Students will acquire knowledge about the key foundational aspects of enterprise architecture, learn what decisions need to be made and how to make them, and be able to explain and justify their recommendations. Provide in-depth study of the concepts, issues, and technologies associated with the complex world of enterprise information and storage architecture. IST Enterprise Information Management and Storage Architecture 3 This course is designed to introduce students to enterprise information storage and management concepts, issues, trends, and technologies.
Existing partnerships with leading information management firms will be leveraged to provide real-world exposure to the complex enterprise information storage and management issues facing all organizations today. This course also focuses increasingly on the critical areas of information security and the emerging field of information storage virtualization.
The course will mix technical details, applied value, and organizational insights of enterprise information storage and management through the use of labs, case studies, real-life problems, and team projects.
This is a unique course that has generated great industry interest. Theoretical foundations and practice of enterprise modeling.
IST Architectural Modeling of Organizations 3 Enterprise Architecture is the overall framework and set of strategic objectives for the usage of technology over time across an organization. Enterprise Architecture can also be described as the top-down, strategy-driven, integrating framework that brings together and manages the organization model, applications and technology.
Its primary goal is to facilitate improvement and deliver organization-aligned information systems. Effective modeling is crucial for successful EA. This course provides an exposure to the foundational concepts and practices of effective enterprise modeling for EA. Students will acquire knowledge about the key foundational knowledge in modeling different layers of the enterprise, learn what decisions need to be made and how to make them, and be able to explain and justify their models and recommendations.
This course explores the use and effectiveness of architectural modeling to describe an organization and to integrate and manage IT resources strategically from an enterprise perspective. Hands-on exercises and cases studies are used to illustrate the role and effect of enterprise architecture concepts and methodologies.
Emphasis is placed on understanding different architectural approaches, standards, and styles. Students will use enterprise architectural tools to develop descriptive models and understand how to integrate and manage IT within and between organizations. For each general topic area, core readings are used to define standard vocabulary, concepts and relations, methods and criteria for evaluation, and implications for enterprise architecture.
Students participate in class discussions as well as complete written assignments that focus on solidifying the understanding of the course content. Students also complete a team modeling project that is motivated by, and whose outcomes are discussed with respect to, one or more theoretical frameworks covered in the course.
Via problem-based learning, students define new business ventures to meet current market needs, develop business models, and present to various stakeholders. The goal of New Venture Creation is to better prepare undergraduate students to be leaders in adaptive, globally-minded, technology-savvy organizations.
The course is structured so students develop skills that are of high value in any workplace: leadership skills, self-efficacy, creativity and the ability to deal with ambiguity.
Upon course completion, students will have a working knowledge of traditional and non-traditional ways for identifying a new product or business opportunity, quantifying the potential, understanding the key competitive factors, researching the audience, and producing a convincing plan for financing and launch. This is a novel problem-based learning PBL course, where the learning is student-centered, with faculty acting primarily in the role of facilitators.
Working with Penn State inventions selected by the Intellectual Property Office, student teams define an optimum commercialization path each technology. In addition, the business and financial communities often do not take the time, or have the resources, to understand new technologies and perform complex due diligence. Thus lack of due diligence often leads to rejection of innovation because existing companies often discount new technologies from outside the company as NIH - 'not invented here'.
Effective transfer of new invention or innovation to a commercial product requires at least three different functional communities to interface: technical, legal and business. Each uses a different language, comes from different educational and cultural backgrounds, and may have an inherent distrust of the others. These functional barriers are difficult to overcome. This course teaches how these barriers can be broken down as student teams help bridge the perceived chasm between key players in the invention commercialization process.
In these teams, students bring the skills and knowledge from their major to develop an invention commercialization recommendation for the Technology Transfer Office and the inventor. For example, business students focus on finance and market opportunity assessment; engineering and IST students focus on design refinements, prototyping support, and if appropriate making technology suggestions to the inventor.
Upon completing the course, the students will have a working knowledge of different university and corporate technology or invention commercialization processes, important intellectual property management tools for inventions patents, license agreements, option agreements source of funding to move inventions toward product development, and delivering top quality presentations which outline the recommended commercialization path.
Students who enjoy open-ended projects which involve the interplay of business and invention of who wants to work on interdisciplinary teams with the newest inventions will find this course a valuable course. Survey of social environment of information technology themes: Community, sovereignty, privacy, ethics, economics, and knowledge management. IST The Information Environment 3 The ways that people communicate and utilize information is being changed dramatically by new information technologies.
Information and the technologies that are employed by create, organize, transfer, and utilize that information in a networked environment, using such global networks as the internet or internal networks such as intranets, have become a key component of the global economy. This global environment can change the way we interact, communicate, and function on the job and in our daily lives.
The new technologies also raise new economic, legal, ethical, and social issues that are of grave importance to society. IST examines the overall context of the new information environment and new technical issues relating to knowledge management in the global networked environment.
Upon completion of this course, the student will gain an appreciation of the differences between 'cyberspace' and the 'real' world. The student will also understand that the implementation and modern information technologies has significant social and policy implications that demand appropriate policy issues in several different contexts globa, national, local. The student will also be able to discuss the major themes in information policy studies e.
They will be able to describe policy frameworks and issues, as well as the ethical and social implications of these choices. Homework assignments; Socratic dialogue; analysis and write-up of case studies; assessment of group research projects and presentations; participation in on-line discussion groups; two mid-term and one final examination objective and essay.
IST will be offered every semester at University Park. At every other campus location where the Baccalaureate degree program is offered, the course will be offered times annually depending on demand.
Student enrollment at University Park will begin at approximately in the first year and grow to over a year time period. At other locations, enrollment should range from annually. IST Legal and Regulatory Environment of Information Science and Technology 3 The new information technologies are creating a global economy heavily dependent upon networked information, hardware, software, and electronic commerce, which calls for adaptation of existing legal and business practices. In many cases, the new technologies pose problems that existing laws or legislation are inadequate to cope with; but the complexity of the environment makes new solutions elusive.
This course examines the legal, regulatory, and political environment within which intellectual property rights and examination of contracting issues, licensing of information and products, data protection, patents, cyberspace regulation, and implications for personal privacy. It also focuses on where technology is making regulation difficult by challenging previous concepts upon which our legal and regulatory systems depend.
This course introduces students to design thinking, user-driven innovation and user experience, and business model implementation issues for IT-driven innovation. In addition, the IT-driven innovation must meet user needs in a commercially feasible manner. Students taking this class will work in teams to create a design concept and refine it through user analysis and prototyping.
To get to a commercially feasible concept, students will analyze the competitive landscape and the ecosystem in which their concept will reside. Each team will express their concepts using the Business Model Canvas - a tool used in both educational and professional settings - to identify the value proposition and potential monetization strategies.
Throughout the class, students will be introduced to tools in the IT design space through hands-on problem solving, role playing, and improvisation, among other techniques. A critical part of this course is the in-class coaching that teams will receive from the instructor, as well as guest speakers who can demonstrate the real world challenges of entrepreneurship and innovation. Frequent communication practice using techniques such as idea pitches will help students refine their ability to express their ideas more effectively.
Problem-based approach to technology integration by focusing on real-life problems faced by an organization. It requires students to work collaboratively in teams of students, with each team comprised of students from more than one option and, if possible, more than one campus. Each team is given a significant real-world problem or issue in which information technology is part of the solution. Teams will be expected to manage the project effectively and to communicate its results clearly to a variety of audiences within an organization.
Major topics include: review of problem-based and case-based learning; overview of project management practices; assessment of organizational and technical issues posed by the scenario; development and testing of work plans and analysis of options; communication within the group; communication within a management environment; and presentation of results to a variety of audiences inside and outside the organization.
IST students need to understand the organizational and social contexts in which technology functions. Indeed, many technology problems are multi-dimensional--they have an economic dimension, a legal dimension, a human resources dimension, and so on.
This course will require students to analyze, evaluate, and test alternative solutions and to weigh their advantages and disadvantages for the organization. Students will be evaluated in three ways: by the effectiveness of their team's solution of the technical or organizational problem; by the quality of the students' written and oral presentations; and by the quality of their project management and internal communication.
A substantial written paper will be required of each student and each time; in addition, each team will also construct a Web-site for sharing results. Other technologies will be used as required by the project. It is expected that membership on teams of students will be drawn from the various options in the Information Sciences and Technology major.
This course should be offered every fall and spring semester beginning in the fall semester It will be taught in sections of 25 and have a total enrollment of approximately per semester. The practices and foundations of access to textual and nontextual information using the principles of information retrieval and web search.
Introductory course for seniors and graduate students covering the practices, issues, and theoretical foundations of organizing and analyzing information and information content for the purpose of providing access to textual and nontextual information resources.
Introduces students to the principles of information storage and retrieval systems and databases. IST Information Retrieval and Organization 3 This is an introductory course for Information Sciences and Technology senior and graduate students covering the practices, issues, and theoretical foundations of organizing and analyzing information and information content for the purpose of providing access to textual and non-textual information resources.
This course will introduce students to the principles of information storage and retrieval systems and databases. Students will learn how effective information search and retrieval is interrelated with the organization and description of information to be retrieved. Students will also learn to use a set of tools, such as search engines, and procedures for organizing information.
They will become familiar with the techniques involved in conducting effective searches of information resources. International concepts to improve strategies for the design, dissemination, and use of information technology. The course will provide students with an understanding of the three crucial IT-related characteristics of the international context: 1. Students will develop analytic skills that will enable them to predict the implications of the international context for information technology and will apply these skills in a final project that addresses a problem in the areas such as information systems integration, interface design, or management of information technology projects.
This course covers trends in globalization and their influence on U. An interdisciplinary course that introduces students to process and techniques involved in developing a video or computer game.
Students will form teams and collaborate with one another to develop an interactive immersive experience. During the course, students will be exposed to several techniques for building graphical 3D worlds, animating characters, moving the camera and lights in real-time, and building intelligent characters using state machine-based architectures.
They will also learn different techniques of interactive storytelling, such as linear narrative, branching narrative, and adaptive narrative. Furthermore, they will be introduced to several tools that will aid in realizing their own projects and ideas, such as graphic engines e. Wildtangent , and game engines e. Unreal Tournament. The course is heavily project driven. Students will, in the first half of the course, learn the tools used in the development of interactive 3D environments.
They will submit 2 individual assignments using these tools to develop a simple interactive environment. These individual assignments will be graded and critiqued.
In the second half of the course, students will work on a game idea from generation to actual implementation. Students will be grouped in teams of three to develop a project, integrating concepts they learned through the class. They will use one or more of the tools they learned to build this project. Projects will be continuously evaluated and critiqued during game tuning sessions.
In addition, projects will be formally evaluated through two prototypes that are critiqued by the class and the instructor. The students will continuously revise their designs and projects through the semester.
The final version of the system is due by the end of the semester. This project-oriented course provides students with the knowledge and skills necessary to conduct a sponsored research and keyword advertising-based marketing campaign This course offers the students an opportunity to gain knowledge and hands on experience on sponsored search and keyword advertising.
In this course, students will gain knowledge and skills to advertise products and services using keyword advertising. In addition, various tools will be introduced to students for facilitating efficient and effective performance. By participating in a firm-based project, the students will acquire the experience of business consulting for advertising using current web-based techniques.
This course will explore the digital advertising "ecosystem," identify key players and trends, and review programmatic media buying. Information technology and big data have revolutionized the way media and content providers interact and negotiate with advertisers, agencies and third parties.
This course will explore the digital advertising and media "ecosystem," identify key players and trends, lay out the basics of digital advertising campaign management, and review performance analysis and evaluation. Students passing this class will be able to take the Interactive Advertising Bureau Digital Media Sales certification exam. Students can opt to take the exam any point in time,while it's not required. Fundamental issues and concepts of network security, network security technologies and protocols, and emerging technologies in network security.
IST Network Security 3 Information technology has become a key component to support critical infrastructure services in various sectors of our society. In an effort to share information and streamline operations, organizations are creating complex networked systems and opening their networks to customers, suppliers, and other business partners.
IST focuses on network security. The course will provide the students with a comprehensive understanding of the fundamental issues and concepts of network security, and the mainstream network security technologies and protocols that are widely used in the real world.
The course will also address emerging technologies in network security. A major component of the course will be several team-based hands-on attack-defense projects. Each project has two phases: the attack phase and the defense phase. A group may be asked to defend against the attacks enforced by another group. This course will incorporate collaborative and action-learning experiences wherever appropriate.
Emphasis will be placed on developing and practicing writing and speaking skills through application of the concepts, theories and technologies that define the course. Exploration of legal, regulatory, public policy, and ethical issues related to security and privacy for information technology professionals in public institutions, private enterprise, and IT services.
IST Legal and Regulatory Environment of Privacy and Security 3 Institutional constraints on security historically focused on traditional criminal enforcement and a slow but steady increase in civil remedies through the twentieth century.
Professional security protection could satisfy reasonable assurance criteria by managing legal and regulatory risks based on commonly-held understandings of burglary, theft, conversion and widely-understood but related institutional constraints in the protection of physical property.
This focus retained effectiveness so long as physical security over tangible property appeared successful, even extending to the maintenance of control over mainframe computers and their peripherals. However, the proliferation of networked computers has made access and storage ubiquitous, vastly increasing the vulnerability of confidential data, private information and critical national security infrastructure.
Security and privacy regulation compliance responsibility now falls much more harshly on both organizations and most of their individual personnel.
These complex new duties constrain organizations in the data management industry as well as suppliers and users of data and all participants in the information supply chain, including consultants, software suppliers, applications service providers, maintenance, outsourcing and communications providers. Other factors exacerbate these liability risk management difficulties. Advances in network computer storage and use, the broadening perception of heightened value of information and the pervasive availability of rich data warehousing increase the vulnerability of data management.
However, D. Kim emphasized democracy as the absolute value that makes the only road to sustained economic development. This study is limited in determining whether Mandela, Walesa, and Kim used an autocratic style as centralized control not only to solve economic crises but also to maintain traditional cultural values in their countries.
Thus, the research about why a democratic leader becomes an autocratic leader will remain in the future. The autocratic style that appeared in the behaviors of Mandela, Walesa, and Kim does not limit their contributions to democracy.
Their sacrifice and courage for democratic values are lessons that are applicable to elected public officials as well as public managers who devote themselves to the common good. The characteristics of democratic leadership such as vision, symbolism, and participation also contribute to the development of public administration and democratic governance.
Public officials might understand the enduring patience and sacrifice that are essential for serving the public.
For example; at Ground Zero after the September 11 attacks; firefighters, police officers, and other public officials showed tremendous sacrifices to the public Terry, While citizens were coming out of the fire, firefighters were going into the fire.
We have eulogized the tremendous sacrifice of firefighters for serving the public. They might apply democratic leadership to the efforts for promoting constitutional principles of democracy, equality, human rights, and freedom. The lessons that Mandela, Walesa, and Kim brought us are human dignity, democratic governance, and the process for improving democratic value.
The application of democratic leadership to the field of public administration will expand the responsibility and accountability for democratic value and democratic governance.
During the s and s; Mandela, Walesa, and Kim played tremendous roles in achieving democracy. Their democratic leadership influenced the historical progress of democracy around the world. The definitions of democratic leadership in the literature have been limited in explaining the dynamic changes and progress in democratic movements as well as the roles of such democratic leaders.
With the democratic leadership that Mandela, Walesa, and Kim have shown us; we should redefine the concept of democratic leadership and apply it to our current political and administrative contexts. First, the definition of DLDM is a political and social relationship between democratic leaders and followers for achieving democracy. The relationship demands the essential characteristics of democratic leadership. Sacrifice, courage, symbolism, participation, and vision are the characteristics of democratic leadership.
These characteristics strengthen the roles of public officials for creating public value. Second; the fact that Mandela, Walesa, and Kim have shown autocratic styles during their lifetimes raises questions about the relationship between democratic and autocratic leadership. Why do democratic leaders become autocratic leaders?
Can autocratic leaders become democratic leaders? What are the factors that influence democratic leaders to become autocratic leaders? For the price of economic development, can democratic value be replaced by dictatorship and coercive control?
These questions should be answered to analyze the transformation from democratic leaders to autocratic leaders and vice versa. Finally, the implication of democratic leadership for public administration is expanded democracy. The characteristics of democratic leadership remind public officials to seek their leadership roles in government for the purpose of expanding democratic governance. Sanghan Choi earned his Ph.
His research interests include public leadership, public and nonprofit management, organization theory and behavior, and globalization. Email: schoi1 fau. The author would like to thank Particia M. Patterson, Clifford P. McCue, and Floydette Cory-Scruggs for their comments on an earlier draft of this article. A previous version of this article was presented at the National Conference of the American Society for Public Administration in March Adorno, T.
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To a psychologist, such a person is typically driven by certain forces — the need to attain something, to experiment, to accomplish, or perhaps to escape authority. To one businessperson, an entrepreneur may appear as a threat, an aggressive competitor; to another, the same entrepreneur may be an ally, a supplier, a customer, or a creator of wealth.
The effective entrepreneurial manager finds better ways to utilize resources, reduce waste, and produce jobs for willing candidates Hisrich and Ramadani, Even though each of these descriptions views entrepreneurs from a different perspective, they contain similar notions such as newness, organizing, creating, wealth, and risk-taking. This definition stresses four basic aspects of entrepreneurship.
First, entrepreneurship involves creating — creating something new of value. The creation must have value to the entrepreneur and to the customer. Second, entrepreneurship requires time and effort. Only those going through the entrepreneurial process truly appreciate the significant amount of time and effort it takes to create something new and make it operational. Assuming the necessary risks is the third aspect of entrepreneurship.
These risks take a variety of specific forms but are in financial, psychological, and social areas. The final part of the definition involves the rewards of being an entrepreneur. The most important of these rewards is independence, followed by personal satisfaction and profit in for-profit organizations. The entrepreneurship and marketing interface is an important issue for several reasons Hisrich, First, many studies on entrepreneurs and entrepreneurship around the world reveal that the greatest problem areas are marketing and finance.
Finance problems are related to obtaining capital to start a new business, financing growth, cash flow management and financial control, where obtaining the initial capital needed to build a prototype or start initial production seems to be the most difficult. Marketing problems often reflect the lack of a marketing plan, inaccurate determination of market size, and unreliable sales forecasts.
Without market feedback, entrepreneurs may provide unsuccessful products and still expect unrealistic sales. To be successful, entrepreneurs need to have information to determine the appropriate market segment, price, distribution, and communication. Third, many entrepreneurs can be bad marketing managers. Very often, entrepreneurs underestimate the time and effort needed to accomplish a certain marketing task and overestimate the sales that will result.
This results in poor marketing plans. A poor marketing plan may even cause the loss of the business when the entrepreneur is tied to a specific sales objective and performance by the funding source.
Entrepreneurship and marketing also have many similarities. First, the consumer is a focal point of both concepts, which means that the two should be based on consumer orientation. Finally, both concepts involve the development of distinctive competence; both are affected by environmental turbulence; and both are all-encompassing — entrepreneurship in terms of developing an entirely new business and marketing in terms of its models.
Interest in entrepreneurial marketing as a new field of study began in , when the International Council for Small Business and the American Marketing Association jointly organized a conference.
In , Gerald Hills published the first empirical study of the marketing and entrepreneurship interface in Frontiers of Entrepreneurship Research. In , the Journal of Research in Marketing and Entrepreneurship was launched as the first scientific journal that handled issues of entrepreneurial marketing. By the end of , there will be 18 volumes and 36 issues of this journal. One significant unanswered question remains: how does entrepreneurial marketing differ from traditional marketing?
Some of the differences between traditional and entrepreneurial marketing are summarized along four dimensions: business orientation, collecting information, tactical perspective, and strategic perspective Stokes, Table 1. In terms of business orientation , entrepreneurial marketing is oriented towards entrepreneurs and innovations, while traditional marketing is more customer oriented.
They usually do not use formal research methods due to their higher costs. From the tactical perspective , entrepreneurial marketers use an interactive marketing approach, which is based on personal and direct contacts with consumers.
For entrepreneurial marketers, word-of-mouth and references from consumers are very important. From a strategic perspective , entrepreneurial marketing uses a bottom-up approach, while traditional marketing uses a top-down approach. The top-down approach requires a clearly defined order of activities, such as segmentation, targeting, and then positioning.
The entrepreneurial bottom-up approach initially requires identification of an opportunity, which needs to be tested. The company satisfies the needs and desires of a limited number of consumers in the beginning and then expands these sales through direct contact with consumers. Some of the several definitions of entrepreneurial marketing are presented in Table 1. One of the most widely used definitions is provided by Morris et al.
The concept of entrepreneurial marketing consists of six elements Morris et al. The main elements of marketing are product, price, place distribution and promotion, often described as the 4Ps of marketing.
A detailed discussion of each of these marketing mix elements is provided in Chapters 5 , 6 , 7 , and 8. In the services sector, the 4P acronym becomes 8P by adding people, process, presence, and physical evidence. People are one of the main resources of the company — owners, employees or consumers. It includes the ways a certain service is sold and accepted by the consumer. Presence is how your store, warehouse or website look and how the consumers feel when visiting them.
Consumer needs involves an interaction between the entrepreneur and the consumer. This is the reason companies are establishing more sales points to attract and reach as many consumers as possible. Communication is different from promotion. While promotion is a one-way medium, communication is a two-way and interactive medium between entrepreneurs and consumers.
Figure 1. In addition to the 4Ps and 4Cs, there are also the 4Vs validity, value, venue, and vogue , the 4As acceptability, affordability, accessibility, and awareness , and the 4Os objects, objectives, organization, and operations of the marketing mix. These new elements of marketing mix are presented in Table 1.
This chapter has focused on the essentials of marketing, entrepreneurship, and entrepreneurial marketing. Different definitions of and perspectives on these concepts have been provided, as well as similarities and differences between traditional marketing and entrepreneurial marketing. The chapter concluded with a brief discussion of the main marketing mix elements: the 4Ps product, price, place, and promotion which will be elaborated on in following chapters, as well as a presentation of the 4Cs consumer needs, consumer cost, convenience, and communication , 4Vs validity, value, venue, and vogue , 4As acceptability, affordability, accessibility, and awareness and 4Os objects, objectives, organization, and operations of the marketing mix.
On a cold winter morning in , Jeff Ryan sat in his office steaming over the fax he had just received from his long-time distribution partner. This could easily be the last straw for the company, as what choice did he have since this partner was responsible for the sales and distribution of over 95 percent of their product?
The fax had come on the heels of a highly charged discussion with this distributor just two days earlier, which had been tense but ended with the distributor assuring Jeff that they would continue their exclusive arrangement with Versare.
So, despite the tensions, he felt good about the agreement that had been reached two days earlier. But this fax changed everything. Sent to Versare by mistake, the fax was intended for a competitor, and it included a large order for the same product that the distributor had promised would come only from Versare. The alternative of direct sales, or a patchwork dealer network, was simply not a viable business model in when the company was founded. All this begged the question of what to do next.
Could they afford to continue the relationship with the distributor? Could they afford not to continue the relationship? What were their alternatives?
Robert Jantschek and Jeff Ryan founded Versare in The two had met while working at a manufacturer and distributor of mobile folding and rolling, space-efficient products. Their first location was shared with a custom cabinetry company that did very high-end cabinetry work for upscale offices and homes. He used to do work for me when I was at my previous life.
The equipment he had we needed to build our stuff. Choi Gary K. Charles Sawyer Richard L. Needles, Jr. Goldstein Jon C. Megginson, Scott B. Razek, Gordon A. Lamb, Joseph F. Tony Arnold Lloyd M.
Hogg, allen t. Kauchak Paul D. Haeussler Richard S. Paul Richard J. Czinkota, Ilkka A. Trussel and Joe B. Abel, Ben S. Atkinson, Robert S. Lewis, Stephen H. Goodman, Patricia M. Laudon Jane P. Crosson, Belverd E. Samuelson and Stephen G. Evans, William M. Jackson, Randall S. Bohlander, Scott A. Nybakken and Mark D. London Patricia A. Ladewig Jane W. Gere missing small portion, section 8. Osborn Cheryl E. McConnell Stanley L. Lipsey Christopher T. Shelly, Thomas J.
Cashman, Misty E. Ehrenberg S. Eiteman Arthur I. Stonehill Michael H.
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