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EXPERIENCING 4e

KROENKE + WILSON + BROOKES

MS
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
 CONTENTS      vii

CHAPTER 3
ORGANISATIONAL STRATEGY, PART 2
INFORMATION SYSTEMS AND
COMPETITIVE ADVANTAGE 42
Information Technology 68
THIS COULD HAPPEN TO YOU 68
THIS COULD HAPPEN TO YOU 42
STUDY QUESTIONS 43

Q1 How Does Organisational Strategy Determine

CHAPTER 4
Information Systems Requirements? 43
HARDWARE AND SOFTWARE 70
Q2 What Five Forces Determine Industry Structure? 44
THIS COULD HAPPEN TO YOU 70
Q3 What Is Competitive Strategy? 45 STUDY QUESTIONS 71
Q4 How Does Competitive Strategy Determine
Q1 What Do Business Professionals Need to Know
Value Chain Structure? 46 about Computer Hardware? 71
Primary Activities in the Value Chain 46 Basic Components 71
Support Activities in the Value Chain 47 Computer Data 73
Value Chain Linkages 47 How a Computer Works, in Fewer than
300 Words? 74
ETHICS GUIDE Yikes! Bikes 48 Why Should a Manager Care How a
Q5 How Do Value Chains Determine Business Computer Works? 75
Processes and Information Systems? 50 What is the Difference Between a Client
and a Server? 76
EXPERIENCING MIS INCLASS 3 Q2 What Do Business Professionals Need to Know
Competitive Strategy over the Web 51 about Operating Systems Software? 77
Q6 How Do Information Systems Provide EXPERIENCING MIS INCLASS 4
Competitive Advantage? 51 Innovation in Practice: Microsoft Surface 78
Competitive Advantage via Products 52 GREEN IT GUIDE NAB Data Centres 80
Competitive Advantage via Business Processes 53 What Are the Major Operating Systems? 82
Non-Mobile Client Operating Systems 82
How Does an Actual Company Use IS to
Mobile Client Operating Systems 83
Create Competitive Advantage? 53
Server Operating Systems 83
How Does This System Create a Competitive
Virtualisation 84
Advantage? 55
Owning versus Licensing 85
GUIDE Your Personal Competitive Advantage 56 Q3 What Do Business Professionals Need to Know
HOW DOES THE KNOWLEDGE IN THIS CHAPTER about Applications Software? 85
HELP KERRIE AND YOU? 58 What Categories of Application
Programs Exist? 86
Active Review 59
Thin Clients Versus Thick Clients 86
Key Terms and Concepts 59 How Do Organisations Acquire
Using Your Knowledge 59 Application Software? 88
Collaboration Exercise 3 60 Thin-client Versus Thick-client Mobile
Custom Software 89
CASE STUDY 3 Competitive Advantage at
What is Firmware? 89
National Australia Bank 62
Q4 Is Open-source Software a Viable
PART 1 REVIEW 63 Alternative? 89
GUIDE Keeping up to Speed 90
Consider Your Net Worth 63
Why Do Programmers Volunteer
Application Exercises 63 Their Services? 92
PART 1 CASE STUDY Innovation in How Does Open Source Work? 92
Information Systems 65 So, Is Open Source Viable? 93

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viii      CONTENTS 

HOW DOES THE KNOWLEDGE IN THIS Q2 How Do Organisations Use the Cloud? 130
CHAPTER HELP KERRIE AND YOU? 93
Cloud Services From Cloud Vendors 130
Active Review 95 Content Delivery Networks From
Key Terms and Concepts 95 Cloud Vendors 130
Using Your Knowledge 96 Use Web Services Internally 131
Collaboration Exercise 4 96 EXPERIENCING MIS INCLASS 6
CASE STUDY 4 Dell Leverages the Internet, What, Exactly, Does that Standard Mean? 132
Directly, but for How Long? 97
Q3 How Can Organisations Use Cloud
Services Securely? 133
CHAPTER 5 Virtual Private Network (VPN) 133
DATABASE PROCESSING 99 GUIDE You Said What? About Me? In Class? 134
THIS COULD HAPPEN TO YOU 99 Using a Private Cloud 136
STUDY QUESTIONS 100 Using a Virtual Private Cloud 138
Q4 How Can $RU Use the Cloud? 139
Q1 What Is the Purpose of a Database? 100
SaaS Services at $RU 139
Q2 What Is a Database? 101 PaaS Services at $RU 139
Relationships Between Rows? 103 IaaS Services at $RU 139
Q3 What Is a Database Management System? 105 GREEN IT GUIDE Energy Use of
EXPERIENCING MIS INCLASS 5 Electronic Devices 140
How Much Is a Database Worth? 106 Q5 What Does the Cloud Mean for Your Future? 142
Q4 How Do Database Applications Make HOW DOES THE KNOWLEDGE IN THIS
Databases More Useful? 108 CHAPTER HELP KERRIE AND YOU? 143
Traditional Forms, Queries, Reports and Active Review 144
Applications 109
Key Terms and Concepts 145
Thin-Client Forms, Queries, Reports and
Using Your Knowledge 145
Applications 111
Collaboration Exercise 6 145
GUIDE No Thanks, I’ll Use a Spreadsheet 112
CASE STUDY 6 Political Clouds 146
ETHICS GUIDE Nobody Said I Shouldn’t 114
Multi-User Processing 117 PART 2 REVIEW 148
HOW DOES THE KNOWLEDGE IN THIS CHAPTER Consider Your Net Worth 148
HELP KERRIE AND YOU? 118 Application Exercises 148
Active Review 118 PART 2 CASE STUDY Better Buying
Key Terms and Concepts 119 for Business: The eBreviate Story 153
Using Your Knowledge 119
Collaboration Exercise 5 120
CASE STUDY 5 Is Australia’s Electronic Health PART 3
Record the Cure We’ve Been Waiting for? 122
Using IS for Competitive
CHAPTER 6 Advantage 156
THE CLOUD 124
THIS COULD HAPPEN TO YOU 156
THIS COULD HAPPEN TO YOU 124
STUDY QUESTIONS 125 CHAPTER 7
Q1 Why Is the Cloud the Future for
ORGANISATIONS AND INFORMATION
Most Organisations? 125 SYSTEMS 158
What Is the Cloud? 125 THIS COULD HAPPEN TO YOU 158
Why Is the Cloud Preferred to STUDY QUESTIONS 159
In-House Hosting? 128
Why Now? 129 Q1 How Do Information Systems Vary by Scope? 159
When Does the Cloud Not Make Sense? 129 Personal Information Systems 159

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 CONTENTS      ix

Workgroup Information Systems 160 Social Media and the Sales and
Enterprise Information Systems 160 Marketing Activity 191
Inter-Enterprise Information Social Media and Customer Service 192
Systems 160 Social Media and Inbound and
Q2 How Do Enterprise Systems Solve Outbound Logistics 193
the Problems of Departmental Silos? 161 Social Media and Manufacturing
and Operations 193
How Do Information Silos Arise? 161
Social Media and Human Resources 194
What Are the Problems with
Information Silos? 161 Q3 How Do SMIS Increase Social Capital? 195
How Do Organisations Solve the What is the Value of Social Capital? 195
Problems of Information Silos? 163 GREEN IT GUIDE Environmental Monitoring
An Enterprise System for Patient Information Systems 196
Discharge 163
How Do Social Networks Add Value
GUIDE The Flavour-of-the-Month Club 164 to Businesses? 198
Business Process Reengineering 166 Using Social Networking to Increase
Q3 How Do CRM, ERP and EAI Support Enterprise the Number of Relationships 198
Systems? 167 Using Social Networks to Increase
the Strength of Relationships 199
ETHICS GUIDE Dialling for Dollars 168
Connecting to Those with
Customer Relationship Management More Assets 200
(CRM) 170
EXPERIENCING MIS INCLASS 8
EXPERIENCING MIS INCLASS 7 Calculating Your Social Capital 201
Choosing a CRM Product 171
Q4 How Can Organisations Manage
Enterprise Resource Planning (ERP) 172 the Risks of Social Media? 202
Enterprise Application Integration (EAI) 173
Managing the Risk of Employee
What Are the Challenges when Communication 202
Implementing and Upgrading
Managing the Risk of
Enterprise Systems? 174
User-Generated Content 203
Q4 How Do Inter-Enterprise Information
Q5 Where Is Social Media Taking Us? 204
Systems Solve the Problems of
Enterprise Silos? 176 GUIDE Social Recruiting 206
HOW DOES THE KNOWLEDGE IN THIS CHAPTER HOW DOES THE KNOWLEDGE IN THIS
HELP KERRIE AND YOU? 178 CHAPTER HELP KERRIE AND YOU? 208
Active Review 178 Active Review 209
Key Terms and Concepts 179 Key Terms and Concepts 209
Using Your Knowledge 179 Using Your Knowledge 209
Collaboration Exercise 7 180 Collaboration Exercise 8 210
CASE STUDY 7 Renovate or CASE STUDY 8 Tourism Holdings
Detonate? 182 Limited (THL) 210

CHAPTER 8 CHAPTER 9
SOCIAL MEDIA INFORMATION BUSINESS INTELLIGENCE
SYSTEMS 184 SYSTEMS 213
THIS COULD HAPPEN TO YOU 184 THIS COULD HAPPEN TO YOU 213
STUDY QUESTIONS 185 STUDY QUESTIONS 214
Q1 What Is a Social Media Information Q1 How Do Organisations Use Business
System (SMIS)? 185 Intelligence (BI) Systems? 214
Three SMIS Roles 186 How Do Organisations Use BI? 215
SMIS Components 188 What Are Typical Uses for BI? 216
Q2 How Do SMIS Advance Q2 What Are the Three Primary
Organisational Strategy? 190 Activities in the BI Process? 218

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x      CONTENTS 

Using Business Intelligence For Decision STUDY QUESTIONS 255

Making: An Example 218
Q1 What Is Systems Development? 255
GUIDE Counting and Counting
and Counting 224 Q2 Why Is Systems Development Difficult
and Risky? 256
Q3 How Do Organisations Use Data Warehouses
and Data Marts to Acquire Data? 226 The Difficulty of Determining Requirements 256
Problems With Operational Data 228 Changes in Requirements 256
EXPERIENCING MIS INCLASS 9 Scheduling and Budgeting Difficulties 257
What Singularity Have We Wrought? 230 Changing Technology 258
Data Warehouses Versus Data Marts 231 Diseconomies of Scale 258
Q4 What Are Three Techniques for Is it Really So Bleak? 258
Processing BI Data? 232 Q3 What Are the Five Phases of the Systems
Reporting Analysis 233 Development Life Cycle? 259
Data Mining Analysis 233 Q4 How Is System Definition
BigData 234 Accomplished? 260
MapReduce 234 Define System Goals and Scope 260
Hadoop 234 Assess Feasibility 261
Q5 What Are the Alternatives for Form a Project Team 261
Publishing BI? 236 GREEN IT GUIDE Green Information
Characteristics of BI Publishing Alternatives 236 Systems 262
What Are the Two Functions of a EXPERIENCING MIS INCLASS 10
BI Server? 237 GardenTracker 264
ETHICS GUIDE Unseen Cyberazzi 238 Q5 What Is the Users’ Role in the
Requirements Phase? 265
HOW DOES THE KNOWLEDGE IN THIS
CHAPTER HELP KERRIE AND YOU? 240 Determine Requirements 265
Active Review 240 Approve Requirements 267
Key Terms and Concepts 241 Role of a Prototype 267
Using Your Knowledge 241 Q6 How Are the Five Components
Designed? 267
Collaboration Exercise 9 241
CASE STUDY 9 Tourism Holdings
Hardware Design 267
Limited (THL) (cont.) 242 Software Design 268
Database Design 268
PART 3 REVIEW 246 Procedure Design 268
Consider Your Net Worth 246 Design of Job Descriptions 268
Application Exercises 246 Q7 How Is an Information System
PART 3 CASE STUDY Switched on to Data Implemented? 269
at JB Hi-Fi 250 System Testing 269
System Conversion 270
Q8 What Are the Tasks for System
PART 4 Maintenance? 271
GUIDE The Real Estimation Process 272
Information Systems Q9 What Are Some of the Problems with
Management 252 the SDLC? 274

THIS COULD HAPPEN TO YOU 252 The SDLC Waterfall 274

Requirements Documentation Difficulty 274
Scheduling and Budgeting Difficulties 275
CHAPTER 10 HOW DOES THE KNOWLEDGE IN THIS
INFORMATION SYSTEMS CHAPTER HELP $RU AND YOU? 275
DEVELOPMENT 254
Active Review 275
THIS COULD HAPPEN TO YOU 254 Key Terms and Concepts 276

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 CONTENTS      xi

Using Your Knowledge 276 CHAPTER 12

Collaboration Exercise 10 277 INFORMATION SECURITY
CASE STUDY 10 User Involvement at MANAGEMENT 301
Northern Territory Asset Management 277
THIS COULD HAPPEN TO YOU 301
STUDY QUESTIONS 302
CHAPTER 11 Q1 What Is the Goal of Information Systems
INFORMATION SYSTEMS Security? 302
MANAGEMENT 279 The IT/IS Security Threat/
Loss Scenario 302
THIS COULD HAPPEN TO YOU 279
What Are the Sources of Threats? 303
STUDY QUESTIONS 280
What Types of Security Loss Exist? 304
Q1 What Are the Functions and Organisation Goal of Information Systems Security 307
of the IT/IS Department? 280
EXPERIENCING MIS INCLASS 12 Phishing
How Is the IT/IS Department for Credit Cards, Identifying Numbers and
Organised? 280 Bank Accounts 307
EXPERIENCING MIS INCLASS 11 Q2 How Big Is the Computer
What’s That Humming Sound? 281 Security Problem? 308
What IT/IS-related Job Positions Exist? 283
Q3 How Should You Respond to Security
Q2 How Do Organisations Plan the Threats? 310
Use of IT/IS? 284
Q4 How Should Organisations Respond to
Align Information Systems with Security Threats? 312
Organisational Strategy 284
Communicate IT/IS Issues to the Q5 How Can Technical Safeguards Protect
Executive Group 285 Against Security Threats? 313
Develop Priorities and Enforce Them Identification and Authentication 313
Within the IT/IS Department 285 Encryption 314
Sponsor the Steering Committee 286 Firewalls 316
Q3 What Are the Advantages and Disadvantages Malware Protection 317
of Outsourcing? 286 Design for Secure Applications 318
Outsourcing Information Systems 286 Q6 How Can Data Safeguards Protect Against
International Outsourcing 288 Security Threats? 318
What Are Popular Outsourcing Q7 How Can Human Safeguards Protect Against
Alternatives? 288 Security Threats? 319
What Are the Risks of Outsourcing? 289 Human Safeguards for Employees 319
GUIDE Is Outsourcing Fool’s Gold? 292 GREEN IT GUIDE Green Fatigue? 320
Q4 What Are Your User Rights and Account Administration 323
Responsibilities? 294 Security Monitoring 325
Your User Rights 294 Q8 How Should Organisations Respond to
Your User Responsibilities 295 Security Incidents? 325
ETHICS GUIDE Using the Corporate GUIDE Is It Spying or Just Good
Computer 296 Management? 326
HOW DOES THE KNOWLEDGE IN THIS GUIDE The Final, Final Word 328
CHAPTER HELP KERRIE AND YOU? 298
HOW DOES THE KNOWLEDGE IN THIS
Active Review 298
CHAPTER HELP KERRIE AND YOU? 330
Key Terms and Concepts 298
Active Review 330
Using Your Knowledge 299
Key Terms and Concepts 331
Collaboration Exercise 11 299
Using Your Knowledge 331
CASE STUDY 11 IT Development
and Acquisition at Australian Bureau Collaboration Exercise 12 332
of Statistics 299 CASE STUDY 12 Cybercrime on the Rise 333

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xii      CONTENTS 

PART 4 REVIEW 334 Q3 How Can You Use Collaboration Tools to

Share Content? 359
Consider Your Net Worth 334
Shared Content with No Control 361
Application Exercises 335
Shared Content with Version Management
PART 4 CASE STUDY The Need for Technical on Google Drive 361
Feasibility 339
Shared Content with Version Control 363
Q4 How Can You Use Collaboration Tools
CHAPTER EXTENSIONS 341 to Manage Tasks? 366
Sharing a Task List on Google Grid 367
Chapter Extension 1 Collaboration
Information Systems for Decision Making, Sharing a Task List Using Microsoft
Problem Solving and Project Management 342 SharePoint 367
STUDY QUESTIONS 342 Q5 Which Collaboration Information System
Is Right for Your Team? 370
Q1 What Are the Two Key Characteristics of The Minimal Collaboration Tool Set 370
Collaboration? 342
The Good Collaboration Tool Set 370
Importance of Effective Critical Feedback 343
The Comprehensive Collaboration
Guidelines for Giving and Receiving Critical Tool Set 371
Feedback 344
Choosing the Set for Your Team 371
Warning! 344
Don’t Forget Procedures and People! 372
Q2 What Are the Three Criteria for Successful Active Review 373
Collaboration? 345
Key Terms and Concepts 373
Successful Outcome 345
Using Your Knowledge 374
Growth in Team Capability 345
Meaningful and Satisfying Experience 346 Chapter Extension 3 Mobile Systems 375
Q3 What Are the Four Primary Purposes of STUDY QUESTIONS 375
Collaboration? 346
Q1 What Are Mobile Systems? 375
Becoming Informed 346
Making Decisions 347 Q2 Why Are Mobile Systems Important? 376
Solving Problems 349 Hardware 376
Managing Projects 349 Software 377
Q4 What Are the Components and Functions Data 377
of a Collaboration Information System? 351 Procedures 378
The Five Collaboration System Components 351 People 378
Primary Functions: Communication and Q3 How Do Native and Browser-based Mobile
Content Sharing 351 Applications Compare? 379
Active Review 352 Developing Native Mobile Applications 379
Key Terms and Concepts 353 Developing Thin-Client Mobile
Using Your Knowledge 353 Applications 380
Which Is Better? 382
Chapter Extension 2 Collaboration Q4 What Characterises Quality Mobile User
Information Systems for Experiences? 382
Student Projects 354 Feature Content 383
STUDY QUESTIONS 354 Use Context-Sensitive Chrome 383
Q1 What Are the IS Requirements for Provide Animation and Lively Behaviour 383
Student Project Collaborations? 354 Design to Scale and Share 383
Required Features 355 Use the Cloud 384
Nice-to-Have Features 355 Q5 What Are the Challenges of Personal Mobile
Collaboration Tool Characteristics 355 Devices at Work? 386
Q2 How Can You Use Collaboration Tools to Advantages and Disadvantages of
Improve Team Communication? 356 Employee Use of Mobile Systems at Work 386

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 CONTENTS      xiii

Survey of Organisational BYOD Policy 387 Starting Access 425

Active Review 389 Creating Tables 426
Key Terms and Concepts 389 Q2 How Do You Create Relationships? 430
Using Your Knowledge 389 Q3 How Do You Create a Data Entry Form? 433
Q4 How Can You Create Queries Using the
Chapter Extension 4 Introduction to Query Design Tool? 436
Microsoft Excel 2013 390
Q5 How Do You Create a Report? 439
STUDY QUESTIONS 390
Active Review 443
Q1 What Is a Spreadsheet? 390 Using Your Knowledge 443
Q2 How Do You Get Started with Excel? 391
Chapter Extension 7 Using Excel and
Q3 How Can You Enter Data? 394
Access Together 444
Key in the Data 394 STUDY QUESTIONS 444
Let Excel Add the Data Using a Pattern 395
Q1 Why Use Excel and Access Together? 444
Q4 How Can You Insert and Delete Rows
and Columns and Change Their Size? 398 Q2 What Is Import/Export? 445
Q5 How Can You Format Data? 401 Import/Export of Text Data 445
Q6 How Can You Create a (Simple) Formula? 402 Import/Export of Excel and Access Data 449
Q3 How Can You Create Charts with Excel? 449
Q7 How Can You Print Results? 405
Creating a Pie Chart 449
Active Review 407
Creating a Column Chart 449
Key Terms and Concepts 408
Using Your Knowledge 408 Q4 How Can You Create Group Totals in Access? 453
Q5 How Can You Use Excel to Graph
Access Data? 458
Chapter Extension 5 Database Design 409
Q6 How Can You Use Access to Report Excel Data?461
STUDY QUESTIONS 409
Q7 How Can You Combine Excel and Access
Q1 Who Will Volunteer? 409 to Analyse Data? 467
Q2 How Are Database Application Systems Active Review 471
Developed? 409 Key Terms and Concepts 472
Q3 What Are the Components of the Entity- Using Your Knowledge 472
Relationship Data Model? 411
Entities 411 Chapter Extension 8 Network and Cloud
Relationships 412 Technology 473
Q4 How Is a Data Model Transformed into STUDY QUESTIONS 473
a Database Design? 414 Q1 What Is a Computer Network? 473
Normalisation 414
Q2 What Are the Components of a LAN? 474
Representing Relationships 416
Connecting Your LAN to the Internet 475
Q5 What Is the Users’ Role? 418
Q3 How Does the Internet Work? 476
Q6 Who Will Volunteer? (continued) 420
An Internet Example 477
Active Review 422 Internet Addressing 477
Key Terms and Concepts 423 Processing on a Web Server 479
Using Your Knowledge 423
Q4 How Does the Cloud Work? 480
Service-Oriented Architecture (SOA) 480
Chapter Extension 6 Using Microsoft Protocols Supporting Web Services 483
Access 2013 424
Active Review 486
STUDY QUESTIONS 424
Key Terms and Concepts 486
Q1 How Do You Create Tables? 424 Using Your Knowledge 487

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xiv      CONTENTS 

Chapter Extension 9 Enterprise Resource Structure and Control Become Messy 512
Planning (ERP) Systems 488 How Can Social Media Information
STUDY QUESTIONS 488 Systems (SMIS) Foster Hyper-Social
Organisations? 512
Q1 What Is the Purpose of ERP Systems? 488
Q2 What Are the Benefits of Knowledge
Q2 What Are the Elements of an ERP Solution? 491 Management? 514
ERP Application Programs 491 Q3 What Are Expert Systems? 515
ERP Databases 492 Q4 What Are Content Management Systems? 516
Business Process Procedures 492
What Are the Challenges of Content
Training and Consulting 493 Management? 516
Q3 How Are ERP Systems Implemented What Are Content Management Application
and Upgraded? 494 Alternatives? 518
Q4 What Types of Organisations Use ERP? 495 Q5 How Do Hyper-Social Organisations Manage
ERP By Industry Type 495 Knowledge? 519
ERP By Organisation Size 496 Hyper-Social KM Alternative Media 519
International ERP 496 Resistance to Hyper-Social Knowledge Sharing 520
Q5 How Do the Major ERP Vendors Compare? 497 Active Review 521
Key Terms and Concepts 521
ERP Market Leaders 497
Using Your Knowledge 521
ERP Products 497
ERP in the Cloud 500 Chapter Extension 12 Database Marketing 522
Active Review 500 STUDY QUESTIONS 522
Key Terms and Concepts 501
Q1 What Is a Database Marketing Opportunity? 522
Using Your Knowledge 501
Q2 How Does RFM Analysis Classify Customers? 522
Chapter Extension 10 Supply Chain Q3 How Does Market-Basket Analysis Identify
Management 502 Cross-Selling Opportunities? 523
STUDY QUESTIONS 502 Q4 How Do Decision Trees Identify
Market Segments? 525
Q1 What Are Typical Inter-Enterprise Processes? 502
A Decision Tree For Student Performance 525
Q2 What Is a Supply Chain? 502
A Decision Tree For Loan Evaluation 527
Q3 What Factors Affect Supply Chain Active Review 529
Performance? 504
Key Terms and Concepts 529
Q4 How Does Supply Chain Profitability Differ Using Your Knowledge 529
from Organisational Profitability? 505
Q5 What Is the Bullwhip Effect? 506 Chapter Extension 13 Reporting Systems
and OLAP 530
Q6 How Do Information Systems Affect
Supply Chain Performance? 507 STUDY QUESTIONS 530
Active Review 508 Q1 How Do Reporting Systems Enable People
Key Terms and Concepts 509 to Create Information? 530
Using Your Knowledge 509 Q2 What Are the Components and
Characteristics of Reporting Systems? 532
Chapter Extension 11 Hyper-Social Report Type 533
Organisations and Knowledge Management 510 Report Media 534
STUDY QUESTIONS 510 Report Mode 534
Q1 What Are the Characteristics of a Q3 How Are Reports Authored, Managed and
Hyper-Social Organisation? 510 Delivered? 534
Consumers Become Humans 510 Report Authoring 535
Market Segments Become Tribes 511 Report Management 535
Channels Become Networks 511 Report Delivery 536

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 CONTENTS      xv

Q4 How Are Online Analytical Processing (OLAP) Chapter Extension 16 Business Process
Reports Dynamic? 536 Management 562
Active Review 539 STUDY QUESTIONS 562
Key Terms and Concepts 540
Q1 Why Do Organisations Need to Manage
Using Your Knowledge 540 Business Processes? 562
A Sample Ordering Business Process 562
Chapter Extension 14 Systems Why Does This Process Need Management? 562
Development Project Management 541
Q2 What Are the Stages of Business Process
STUDY QUESTIONS 541 Management (BPM)? 564
Q1 Why Is Formalised Project Management Q3 How Do Business Processes and Information
Necessary? 541 Systems Relate? 566
Q2 What Are the Trade-offs in Requirements, Q4 Which Comes First, Business Processes or
Cost and Time? 542 Information Systems? 567
Q3 What Are the Dimensions of Project Business Processes First 568
Management? 544 Information System First 568
Q4 How Does a Work-Breakdown Structure Drive Another Factor: Off-the-Shelf Software 569
Project Management? 545 And the Answer Is … 569
Q5 What Is the Biggest Challenge in Q5 How Is BPM Practised in the Real World? 570
Planning a Large-scale Systems Defining the Process Problem 570
Development Project? 548
Designing the New Process 572
Q6 What Are the Biggest Challenges in Create Process Components 573
Managing a Large-scale Systems
Development Project? 549 Implement New Processes 573
Active Review 573
Q7 What Is the Single Most Important Task
for Users on a Large-scale Systems Key Terms and Concepts 574
Development Project? 551 Using Your Knowledge 574
Active Review 552
Key Terms and Concepts 553 Chapter Extension 17 International MIS 575
Using Your Knowledge 553 STUDY QUESTIONS 575
Q1 How Does the Global Economy Impact
Organisations and Processes? 575
Chapter Extension 15 Agile Development 554
STUDY QUESTIONS 554 How Does the Global Economy Change the
Competitive Environment? 576
Q1 Why Is the SDLC Losing Credibility? 554 How Does the Emerging Global Economy
Q2 What Are the Principles of Agile Development Change Competitive Strategy? 577
Methodologies? 555 How Does the Global Economy Change
Value Chains and Business Processes? 577
Q3 What Is the Scrum Process? 556
Q2 What Are the Characteristics of International
Scrum Essentials 556 IS Components? 578
When Are We Done? 557
What Is Required to Localise Software? 578
Key Roles 558
What Are the Problems and Issues of Global
Q4 How Do Requirements Drive the Databases? 579
Scrum Process? 558
Q3 What Are the Challenges of International
Creating Requirements Tasks 558 Enterprise Applications? 580
Scheduling Tasks 559 Advantages of Functional Systems 580
Committing to Finish Tasks 559 Problems of Inherent Processes 581
Hocus-Pocus? 560 Q4 How Do Inter-Enterprise IS Facilitate
Active Review 560 Globalisation? 581
Key Terms and Concepts 561 How Do Global Information Systems Affect
Using Your Knowledge 561 Supply Chain Profitability? 581

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xvi      CONTENTS 

What Is the Economic Impact of Global How Does the International Dimension
Manufacturing? 582 Affect Computer Security Risk
How Does Web 2.0 and Social Media Affect Management? 587
International Business? 582 Active Review 587
Q5 What Are the Challenges of International Key Terms and Concepts 588
IS Management? 583 Using Your Knowledge 588
Why Is International Information Systems
Glossary 589
Development More Challenging? 583
Index 601
What Are the Challenges of International
Project Management? 584
What Are the Challenges of International
IT/IS Management? 586

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
Preface
Experiencing MIS is the title and theme of this book. It is an important theme because no matter
what you do in business, you will experience MIS. Whether you work in accounting, marketing,
finance, operations, management, human resources—whatever your business specialty—you will
experience MIS.
Because experiencing MIS is a given, the only important question is: What kind of an
experience will you have? Will you be a helpless user, one who says, ‘I don’t know anything about
computers, and I don’t want to’? Or will you be a manager who says, ‘I know there’s a way to use
information systems to improve the productivity of my department’? Will you be someone who
finds an innovative application of information technology to push your company ahead of the
competition? Or, will you be the user who ‘doesn’t get it’?

Relating This Text to Your Business Career

Many students think this is a book about using a computer. It is not. Experiencing MIS is not
the same as computer literacy. Some students think the primary goal of this book is to teach
you Excel or Access. Although you may expand your knowledge of using those products while
reading this book, you will do so on the way to learning something far more important: how to
use computer-based systems to better accomplish business goals and objectives—your personal
ones and those for the business in which you work.
Experiencing MIS is not something you will wait to do 20 years down the road when you are
a general manager of whatever. It starts your first day on the job. Imagine yourself that day,
hired by the company you really want to work for. What happens that first day? Typically, your
supervisor first gives you a desk and then assigns you a computer.
What are you going to do with that computer? Send emails to your parents? Surf the web?
IM your friends? Are you even allowed to use your work computer for personal email, Facebook
or Twitter? (Maybe.) Can your employer read the emails you send from work? (Yes, definitely.)
Will your employer read the email you send from work? (Maybe.) But, more importantly, what
are you going to DO with that computer to help your career? To help your department? To give
your organisation a competitive advantage?
Here’s the good news: You don’t have to wait until that first day to start experiencing
MIS. This book is designed to help you experience MIS right now—at university where you
can exercise your ‘inquiring mind’ without ruining your business reputation. Use Google
Docs and Spreadsheets, or Microsoft SharePoint, or some other software to facilitate the
exercises. Experience MIS now, where you can propose infeasible projects, and where you
can develop ideas that are not just ‘out of the box’, but that are truly innovative and future
oriented. Do it now while you have the support of a department of knowledgeable
professionals (your lecturers and professors) who are there to provide you consulting, at no
extra charge!

xvii

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
xviii      PREFACE

Why This Fourth Australian Edition?

Events in management information systems move fast and to keep the text current, we check
every sentence and every industry reference for obsolescence. For example, the third edition’s
glorification of Apple’s success in Chapter 4 needed to be softened given Apple’s recent
experience. The excitement about Microsoft Surface that was prevalent when we wrote the third
edition had to be placed into context of Surface’s mediocre success, and indeed, its name change.
So, numerous changes, as listed in Table 1, were made throughout the chapters in an attempt to
keep them up to date and relevant to the Australian context.
As shown in the table below, changes were made to every chapter. One of the major changes
is the rewrite of Chapter 6 to focus entirely on the cloud. Data communications technology is
presented only in its role as supporting the cloud. We have also included new material on social
media information systems given their growing importance for business.
Also, some material included in the chapters of the third edition has been moved to chapter
extensions in the fourth edition. We hope this offers increased flexibility: the core chapters cover
fundamental MIS principles, but you can (and should!) use the chapter extensions to delve
deeper where it matters most for your own learning.

Changes in the Fourth Australian Edition

Chapter Description of change
1 New employment data and updated job requirements from Australian Government

1 New Guide: Five-Component Careers

1 New Ethics Guide: Ethics and Professional Responsibility

2 Adoption of business process modelling notation (BPMN)

Extended coverage of process quality and how information systems contribute to improving process quality

3 Improved coverage of Porter’s Five Forces and competitive strategy

3 New InClass Exercise: Competitive Strategy Over the Web

3 New Case Study: Competitive Advantage at National Australia Bank

4 Updated hardware specifications to reflect current industry norms. Introduced mobile operating systems
and different kinds of virtualisation

4 New InClass Exercise: Microsoft Surface changed from table computing to tablet computing

4 New Collaboration Exercise: Microsoft PixelSense

5 Extended database applications to include thin-client, browser-based apps

5 New Case Study: Is Australia’s Electronic Health Record the Cure We’ve Been Waiting for?

6 Entire chapter rewritten to focus entirely on the cloud. Incorporated $RU’s use of the cloud. Introduced
topic of cloud security

6 New InClass Exercise: What, Exactly, Does That Standard Mean?

6 New Guide: You Said What? About Me? In Class?

7 Updated chapter to take advantage of new content in Chapter 6

7 New case study: Renovate or detonate?

8 Entire chapter rewritten to focus on Social Media Information Systems

8 New Guide: Social Recruiting

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
 PREFACE      xix

Chapter Description of change

9 Updated with more depth on business intelligence and less on reporting

9 New InClass Exercise: What Singularity Have We Wrought?

9 New Ethics Guide: Unseen Cyberazzi

Part 3 New Case Study: Switched on to Data at JB Hi-Fi

Review

10 Improved coverage of the role of prototyping

10 New Case Study: User Involvement at Northern Territory Asset Management

11 Updated information systems jobs and related salary data

Extended coverage of aligning information systems with organisational strategy
Coverage of outsourcing included in chapter (previously covered in a chapter extension)

11 New Case Study: IT Development and Acquisition at Australian Bureau of Statistics

12 Updated coverage of goals and aims of information systems security

Updated computer crime statistics
Updated coverage of responses to security threats and incidents

12 New Guide: Is It Spying or Just Good Management?

Using This Book

Every part and every chapter in this book starts with a real-life business scenario of someone
experiencing MIS. For example, you can read about Kerrie Dehaviland from $RU Financial Planning.
Kerrie wanted to sponsor a CRM system to provide information to an office of extremely demanding
financial planners. Her system had to be very professional and it needed the blessing of her boss, Murray
Williams. How would you proceed if that idea occurred to you? How did Kerrie proceed? Each chapter
will give you guidance to apply fundamental information systems knowledge to business scenarios.
The book consists of four parts and three chapters within each part. The chapters are
relatively short and describe the minimum essentials of each topic. Additional material on each
chapter topic can then be found in ‘Chapter Extensions’, which are grouped together near the
back of the book. Some of the chapter extensions extend the technical content of a chapter and
others extend the business/management content of a chapter.
Every chapter and chapter extension starts with a list of questions. Read those questions.
Read the text material. Apply the knowledge to the scenario. Do the activities in the ‘Active
Review’. You can stop reading when you know you can answer the list of questions.

Chapter Guides
Every chapter has two ‘Guides’. The guides present situations or case studies that relate to the
implementation and/or use of information systems in practice. Each is followed by discussion
questions that you can use formally or informally to discuss the issues and points raised in the
guide. The experience of hearing others’ ideas and sharing your own is good practice for almost
any career you choose to pursue.
Each chapter has a guide that describes a scenario that will help you experience MIS now,
today. These guides present real-world examples related to some aspect of the topics covered in
the relevant chapter. There are twelve of these guides.
The odd-numbered chapters also have an Ethics Guide. An essential characteristic of a
profession is the need for its practitioners/members to subscribe to a set of values and ideals

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
xx      PREFACE

that uphold and advance the honour, dignity and effectiveness of that profession. Essentially a
profession has a contract with the community and will govern its practitioners/members to
protect the public interest. This is often achieved through a code of ethics which requires
practitioners/members to act with professional responsibility and integrity. The IS profession is
no different and the major professional societies (e.g., the Australian Computer Society in Australia)
publish codes of professional conduct and professional practice to guide their members.
Courts and other tribunals will use such codes when considering your actions, if you carry
out IS work. The ethics guides present examples of behaviour that raise questions regarding
ethical values. There are six of these guides.
The even-number chapters also have a Green IT Guide. IT contributes an estimated 2 per cent
of global carbon emissions and as much as 5 per cent of developed nations’ emissions. IT
contributes more than 20 per cent of the energy used in a typical office building but also
contributes through the toxic problems of electronic waste disposal. ‘Green IT’ refers to
environmentally sustainable computing—‘the practice of maximising the efficient use of
computing resources to minimise environmental impact . . . controlling and reducing a product’s
environmental footprint by minimising the use of hazardous materials, energy, water, and other
scarce resources, as well as minimising waste from manufacturing and throughout the supply
chain’ but also ‘the impact of IT service strategies on the firm’s and customers’ societal bottom
line to include economic, environmental, and social responsibility criteria for defining
organisational success’.1 There are six of these guides.
We hope you will experience MIS today, so that you are as ready as you can be to participate
in the incredible opportunities coming your way. During your career, information systems will
have a profound impact on business organisations. Business is a social activity. People ‘do
business’ with other people. Ubiquitous access to the internet coupled with the rise of mobile
devices has already radically changed how people relate, and further changes to how we relate
will continue throughout your career as technology advances. Organisations will be virtual;
people will work closely together, yet may never meet in person. Many jobs and tasks performed
today will be eliminated, and jobs unforeseen today will become careers and professions. All this
change will be animated by people experiencing MIS.
So, start your experience. Turn to page 2 and read about Kerrie. Ask yourself what you would
do if you were ‘in her shoes’. And don’t forget to have some fun— experiencing MIS now!

David Kroenke, Whidbey Island, Washington, USA

David Wilson, UTS Business School, University of Technology, Sydney, NSW, Australia and
University of Canberra, ACT, Australia
Wayne Brookes, University of Technology, Sydney, NSW, Australia

1   R. R. Harmon and N. Auseklis 2009, ‘Sustainable IT Services: Assessing the Impact of Green Computing Practices’, Portland International Center for
Management of Engineering and Technology (PICMET) Conference Proceedings, 2–6 August, Portland, Oregon, USA.

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
About the Authors
David Kroenke has many years of teaching experience at Colorado State University, Seattle University,
and the University of Washington. He has led dozens of seminars for college professors on the teaching
of information systems and technology; in 1991, the International Association of Information Systems
named him Computer Educator of the Year. In 2009, David was named Educator of the Year by the
Association of Information Technology Professionals-Education Special Interest Group (AITP-EDSIG).
David worked for the U.S. Air Force and Boeing Computer Services. He was a principal in the
startup of three companies, serving as the vice president of product marketing and development
for the Microrim Corporation and as chief of database technologies for Wall Data, Inc. He is the
father of the semantic object data model. David’s consulting clients have included IBM, Microsoft,
and Computer Sciences Corporation, as well as numerous smaller companies. Recently, David
has focused on using information systems for teaching collaboration and teamwork.
Associate Professor David Wilson is Course Director, UTS BBus (Shanghai) in the Business
School at the University of Technology, Sydney (UTS). His teaching and research interests are in
project management, software quality assurance, software process improvement and information
systems management.
David has spent over 30 years as an academic, including eight years as Associate Dean
(Teaching and Learning) in the Faculty of Information Technology at UTS. Previously, David
gained 10 years of practical experience in the development of management information systems
before moving to academe in 1982.
David has made significant contributions to the professional community including terms as
President of the Australian Council of Professors and Heads of Information Systems, President of the
Australasian Association of Information Systems, Editor of the Australian Computer Journal (for five
years) and Chairman of the Software Quality Association (NSW). He has also served on the programme
committees of two international software quality conferences and has presented a number of papers
on software process improvement and software quality at international conferences.
Dr Wayne Brookes is a senior lecturer in Computing and Communications in the Faculty of
Engineering and Information Technology at the University of Technology, Sydney (UTS). He teaches
in the areas of web application development, web services and e-commerce innovation, and researches
in topics related to networking and distributed systems and approaches to teaching and learning.
Wayne completed his studies in Queensland, and then moved to Sydney to join UTS. He has
now worked as an academic for close to 20 years in total. He also previously spent a period of
time working for a national research centre on distributed computing, with responsibility for
technology transfer and training, including consulting projects.
Wayne has taken on a variety of academic roles ranging from undergraduate course director for
information technology, to postgraduate director, and Associate Dean (Teaching and Learning). He
has been heavily involved in university course accreditation processes, and spent a period as chair of
the Teaching and Learning Committee. Wayne also has a keen interest in international education, and
currently counsels prospective international students on study options and career paths.
xxi

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
 Learning Aids
We have structured this book so you can maximise the benefit from the time you spend reading
it. As shown in the table below, each chapter includes a series of learning aids to help you succeed
in this course.

Resource Description Benefit Example

‘This Could Happen to You’ Parts and chapters open with a running Sets up the chapter Kerrie’s CRM at
(located at the start of each business scenario, the likes of which content and provides $RU, pp. 2–3
part and each chapter) could entwine you in just a few years. an obvious example
of why the chapter is
relevant to you.

Question-Driven Chapter These queries, and the subsequent Identify the main p. 5
Learning Objectives chapter sections written around them, point of the section.
focus your attention and make your When you can
reading more efficient. answer each
question, you’ve
learned the main
point of the section.

Guides Each chapter includes two guides that Stimulate thought pp. 14–15
focus on current issues relating to and discussion. Help
information systems. One of the two develop your
deals with an ethical or Green IT issue. problem-solving
skills. Help you learn
to respond to ethical
or sustainability
dilemmas in
business.

Experiencing MIS InClass Each chapter includes an InClass Provide you with an pp. 11–12
Exercises Exercise that is designed to help you opportunity to apply
apply your knowledge in short the knowledge you
exercises. have gained to a
realistic situation.

‘How Does the Knowledge in This section revisits the opening Summarises the p. 20
This Chapter Help . . . You?’ scenario and discusses what the ‘takeaway’ points
(near the end of each chapter) chapter taught you about it. from the chapter as
they apply to the
person in the story,
and to you.

Active Review Each chapter concludes with a Offers a review of p. 20

summary-and-review section, organised important points in
around the chapter’s study questions. the chapter. If you
can answer the
questions posed, you
will understand the
material.

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Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
 LEARNING AIDS      xxiii

Resource Description Benefit Example

Key Terms and Concepts Highlight the major terms and concepts Provide a summary p. 21
with their appropriate page reference. of key terms for
review before
examinations.

‘Using Your Knowledge’ These exercises ask you to take your Tests your critical p. 21
new knowledge one step further by thinking skills and
applying it to a practice problem. keeps reminding you
that you are learning
material that applies
to the real world.

Collaboration Exercise A team exercise that applies the Use Google Docs & p. 21
chapter’s topic. Spreadsheets,
Microsoft OneDrive,
Microsoft SharePoint
or some other tool to
collaborate on team
answers.

Case Study A case study closes each chapter. You Requires you to pp. 22–23
will reflect on the use in real apply newly acquired
organisations of the technology or knowledge to real
systems presented in the chapter and situations.
recommend solutions to business
problems.

‘Consider Your Net Worth’ These exercises ask you to think about Helps you see ways p. 63
(in the review section at the how you can use the text material in that the knowledge
end of each part) your career. from your study of
the text can give you
a competitive
advantage in the
marketplace.

‘Application Exercises’ (in the These exercises ask you to solve Help develop your pp. 63–64
review section at the end of business problems using spreadsheet computer skills.
each part) (Excel) or database (Access)
applications.

‘Part Case’ (at the end of A case study, similar to the case studies Requires you to pp. 65–67
each part) at the end of each chapter, apply knowledge
demonstrates how real organisations gained from several
use the technology or systems chapters to real
presented in the part. business situations.

Glossary (end of book) A comprehensive list includes Provides one place p. 589
definitions of the key terms. for your quick review
of terms and
concepts.

Downloadable Activity Files

To further assist you when working on particular concepts, pre-prepared files in Microsoft Excel,
Access and Visio, referred to in the text, have been provided for you to download from <www.
pearson.com.au/9781486019281>.

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
 Making the Most of Your
Resources
MyMISLab for Kroenke/Wilson/Brookes
Experiencing MIS, 4th edition
A guided tour for students and educators
www.pearson.com.au/kroenke4
Auto-generated Tests and
Assignments
Each MyLab comes with pre-loaded
quizzes, all of which are
automatically graded.

Assignable Content
Educators can select content from
the Study Plan, Multimedia, and/or
Test Bank and assign to students as
homework or quizzes.

xxiv

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019281—Kroenke/Experiencing MIS 4e
Another Random Scribd Document
with Unrelated Content
The Project Gutenberg eBook of Eeva:
Näytelmä neljässä näytöksessä
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Eeva: Näytelmä neljässä näytöksessä

Author: C. Hostrup

Release date: November 14, 2015 [eBook #50455]

Language: Finnish

Credits: Produced by Tapio Riikonen

*** START OF THE PROJECT GUTENBERG EBOOK EEVA: NÄYTELMÄ

NELJÄSSÄ NÄYTÖKSESSÄ ***
 Produced by Tapio Riikonen

EEVA
Näytelmä neljässä näytöksessä

Kirj.

C. HOSTRUP.

Suomennos tanskan kielestä

Suomalainen Kirjallisuuden Seura, Helsinki, 1897.

HENKILÖT:

Rönnow, Sallinggaardin omistaja. Eeva, hänen vaimonsa. Harald,

heidän poikansa. Margrete, sisäpiika. Tokslund, meijerin vuokraaja.
Varatuomari Hatting. Rouva Hatting. Knudsen, maamittari. Lavs
Hjort, | Per Wollesen, | talonpoikia.

Tapahtumapaikka Sallinggaard ja sen ympäristö Jyllannissa

Tanskan maalla.

Ensimmäinen näytös.

Rönnowin sali. Takaseinällä ovi ja sen molemmilla puolilla ikkunat,

joista avonaisen parvekkeen yli näkee puutarhan. Oikealla kaksi
ovea, etumainen etehiseen ja taimmainen ruokasaliin. Vasemmalla
ovi Eevan huoneeseen.

Ensimmäinen kohtaus.
 (Eeva ja Harald istuvat pöydän ääressä. Pöydällä on
karttoja ja koulukirjoja).

Eeva. Jo riittää täksi päivää. (Sulkee edessään olevan kirjan ja

nousee). Pane pois kirjasi, poikani, ja juokse ulos, mutta elä mene
kauas, sillä isä varmaankin tulee pian.

Harald. Mutta missä isä on? Eihän isä ollut yölläkään kotona.

Eeva. Ei. Eilis-iltana oli kaupungissa kokous, jossa isän piti olla
mukana, ja tänä aamuna hänen oli määrä keskustella muutamien
miesten kanssa. Etkö ole kuullut, että isä aikoo valtiopäivämieheksi?

Harald. Kaikkihan siitä puhuvat.

Eeva. Kutka siitä puhuvat?

Harald. Kaikki rengit — ja Tokslund. Kuulehan, äiti! Tokslund'in on

pahamieli siitä, että isä tahtoo tulla valtiopäivämieheksi.

Eeva. Miksi niin, poikaseni?

Harald. Hän sanoi Iso-Jussille, että olisi paljoa parempi että isä
jäisi kotiin, sillä eräs toinen mies tahtoo myöskin päästä valtiopäiville,
ja hän vastustaa isää.

Eeva. Niin, se on aivan totta.

Toinen kohtaus.

Edelliset. Margrete (asettaa pöydälle vesipullon ja laseja).

 Harald. Mutta sitten minä sanoin, että hänen pitäisi hävetä, mutta
sitten Tokslund sanoi, että tuo toinen oli tullut ensiksi ja isä oli tullut
vasta jälkeenpäin, ja sitten Margrete sanoi, että hän on niin hyvä ja
Margrete tuntee hänet niin hyvin — sen toisen miehen… Kyllähän
Margrete isänkin tuntee, mutta hän tuntee myöskin sen toisen.

Eeva (Margretelle). Vai tunnette te Knudsenin, joka on asettunut

tänne vaaliehdokkaaksi?

Margrete. Niin, rouva, minä olen tuntenut hänet monta vuotta.

Eeva. Me tunsimme hänet myöskin siihen aikaan, kuin hän oli

aivan nuori, ja me pidimme paljon hänestä. Minä kuulin eilis iltana
hänen puhuvan koululla vaalikokouksessa.

Margrete. Minä olen oikein pahoillani siitä, että hän on joutunut

vastustamaan meidän herraa, mutta hän oli luvannut ruveta
ehdokkaaksi paljoa ennemmin, kuin herra Rönnow asiata
ajattelikaan. Minä tahdon sanoa rouvalle, että hän on ennen asunut
tällä paikkakunnalla, ja silloin hänestä täällä pidettiin hyvin paljon;
kaikki sanovat että hän on kelpo mies.

Eeva. Samaa minäkin luulen. Minun mielestäni hän puhui hyvästi

eilen. Mutta minulle kerrottiin, että te olette kihloissa. Ettehän vaan
lie Knudsenin kanssa?

Margrete. Olen, hyvä rouva… ja hän se sai minut teille hakemaan

palveluspaikkaakin viime keväänä, jolloin te muutitte tänne. Hän
vakuutti minulle, että täällä minun olisi niin hyvä olla.

Eeva. Se ilahuttaa minua. Iloitsen siitä, että te olette niin

läheisessä suhteessa häneen sekä myöskin siitä, että hän ajattelee
meitä ystävällisesti. Me tutustuimme häneen silloin, kuin olimme
olleet toista vuotta naimisissa ja vastikään olimme ostaneet maatilan
Sjellannissa. Hän oli siihen aikaan puutarhuri ja pani meidän
kasvitarhamme kuntoon. (Haraldille). Mene vaan, poikaseni.
(Suutelee häntä, Harald juoksee ulos eteisen ovesta.) Mutta
sittemmin hän on suorittanut tutkinnon ja päässyt maamittariksi. Ja
nyt hän tahtoo tulla valtiopäivämieheksi.

Margrete. Niin Knudsen sanoo, että hänellä on halua siihen ja hän

on valmistautunut sitä varten. Mutta nyt minä toivoisin, että hän ei
olisi tehnyt sitä.

Eeva. Miksi niin? Eikö hän ole kelpo mies? Ja miestä siinä
kysytäänkin.

Margrete. Herra on varmaankin hänelle vihoissaan, ja sitten ei

luultavasti käy laatuun, että… että…

Eeva. Että hän tulee tänne teitä katsomaan — niinkö? Se kyllä käy
laatuun. Olisihan toki hullunkurista, ellei Knudsen paikkakunnalla
käydessään saisi teitä tavata. Ja vaikka te ette olisikaan täällä, niin ei
Knudsenin pitäisi mennä meidän ohi poikkeamatta sisälle. Minäkin
tahtoisin mielelläni tavata häntä pitkästä ajasta. (Vaunujen jyrinää
kuuluu). Jo Rönnow tulee!

(Rientää ulos eteisen läpi, Margrete perässä).

Kolmas kohtaus.

Varatuomari Hatting rouvineen. Rönnow. Eeva.

 Rönnow. Tunnethan sinä varatuomari Hatting'in eilisestä. Tässä on
hänen rouvansa, jonka minä sain lähtemään mukaan tänne.

Rouva Hatting. Niin, herra Rönnow on vastustamaton. Hän saa

puhujataidollaan jäykimmänkin taipumaan. Ja hauska olikin tulla
Sallingaardiin, sillä tämä koti on minulle hyvin tuttu entisen
omistajan ajoilta.

Eeva. Toivonpa, että viihdytte täällä.

Rouva Hatting. Olen jo kauan halunnut tutustua teihin, rouva

Rönnow, sillä minä olen kuullut teistä paljon. Olen aina kuvaillut teitä
tosi naiseksi, hiljaiseksi ja lempeäksi.

Eeva. Te erehdytte. Minä olen päinvastoin oikea peikko. Kysykää

vaan Rönnow'ilta.

Rönnow. Niin, Eeva on tarmokas luonne. Hänessä on tulta.

Hatting. Sellaisia ne naiset ovat meidän aikana. Miehet ovat niin

velttoja, että tuskin viitsivät nostaa jalkojaan, mutta naiset, ne ovat
innoissaan. Semmoinen se on Lillikin. Hänen täytyi välttämättömästi
päästä vaalikokoukseen eilisiltana. Ja kun hän kerran sinne pääsi,
niin hän ei päästänyt minua rauhaan, ennenkuin lupasin ottaa hänet
mukaani myöskin tämän päiväiseen kokoukseen Lyngören
ravintolaan.

Rouva Hatting. Niin, minä jouduin ihan haltioihini. Olipa vahinko,

että te ette olleet siellä.

Eeva. Minä olin siinä kokouksessa, joka pidettiin täällä eilen

puolenpäivän aikana.
 Rouva Hatting. Ja te innostuitte? Niin, tietysti. Semmoisia me
olemme.

Hatting. Mutta kuulkaa, hyvä rouva! Teidän täytyy käyttää kaikki

intonne pitääksenne Rönnow'ia virkeänä, niin että hän uhraa kaikki
voimansa valtiomiehen tehtäviin. Juuri hänen tapaisiaan miehiä
meidän täytyy saada valtiopäiville. Tässä kysytään valistunutta,
omintakeista miestä, jolla on tavattomat puhujalahjat ja joka ei ole
virkatehtäviinsä hautaantunut, niinkuin me muut.

Eeva. Rönnow on innokas maanviljelijä.

Hatting. Ihan niinkuin olla pitääkin. Tuollaisia vapaita, varakkaita,

sivistyneitä miehiä, niitä meidän täytyy saada valtiopäiville. Olisittepa
nähneet, kuinka hän valloitti kaikkien mielet kaupungissa. Sieltä ei
Matti saa montakaan ääntä.

Eeva. Matti?

Hatting. Niin, Matti Knudsen, maamittari. Ettekö tiedä, että hänen

nimensä on Matti?

Rönnow. Kyllähän sinä sen tiedät, onhan hän sinun vanha

ystäväsi. Sinä saat ylpeillä hänestä.

Hatting. Niin, hänellä on ihailijoita talonpojissa. Ne suosivat

tuollaisia puolisivistyneitä vertaisiaan, jotka osaavat kohdella heitä
oikein kansanomaisesti. Ja tässä vaikuttaa tietysti myöskin se, että
hänen nimensä on Matti. Se, näet, kuuluu niin kotoiselta. He
nimittävätkin häntä kaikki Matti Knudseniksi.

Eeva. Rönnow'in nimi on Martti.

 Hatting. Niinkö? Sepä hauskaa! Sen he saavat kuulla kokouksessa
tänäin. Minä lausun: "Herra Martti Rönnow!" Sittenpä nähdään eikö
Martti ole Matin vertainen.

Eeva. Minua Knudsen miellytti. Sivistyksen puutetta en huomannut

hänessä. Hän puhui selvästi ja järkevästi.

Rönnow (Vakaasti). Niinkö todella?

Rouva Hatting. Niin, te ette tahdo kehua miestänne. Mutta kyllä

teidän kuitenkin täytyy myöntää, että Knudsen oli aivan mitätön
mies herra Rönnow'in rinnalla. Hän oli vielä päälliseksi niin kauhean
kuiva ja vakavakin. Herra Rönnow lausui sukkeluuden toisensa
perästä ja sai koko yleisön nauramaan.

Hatting. Juuri sellainen mies on kaupunkilaisten mieleen.

Rönnow. Minusta on kerrassaan sopimatonta kutsua ihmisiä

kokoon ja sitten ikävystyttää heitä.

Eeva. Minusta ei Knudsen laisinkaan ollut ikävystyttävä.

Hatting. Knudsenissa on kylläkin miestä vertaistensa joukossa,

mutta valtiopäivämieheksi hän ei sovi. Siihen tarvitaan toki
parempia.

Rouva Hatting. Niin, parhaimmatkaan eivät ole kylläksi hyviä. —

Mutta, Hatting, meidänhän piti pistäytyä pappilassa.

Eeva. Jäättehän meille päivälliseksi? Me syömme tänäin tavallista

aikaisemmin, sillä Rönnow lähtee kokoukseen.
 Rouva Hatting. Kiitoksia paljon! Me tulemme pian takaisin.
Kokoukseen mekin aijomme. Mutta kun kerran olemme täällä, niin
päätimme käydä pastorin herrasväkeä katsomassa. Ettekö tekin pidä
paljo teidän papin rouvasta?

Eeva. Minä en ole ennättänyt häneen oikein tutustua.

Rouva Hatting. Niin, te olette olleet vasta niin vähän aikaa tällä
paikkakunnalla. Kyllä häneen kannattaa tutustua. Hän on todellinen
nainen.

Rönnow. Enkö saa saattaa teitä pappilaan?

Rouva Hatting. Ette millään muotoa, hyvä herra Rönnow.

Rouvanne on tuskin tavannut teitä sitten eilisen. Nyt hänen täytyy
saada olla hetkinen kahden kesken teidän kanssanne, sillä sitä hän
tietysti mieluimmin haluaa… sellaisia me olemme. Tule, Hatting!
Hyvästi siksi aikaa. Saammehan käydä puutarhan läpi?

(Hatting rouvineen menee).

Neljäs kohtaus.

Rönnow. Eeva.

Rönnow. Eeva, minä en ole kunnolleen vielä sanonut sinulle hyvää

huomenta (suutelee häntä). Sinä et ole iloinen. Mikä sinun on, Eeva?

Eeva. Ei mitään erityistä. Minä vaan olisin tahtonut olla sinun

kanssasi kahden kesken nämä pari tuntia. Ja minua ei oikein miellytä
ne ihmiset, jotka sinä toit mukaasi.
 Rönnow. Kylläpä sinä, kultaseni, olet vaativainen. Hatting on
rehellinen, kelpo mies, ja hänen vaimonsa —

Eeva. Kylläpä hänkin on vaimo.

Rönnow. No, niin, mutta hänellä on harrastuksia.

Eeva. Minä en ole huomannut hänessä muuta kuin yhden

harrastuksen: hän ihailee sinua.

Rönnow. Etkö sinä iloitse, kun miestäsi kiitetään?

Eeva. Iloitsen kyllä silloin kuin siihen on syytä.

Rönnow. Eeva, sinä et ollut oikein tyytyväinen eiliseen

kokoukseen. Minä huomasin sen heti, kun sinä sanoit minulle
hyvästi. — Suoritinko minä mielestäsi huonosti tehtäväni?

Eeva. No, etpä juuri.

Rönnow. Enkö minä sinun mielestäsi puhunut hyvin puolestani?

Enhän minä ole mikään harjaantunut puhuja, mutta kaikki sanovat,
että minulta sanat sujuvat helposti.

Eeva. Niin, kyllähän se oli sujuvaa. Mutta minusta sinun puheesi

tuntui hiukan vieraalta. Sinä et ollut oma itsesi.

Rönnow. Minä en ymmärrä sinua.

Eeva. Sinulta ei puuttunut sanoja, sinä olit minusta oikein

kaunopuheinen, olipa puheessasi paikoin intoakin. Mutta samalla
tuntui, kuin tuo into olisi ollut tekemällä tehtyä. Sinä et ollut oikein
luonnollinen.
 Rönnow. Kylläpä sinulla on halu etsiä vikoja minussa.

Eeva. Ei, armahani. Siihen ei minulla ole halua. Mutta minä

seuraan koko mieleni hartaudella kaikkea, mikä koskee sinua. Ja siksi
minä en pidä tätä vähäpätöisenä asiana.

Rönnow, Ystäväsi Knudsen oli siis sinun mielestäsi enemmän

luonnollinen, kuin minä?

Eeva (hellästi). Niin oli. Elä suutu minulle, mutta minusta hänen
puheessaan oli tuota vakaumusta, jota minä kaipasin sinussa.

Rönnow. Nytpä minä ymmärrän. Hän oli kouluasiassa samaa

mieltä kuin sinä. Siinä oli syy.

Eeva. Osaksi siinäkin. Minuun koski kipeästi, kun kuulin sinun

puheessasi vastustavan sitä menettelytapaa, jota me itse
noudatamme Haraldin suhteen. Olemmehan aina olleet yksimielisiä
siitä, että lasta on niin kauan kuin mahdollista kasvatettava kotona.

Rönnow. Mutta minä pelkään, ettei se ole viisasta. Kaupungissa

käydessäni minä puhelin asiasta yliopettaja Bentsenin kanssa ja hän
oli sitä mieltä, että Haraldia on pidetty liian kauan kotona.

Eeva. Haraldhan on vasta yhdeksän vuotias.

Rönnow. Mutta Bentsen sanoi, että poikien pitäisi joutua varahin

kouluun oikein tottuaksensa koulun tapoihin. Jos me nyt heti
lähettäisimme Haraldin Bentsenin luo, niin hän arvelee vielä
ennättävänsä valmistaa hänet tulevaksi vuodeksi latinakouluun.
Sitten voisimme panna hänet pääkaupunkiin suureen oppilaitokseen,
jossa pojat alkavat kymmenvuotiaina lukea latinaa.
 Eeva. Ja sinä saatat pitää oikeana, että vanhemmat lähettävät
pienen poikansa monen penikulman päähän kouluun, vaikka heillä
olisi varaa hankkia hänelle kotiopetusta?

Rönnow. Sinä tiedät, etten minäkään tahtoisi mielelläni luopua

Haraldista. Mutta minä olen itse saanut vaillinaista opetusta ja
toivoisin, että poikani kasvaisi isäänsä etevämmäksi.
Saattaisimmehan aluksi lähettää hänet Bentsenin luo reaali-kouluun,
sinnehän on ainoastaan parin penikulman matka.

Eeva. Mutta niin hän joutuu kumminkin pois kodistansa vierasten

ruokaan, ja me emme saa häntä enää koskaan oikein omaksemme.
Lähikaupungissa ei ole latinakoulua. Siis hänet täytyisi vähän ajan
kuluttua lähettää kauas, kauas pois ja me emme ollenkaan voisi
silmälläpitää hänen kehitystään. Minusta on pääasia, että hänestä
tulee hyvä ihminen ja että hän säilyy turmeltumattomana. Haraldia
ei saa viedä äidin silmän alta, ennenkuin hän on vähän vaurastunut
ja ennenkuin hänen arvostelukykynsä on jonkun verran kehittynyt.

Rönnow. Mutta täytyyhän hänen toki oppiakin jotain.

Eeva. Tutkikaa häntä, anna herra Bentseni kuulustaa häntä, niin

näette, että hänellä on yhtä paljon tietoja, kuin muillakin hänen
ikäisillään pojilla. Onhan meidän kesken ollut puhetta siitä että
syksystä ottaisimme Haraldille kotiopettajan ja kutsuisimme Pekka
Tokslundin hänen kanssaan lukemaan. Pekasta Harald saisi reippaan
ja hyvän toverin.

Rönnow. No niin! Saatathan sinä olla oikeassa. Mutta sinulla on kai

muutakin muistutettavaa minun eilisen esiintymiseni johdosta?
 Eeva. On niinkin. Minusta tuntui, kuin sinä olisit pari kertaa
vääristellyt vastustajasi sanoja tehdäksesi hänet naurun alaiseksi.

Rönnow. Tuotapa juuri odotinkin. Sinähän olet minun omatuntoni.

— Minä myönnän, ettei se ollut aivan oikein, mutta sellaista ei voi
välttää vaalikokouksessa.

Eeva. Knudsen ei tehnyt niin.

Rönnow. Älä sinä häntä siitä ylistä. Hän on liian kömpelö ja

moukkamainen lausuakseen mitään sukkelaa. Minulta sellainen taas
sujuu itsestään. Nuo sanat pääsivät ihan kuin vahingossa suustani.

Eeva. Kunpahan sinä sitten vaan olisit oikealla alallasi

valtiopäivämiehenä!

Rönnow. Sen kyllä luulen… En minä koskaan ennen ole asiata

ajatellut, mutta viime kansanjuhlassa pitämäni puheen johdosta
monet kaupunkilaiset tulivat minulta kysymään, enkö tahtoisi asettua
ehdokkaaksi. Ja nyt minä tunnen, että tuo ajatus saa kaikki minun
voimani jännitykseen. Minä luulen, että voin toimittaa jotain hyvää
valtiopäivämiehenä, ja samaa mieltä ovat muutkin, paitsi sinä.

Eeva. Minä kuitenkin tunnen sinut paremmin kuin nuo muut, eikä
kukaan pidä sinusta niin kuin minä. Enkö saa tulla kanssasi
muihinkin kokouksiin? — Ethän sinä toki voi omaatuntoasi kotiin
jättää?

Rönnow. Noin pahaa ja ankaraa omaatuntoa minä hiukan pelkään,

se minun täytyy tunnustaa.

Eeva. Älä sinä, ystäväni, pelkää minua. Meidän, sinun ja minun,

täytyy aina pitää yhtä.
 Rönnow. Rakas Eevaseni, emmehän muuta voi. — Tule sinä vaan
mukaan.

Viides kohtaus.

Edelliset. Margrete (eteisestä).

Margrete. Rouva!

Eeva. Mitä nyt?

Margrete. Täällä on eräs, joka tahtoisi tavata rouvaa:

Eeva. Se on varmaankin Knudsen?

Margrete. Hän se on.

Eeva. Sepä hauskaa. Kutsukaa hänet sisälle!

(Margrete menee).

Kuudes kohtaus.

Rönnow. Eeva.

Rönnow. Knudsen! Joko sinä olet joutunut tekemisiin hänen

kanssaan?

Eeva. En — mutta Margrete on hänen kanssaan kihloissa.

Rönnow. Vai niin?

 Eeva. Ja minä sanoin Margretelle, että Knudsenin pitäisi toki tulla
meitä tervehtimään.

Rönnow. Vai niin! (Ottaa hattunsa). Minun täytyy mennä vähän

puhuttelemaan voutia.

Eeva. Älähän toki mene, ennenkuin olet tervehtänyt Knudsenia!

Onhan hän vanha tuttu.

Seitsemäs kohtaus.

Edelliset. Knudsen.

Eeva (kättelee Knudsenia). Hyvää päivää, Knudsen! No,

vihdoinkin. Monta vuotta on siitä, kuin teidät viimeksi tapasimme.
Mutta me emme ole unohtaneet teitä näiden vuosien kuluessa.
Käykää istumaan.

Rönnow (kohteliaasti, mutta hiukan alentuvasti). Tehkää hyvin ja

istukaa, herra Knudsen!

Knudsen. Minäkin olen usein kaipauksella muistellut teitä ja

halunnut teitä taas tavata. En ikinä voinut ajatella, että herra
Rönnow ja minä kohtaisimme toisemme tällä lailla.

Rönnow. En minäkään.

Knudsen. Eilen en saanut tilaisuutta tulla sanomaan sitä mitä olisin

tahtonut sanoa teille ja rouvalle. Minä vakuutan, että jos te olisitte
asettuneet ensin valtiopäivämies-ehdokkaaksi, niin minä olisin kaikin
tavoin kannattanut teidän vaalianne.

Rönnow. Kiitän kohteliaisuudesta

 Knudsen. Tiesinhän entisestään teidät vapaamieliseksi ja kelpo
mieheksi. Mutta kun useat valitsijat olivat kehottaneet minua
asettumaan ehdolle ja minä olin antanut heille lupaukseni, niin en
voinut enää peräytyä, ennenkuin olin kuullut teidän selvittävän
kantanne vaalikokouksessa.

Rönnow. Ja kun te nyt olette kuulleet, niin…

Knudsen. En voi, jos tahdon vakaumustani noudattaa, peräytyä.

Meidän mielipiteissämme on suurempi ero kuin luulinkaan.

Rönnow. Niinkö todella?

Knudsen. Herra Rönnow, minusta tuntui, etenkin eillis-iltaisessa

kokouksessa, kuin te pitäisitte minua miehenä, jolta kokonaan
puuttuu vakaumusta. Siinä te teette minua kohtaan väärin, ja minä
olisin hyvin kiitollinen, jos sallisitte minun hetkisen aikaa keskustella
kanssanne tästä asiasta.

Rönnow. Siihen ei minulla valitettavasti ole aikaa. Minä matkustan

kokouksesta toiseen, ja kun minä tulen kotiin —

Eeva. Minun mielestäni sinun pitäisi puhua Knudsenin kanssa.

Knudsen. Minua surettaa, jos tämä rikkoo meidän välimme.

Rönnow. Ei kannata. Meidän välillämme on nyt jo ilmi taistelu ja

sitä on enää mahdoton estää. — Mutta minun täytyy
välttämättömäsi puhutella voutia. Suokaa anteeksi, herra Knudsen!

(Menee puutarhaan).

Kahdeksas kohtaus.