VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Business

COURSE SYLLABUS
Course Name: Management Information System
Course Code: BA169IU

1. General information

Course This subject will provide a broad introduction to four key aspects of data science:
designation data retrieval and manipulation, data visualization, statistical computation and
machine learning, and presentation and communication.
Semester(s) in 1, 2
which the
course is taught
Person Dr. Ha Minh Tri
responsible for Dr. Nguyen Hong Anh
the course
Language English
Relation to Elective
curriculum
Teaching Lecture, lesson, project
methods
Workload (incl. (Estimated) Total workload: 135
contact hours, Contact hours (please specify whether lecture, exercise, etc.): 45
self-study
hours) Private study including examination preparation, specified in hours 1: 90

Credit points 3
Required and None
recommended
prerequisites for
joining the
course

1
When calculating contact time, each contact hour is counted as a full hour because the organisation of the
schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.

1
Course This course is designed to introduce students to the concepts, analysis, and
objectives activities involved in management of information system. More specific, students
will get to know about Enterprise Resource Planning system (ERP) and how to
apply this system to manage business from every perspectives.

Course learning Upon the successful completion of this course students will be able to:
outcomes Competency Course learning outcome (CLO)
level
Knowledge CLO1. Describe what MIS is and how it is important for
business.
CLO2. Get to know ERP and other popular systems are in
used in business today.
CLO3. Understanding different kinds of data and how to
collect and process them.
CLO4: How to apply MIS to achieve Operational
excellence and customer intimacy.
CLO5: How to use MIS to shape business strategy.
CLO6: How to apply MIS to support E-commerce
CLO7: How to use MIS to manage knowledge and
intelligence within organization.
Skill CLO8: In use of ERP and Camtasia for individual project.

Attitude CLO4. Reason around ethical and privacy issues in data

and ethical practices.

2
 Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture session (3 hours)
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Weight Level
Introduction to Management Information System & How 1 I, T
it is important for business.
MIS for collaboration and e-global business. 1 T, U
MIS in designing business strategy 2 T, U
Ethical and social issues relating to MIS 1 T
Mis in the term of Operational excellence and customer 2 T, U
intimacy.
Mis in supporting E-commerce 2 T
Mis in managing knowledge and artificial intelligence. 2 T, U
Project guideline 2 TU

Examination Short-answer questions

forms
Study and Attendance: A minimum attendance of 80 percent is compulsory for the class
examination sessions. Students will be assessed on the basis of their class participation.
requirements Questions and comments are strongly encouraged.
Assignments/Examination: Students must have more than 50/100 points overall
to pass this course.
Reading list [E-commerce 2021–2022: business. technology. society., Global Edition 17th
Edition by Kenneth Laudon (Author), Carol Traver (Author)
ISBN-13: 978-1292409313
ISBN-10: 1292409312

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-4) and Program/Student
Learning Outcomes (SLO) (1-6) is shown in the following table:
SLO
CLO 1 2 3 4 5 6
1 x
2 x
3 x
4 x

3
3. Planned learning activities and teaching methods

We CL Assessm Learning Resour

ek Topic O ents activities ces

Lecture,
Introduction to Management Information System & How it Discussion, [1].0.
1 is important for business. 1 Inclass [2].1.

Lecture,
Discussion,
2 MIS for collaboration and e-global business. 2 Inclass [1].9.
Lecture,
Discussion,
3-4 MIS in designing business strategy 2 Inclass [2].2.

Lecture, [1]. 2,
Discussion, 4
5 Ethical and social issues relating to MIS 2 Quiz Inclass [2]. 2
6 Project 3  Project  

[2]. 3
7 Midterm        

Lecture,
Mis in the term of Operational excellence and Discussion, [2]. 4.
8-9 customer intimacy. 2 HW3 Inclass [1]. 18.
Lecture,
10- Discussion,
11 Mis in supporting E-commerce 2   Inclass [3]. 10

Lecture,
12- Mis in supporting E-commerce Discussion,
13 2 HW4 Inclass [2]. 8
[1]. 12,
Lecture, 13
14- ERP project Discussion, [2]. 9,
15 Review for final exam 2 Quiz15 Inclass 16
 
16 Final exam  

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3 CLO4

In-class exercises/quizzes Qz1 Qz6
60%Pas 60%Pas
(15%) s s  

4
 HW2
Project HW 50%Pas HW2
(15%) s   50%Pass  
Q2
50%Pas
Midterm exam (30%)   s  
Part  Part
50%Pas 50%Pas
Final exam (40%) s s
Note: %Pass: Target that % of students having scores greater than 50 out of 100.

5. Rubrics (optional)

5.1. Grading checklist

Grading checklist for Written Reports
Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Technical content (60%)
Abstract clearly identifies purpose and summarizes principal 10
content
Introduction demonstrates thorough knowledge of relevant 15
background and prior work
Analysis and discussion demonstrate good subject mastery 30
Summary and conclusions appropriate and complete 5
Organization (10%)
Distinct introduction, body, conclusions 5
Content clearly and logically organized, good transitions 5
Presentation (20%)
Correct spelling, grammar, and syntax 10
Clear and easy to read 10
Quality of Layout and Graphics (10%) 10
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW
Scor Description
e
5 Demonstrates complete understanding of the problem. All requirements of task are included in
response
4 Demonstrates considerable understanding of the problem. All requirements of task are
included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.

5
 1 Demonstrates no understanding of the problem.
0 No response/task not attempted
Note: this rubric is also used to evaluate questions in an exam.
5.3. Analytic rubric
Critical thinking value rubric for evaluating questions in exams:
  Capstone
  4 3
Issue/ problem to be
considered critically is stated
clearly and described
comprehensively, delivering all
Explanation of relevant information necessary
issues for full understanding.
Information is taken from
source(s) with enough
Evidence interpretation/ evaluation to
Selecting and using develop a comprehensive
information to analysis or synthesis.
investigate a point of Viewpoints of experts are
view or conclusion questioned thoroughly.
Thoroughly (systematically
and methodically) analyzes
own and others' assumptions
and carefully evaluates the
Influence of context relevance of contexts when
and assumptions presenting a position.
Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into
account the complexities of an
issue. Limits of position
(perspective, thesis/
hypothesis) are acknowledged.
Others' points of view are
Student's position synthesized within position
(perspective, (perspective, thesis/
thesis/hypothesis) hypothesis).
Conclusions and related
outcomes (consequences and
implications) are logical and
Conclusions and reflect student’s informed
related outcomes evaluation and ability to place
(implications and evidence and perspectives
consequences) discussed in priority order.
Source: Association of American Colleges and Universities
Oral communication value rubric for evaluating presentation tasks:
  Capstone
  4 3
Milestone
Issue/ problem to be
considered critically is
stated, described, and
clarified so that
understanding is not
seriously impeded by
omissions.
Information is taken from
source(s) with enough
interpretation/ evaluation
to develop a coherent
analysis or synthesis.
Viewpoints of experts are
subject to questioning.
Identifies own and others'
assumptions and several
relevant contexts when
presenting a position.
Specific position
(perspective,
thesis/hypothesis) takes
into account the
complexities of an issue.
Others' points of view are
acknowledged within
position (perspective,
thesis/ hypothesis).
Conclusion is logically
tied to a range of
information, including
opposing viewpoints;
related outcomes
(consequences and
implications) are identified
clearly.
Milestone
6
Benchmark
2 1
Issue/ problem to be
considered critically is
stated but description
leaves some terms Issue/ problem to be
undefined, ambiguities considered critically is
unexplored, boundaries stated without
undetermined, and/ or clarification or
backgrounds unknown. description.
Information is taken
from source(s) with
some interpretation/
evaluation, but not
enough to develop a Information is taken
coherent analysis or from source(s) without
synthesis. Viewpoints of any interpretation/
experts are taken as evaluation. Viewpoints
mostly fact, with little of experts are taken as
questioning. fact, without question.
Shows an emerging
Questions some awareness of present
assumptions. Identifies assumptions
several relevant contexts (sometimes labels
when presenting a assertions as
position. May be more assumptions). Begins
aware of others' to identify some
assumptions than one's contexts when
own (or vice versa). presenting a position.
Specific position Specific position
(perspective, thesis/ (perspective, thesis/
hypothesis) hypothesis) is stated,
acknowledges different but is simplistic and
sides of an issue. obvious.
Conclusion is logically
tied to information Conclusion is
(because information is inconsistently tied to
chosen to fit the desired some of the
conclusion); some information discussed;
related outcomes related outcomes
(consequences and (consequences and
implications) are implications) are
identified clearly. oversimplified.
Benchmark
2 1
 Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is clearly
and consistently
observable and is skillful
and makes the content of
Organization the presentation cohesive.
Language choices are
imaginative, memorable,
and compelling, and
enhance the effectiveness
of the presentation.
Language in presentation
Language is appropriate to audience.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
presentation compelling,
and speaker appears
Delivery polished and confident.
A variety of types of
supporting materials
(explanations, examples,
illustrations, statistics,
analogies, quotations from
relevant authorities) make
appropriate reference to
information or analysis
that significantly supports
the presentation or
establishes the presenter's
Supporting credibility/ authority on
Material the topic.
Central message is
compelling (precisely
stated, appropriately
repeated, memorable, and
Central Message strongly supported.)
Source: Association of American Colleges and Universities
6. Date revised: January 12, 2022
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is clearly
and consistently
observable within the
presentation.
Language choices are
thoughtful and generally
support the effectiveness
of the presentation.
Language in presentation
is appropriate to
audience.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
presentation interesting,
and speaker appears
comfortable.
Supporting materials
(explanations, examples,
illustrations, statistics,
analogies, quotations
from relevant authorities)
make appropriate
reference to information
or analysis that generally
supports the presentation
or establishes the
presenter's credibility/
authority on the topic.
Central message is clear
and consistent with the
supporting material.
Ho Chi Minh City, dd/mm/yyyy
Organizational pattern Organizational pattern
(specific introduction and (specific introduction and
conclusion, sequenced conclusion, sequenced
material within the body, material within the body,
and transitions) is and transitions) is not
intermittently observable observable within the
within the presentation. presentation.
Language choices are
mundane and
commonplace and Language choices are
partially support the unclear and minimally
effectiveness of the support the effectiveness of
presentation. Language in the presentation. Language
presentation is in presentation is not
appropriate to audience. appropriate to audience.
Delivery techniques
Delivery techniques (posture, gesture, eye
(posture, gesture, eye contact, and vocal
contact, and vocal expressiveness) detract
expressiveness) make the from the understandability
presentation of the presentation, and
understandable, and speaker appears
speaker appears tentative. uncomfortable.
Supporting materials
(explanations, examples, Insufficient supporting
illustrations, statistics, materials (explanations,
analogies, quotations examples, illustrations,
from relevant authorities) statistics, analogies,
make appropriate quotations from relevant
reference to information authorities) make reference
or analysis that partially to information or analysis
supports the presentation that minimally supports the
or establishes the presentation or establishes
presenter's credibility/ the presenter's credibility/
authority on the topic. authority on the topic.
Central message is Central message can be
basically understandable deduced but is not
but is not often repeated explicitly stated in the
and is not memorable. presentation.
Head/Dean of Department/School
(Signature)
<Full Name>