VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Name: MANAGEMENT INFORMATION SYSTEMS
with ENTERPRISE RESOURCES PLANNING
APPLICATION
Course Code: IS040IU

1. General information

Course This subject will provide a broad introduction to business processes, information
designation communication in the organizations, and systems to manage an organization’s
information resources. The course comes along with a computer software (SAP)
to practice, through which students learn about database concepts and business
processes integration, emphasizing the Internet based business models to get a
competitiveness of global based business environments.
Semester(s) in 1
which the
course is taught
Person Dr. Tran Duc Vi
responsible for
the course
Language English
Relation to Compulsory
curriculum
Teaching Lecture, lesson, project, lab practices.
methods
Workload (incl. (Estimated) Total workload: 70
contact hours, Contact hours (please specify whether lecture, exercise, laboratory session, etc.):
self-study 45
hours)
Private study including examination preparation, specified in hours 1: 25
Credit points 3
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
Required and None
recommended
prerequisites for
joining the
course
Course Students will be provided with knowledge and skills of using software to manage
objectives different processes in the enterprise, in order to manage and plan for resources in
the enterprise, and be exposed to case studies from outside the classroom.
Through this unit, students will gain a deep appreciation for the role of enterprise
systems in efficiently managing processes from multiple functional perspectives.
Students will be able to apply the real-world concepts discussed upon entering the
workforce and will be better prepared to succeed in their careers.
Course learning Upon the successful completion of this course students will be able to:
outcomes Competency level Course learning outcome (CLO)
Knowledge CLO1. Describe the key processes in the firms supported
by modern ERP systems.
CLO2. Explain the roles of ERP systems in managing and
planning resources and information system in the firm.
Skill CLO3. Carry out actions to apply the concepts covered in
the text to real-world situations and to the running case
study used in their hands-on exercises, cooperate in group
work to complete exercises.
Attitude CLO4. Reason around ethical and privacy issues in
information system control and apply ethical practices.

Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture and practice session
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Content Weight Level
(hour)
1. Introduction to - Organizational Structure 3 I
Business processes - Business Processes
and Enterprise - Enterprise Information System
system - Introduction to ERP SAP
- SAP Logging in and Navigation
2. Sales & - Fulfillment process and Key 1 I, T
Distribution documents (Inquiry, Quotation,
SO, PL, Customer Invoice)
- Customer Relation Management
SAP Lab 1: Sales and 2 T, U
Distribution (SD) – Case Study
3. Production - Production strategies and 1 I, T
Planning process
- Key documents (Planned Order,

2
 BOM, Production Order)
SAP Lab 2: Production Planning 2 T, U
(PP) – Case Study
4. Inventory and - Goods movement in IM and 1 I, T
Warehouse their financial impacts
Management (IWM) - Key processes in WM
SAP Lab 3: Warehouse 2 T, U
Management (WM) and
Inventory Management (IM) –
Case study
Mini-project 1: ERP - Introduction to Project System 6 I, T, U
Implementation (PS) - Case study
Project Management - EITHER Seminar or Corporate
visit about Implementing ERP in
Business OR Practice project
planning and execution
Revision 3
Midterm Exam
5. Material Planning - MRP types and process 1 I, T
- MRP data and key documents
SAP Lab 4: Material Requirement 2 T, U
Planning (MRP) – Case study
6. Procurement - Procurement process and Key 1 I, T
documents (Purchase Requisition,
PO, Vendor Invoice)
- Supplier Relation Management
SAP Lab 5: Purchasing (MM) – 2 T, U
Case Study
7. Financial - Intro to Financial Accounting 2 I, T
Accounting and - Financial reporting throughout
Reporting procurement process (AR/AP,
SO, COGS, Invoices)
Mini-project 2: - Review Integrated end-to-end 4 I, T, U
Integrated Processes process (From SD to Accounting)
– Global SCM - Divide groups into Buyers &
Sellers in different countries
- Practice executing end-to-end
processes on SAP.
Mini-project 3: - Introduction to ERPsim 3 I, T, U
ERP Business - Divide groups to play the
Simulation Manufacturing, Logistics, and
Retail Game (more info here)
Project presentation The groups present about one of 6
the 3 mini-projects.
Review 3
Final Exam
Examination Multiple-choice questions, short-answer questions
forms

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 Study and Attendance: A minimum attendance of 70 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 [1] Earl McKinney Jr. & David M. Kroenke, Proceesses, Systems, and
Information, An Introduction to MIS, 2nd edition, 2015.
[2] Magal, Simha R., and Jeffrey Word. Essentials of business processes and
information systems. Wiley Publishing, 2009.
[3] Business Process Integration with SAP ERP, by Magal and Word,
Epistemy Press, 2013.
[3] SAP ERP 6.0 with Global Bike Inc practice case, supported by the SAP
University Alliances.

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-4) and Program/Student
Learning Outcomes (SLO) (1-7) is shown in the following table:
PLO/SLO
CLO 1 2 3 4 5 6 7
1 x
2 x
3 x
4 x

ABET_Student Outcomes
Criteria for Accrediting Engineering Programs, 2020-2021
1. an ability to identify, formulate, and solve complex engineering problems
by applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals,
plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze
and interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.

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3. Planned learning activities and teaching methods

Wee
k Topic CLO Assessments Learning activities Resources
1. Introduction to Reading [1] –
Management Chap 1 & 2
Information Sytem Reading [2] –
1 (MIS) CLO 1, 2 Lecture Chap 1 & 2
2. Operational Processes
and Information Lecture SAP
2 Systems CLO 1, 3 Homework Curriculum

3. Dynamic Processes
and Information Lecture Reading [1] –
3 Systems CLO 1, 3 Homework Chap 3
Homework Lecture Reading [2] –
4 4. Procurement CLO 1, 3 Quiz Chap 4

CLO 1, 2, Lecture & Exercise & Reading [1] –

5-6 5. Fulfillment 3, 4 Homework Case Study (SD) Chapter 5

CLO 1, 2,
7 Midterm Review 3, 4 In-class Discussion
8-9 Midterm

Lecture Reading [1] –

10 6. Production CLO 1, 3 Homework Chap 6
7. Inventory and Reading [1] –
Warehouse Lecture Chap 7
11 Management CLO 1, 3 Homework
Lecture & Reading [1] –
CLO 1, 2, Exercise & Case Chap 8
12 8. Material Planning 3, 4 Quiz Study (MM)
Reading [1] –
CLO 1, 2, Lecture Chap 9
13 9. Process Integration 1 3, 4 Homework
Reading [1] –
CLO 1, 2, Lecture Chap 9
14 10. Process Integration 2 3, 4 Homework
15- CLO 1, 2,
16 Industry Presentation 3, 4 Presentation Presentation
17 Final Review

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 18 Final exam

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3 CLO4

In-class assignment Quiz Quiz
(15%) (individual) 60% Pass 60% Pass

Mini Mini
Group mini projects project project Mini project
(15%) (Exercises & Case 1,2,3 1,2,3 1,2,3
Study) 50% Pass 50% Pass 50% Pass

Q1 Q2 Q3 Q4
Midterm exam (30%) 50% Pass 50% Pass 50% Pass 50% Pass

Q1 Q2 Q3 Q4
Final exam (40%) 50% Pass 50% Pass 50% Pass 50% Pass
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

6
 Score Description
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.
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 Milestone Benchmark
4 3 2 1
Issue/ problem to be
Issue/ problem to be considered critically is
Issue/ problem to be considered critically is stated but description
considered critically is stated stated, described, and leaves some terms Issue/ problem to be
clearly and described clarified so that undefined, ambiguities considered critically is
comprehensively, delivering all understanding is not unexplored, boundaries stated without
relevant information necessary seriously impeded by undetermined, and/ or clarification or
Explanation of issues for full understanding. omissions. backgrounds unknown. description.

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.
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.
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.

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Source: Association of American Colleges and Universities
Oral communication value rubric for evaluating presentation tasks:
Capstone
4 3
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
credibility/ authority on
Supporting 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: Sep 19, 2023
Milestone
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.
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Benchmark
2 1
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.
 Ho Chi Minh City, dd/mm/yyyy
Head of School of Industrial Engineering
and Management
(Signature)

Associate Prof. Nguyen Van Hop