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INSTRUCTOR SOLUTION MANUAL FOR EXPERIENCING MIS 5TH CANADIAN EDITION BY DAVID M KROENKE, ANDREW GEMINO, PETER TINGLING $19.99
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INSTRUCTOR SOLUTION MANUAL FOR EXPERIENCING MIS 5TH CANADIAN EDITION BY DAVID M KROENKE, ANDREW GEMINO, PETER TINGLING
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  • EXPERIENCING MIS

INSTRUCTOR SOLUTION MANUAL FOR EXPERIENCING MIS 5TH CANADIAN EDITION BY DAVID M KROENKE, ANDREW GEMINO, PETER TINGLING

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  • May 27, 2024
  • 135
  • 2024/2025
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  • instructor solution manual for experiencing mis 5t

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,INSTRUCTOR SOLUTION MANUAL FOR EXPERIENCING
MIS 5TH CANADIAN EDITION BY DAVID M KROENKE,
ANDREW GEMINO, PETER TINGLING

CONTENTS


Introduction: Organizing The Course 1

Chapter 1: Information System And You 5

Chapter 2: Business Processes and Decision Making 15

Chapter 3: Productivity, Innovation and Strategy 27

Chapter 4: Hardware and Software 42

Chapter 5: Database and Content Management 52

Chapter 6: The Cloud 64

Chapter 7: Organizations and Information Systems 74

Chapter 8: Decision Making and Business Intelligence 87

Chapter 9: Social Networking, Ecommerce, and the Web 99

Chapter 10: Acquiring Information Systems through Projects 106

Chapter 11: Structure, Governance, and Ethics 117

Chapter 12: Managing Information Security and Privacy 129

, INTRODUCTION
ORGANIZING THE COURSE

We have learned quickly that there are as many ways to organize the Introduction to MIS
course as there are instructors for the course. Each instructor and institution brings their
own unique perspective and approach. This variety is a testament to the richness in the
content that surrounds this course. We have tried, in this book, to support this variety in
pedagogy by developing materials that supports different ways for organizing and
delivering content.

OUR COURSE ORGANIZATION
Since we believe there is no ―best‖ way to organize this course, we offer as a starting
point the way we have organized the course at our institution. Our course covers
13 weeks with a midterm at week 7 and a final during the final exam period. We lecture
for 2 hours a week to approximately 150 students. An additional hour of student time per
week is spent in a tutorial, of less than 20 students, where students are introduced to
business applications such as MS Office Suite (including Access), MS Visio and Adobe
Dreamweaver and Fireworks. The last two one-hour tutorial sessions are used for group
project presentations where groups of students are asked to provide a 10 minute
presentation of a particular IS topic (e.g. identify theft, data mining, firewalls, IS audit).

ASSIGNMENTS, QUIZZES, AND EXAMS
Our course requirements include the following:

 2 personal assignments (one before the midterm and one after the midterm)
 1 group project
 8 weekly quizzes
 Midterm exam
 Final exam

Our personal projects provide a challenge for students to apply the knowledge they have
gained in both the tutorials and the lectures. Our student assignments vary each semester,
but if you are looking for some suggestions please contact us and we will provide you
with some of the examples we have used in the past.

The weekly quizzes may be of interest to some instructors. We use WebCT to deliver the
content for our course and we make use of the assessment tool to provide weekly quizzes
from week 3 to week 12 (skipping the midterm week). The quizzes are worth 1% each.
We use the questions in the question bank to fill the quizzes. The quizzes can be
completed online by students at any time during the week, but always before the lecture.
Quiz material is focused on the lecture to be delivered that week (not on material that has

, already been covered). We allow students full access to their books while taking the quiz.
Each quiz has 10 questions (randomly generated) and students are given 20 minutes to
complete the quiz. We even go one step further by allowing students to take the quiz
twice (taking the best score of the two).

Why? Our view is that this course is about engaging students with the material. The quiz
therefore becomes a reason for students to read the book before they come to class. The
quizzes do not give us a wide distribution of grades, but they have given us greater
student engagement. The quizzes are consistently mentioned by students as a great
feature of the course. They comment that the quizzes give them a reason to be engaged
every week and that makes a difference when studying for the midterm and final.

LECTURES AND MATERIALS
Our lectures are delivered face-to-face using MS PowerPoint slides. You will find a set of
PowerPoint slides associated with this course. One set of slides clearly does not fit all
instructors, but we hope that this set of slides provides you with a good starting point. We
have organized the slides using the structure in the text as well as summary slides for the
cases and exercises used in each chapter.

Like many teachers, we begin each lecture with a set of learning objectives and end with
a summary. We create a pdf of these slides (3 or 6 per page) and then put these slides on
WebCT for students to print on their own (if they so desire). We place tutorial notes on
WebCT as well.

Our lectures are 1 hour and 50 minutes long with a 10-minute break half way through.
Since we have several sessions of the course taught by different instructors running in the
same semester, we have agreed to the 85% rule which states that 85% of the slides have
to be common across the sections. Some personalization is always necessary but this
general rule seems to apply well.

You will notice the material in the book is not organized by topic, as is traditionally the
case. Instead, we have followed David Kroenke‘s lead and organized the material around
a set of 7 questions per chapter. These questions become a natural set of learning
objectives for each lecture and also provide a great summary of what has been learned.
One of the complaints of the intro to MIS course is that there were so many topics and so
much ground to cover that is was hard for students to keep track of all of the jargon being
delivered. We believe by organizing around questions, we naturally engage students in a
search for an answer to the question and hence to an improved understanding of the
material.

SUPPORTING MATERIAL
The new student profiles at the start of sections provide some short topics for
discussions. The question-based approach in this textbook can also be supported by the
―What do YOU think?‖ exercise found at the end of each chapter. These exercises are

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