01759nas a2200193 4500008004100000245005900041210005700100260000900157300000700166520123900173653001501412653000801427100001901435700002001454700001501474700002201489700001701511856003701528 2016 eng d00aBA302: Microsoft Dynamics NAV ERP Exercise/Walkthrough0 aBA302 Microsoft Dynamics NAV ERP ExerciseWalkthrough c2016 a253 aWhether you enter the workforce as a sales manager, financial accountant or office admin, chances are that you will be working with some type of Enterprise Resource Planning (ERP) system. The purpose of this exercise/walkthrough is to familiarize you with a typical business process as it is commonly executed with the help of one of the leading ERP systems in the market today – Microsoft Dynamics NAV. This exercise will walk you through the six steps of a typical sales process: 1) Creating a customer order; 2) Backordering an out-of-stock item; 3) Receiving the backordered item; 4) Shipping the customer the ordered items and invoicing the customer; 5) Receiving payment from the customer; 6) Making a payment to the vendor from whom we backordered. As you make your way through this exercise, you should realize that in a real company this process would be executed by different people working in different departments. They all will interact with the ERP; i.e., they all retrieve information from the ERP and store new information in it, as the sales process progresses. In this exercise you take on the role of each of these people, giving you a sense of how the sales order is processed both by the company and by the ERP.10aAccounting10aBIS1 aCurry, Michael1 aMarshall, Byron1 aRaja, V.T.1 aReitsma, Reindert1 aWydner, Kirk uhttp://hdl.handle.net/1957/5985801389nas a2200157 4500008004100000245006400041210006200105260000900167520087100176653001501047653000801062100002001070700002201090700002101112856009801133 2016 eng d00aUnraveling K-12 Standard Alignment; Report on a New Attempt0 aUnraveling K12 Standard Alignment Report on a New Attempt c20163 aWe present the results of an experiment which indicates that automated alignment of electronic learning objects to educational standards may be more feasible than previously implied. We highlight some important deficiencies in existing alignment systems and formulate suggestions for improved future ones. We consider how the changing substance of newer educational standards, a multi-faceted view of standard alignment, and a more nuanced view of the ‘alignment’ concept may bring the long-sought goal of automated standard alignment closer. We explore how lexical similarity of documents, a World+Method representation of semantics, and network-based analysis can yield promising results. We furthermore investigate the nature of false positives to better understand how validity of match is evaluated so as to better focus future alignment system development.10aAccounting10aBIS1 aMarshall, Byron1 aReitsma, Reindert1 aSamson, Carleigh uhttps://business.oregonstate.edu/biblio/unraveling-k-12-standard-alignment-report-new-attempt01920nas a2200181 4500008004100000245012400041210006900165260000900234300001400243490000700257520128200264653001501546653000801561100002201569700002001591700001801611856010901629 2012 eng d00aCan Intermediary-based Science Standards Crosswalking Work? Some Evidence from Mining the Standard Alignment Tool (SAT)0 aCan Intermediarybased Science Standards Crosswalking Work Some E c2012 a1843-18580 v633 aWe explore the feasibility of intermediary-based crosswalking and alignment of K-12 science education standards. With increasing availability of K-12 science, technology, engineering and mathematics (STEM) digital library content, alignment of that content with educational standards is a significant and continuous challenge. Whereas direct, one-to-one alignment of standards is preferable but currently unsustainable in its resource demands, less resource-intensive intermediary-based alignment offers an interesting alternative. But will it work? We present the results from an experiment in which the machine-based Standard Alignment Tool (SAT) —incorporated in the National Science Digital Library (NSDL)— was used to collect over half a million direct alignments between standards from different standard-authoring bodies. These were then used to compute intermediary-based alignments derived from the well-known AAAS Project 2061 Benchmarks and NSES standards. Results show strong variation among authoring bodies in their success to crosswalk with best results for those who modeled their standards on the intermediaries. Results furthermore show a strong inverse relationship between recall and precision when both intermediates where involved in the crosswalking.10aAccounting10aBIS1 aReitsma, Reindert1 aMarshall, Byron1 aChart, Trevor uhttp://people.oregonstate.edu/~marshaby/Papers/ReitsmaMarshallChart_StandardsCrosswalking_JASIST2012.pdf01804nas a2200169 4500008004100000245006300041210006300104260000900167490000700176520125500183653001501438653000801453100002001461700001901481700002201500856011201522 2011 eng d00aOrganizational Information Technology Norms and IT Quality0 aOrganizational Information Technology Norms and IT Quality c20110 v113 aThe effectiveness of IT governance initiatives in improving IT’s contribution to organizational success has been demonstrated but the mechanisms by which improved outcomes are realized have largely remained unexplored. Although IT governance tools such as COBIT and ITIL specify procedures and policies for the management of IT resources, the experts who developed those tools also embedded a set of core principles or ‘norms’ in the underlying frameworks. This article explores these norms and their role in the realization of organizational IT quality. Through analysis of normative messages implicitly expressed in the documentation elements provided by COBIT, we extract two norms (commitment to improvement and a risk/control perspective) thought to indicate that an organization has adopted the spirit of IT governance. Next, we model the relationship between adoption of these norms and IT quality and evaluate the model with data from a survey of 86 individuals who use, manage, and/or deliver organizational IT services. Principal component analysis is used to validate the survey items. Results show statistically significant relationships between norm adoption, participation in norm-driven activities, and organizational IT quality.10aAccounting10aBIS1 aMarshall, Byron1 aCurry, Michael1 aReitsma, Reindert uhttp://www.iima.org/index.php?option=com_phocadownload&view=category&id=60:2011-volume-11-issue-4&Itemid=6801707nas a2200145 4500008004100000245008200041210006900123260000900192520117300201653001501374653000801389100002001397700002201417856012201439 2011 eng d00aWorld vs. Method: Educational Standard Formulation Impacts Document Retrieval0 aWorld vs Method Educational Standard Formulation Impacts Documen c20113 aAlthough initiatives are underway in the educational community to consolidate disparate collections of educational standards, little has been done to explore the impact of educational standard formulation on information retrieval. Recent research contrasts two categories of educational standards: ‘World’ (topical domain-related concepts) and ‘Method’ (investigative and epistemological principles). This paper explores the information retrieval implications of the World vs. Method distinction. We find that experts are more likely to agree about which educational resources align with a Method standard but that a typical automatic standard assignment tool is more likely to assign a World standard to an educational resource. Further, a text-based information retrieval system is more likely to be accurate in retrieving documents relevant to a World standard as compared to a Method standard. These findings have implications both for educational standard formulation (combining World and Method components in a standard may improve retrieval) and for digital library builders who want to help teachers identify useful, standards-aligned learning objects.10aAccounting10aBIS1 aMarshall, Byron1 aReitsma, Reindert uhttps://business.oregonstate.edu/biblio/world-vs-method-educational-standard-formulation-impacts-document-retrieval-002114nas a2200181 4500008004100000245008500041210006900126260000900195300001200204490000700216520152400223653001501747653000801762100002201770700002001792700002001812856010001832 2010 eng d00aAspects of 'Relevance' in the Alignment of Curriculum with Educational Standards0 aAspects of Relevance in the Alignment of Curriculum with Educati c2010 a362-3760 v463 aRetrieval of useful digitized learning objects is a key objective for educational digital libraries, but imprecise definitions of alignment hinder the development of effective retrieval mechanisms. With over 63,000 U.S. K-12 science and mathematics education standards and a rapid proliferation of Web-enabled curriculum, retrieving curriculum that aligns with the standards to which teachers must teach is increasingly important. Previous studies of such alignment use single-dimensional and binary measures of relevance. Perhaps as a consequence they suffer from low inter-rater reliability (IRR), with experts agreeing about alignments only some 20-40% of the time. We present the results of an experiment in which the dependent variable ‘alignment’ is operationalized using the Saracevic model of relevance in which; i.e., alignment is defined and measured through ‘clues’ from the everyday practice of K-12 teaching. Results show higher inter-rater reliability on all clues with significantly higher IRR on several specific alignment dimensions. In addition, a (linear) model of ‘overall alignment’ is derived and estimated. Both the structure and explanatory power of the model differ significantly between searching vs. assessment. These results illustrate the usefulness of clue-based relevance measures for information retrieval and have important consequences for both the formulation of automated retrieval mechanisms and the construction of a gold standard set of standard-curriculum alignments.10aAccounting10aBIS1 aReitsma, Reindert1 aMarshall, Byron1 aZarske, Malinda uhttp://www.sciencedirect.com/science/article/B6VC8-4XF7Y02-1/2/3fd5e4257f3d904d5929eeff2185c67801844nas a2200157 4500008004100000245005200041210005100093260000900144520135600153653001501509653000801524100002001532700001901552700002201571856009301593 2010 eng d00aDoes Using CobiT Improve IT Solution Proposals?0 aDoes Using CobiT Improve IT Solution Proposals c20103 aThe CobiT (Control Objectives for Information and related Technology) framework is designed to help organizations implement IT governance practices by systematically shaping identifiable IT processes to better leverage IT expenditures. The control structure advocated in CobiT embodies governance notions including business alignment, a risk/control perspective, systematic measurement, accountability, and continuous improvement. Despite the rise of internal control regulation, not all organizations have implemented systematic IT controls and many, notably small, organizations may never do so. This study explores whether exposing decision makers to CobiT positively affects the IT solutions they generate. We present a framework (drawn primarily from the structure of CobiT) for identifying normatively better IT plans as measured by application of governance principles. We report on 115 IT solution proposals created by business students. The proposals developed using CobiT more frequently took a risk/control approach, addressed the need for continuous improvement, referred to general IT processes, identified the people who should implement a solution, and proposed more measures of success. Thus, exposing decision makers to a systematic IT governance framework promises to help them generate more comprehensive solutions to IT challenges.10aAccounting10aBIS1 aMarshall, Byron1 aCurry, Michael1 aReitsma, Reindert uhttps://business.oregonstate.edu/biblio/does-using-cobit-improve-it-solution-proposals-001595nas a2200157 4500008004100000245003900041210003900080260004900119520110400168653001501272653000801287100002001295700001901315700002201334856008101356 2010 eng d00aIT Governance Norms and IT Success0 aIT Governance Norms and IT Success aDecember 2010, Saint Louis, MO, U.S.A.c20103 aThe checklists included in well-known IT governance frameworks may be a good fit for
large organizations that face regulatory pressure and a need for large-scale coordination
but may be less appropriate for smaller organizations. Core IT governance principles
embedded in the structure of CobiT, ITIL, and ISO2000 can be expressed as a set of IT
governance norms including business alignment, a risk/control perspective, systematic
measurement, accountability, and continuous improvement. In this study, we model IT
effectiveness and willingness to comply with best practices as effects of adopting these
norms. We propose a set of survey items tailored to help assess the constructs in this
model then partially validate them using principal components analysis. Survey
responses (n=86) reveal a significant connection between evidence of norm adoption in
organizations and IT success. This norms-based paradigm may be useful in bringing
some of the benefits of IT governance to the smaller organizations that are thought to
drive economic growth and employment.10aAccounting10aBIS1 aMarshall, Byron1 aCurry, Michael1 aReitsma, Reindert uhttps://business.oregonstate.edu/biblio/it-governance-norms-and-it-success-000511nas a2200145 4500008004100000245011400041210006900155260000900224653001500233653000800248100002000256700002200276700002000298856004700318 2009 eng d00aDimensional Standard Alignment in K-12 Digital Libraries: Assessment of Self-found vs. Recommended Curriculum0 aDimensional Standard Alignment in K12 Digital Libraries Assessme c200910aAccounting10aBIS1 aMarshall, Byron1 aReitsma, Reindert1 aZarske, Malinda uhttp://doi.acm.org/10.1145/1555400.155540300437nas a2200133 4500008004100000245004500041210004300086260002300129653001500152653000800167100002200175700002000197856008600217 2009 eng d00aTeachEngineering: K-12 Teacher Use Study0 aTeachEngineering K12 Teacher Use Study aBoulder, CO.c200910aAccounting10aBIS1 aReitsma, Reindert1 aMarshall, Byron uhttps://business.oregonstate.edu/biblio/teachengineering-k-12-teacher-use-study-001341nas a2200157 4500008004100000245005000041210004900091260002300140520084900163653001501012653000801027100002001035700002201055700001901077856008701096 2007 eng d00aSemantics or Standards for Curriculum Search?0 aSemantics or Standards for Curriculum Search aNew York, NYc20073 aAligning digital library resources with national and state educational standards to help K-12 teachers search for relevant curriculum is an important issue in the digital library community. Aligning standards from different states promises to help teachers in one state find appropriate materials created and cataloged elsewhere. Although such alignments provide a powerful means for crosswalking standards and curriculum across states, alignment matrices are intrinsically sparse. Hence, we hypothesize that such sparseness may cause significant numbers of false negatives when used for searching curriculum. Our preliminary results confirm the false negative hypothesis, demonstrate the usefulness of term-based techniques in addressing the false negative problem, and explore ways to combine term occurrence data with standards correlations.10aAccounting10aBIS1 aMarshall, Byron1 aReitsma, Reindert1 aCyr, Martha, N uhttps://business.oregonstate.edu/biblio/semantics-or-standards-curriculum-search-0