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Chapter 1
The Systems Development Environment
Chapter Overview
Chapter 1 is an overview of the systems development process, as well as an overview of the textbook.
This chapter introduces students to the modern approach to systems analysis and design using various
methodologies. Students are introduced to several systems development components, including the
process and data-oriented approaches to systems development; different types of information systems;
and the systems development life cycle.
This textbook is intended primarily for juniors taking a core course in the information systems major,
although the book can be adapted for a similar course at the junior college level or for a two-course
sequence on analysis and design. Often students are not familiar with the systems development
process, different organizational components, or how these components work together. This chapter
provides the general organizational context in which systems development takes place.
The text uses the Systems Development Life Cycle (SDLC) methodology (including its associated
problems with the traditional waterfall approach) to introduce students to the structured approach in
creating new systems. The student is also introduced to other methodologies such as Computer-Aided
Systems Engineering (CASE), the Agile Methodologies, eXtreme Programming, Object Oriented
Analysis and Design (OOAD), and the Rational Unified Process (RUP). The text compares and
contrast the new with more traditional methods in an effort to show both the advantages and
limitations of these methods.
Chapter 1 introduces students to CASE usage in organizations, CASE components, and visual and
emerging development tools. CASE tools are used to apply an engineering approach to systems
development and can support each phase of the SDLC. The purpose of CASE is to make it easier for
an organization to enact a single design philosophy across many projects, systems, and stakeholders.
CASE provides support for all SDLC activities.
Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter.
From an instructor’s point of view, the objectives of this chapter are to:
1. Define and discuss the modern approach to systems analysis and design from an
organizational perspective incorporating techniques, tools, and methodologies.
2. Explain how an organization’s objectives, structure, and processes are essential in the
development of systems to meet their needs.
3. Explain that the SDLC process is not sequential but cyclical and that the order is adaptable as
required for different projects; also to emphasize that often analysts and designers may go
backwards to the previous step to complete unfinished products or to correct errors or
omissions discovered in the next phase.

Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual
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4. Explain the difference between the logical design and the physical design as it relates to
systems development.
5. Discuss the Microsoft Security Development Lifecycle (SDL) and the need to incorporate
system security at the beginning of system development.
6. Discuss the problems with the waterfall SDLC and explain the different approaches analysts,
designers and developers have developed to improve the Systems Analysis and Design
process.
7. Discuss computer-aided software engineering (CASE) tools and their application to the
SDLC, specifically how the tools are applied and in which phase of the SDLC.
8. Discuss Agile methodologies and eXtreme programming and how these compare to the
traditional Systems Development Life Cycle (SDLC).
9. Explain and discuss object-oriented analysis and design (OOAD) and the Rational Unified
Process (RUP).
10. Show students that the life cycle is a flexible basis for systems analysis and design and that it
can support many different tools and techniques, such as Agile methodologies and eXtreme
Programming.
11. Compare and contrast the various development approaches introduced in Chapter 1 and
depict how they all use an iterative approach.
12. Finally explain that the boundaries and divisions of the 5 steps in Figure 1-2 when imposed to
explain the steps are neither hard nor fast and that in many real-world situations phases or
sub-phases may be combined to improve efficiency and understanding. The cycle is an
organizing and guiding principle; however in companies and software development teams
will adapt it to suit their needs for specific projects.
Classroom Ideas
1. Figure 1-1 depicts that methodologies, techniques, and tools drive organizational approaches to
systems analysis and design. Ask students to identify the names of methodologies, techniques,
and tools. List them on the board under the heading that they suggest; then after they have
identified 5 or 6 in each heading review and emphasize the differences between the three and
move any from an incorrect category to the correct one and explain why it is one and not the
other.
2. When introducing the systems development life cycle model featured in the textbook, discuss
other life cycle models using actual ones from existing organizations. Show that the basic
model presented (Planning, Analysis, Design, Implementation, and Maintenance) are broken
down into smaller phases by many companies but that in the end that could be categorized into
one of the basic five explained. This reinforces to students that no one standard life cycle
model exists and the model they will use as a systems analyst will likely differ from the
textbook’s life cycle model. The point is that the life cycle represents activities that must be

Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual
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done; and the phases are a way to introduce, in an organized way, the methods, techniques,
tools, and skills necessary for successful systems analysis and design.
3. Provide a brief overview of the activities and outputs from each of the five life cycle phases,
based on your own experience or from reading the rest of the textbook. Table 1-1 summarizes
the outputs or products of each phase based on the in-text descriptions.
4. This chapter briefly introduces students to CASE tools. It would be best to explain how CASE
tools have met with resistance in some organizations and a brief discussion of the advantages
and disadvantages of CASE would be appropriate here. Major emphasis should be placed on
the increasing use of a CASE repository and that the other tools are used depending upon the
complexity of the project and the skill set and training of the organizational developers. Table
1.2 lists examples of CASE usage within the SDLC. Many managers are reluctant to ramp up
use of CASE tools due to their difficulty and the high end platforms that many require for
support.
5. It would be great if you have any CASE tools available that you could demonstrate to the
students by showing them how they could integrate into the SDLC.
6. Figure 1-11 illustrates the RUP life cycle. Discuss RUP, its benefits and drawbacks as it relates
to OOAD. Discuss the differences between RUP and the traditional SDLC. Table 1-3 presents
the Agile Manifesto.
7. Ask students to compare Agile methodologies to traditional SDLC (see Table 1-4 Five Critical
Factors that Distinguish Agile and Traditional Approaches to Systems Development). Introduce
a case study project where Agile methodologies were employed. Ask students to identify
problems that the project ran into using Agile methodologies as well as any benefits gained by
this approach.
8. This chapter introduces eXtreme programming. If your students have sufficient background,
assign students to programming pairs and have them work on a small programming problem,
including testing. Ask students to report upon their experience.
9. Discuss IBM’s Rational Unified Process (RUP)

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1.13. Physical design 1.11. Object class
1.5. Implementation 1.15. Rational Unified Process (RUP) an
example of OOSAD
1.9. Maintenance
1.3. Computer-aided software engineering
tools (CASE)
Answers to Review Questions
1.19. Information systems analysis and design is the complex organizational process whereby
computer-based information systems are developed and maintained.

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1.29. Object-oriented analysis and design (OOAD) consists of methodologies and techniques based on
objects (which combines data and processes) with activities (methods) rather than the traditional
data description (data analysis) separate from processes (programming).
Answers to Problems and Exercises
1.30. The importance of using a systems analysis and design methodology is that a systematic step-by-
step approach is taken that, if done correctly, results in a system that has fewer errors and is used
with confidence by the users of the system. If shortcuts are taken for quick and easy development
there is a greater chance for errors, as well as a system that does not meet user needs. The value of
using an engineered approach results in a system that meets user needs while operating the way it
was intended and built.
1.31. The similarities between the two figures are that they both contain the five phases of the SDLC.
Figure 1.2, though, reveals a circular life cycle in which the useful life of one system leads to the
beginning of another project that will lead to an improved or new system. Figure 1.3 is looked at
as more of a spiral, in which phases are constantly cycling through at different levels of detail
based on a Go/No Go axis where a decision is made to go through another cycle.
1.32. While figure 1.2 is circular in design, figure 1.4 is simply a vertical listing of steps that seem to
indicate it is a one time through methodology that may not necessarily be the case. Many of the
same SDLC techniques and tools are used. Many different companies have their own SDLC steps
but in the end they are the same with some breaking them down into smaller sections to meet their
own needs. For example, the U.S. Department of Justice’s SDLC would break down as follows:
1) Planning: Initiation, System Concept Development, Planning; 2) Analysis: Requirements
Analysis; 3) Design: Design; 4) Implementation: Development, Integration and Test,
Implementation; 5) Maintenance: Operation and Maintenance, Disposition.
1.33. Figure 1.2 reveals a circular life cycle in which the useful life of one system leads to the beginning
of another project that will lead to an improved or new system. Figure 1.9 has the same SDLC
with one major exception.

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Guidelines for Using the Field Exercises
1.35. It should not be too difficult for students to list the various “systems” for an organization,
perhaps for their university. These may include standard computer-based information systems,
such as a transaction processing system for recording point of purchase sales or for registering
for a course. They should also include systems that are not computer-based, such as a physical
filing system for receipts or for transcripts. Instruct students to place each of their “systems” on
their diagram and show how they (should) interact. Discuss the diagrams with students and have
them evaluate whether or not they think that the systems interact well with one another. This
enables students to determine whether the systems are well integrated (be sure that students have
a clear idea on what it means for systems to be integrated). If their diagrams do not reflect well
integrated systems ask them to draw a new “proposed” diagram in which they would interact in
a better fashion. This is useful to get them thinking in terms of as-is and to-be systems.
1.36. Urge students to use their imaginations. You might have them imagine what would happen to
the system design if one or more of the steps of the SDLC were ignored. For example, have
students imagine what would happen if the planning phase was ignored. They might imagine
elegant, costly systems that do not solve the right problem and, as a result, are not used.
Alternatively, they might imagine a system where a database is kept redundantly in several
different locations, or where information is re-keyed into one part of the system while it already
exists in another format in another part of the system. They might describe a system that is lost
completely because no proper backup and recovery procedures exist. The useful part of this
exercise is that no matter what disasters or problems they imagine, they have probably already
happened in one setting or another.
1.37.

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that the class doesn’t generalize from a very small sample that CASE tools are always good and
helpful or that they are always more challenging than they are worth.
1.39. Vendors are typically willing to provide this information, so your students should easily obtain
the information they need for answering this question, with the possible exception to price but
they should be able to find some relative numbers for comparisons. Nearly all software vendors
have plans for and/or are working on future versions of their software. CASE tool vendors are
no different. Since your students will obtain information about different CASE tools, it is useful
for them to compare their answers. This would give the opportunity for presentations to the class
or a team sharing exercise. This allows students to learn more about the competitive dynamics of
the CASE tool market. You might suggest looking at a tool like LiquidPlanner. Encourage your
students to visit the Web sites of various CASE tool vendors, including Oracle, Microsoft,
Capterra, Borland, and Powersoft.
1.40. Encourage students to perform a search on the Web using search engines such as Google. A
report or presentation as a deliverable from this exercise might be appropriate. Encourage
students to consider how Agile methodologies differ from engineering oriented process. The
nice thing about presentations to the class is that students have the opportunity to hone their
communications skills and knowledge is shared amongst the class.
1.41. Journals are an effective teaching and learning tool. It is useful to collect these journals from
time to time and provide direct feedback to each student, commenting on their experiences and
answering their questions. You might also periodically have students share their journal
comments and questions with the rest of the class and use this as fuel for class discussions. Even
if students do not share actual comments, have them discuss the sources of their comments, such
as newspaper articles, conversations with other faculty and students, advertisements, new topics
they read in this textbook, or comments made by a parent. It might be interesting to note how
students’ thoughts on systems analysis and design change over the course of the semester. This
exercise allows students to practice written communication and retrieval skills that will be
necessary as they move out into the world of work and become project leaders and managers.

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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual
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Chapter 2
The Origins of Software
Chapter Overview
The primary purposes of Chapter 2 are to show students that not all of the software associated with a
systems development project is developed in-house and to emphasize that analysts should consider
several design strategies based on the organization’s resources before choosing one to pursue for further
development in design. The secondary purpose is to emphasize that the consideration of a packaged
software solution should be done after the analysis efforts are complete, not as a substitute for analysis.
The chapter discusses six sources for software: Information Technology Services Firms, packaged
software producers, enterprise-wide solutions (ERP), cloud computing, open-source and in-house
development. In addition, the reasoning that should be followed when choosing among the many options
available to an analysis team for developing design strategies. The point is that the “make-versus-buy”
decision is not a choice of one or the other, but is in reality a spectrum of choices ranging from make at
one end and buy at the other. Just as important, more choices these days are made toward the buy end of
the scale. The Request for Proposal (RFP) is shown as an important element to understanding how
analysis and design requirements must be translated into a document that external source organizations
can review for bid. The chapter includes a discussion of outsourcing, an option for systems development
and management that may not occur to many students in their first systems development course. The
chapter explains reuse and the four different approaches to reuse.
Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter. From an instructor’s
point of view, the objectives of this chapter are to:
1. Show students that in-house developed systems are not the only source for software.
2. Six sources for software need to be understood: Information Technology Services Firms, packaged
software producers, enterprise-wide solutions (ERP), Cloud Computing Services, open-source, and
in-house developers. An understanding of the advantages and disadvantages of each must be shown.
3. Cloud Computing is likely to be new to students and even though they may have heard the term, it is
important to ensure that they understand what it is and its advantages. Emphasize that it enables
customers (firms) to use hardware and software that is not installed on their computers but rather to
access services over the Internet of a Virtual Private Network (VPN) on a pay-for-use basis.
Emphasize the three key advantages of cloud computing: (1) freeing internal IT staff, (2) gaining
access to applications faster than via internal development, and (3) achieving lower-cost access to
corporate-quality applications. Also mention that cost savings are achieved from elastic leasing of
pooled resources dynamically resulting in lower costs by paying only for the resources actually used.
This is referred to as scalability. Be sure to mention the security concerns associated with cloud
computing.
4. Show students how to evaluate off-the-shelf software and why it is important to do thorough analysis
first. Review the criteria to consider when purchasing off-the-shelf software (p.35). Also explain that

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the claims made by software and hardware vendors need to be validated by someone outside the
vendor organization, such as current users and independent software testing centers. Emphasize that
vendor information may be biased and even trade publication articles may describe software in a
more than realistic positive light. When in doubt, check the information out.
5. Discuss the importance of software reuse and how object-oriented and component-based
development are the two most common reuse methods. Also emphasize that reuse must be aligned
with the organization’s overall strategic goals. Explain the four levels of adoption currently being
seen in the industry: ad hoc, facilitated, managed, and designed (Table 2-3 lists the four
approaches).
Classroom Ideas
1. Use Table 2-1 and an updated version of the same information from the most recent Software
Magazine survey to begin a discussion of the many, varied sources of software in the marketplace.
2. Use Table 2-2 to summarize the six alternative sources for software and how to choose among them
for specific software needs. This table can serve as the basis for a discussion of the make- versus-
buy decision and can be expanded to include the “not invented here” syndrome. Additionally, invite
a guest speaker who is currently responsible for software procurement and have them discuss the
advantages and disadvantages of the sources of software.
3. Have students research the proper format and contents for Requests for Proposal and have them
create and/or present an RFP (see Problem and Exercise 1). RFP preparation should include
discussion of the hardware, software, and organizational issues presented in this chapter.
4. Find a local guest speaker (from your alumni base or a recruiter coming to your campus) from an
organization that employs object-oriented design to come in and discuss the level of reuse and the
real-world issues involved in their organization with promoting the concept, given some of the
startup costs and constraints.
Answers to Key Terms
Suggested answers are provided below. These answers are presented top-down, left-to-right.
2.3. Outsourcing 2.4. Request for proposal (RFP)
2.2. Enterprise resource planning (ERP) systems 2.5. Reuse
2.1. Cloud Computing
Answers to Review Questions
2.6. Six sources of software are identified in the text. These include: 1) Information Technology
Services Firms, 2) packaged software producers, 3) enterprise-wide solution software, 4) cloud
computing, 5) open-source, and 6) in-house development software.
Information Technology Services firms are used by companies who do not have expertise or
personnel to develop IS systems. These firms have experts in the development, hosting, and
running of applications and other services to fit a customer’s specifications.

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Packaged software producers develop a vast number of applications for different markets that fits a
large market segment. Prepackaged solutions may range from general, broad-based to narrow, niche
packages that can run on a variety of platforms.
Enterprise solutions (ERP) consist of a series of integrated modules; these modules are integrated to
focus on business processes rather than on business functional areas allowing companies to store
data in only one area without duplication. This allows the use of a single repository ensuring more
accurate and consistent data with less maintenance.
Cloud Computing is the provision of applications over the Internet or a virtual private network
(VPN) such that customers do not need to invest in hardware and software infrastructure and can
pay on a per-use basis. A key advantage is that server and storage capacity can be ordered on
demand as needed. Information security remains a concern when considering cloud computing
because of 3rd party control of the applications.
Open-source software has risen in popularity because of the free availability of not only the product
but the source code as well. This software is developed and maintained by a community of like-
minded people dedicated to improving source code access, with Linux, MySQL, and Firefox being
the most prevalent examples.
In-house development requires the resources, especially trained staff, to develop software targeted to
an organization’s own specific needs. Fewer companies are going this route today because of the
expertise needed and the high costs of development.
Table 2-2 compares the six sources of software components.
2.7. When deciding what off-the-shelf software to buy, you should compare products and vendors.
Additional criteria include (among others that are more situation-specific): cost, functionality,
vendor support, vendor viability, flexibility, documentation, response time, and ease of installation.
Vendor viability and vendor support are probably the two most important.
2.8. A Request for Proposal (RFP) is a formal document that provides detailed specifications about a
target information system and asks vendors for information on how they would develop the system.
Analysts use RFPs as a way to get vendors to perform the research to determine what application
design will meet user requirements and the hardware and systems software vendors believe are
necessary for developing the new system.
2.9. To verify vendor claims about a software package, an analyst can ask for a software
demonstration, use the software (and its documentation and training materials) personally, talk with
other users of the software, and consult independent software testing and abstracting services
(surveys available for a fee). It is important to make sure that the system fits your organization’s
needs.
2.10. Enterprise resource planning systems consist of a series of integrated modules; these modules
pertain to specific, traditional business functions. However, these modules are integrated to focus on
business processes rather than on business functional areas. Enterprise resource planning systems’
advantages include a single repository of data for all aspects of a business process, flexible modules,
less maintenance, more consistent and accurate data, and ease of adding and integrating new
modules into the existing system. Possible disadvantages of this approach include complexity,
lengthy implementation time, lack of in-house expertise, expense, and changing how the

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organization conducts its business. These projects when accomplished successfully are most often
approached as an institutional change project, not simply an IT project.
2.11. Reuse is the use of previously written software resources that can be reused in new applications.
It most often is applied to object-oriented and component-based development. Creating, storing, and
maintaining objects and components that can be drawn on again and again for new applications is
the objective. Reuse should in theory increase programmer productivity, decrease development time,
minimize errors, and schedule overruns. Ultimately it should produce higher quality work with
fewer defects and thus reduce overall implementation and maintenance time. In current practice, due
to high initial startup costs, lack of good quality methods for labeling, storage, combined with lack
of senior management commitment, reuse is not practiced as often as it could be. Additionally, lack
of incentives and rewards to design for and apply reuse concepts and the overall difficulty in
measuring economic gain from its application all conspire against reuse in the real world. Note
Figure 2-5 on the high initial startup costs when a high level of reuse is planned. As more
organizations achieve success and as more componentization takes place in the for purchase arena
more organizations will have incentive to integrate reuse into their business strategy.
2.12. In comparing and contrasting the four approaches to reuse, the student should note the
advantages and disadvantages listed in Table 2-3. Note also that no one type yields the best possible
solution. Successful reuse requires an understanding of how reuse fits within larger organizational
goals and strategies.
Answers to Problems and Exercises
2.13. An organization uses the Request for Proposal (RFP) to solicit proposals from several competing
vendors. Usually, RFPs first provide background information on the company and the business units
involved in the request, an explanation of the information systems needs, a description of what is
wanted from the vendors (i.e., what information they must provide or other actions they must take),
and an explanation of any rules or procedures for the RFP and system development process. The
bulk of the document then describes the mandatory, essential, and desirable requirements in the
areas of need (e.g., functionality, hardware, software, and service). Students’ RFP outlines should
include these key features.
2.14. In addition to cost, functionality, vendor support, vendor viability, flexibility, documentation,
response time, and ease of installation, a number of other “real-world” criteria might be included.
People often choose application packages, such as word processors and spreadsheets, based solely
on their familiarity with the packages and/or their bias toward one hardware platform or operating
system over another. To a certain extent this is functional. On the other hand, this can be a
disadvantage; for example, it is useful to consider the current staff’s familiarity with the new
application software and the resulting need for retraining but if a company does not choose new
software because of the employees’ lack of familiarity with the software, they run the risk of being
left behind using antiquated technology. Additional criteria include compatibility with currently
used application software (so, for example, data can be shared), compatibility with existing
hardware and system software, ability to support a range from novice to experienced (or power)
users, and appeal of the user interface (ease of use).
2.15. The list for evaluating alternative custom software developers is similar to that for selecting
off-the-shelf application software or for computer hardware and system software. In addition to cost,
functionality, vendor support, vendor viability, flexibility, documentation, response time, and ease
of installation, you might include the current staff’s familiarity with the software, need for
retraining, compatibility and connectivity with current systems, and the track record of the vendor in

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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual
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successfully implementing similar software in other organizations. Such vendors should have an
established track record for developing similar software in other organizations. Their references
should be checked thoroughly, including visits to other sites. Additionally, factors such as the
vendor’s employee turnover rate and history should be considered to ensure the same level of skill
and talent is available. Vendor capability may change over time. If the developer’s role ends after
the application is accepted, then the vendor’s reputation for handling this transition from external
development to internal maintenance is important. From a legal point of view, you may want to
select a custom developer based on the willingness to sign a non-disclosure agreement, so that he is
not allowed to develop a similar system for one of your competitors, at least for a certain amount of
time.
2.16. The project team can use the advantages of the enterprise resource planning design as part of its
strategy for selling this system. The team can stress that this solution consists of a series of
integrated modules; these modules are integrated to focus on business processes, and the firm can
integrate all parts of a business process. This approach includes a single repository of data, thus
providing more consistent and accurate data and less maintenance. These modules are flexible and
new modules are easily integrated into an existing system.
Also, an enterprise resource planning (ERP) system might be justified on the following grounds: (1)
it is a complete enterprise-wide solution that models all aspects of each transaction, supposedly
seamlessly and within a single system; (2) an ERP system is based on a single repository of all
corporate data, which implies consistency, accuracy, and flexibility of the data; and (3) adding new
modules should be relatively painless as all modules are specifically designed to work together. On
the other hand, some might counter that ERP systems are complex and require expensive outside
expertise for implementation, and that the organization itself has to adjust to fit the software’s model
of how organizations should operate rather than the reverse.
In both cases, the team may also employ testimonials and reports of results from other organizations
that have benefited from the ERP strategy. Other users can be both a reliable and insightful source
of information.
Guidelines for Using the Field Exercises
2.17. Business people are likely to use this list of criteria in some formal or informal way. Have your
students present their findings to the class so that they can learn about a variety of companies. It is
useful for students to see how companies actually use these criteria and methods in purchasing off-
the-shelf software. Encourage students to understand why their interviewees prioritized the criterion
list in such a manner as different companies will have different lists of priorities.
2.18. Obtaining RFPs may be difficult for your students. It may be necessary for you to obtain copies
of RFPs either from business contacts or from the university. You may have to file a Freedom of
Information Act (FOIA) request in order to obtain RFPs from public organizations. It is very useful
for students to see real RFPs. Students are amazed at how lengthy and detailed these are for larger,
more complex systems and at how complicated RFPs can become for governmental agencies. Help
students understand that government agencies are subject to federal laws that do not always apply to
private organizations.
2.19. Start by contacting larger organizations (as they are more likely to employ ERP) where alumni
from your university or college are now employed and help your students “break the ice.” Also,
most if not all universities now have comprehensive ERP instillations that the IT folks would be
willing to talk about. Chances are any organization that a student contacts about its ERP

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