For Systems Analysis and Design courses. The third edition of Modern Systems Analysis and Design investigates the very latest of systems analysis and design. Rather than looking strictly at the technological aspects, Hoffer, George and Valacich focus on the business perspective and the human, organizational and technical skills an information systems professional needs to be successful.
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NEW OR EXPANDED CONTENT COVERAGE TO KEEP YOU ON THE LEADING EDGE…
Expanded and updated coverage of systems analysis as a profession
Updated coverage of codes of conduct and new material on how systems professionals approach business problems with ethical considerations. Updated information on career paths with the latest information gathered from professional societies.
Net Search Exercises
New margin icons for Net Search exercises on the Web site can be found in every chapter. The icon signals when a topic in the text has a corresponding Net Search exercise on the Web site. You can access the exercise from http://www.prenhall.com/hoffer and e-mail your findings to your instructor
Integration of Electronic commerce into the running cases
One of three fictional running cases in the text, Pine Valley Furniture, is a furniture company founded in 1980, that now, in the Third Edition, has decided to explore electronic commerce as an avenue to increase its market share. Broadway Entertainment Company, Inc., BEC, a fictional video and record retailer, is a project case that allows you to study and develop a Web-based customer relationship management system.
Modern Systems Analysis and Design covers the concepts, skills, methodologies, techniques, tools, and perspectives essential for systems analysts to successfully develop information systems. The primary target audience is upper division undergraduates in a management information systems or computer information systems curriculum; a secondary target audience is MIS majors in MBA and M.S. programs. Although not explicitly written for the junior college and professional development markets, this book can also be used for these programs.
We have over 50 years of combined teaching experience in systems analysis and design and have used that experience to create this newest edition of Modern Systems Analysis and Design. We provide a clear presentation of the concepts, skills, and techniques students need to become effective systems analysts who work with others to create information systems for businesses. We use the Systems Development Life Cycle Model as an organizing tool throughout the book to provide students with a strong conceptual and systematic framework.
The book is written assuming that students have taken an introductory course on computer systems and have experience designing programs in several programming languages. We review basic system principles for those students who have not been exposed to the material on which systems development methods are based. We also assume that students have a solid background in computing literacy and a general understanding of the core elements of a business, including basic terms associated with the production, marketing, finance, and accounting functions.
Modern Systems Analysis and Design is characterized by the following themes:
Given these themes, this textbook emphasizes the following:
The following are some of the distinctive features of Modern Systems Analysis and Design:
New to the Third Edition
The pedagogical features of Modern Systems Analysis and Design reinforce and apply the key content of the book.
Three Illustrative Fictional Cases
Pine Valley Furniture (PVF): In addition to an electronic business-to-consumer shopping Website, several other systems development activities from Pine Valley Furniture are used to illustrate key points. Pine Valley Furniture is introduced in Chapter 3 and revisited throughout the book. As key system development life cycle concepts are presented, they are applied and illustrated with this illustrative case. For example, in Chapter 6, we explore how PVF plans a development project for a customer tracking system. A margin icon identifies the location of the case.
Hoosier Burger (HB): This second illustrative case is introduced in Chapter 2 and revisited throughout the book. Hoosier Burger is a fictional fast food restaurant in Bloomington, Indiana. We use this case to illustrate how analysts would develop and implement an automated food ordering system. A margin icon identifies the location of the case segments.
Broadway Entertainment Company, Inc. (BEC): This fictional video rental and music company is used as an extended project case at the end of fifteen out of twenty chapters, beginning with Chapter 4. Designed to bring the chapter concepts to life, this case illustrates how a company initiates, plans, models, designs, and implements a web-based customer relationship management system. Discussion questions are included to promote critical thinking and class participation. Suggested solutions to the discussion questions are provided in the Instructor's Manual.
End-of-Chapter Material. We developed an extensive selection of end-of-chapter material designed to accommodate various learning and teaching styles.
Margin Term Definitions. Each key term and its definition appear in the margin. Glossaries of terms and acronyms appear in the back of the book.
References. Located at the end of each chapter, references together amount to over 100 books, journals, and Websites that can provide students and faculty with additional coverage of topics.
Using This Text
As stated earlier, the book is intended for mainstream SA&D courses. It may be used in a one semester course on SA&D or over two quarters (first in a systems analysis and then in a systems design course). Because of the consistency with Modern Database Management, chapters from this book and from Modern Database Management can be used in various sequences suitable for your curriculum. The book will be adopted typically in business schools or departments, not in computer science programs. Applied computer science or computer technology programs may adopt the book.
The typical faculty member who will find this book most interesting is someone
More specifically, academic programs that are trying to better relate their SA&D and database courses as part of a comprehensive understanding of systems development will be especially attracted to this book.
The outline of the book generally follows the systems development life cycle, which allows for a logical progression of topics. However, the book emphasizes that various approaches (e.g., prototyping and iterative development) are also used, so what appears to be a logical progression often is a more cyclic process. Part I of the book provides an overview of systems development and previews the remainder of the book. Part I also covers those skills and concepts that are applied throughout systems development, including systems concepts, project management, and CASE and other automated development technologies. The remaining five sections provide thorough coverage of the six phases of a generic systems development life cycle, interspersing coverage of alternatives to the SDLC as appropriate. Some chapters may be skipped depending on the orientation of the instructor or the students' background. For example, Chapters 1 (environment of SA&D) and 2 (critical success factors for SA&D) cover topics that are emphasized in some introductory MIS courses. Chapter 5 (project identification and selection) can be skipped if the instructor wants to emphasize systems development once projects are identified or if there are fewer than 15 weeks available for the course. Chapters 10 (conceptual data modeling) and 12 (database design) can be skipped or quickly scanned (as a refresher) if students have already had a thorough coverage of these topics in a previous database or data structures course. Finally, Chapter 18 (maintenance) can be skipped if these topics are beyond the scope of your course.
Because the material is presented within the flow of a systems development project, it is not recommended that you attempt to use the chapters out of sequence, with a few exceptions: Chapters 8 (process modeling), 9 (logic modeling), and 10 (conceptual data modeling) can be taught in any sequence; and Chapter 12 (database design) can be taught after Chapters 13 (output design) and 14 (interface design), but Chapters 13 and 14 should be taught in sequence.
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