Emerging Trends in Information Management and Technology (3 units)

Winter 2007
Section A, SLN 14015

Dr. Jochen Scholl
Last Updated 12/27/2006
Please Do Not Use Older Versions!
(The information contained in this document

may be subject to change without prior

Please note: Detail familiarity with the texts assigned for reading prior to a respective session is necessary.

Depending on enrollment the session format of the seminar may change as of session 4 (for example, with less than 20 participants we will form fewer and smaller study/project groups, which will impact the paper presentation schedule and the remainder of classes).

Instructor's Email: jscholl@u.washington.edu

Course Home Page: http://faculty.washington.edu/jscholl/Isyllabi/IMT598.html

Schedule/Location: Thursdays, 4:30 to 7:20 PM, Mary Gates Hall 231

Course Listserv: imt598a_wi07@u.washington.edu

Catalog Description: Focus on emerging trends in information management and information technology. Attention given to their impact on the functions of the chief information officer and others managing the acquisition, retention, use and disposition of information and the enabling technologies. Explores methods and resources related to trend discovery and tracking.

General Description: This research seminar focuses on emerging, information-related topics from both a managerial and a technological perspective. Both perspectives are fundamental in the assessment of informational trends and their potential impact on organizations and society at large. Strategic readiness depends on the timely and informed understanding of such developments. Instrumental to strategic readiness is not only the deep knowledge of the what, when, and where of such developments, but also why and how they unfold, and where they may finally lead.

The seminar provides theoretical and practical frameworks for professionals who engage in strategic management and planning, in information management, and in information and communication technology-related projects including such projects focused on using information and communication technology as an enabler for strategic change and organizational development in rapidly changing business and market environments.

Theoretical frameworks will be linked to practical methods and tools both of which will be related and applied to practical cases, and vice versa. Hence, while immersing students into the topical areas of focus in theory, the course provides means for bridging the gap between academic theory and organizational practice. Beyond this, the course familiarizes students with the formats of academic literature, the tools of academic searching, and the usage of relevant academic and select non-academic knowledge sources. In this regard, the course has the capacity of escorting students interested in further studies to the doorsteps of doctoral research.


The semiar is designed for graduate students preparing them for their final year of coursework before graduation. It is intended to benefit this particular group of students in three distinct ways:


(1) The benefit of experiencing the transferability and actual conversion of academic knowledge into tools for practice, which lets advanced students have increased access and exploitation of untapped knowledge.

(2)          The benefit of knowing how to navigate through uncharted waters (emerging topics), which enables advanced students to master the tools of the trade.

(3)   The benefit of knowing more about the next potential stage of learning (doctoral studies), which assists advanced students in making informed decisions about this next stage of academic discovery and learning,

In this seminar students will particularly:

1.     Be introduced to five of the following trends and topical areas:

The prospects and promises of, as well as issues and problems of

  • Advanced web crawlers and search engines
  • Cyber-threats and cyber-security
  • Electronic Government interoperability
  • Electronic Record Management & Document Life Management
  • Fully Mobile Wirelessly Connected (FMWC) applications (the mobility paradigm)
  • GNU/WIN and OpenSoftwareCD
  • Internet voting
  • Internet2 and Internet2-related middleware
  • Next-generation knowledge management systems
  • New browser war?
  • Large website development and maintenance
  • Online Banking in the US and elsewhere
  • RFID technology
  • The CIO and the CKO in the organization
  • The extensible Business Reporting Language / XBRL
  • The extensible markup language (XML) / WebServices
  • The merger of PC and consumer electronics
  • The Open Source business model
  • Voice over IP (Skype, etc.) and its impact on POTS (Plain Old Telephone Systems)

    Students have the freedom to choose the five topics, they want to focus on during this course. The list of topics to choose from may be extended upon students' request in the first session. The five topics of choice require a class majority vote AND a group willing to work on the topic. Either one alone is not sufficient.


2.     Be introduced to concepts and methods of academic literature organization and citation, for instance, by using EndNote (R)

3.     Be introduced to major academic paradigms

4.     Be introduced to various concepts of academic paper organization

5.     Be introduced to and apply systematic academic literature research and review

6.     Identify academic journals and other sources as well as non-academic sources relevant to the subject area of interest

7.     Practice methods of literature research and review on the subject area of interest

8.     Prepare a presentation of a recently published academic paper on the subject area of interest, discuss the paperÍs relevance as well as the criteria for selecting this particular paper

9.     Critically assess the state of the subject area under study relative to current organizational needs

10.  Write a one-page analysis regarding the impact of the subject area under study to her own organization with a practical example

11.  Write a one-page proposal on at least one area of application and test for the subject area under study in a real-world organizational setting

12.  Plan and devise a practical tool or framework derived from the theory (the group term project), which helps a real-world organization prepare for or master the challenges and exploit the opportunities of the trend

13.  Report on how the project planning and the project itself unfolded and what was learned in each phase.

14.  Report on the informational and managerial challenges encountered.

14.  Write a critique of the approach, observed process, and findiings of the lead group they observed.

16.  Deliver project update reports and a final in-class group presentation along with a written group term project report

Teaching and learning strategies: In part, the course relies on the standard instructor-led format. In addition, it bears resemblance to an academic seminar with the instructor as facilitator relying on participantsÍ contributions as important components to the overall learning experience. The sessions will provide a range of learning experiences that will integrate formal input, personal and professional experiences, discussion, reflection and action. Students will work in groups and actively engage with the literature of the field, both in preparation for and reflection on each session, and as part of the assessment process. Active engagement in the work groups is essential for satisfactory performance in this course, as is regular attendance at the class sessions.

Workgroup and Presentation Scheme: Students work in groups of up to seven students. One lead research group and one co-reader group studies each topical area. So, each student group covers a total of two areas, one area as lead and the other as co-reader group. The lead group is responsible for identifying a minimum of 24 papers and reports (20 of which have to be obtained from peer-reviewed academic journals) on the subject area. Of the 24 papers identified, six (in clusters of two each) will be presented in class.  Prior to the presentations, the lead group electronically (PDF format) shares with the co-reader group (and the instructor) all papers on the subject area. The lead group informs the co-reader group and the instructor about the selection of papers to be presented at least two full working days prior to each presentation. In each paper presentation session, two papers are presented per topic.

In no more than 20 minutes, two members from the lead research group present the papers

(1)  Key ideas, critical issues, and main results (in a fashion that non-experts can follow)

(2)  Paper selection criteria

(3)  Relevance for practice and potential applicability/practicality


In a 10-minute exchange, the co-reader group engages the lead group in a discussion along those three main presentation areas via critical questioning.

This format also applies to the final presentations in an analogous fashion. In the final presentation of some 40 minutes, while the topical area is again briefly presented as a whole, the emphasis lies on a practical tool and framework that has been derived from the theory. The practical value of the tool/framework needs to be checked with at least one real-world organization prior to the presentation. A report on the process of tool/framework development and its real-world testing is included in the final presentation and the written report. Again, in a 10-minute exchange, the co-reader group engages the lead group in a discussion about the applicability and practicality of the proposed framework/tool via critical questioning.

Grading method: Your final grade will include the following components:

The Term Project 60%
----Depth and quality of presenting the topical area as lead group 20%
----Demonstrated applicability/ practicality of the tool  15%
----Group process and tool development description  15%
----Effectiveness and value added as co-reader group 10%
Individual Paper Presentation and Homework 30%
In-class Class Participation 10%
Other Important Items

Students with Disabilities
To request academic accommodations due to a disability, please contact Disabled Student Services: 448 Schmitz, 206-543-8924 (V/TTY). If you have a letter from DSS indicating that you have a disability which requires academic accommodations, please present the letter to me so we can discuss the accommodations you might need in the class.

Academic accommodations due to disability will not be made unless the student has a letter from DSS specifying the type and nature of accommodations needed.

TA Concerns (only for classes with TAs)

If you have any concerns about a course or the TA, please see the TA about these issues as soon as possible. If you are not comfortable talking with the TA or not satisfied with the response that you receive, you may contact the instructor of the course.

If you are still not satisfied with the response that you receive, you may contact Allyson Carlyle, the Associate Dean for Academics in 370 Mary Gates Hall, by phone at (206) 543-1887, or by e-mail at acarlyle@u.washington.edu.

You may also contact the Graduate School at G-1 Communications Building, by phone at (206) 543-5900, or by e-mail at efeetham@u.washington.edu"

Grading Criteria

General grading information for the University of Washington is available here.

The iSchool has adopted its own criteria for grading graduate courses. The grading criteria used by the iSchool is available here.

The undergraduate grading policy available at: http://depts.washington.edu/grading/practices/guidelin.htm may be used in this class.

Academic Conduct:
The following paragraphs discussing academic integrity, copyright and privacy outline matters governing academic conduct in the iSchool and the University of Washington.

Academic Integrity:
The essence of academic life revolves around respect not only for the ideas of others, but also their rights to those ideas and their promulgation. It is therefore essential that all of us engaged in the life of the mind take the utmost care that the ideas and expressions of ideas of other people always be appropriately handled, and, where necessary, cited. For writing assignments, when ideas or materials of others are used, they must be cited. The format is not that important–as long as the source material can be located and the citation verified, it’s OK. What is important is that the material be cited. In any situation, if you have a question, please feel free to ask. Such attention to ideas and acknowledgment of their sources is central not only to academic life, but life in general.

Please acquaint yourself with the University of Washington's resources on academic honesty (http://depts.washington.edu/grading/issue1/honesty.htm). -- see also below.

Students are encouraged to take drafts of their writing assignments to the Writing Center for assistance with using citations ethically and effectively. Information on scheduling an appointment can be found at: http://www.uwtc.washington.edu/resources/eiwc/

All of the expressions of ideas in this class that are fixed in any tangible medium such as digital and physical documents are protected by copyright law as embodied in title 17 of the United States Code. These expressions include the work product of both: (1) your student colleagues (e.g., any assignments published here in the course environment or statements committed to text in a discussion forum); and, (2) your instructors (e.g., the syllabus, assignments, reading lists, and lectures). Within the constraints of "fair use", you may copy these copyrighted expressions for your personal intellectual use in support of your education here in the iSchool. Such fair use by you does not include further distribution by any means of copying, performance or presentation beyond the circle of your close acquaintances, student colleagues in this class and your family. If you have any questions regarding whether a use to which you wish to put one of these expressions violates the creator's copyright interests, please feel free to ask the instructor for guidance.

To support an academic environment of rigorous discussion and open expression of personal thoughts and feelings, we, as members of the academic community, must be committed to the inviolate right of privacy of our student and instructor colleagues. As a result, we must forego sharing personally identifiable information about any member of our community including information about the ideas they express, their families, life styles and their political and social affiliations. If you have any questions regarding whether a disclosure you wish to make regarding anyone in this course or in the iSchool community violates that person's privacy interests, please feel free to ask the instructor for guidance.

Knowing violations of these principles of academic conduct, privacy or copyright may result in University disciplinary action under the Student Code of Conduct.

Further information on the Information School's grading policy for graduate work can be found at http://www.ischool.washington.edu/courses/grad-grading.htm.

This course is governed by the UW principles of student conduct. In this context, please find below an excerpt from the University's Faculty Resource on Grading.
(http://depts.washington.edu/grading/issue1/honesty.htm--accessed 1/24/2003).

Students at the University of Washington are expected to maintain the highest standards of academic conduct. Most UW students conduct themselves with integrity and are disturbed when they observe others cheating. The information on these three pages should help you avoid unintentional misconduct and clarify the consequences of cheating.

Cheating harms the University community in many ways. Honest students are frustrated by the unfairness of cheating that goes undetected and therefore unpunished. Students who cheat skew the grading curve in a class, resulting in lower grades for students who worked hard and did their own work.

Cheaters also cheat themselves of a real education. They rob themselves not only of general knowledge, but also of the experience of learning how to learn, the very experience that makes a university degree so valuable to employers. The reputation of the University and the worth of a UW degree suffer if employers find graduates lacking the abilities their degrees should guarantee.

Finally, most professions have codes of ethics, standards to which you will be expected to adhere when you are working. At the University you practice the integrity you must demonstrate later. For all of these reasons, academic misconduct is considered a serious offense at the UW.

What is academic misconduct?
You are guilty of cheating whenever you present as your own work something that you did not do. You are also guilty of cheating if you help someone else to cheat.

One of the most common forms of cheating is plagiarism, using another's words or ideas without proper citation. When students plagiarize, they usually do so in one of the following six ways:

1. Using another writer's words without proper citation. If you use another writer's words, you must place quotation marks around the quoted material and include a footnote or other indication of the source of the quotation.
2. Using another writer's ideas without proper citation. When you use another author's ideas, you must indicate with footnotes or other means where this information can be found. Your instructors want to know which ideas and judgments are yours and which you arrived at by consulting other sources. Even if you arrived at the same judgment on your own, you need to acknowledge that the writer you consulted also came up with the idea.
3. Citing your source but reproducing the exact words of a printed source without quotation marks. This makes it appear that you have paraphrased rather than borrowed the author's exact words.
4. Borrowing the structure of another author's phrases or sentences without crediting the author from whom it came. This kind of plagiarism usually occurs out of laziness: it is easier to replicate another writer's style than to think about what you have read and then put it in your own words. The following example is from A Writer's Reference by Diana Hacker (New York, 1989, p. 171).
* Original: If the existence of a signing ape was unsettling for linguists, it was also startling news for animal behaviorists.
* Unacceptable borrowing of words: An ape who knew sign language unsettled linguists and startled animal behaviorists.
* Unacceptable borrowing of sentence structure: If the presence of a sign-language-using chimp was disturbing for scientists studying language, it was also surprising to scientists studying animal behavior.
* Acceptable paraphrase: When they learned of an ape's ability to use sign language, both linguists and animal behaviorists were taken by surprise.
5. Borrowing all or part of another student's paper or using someone else's outline to write your own paper.
6. Using a paper writing "service" or having a friend write the paper for you. Regardless of whether you pay a stranger or have a friend do it, it is a breach of academic honesty to hand in work that is not your own or to use parts of another student's paper.
7. In computer programming classes, borrowing computer code from another student and presenting it as your own. When original computer code is a requirement for a class, it is a violation of the University's policy if students submit work they themselves did not create.

Note: The guidelines that define plagiarism also apply to information secured on internet websites. Internet references must specify precisely where the information was obtained and where it can be found.

You may think that citing another author's work will lower your grade. In some unusual cases this may be true, if your instructor has indicated that you must write your paper without reading additional material. But in fact, as you progress in your studies, you will be expected to show that you are familiar with important work in your field and can use this work to further your own thinking. Your professors write this kind of paper all the time. The key to avoiding plagiarism is that you show clearly where your own thinking ends and someone else's begins.

Multiple submissions
Multiple submission is the practice of submitting a single paper for credit in two different classes (in the same quarter or in different quarters). The UW does not have a general policy prohibiting this practice. However, because an individual professor may not permit the practice in their class, a student wishing to make a multiple submission must clear it with both professors involved. Non-compliance will result in a violation of the University's standard of conduct.

Another common form of cheating involves exams. Copying from someone else's paper, using notes (unless expressly allowed by the teacher), altering an exam for re-grading, getting an advance copy of the examination, or hiring a surrogate test-taker are all flagrant violations of University policy.

Educators recognize the value of collaborative learning; students are often encouraged to form study groups and assigned group projects. Group study often results in accelerated learning, but only when each student takes responsibility for mastering all the material before the group. For example, suppose a calculus study group is working on a set of homework problems. Little would be learned if each student worked only one or two problems and merely copied answers for the rest. A more beneficial approach would be for each member to work all problems and be assigned the task of explaining a few problems to the group.

Illegal collaboration often occurs on homework in computer programming courses. A common case is when two students outline a program in detail together, and then type it into the computer separately, perhaps making minor modifications or corrections as they type. To a grader's trained eye, the structure of the programs is identical and the students are guilty of cheating because they haven't turned in separate, original work.

Illegal collaboration also occurs on writing assignments in liberal arts courses. Typically, students will create a detailed outline together, then write separate papers from the outline. The final papers may have different wording but share structure and important ideas. This is cheating because the students have failed to hand in something that is substantially their own work, and because they haven't cited the ideas that they've borrowed from each other.

Group projects require careful division of responsibility and careful coordination to control the quality of the final product. Collective work quickly degenerates when some students see it as a way to get through an assignment with the least amount of effort. Group work calls for a different kind of effort, not less of it. When group projects are assigned, the instructor is usually interested in your mastery of group process as well as the subject. Ask the instructor to clarify individual responsibilities and suggest a method of proceeding.

In summary, when a professor says, "Go ahead and work together," don't assume that anything goes. Professors often don't state the limits of collaboration explicitly. It is your responsibility to avoid crossing the line that turns collaboration into cheating. If you're not sure, ask.



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