Asiin - Syllabus - Management Information System
Asiin - Syllabus - Management Information System
Asiin - Syllabus - Management Information System
INTERNATIONAL UNIVERSITY
School of Business
COURSE SYLLABUS
Course Name: Management Information System
Course Code: BA169IU
1. General information
Course This subject will provide a broad introduction to four key aspects of data science:
designation data retrieval and manipulation, data visualization, statistical computation and
machine learning, and presentation and communication.
Semester(s) in 1, 2
which the
course is taught
Person Dr. Ha Minh Tri
responsible for Dr. Nguyen Hong Anh
the course
Language English
Relation to Elective
curriculum
Teaching Lecture, lesson, project
methods
Workload (incl. (Estimated) Total workload: 135
contact hours, Contact hours (please specify whether lecture, exercise, etc.): 45
self-study
hours) Private study including examination preparation, specified in hours 1: 90
Credit points 3
Required and None
recommended
prerequisites for
joining the
course
1
When calculating contact time, each contact hour is counted as a full hour because the organisation of the
schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.
1
Course This course is designed to introduce students to the concepts, analysis, and
objectives activities involved in management of information system. More specific, students
will get to know about Enterprise Resource Planning system (ERP) and how to
apply this system to manage business from every perspectives.
Course learning Upon the successful completion of this course students will be able to:
outcomes Competency Course learning outcome (CLO)
level
Knowledge CLO1. Describe what MIS is and how it is important for
business.
CLO2. Get to know ERP and other popular systems are in
used in business today.
CLO3. Understanding different kinds of data and how to
collect and process them.
CLO4: How to apply MIS to achieve Operational
excellence and customer intimacy.
CLO5: How to use MIS to shape business strategy.
CLO6: How to apply MIS to support E-commerce
CLO7: How to use MIS to manage knowledge and
intelligence within organization.
Skill CLO8: In use of ERP and Camtasia for individual project.
2
Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture session (3 hours)
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Weight Level
Introduction to Management Information System & How 1 I, T
it is important for business.
MIS for collaboration and e-global business. 1 T, U
MIS in designing business strategy 2 T, U
Ethical and social issues relating to MIS 1 T
Mis in the term of Operational excellence and customer 2 T, U
intimacy.
Mis in supporting E-commerce 2 T
Mis in managing knowledge and artificial intelligence. 2 T, U
Project guideline 2 TU
3
3. Planned learning activities and teaching methods
Lecture,
Introduction to Management Information System & How it Discussion, [1].0.
1 is important for business. 1 Inclass [2].1.
Lecture,
Discussion,
2 MIS for collaboration and e-global business. 2 Inclass [1].9.
Lecture,
Discussion,
3-4 MIS in designing business strategy 2 Inclass [2].2.
Lecture, [1]. 2,
Discussion, 4
5 Ethical and social issues relating to MIS 2 Quiz Inclass [2]. 2
6 Project 3 Project
[2]. 3
7 Midterm
Lecture,
Mis in the term of Operational excellence and Discussion, [2]. 4.
8-9 customer intimacy. 2 HW3 Inclass [1]. 18.
Lecture,
10- Discussion,
11 Mis in supporting E-commerce 2 Inclass [3]. 10
Lecture,
12- Mis in supporting E-commerce Discussion,
13 2 HW4 Inclass [2]. 8
[1]. 12,
Lecture, 13
14- ERP project Discussion, [2]. 9,
15 Review for final exam 2 Quiz15 Inclass 16
16 Final exam
4. Assessment plan
4
HW2
Project HW 50%Pas HW2
(15%) s 50%Pass
Q2
50%Pas
Midterm exam (30%) s
Part Part
50%Pas 50%Pas
Final exam (40%) s s
Note: %Pass: Target that % of students having scores greater than 50 out of 100.
5. Rubrics (optional)
5
1 Demonstrates no understanding of the problem.
0 No response/task not attempted
Note: this rubric is also used to evaluate questions in an exam.
Information is taken
from source(s) with
some interpretation/
Information is taken from Information is taken from evaluation, but not
source(s) with enough source(s) with enough enough to develop a Information is taken
Evidence interpretation/ evaluation to interpretation/ evaluation coherent analysis or from source(s) without
Selecting and using develop a comprehensive to develop a coherent synthesis. Viewpoints of any interpretation/
information to analysis or synthesis. analysis or synthesis. experts are taken as evaluation. Viewpoints
investigate a point of Viewpoints of experts are Viewpoints of experts are mostly fact, with little of experts are taken as
view or conclusion questioned thoroughly. subject to questioning. questioning. fact, without question.
Shows an emerging
Questions some awareness of present
assumptions. Identifies assumptions
Thoroughly (systematically several relevant contexts (sometimes labels
and methodically) analyzes when presenting a assertions as
own and others' assumptions Identifies own and others' position. May be more assumptions). Begins
and carefully evaluates the assumptions and several aware of others' to identify some
Influence of context relevance of contexts when relevant contexts when assumptions than one's contexts when
and assumptions presenting a position. presenting a position. own (or vice versa). presenting a position.
Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into Specific position
account the complexities of an (perspective,
issue. Limits of position thesis/hypothesis) takes
(perspective, thesis/ into account the
hypothesis) are acknowledged. complexities of an issue. Specific position Specific position
Others' points of view are Others' points of view are (perspective, thesis/ (perspective, thesis/
Student's position synthesized within position acknowledged within hypothesis) hypothesis) is stated,
(perspective, (perspective, thesis/ position (perspective, acknowledges different but is simplistic and
thesis/hypothesis) hypothesis). thesis/ hypothesis). sides of an issue. obvious.
Conclusion is logically
Conclusion is logically tied to information Conclusion is
Conclusions and related tied to a range of (because information is inconsistently tied to
outcomes (consequences and information, including chosen to fit the desired some of the
implications) are logical and opposing viewpoints; conclusion); some information discussed;
Conclusions and reflect student’s informed related outcomes related outcomes related outcomes
related outcomes evaluation and ability to place (consequences and (consequences and (consequences and
(implications and evidence and perspectives implications) are identified implications) are implications) are
consequences) discussed in priority order. clearly. identified clearly. oversimplified.
Source: Association of American Colleges and Universities
6
Organizational pattern
(specific introduction and Organizational pattern
conclusion, sequenced (specific introduction and Organizational pattern Organizational pattern
material within the body, conclusion, sequenced (specific introduction and (specific introduction and
and transitions) is clearly material within the body, conclusion, sequenced conclusion, sequenced
and consistently and transitions) is clearly material within the body, material within the body,
observable and is skillful and consistently and transitions) is and transitions) is not
and makes the content of observable within the intermittently observable observable within the
Organization the presentation cohesive. presentation. within the presentation. presentation.
Language choices are
Language choices are Language choices are mundane and
imaginative, memorable, thoughtful and generally commonplace and Language choices are
and compelling, and support the effectiveness partially support the unclear and minimally
enhance the effectiveness of the presentation. effectiveness of the support the effectiveness of
of the presentation. Language in presentation presentation. Language in the presentation. Language
Language in presentation is appropriate to presentation is in presentation is not
Language is appropriate to audience. audience. appropriate to audience. appropriate to audience.
Delivery techniques
Delivery techniques Delivery techniques Delivery techniques (posture, gesture, eye
(posture, gesture, eye (posture, gesture, eye (posture, gesture, eye contact, and vocal
contact, and vocal contact, and vocal contact, and vocal expressiveness) detract
expressiveness) make the expressiveness) make the expressiveness) make the from the understandability
presentation compelling, presentation interesting, presentation of the presentation, and
and speaker appears and speaker appears understandable, and speaker appears
Delivery polished and confident. comfortable. speaker appears tentative. uncomfortable.
A variety of types of
supporting materials Supporting materials Supporting materials
(explanations, examples, (explanations, examples, (explanations, examples, Insufficient supporting
illustrations, statistics, illustrations, statistics, illustrations, statistics, materials (explanations,
analogies, quotations from analogies, quotations analogies, quotations examples, illustrations,
relevant authorities) make from relevant authorities) from relevant authorities) statistics, analogies,
appropriate reference to make appropriate make appropriate quotations from relevant
information or analysis reference to information reference to information authorities) make reference
that significantly supports or analysis that generally or analysis that partially to information or analysis
the presentation or supports the presentation supports the presentation that minimally supports the
establishes the presenter's or establishes the or establishes the presentation or establishes
Supporting credibility/ authority on presenter's credibility/ presenter's credibility/ the presenter's credibility/
Material the topic. authority on the topic. authority on the topic. authority on the topic.
Central message is
compelling (precisely Central message is Central message can be
stated, appropriately Central message is clear basically understandable deduced but is not
repeated, memorable, and and consistent with the but is not often repeated explicitly stated in the
Central Message strongly supported.) supporting material. and is not memorable. presentation.
Source: Association of American Colleges and Universities
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