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Exam Code: T1-GR1 Total Rewards Management test information search June 2023 by Killexams.com team | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
T1-GR1 Total Rewards Management Exam Knowing what is required for an effective total rewards strategy will set you apart as a human resources professional. In this course, you will learn how to design and implement a total rewards program that meets your organizations specific needs and includes an ideal mix of rewards across the six rewards elements: - Compensation - Benefits - Work-Life Effectiveness - Recognition - Performance Management - Talent Development Designed for new HR professionals, HR generalists and line managers, this course will empower you with the basic skills and knowledge to create a successful total rewards strategy for your organization. While developed to be an introduction to the total rewards system, the content goes beyond the basics to cover more advanced courses such as aligning total rewards with your organizations culture, HR goals and business strategy. Introduction to Total Rewards Learn about the evolution of HR rewards; the total rewards model, strategy and approach; and drivers and elements of total rewards strategy. Compensation Discover the factors influencing compensation. Learn about base pay structure and design as well as differential pay and variable pay. Benefits Learn what influences benefits and about income protection for benefits and pay for time not worked programs. Work-Life Effectiveness Learn the basics of work-life effectiveness, the work-life professional and work-life portfolio. Recognition Learn about the value of recognition programs and how to use them to drive results along with the different types of recognition plans and programs. Performance Management Gain knowledge about performance management and learn about pay for performance, principles of merit pay programs, base pay investment and merit increase guidelines. Talent Development Discover the role of talent development in total rewards and learn about the types of talent development opportunities and how to measure their effectiveness. Total Rewards – Pulling it All Together Finish with a review of the total rewards system, process and design considerations to ensure you walk away with the knowledge to design and implement a total rewards program tailor-made for your organization and that communicates the value of total rewards. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Worldatwork examsC8 Business Acumen for Compensation ProfessionalT7 International Financial Reporting Standards for Compensation Professionals T1-GR1 Total Rewards Management Exam | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| T1-GR1 Dumps T1-GR1 Braindumps T1-GR1 Real Questions T1-GR1 Practice Test T1-GR1 dumps free Worldatwork T1-GR1 Total Rewards Management Exam http://killexams.com/pass4sure/exam-detail/T1-GR1 Question: 131 Which statement is most accurate regarding organizational performance? A. Individual performance is unrelated to organizational performance. B. The poor performance of just one individual will disrupt the performance of the entire organization. C. Performance at every level should be aligned towards achievement of organizational goals. D. Performance can only be accurately measured at the organizational level. Answer: C Question: 132 What is a shared leave program? A. A contribution of money to a nonprofit entity where a company employee volunteers B. A donation of vacation time to others facing emergency situations C. An arrangement to ensure adequate coverage of service during employees’ vacations D. An executive loan to worthy organizations for a period of time. Answer: B Question: 133 A medical benefits plan provision ensuring that the correct plan is paying expenses when the member is covered under more than one plan is known as what? A. Deductible B. Coinsurance C. Coordination of benefits D. Out-of-pocket expenses. Answer: C Question: 134 What is a primary objective of profit-sharing and performance-sharing variable pay plans? A. To achieve organizational cost savings through base pay reductions B. To increase employee identification with the organization’s success C. To defer compensation expenses to future reporting periods D. To reward individual employees for some significant contribution. Answer: B Question: 135 Which is the most accurate description of the work-life element of total rewards? A. Cash provided by an employer to an employee for his or her efforts and results toward completion of goals B. Organizational practices, policies and programs to help employees achieve success within and outside of the workplace C. Alignment of organizational, team and individual efforts toward success D. Learning experiences designed to enhance employees’ skills and competencies. Answer: B Question: 136 What are usual, customary and reasonable charges (UCR)? A. The charges that an insurance carrier determines are normal for a particular medical procedure within a specific geographical area B. The charges that are published annually in the Global Insurers’ Medical Cost Comparison Guide C. The charges that are allowable for any given medical procedure with no pre-treatment authorization D. The charges that are typically paid up front by a plan participant for services rendered. Answer: A Question: 137 Which method of job evaluation uses a "whole -job" approach to determine the importance of each job to the company? A. Job component B. Ranking C. Benchmark D. Point factor. Answer: B Question: 138 Which of the following best describes midpoint-to-midpoint differentials? A. The ordering of jobs from highest to lowest B. The market wage for a particular job compared to a specific company’s wage for the job C. The adjustments to midpoints based on geographic differentials D. The difference in wage rates paid at the midpoint of two adjacent grades. Answer: D Question: 139 When would an employee most likely receive a differential in addition to the regular hourly rate? A. When working in more than one department B. When working less time than his or her normal schedule C. When working in locations other than the corporate office D. When working a holiday or weekend. Answer: D Question: 140 An employee and his manager have decided that he will type reports with no more than one error per five pages. Which type of performance standard are they using? A. Quality B. Time C. Process Answer: A Question: 141 How should learning opportunities to enhance a current job best be determined? A. By each employee’s pay grade B. By what is available on the annual development schedule C. By what is appropriate for the business and the job D. By what the manager thinks the employee should have Answer: C Question: 142 When using a market pricing approach to build a base pay structure, what percentage of job content should typically be similar for a job match to be considered good for benchmarking purposes? A. 10% or more B. 30% or more C. 50% or more D. 70% or more. Answer: D Question: 143 What does a total rewards strategy identify? A. The organization’s reason for existence B. The optimal mix of reward elements C. The organization’s primary competitors D. The organization’s ability to pay for performance. Answer: B Question: 144 How should appraisers address performance deficiencies on performance appraisals? A. Avoid discussing them B. Focus the entire appraisal on the areas that need attention C. Balance every deficiency with a compliment, even if the compliments are for minor accomplishments D. Provide specific information about deficiencies that affect performance. Answer: D For More exams visit https://killexams.com/vendors-exam-list Kill your test at First Attempt....Guaranteed! | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
What’s special about this program?The Lerner College’s MIS program provides you with the latest technology to enhance your classroom learning experience and provide the skills you need for success in the global market. You will develop a distinctive combination of skills in business and technology, while also customizing your degree with a professional concentration in accounting, economics, finance, management, marketing or operations management. During your senior year, you and your classmates will work in teams at local companies to solve real-world business problems and implement solutions. You’ll also have exciting opportunities to study abroad. For example, as an MIS student, you’ll have the option to participate in a 6-month paid immersion internship while earning course credits.
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Management Information System for Tourism - MIST Â The Management Information System for Tourism (MIST) is piloted by the Caribbean Tourism Organization (CTO). MIST was conceived to: Â
 The MIST was structured to serve both as a national and regional integrated Management Information System. It comprises three main components: Â
 The system has been designed to meet a number of objectives, among them to act as a repository of tourism information, and as a planning, research, and development tool. As an example of the latter, MIST allows to link arrival and survey information with inventory information to predict load factors and occupancy and to predict broad visitor expenditure levels.  Initially, it is expected that the MIST users will collect and input information that is relevant to them - and later it is planned for CTO to provide some source market information to all MIST users as a prelude to encouraging the sharing of non-competitive and non-confidential information amongst MIST users. Â
 As it currently stands, MIST is geared towards incorporating mainly economic data for the tourism sector, with some social elements, allowing member countries to monitor arrivals from immigration e/cards. It does not have an environmental component, and does not have the capacity for sharing information between countries, rather, it has been implemented individually in each of sixteen Caribbean countries. However, MIST is a system designed to be used on either "stand alone" PC's or on a network comprising the internet and intranet, through which, in the future, information and information management and maintenance will become available on line.  For MIST to function as a decision-support system for sustainable tourism, it will be necessary to develop it further so that environmental and other socioeconomic data can be incorporated, and to develop a capacity for calculating the environmental and socioeconomic impacts of tourism developments. Currently, MIST is designed to become a comprehensive destination management system. Ideally, MIST would allow for developing scenarios on the socioeconomic and environmental impacts of planning for tourism facilities at determined locations.  NOTE: Based on initial information made available by the CTO. To be updated as more information becomes available.  Also see presentation by Gail Clarke, CTO, at the IDSD Training Workshop, October 27-31st, 2003. Chemical information management is a great field for chemical scientists who love conducting research and have strong technical skills and computer expertise. These careers typically involve spending a lot of time at a computer. Typical Job FunctionsChemical information management specialists are responsible for finding, organizing, and disseminating information. Their primary role is to organize the overwhelming amount of chemical information found in journals, patent literature, etc. to make it easily accessible to researchers, students, industry professionals, and others. Computer software development is one of the fastest growing areas for chemical information specialists. Job functions in chemical information management include:
Career PathsMost chemical information professionals start out as researchers, with varying areas of expertise. Over time, they may start managing other researchers, sometimes taking charge of a division or an entire library or information center. They may also move into project management. Chemical information specialists may be found in:
Computer software development is one of the fastest growing areas for chemical information specialists. Some chemical information management specialists work as independent consultants on a project-by-project basis. Most roles require both technical understanding and computer expertise. Getting StartedEducational requirements vary considerably, depending on the specific area in which you want to work.
Because this is a specialized market, you may be required to relocate for a position. Computer expertise is becoming a prerequisite, and patent or intellectual property work is a growing area. The ability to search for chemical structures and biosequences is a highly sought-after skill. Our systems have detected unusual traffic activity from your network. Please complete this reCAPTCHA to demonstrate that it's you making the requests and not a robot. If you are having trouble seeing or completing this challenge, this page may help. If you continue to experience issues, you can contact JSTOR support. Block Reference: #eac97c95-0427-11ee-b747-564d434a4b55 Go back to JSTOR ©2000- ITHAKA. All Rights Reserved. JSTOR®, the JSTOR logo, JPASS®, and ITHAKA® are registered trademarks of ITHAKA. Course |
Sem. Cr. Hrs. |
First Year |
ACCT-110 |
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Financial Accounting An introduction to the way in which corporations report their financial performance to interested stakeholders such as investors and creditors. Coverage of the accounting cycle, generally accepted accounting principles, and analytical tools help students become informed users of financial statements. (This course is available to RIT degree-seeking undergraduate students.) Lecture 3 (Fall, Spring, Summer). 3 |
ACCT-210 |
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Management Accounting Introduction to the use of accounting information by managers within a business. Explores the value of accounting information for the planning and controlling of operations, assessing the cost of a product/service, evaluating the performance of managers, and strategic decision making. (Prerequisites: ACCT-110 or NACC-205 or equivalent course.) Lecture 3 (Fall, Spring, Summer). 3 |
ECON-101 |
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Principles of Microeconomics (General Education – Global Perspective) Microeconomics studies the workings of individual markets. That is, it examines the interaction of the demanders of goods and services with the suppliers of those goods and services. It explores how the behavior of consumers (demanders), the behavior of producers (suppliers), and the level of market competition influence market outcomes. Lecture 3 (Fall, Spring). 3 |
ECON-201 |
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Principles of Macroeconomics (General Education) Macroeconomics studies aggregate economic behavior. The course begins by presenting the production possibilities model. This is followed by a discussion of basic macroeconomic concepts including inflation, unemployment, and economic growth and fluctuations. The next Topic is national income accounting, which is the measurement of macroeconomic variables. The latter part of the course focuses on the development of one or more macroeconomic models, a discussion of the role of money in the macroeconomy, the aggregate supply-aggregate demand framework, and other courses the individual instructor may choose. (Prerequisites: ECON-101 or completion of one (1) 400 or 500 level ECON course.) Lecture 3 (Fall, Spring, Summer). 3 |
INTB-225 |
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Global Business Environment (General Education) Being an informed global citizen requires an understanding of the global business environment. Organizations critical to the development of the global business environment include for-profit businesses, non-profits, governmental, non-governmental, and supranational agencies. This course introduces students to the interdependent relationships between organizations and the global business environment. A holistic approach is used to examine the diverse economic, political, legal, cultural, and financial systems that influence both organizations and the global business environment. (This course is available to RIT degree-seeking undergraduate students.) Lecture 3 (Fall, Spring). 3 |
MATH-161 |
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Applied Calculus (General Education) This course is an introduction to the study of differential and integral calculus, including the study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. (Prerequisite: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement test score greater than or equal to 45.) Lecture 4 (Fall, Spring). 4 |
MGIS-130 |
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Information Systems & Technology To be successful in our globally-networked business environment, contemporary management professionals must have a strong grounding in the principles of information and information technology. This course provides an introduction to the field of management information systems (MIS), including the tools and techniques for managing information and information technologies within organizations. We place a particular emphasis on the nature of systems, the role of information in business processes, the management of data, and the planning of MIS design projects. Lecture 3 (Fall, Spring). 3 |
MGMT-101 |
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Business 1: Introduction to Business Communication, Planning & Analysis This is the first of a two-course sequence, 4 credit year long experience, comprising the freshman-integrated experience. In Business 1, students will be introduced to the key functional areas of business, discuss current factors, events, and trends that impact business, build professional, personal leadership, communication, and teamwork skills, and evaluate business decisions, and the business plan process. By understanding the key functions of business and analyzing business decisions in Business 1, students will be able to then develop their own business ideas in Business 2. (Co-requisite: MGIS-101 or equivalent course.) Lecture 3 (Fall). 3 |
MGMT-102 |
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Business 2: Business Planning and Professional Development This course, the second in the First-year Business 4 Credit Experience, applies business and technology tools to create a modified business plan. Supported by guest speakers on a variety of professional development topics, along with student and professional mentors, students in this project-centered course use the Business Model Canvas innovation tool and learn to identify and communicate the nine key elements of a business model. Students will complete a team project that outlines the business case for a new product or service to address a selected challenge or opportunity. Student teams present a business case in both a one-page document and a 10-minute presentation pitch. (Prerequisites: MGMT-101 or MGMT-150 or equivalent course.) Lecture 1 (Fall, Spring). 1 |
STAT-145 |
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Introduction to Statistics I (General Education – Mathematical Perspective A) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. courses covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisite: MATH-101 or MATH-111 or NMTH-260 or NMTH-272 or NMTH-275 or a math placement test score of at least 35.) Lecture 3 (Fall, Spring, Summer). 3 |
YOPS-10 |
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RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring). 0 |
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General Education – First Year Writing (WI) 3 |
Second Year |
BANA-255 |
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Data Literacy, Analytics, and Decision Making (General Education) This course serves as an introduction to the uses (and potential misuses) of data in a wide variety of social settings, including the exploration of contemporary techniques to analyze such data. Data acquisition, cleansing, management, analysis, and visualization will be addressed through hands-on projects. Project work will include contemporary social problems addressed using a dynamic set of resources and technologies. An emphasis will be placed on how insights gleaned from data analysis can be used to guide individual and group decision-making scenarios. Lecture 3 (Fall, Spring). 3 |
COMM-253 |
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Communication (General Education) An introduction to communication contexts and processes emphasizing both conceptual and practical dimensions. Participants engage in public speaking, small group problem solving and leadership, and writing exercises while acquiring theoretical background appropriate to understanding these skills. Lecture 3 (Fall, Spring). 3 |
FINC-220 |
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Financial Management Basic course in financial management. Covers business organization, time value of money, valuation of securities, capital budgeting decision rules, risk-return relation, Capital Asset Pricing Model, financial ratios, global finance, and working capital management. (Prerequisites: (ECON-101 or ECON-201) and ACCT-110 and (STAT-145 or STAT-251 or CQAS-251 or MATH-251 or MATH-252 or STAT-205) or equivalent courses.) Lecture 3 (Fall, Spring, Summer). 3 |
MGIS-320 |
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Database Management Systems Transforming data into information is critical for making business decisions. This course introduces students to the concepts of data, information and the business database management systems (DBMS) used by modern organizations. Exercises and hands-on projects are used to model the information needs of an organization and implement and query databases using applications such as Microsoft Access and SQL. Lecture 3 (Fall, Spring). 3 |
MGMT-215 |
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Organizational Behavior As an introductory course in managing and leading organizations, this course provides an overview of human behavior in organizations at the individual, group, and organizational level with an emphasis on enhancing organizational effectiveness. courses include: individual differences, work teams, motivation, communication, leadership, conflict resolution, organizational culture, and organizational change. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring, Summer). 3 |
MKTG-230 |
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Principles of Marketing An introduction to the field of marketing, stressing its role in the organization and society. Emphasis is on determining customer needs and wants and how the marketer can satisfy those needs through the controllable marketing variables of product, price, promotion and distribution. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring, Summer). 3 |
SCBI-035 |
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Careers in Business This course consists of a series of workshops designed to introduce business students to the skills needed to be successful in job and coop searches and applications to graduate schools. Students will establish their career goals, create material (e.g., resume, cover letter), and acquire skills needed to achieve these goals. (AL2,3,4-DegS) Lecture 8 (Fall, Spring). 0 |
STAT-146 |
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Introduction to Statistics II (General Education – Mathematical Perspective B) This course is an elementary introduction to the courses of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (Prerequisites: STAT-145 or equivalent course.) Lecture 6 (Fall, Spring, Summer). 4 |
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Open Elective 3 |
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General Education – Artistic Perspective 3 |
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General Education – Social Perspective 3 |
Third Year |
DECS-310 |
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Operations Management A survey of operations and supply chain management that relates to both service- and goods- producing organizations. courses include operations and supply chain strategies; ethical behavior; forecasting; product and service design, including innovation and sustainability; capacity and inventory management; lean operations; managing projects; quality assurance; global supply chains; and the impacts of technology. (Prerequisites: STAT-145 or MATH-251 or equivalent courses.) Lecture 3 (Fall, Spring, Summer). 3 |
MGIS-330 |
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Systems Analysis and Design Successful organizations utilize a systematic approach to solve real-world business problems through the use of computing resources. Students who complete this course will be able to design and model business processes. They will learn how to conduct requirements analysis, approach the design or redesign of business processes, model system functions, effectively communicate systems designs to various levels of management, work in a project-based environment, and approach the implementation of a new organizational information system. Lecture 3 (Fall, Spring). 3 |
MGIS-350 |
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Developing Business Applications Development of business applications is transforming from programming to integration of software components using application development environments. Students learn the fundamentals of computer programming and applications development through a set of programming exercises that focus on visual development environments and component integration. These exercises expand into a project where students apply concepts of typical development and project methodologies to complete a comprehensive programming assignment. Lecture 3 (Spring). 3 |
MGIS-499 |
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Management Information Systems Co-op (summer) One semester of paid work experience in management information systems. (This class is restricted to undergraduate students with at least 3rd year standing.) CO OP (Fall, Spring, Summer). 0 |
MGMT-340 |
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Business Ethics and Corporate Social Responsibility (General Education – Ethical Perspective) This course applies concepts of ethics to business at the macro level and at the micro level. At the macro level the course examines competing business ideologies exploring the ethical concerns of capitalism as well as the role of business in society. At the micro level the course examines the role of the manager in establishing an ethical climate with an emphasis on the development of ethical leadership in business organizations. The following courses are typically discussed: the stakeholder theory of the firm, corporate governance, marketing and advertising ethics, the rights and responsibilities of employees, product safety, ethical reasoning, business's responsibility to the environment, moving from a culture of compliance to a culture of integrity, and ethical leadership. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring). 3 |
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General Education – Immersion 1 3 |
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General Education – Natural Science Inquiry Perspective †3 |
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General Education – Scientific Principles Perspective 3 |
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MGIS Electives 9 |
Fourth Year |
MGIS-550 |
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MIS Capstone (WI-PR) This capstone course for MIS majors applies the concepts of project management and techniques for estimating, planning and controlling of resources to accomplish specific project goals. Students complete a team project requiring them to develop an innovative information system while utilizing project management techniques. Students analyze real business situations and develop IT-based innovative solutions for problems encountered. (Prerequisites: MGIS-320 and MGIS-330 or equivalent courses and 4th year standing.) Lecture 3 (Fall, Spring). 3 |
MGMT-560 |
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Strategic Management A capstone course drawing upon major business functions—accounting, finance, marketing, operations management, and organizational theory and how strategic managers integrate functional theories and concepts to create competitive advantage. The course provides an integrated perspective of business organizations toward the achievement of enhanced profitability and a sustainable competitive advantage. courses include the analysis of business environments, industry attractiveness, and competitive dynamics. Students learn how to formulate and implement effective business-level, corporate-level, and global strategies using theories, cases and a simulation. (Prerequisites: MGMT-215 and MKTG-230 and FINC-220 and DECS-310 or equivalent courses.) Lecture 3 (Fall, Spring, Summer). 3 |
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Open Electives 9 |
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General Education – Immersion 2,3 6 |
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General Education – Electives 9 |
Total Semester Credit Hours |
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123 Nearly all organizations rely on computer and information technology (IT) to conduct business and to operate efficiently. Computer systems analysts work with specific types of computer systems—for example, business, accounting, and financial systems or scientific and engineering systems—that vary with each type of organization. Analysts consult with an organization’s managers and users to define the goals of the system and then design a system to meet those goals. Analysts use techniques such as structured analysis, data modeling, information engineering, mathematical model building, sampling, and a variety of accounting principles to ensure their plans are efficient and complete. They also may prepare cost-benefit and return-on-investment analyses to help management decide whether implementing a proposed technology would be financially feasible. Analysts are increasingly working with databases, networks, object-oriented programming languages, client–server applications, and multimedia and Internet technology. Prospective students should have an aptitude for computers and quantitatively oriented material. This major is intended to develop analytical and information management skills that are useful in business as well as in public administration. The courses teach our students how to successfully analyze complex business situations quantitatively and to develop and manage information systems for corporations. Career PathsGraduates can expect to work in both technical and managerial capacities on development of information technology projects for collecting, managing, analyzing, and acting on business data. For jobs in a business environment, employers often seek applicants with at least a bachelor’s degree in a business-related field such as management information systems (MIS). Increasingly, employers are seeking individuals who have a master’s degree in business administration (MBA) with a concentration in information systems. Technological advances come so rapidly in the computer field that continuous study is necessary to remain competitive. A degree in Management Information Systems from Rutgers Business School gives graduates the skills they need to work in both technical and managerial capacities. Graduates work on the development of information technology projects for collecting, managing, analyzing, and acting on business data. They work in all kinds of industries, from healthcare to consulting to entertainment. With easy access to New York City from either campus, internships, networking events and alumni are close at hand. Our MSIS alumni are leaders in the Information Systems industry at some of the biggest companies in the world. Sample Occupations
Where graduates are working
CompensationAccording to the 2013 U.S. Bureau of Labor Occupational Outlook Handbook, bachelor’s degree candidates in management analysts received offers with a median salary of $78,600. How to ApplyManagement Information Systems combine information theories and technologies with characteristics of engineering. With courses covering related disciplines such as Internet, Big Data, and E-commerce, coupled with a foundation in business management, the multi-subjects discipline aims to produce talents to analyze, design and develop information systems. The program includes a solid foundation of computer technology and a strong emphasis on applied learning. Management Information Systems A Joint Undergraduate Program Between Beijing Jiaotong University and Rochester Institute of Technology Name: Management Information Systems – Joint Undergraduate – A joint Program between Beijing Jiaotong University and Rochester Institute of Technology Approval by: Ministry of Education of the People’s Republic of China License No.: MOE11US2A20141651N Program Objectives This program is committed to producing comprehensive talents for the construction of information systems and management of information resources. Students will have a good command of English with a global vision. They will learn to work independently, as well as in teams while being conversant with international practices and regulations, and they are capable of analyzing, designing, enacting and evaluating information system.  Operating Mode and Degree The “4+0” mode will be adopted for the undergraduate program. The Curriculum Plan is co-designed by BJTU and RIT. In principle, students are required to undertake their full-time study at the BJTU Weihai campus for four years with an opportunity to be an exchange student in RIT for one semester or one academic year. Graduates who satisfy the respective requirements for degree of both BJTU and RIT, will be conferred degrees respectively from BJTU and RIT, as well as a graduation certificate of BJTU. Graduates satisfying respective requirements will receive priority consideration to graduate programs of BJTU and RIT. Core Courses Main Courses: Basic Database Application, Introduction to Electronic Commerce, System Analysis and Design, Development and Design of Business Applications, Theory and Practice of ERP, Management of IT Projects Basic Courses: Business Plan and Innovation, Computer-Aided Analysis, Micro-Economics, Information System and Information Technology, Macro-Economics, Applied Statistics, Macro-Economics, Principles of Marketing, Management Accounting, Corporate Finance, Organizational Behavior, Global Trends for Business, Operations Management, Decision and Innovation Optional Courses: Data Structure, Operational Research in Management Science, Methodology of Information Management and Innovation Education, Principles of Principles of Management, Expert and Decision Support Systems, Network System Development, Enterprise Information Systems, Safety and Safeguard of Information Systems, Database Systems Development, Technology and Application of Internet of Things, Technology and Application of Business Intelligence, Advanced Systems Analysis and Design. | |||||||||||||||||||||||||
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