MBADM 830: Managing in the Digital Economy

MBADM 830 addresses the ways digital technological innovations transform industry, business models, strategies, operations, and management and create new markets and products. Course content focuses on (1) understanding digital markets, including information economics; (2) testing Clayton Christensen’s concept of disruptive innovations; (3) examining the implications of so-called “big data” for digital business; and (4) integrating current technical and behavioral developments with a focus on the transformational impact of digital innovation for work, business, industry, and society.

Overview

MBADM 830 provides an overview of the applications of information technology (IT)—the processing of information by computers—in business. The rise of the machine (no Arnold jokes, please) in the industrial age expanded, as it is said, the reach of human muscles. The rise of IT, then, expanded the reach of human minds. Of course, IT can also raise your blood pressure and adrenaline quite efficiently, as computers have evolved rapidly, shrunk in size, increased in functionality, and been overhyped and oversold repeatedly.

The effects of IT on business have been pervasive. In the late '50s and early '60s, mega-corporations began to handle nearly as much data as the government did. These data could not be handled manually, let alone cost-effectively. Accounting and financial information, due to its repetitive nature and heavy volume, was a prime candidate for automation. The next area in IT investment was the shop floor: We saw MRP (material requirements planning), MRP II (manufacturing resource planning), and JIT (just in time) systems. The rise of ERP and e-commerce changed IT from cost-saving automation to a strategic weapon. Then came social technologies, Big Data, cognitive technologies, and cryptocurrencies.

The field of IT is vast, and one course, degree, or even a lifetime of work will not be enough for anyone to grasp its intricacies in their entirety. To be effective, managers must understand the electronic heartbeats of the business. The questions remain: What should we study? How much? Which way? The answers, of course, depending on who you ask; users, programmers, systems analysts, website administrators, and managers will each have a "pet" set of responses.

Given the nature of IT, the MBA program, and a three-credit course, we will emphasize the latest developments in the field. This course focuses on the operational and strategic effects of IT on businesses. We are not so much interested in the how of IT tools as in the why and for what. Internal operations, external trading partner relationships, and strategic orientations, among other things, have repeatedly changed under the relentless march of IT. New industries have developed almost overnight, sometimes destroying the established order and ushering in rapid change. The hype and hysteria of the dot-com boom, the evolution of a multitude of business models, messy markets, brilliant innovators, greedy investors, and an occasional success story—all have taught us interesting lessons. But do they tell us anything about the future, the paths to choose, and the paths to avoid?

Integration, Collaboration, and Engagement (ICE)

The OMBA is designed around the three-part ICE framework, a teaching and learning approach that incorporates the principles of integration, collaboration, and engagement (ICE). Learning and application of these essential business concepts through course content will provide you with a comprehensive and innovative outlook on the challenges in today’s business environment. The OMBA program embodies the ICE framework in the following ways:

• Integrative learning unifies concepts across business disciplines, allowing you to engage in authentic problem-solving from a holistic perspective.
• Collaborative learning embraces hands-on projects that promote team-based problem-solving, decision-making, and project management.
• Engaged learning applies business concepts in an interactive and participative learning environment through the use of virtual classrooms and diverse multimedia forums.

Curricular Themes

Collaboration and Teams in the OMBA

Helping you to enhance skills and competencies related to group dynamics and teaming is a principle goal of the OMBA. Consequently, this course includes team activities and group work that allows for the application of teaming concepts that you learned in the Team Performance course (MBADM 810). You are expected to work in teams effectively and productively to complete all team assignments. Students may not request to work individually on team projects. Any adjustments to team composition are the sole right of the instructor. If you have concerns related to this commitment, please contact your instructor.

Synchronous and Asynchronous Learning

In order to provide an optimal learning experience, all OMBA courses will incorporate both synchronous (live) and asynchronous (on your own) learning activities that create balance, stimulate engagement, and appeal to diverse learning styles. Zoom is one example of a synchronous tool used in the OMBA. All synchronous sessions will be recorded for your convenience. Live attendance is not mandatory. Conversely, asynchronous tools include discussion boards, blogs, quizzes, and tests, where participation occurs at your own pace but within stated deadlines and due dates. Instructors will identify when and how each synchronous and asynchronous tool will be used throughout their courses.

Course Objectives

At the end of this course, you should be able to do the following things:

Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

• access magazine, journal, and newspaper articles online using library databases;
• borrow materials and have them delivered to your doorstep—or even your desktop;
• get research help via email, chat, or phone using the Ask a Librarian service; and
• much more. 

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service.  The Off-Campus Users page has additional information about these free services.

Technical Requirements and Help

Technical Requirements and Help

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.
Help	If you need technical assistance at any point during the course, please contact the Service Desk.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.

Course Requirements and Grading

Table 1. Grading Scale

Percentage Earned	Letter Grade
94–100%	A
90–93.9%	A-
87–89.9%	B+
83–86.9%	B
80–82.9%	B-
77–79.9%	C+
70–76.9%	C
60–69.9%	D
0–59.9%	F

 

Grading

Grades will be determined based on the following assessments.

Table 2. Graded Assessments

Assessment	Percent	Point Total	Points per Assignment
Group Case Memos	25.64%	200	100 each (2 cases)
Case Discussions	46.15%	360	40 each (9 cases)
Peer Evaluations	5.13%	40	20 each (2 reviews)
Group Simulation Game Performance Written Report	12.82% 8.97% 3.85%	100 70 30	100 total 70 Game Performance 30 Written Report
Individual Simulation	6.41%	50	50 (1 Individual)
Group Contract	3.85%	30	30 (1 Group Contract)
Total	100%	780	-

Contributions to Case Discussions

Discussions are intended to relate to your background and experiences. Questions for each assigned case will be posted. Use them as a starting point for the discussion, but don’t limit yourself to answering only these questions, as discussion of other issues deemed important can be incorporated into the context of an answer.

Here are some pointers for the class discussions:

• The instructor may post comments from time to time. Please do not construe his or her opinion as definitive. Question everything.
• The instructor typically does not interfere in a discussion that is going well.
• The discussion may become repetitive. Some students can work early in the week, posting earlier, but others cannot, so they will be forced to be reactive all semester. The instructor will tolerate considerable repetition, even in the classroom environment. Please extend this tolerance to your classmates.

Grading of the class discussions is based on the following factors:

• First, the instructor will evaluate the quality of your answers to case questions, as well as the quality and frequency of comments on others' posts.
• Second, the instructor will examine the quality and frequency of answers to his or her additional questions.
• Finally, the timing of your posts and responses will be considered. For example, if you post a simple rehash of the discussion at the end of the week or do not participate in any discussions, then your grade will be lower. Be assured, though, that you will not be penalized because you posted later in the week—the benefit of the doubt will always be yours. The instructor will look for patterns, not punish isolated instances. Feel free to talk to the instructor about any of your concerns.

Rubric for Grading Discussion Boards

Table 3. Discussion Rubric

	Excellent	Above Average	Average	Below Average	Poor
Identification of the issues and analysis of the causes	The answers are relevant and draw on the facts of the case. The student has collected information from outside sources and analyzed that information. The student has used his or her work experiences to relate to the facts and analysis of the case.	The answers are relevant and draw on the facts of the case. The student has collected information from outside sources but simply quoted the information.	The questions are answered but not clearly supported. The understanding of facts in the case is incomplete.	The questions are answered, but the answers are devoid of analysis and insight.	Mostly reactive comments.
Developing alternatives and proposing solutions	The answers clearly relate to and draw from the theoretical frameworks in the text and the teaching notes. There is evidence that the readings are clearly understood.	The answers draw on the theoretical frameworks, but the links are not clear.	The answers allude to the frameworks and teaching notes, but do not weave them in.	A vague reference but no real effort to understand the theory.	No references.
Analyzing other students' comments and stimulating discussion	The student routinely comments on and constructively criticizes other students' comments. The comments are respectful and provide insights. The student's comments create additional threads on the discussion board.	The student routinely comments on and constructively criticizes other students' comments. The comments are respectful and provide insights.	The student comments on and responds to others' comments. The comments are good but not insightful.	Mostly reactive comments.	Only reactive comments.
Connection to profession/experience	The student's comments demonstrate an excellent understanding of the material through the application of profession and experience.	The student's comments demonstrate a clear understanding of the material through the application of their profession and experience.	The student's comments demonstrate a general understanding of the material through the application of their profession and experience.	The student's comments demonstrate a lack of understanding of the material and have difficulty applying the material to their profession and experience.	There is no connection between the material and the student's profession or experience.

Group Case Memos

There are two cases assigned for written memos. The applicable case premise and specific guidance are provided within each case memo assignment. You should adopt the role of the person described in the Premise section, and read the case and course content carefully to craft a memo that your group feels best addresses the given charge; there is no one right answer. Please cover the pertinent issues and try to use the frameworks in the readings. The frameworks do not have a one-to-one correspondence with reality but help us see the broader picture.

These cases will be discussed by your group, and a written memo will be sent to the instructor. This memo should be approximately two to three pages long (1.5-spaced with standard margins), excluding charts and graphs. If you have any questions, please send them to the instructor, who will gladly provide feedback.

Please be sure to carefully review the Group Case Memo rubric, which is provided in each memo assignment and will be used to provide your memo grade.

Rubric for Grading Group Case Memos

Table 4. Group Case Memo Rubric

	Excellent	Above Average	Average	Below Average	Poor
Introduction	Concisely describes the decision problem, its context, and the solution options considered; describes the decision criteria used; clearly states the proposed recommendation and the basis for the recommendation; provides a brief overview of the memo’s organization.	Describes the decision problem, its context, and the solution options considered; describes the decision criteria; states the proposed recommendation and the basis for the recommendation.	Lists the options considered, provides the decision criteria used, and states the proposed recommendation.	Fails to provide sufficient details regarding the options considered, decision criteria used, or the proposed recommendation.	No introduction was provided or the introduction bears no relationship to the case decision under consideration.
Criteria for Evaluating Options	Identifies a limited set of three to four criteria that are relevant (i.e. yields useful information with respect to the decision and have sufficient variability); all criteria are defined at a level of abstraction as to be both integrants (i.e. multiple but related sub-criteria) and measurable in terms of case evidence; all criteria reflect distinct (i.e. relatively independent of each other) and diverse (i.e. represent different aspects of the decision problem) business-related outcomes (not causes), and the reasoning for the inclusion and the relative importance (i.e. weight in terms of decision) of all criteria is provided and supported by case evidence.	Identifies a limited set of three to four criteria that are relevant (i.e. yields useful information with respect to the decision and have sufficient variability); all criteria are defined at a level of abstraction as to be measurable in terms of case evidence; all criteria reflect distinct (i.e. relatively independent of each other) and sufficiently diverse (i.e. represent different aspects of the decision problem) business-related outcomes (not causes), and the reasoning for the inclusion of all criteria is sufficient and the relative importance (i.e. weight in terms of decision) of all criteria is specified.	Identifies at least three relevant criteria (i.e. yields useful information with respect to the decision and has sufficient variability); most criteria are defined at a level of abstraction as to be measurable in terms of case evidence; most criteria reflect distinct (i.e. relatively independent of each other) business-related outcomes (not causes), and the reasoning for the inclusion of most of the criteria is sufficient.	Identifies less than three relevant criteria (i.e. yields useful information with respect to the decision and has sufficient variability), or a majority of the criteria are defined in a matter that cannot be properly evaluated in terms of case evidence (i.e. not relatable to cases facts or competing qualitative factors); or a majority of the criteria are highly interdependent or reflect causes instead of business-related outcomes, or the reasoning for the inclusion of a majority of the criteria criterion is insufficient (i.e. based solely on unsupported opinions) or not provided.	Criteria were defined at a level of abstraction too vague or convoluted to be adequately understood and consistently applied or were not provided.
Criteria Based Analysis of Options	Presents an analysis of each option with respect to all criteria; completely and consistently applies the operational definition of each criterion to each option, and all arguments are properly structured based on a claim (i.e. a descriptive or qualitative assessment of the option as it relates to the criterion), reasoning (i.e. explains why or how the supports the claim) and evidence (i.e. fact or inference from the case that support the claim), with most claims supported by multiple facts.	Presents an analysis of each option with respect to all criteria; applies the major concepts associated with each criterion to each option with no ambiguity (i.e. introduction of new or other dimensions or criteria), and all arguments are properly structured based on a claim (i.e. a descriptive or qualitative assessment of the option as it relates to the criterion), reasoning (i.e. explains why or how the evidence supports the claim) and evidence (i.e. fact or inference from the case that supports the claim).	Presents an analysis of each option with respect to most of the criteria; applies the general concept associated with each criterion to most options with little to no ambiguity (i.e. introduction of new or other dimensions or criteria), and most arguments are properly structured based on a claim (i.e. a descriptive or qualitative assessment of the option as it relates to the criterion), reasoning (i.e. explains why or how the evidence supports the claim) and the evidence (i.e. fact or inference from the case that supports the claim).	Presents an analysis where only some of the options are discussed, or applies only some of the criteria to each option, or inconsistently applies the general concept associated with each criterion, or a majority of arguments are not properly structured based on a claim (i.e. a descriptive or qualitative assessment of the option as it relates to the criterion), reasoning (i.e. explains why or how the evidence supports the claim) and evidence (i.e. fact or inference from the case that supports the claim).	No analysis was provided or there are more than a few inaccuracies with respect to case facts.
Rationale for Recommended Decision	Provides a comparative summary of the options, highlights key differences and similarities, and justifies why the preferred option was selected based on what criteria and evidence were most important for making the decision.	Provides a comparative summary of the options and justifies why the preferred option was selected based on what criteria and evidence were most important for making the decision.	Recommends a preferred option and provides some insights, consistent with the analysis, into how the decision was made.	Recommends a preferred option but provides no insights into how the decision was made or it is unclear how the option best meets or exceeds the criteria compared to the other options.	No specific recommendation was given, or most/all options were recommended or recommends an option that is counter to the analysis.
Action Plan	Formulates a feasible action plan with clear goals (i.e. desire results or end states) and containing short-term (urgent, easy, or necessary for long-term actions) and long-term (i.e. harder to achieve, complex, time-consuming, dependent on prior actions) actions; actions are sufficiently descriptive in terms of the action's objective (i.e. what needs to be accomplished) and resources (i.e. who should be involved and ); and identifies at least one possible problem or risk with the implementation and what action should be taken to avoid or mitigate the problem/risk.	Formulates a feasible action plan with clear goals (i.e. desired results or end states); delineates goals into a chronological series of actions, and actions are sufficiently descriptive enough so the purpose of each is clear.	Provides some details about what appropriate actions should be taken, and the general purpose of these actions.	Has difficulty identifying appropriate goals or actions; or the proposed plan is too general (i.e. could be applicable to any of the options or to any general business situation).	No action plan was given or proposes mostly infeasible actions.
Presentation, Mechanics, and Formatting	Content is well organized into sections that transition smoothly from one to the next and are marked by headings that clarify the content of the segment; paragraphs are logical, structured, and contain the appropriate level of detail to emphasize main points; sentences are direct, concise, and clear for easy comprehension; readability is enhanced throughout the document by the use of active voice (i.e. subject-verb-object sentence structure), proper grammar, and correct spelling, punctuation, and word usage; submission conforms to required fonts size, spacing, and margins; and the document is within stated page limits.	Content is organized into sections with appropriate headings; paragraphs have a specific focus, logical sequence, and contain sufficient detail; most sentences are relatively short, use familiar language, and are easy to comprehend; incorporates throughout the document proper use of active voice (i.e. subject-verb-object sentence structure) with few mistakes in grammar, spelling, punctuation, and word usage; submission uses appropriate fonts size, spacing, and margins; and the document is within a half-page of the stated limits.	Content shows some organizational evidence but is inconsistent; paragraphs have a general theme but lack the appropriate level of detail or logical flow, making them difficult to understand; a majority of sentences are too wordy to easily comprehend; has occasional errors in grammar, spelling, punctuation, or word usage, but they do not significantly impact readability; submission uses appropriate fonts size, spacing, and margins; and the document is within one page of the stated limits.	Missing sections or information is disorganized; paragraphs lack a clear focus and content is unstructured and disconnected; most sentences are too vague to understand or lack meaning; writing is sloppy and/or unprofessional, containing several errors in grammar, spelling, punctuation, or word usage which significantly impact readability; submission uses inappropriate font size, spacing and/or margins (too small or large) for readability; and the document is more than one page over or under the stated limits.	No content or submission is too long (more than 2 pages over the specified limits).

Simulation

This course includes two simulations. The grading will be partially automated within the simulation and partially based on the instructor’s judgment.

Honor Code and Professionalism

Of course, adherence to the honor code is absolutely required. What does that mean for our class? Here are some applications:

• Pay attention in class—don’t surf the web, do chat rooms, pay your bills, or work on other classes while you're in this class. Doing such things is rude to both your instructor and your peer learners. An important part of the MBA program is that we learn from each other. If you’re not paying attention carefully, we can’t learn from you—that hurts everyone. Doing things on your laptop unrelated to this course is also distracting to others.
• For the reflection journal, be sure to write each entry within a few days of the event/activity—don’t wait until the end of the course.
• All written assignments should be free of plagiarism. Plagiarism includes copying ideas, phrases, sentences, or paragraphs from other sources, such as previous class assignments, other teams' assignments, websites, books, and so on.
• Don’t be a “social loafer” in your group (doing less work in a group than you would on your own)—you’re getting a grade and a degree, so do your share of the work. This includes reading thoroughly for each class, coming to group meetings prepared, and actively participating in group discussions and assignments.
• Hold each other accountable for your actions, and report abuses to your instructor or the Academic Integrity Officer.
• If you're ever in doubt about anything, feel free to ask me.

Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.

Course Schedule

Note: All due dates reflect North American eastern time (ET).

Lesson 1: Introduction: Managing in the Digital Economy

Readings

Required Syllabus Lesson 1 commentary Recommended Core Curriculum: Technology Strategy, Ramon Casadesus-Masanell, Series Editor, available via Harvard Business Publishing coursepack. For a fascinating history of the early MIS field, please read the classic article: Haigh, T. 2001. Inventing information systems: The systems men and the computer, 1950–1968, Business History Review, 75: 1–60 Learn more about interpreting Gartner’s Hype Cycle (Recorded Webinar – approximately 15 minutes) - See Lesson 1 Summary page Ellet (2018). The Case Study Handbook, Revised Edition: A Student's Guide. Harvard Business Review. Optional If you are interested in learning the foundations of networking (and the Internet), please check out Welcome to the Network (linkedin.com) (1 hour 48 minutes)

Activities

Course Overview Zoom Session: Course Overview Sunday at 8:00 p.m.

Lesson 2: Digitization

Readings	Required Lesson 2 commentary Recommended Review Gartner’s Hype Cycle for Emerging Technologies, 2023. (See Lesson 2 Summary page)
Activities	Case Discussion: Digital Transformation in Vocento (Due 11:59 p.m., Sunday) Group Contract Assignment (Due 11:59 p.m., Sunday)

Lesson 3: Industrial Internet of Things

Readings

Required Lesson 3 commentary Recommended Learn more about Industry 4.0. (Recorded Webinar – approximately 10 minutes) - See Lesson 3 Summary page Learn more about Enterprise Manufacturing Intelligence. (Recorded Webinar – approximately 12 minutes) - See Lesson 3 Summary page Optional Watch IoT Foundations: Fundamentals with Bruce Sinclair. (37 minutes) for a broad overview of IoT and its main components.

Activities

Group Case Memo 1 Zoom Session Tuesday at 8:00 p.m. Case Discussion: Digital Transformation in GE: What went wrong? (Due 11:59 p.m. Sunday)

Lesson 4: Social Applications of Digitization

Readings	Required Lesson 4 commentary
Activities	Group Case Memo 1: The ITC e-Choupal Initiative Memo (Due 11:59 p.m., Sunday)

Lesson 5: Artificial Intelligence

Readings	Required Lesson 5 commentary Recommended Review Gartner’s Hype Cycle for Artificial Intelligence. (See Lesson 5 Summary page) Learn more about Neural Networks. (Recorded Webinar – approximately 16 minutes) - See Lesson 5 Summary page Learn more about Large Language Models. (Recorded Webinar – approximately 10 minutes)- See Lesson 5 Summary page
Activities	Group Case Memo 1 Resubmission Zoom Session Tuesday at 8:00 p.m. Case Discussion: Open AI and Large Language Models (Due 11:59 p.m., Sunday)

Lesson 4: Social Applications of Digitization Revisited

Readings	None
Activities	Group Case Memo 1: The ITC e-Choupal Initiative Memo Resubmission (Optional) (Due 11:59 p.m., Sunday)

Lesson 5: Artificial Intelligence Revisited

Readings	none
Activities	Zoom Session Tuesday, October 8 Case Discussion: IBM Watson Challenges (Due 11:59 p.m., Sunday) Group Case Peer Evaluation 1 (Due 11:59 p.m., Sunday) Group Case Memo 2: Honeywell Evaluating the Cognitive Analytics Frontier Memo (Due 11:59 p.m., Sunday)

Lesson 6: Data Analytics

Readings	Required Lesson 6 commentary Recommended Review Gartner’s Hype Cycle for Analytics and Business Intelligence, 2023. - See Lesson 6 Summary page Learn more about Data warehouses, Data lakes, Data lakehouses, etc.(Recorded Webinar – approximately 16 minutes) - See Lesson 6 Summary page
Activities	Case Discussion: Dow Chemical Company: Big Data (Due 11:59 p.m., Sunday)

Lesson 7: Cloud Computing

Readings

Required Lesson 7 commentary Recommended Review Gartner’s Hype Cycle for Cloud Computing, 2023. (See Lesson 7 Summary page) Optional Watch Future of Cloud: From Technology to Business Innovation, Gartner Video, (28 minutes) If you wish to learn more about Containers and Kubernetes, please read, Gartner, 2022, CTO’s Guide to Containers and Kubernetes – Answering the Top 10 FAQs (17-minute read) If you wish to learn more about Virtualization, please read Introduction to Virtualization: A Comprehensive Guide for Beginners. (20-minute read) For associations active in this area, see the following links. Cloud Computing Association Cloud Security Alliance Legal Cloud Computing Association

Activities

CloudStrat Simulation Zoom Session Tuesday at 8:00 p.m. Case Discussion: In the Cloud (Due 11:59 p.m., Sunday) Group Simulation: CloudStrat Performance (Due 11:59 p.m., Sunday) Group Simulation: CloudStrat Report (Due 11:59 p.m., Sunday)

Lesson 8: Blockchain

Readings	Required Lesson 8 commentary Recommended Review Gartner’s Hype Cycle for Blockchain and Web3, 2023. (See Lesson 8 Summary page) Learn more about Darkweb (Recorded Webinar – approximately 16 minutes) - See Lesson 8 Summary page Optional For associations active in this area, see the following links. Blockchain Association Global Blockchain Business Council Global Blockchain Organization
Activities	Case Discussion: Ripple: The Business of Crypto (Due 11:59 p.m., Sunday) Case Discussion: Trade IX:Blockchain-Enabled Trade Finance (Due 11:59 p.m., Sunday)

Lesson 9: Cybersecurity

Readings

Required Lesson 9 commentary Recommended Review Gartner’s Hype Cycle for Cyber Risk Management, 2023. (See Lesson 9 Summary page) Review Gartner’s Hype Cycle for Data Security, 2023. (See Lesson 9 Summary page) Optional If you are interested in Cyber insurance, please refer to: Tsohou, A., Diamantopoulou, V. Gritzalis, S., Lambrinoudakis, C. 2023. Cyber insurance: State of the art, trends and future directions, International Journal of Information Systems, 22:737-748. For some exciting websites, click on the following links. Bleeping Computer Wired Cybersecurity Associations and Centers

Activities

Case Discussion: Micron Technologies: Ransomware Attack (Due 11:59 p.m., Sunday) Group Case Peer Evaluation 2 (Due 11:59 p.m., Sunday) Individual Simulation: Cybersecurity (Due 11:59 p.m., Wednesday)

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

Intent to Graduate

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Student Success and Support Resources

The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:

• Finances—tuition, scholarships, and financial aid
• Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
• Enrollment and Registration—course planning, adding and dropping courses, and much more
• Course Work and Success—academic advising, tutoring, and other services
• Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more

Following are some key resources.

Student Disability Services

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Counseling and Psychological Services

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.

Military Student Information

Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Additional Policies

In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.

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