TR, 11:00am to 12:15pm
Class will not meet on:
Class will meet on:
This course describes concepts, techniques and issues related to the adoption of information technologies for business strategy. Information systems are shown to be facilitators of market penetration, competitive advantage, and organizational change. The course demystifies many contemporary and emerging technological issues that are relevant to firms.
This course introduces you to information technology in business and society. Broadly, here’s what
you’ll learn from the course, and why this learning is important:
• First, as a future knowledge worker you will use personal systems in your work every day. You need to know how to publish information on the Internet, model and analyze decisions using a spreadsheet, and get information from relational databases. Over this course, your in-class conceptual learning of these topics will be complemented by a set of computer-based self-learning tools.
• Second, in the digital firm, you will be involved increasingly in decisions about information systems. You will therefore need to recognize the large-scale systems that run modern organizations, understand what drives the success of a company’s IT investments, and learn how these investments facilitate effective business strategy and emerging business models.
• Third, you must know how to evaluate and analyze information-based products and services in the increasing number of industries that are being transformed by information technology. You will learn about the unique economics of information pricing, technological lock-in and network effects, so that you can perform informed business analysis and formulate effective strategy in the digital economy.
We will also discuss a set of special topics, which may include digital music, information privacy, data mining and digital piracy. Assignments, projects and case studies through the course will reinforce your learning of how to use information technology to solve business problems.
Guidelines for Group Projects
Business activities involve group effort. Consequently, learning how to work effectively in a group is a critical part of your business education.
Every member is expected to carry an equal share of the group’s workload. As such, it is in your interest to be involved in all aspects of the project. Even if you divide the work rather than work on each piece together, you are still responsible for each part. The group project will be graded as a whole: its different components will not be graded separately. Your exams may contain questions that are based on aspects of your group projects.
It is recommended that each group establish ground rules early in the process to facilitate your joint work including a problem-solving process for handling conflicts. In the infrequent case where you believe that a group member is not carrying out his or her fair share of work, you are urged not to permit problems to develop to a point where they become serious. If you cannot resolve conflicts internally after your best efforts, they should be brought to my attention and I will work with you to find a resolution.
You will be asked to complete a peer evaluation form to evaluate the contribution of each of your group members (including your own contribution) at the conclusion of each project. If there is consensus that a group member did not contribute a fair share of work to the project, I will consider this feedback during grading.
At NYU Stern we seek to teach challenging courses that allow students to demonstrate their mastery of the subject matter. In general, students in undergraduate core courses can expect a grading distribution where:
Note that while the School uses these ranges as a guide, the actual distribution for this course and your own grade will depend upon how well you actually perform in this course.
The process of assigning grades is intended to be one of unbiased evaluation. Students are encouraged to respect the integrity and authority of the professor’s grading system and are discouraged from pursuing arbitrary challenges to it.
If you believe an inadvertent error has been made in the grading of an individual assignment or in assessing an overall course grade, a request to have the grade re-evaluated may be submitted. You must submit such requests in writing to me within 7 days of receiving the grade, including a brief written statement of why you believe that an error in grading has been made.
In-class contribution is a significant part of your grade and an important part of our shared learning experience. Your active participation helps me to evaluate your overall performance.
You can excel in this area if you come to class on time and contribute to the course by:
The School expects that students will conduct themselves with respect and professionalism toward faculty, students, and others present in class and will follow the rules laid down by the instructor for classroom behavior. Students who fail to do so may be asked to leave the classroom.
Collaboration on Graded Assignments
Students may not work together on graded assignment unless the instructor gives express permission.
Course evaluations are important to us and to students who come after you. Please complete them thoughtfully.
Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:
The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:
Undergraduate College: http://www.stern.nyu.edu/uc/codeofconduct
Graduate Programs: http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505
To help ensure the integrity of our learning community, prose assignments you submit to Blackboard will be submitted to Turnitin. Turnitin will compare your submission to a database of prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications. Additionally, your document will become part of the Turnitin database.
Your class may be recorded for educational purposes
If you have a qualified disability and will require academic accommodation of any kind during this course, you must notify me at the beginning of the course and provide a letter from the Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations they recommend. If you will need to take an exam at the CSD, you must submit a completed Exam Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed accommodation.
1. Overview - very brief summary of the key issues of the case. Remember that this section is intended to motivate the discussion only - not to rehash in detail what we already know.
2. Problem Statement - Rank ordered hierarchy of the problems facing the organization. Be brief, concise and crisp. Do not be wordy.
3. Discussion - Explain why these are the problems, why you have rank ordered them as such, and provide some further details about the nature of each problem.
4. Alternatives - Provide a list of possible strategic organizational alternatives. Identify which are mutually exclusive, which are not. Explain the relative advantages and disadvantages of each.
5. Scenarios - Hypothesize several different environmental / organizational scenarios that might affect the firm. Assign likelihood to each.
6. Recommendations / Conclusions- explains basis for recommendations – via “praxis” – a cross analysis of alternatives with the scenarios.