  Empirical  Evidence  from  the  
US  Companies,”  The  International  Institute  of  Industrial  Engineers  (IIE)  Conference,  
Istanbul,  Turkey,  June  26-­‐28,  2013.  
 
2. “Multi-­‐dimensional  Effects  of  Information  Technology  (IT)  Outsourcing  on  Company  
Performance:  A  Firm-­‐level  Empirical  Analysis,”  32nd  National  Congress  on  Operations  
Research  and  Industrial  Engineering,  Istanbul,  Turkey,  June  20-­‐22,  2012.  
 
3. “Performance  Effects  of  Information  Technology  Outsourcing:  A  Firm-­‐Level  Empirical  
Analysis,”  30th  National  Congress  on  Operations  Research  and  Industrial  Engineering,  
Istanbul,  Turkey,  June  30-­‐July  2,  2010.  
 
4. “Process  Reengineering  and  Firm  Productivity,”  The  Decision  Sciences  Institute  (DSI)  
40th  Annual  Meeting  2009,  New  Orleans,  LA,  November  14-­‐17,  2009.  
 
5. “An  Internet-­‐enabled  Donor-­‐to-­‐Nonprofit  (D2N)  Marketplace,”  MIS  Research  
Workshop,  Purdue  University,  West  Lafayette,  Indiana,  October  5,  2007.  
 
6. “An  Economic  Analysis  of  Emerging  e-­‐Commerce  Models  in  the  New  Era,”  Americas  
Conference  on  Information  Systems  (AMCIS)  Doctoral  Consortium,  New  York  City,  New  
York,  August  5,  2004.  
 
7. “An  Economic  Analysis  of  Emerging  e-­‐Commerce  Models  in  the  New  Era,”  The  Big  Ten  
IS  Research  Consortium,  East  Lansing,  Michigan,  April  30-­‐May  1,  2004.  
 
8. “Incentive  Compatible  Electronic  Loyalty  (ICEL),”  Workshop  on  Information  Systems  
and  Economics  (WISE  2002),  Barcelona,  Spain,  December  14-­‐15,  2002.  

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Invited Presentations
1. “Using  Wikis  for  the  Introductory  Information  Systems  (IS)  Classes,”  Fairfield  
University  Faculty  Development  Day,  December  11,  2009.  
 
2. “Application  of  Critical  Thinking  Principles  to  Information  Systems  Classes,”  Fairfield  
University  Dolan  School  of  Business  Faculty  Meeting,  May  2,  2008.  
 
3. “Market  Transparency  in  Business-­‐to-­‐Business  (B2B)  E-­‐Commerce:  An  Experimental  
Analysis,”  Fairfield  University  Dolan  School  of  Business  Research  Seminar  Series,  April  
23,  2008.  
 
4. “Productivity  and  Performance  Effects  of  IT-­‐Enabled  Reengineering:  A  Firm-­‐Level  
Analysis,”  Fairfield  University  Dolan  School  of  Business  Research  Seminar  Series,  
November  8,  2006.  
 
5. “Incentive  Compatible  Electronic  Loyalty,”  Faculty  Candidate  Seminar,  Koç  University,  
Department  of  Operations  &  Information  Systems,  College  of  Administrative  Sciences  &  
Economics,  Turkey,  December  20,  2004.  
 
6. “Incentive  Compatible  Electronic  Loyalty,”  Faculty  Candidate  Seminar,  Sabanci  
University,  School  of  Management,  Turkey,  December  20,  2004.  
 
7. “Incentive  Compatible  Electronic  Loyalty,”  Faculty  Candidate  Seminar,  Fairfield  
University,  Department  of  Information  Systems  &  Operations  Management,  Dolan  
School  of  Business,  December  6,  2004.  
     
8. “Incentive  Compatible  Electronic  Loyalty,”  Faculty  Candidate  Seminar,  University  of  
Tulsa,  Department  of  Management  Information  Systems,  College  of  Business  
Administration,  October  13,  2004.  

REVIEWER SERVICES FOR JOURNALS, CONFERENCES, AND BOOKS

2013  
1.  Management  Information  Systems  for  the  Information  Age  (textbook  review)  
 
2012  
1.  Journal  of  Management  Information  Systems  
 
2011  
1.  International  Journal  of  E-­‐commerce  
 
2010  
1. Communications  of  the  Association  for  Information  Systems  
2. International  Conference  on  Mobile  Business  
3. International  Journal  of  Project  Management  (three  different  papers  reviewed)  

  80  
4. Journal  of  Management  Information  Systems  (two  different  papers  reviewed)  
5. M:  Information  Systems  (McGraw-­‐Hill)  
 
2009  
1. Decision  Sciences  Institute  (DSI)  Annual  Meeting  
2. Electronic  Commerce  Research  and  Applications  
3. Encyclopedia  of  e-­‐Business  Development  &  Management  in  the  Digital  Economy  (IGI  
Global)  
4. International  Journal  of  Project  Management  
 
2008  
1. Communications  of  the  Association  for  Information  Systems  
2. Decision  Support  Systems  
3. Information  Systems  and  E-­‐Business  Management  
4. Journal  of  International  Technology  and  Information  Management  
5. The  Handbook  of  Technology  Management  (Wiley)  
 
2007  
1. Decision  Support  Systems  
2. Information  Systems  and  E-­‐Business  Management  
3. International  Conference  on  Information  Systems  (ICIS)  
4. Journal  of  E-­‐commerce  Research  
 
2005  
1. European  Journal  of  Operational  Research  

UNIVERSITY AND ACADEMIC SERVICES

University Services
1. Member,  Dolan  School  of  Business  Strategic  Task  Force,  Fairfield  University,  Spring  
2013.  
2. Member,  Library  Committee,  Fairfield  University,  Spring  2011.  
3. Member,  Undergraduate  Curriculum  Committee,  Fairfield  University,  Spring  2010.  
4. Member,  Educational  Technologies  Committee,  Fairfield  University,  2006  –  2009.  
5. Member,  Dolan  School  of  Business  Undergraduate  Curriculum  Committee,  Fairfield  
University,  September  2009  –  August  2012.  
6. Member,  Dolan  School  of  Business  Committee  on  Graduate  Admissions,  Fairfield  
University,  2008  –  2011.  
7. Member,  Dolan  School  of  Business  Graduate  Programs  Committee,  Fairfield  University,  
2006  –  2009.  
8. Chair,  Graduate  Curriculum  Development  Subcommittee  for  Department  of  Information  
Systems  &  Operations  Management,  Dolan  School  of  Business,  Fairfield  University,  
Spring  2007  &  Spring  2008.  
9. Member,  Faculty  Search  Committee  for  Department  of  Information  Systems  &  
Operations  Management,  Dolan  School  of  Business,  Fairfield  University,  Fall  2006.  

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10. Member,  Undergraduate  Curriculum  Development  Subcommittee  for  Department  of  
Information  Systems  &  Operations  Management,  Dolan  School  of  Business,  Fairfield  
University,  Spring  2006.  
11. Faculty  advisor  for  business  undergraduate  students,  Fairfield  University,  2005  –  
Present.  

Academic Services
1. Program  Committee  Member,  9th  International  Conference  on  Mobile  Business  (ICMB  
2010)  &  9th  Global  Mobility  Roundtable  (GMR  2010),  Athens,  Greece,  June  13-­‐15,  2010.  
2. TV  interview  about  “Cyber  Monday”  on  the  Connecticut  12  TV  Channel,  November  28,  
2005.  
3. Session  Chair,  7th  INFORMS  Telecommunications  Conference,  Electronic  Commerce  
session,  Boca  Raton,  Florida,  March  7-­‐10,  2004.  
4. United  Way  Captain,  Krannert  School  of  Management  Division,  Purdue  University,  Fall  
2003.  

COMPETITIVE RESEARCH GRANTS

1. Dolan  School  of  Business  Summer  Research  Support  Award  (Summer  2011)  
• “Does  Outsourcing  Information  Technology  Projects  Improve  Performance  of  the  
U.S.  companies?”,  awarded  $5,000.  
2. Fairfield  University  Summer  Research  Stipends  Program  Award  (Spring  2009)  
• “Do  Six  Sigma  Projects  Improve  Firm  Performance?  Empirical  Evidence  from  the  
U.S.  Companies”,  awarded  $3,500.  
3. Fairfield  University  Faculty  Research  Committee  Grant  (Spring  2008)  
• “Impacts  of  Information  Technology  Outsourcing  on  Company  Performance:  A  Firm  
Level  Empirical  Analysis”,  awarded  $1,000.  
4. Fairfield  University  Pre-­‐tenure  Research  Leave  Grant  (Fall  2007)  
• “Open  Source  Software  Development  Networks:  An  Empirical  Analysis  of  Social  
Structure  and  Success  Factors”.  
5. Dolan  School  of  Business  Summer  Research  Support  Award  (Summer  2007)  
• “Market  Transparency  in  Business-­‐to-­‐Business  (B2B)  E-­‐Commerce:  An  
Experimental  Analysis”,  awarded  $5,000.  

SPECIAL AWARDS AND HONORS

1. Purdue  University  Graduate  Student  Award  for  Outstanding  Teaching  (Fall  2003)  
2. Krannert  School  of  Management  Outstanding  Graduate  Instructor  Award  (Fall  2003)  
3. The  Krannert  Dean’s  Certificate  of  Recognition  for  Teaching  Excellence  (Fall  2002)  
4. Full  assistantship  by  Purdue  University,  Krannert  School  of  Management  (1999-­‐2005)  
5. Full  scholarship  by  Bilkent  University,  Department  of  Mathematics,  Turkey  (1994-­‐
1999)  
6. Graduated  with  Honor  Degree  from  Bilkent  University,  Turkey  

PROFESSIONAL TRAINING

  82  
1. Jesuit  Mission  and  Identity  Gathering,  Fairfield  University,  April  29,  2010  
2. Service  Learning  Roundtable,  organized  by  the  Center  for  Faith  and  Public  Life,  Fairfield  
University,  February  17,  2010  
3. Jesuit  Mission  and  Identity  Gathering,  Fairfield  University,  April  7,  2009  
4. Harvard  Business  School  Case-­‐based  Teaching  Workshop,  Bryant  University,  Smithfield,  
Rhode  Island,  March  24,  2009  
5. The  6th  Pedagogy,  Technology  &  Course  Redesign  Conference,  Fairfield  University,  
Fairfield,  Connecticut,  June  7-­‐9,  2006  
6. Project  Management  Institute  Southern  New  England  Chapter  Project  Management  
Conference  (SNEC-­‐PMI  2006),  Connecticut  Convention  Center,  Hartford,  Connecticut,  
May  23,  2006  
 
COMPUTER KNOWLEDGE
• Programming  Languages:  Visual  Basic,  C++,  Turbo  Pascal,  ASP,  PHP,  HTML,  LaTeX.  
• Scientific  Computing  Software:  Maple,  Matlab,  Mathematica.  
• Statistical  Software:  SAS,  Gauss,  STATA,  LimDep.  
• Database  Management  Systems  Software:  Microsoft  Access,  SQL,  MySQL.  
• Other  Software:  MikTeX,  Microsoft  Frontpage,  Flash,  Adobe  Photoshop,  Paint  Shop  Pro.  
 

REFERENCES
• Prof.  Kemal  Altinkemer  
Associate  Professor  
Department  of  Management  Information  Systems  
Krannert  Graduate  School  of  Management,  Purdue  University  
403  W.  State  Street,  West  Lafayette,  IN  47907  
Phone:  (765)  494-­‐9009  
E-­‐mail:  kemal@purdue.edu  
 
• Prof.  Prabuddha  De    
Accenture  Professor  of  Information  Technology  and  Professor  of  Management    
Department  of  Management  Information  Systems    
Krannert  Graduate  School  of  Management,  Purdue  University  
403  W.  State  Street,  West  Lafayette,  IN  47907  
Phone:  (765)  494-­‐0699  
E-­‐mail:  pde@purdue.edu  
 
• Prof.  Jackie  Rees  
Associate  Professor  
Department  of  Management  Information  Systems    
Krannert  Graduate  School  of  Management,  Purdue  University  
403  W.  State  Street,  West  Lafayette,  IN  47907  
Phone:  (765)  494-­‐0320  
E-­‐mail:  jrees@purdue.edu  
 

  83  
• Prof.  Christopher  Huntley  
Associate  Professor  
Chair,  Department  of  Information  Systems  &  Operations  Management  
Dolan  School  of  Business,  Fairfield  University  
1073  North  Benson  Road,  Fairfield,  CT  06824  
Phone:  (203)  254-­‐4000  X  2874  
E-­‐mail:  chuntley@mail.fairfield.edu  
 
• Additional  references  are  available  upon  request.  
 
 

  84  
 Vishnu Vinekar
Associate Professor of Information Systems & Operations Management
Charles F. Dolan School of Business, Fairfield University, 1073 N Benson Rd Fairfield CT 06824
http://faculty.fairfield.edu/vvinekar Email: vvinekar@fairfield.edu
Ph: 203-254-4000 x 2831 Fax: 203-254-4105

EDUCATION    
Ph.D. in Business Administration
Major: Information Systems, Minor: Management, G.P.A.: 3.875/4.0
University of Texas at Arlington, 2007
Dissertation: “A Two-Order Effect Model of IT Business Value: Theoretical Development and
Empirical Test” - Successfully defended on July 11th 2007.
Master of Science in Information Systems, G.P.A.: 3.909/4.0
Texas A&M International University, 2002
Bachelor of Architecture
Manipal Institute of Technology, India, 1999

ACADEMIC  EXPERIENCE  
Associate Professor, Information Systems & Operations Management,
Fairfield University September 1st 2014 – Present
Assistant Professor, Information Systems & Operations Management,
Fairfield University September 1st 2007 – 2014
Graduate Assistant, Information Systems & Operations Management,
University of Texas at Arlington 2003 – 2007
 
RESEARCH  
REFEREED  JOURNAL  PUBLICATIONS    
At Assistant Professor rank:
Vinekar, V. & Teng, J. T. C. (2012) IT Impacts in Information and Physical Product Industries Journal
of Computer Information Systems, Vol. 53(1), pp. 65-71.
Sow PG, Gaye A, Ka O, Bop M, Kasse Y, Seck M, Vinekar VV, Tellis WM (2012) Global experiences
in Health and Technology Information Communication (TIC) between Fairfield University in
USA and Bambey University in Senegal, Journal of Medicine and Medical Sciences Vol. 3(9)
pp. 546-549.
Sow PG, Coume M, Ka O, Gaye A, Vinekar V (2012) Determinants of Medication Adherence among
People Living with HIV/AIDS in Senegal. International Journal of Modern Biology and
Medicine, 1(3), pp. 156-165
Vinekar, V. & Teng, J. T. C. (2012) The roles of IT in physical and information product industries:
Testing a contingency model of the IT-productivity relationship. Journal of Information
Technology Management, 23(2), pp. 1-16.
Vinekar, V. & Teng, J. T. C. (2012) The Resource Based View of IT Business Value: Complementary
Investments or Embedded Knowledge? Journal of Information & Knowledge Management,
11(1), pp. 1250005 1-13.
Vinekar, V., Langran, E. & Tellis, W. (2011) Using ICT and Service Learning in Rural Senegal: Project
funded by USAID/HED. Issues in Information Systems, 12(1), pp. 464-472
Vinekar, V. & Huntley, Christopher L. (2010) Agility versus Maturity: Is There Really a Trade-Off?
IEEE Computer, 43(5), pp. 87-89.
Vinekar, V., Teng, J. T. C., & Chennamaneni, A. (2009) A Unified Framework of Knowledge
Management and Business Intelligence; Journal of International Technology and Information
Management 18(2), pp. 143-159 - Keynote Paper

  85  
Lavelle, J., Brockner, B., Konovsky, M., Price, K., Henley, A., Taneja, A., & Vinekar, V. (2009)
Commitment, procedural fairness and organizational citizenship behavior: A multifoci analysis.
Journal of Organizational Behavior, 30(3), pp. 337-357.

Prior to Assistant Professor rank:

Vinekar, V., Slinkman, C., & Nerur, S. (2006) Can agile and traditional systems development approaches
co-exist? An ambidextrous view; Information Systems Management, 23(3), pp. 31-42
 
REFEREED  CONFERENCE  PROCEEDINGS    
At Assistant Professor rank:
Vinekar, V., Langran, E. & Tellis, W. (2011) Using ICT and Service Learning in Rural Senegal: Project
funded by USAID/HED. Proceedings of the 51st Annual International Association of Computer
Information Systems International Conference, October 5-8, 2011 in Mobile, Alabama, USA
Vinekar V. & Tellis, W. (2010) Corporate Social Responsibility and the academic world, Proceedings of
the 2010 Annual Meeting of the Academy of International Business, U.S. Northeast Chapter
Sept. 30-Oct. 2, Quinnipiac University, Hamden, Conn.
Vinekar V. (2008) Strategies for Learning: Reconceptualizing the Strategy-Environment-Performance
Relationship through a Knowledge-Based Perspective, Proceedings of the 39th Annual Meeting of
the Decision Sciences Institute, Nov 22-25 2008, Baltimore, MD
Vinekar, V. (2008) Empowerment of Slum Children in Developing Countries through Information
Technology: Human Capabilities versus Environmental Determinism. Proceedings of the
Fourteenth Americas Conference on Information Systems, Aug. 14-17 2008, Toronto, Canada
Price, K., Henley, A., Lavelle, J., Taneja, A., Vinekar, V. (2008) Multiple Facets of Team Voice: the
Role of Relational Demography, Personality, and Team Structure; Proceedings of the 2008
Annual Meeting of the Academy of Management, August 8-13, 2008, Anaheim, California.
Vinekar, V. (2008) Knowledge Flows in International Business: Review, Integration, and Future
Directions. Proceedings of the Northeast Decision Sciences Institute, Mar. 28-30, 2008,
Brooklyn, New York

Prior to Assistant Professor rank:

Vinekar, V. (2006) Towards a Unified Framework on Outsourcing: Integrating Multiple Theoretical
Viewpoints; Proceedings of the Twelfth Americas Conference on Information Systems, Aug. 4-6
2006, Acapulco, Mexico – Winner Best Paper Award
Vinekar, V.; Gokhale, R.; & Teng, J. T. C. (2006) Motivational determinants of vendor side project
performance on outsourced ISD projects; Proceedings of the Twelfth Americas Conference on
Information Systems, Aug. 4-6 2006, Acapulco, Mexico
Vinekar, V.; Gokhale, R. (2006) Towards a dynamic view for striking a balance in exploitation versus
exploration; Proceedings of the Thirty-seventh Annual Meeting of the Decision Sciences
Institute, Nov. 18-21 2006, San Antonio, Texas
Vinekar, V. (2006) Towards a theoretical framework of information systems development strategy: The
contingent effects of organizational culture and project uncertainty; Proceedings of the Ninth
Annual Conference of the Southern Association of Information Systems, Mar. 11-12, 2006,
Jacksonville, Florida

  86  
AWARDS  
• Best Paper Award, Americas Conference on Information Systems 2006
• Lawrence Schkade Award for Excellence in Research, University of Texas at Arlington, 2007
 
TEACHING
FAIRFIELD  UNIVERSITY  
Course First taught Last taught Sections Semesters
IS 100: Introduction to Information Systems Fall 07 Spring 14 23 12
IS 500: Information Systems (Graduate) Summer 08 Summer 11 3 3
IS 240: Systems Analysis Fall 09 Spring 2014 6 6
IS 350: International Information Systems Spring 11 Spring 14 3 3
IS 220: Technology & Society Spring 13 Spring 13 1 1
IS 300: Special Topics: Web Development Spring 13 Spring 13 1 1
 
UNIVERSITY  OF  TEXAS  AT  ARLINGTON  
Course First taught Last taught Sections Semesters
BUSA 2303: Introduction to Information Fall 04 Spring 06 4 4
Systems

SERVICE  
UNIVERSITY  COMMITTEE  MEMBERSHIPS  
Handbook  Committees:  
• Educational Technologies Committee, Fall 2012 - Present
• Academic Council, Fairfield University, Fall 2011-Spring 2012
• Faculty Development And Evaluation Committee, Fairfield University, Fall 2008 – Spring 2011
• Student Life committee, Fairfield University, Spring 2008  
DSB  Committees:  
• DSB Undergraduate Curriculum Committee, Fall 2012 - present  
• DSB Graduate Programs Committee, Fall 2012 - present  
Other  Committees:  
• International Studies Coordination Committee, Fairfield University, Fall 2008 – Fall 2011
• Service learning Advisory Committee. Fairfield University, Fall 2012 - Present
 
SESSION  CHAIR  
• Thirty-seventh Annual Meeting of the Decision Sciences Institute, Nov. 18-21 2006, San Antonio,
Texas
Track: Business Value
Generating Innovative
Technologies - Session:
Decision Sciences
• Thirty-seventh Annual Meeting of the Decision Sciences Institute, Nov. 18-21 2006, San Antonio,
Texas  
Track: Organizational Behavior/Organizational Theory – Session: Decision Making  
 

  87  
REVIEWER  
• Journal of Systems & Software
• European Journal of Information Systems
• Information Systems Management
• Journal of International Technology and Information Management
• International Conference on Information Systems
• Americas Conference on Information Systems
• Decision Science Institute Conference
• International Information Management Association Conference
• Southern Association of Information Systems Conference

  88