INTE 4931, 5931 – Spring 2016
College of Business Administration
Topics in Information Technologies: Global Outsourcing
INTE 4931, 5931
Tuesday 5:30-8:30 PM
Term being taught – Spring, 2016
Instructor Information
Instructor:
Ann Simmons
Office:
Straz Hall Room 288
Phone:
847-404-4165
Email:
ann.simmons@marquette.edu
asimmons@annsimmonsgroup.com
simmonsa@mu.edu
Office Hours: Regular office hours from 4:30-5:15 on Tuesday afternoons or by appointment. Other
hours, including Skyping, can be arranged via contacting me by email or phone.
Course materials
Required Text:
Oshri, Ilan, Julia Kotlarsky and Leslie P. Willcocks. The Handbook of Global Outsourcing and
Offshoring (Third Edition), Palgrave Macmillan Publishing, 2015, ISBN-978-1-137-43742-6.
Required Harvard Business Review Articles:
HBR Articles #3 and #4 will be required depending on the number of graduate students in the class as
these articles are linked to the Case Study Facilitation exercise more fully explained below. The
recommendation is to hold off on acquiring these 2 Case Studies as some of these case studies will be
facilitated by graduate students and the actual number of required HBR case studies will be determined
after the number of graduate students in the class if finalized. An updatefor these 2 Case Studies will be
discussed during class on February 9th and posted on D2L.
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(1) A. Lee Gilbert, Beng Geok Wee and Ivy Buche, Tata Consultancy Services: Sustaining
Growth Momentum in China 2010.
(2) Su and Mao: “Market Choice of a Chinese Outsourcing Vendor: The Case of ChilTech
Company", 2012
(3) Valerie Jaiswal and Natalie Levina, J-Trading: Full Circle Outsourcing, 2012.
(4) Robert Ford, Brendan Richard and Michael P. Ciuchta, Crowdsourcing: A New Way of
Employing Non-Employees, 2015.
(5) Applegate, Saunders, et. al.: adidas Group: IT Multi-Sourcing at Adidas, 2012.
(6) Feeney, Lacity and Wilcox: Taking the Measure of Outsourcing Providers, 2005.
Access Link for acquiring HBR Articles for Undergraduate Students:
https://cb.hbsp.harvard.edu/cbmp/access/43511767
Access Link for acquiring HBR Articles for Graduate Students:
https://cb.hbsp.harvard.edu/cbmp/access/43512372
Readings
In addition to assigned reading from the text, there are required weekly readings. The references and
access links can be found in D2L. Readings (with the exception of Harvard Business Review Case
Studies) can accessed via the Internet. The list of the required readings will be uploaded to D2L prior to
the first day of class. Required YouTube and Vimeo videos may also be accessed via the Internet. Class
discussions and exercises will draw from the text, required readings and articles; as a result, preparation
for class will be essential to the overall understanding of the materials and for participation during the
class. Some of the readings on the same topic may present differing views or approaches. It is the
intention to offer a diverse set of solutions when addressing the various areas associated with Global
Outsourcing.
D2L
Please note that I use D2L actively and will be posting some of the slides presented in class, course
materials, and announcements. It is important to frequently access D2L.
Course Description:
This course covers outsourcing business and IT services from initiation of a sourcing discussion through
evaluation of alternatives, provider selection and transition, execution, and governance. It also covers the
evolution of IT and business process outsourcing and current trends in sourcing decisions. The course
includes business rationale, different models, country providers, and criteria for success, skill sets and the
impact of sourcing decisions on an organization's strategy. Students will also investigate insourcing
options such as shared services, captive centers and other emerging sourcing topics (cloud computing,
impact sourcing, crowd sourcing and rural sourcing). Methods are text, readings, speakers, case studies
and research papers.
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Course Learning Objectives/Outcomes:
The following dimensions of Global Outsourcing and Offshoring will be presented during this course:

Understanding Sourcing Options, including Advantages and Disadvantages.

Evaluation of criteria for consideration when outsourcing to a particular country location

Outsourcing framework and objectives from the Client’s perspective.

Outsourcing frameworks and objectives from the Vendor’s Perspective.

Phases involved when evaluating and implementing an outsourcing arrangement; Transfer and
Coordination in the Sourcing Relationships

Quality, Service Levels and Measurement, including value, in an outsourcing arrangement.

Dealing with cross-cultural barriers and challenges associated with an outsourcing arrangement.

Governance considerations associated with an outsourcing arrangement.

Improvement of oral, written and group process communication skills
College of Business Administration Assessment Statement
The fundamental mission of the College of Business Administration is to provide a quality education
grounded in Catholic, Jesuit intellectual values. Students are expected to learn how to function
effectively in a diverse and global economy so that they may develop into ethical and socially responsible
global leaders and responsible members of their organizations and communities. As one of many
methods of assuring that the goals of our educational mission are successfully met, the college regularly
and systematically engages in the assessment of these competencies.
Students in the Bachelor of Science in Business Administration program are assessed on their ability to
reason ethically, communicate effectively, analyze critically, and understand local, national and global
business and cultural issues. Students in our MBA programs are also assessed on their competency to
communicate effectively, reason ethically and apply critical thinking, as well as their capacity to
comprehend the global strategic issues of firms and perform fundamental activities of business managers.
Students in our other graduate programs are assessed on specific competencies related to their disciplines.
Assessment takes place each semester in all programs and settings using quantifiable measures;
that information is gathered and analyzed information to help continuously improve the
educational process. The College of Business Administration is dedicated to successfully
providing a quality education for all students. Assessment is the continuous improvement
process of evaluating our success. More information on assessment can be found at
(http://www.marquette.edu/assessment/) or in the assurance of learning tabs under
http://business.marquette.edu/academics/assurance-of-learning-undergrad or
http://business.marquette.edu/academics/assurance-of-learning-graduate
This course on Global Outsourcing is intended for Undergraduate and Graduate Students.
Learning goals for both programs are intended to be achieved.
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The college’s UNDERGRADUATE program learning goals are to:

Demonstrate effective communication skills to business situations

Analyze the global business environment

Analyze the domestic business environment

Demonstrate critical thinking skills to business situations

Demonstrate an ethical understanding and perspective to business situations
The college’s MBA program learning goals are to

Perform the fundamental activities of business

Communicate effectively in business settings

Comprehend global strategic issues of a corporation

Apply ethical reasoning to business situations
In addition to the assessing the learning outcomes of the business core and the MBA program, each
undergraduate major and all business graduate programs have unique program goals and associated
learning outcomes. These programs assess their outcomes each semester. The primary rational for
assessment is the assurance of learning for all undergraduate and graduate students in the College of
Business.
For information on each undergraduate major or graduate program’s unique program goals and associated
outcomes you can go to the College web site (see the site listed above). The assessment plans for all COB
undergraduate and graduate programs can be accessed on the University Assessment website:
(www.marquette.edu/assessment/).
Please contact your department chair, the Executive Associate Dean, the various graduate program
directors, or Noreen Lephardt in the Economics Department, the faculty representative to the University’s
Assessment Committee for more information on the COB’s assessment process and how the learning
outcomes can be integrated in your course objectives in your syllabus.
Course Plan and Grading
Course Plan
The approach to be deployed during this course will include:
1. Preparation in the form of assigned text and article reading; preparation for discussion from topics
covered both in the text and articles
2. Discussion/Facilitation of one of the assigned articles by each student
3. Proactive in-class discussion from the assigned materials, including assigned “Brief Case
Studies”
4. Provider/Country Analysis: Research; Presentation and Discussion Facilitation
5. Final Project
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6. Graduate Students have an additional Group preparation and class facilitation for assigned Case
Studies.
You are required to turn in all assignments for full credit.
Evaluation – 320 (Undergraduate); 350 (Graduate)
Deliverable
Points Allocated
50
Attendance and Participation (10x5)
Provider/Country Analysis (PA or CA)
50
40
Article Discussion/Facilitation (SF)
Mid Term Examination (Take Home)
Case Study Facilitation (Graduate Student Assigned Teams
to Facilitate)
Final Project:
Outline and plan 10
Executive presentation 50
100
Graduates: 50
Undergraduates: 20
60
The following grading policy will be used for undergraduate students:
A
93 – 100 %
C
72 – 77.99 %
AB
88 – 92.99 %
CD
68 – 71.99 %
B
83 – 87.99 %
D
60 – 67.99 %
BC
78 – 82.99 %
F
<60%
The following grading policy will be used for graduate students:
A
93 – 100%
BC
78 – 82.99 %
AB
88 – 92.99 %
C
73 – 77.99 %
B
83 – 87.99 %
F
<73%
Grading Policies
1. A significant portion of the final grade will be in class participation and discussion facilitation.
2. Mid-term Grades only provide your relative standing in class. They do not indicate your final
grade.
3. Grade curves are a rarity and will likely not be required.
4. Late assignments and deliverables that are not submitted on the due date and time will lose 10%
per day and will not be accepted after 4 days.
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5. Handwritten assignments, unless otherwise noted, will automatically receive a 10% reduction in
grade. All assignments and deliverables must be typed and professionally created. Presentations
must use the Microsoft PowerPoint program.
Particular assignments earn points as allocated in this syllabus. Letter grades are not assigned until all
scores are totaled (mid-term and final for undergraduate students and final for graduate students). An “A”
grade is earned by extraordinary work and effort. Focusing on points/grades distracts students from the
overall learning objectives.
In-Class Participation/Attendance
Frequent vocal participation is necessary, as this class will primarily be held as a seminar that emphasizes
discussion. The real benefit comes from interactions and discussions in class. Each student is expected to
actively participate, offer differing opinions and contribute to the analysis and class discussions. My role
is primarily as facilitator and guide. This means that each student must initiate topics and actively respond
in the process. Students are expected to come prepared to discuss all aspects of the topics and apply the
assignments to your present or anticipated work setting. Learning will result from thorough preparation,
lively class discussion, and a variety of assignments.
Questioning theory and practice is highly valued as a learning method. Questions and comments about the
material, my opinions, and classmates’ opinions are as important as answering correctly to a specific
textbook question. It is each of the student’s role to motivate each other to discuss topics in class as well as
outside of class. The following do not count toward participation points: assigned presentations, when a
student is called on, or when a student asks about class procedures. Each student needs to initiate the
participation about content. The quantity and quality are subjectively assessed for all weeks with the
exception of: January 19, January 26, March 8, March 22 and April 12 and posted on D2L. A maximum
of 5 points can be earned for participation in each class; the lowest point score will be dropped from your
grade. If you do not agree with your score, e-mail me and specify your contribution, citing specific
examples of your participation and contributions during the class. Your best insurance is to contribute
multiple times every session. Monopolizing and making multiple vacuous comments may hurt you.
Criteria for grading include: - application of course readings to real-world situations - accuracy of
interpretation and application - integrating others' perspectives and thoughts - extending understanding by
asking probing questions - contributing additional research and information outside of the course materials
- support for collegial interaction, demonstrating respect for classmates - clarity of expression.
Five guest speakers are tentatively scheduled to present his or her own specific work-related experience
associated with outsourcing. Interaction with the guest speakers (including questions, comments and
overall discussion) will be factored into the weekly participation points.
The Rubric for weekly Class Participation is available on D2L. Class participation for undergraduates
during the weeks where the Harvard Business Cases will be facilitated by the graduate students will be
limited to discussion outside of the facilitation of the business case as there is a separate evaluation for
participation during the HBR case study facilitation.
Attendance is required and will be taken during most classes and is factored into the weekly participation
grade. You are required me by voice or e-mail if you cannot attend a scheduled class. There will be a break
during each class; attendance is expected after the break. You will receive a 0 score in Participation for
any class missed.
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It is the student’s responsibility to: (1) Contact the instructor if you are to miss an exam or other deadline
and (2) Inform the dean’s office if you are expected to be absent for class for one week or more.
There will be no cell phone usage, including texting during the class. If I see this as an ongoing problem,
you will be warned and could also result in lowering of a grade, e.g. from AB to B. Other incidences that
are distracting to the class, such as walking in and out of the class to attend to matters, will be subjected to
the same penalty.
It is the policy of the College of Business that students who miss more than 3 classes over a semester
can be dropped from the course at the instructor’s discretion without being informed. I am in favor
of that policy and will enforce it subsequent to one warning to the absentee.
Top Vendor/ Country Analysis (15-20 minute presentations, including class facilitation)
Students will randomly be assigned to a team of 3 students in D2L. Each team is to choose to analyze a
provider’s competency for providing IT services and/or products (TV) or analyze a country’s ability to
export IT services (CA). Each team will sign up by the third class (February 2nd) for a date on the
schedule indicated as provider analysis (TV) or country analysis (CA). Guidelines and possible options
for PA and CA will be posted on D2L. On February 9th, each team will come to class prepared with the
name of the TV or CA selected. By 11:59 pm on the evening of each team’s presentation in class, the
team is to post to D2L a copy of the presentation, questions used for facilitation and the role of each
student in preparing the analysis. The Rubric for evaluating the Top Vendor and Country Analysis is
posted in D2L.
Discussion/Facilitation (15-20 minute discussion and facilitation)
Students will be randomly assigned in teams of 2 in D2L. Each team of 2 will be required to lead the
discussion on one non-textbook assigned reading or assigned video. The approach and style for leading
that discussion is the sole purview of the team. The objective is to stimulate discussion and debate.
Reading selections will based selected by each team on a sign-up sheet distributed the third evening of
class (February 2nd). The Rubric for evaluating the Article Discussion/Facilitation is posted in D2L.
In preparation for the class discussion, each team must prepare a brief outline for the facilitation and 8-10
questions posed to the class. These questions must be posted to D2L bore 11:59 PM the night of the
facilitation by each team. Each team member will be evaluated on the quality of questions asked and the
depth of the facilitation (30/40 total points). Ten points will be assigned to the overall facilitation.
Mid-Term Examination
The mid-term examination will be a 1.5 hour “out of class” 100 multiple-choice examination. Questions
will be taken from the text and articles assigned to the class. Students will have 1 ½ hours to take the
examination once the exam is started. Questions for the examination will be available in D2L beginning
12:01 am on April 16th until 11:59 PM on April 16th.
Group Case Study (HBR) and Class Facilitation/ Class Assignment
All graduate students will be divided into groups of 2-3 students (2-3 groups total depending on the number
of graduate students) and randomly assigned into groups in D2L. Each group will be assigned one of the
HBR Case Studies. The specific case study will be communicated to each team by Week 4 (February 9th).
Each Graduate student team is to fully evaluate the attributes of the case study, considerations for
outsourcing, strengths/risks associated with the description of the case and considerations for both the
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outsourcing company and outsourced organization. The case studies will be assigned for homework reading
and preparation for the rest of the class. Each group will be given 45 minutes during the following weeks
of April 19th, April 26th or May 3rd to conduct a discussion with the class. This discussion should include
minimally:
1. Confirmation that the facts and issues of the case is fully understood by the class.
2. A facilitated discussion (not a presentation, but a facilitated discussion) on confirming that the facts
of the case are fully understood by the class members
3. Strengths and weaknesses of entering into the Outsourcing relationship at the outset
4. How the governance structure was established, implemented and supported through the duration of
the outsourcing arrangement
5. What are the specific considerations associated with the outsourcing arrangement
6. Value proposition for entering into the outsourcing arrangement. Was the value proposition met?
If so, why, if not, why.
7. Discussion of the problems associated with the arrangements; solutions
8. Lessons learned and what would be done differently in the future
The rubric for evaluating facilitation of HBR articles will be available in D2L by March 1.
Group Project (Final Project) 30-40 minutes, include facilitation of discussion and Q&A
Each student will randomly be assigned to a group of 4 students by the third class. The final group
project, including presentation, will be built on the materials and text during the semester. There are three
options for each group:
1. Data collection and analysis focusing on staffing models for at least 3 types of outsourcing
arrangements
2. Recommendation for an IT sourcing project for a firm (this requires IT management cooperation
in an organization to help identify a sourcing project)
3. Research, evaluation and presentation of an outsourcing cost/benefit model using a case study
outside the assigned readings of the class (3 potential cases available via contacting instructor)
Each group must submit an outline and project plan on D2L worth 10 points by the fifth class – February
16th (10 of the total 60 points). Final presentations will be due on the last day of class and on the assigned
final examination date. All presentations, including bibliography and citations, must be posted to D2L by
midnight on the day that the presentation is made by the group.
The Rubric for 40 of the 50 final points for the final Group Project will be posted in D2L. The remaining
10 points will be based on Team Peer Evaluations that must be completed during the class time where the
Group Project is presented. Any team peer that does not submit a Team Peer Evaluation for all members
of the team will be penalized 15 points from the Final Project score.
Weekly Course Calendar, Schedule and Assignments
Available on 2DL
Writing and Presentation Skills
Written communication on documents and in visual presentations should follow professional guidelines
for grammar, spelling, neatness, and exclusion of colloquial or sexist language. Proper use of technical
vocabulary is mandatory. Errors pertaining to the above lose a half point for each occurrence with two
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errors (not points) of grace. Guidelines for business and technical writing, presentation tips, and citation
format appear on D2L including a glossary of IT terminology and citation formats.
General Document Formatting Guidelines:



Spacing:
Font Size:
Font Style:
Double or 1.5
11 Point font
Time Roman or Bookman Old Style
Communication
I expect to hear from you as soon as possible if you have difficulty with the material or scheduling
assignments. Inform your teammates as soon as possible when you have a problem. Always leave a
detailed message about the nature of the call and when and where to reach you. I check my e-mail and
voice mail at least four times daily between 8:00 a.m. and 8:00 p.m. - no texting or tweeting. Most items
can be answered by an e-mail response or a quick phone call. When necessary, I will be happy to meet
with you. Help is available. However, you must be proactive in seeking it. If I have to change an
assignment deadline or cancel a class, I will post it on D2L and/or send an e-mail. You are obliged to
check your e-mail daily.
Group Communications and Dynamics
Team Responsibility. The entire team is responsible for setting quality and submission standards at the
beginning of the semester and for ensuring that these standards are met consistently.
Team Coordinator: Each group must identify a group coordinator at the beginning of the semester. This
person is not the leader but is responsible for communicating with all the team members and ensuring that
various components of the group project come together as required.
Common Group Problems. Two common group problems are “they did not tell me” and “he/she did not
turn in the right parts at the right time/with the right quality.”
Shared Group Spaces. I strongly encourage you to take advantage of the group workspaces such as
Google Groups.
Grade Appeals
Grading disputes may arise. If you feel that your work was graded unfairly, you must discuss it with me
within two weeks following the return of the materials. Otherwise, the grade will stand as originally
recorded.
Academic Integrity
Statement on Academic Integrity
We, the scholars of Marquette University, recognize the importance of personal integrity in all aspects of
life and work. We commit ourselves to truthfulness, honor, and responsibility by which we earn the
respect of others. We support the development of good character in our academic community, and
commit to uphold the highest standards of academic integrity as an important aspect of personal integrity.
Our commitment obliges us as students, faculty, and staff to conduct ourselves according to the Marquette
University Honor Code set forth below. We do this in pursuit of Marquette University’s mission, which is
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the search for truth, the discovery and sharing of knowledge, the fostering of personal and professional
excellence, the promotion of a life of faith, and the development of leadership expressed in service to
others.
Students are asked to commit to academic integrity through the following honor pledge. Faculty may
require students to sign the pledge in their courses or for any individual assignment.
I recognize the importance of personal integrity in all aspects of life and work. I commit myself to
truthfulness, honor, and responsibility, by which I earn the respect of others. I support the development of
good character, and commit myself to uphold the highest standards of academic integrity as an important
aspect of personal integrity. My commitment obliges me to conduct myself according to the Marquette
University Honor Code.
Marquette University Honor Code
The honor code obliges students:
1. To fully observe the rules governing exams and assignments regarding resource material, electronic
aids, copying, collaborating with others, or engaging in any other behavior that subverts the purpose
of the exam or assignment and the directions of the instructor.
2. To turn in work done specifically for the paper or assignment, and not to borrow work either from
other students, or from assignments for other courses.
3. To give full and proper credit to sources and references, and to acknowledge the contributions and
ideas of others relevant to academic work.
4. To report circumstances that may compromise academic honesty, such as inattentive proctoring or
premature posting of answers.
5. To complete individual assignments individually, and neither to accept nor give unauthorized help.
6. To accurately represent their academic achievements, which may include their grade point average,
degree, honors, etc., in transcripts, in interviews, in professional organizations, on resumes and in the
workplace.
7. To report any observed breaches of this honor code and academic honesty.
Academic integrity is a matter of great importance to the entire Marquette community and as such the
honor code obliges others on campus as well.
The honor code obliges instructors:
1. To monitor and design exams and assignments so that honest students will not be disadvantaged by
other students who might choose to cheat if given the opportunity.
2. To report circumstances that may compromise academic honesty, such as inattentive proctoring or
premature posting of answers.
3. To follow all published procedures regarding cases of academic misconduct.
4. To report any observed breaches of this honor code and academic honesty.
Academic Honesty
It is expected that each student will act in an honest and forthright manner in this class and with all class
assignments, exams and quizzes. Students are expected to do their own work individually unless
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otherwise stated in an assignment. Students caught cheating in any manner will be given a zero for the
assignment, exam or quiz in question and the issue will go before the Executive Associate Dean of the
College for the potential of additional penalties up to and including expulsion from the College and/or
University.
The University has a very specific honesty policy. You are expected to know and to follow this policy.
Here is the link to the policy: http://www.marquette.edu/mucentral/registrar/policy_honesty.shtml. Please
take a few minutes to read and understand this policy. Ethics is extremely important in sales and ethical
behavior is necessary to be successful. That behavior begins here. Let me know if you have any
questions about this policy or the consequences of dishonest behavior. The definition and consequence
sections are reprinted below:
Definitions of Academic Dishonesty
Academic dishonesty applies equally to electronic media and print and involves text, images and ideas. It
includes but is not limited to the following examples:
Cheating
1. Copying from others during an examination.
2. Communicating exam answers with other students during an examination.
3. Offering another person’s work as one’s own.
4. Taking an examination for another student or having someone take an examination for oneself.
5. Sharing answers for a take-home examination or assignment unless specifically authorized by the
instructor.
6. Tampering with an examination after it has been corrected and then returning it for more credit.
7. Using unauthorized materials during an examination.
8. Allowing others to do the research and writing of an assigned paper (including use of the services
of a commercial term-paper company).
Dishonest conduct
1. Stealing or attempting to steal an examination or answer key from the instructor.
2. Changing or attempting to change academic records without proper sanction.
3. Submitting substantial portions of the same work for credit in more than one course without
consulting all instructors involved.
4. Intentionally disrupting the educational process in any manner.
5. Allowing another student to copy off of one's own work during a test.
Plagiarism
Plagiarism is intellectual theft. It means use of the intellectual creations of another without proper
attribution. Plagiarism may take two main forms, which are clearly related:
1. To steal or pass off as one's own the ideas or words, images or other creative works of another,
and
2. To use a creative production without crediting the source, even if only minimal information is
available to identify it for citation.
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Credit must be given for every direct quotation, for paraphrasing or summarizing a work (in whole, in
part, in one's own words) and for information that is not common knowledge.
All written assignments are subject to submission to a plagiarism detection service such as ‘Turnitin’.
Students are required to turn in electronic versions of their written assignments in addition to printed
versions.
Collusion
Any student who knowingly or intentionally helps another student perform any of the above acts of
cheating, dishonest conduct or plagiarism is subject to discipline for academic dishonesty.
Consequences of Academic Dishonesty
Regardless of how alleged acts of academic dishonesty are brought to light, faculty and instructors retain
the responsibility and the authority to investigate all allegations, although, as outlined below, university
administrators may lead these investigations.
Because the consequences for academic dishonesty can be severe, the decision to penalize a student for
such infractions must be the result of a thorough review. The procedures to be used for adjudicating
suspected acts of academic dishonesty are determined by the nature of the misconduct and the seriousness
of the offense.
Special Needs
Please inform me during the first week of class if you have any conditions that may limit or affect your
ability to participate in this course so that we can make necessary arrangements. You may also contact
the Office of Student Disability Services, in 5th Floor of the 707 Building, 005 (8-1645) for more
information (see also: http://www.marquette.edu/disability-services/).
Emergency Plan
Every Marquette University campus building has emergency shelter and evacuation plans. Please
familiarize yourself with the plans of each building in which you take classes or attend meetings. Make
sure to note the routes to the lowest level of the buildings for shelter during inclement weather, as well as
exits from the buildings in the event of fire or other emergency.
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