MIS 691, Decision Support Systems
SYLLABUS, FALL 2012, Schedule: 21925
Class Hours: T 7:00pm-9:40pm, Classroom: GMCS 313
Instructor: Bongsik Shin, Ph.D
Office: SS-3118
Email: bshin@mail.sdsu.edu
Office Hours: M: 3:15 -4:30 pm, T: 5:00 pm – 6:30 pm or by appointment
MBA PROGRAM GOALS & LEARNING OUTCOMES
Graduate students should graduate with:
 A solid foundation in theoretical concepts and managerial skills needed to lead business
organizations.
 The ability to analyze environments in which managers make and implement business
decisions.
 The skills to formulate, communicate, and coordinate strategies to solve business
problems and pursue opportunities.
MIS691 contributes to these goals through learning outcomes in which students can
 Describe decision theory
 Explain data and decision modeling
 Describe how to build and implement a Data/Knowledge Management System.
 Identify and Discuss issues affecting Data/Knowledge Management.
 Define and explain decision support systems.
 Explain decision support/business intelligence technologies
COURSE DESCRIPTION
To achieve the learning goals, this class focused on two primary elements of business
intelligence or decision support systems: (1) database platforms that store data and (2) analytical
techniques that recover valued information from databases and assist decision modeling/making.
In terms of the database, the class focuses on design issues in term of how database design
should be tied to providing BI. For this, the course covers fundamental design elements in terms
of data modeling, the entity-relationship model, and database implementation. The development
and use of data mart to support business analytics is also discussed.
In terms of analytical techniques that recover knowledge from the database platform, various
“machine learning” techniques and data visualization methods are studied. You are not required
to have any extraordinary knowledge in statistics to benefit from the course.
1
READINGS
 Kroenke, D. M. and Auer, D. J., Database Concepts, 5th Edition 2011, Prentice Hall
 Shmueli, G.; Patel, N. R.; and Bruce, P. C., Data Mining for Business Intelligence, 2nd
Edition 2010, Wiley.
SOFTWARE
 MS Access will be used to support database modeling and database/data mart
implementation.
 Tableau Public 7.0 Trial Version (www.tableausoftware.com) will be used to study
different data visualization techniques.
 XLMiner will be used for the demonstration of machine learning-driven data mining
applications.
PREREQUISITES
 Completion of MBA core or MS prerequisites
GROUP PROJECTS
Students will work in groups of four on a semester-long project (You can choose group
members). Based on collective work experience, each group should identify, and to the extent
possible, execute a project that relates to the business intelligence-oriented database design.
Topics can vary widely depending on student experience and interest, and can include areas such
as healthcare (e.g., factors that drive operating efficiency and quality of care), finance and
financial services (e.g., trading strategies, predicting loan defaults), and electronic commerce
(e.g., online customer acquisition/retention, customization and pricing strategies).
The key tasks here are:
 To identify a business problem a firm is experiencing in terms of data-driven decision
support
 Identify if a particular BI-oriented database can help in addressing the problem.
 Design and develop a BI-driven database by going through all necessary design stages
and activities systematically.
 Write a final report of up to 20 pages (1.5 line spacing, 12 fonts in Times New Roman,
and 1 inch margins) including an executive summary and excluding appendices.
 Prepare a 20 minute presentation for the last class meeting.
 Refer to the written and oral communications rubric for the grading criteria.
All groups should be ready to present their projects on 11/27 or 12/4. Groups will be randomly
assigned to one of the two dates. Please email PowerPoint slides to the instructor prior to the
presentation date. Students are expected to make every effort to attend all classes. Students must
be present when their team is making a presentation. Failure to attend the presentation will result
2
in the loss of allocated credit.
Important Dates:
9/25:
11/27 and 12/4:
12/11:
Project proposal (1 page): Include member information and a brief
description of business problems and the proposed database solution.
In-class project presentation
Final report due
INDIVIDUAL ASSIGNMENTS
Students will be asked to individually complete a series of assignments based on textbook
exercises.
CELL PHONES AND WEB SURFING
Please show respect towards others by turning off all cell phones prior to the start of class.
Please do not surf the web, text message, or email during class. You can excuse yourself and
leave the class room for the activities when necessary.
GRADING
Individual assignments
Group project
Group presentation
2 Exams
Total
30%
25%
5%
40%
100%
The average class GPA ranges between 3.3 and 3.6.
COURSE OUTLINE
The weekly progress may vary and certain chapters may be started before or after the scheduled
date. All scheduled tests, however, are held on the date specified.
Coverage
8/28
9/4
9/11
9/18
9/25
10/2
10/9
Syllabus
Videos: Dropped Mobile Calls
http://bit.ly/LncVFU
Ch 1 (K&A2011), Getting Started
Ch 2 (K&A2011), Relational Model
Ch 3 & 3A (K&A2011), SQL & SQL Views
Ch 4 (K&A2011), Data Modeling and the ER Model
Ch 5 (K&A2011), Database Design
Ch 8 (K&A2011), DB Processing for BI Systems
10/16 Exam 1
3
10/23
10/30
11/6
11/13
11/20
11/27
12/4
Ch 3 (SP&B, 2010), Visualization of data (exploratory data analysis)
Ch 7 (SP&B, 2010), k-Nearest Neighbour
Ch 8 (SP&B, 2010), Naïve Bayes
Ch 9 (SP&B, 2010), Classification and Regression Trees
Ch 11 (SP&B, 2010), Neural Network
Project presentation
Project presentation
12/11: Final exam (19:00-21:00)
4
Written Communications Rubric
Content
Organization
Audience
Style
Mechanics
Referencing
Below Expectations
Does not adequately cover the assigned
task. The primary thesis may not be clear
or if it is, little topic development is
evident. Assertions made in the writing
are either weakly supported or no support
is offered.
Paper lacks logical sequence hence
causing format to interfere with
readability. Does not use proper
paragraphing. Topic sentences do not lead
to rest of paragraph or are missing
altogether.
Writer is internally focused rather than
focused on the reader. No clear awareness
or understanding of the audience is
evident. Writer may appear discourteous
to the reader.
Overuse of simple sentences. May misuse
words or idioms. May include slang.
Wordy rather than concise. Writing
shows lack of sophistication or variety in
vocabulary. Awkward. Little or no use of
business terms.
Significant errors in word usage, sentence
structure (run-ons, fragments), spelling,
punctuation, and capitalization. Errors
undermine credibility of content and
readability.
References (if called for) are missing or
do not use correct referencing style.
Meets Expectations
The assigned task is covered sufficiently. The
primary thesis is clear but there is some room
for further development of the topic. Support is
offered for assertions that are made but that
support could be stronger, more compelling or
more inclusive of all issues.
Paper follows logical sequence with identifiable
beginning, development, and conclusion.
Generally proper use of paragraph structure and
topic sentences. Organization and/or headings
help the reader to follow and find information.
Exceeds Expectations
The assigned task is thoroughly covered and
completed. The primary thesis is clear and fully
developed. Assertions made throughout the
writing are compelling and clearly supported.
Writer acknowledges the reader and displays
some thought about the nature of the audience.
Reader is treated politely and positively. No
evidence of inappropriate attitude.
Writer clearly focuses writing to the audience,
and displays empathy for the reader. Goodwill is
created through consideration of the reader’s
needs. Message tailored directly for the reader.
POINTS
__15%_
Paper flows well with appropriate beginning,
development, and conclusion. Paragraph structure
contributes to flow and transitions. Organization
and/or headings help the reader to understand and
remember information.
__3%____
__2%____
Sentences vary in length and style. Strong action
verbs are used. Occasionally uses jargon or
clichés. Vocabulary and word usage generally is
correct and shows some variety. Uses business
terms appropriately.
Demonstrates a sophisticated grasp of the
language in terms of both sentence structure and
vocabulary. Writes fluidly and concisely.
Includes appropriate business terms.
Relatively free of errors in word usage, sentence
structure (run-ons, fragments), spelling,
punctuation, and capitalization. Mechanics do
not detract from credibility of the content.
No errors in word usage, sentence structure (runons, fragments), spelling, punctuation, and
capitalization. Strong mechanics help to establish
credibility.
Generally correct referencing (if called for)
using APA or MLA style.
References (if called for) are consistently correct
using APA or MLA style. No missing citations.
__2%___
__ 3%___
Updated January 2009
Credits: This document borrows from the SDSU IDS Department Written Skills Rubric (Vik, Reinig, Anderson-Cruz), the IDS Upper Division Writing Assessment Rubric, and the CLASS Rubric from CSU-Fullerton (Fraser,
etc. al., 2005).
5
GRAND TOTAL: __25%__
__ 0%__
Oral Communications Rubric
Organization
Voice Quality & Pace
Mannerisms & Body
Language
Professionalism &
Appearance
Rapport with Audience
& Use of Media
Below Expectations
No opening and/or closing statements
or irrelevant opening/closing
statements. Loses focus more than
once. Does not manage time
effectively. No logical sequence of
information. Mechanistic.
Meets Expectations
Offers some type of opening and closing
statements. Follows logical sequence but
structure could be better. May need more
elaboration on one or more points.
Adequate time management, but could be
stronger.
Exceeds Expectations
Clear opening and closing statements. Catches
audience’s interest, provides
overview/conclusion. Follows logical sequence,
stays focused, good explanations. Effective time
management and strong transitions. Strong
mental take away for audience.
__1%____
Mumbles, mispronounces words,
grammatical errors, “umms”. Difficult
to understand. Speaks too quietly or too
loudly. Speaks too fast or too slow.
Loses train of thought, tentative. Lacks
enthusiasm.
Demonstrates distracting mannerisms
which may include bad posture,
shifting feet, too much or too little hand
movement. Body language reveals
reluctance to interact with audience.
Seems fearful/very nervous.
Easily understood. Speaks loud enough to
be heard and at appropriate pace. Some
awkward pauses or halting delivery but
mostly clear and natural. Could display
greater enthusiasm, seem more genuinely
interested in own presentation.
No significantly distracting mannerisms.
Acceptable posture. Body language
mostly demonstrates comfort in
interacting with audience but occasional
instances of discomfort may be
communicated. Seems natural for the
most part.
Meets minimum standards for business
dress and appearance. Generally treats
audience professionally, acceptable word
choice (no slang). May seem to lack
confidence at times. Reasonably credible.
Tries to maintain eye contact most of the
time but instances may be fleeting in
length. Scans the room. Some reliance on
notes or slides.
Enthusiastic and engaging. Speaks clearly and
loudly enough at a comfortable pace. Exudes
confidence and interest. No grammatical or
pronunciation errors. Presentation appears
conversational, extemporaneous, and natural.
_1%____
Does not meet minimum requirements
for business dress. Makes excuses for
aspects of the presentation.
Inappropriate word choice for
audience. Inappropriately informal.
Does not connect with audience. Little
to no eye contact. Reads. Relies heavily
on slides and/or notes. Attempts to
cover too many slides or lingers too
long on too few slides.
Body language used effectively to maintain
audience’s interest. Body language reflects
presenter’s reaction to, and empathy with, the
audience. Gestures match verbal content, are
comfortable and relaxed, seem spontaneous.
__1%___
Dressed appropriately. Appearance engenders
respect and credibility. Treats audience
professionally. Speaker appears confident and
has good command of the topic.
__1%___
Genuinely connects with audience. Maintains
eye contact throughout. Visuals (slides, etc.)
effortlessly enhance speech.
__1%____
GRAND TOTAL: __________
Updated January 2009
Credits: This document borrows from the SPEAKS Rubric from CSU-Fullerton Business Communication Program and the CSU-Chico, College of Business Oral Communication Rubric.
GRAND TOTAL: __________
Grand Total___5%_____
6
POINTS