Contemporary and well written, this book serves as a good desk reference for business professionals who need to know about information systems. Chapter topics include database management, telecommunications, electronic commerce, information system ethics, security, and more. For systems analysts or general business professionals who need to know about information systems.
"synopsis" may belong to another edition of this title.
Leonard M. Jessup is the Dean of the College of Business and Economics, and the Philip L. Kays Distinguished Professor of MIS, at Washington State University. Professor Jessup received his B.A. in Information and Communication Studies in 1983 and his M.B.A. in 1985 from California State University, Chico, where he was voted Outstanding MBA Student. He received his Ph.D. in Organizational Behavior and Management Information Systems from the University of Arizona in 1989. He is a member of the Association for Information Systems and Alpha Iota Delta, associate editor for the Management Information Systems Quarterly, a member of the Editorial Board for Small Group Research, was program cochair for the Association for Information Systems Americas Conference, and is conference cochair for the International Conference on Information Systems, to be hosted by WSU and held in Seattle in December of 2003.
In addition, he has held administrative, and/or reviewer responsibilities for a number of other research journals, research conferences, and book publishers. He teaches in various areas of Management and Management Information Systems and has published, presented, and consulted on electronic commerce, computer-supported collaborative work, technology-supported teaching and learning, and on related topics. With Joseph S. Valacich, he coedited the book Group Support Systems: New Perspectives for Macmillan Publishing Company. With his wife, Joy L. Egbert, he won Zenith Data Systems' annual Masters of Innovation award. Joseph S. Valacich,
Joseph S. Valacich, the Marian E. Smith Presidential Endowed Chair and the George and Carolyn Hubman Distinguished Professor in MIS, joined the faculty at Washington State University in 1996. He received his Ph.D. from the University of Arizona in 1989, and his M.B.A. and B.S. from the University of Montana. His teaching interests include Systems Analysis and Design, Collaborative Computing, and Management Information Systems. Professor Valacich served on the national task forces to design "IS '97: The Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems' and "MSIS 2000, the Master of Science in Information Systems" curriculum. He served on the executive committee, funded by the National Science Foundation, working to define IS program accreditation standards and is on the board of directors for the Computing Sciences Accreditation Board (CSAB), representing the Association for Information Systems (AIS). He is the general conference cochair for the 2003 International Conference on Information Systems that will be held in Seattle.
He has conducted numerous corporate training and executive development programs for organizations, including: AT&T, Dow Chemical, EDS, Exxon, FedEx, General Motors, and Xerox. His research interests include Technology Mediated Collaboration and Distance Education. His past research has appeared in publications such as MIS Quarterly, Information Systems Research, Management Science, Academy of Management Journal, Communications of the ACM, Decision Science, Organizational Behavior and Human Decision Processes, Journal of Applied Psychology, and Journal of Management Information Systems. He is a coauthor of the best-selling Modern Systems Analysis and Design (3rd edition); and Essentials of Systems Analysis and Design (2nd edition); both published by Prentice Hall.Excerpt. © Reprinted by permission. All rights reserved.:
One of the greatest challenges that we face in teaching information systems courses is how to keep pace in the class with what is happening out in the real world. Hardware, software, telecommunications, and networking equipment—all of it continues to become faster, cheaper, and better, and business organizations continue to adopt and adapt these new technologies rapidly. In fact, whereas a decade ago large businesses would spend two or three percent of their revenues on information technology, today, spending on information technology for many large businesses can range from seven to 10 percent of their revenue. Most important, organizations are now relying on that technology as a fundamental part of their business strategy and their competitiveness.
As a result of this pervasiveness and the fast pace of technology change and use in organizations, teaching people about information systems has never been more valuable or challenging.
Given the dynamic nature of information systems, and given that it is difficult to find introductory information systems textbooks that are both up-to-date and student-friendly, we wrote Information Systems Today with three primary goals in mind. First, we wanted readers not only to learn about information systems, but also to feel as excited as we do about the field and about the amazing opportunities available in this area. Second, we did not simply want to spoon-feed students with the technical terms and the history of information systems. Instead, we want students to understand exactly what innovative organizations are doing with contemporary information systems and, more important, where things are headed. Third, we wanted to empower students with the essential knowledge they need to be successful in the use and understanding of information technology in their careers.
To this end, we wrote Information Systems Today so that it is contemporary, fun to read, and useful, and includes the essential body of knowledge regarding information systems.
Information Systems Today is primarily for the undergraduate introductory information systems course required of all business students. This course is typically offered in the junior year of four-year undergraduate programs and in the second year at two-year institutions. The introductory information systems course typically has a diverse audience of students majoring in many different areas, such as accounting, economics, finance, marketing, general management, human resource management, production and operations, international business, entrepreneurship, and information systems. Given the range of students taking this type of course, we have written this book so that it is a valuable guide to all business students and provides them with the essential information they need to know. Students majoring in areas outside of business may also attend the introductory information systems course. Therefore, this book has been written to appeal to a diverse audience.
Information Systems Today can also be used for the introductory course offered at the graduate level—for example, in the first year of an MBA program.
As authors, teachers, developers, and managers of information systems, we understand that in order for students to best learn about information systems with this book, they must be motivated to learn. To this end we have included a number of unique features to help students quickly and easily assess the true value of information systems and their impact on everyday life. We show how today's professionals are using information systems to help modern organizations become more efficient and competitive. Our focus is on the application of technology to real-world, contemporary situations. Below we describe each of the features that contribute to that focus.
Cases: A Multitiered Approach
Opening Scenario: Each chapter begins with an opening scenario describing a real-world company, technology, and/or issue to spark students' interest in the chapter topic. We have chosen engaging scenarios that relate to students' interests and concerns. A photo or illustration is included with each scenario.
BRIEF CASE. Each chapter also includes several brief cases that are taken directly from the news and discuss contemporary companies and technologies. These are embedded right in the text of the chapter and highlight concepts from the surrounding chapter material.
End of Chapter Case: To test and reinforce chapter content, we present two real-world cases at the end of each chapter. Sources for these cases include Information Week, Business Week, CIO Magazine, and various Web sites. Like the Brief Cases within the chapter, these are taken from the news and are contemporary. However, these are longer and more substantive than the Brief Cases and are followed by discussion questions that help the student apply and master the chapter.
Career Implications. In order to show students how the material from each chapter applies to their individual career tracks, we have created a "Career Implications" feature. This feature maps the material to the fields of accounting and finance, marketing, information systems, human resource management, and operations management in each chapter. That means there are five "Career implications" in every chapter. For example, an aspiring accountant will find an explanation within every chapter of how that chapter's material applies to the field of accounting. Similarly, every chapter has such a feature for a marketing major, for an operations management major, and so on.
Coming Attractions. We worked hard to ensure that this book is contemporary. We cover literally hundreds of different emerging technologies throughout the book. In order to drive the point home, we also included a "Coming Attractions" in each chapter, which describes some specific new technology and how it is or will be used.
When Things go Wrong. It is rare to find an information systems textbook that describes what not to do, but this can be very helpful to students. In each chapter we provide a feature called "When Things Go Wrong," which enables students to learn about a real-world situation in which information systems did not work or were not built or used well.
Web Search. In addition to end of chapter material, within each chapter we provide several opportunities for students to work alone or in teams to research topics on the Web that relate to chapter material.
Team Work. Within each chapter we also provide an opportunity for students to work in teams to solve a problem and/ or address an issue related to the chapter material. These and the Web Search exercises are great for livening up a class or study session.
Global Perspective. In addition to scores of international issues and examples throughout every chapter, we also provide a feature called "Global Perspective" in each chapter. With this feature, we show specifically how some aspect of the chapter applies to people, organizations, and technologies from around the world.
Our end-of-chapter material is designed to accommodate various teaching and learning styles. It promotes learning beyond the book and the classroom. Elements include the following:
Highlight key concepts within the chapter
Test students' understanding of basic content
Enable students to assess whether they are ready for a test
Check quickly to see if students understand basic terms
Problems and Exercises
Push students deeper into the material and encourage them to synthesize and apply it
In addition to our use of cases, chapter openers, and the other unique features described, we provide a list of learning objectives to lay the foundation for each chapter. At the end of the chapter, the Key Points Review repeats these learning objectives and describes how each objective was achieved. A list of references is located at the end of the text, organized by chapter.
The content and organization of this book are based on our own teaching, as well as on feedback from reviewers and colleagues throughout the field. Each chapter builds on the others to reinforce key concepts and allow for a seamless learning experience. Essentially, the book has been structured to answer three fundamental questions:
To answer these questions, we wrote and ordered the chapters in a special way. To continually show you where you are in the book, we begin each chapter by describing the "Big Picture" and literally provide students with an image of the "Big Picture" that shows you where the current chapter lies within the framework of the book.
The chapters are organized as follows:
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Book Description Prentice Hall, 2002. Hardcover. Book Condition: New. 1st. Bookseller Inventory # DADAX0130094145
Book Description Prentice Hall. Hardcover. Book Condition: New. 0130094145 Examination/Review/Desk copy. Same as the student edition. Cannot guarantee the availability of CD/DVD/Access code. Ships now if ordered before 2pm CST. Bookseller Inventory # HMO756
Book Description Prentice Hall, 2002. Hardcover. Book Condition: New. book. Bookseller Inventory # 0130094145