Running head: MANAGEMENT INFORMATION SYSTEM PROPOSAL STUDENTS NAME LECTURER NAME COURSE NAME SUBMISSION DATE 1 Running head: MANAGEMENT INFORMATION SYSTEM PROPOSAL Management of information system Abstract Management information system has recently been of great focus in many industries, due to its technology and science Centre foundation. It aims at training courses and seminars for students, graduates, and teachers and employees in different companies on h how to improve on their general output in terms of performances. Some of the beneficial training programs include soft skill such as computer relations and leadership, leadership in science and technology (Bainbridge, 2012), as well as well as technical skill like basic and advanced desktop applications and even computer programming. Flow of information within and from outside the various organizations is greatly improved through the management information system. Most organizations have vast volumes of data to be stored probably for future reference, and for faster retrieval and would always try to work in a way to limit the data becoming a liability or distraction for an asset purposes which general increases their demands to have a well-organized management information systems (McLeod, 1983) and application of the right equipment (tools) that will simplify the complex and large data sets. Information management systems are therefore developed and deployed to cater for the information needs in different organizations, if gathers information and processes them in various ways that generate beneficial usage. Generally the purpose of the System is to improve and satisfy the information requirements, planning, controlling, accounting and decision making requirements of all the levels of management. 2 Running head: MANAGEMENT INFORMATION SYSTEM PROPOSAL Project problem 1. Has management information system improved employee performance in any organization? 2. How economical is management information system in any organization? 3. Is management information system effective and efficient in an organization? Background of the problem Currently an organization's success depends mostly on the management information system in order to operate effectively. This therefore implies that management information system includes people, technology and resources to function effectively. People are the most important component of the management information system, this is because, it covers the application of peoples documents, technologies among other important considerations. Methodology and research design Observation method will be used in secondary data collection methods Data collection from a companies' fliers. Going through a company yearly report, project practicability and search net analysis. By interviewing employees of the organization. Expected outcome/results A b u s i n e s s o rg a n i z a t i o n h a s s e v e r a l g o a l s a n d a i m s t o b e a t t a i n e d . H e n c e , i t should be designed in the most effective way to fully apply its resources-human resources, capital, knowledge in products and facilities, both external and internal information to realize its planned goals. References 3 Running head: MANAGEMENT INFORMATION SYSTEM PROPOSAL Laudon, K., & Laudon, J. (2000). Management information systems. Upper Saddle River, NJ: Prentice Hall. Lucey, T. (2005). Management information systems. London: Thomson Learning. McLeod, R. (1983). Management information systems. Chicago: Science Research Associates. O'Brien, J. (1996). Management information systems. Chicago: Irwin. 4 Research Paper Requirements Sample Abstract Interestingly research shows a trending toward industry-based certifications (Shackelford, 2005). As such IT certification training has mushroomed into a multi-billion dollar business (Cosgrove, 2004). And as job advertisements continue to indicate preference for industry certifications along with or in some instances above a bachelor's degree as a condition for employment IT certification growth is projected to continue with demand for information system technology workers (Nelson, 2001). According to Forbes.com [ CITATION Cla07 \\l 1033 ] between 2004 and 2014, technology jobs are growing rapidly. Software engineers and network systems analysts make the top 10 overall. Moreover some college graduates are finding an IT certification is a requisite employment criterion and without specific experience or skills many employers may be reluctant to hire them (Cosgrove, 2004). With well over 300 discrete industry certifications doubling over the past two decades[ CITATION Ade00 \\l 1033 ] Aldeman (2000) describes this development as the \"parallel postsecondary universe\". Alderman, a Senior Research Analyst for the Department of Education Office of Educational Research and Improvement, compiled a listing of IT certification metrics in a 2000 study, what follows is an abridge assortment of popular IT certifications: Over 900,000 Project + certifications Over 60,000 CISA (Certified Information System Auditor ) Over 500,000 MCP (Microsoft Certified Professional) Over 370,000 CNA (Certified Novell Administrator ) Over 279,000 MCSE (Microsoft Certified System Engineer) Over 35,000 CISSP (Certified Information System Security Professional ) Yet this IT employment trend presents a paradoxical pedagogical issue when creating an IT course curriculum for which an industry certification exist. At the heart of this issue is the challenges of balancing course objectives to accommodate an academic (liberal arts) based curriculum along with the objectives of a professional or technical specialization. Some academicians' view industry certification training as product or vendor specific skills preparation, as opposed to academic courses which are part of a program that provides an education which develops a student's intellectual capacity to explore ideas, think analytically, reason, and arrive at some independent conclusion. This paper structures the discussion of these challenges by examining the opposing views of academic education versus certification training by integrating Comptia's Project+ (project management concepts) certification objectives into an academic course curriculum. The challenges of teaching theory and certification objectives are examined in an effort to advance the discourse in academia and perhaps establish complementary areas of intersection. 1 Bibliography Adelman, C. A. (2000.). A Parallel Postsecondary Universe: The Certification System in Information Technology. Retrieved from the ACM Digital Library. Alford, M. (2005). Where Industry and Education Meet: Teachers at the Intersection -- A Collective Case Study of Cisco Academies in Schools. Christchurch, New Zealand: Unpublished master's thesis. Brookshire, R. (2004). "Information Technology Certification: Is this your Mission?". Information Technology, Learning, and Performance, (18:2) , pp. 1--2. Cegielski, C. G. ( October 2004). Who values technology certification? Communications of the ACM, v.47 , n.10. Clark, H. (2007, March 09). Fastest-Growing Jobs. Retrieved October 07, 2009, from Forbes.com: http://www.forbes.com/2007/03/09/jobs-boomers-labor-lead-careers_cx_hc_0309jobs.html Cosgrove, S. (July 2004). Academic Qualification & Industry Certification: Integrating Education with Practice . Academic Qualification & Industry Certification: Integrating Education with Practice . Christchurch, New Zealand. : 17th NACCQ, 6th - 9th. Jovanovic, R. B. (August 2006.). Implementing Industry Certification in an IS curriculum: An Australian Experience. Information Systems Education Journal, (4:59), , Available from http://isedj.org/4/59/ . Liegle, J. &. (September, 2003. ). A Review of Premier Information Systems Journals for Pedagogical Orientation. . 7. Liegle, J, & Johnson, R. A Review of Premier Information Systems Jo Information Systems Education Journal. (1:8), Available http://isedj.org/1/8/ . Nelson, M. L. (December 2001 ). Integrating third party-certification with traditional computer education. Journal of Computing Sciences in Colleges, v.17 n.2 , p.280-287. Shackelford, R. e. (2005). Computing Curricula 2005: The Overview Report Including the Guide to Underograms in Computing. The Overview Report Including the Guide to Underograms in Computing. Joint Task Force ACM, AIS, IEEE-CS: 46, 2005, New York. (p. 46). New York: Joint Task Force ACM, AIS, IEEE-CS: . Simmonds, A. (February 01, 2003). Student learning experience with an industry certification course at university. Proceedings of the fifth Australasian conference on Computing education, (pp. p.143-148). Adelaide, Australia . 2 Sutliff, K. (Feb. 1, 2000). Integrating academics and industry: a challenge for both sides. ACM Journal of Computer Documentation (JCD), v.24 n.1 , p.33-38. Vance E. Poteat. (June 2006 ). Network+ certification for the computer science or electrical engineering undergraduate . Journal of Computing Sciences in Colleges , p.140-148. White, G. ( August, 2006). "Vendor/Industry Certifications and a College Degree" A Proposed Concentration for Network Infrastructure. . Information Systems Education Journal , Available http://isedj.org/4/48/ . Below are the required research paper headings. Subheadings may be used as appropriate. The professor must approve research topics. Abstract -- A brief, comprehensive summary of the contents of the research; It allows readers to survey the contents of an article quickly and, like a title, is used by abstracting and information services to index and retrieve articles by search engines. Introduction -- introduce the research question. The body of a paper opens with an introduction that presents the specific problem/question under study and describes the research strategy. Before writing the introduction, consider What is the point of the paper? How do the problem relate to _________? What are the implications of the research, and how does the study relate to previous work in the area. A good introduction answers these questions in a paragraph or two and, by summarizing the relevant arguments and previous work, gives the reader a firm sense of what was done and why. Question/Problem Statement -- define what exactly is the topic you are researching. This statement should be clear and succinct. Significance -- explain why this research is significant. Consider answering Why this problem is worthy of research? What are the implications posed by technology to instructional methods? Literature Review -- review the literature but do not include an exhaustive historical review. Assume the reader has some knowledge in the field for which you are writing and does not require a complete digest. Citation of and specific credit to relevant earlier works is part of the author's scholarly responsibility. At the same time, cite and reference only works pertinent to the specific issue and not works of tangential or general significance. 3 Industry Response -- explain how the industry is affected by the specific research problem and what is being done to respond to the problem(s) of technology integration. Cite specific examples were necessary. The focus of this section is to document the industry response for better or worse. What exactly are particular businesses doing to address this problem? Conclusion -- evaluate and interpret the implications of the research problem, especially with respect to your problem statement. You are free to examine, interpret, and qualify your conclusion, as well as draw inferences. Focus on what the paper has explored and elaborate on where the trends appear to be heading. This research papers should be 5 - 10 pages (350 words per page). The paper will be graded on the following criteria; 15% Topic Development (breadth depth of material covered), 40% Critical Tinking, 25% Organization, 10% Language, and 10% Mechanics. The use of APA style guide is required. You may assume the reader has some knowledge in the field for which you are writing and does not require a complete digest. Citation of and specific credit to relevant earlier works is part of the author's scholarly responsibility. At the same time, cite and reference only works pertinent to the specific issue and not works of tangential or general significance. You must use a minimum of five journals, at least three academic journals, and two practitioner journals to research this topic. Academic journals are usually peer-reviewed journals with names like: Journal of Educational Research, Journal of Education Psychology, etc... and their audience is academia. Practitioner journals are magazines and other periodicals Technological Horizons in Education, Education Weekto name a few. The purpose of these papers is to demonstrate that you can link technology to teaching so it is essential that your analysis focuses on linking and synthesizing information learned in this course to the greater body of knowledge related to educational technology into teaching. For grading criteria refer to the assessment rubic shown below; Exceeds Expectations (90 - 100 pts) Topic Development (weight 15%) Thesis statement or research question advances a new argument or perspective Meets Expectations (80 - 89 pts) Thesis statement or research question addresses a Approaches Expectations (70 - 69 pts) Thesis statement or research question is overly general Does not Meet Expectation s (60 - 59 pts) Thesis statement or research question is trite or 4 Thesis statement or research question is thoroughly supported by evidence, examples, observations, and apt citation Engages in the scholarly conversation and defends an original perspective using intertextual means Critical Thinking (weight 40%) Critiques context of the scholarly discourse in terms of the student's assumptions Integrates different disciplinary and epistemological ways of knowing and includes evidence of reflection and selfassessment Extends conclusions to address implications and consider ambiguities relevant and consequential problem area Thesis statement or research question is supported by evidence and appropriate citations but makes an arguable claim absent Thesis statement or research question is supported by some evidence with citations Thesis statement or research question is unevenly or illogically supported and citations are less than apt Engages in the Does not Does not scholarly engage present an conversation successfully adequate through with the array of intertextual scholarly scholarly means conversation in ideas the subject area Examines the Considers the Does not context and context and consider the explores the assumptions of context or assumptions of the scholarly considers it the scholarly discourse in a in an ego- or discourse limited way socio-centric way Integrates Considers Does not multiple multiple consider viewpoints and viewpoints and multiple compares ideas points of ideas or tentatively or view perspectives overstates the conflict Conclusions Conclusions Fails to are logical only loosely identify based on follow from conclusions arguments and arguments and or evidence evidence conclusions presented presented presented are simplistic or 5 Organization (weight 25%) Document design facilitates understanding and respects rhetorical conventions in the field Transitions between ideas enhance the presentation in paragraphs and subsections Demonstrates awareness of document design appropriate for the intended reader Order of ideas in paragraphs and subsections is easy to follow Mechanics (weight 10%) Fluent, with sound word choice and standard syntax Seamlessly weaves own voice with those of the sources Language (weight 10%) Fluent, with a sophisti-cated vocabulary and varied syntax Distinguishes own voice from those of the sources Grammar, punctuation, and spelling are typically correct Grammar, punctuation, and spelling are correct Follows APA conventions carefully APA conventions are usually followed Facilitates understanding but has occasional lapses Order of ideas in paragraphs is apparent but occasionally difficult to follow Problems with word choice and sentence structure Lapses in tone and voice are distracting Some grammar, punctuation, or spelling errors throughout Some APA conventions are followed absolute Shows little attempt to guide the reader through the document Order of ideas in paragraphs is usually difficult to follow Incorrect word choice or syntax often interferes with meaning Voice fluctuates repeatedly Grammar, punctuation, and spelling errors are prominent Little or no attempt to follow APA conventions 6