Running Head: EFFECTS OF MUSIC ON TEST ANXIETY EFFECTS OF MUSIC ON TEST ANXIETY AND SCORE 12 The Effects of Music on Testing Anxiety and Performance Jane Doe University of Southern Mississippi The Effects of Music on Testing Anxiety and Performance Stress and college go hand in hand, and oftentimes a student’s most stressful day is the day of an exam. Test anxiety is nothing new, yet it is a real issue among university students. Universities are already a high stress environment, and the fear of failing can be overwhelming (Smyth & Banks, 2015). Constant stress can be not only be detrimental to a young person’s health and emotional wellbeing, but can also affect that person’s performance (Chapell, et al., 2005). Music is simple tool that could be used to aid in decreasing test anxiety and increase success for students (Lilley, Oberle, & Thompson, 2014). Anxiety can be described as a natural reaction to uncertainty, fear, or a perceived threat in one’s environment. Test anxiety is a common and real worry that university students suffer from; they have psychological and physiological responses to the uncertainty of their testing performance and the implications of their scores (Lilley, Oberle, & Thompson, 2014). Research can support that exams are a legitimate source of anxiety for students. In a study done by Smith and Banks (2015), interviews they conducted with students in an Irish school system shows that the vast majority of students surveyed placed heavy personal burden on their performance in their final examinations due to the effect the results had on their future. The anxiety related to the fear of failing this examination pushed some students in Smith and Bank’s study to spend copious amounts of time on homework and studying, causing an excess amount of stress on their mind and body. On the opposite end of the spectrum, some students felt they were unable to focus on completing an acceptable amount of work, and that that their anxiety kept them from preforming as well. Physical manifestations of anxiety, such as upset stomachs, and feelings of hopelessness were reported as well (Smyth & Banks, 2015). Testing anxieties can lead to a decrease in academic performance for an otherwise successful student. In one study lead by Chapell (2005), 5,551 graduate and undergraduate students were assessed for anxiety level as well as grade point average. The participants in Chapell’s study were split into groups of graduates and undergraduates; male and female; and low, moderate, and high test anxiety. Students were asked about their cumulative grade point average and were administered a questionnaire that assessed their testing anxiety. Generally speaking, the results showed that students who reported having low test anxiety also had an average 3.77 GPA, while students who showed signs of high test anxiety had an average GPA of 3.61 (Chapell, et al., 2005). Stress can not only cause drops in performance, but also can be de.

1. Running Head: EFFECTS OF MUSIC ON TEST ANXIETY
EFFECTS OF MUSIC ON TEST ANXIETY AND SCORE 12
The Effects of Music on Testing Anxiety and Performance
Jane Doe
University of Southern Mississippi
The Effects of Music on Testing Anxiety and Performance
Stress and college go hand in hand, and oftentimes a student’s
most stressful day is the day of an exam. Test anxiety is
nothing new, yet it is a real issue among university students.
Universities are already a high stress environment, and the fear
of failing can be overwhelming (Smyth & Banks, 2015).
Constant stress can be not only be detrimental to a young
person’s health and emotional wellbeing, but can also affect
that person’s performance (Chapell, et al., 2005). Music is
simple tool that could be used to aid in decreasing test anxiety
and increase success for students (Lilley, Oberle, & Thompson,
2014).
Anxiety can be described as a natural reaction to
uncertainty, fear, or a perceived threat in one’s environment.
Test anxiety is a common and real worry that university
students suffer from; they have psychological and physiological
responses to the uncertainty of their testing performance and the
implications of their scores (Lilley, Oberle, & Thompson,
2014). Research can support that exams are a legitimate source
of anxiety for students. In a study done by Smith and Banks

2. (2015), interviews they conducted with students in an Irish
school system shows that the vast majority of students surveyed
placed heavy personal burden on their performance in their final
examinations due to the effect the results had on their future.
The anxiety related to the fear of failing this examination
pushed some students in Smith and Bank’s study to spend
copious amounts of time on homework and studying, causing an
excess amount of stress on their mind and body. On the
opposite end of the spectrum, some students felt they were
unable to focus on completing an acceptable amount of work,
and that that their anxiety kept them from preforming as well.
Physical manifestations of anxiety, such as upset stomachs, and
feelings of hopelessness were reported as well (Smyth & Banks,
2015).
Testing anxieties can lead to a decrease in academic
performance for an otherwise successful student. In one study
lead by Chapell (2005), 5,551 graduate and undergraduate
students were assessed for anxiety level as well as grade point
average. The participants in Chapell’s study were split into
groups of graduates and undergraduates; male and female; and
low, moderate, and high test anxiety. Students were asked
about their cumulative grade point average and were
administered a questionnaire that assessed their testing anxiety.
Generally speaking, the results showed that students who
reported having low test anxiety also had an average 3.77 GPA,
while students who showed signs of high test anxiety had an
average GPA of 3.61 (Chapell, et al., 2005).
Stress can not only cause drops in performance, but also can be
detrimental to a student’s health. In one longitudinal study,
results show stress during young adult years can cause health
risks such as increase in BMI and increase in blood pressure
later in life (Farrell, Simpson, Carlson, Englund, & Sung,
2017). Stressful situations can cause a person’s heart rate and
blood pressure to increase, and prolonged exposure to stress
over time can cause stiffening of the arteries (Trapp, et al.,
2014). Using coping mechanisms can aid in settling test anxiety

3. in students. Not only can finding ways to cope with anxiety
help students stay healthier physically, but it is also reported
that students with lower self-reported stress levels experience
greater amounts of happiness and life satisfaction (Ruiz-Aranda,
Extremera, & Pineda-Galán, 2013).
Using music as a method for relieving stress and quieting the
mind is a common practice among most people. We listen to
music in our everyday lives during all sorts of activities.
Listening to music can cause muscles and nerves to relax, slow
blood pressure, and alleviate the symptoms of anxiety and
depression (Yang, et al., 2016). This phenomenon can be
credited to the pathways in the brain. Emotions in the human
brain are localized in the thalamus, and when a person listens to
music, their thalamus is stimulated and then impulses are
transmitted to the cerebral cortex where the music has a
soothing or exciting effect on emotions (Cook, 1986). One
study was conducted in a psychiatric hospital to look at the
effects of music on varying levels of anxiety. The participants
suffered from a variety of mental disorders, but they were
divided into groups based on level of anxiety intensity: mild,
moderate, and severe. Music intervention was introduced into
the participant’s routine for 10 consecutive days and consisted
of the participant sitting in a sound proof room and listening to
calming music for 20 minutes. The results concluded that
anxiety levels dropped for all three groups after exposure to the
music therapy. The researchers credit this response to a series
of functions in the brain. When the brain is exposed to multiple
stimuli at the same time, the stimuli compete with each other.
This competition can allow the positive reaction to music in the
brain, such as the release of endorphins, to mask unpleasant
feelings of anxiety (Yang, et al., 2016). This positive response
to music can be even greater when the music is chosen by the
individual. Each person has their own preferences on which
kind of music relaxes them and makes them feel better. In a
related study, results show that people who are exposed to
music they select for themselves as relaxing experienced a

4. greater decrease in anxiety, heart rate, and respiration than
those who had the relaxing music chosen for them (Labbé,
Schmidt, Babin, & Pharr, 2007).
Music can be applied to a variety of real world situations that
are considered stressful, and research shows that in most cases
it is successful in relieving anxiety. Plenty of people fear the
dentist, and the time spent waiting in the room for the dentist to
appear can be the most nerve wracking. One study used music
as a way to decrease anxiety before dental treatment, and they
found that music has an effect on decreasing anxiety levels
when compared to silence (Thoma, et al., 2014). Similar results
can be found in studies addressing sports anxieties. One group
of researchers exposed a group of competing athletes to music
before having them preform a task and found that while the
music had no effect on the level of competitive stress the
athletes felt, the music did lesson their general anxiety about
the situation (Elliott, Polman, & Taylor, 2012). This practice
can even be stretched as far as applying it to consumers in the
retail industry. In a study done by Feng, Suri, and Bell (2014),
customers were observed in stores while they decided on
purchases they wanted to make with different types of music
playing in the background. Calming music produced the most
sales, so it can be inferred that the soothing music created an
environment that decreased anxiety about spending (Feng, Suri,
& Bell, 2014).
Applying the soothing effects of music to the anxiety that
students feel prior to an exam could greatly increase
performance and decrease levels of anxiety. In a relevant study
done by Lilley, Oberle, and Thompson (2014), researchers
tested 80 students on the effect of music, either soothing or
obnoxious, prior to a mathematics exam. Blood pressure, heart
rate, and anxiety levels were recorded throughout the study.
Lilley and the rest of the researchers found that the soothing
music produced lower anxiety levels, blood pressure, and heart
rate and the obnoxious music produced the opposite. These
findings could be expanded and applied to see the result on

5. grades acquired when combined with music to relax prior to
examination (Lilley, Oberle, & Thompson, 2014).
Music as stress relief has been explored, but examining the
effect of incorporating music into the routine of students prior
to examinations to relieve test anxiety could possibly have
monumental effects on the student population. Not only is
testing anxiety is a serious problem among college students, but
overall morale is low and seems to keep getting lower in
students. Success is a weight that young people carry on their
shoulders, and on test days it is a heavy burden. If what we
already know about the calming effects of music can be applied
to students with test anxiety, then we might see an increase in
performance as well as a decrease in anxiety.
In this study, the goal will be to measure the effect that
music has on testing anxiety before an examination as well as
the effects of this method on the student’s performance. The
sessions will be composed of six parts: consent and
introduction, a pre-assessment of anxiety levels, a period of
study with or without music, a post assessment of anxiety, an
exam on the materials given, and then a debriefing. Anxiety
assessments will be calculated using the State-Trait Anxiety
Inventory (STAI) (Julian, 2011). The predicted outcome is that
participants who are exposed to music will produce lower post
assessment anxiety levels as well as higher scores on the
examination.
Method
Participants
Participants for this study will be recruited through a
convenience sample of 100 students (N = 100), 50 males and 50
females (n=50), by advertising participation through flyers
passed out around campus. In order to qualify for participation,
students will have to be in the 18-24 age range and be a current
undergraduate student at the university. For participating,
students will receive points that can be used for classes that
accept research participation as extra credit. Students who test
with special accommodations will be excluded from this study.

6. Materials
For this study, a heart rate monitor will be used to measure
heart rate and a timer will have to be used to time the 30-minute
study period. Students will listen to music that is projected
through a speaker connected to a laptop with a music streaming
program such as Spotify. Students will study and be tested on
the first two chapters out of a general college biology text book.
The State-Trait Anxiety Inventory (STAI) questionnaire will be
used to measure anxiety levels. A computer with SPSS data
analysis will be required to calculate the results.
Design
This study will be set up in a mixed factorial experimental
design and the data will be analyzed through a mixed effect
ANOVA. Music, with two levels of music and no music, and
the before and after assessments are the independent variables.
The dependent variables being measured in this experiment are
level of anxiety prior to exams and performance on exams, heart
rate, and performance on the test.
Procedure
The study will consist of one meeting that will last about an
hour and 45 minutes. Students will first be told that the purpose
of the study is to measure testing anxiety and memory prior to
an examination. To produce a realistic anxiety level,
participants will be told that their score on the exam at the end
of the study will determine how many extra credit points he or
she will be awarded. They will then be asked to sign an
informed consent form. The participants will be randomly
assigned to a condition, either music or no music during the
study period. The study will be conducted in a research lab with
multiple rooms in order to provide a private place for the
student to study while allowing the researcher to be on hand.
Pre-Study Session Assessment. The first part of the experiment
will last about 15 minutes. The participant will be brought into
the study room assigned to them and the research assistant will
record their heart rate using the heart rate monitor. The STAI
questionnaire will then be administered, which takes an

7. estimated 10 minutes to complete.
Study Session. Once the pre-assessment is completed, the
student will be instructed to study the material their exam for
30 minutes. The material will be taken from the first few
chapters from a general biology book. Participants assigned to
the no music condition will sit in silence during this period.
Participants assigned to the music condition will be taken to a
room with music playing from a small speaker at a moderate
volume. The research assistant will leave the student to study
alone.
Post-Study Session Assessment and Exam. After the 30 minute
study period is over, the research assistant will record heart rate
one last time and the STAI will be administered again,
estimated to take another 15 minutes. An examination of
randomized multiple choice questions from a test bank for the
textbook will be administered and the student has 10 minutes to
complete it.
Debrief. Following the exam, the student will be debriefed on
the true purpose of the study, which is to compare study with
music opposed to study without music and the effect of that
condition on the performance on an examination. Participants
will be told that their score on the exam does not affect the
amount of points be awarded to them, and the reason for
misleading them was to produce a realistic anxiety level without
negatively impacting them. The full extra credit points will be
awarded upon completion of the study. The scores that will be
analyzed are heart rates before and after the study session, STAI
results before and after study session, and performance on the
examination. The between subjects and within subjects
conditions will be analyzed using a mixed effect Analysis of
Variance (ANOVA).
Discussion
There are limitations to this experiment due to the
subjective nature of music. The most obvious foreseeable issue
is that not everyone enjoys music in the same manner, and one
student might rely upon using music in their everyday lives

8. while another prefers complete silence or background noise.
The possible implications that music might have for decreasing
test anxiety and increasing performance overshadows this, and
might even be eliminated by prescreening participants for those
who prefer silence and excluding them from the study. Another
limitation is using a biology textbook as the study and
examination material, and the examinations might be harder or
easier for some than others. The data is also only taken from
one test and one situation, so a longitudinal study would be
more accurate in observing the effects that music has on testing
anxiety
Proposed Budget
The researcher will need the following resources to complete
the study:
Supplies
· Consent Forms (N= 100,
$0.10).……………………………….…$10
· STAI
Questionnaires………………………………………..........$600
· Heart Rate
Monitor……………………………………………….$15
·
Timer……………………………………………………………...$10
·
Speaker……………………………………………………………$30
· Biology
Book……………………………………………………..$130

9. · Exams (printed, N= 100, $0.10 per
sheet)………………………..$10
Technology
·
Laptop……………………………………………………………$150
· IBM SPSS Statistics Grad Pack 24.0 Standard 6
Month…………$50
Personnel Salary
· Research Assistant (N=2) $10 per hour, 133
hours……………..$2,670
Grand
Total……………………………………………………………..$3,6
75
References
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi,
M., Newman, B., Gubi, A., & Mccann, N. (2005). Test Anxiety
and Academic Performance in Undergraduate and Graduate
Students. Journal of Educational Psychology, 97(2), 268-274.
doi:10.1037/0022-0663.97.2.268
Cook, J. D. (1986). Music as an intervention in the oncology
setting. Cancer Nursing, 9(1). doi:10.1097/00002820-
198602000-00004
Elliott, D., Polman, R., & Taylor, J. (2012). The effects of
relaxing music for anxiety control on competitive sport anxiety.
European Journal of Sport Science, 14(Sup1).
doi:10.1080/17461391.2012.693952
Farrell, A. K., Simpson, J. A., Carlson, E. A., Englund, M. M.,
& Sung, S. (2017). The impact of stress at different life stages
on physical health and the buffering effects of maternal
sensitivity. Health Psychology, 36(1), 35-44.
doi:10.1037/hea0000424
Feng, S., Suri, R., & Bell, M. (2014). Does Classical Music

10. Relieve Math Anxiety? Role of Tempo on Price Computation
Avoidance. Psychology & Marketing, 31(7), 489-499.
doi:10.1002/mar.20710
Julian, L. J. (2011). Measures of Anxiety. Arthritis Care &
Research, 63(S11): 10.1002/acr.20561. doi:10.1002/acr.20561.
Labbé, E., Schmidt, N., Babin, J., & Pharr, M. (2007). Coping
with Stress: The Effectiveness of Different Types of Music.
Applied Psychophysiology and Biofeedback, 32(3-4), 163-168.
doi:10.1007/s10484-007-9043-9
Lilley, J. L., Oberle, C. D., & Thompson, J. G. (2014). Effects
of music and grade consequences on test anxiety and
performance. Psychomusicology: Music, Mind, and Brain,
24(2), 184-190. doi:10.1037/pmu0000038
Ruiz-Aranda, D., Extremera, N., & Pineda-Galán, C. (2013).
Emotional intelligence, life satisfaction and subjective
happiness in female student health professionals: the mediating
effect of perceived stress. Journal of Psychiatric and Mental
Health Nursing, 21(2), 106-113. doi:10.1111/jpm.12052
Smyth, E., & Banks, J. (2015). ‘Your whole life depends on it’:
academic stress and high-stakes testing in Ireland. Journal of
Youth Studies, 18(5), 598–616, 598-617.
doi:10.1080/13676261.2014.992317
Thoma, M. V., Zemp, M., Kreienbühl, L., Hofer, D., Schmidlin,
P. R., Attin, T., . . . Nater, U. M. (2014). Effects of Music
Listening on Pre-treatment Anxiety and Stress Levels in a
Dental Hygiene Recall Population. International Journal of
Behavioral Medicine, 22(4), 498-505. doi:10.1007/s12529-014-
9439-x
Trapp, M., Trapp, E., Egger, J. W., Domej, W., Schillaci, G.,
Avian, A., . . . Baulmann, J. (2014). Impact of Mental and
Physical Stress on Blood Pressure and Pulse Pressure under
Normobaric versus Hypoxic Conditions. PLoS ONE, 9(5).
doi:10.1371/journal.pone.0089005
Yang, C., Miao, N., Lee, T., Tsai, J., Yang, H., Chen, W., . . .
Chou, K. (2016). The effect of a researcher designated music
intervention on hospitalised psychiatric patients with different

11. levels of anxiety. Journal of Clinical Nursing, 25(5-6), 777-787.
doi:10.1111/jocn.13098
Figure 1. Heart rate before and after study sessions.
Figure 2. Anxiety levels before and after study session.
Heart Rate Before and After Session
With Music Before Session After Session 88 75
Without Music Before Session After Session 88 84
Column1 Before Session After Session
Heart Rate

12. Anxiety Levels Before and After Study Session
With Music Before Session After Session 40 20
Without Music Before Session After Session 40 40
Column1 Before Session After Session
STAI Score
IT STraTegy:
ISSueS and PracTIceS
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IT STraTegy:
ISSueS and PracTIceS
T h i r d E d i t i o n
James D. McKeen
Queen’s University

13. Heather A. Smith
Queen’s University
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Library of Congress Cataloging-in-Publication Data
McKeen, James D.
IT strategy: issues and practices/James D. McKeen, Queen’s
University, Heather A. Smith,
Queen’s University.—Third edition.
pages cm
ISBN 978-0-13-354424-4 (alk. paper)
ISBN 0-13-354424-9 (alk. paper)
1. Information technology—Management. I. Smith, Heather A.
II. Title.
HD30.2.M3987 2015
004.068—dc23
2014017950
ISBN–10: 0-13-354424-9
ISBN–13: 978-0-13-354424-4
10 9 8 7 6 5 4 3 2 1
CoNTENTS
Preface xiii
About the Authors xxi

15. Acknowledgments xxii
Section I Delivering Value with IT 1
Chapter 1 DeVelopIng anD DelIVerIng on The IT Value
propoSITIon 2
Peeling the Onion: Understanding IT Value 3
What Is IT Value? 3
Where Is IT Value? 4
Who Delivers IT Value? 5
When Is IT Value Realized? 5
The Three Components of the IT Value Proposition 6
Identification of Potential Value 7
Effective Conversion 8
Realizing Value 9
Five Principles for Delivering Value 10
Principle 1. Have a Clearly Defined Portfolio Value
Management
Process 11
Principle 2. Aim for Chunks of Value 11
Principle 3. Adopt a Holistic Orientation to Technology Value
11
Principle 4. Aim for Joint Ownership of Technology Initiatives
12

16. Principle 5. Experiment More Often 12
Conclusion 12 • References 13
Chapter 2 DeVelopIng IT STraTegy for BuSIneSS Value 15
Business and IT Strategies: Past, Present, and Future 16
Four Critical Success Factors 18
The Many Dimensions of IT Strategy 20
Toward an IT Strategy-Development Process 22
Challenges for CIOs 23
Conclusion 25 • References 25
Chapter 3 lInkIng IT To BuSIneSS MeTrICS 27
Business Measurement: An Overview 28
Key Business Metrics for IT 30
v
vi Contents
Designing Business Metrics for IT 31
Advice to Managers 35
Conclusion 36 • References 36
Chapter 4 BuIlDIng a STrong relaTIonShIp
wITh The BuSIneSS 38
The Nature of the Business–IT Relationship 39
The Foundation of a Strong Business–IT

17. Relationship 41
Building Block #1: Competence 42
Building Block #2: Credibility 43
Building Block #3: Interpersonal Interaction 44
Building Block #4: Trust 46
Conclusion 48 • References 48
Appendix A The Five IT Value Profiles 50
Appendix B Guidelines for Building a Strong Business–IT
Relationship 51
Chapter 5 CoMMunICaTIng wITh BuSIneSS ManagerS 52
Communication in the Business–IT Relationship 53
What Is “Good” Communication? 54
Obstacles to Effective Communication 56
“T-Level” Communication Skills for IT Staff 58
Improving Business–IT Communication 60
Conclusion 61 • References 61
Appendix A IT Communication Competencies 63
Chapter 6 BuIlDIng BeTTer IT leaDerS froM
The BoTToM up 64
The Changing Role of the IT Leader 65
What Makes a Good IT Leader? 67

18. How to Build Better IT Leaders 70
Investing in Leadership Development: Articulating the Value
Proposition 73
Conclusion 74 • References 75
MInI CaSeS
Delivering Business Value with IT at Hefty Hardware 76
Investing in TUFS 80
IT Planning at ModMeters 82
Contents vii
Section II IT governance 87
Chapter 7 CreaTIng IT ShareD SerVICeS 88
IT Shared Services: An Overview 89
IT Shared Services: Pros and Cons 92
IT Shared Services: Key Organizational Success Factors 93
Identifying Candidate Services 94
An Integrated Model of IT Shared Services 95
Recommmendations for Creating Effective IT
Shared Services 96
Conclusion 99 • References 99

19. Chapter 8 a ManageMenT fraMework for
IT SourCIng 100
A Maturity Model for IT Functions 101
IT Sourcing Options: Theory Versus Practice 105
The “Real” Decision Criteria 109
Decision Criterion #1: Flexibility 109
Decision Criterion #2: Control 109
Decision Criterion #3: Knowledge Enhancement 110
Decision Criterion #4: Business Exigency 110
A Decision Framework for Sourcing IT Functions 111
Identify Your Core IT Functions 111
Create a “Function Sourcing” Profile 111
Evolve Full-Time IT Personnel 113
Encourage Exploration of the Whole Range
of Sourcing Options 114
Combine Sourcing Options Strategically 114
A Management Framework for Successful
Sourcing 115
Develop a Sourcing Strategy 115
Develop a Risk Mitigation Strategy 115

20. Develop a Governance Strategy 116
Understand the Cost Structures 116
Conclusion 117 • References 117
Chapter 9 The IT BuDgeTIng proCeSS 118
Key Concepts in IT Budgeting 119
The Importance of Budgets 121
The IT Planning and Budget Process 123
viii Contents
Corporate Processes 123
IT Processes 125
Assess Actual IT Spending 126
IT Budgeting Practices That Deliver Value 127
Conclusion 128 • References 129
Chapter 10 ManagIng IT- BaSeD rISk 130
A Holistic View of IT-Based Risk 131
Holistic Risk Management: A Portrait 134
Developing a Risk Management Framework 135
Improving Risk Management Capabilities 138
Conclusion 139 • References 140

21. Appendix A A Selection of Risk Classification
Schemes 141
Chapter 11 InforMaTIon ManageMenT: The nexuS
of BuSIneSS anD IT 142
Information Management: How Does IT Fit? 143
A Framework For IM 145
Stage One: Develop an IM Policy 145
Stage Two: Articulate the Operational
Components 145
Stage Three: Establish Information Stewardship 146
Stage Four: Build Information Standards 147
Issues In IM 148
Culture and Behavior 148
Information Risk Management 149
Information Value 150
Privacy 150
Knowledge Management 151
The Knowing–Doing Gap 151
Getting Started in IM 151
Conclusion 153 • References 154
Appendix A Elements of IM Operations 155

22. MInI CaSeS
Building Shared Services at RR Communications 156
Enterprise Architecture at Nationstate Insurance 160
IT Investment at North American Financial 165
Contents ix
Section III IT-enabled Innovation 169
Chapter 12 InnoVaTIon wITh IT 170
The Need for Innovation: An Historical
Perspective 171
The Need for Innovation Now 171
Understanding Innovation 172
The Value of Innovation 174
Innovation Essentials: Motivation, Support,
and Direction 175
Challenges for IT leaders 177
Facilitating Innovation 179
Conclusion 180 • References 181
Chapter 13 BIg DaTa anD SoCIal CoMpuTIng 182
The Social Media/Big Data Opportunity 183

23. Delivering Business Value with Big Data 185
Innovating with Big Data 189
Pulling in Two Different Directions: The Challenge
for IT Managers 190
First Steps for IT Leaders 192
Conclusion 193 • References 194
Chapter 14 IMproVIng The CuSToMer experIenCe:
an IT perSpeCTIVe 195
Customer Experience and Business value 196
Many Dimensions of Customer Experience 197
The Role of Technology in Customer Experience 199
Customer Experience Essentials for IT 200
First Steps to Improving Customer Experience 203
Conclusion 204 • References 204
Chapter 15 BuIlDIng BuSIneSS InTellIgenCe 206
Understanding Business Intelligence 207
The Need for Business Intelligence 208
The Challenge of Business Intelligence 209
The Role of IT in Business Intelligence 211
Improving Business Intelligence 213
Conclusion 216 • References 216

24. x Contents
Chapter 16 enaBlIng CollaBoraTIon wITh IT 218
Why Collaborate? 219
Characteristics of Collaboration 222
Components of Successful Collaboration 225
The Role of IT in Collaboration 227
First Steps for Facilitating Effective Collaboration 229
Conclusion 231 • References 232
MInI CaSeS
Innovation at International Foods 234
Consumerization of Technology at IFG 239
CRM at Minitrex 243
Customer Service at Datatronics 246
Section IV IT portfolio Development and Management 251
Chapter 17 applICaTIon porTfolIo ManageMenT 252
The Applications Quagmire 253
The Benefits of a Portfolio Perspective 254
Making APM Happen 256
Capability 1: Strategy and Governance 258
Capability 2: Inventory Management 262

25. Capability 3: Reporting and Rationalization 263
Key Lessons Learned 264
Conclusion 265 • References 265
Appendix A Application Information 266
Chapter 18 ManagIng IT DeManD 270
Understanding IT Demand 271
The Economics of Demand Management 273
Three Tools for Demand management 273
Key Organizational Enablers for Effective Demand
Management 274
Strategic Initiative Management 275
Application Portfolio Management 276
Enterprise Architecture 276
Business–IT Partnership 277
Governance and Transparency 279
Conclusion 281 • References 281
Contents xi
Chapter 19 CreaTIng anD eVolVIng a TeChnology
roaDMap 283
What is a Technology Roadmap? 284

26. The Benefits of a Technology Roadmap 285
External Benefits (Effectiveness) 285
Internal Benefits (Efficiency) 286
Elements of the Technology Roadmap 286
Activity #1: Guiding Principles 287
Activity #2: Assess Current Technology 288
Activity #3: Analyze Gaps 289
Activity #4: Evaluate Technology
Landscape 290
Activity #5: Describe Future Technology 291
Activity #6: Outline Migration Strategy 292
Activity #7: Establish Governance 292
Practical Steps for Developing a Technology
Roadmap 294
Conclusion 295 • References 295
Appendix A Principles to Guide a Migration
Strategy 296
Chapter 20 enhanCIng DeVelopMenT
proDuCTIVITy 297
The Problem with System Development 298

27. Trends in System Development 299
Obstacles to Improving System Development
Productivity 302
Improving System Development Productivity: What we
know that Works 304
Next Steps to Improving System Development
Productivity 306
Conclusion 308 • References 308
Chapter 21 InforMaTIon DelIVery: IT’S eVolVIng role 310
Information and IT: Why Now? 311
Delivering Value Through Information 312
Effective Information Delivery 316
New Information Skills 316
New Information Roles 317
New Information Practices 317
xii Contents
New Information Strategies 318
The Future of Information Delivery 319
Conclusion 321 • References 322
MInI CaSeS
Project Management at MM 324

28. Working Smarter at Continental Furniture International 328
Managing Technology at Genex Fuels 333
Index 336
PREFACE
Today, with information technology (IT) driving constant
business transformation,
overwhelming organizations with information, enabling 24/7
global operations, and
undermining traditional business models, the challenge for
business leaders is not
simply to manage IT, it is to use IT to deliver business value.
Whereas until fairly recently,
decisions about IT could be safely delegated to technology
specialists after a business
strategy had been developed, IT is now so closely integrated
with business that, as one
CIO explained to us, “We can no longer deliver business
solutions in our company
without using technology so IT and business strategy must
constantly interact with
each other.”
What’s New in This Third Edition?
• Six new chapters focusing on current critical
issues in IT management, including
IT shared services; big data and social computing; business
intelligence; manag-
ing IT demand; improving the customer experience; and
enhancing development

29. productivity.
• Two significantly revised chapters: on delivering
IT functions through different
resourcing options; and innovating with IT.
• Twonew mini cases based on real companies
and real IT management situations:
Working Smarter at Continental Furniture and Enterprise
Architecture at Nationstate
Insurance.
• A revised structure based on reader
feedback with six chapters and two mini cases
from the second edition being moved to the Web site.
All too often, in our efforts to prepare future executives to deal
effectively with
the issues of IT strategy and management, we lead them into a
foreign country where
they encounter a different language, different culture, and
different customs. Acronyms
(e.g., SOA, FTP/IP, SDLC, ITIL, ERP), buzzwords (e.g.,
asymmetric encryption, proxy
servers, agile, enterprise service bus), and the widely adopted
practice of abstraction
(e.g., Is a software monitor a person, place, or thing?) present
formidable “barriers to
entry” to the technologically uninitiated, but more important,
they obscure the impor-
tance of teaching students how to make business decisions about
a key organizational
resource. By taking a critical issues perspective, IT Strategy:
Issues and Practices treats IT
as a tool to be leveraged to save and/or make money or
transform an organization—not

30. as a study by itself.
As in the first two editions of this book, this third edition
combines the experi-
ences and insights of many senior IT managers from leading-
edge organizations with
thorough academic research to bring important issues in IT
management to life and
demonstrate how IT strategy is put into action in contemporary
businesses. This new
edition has been designed around an enhanced set of critical
real-world issues in IT
management today, such as innovating with IT, working with
big data and social media,
xiii
xiv Preface
enhancing customer experience, and designing for business
intelligence and introduces
students to the challenges of making IT decisions that will have
significant impacts on
how businesses function and deliver value to stakeholders.
IT Strategy: Issues and Practices focuses on how IT is changing
and will continue to
change organizations as we now know them. However, rather
than learning concepts
“free of context,” students are introduced to the complex
decisions facing real organi-
zations by means of a number of mini cases. These provide an
opportunity to apply
the models/theories/frameworks presented and help students

31. integrate and assimilate
this material. By the end of the book, students will have the
confidence and ability to
tackle the tough issues regarding IT management and strategy
and a clear understand-
ing of their importance in delivering business value.
Key Features of This Book
• A focus on IT management issues as opposed to
technology issues
• Critical IT issues explored within their
organizational contexts
• Readily applicablemodels and frameworks for
implementing IT strategies
• Mini cases to animate issues and focus
classroom discussions on real-world deci-
sions, enabling problem-based learning
• Proven strategies and best practices from leading-edge
organizations
• Useful and practical advice and guidelinesfor
delivering value with IT
• Extensive teaching notes for all mini cases
A Different ApproAch to teAching it StrAtegy
The real world of IT is one of issues—critical issues—such as
the following:
• How do we know if we are getting
value from our IT investment?
• How can we innovate with IT?
• What specific IT functions should we seek
from external providers?
• How do we buildan IT leadershipteam that is

32. a trusted partner with the business?
• How do we enhance IT capabilities?
• What is IT’s role in creating an intelligent
business?
• How can we best take advantage of new
technologies, such as big data and social
media, in our business?
• How can we manage IT risk?
However, the majority of management information systems
(MIS) textbooks are orga-
nized by system category (e.g., supply chain, customer
relationship management, enterprise
resource planning), by system component (e.g., hardware,
software, networks), by system
function (e.g., marketing, financial, human resources), by
system type (e.g., transactional,
decisional, strategic), or by a combination of these.
Unfortunately, such an organization
does not promote an understanding of IT management in
practice.
IT Strategy: Issues and Practices tackles the real-world
challenges of IT manage-
ment. First, it explores a set of the most important issues facing
IT managers today, and
second, it provides a series of mini cases that present these
critical IT issues within the
context of real organizations. By focusing the text as well as the
mini cases on today’s
critical issues, the book naturally reinforces problem-based
learning.

33. Preface xv
IT Strategy: Issues and Practices includes thirteen mini cases—
each based on a real
company presented anonymously.1 Mini cases are not simply
abbreviated versions of
standard, full-length business cases. They differ in two
significant ways:
1. A horizontal perspective. Unlike standard cases that develop
a single issue within
an organizational setting (i.e., a “vertical” slice of
organizational life), mini cases
take a “horizontal” slice through a number of coexistent issues.
Rather than looking
for a solution to a specific problem, as in a standard case,
students analyzing a mini
case must first identify and prioritize the issues embedded
within the case. This mim-
ics real life in organizations where the challenge lies in
“knowing where to start” as
opposed to “solving a predefined problem.”
2. Highly relevant information. Mini cases are densely written.
Unlike standard
cases, which intermix irrelevant information, in a mini case,
each sentence exists for
a reason and reflects relevant information. As a result, students
must analyze each
case very carefully so as not to miss critical aspects of the
situation.
Teaching with mini cases is, thus, very different than teaching
with standard cases.
With mini cases, students must determine what is really going
on within the organiza-

34. tion. What first appears as a straightforward “technology”
problem may in fact be a
political problem or one of five other “technology” problems.
Detective work is, there-
fore, required. The problem identification and prioritization
skills needed are essential
skills for future managers to learn for the simple reason that it
is not possible for organi-
zations to tackle all of their problems concurrently. Mini cases
help teach these skills to
students and can balance the problem-solving skills learned in
other classes. Best of all,
detective work is fun and promotes lively classroom discussion.
To assist instructors, extensive teaching notes are available for
all mini cases. Developed
by the authors and based on “tried and true” in-class experience,
these notes include case
summaries, identify the key issues within each case, present
ancillary information about the
company/industry represented in the case, and offer guidelines
for organizing the class-
room discussion. Because of the structure of these mini cases
and their embedded issues, it
is common for teaching notes to exceed the length of the actual
mini case!
This book is most appropriate for MIS courses where the goal is
to understand how
IT delivers organizational value. These courses are frequently
labeled “IT Strategy” or
“IT Management” and are offered within undergraduate as well
as MBA programs. For
undergraduate juniors and seniors in business and commerce
programs, this is usually
the “capstone” MIS course. For MBA students, this course may

35. be the compulsory core
course in MIS, or it may be an elective course.
Each chapter and mini case in this book has been thoroughly
tested in a variety
of undergraduate, graduate, and executive programs at Queen’s
School of Business.2
1 We are unable to identify these leading-edge companies by
agreements established as part of our overall
research program (described later).
2 Queen’s School of Business is one of the world’s premier
business schools, with a faculty team renowned
for its business experience and academic credentials. The
School has earned international recognition for
its innovative approaches to team-based and experiential
learning. In addition to its highly acclaimed MBA
programs, Queen’s School of Business is also home to Canada’s
most prestigious undergraduate business
program and several outstanding graduate programs. As well,
the School is one of the world’s largest and
most respected providers of executive education.
xvi Preface
These materials have proven highly successful within all
programs because we adapt
how the material is presented according to the level of the
students. Whereas under-
graduate students “learn” about critical business issues from the
book and mini cases
for the first time, graduate students are able to “relate” to these
same critical issues
based on their previous business experience. As a result,

36. graduate students are able to
introduce personal experiences into the discussion of these
critical IT issues.
orgAnizAtion of thiS Book
One of the advantages of an issues-focused structure is that
chapters can be approached
in any order because they do not build on one another. Chapter
order is immaterial; that
is, one does not need to read the first three chapters to
understand the fourth. This pro-
vides an instructor with maximum flexibility to organize a
course as he or she sees fit.
Thus, within different courses/programs, the order of topics can
be changed to focus on
different IT concepts.
Furthermore, because each mini case includes multiple issues,
they, too, can be
used to serve different purposes. For example, the mini case
“Building Shared Services
at RR Communications” can be used to focus on issues of
governance, organizational
structure, and/or change management just as easily as shared
services. The result is a
rich set of instructional materials that lends itself well to a
variety of pedagogical appli-
cations, particularly problem-based learning, and that clearly
illustrates the reality of IT
strategy in action.
The book is organized into four sections, each emphasizing a
key component of
developing and delivering effective IT strategy:

37. • Section I: Delivering Value with IT is designed to
examine the complex ways that
IT and business value are related. Over the past twenty years,
researchers and prac-
titioners have come to understand that “business value” can
mean many different
things when applied to IT. Chapter 1 (Developing and
Delivering on the IT Value
Proposition) explores these concepts in depth. Unlike the
simplistic value propo-
sitions often used when implementing IT in organizations, this
chapter presents
“value” as a multilayered business construct that must be
effectively managed at
several levels if technology is to achieve the benefits expected.
Chapter 2 (Developing
IT Strategy for Business Value) examines the dynamic
interrelationship between
business and IT strategy and looks at the processes and critical
success factors
used by organizations to ensure that both are well aligned.
Chapter 3 (Linking IT
to Business Metrics) discusses new ways of measuring IT’s
effectiveness that pro-
mote closer business–IT alignment and help drive greater
business value. Chapter
4 (Building a Strong Relationship with the Business) examines
the nature of the
business–IT relationship and the characteristics of an effective
relationship that
delivers real value to the enterprise. Chapter 5 (Communicating
with Business
Managers) explores the business and interpersonal competencies
that IT staff will
need in order to do their jobs effectively over the next five to
seven years and what

38. companies should be doing to develop them. Finally, Chapter 6
(Building Better IT
Leaders from the Bottom Up) tackles the increasing need for
improved leadership
skills in all IT staff and examines the expectations of the
business for strategic and
innovative guidance from IT.
Preface xvii
In the mini cases associated with this section, the concepts of
delivering
value with IT are explored in a number of different ways. We
see business and
IT executives at Hefty Hardware grappling with conflicting
priorities and per-
spectives and how best to work together to achieve the
company’s strategy. In
“Investing in TUFS,” CIO Martin Drysdale watches as all of the
work his IT depart-
ment has put into a major new system fails to deliver value. And
the “IT Planning
at ModMeters” mini case follows CIO Brian Smith’s efforts to
create a strategic
IT plan that will align with business strategy, keep IT running,
and not increase
IT’s budget.
• Section II: IT Governance explores key concepts in how
the IT organization is
structured and managed to effectively deliver IT products and
services to the orga-
nization. Chapter 7 (IT Shared Services) discusses how IT
shared services should be

39. selected, organized, managed, and governed to achieve
improved organizational
performance. Chapter 8 (A Management Framework for IT
Sourcing) examines
how organizations are choosing to source and deliver different
types of IT functions
and presents a framework to guide sourcing decisions. Chapter 9
(The IT Budgeting
Process) describes the “evil twin” of IT strategy, discussing
how budgeting mecha-
nisms can significantly undermine effective business strategies
and suggesting
practices for addressing this problem while maintaining
traditional fiscal account-
ability. Chapter 10 (Managing IT-based Risk) describes how
many IT organizations
have been given the responsibility of not only managing risk in
their own activities
(i.e., project development, operations, and delivering business
strategy) but also
of managing IT-based risk in all company activities (e.g.,
mobile computing, file
sharing, and online access to information and software) and the
need for a holistic
framework to understand and deal with risk effectively. Chapter
11 (Information
Management: The Nexus of Business and IT) describes how new
organizational
needs for more useful and integrated information are driving the
development of
business-oriented functions within IT that focus specifically on
information and
knowledge, as opposed to applications and data.
The mini cases in this section examine the difficulties of
managing com-

40. plex IT issues when they intersect substantially with important
business issues.
In “Building Shared Services at RR Communications,” we see
an IT organiza-
tion in transition from a traditional divisional structure and
governance model
to a more centralized enterprise model, and the long-term
challenges experi-
enced by CIO Vince Patton in changing both business and IT
practices, includ-
ing information management and delivery, to support this new
approach. In
“Enterprise Architecture at Nationstate Insurance,” CIO Jane
Denton endeavors
to make IT more flexible and agile, while incorporating new and
emerging tech-
nologies into its strategy. In “IT Investment at North American
Financial,” we
show the opportunities and challenges involved in prioritizing
and resourcing
enterprisewide IT projects and monitoring that anticipated
benefits are being
achieved.
• Section III: IT-Enabled Innovation discusses some of the
ways technology is
being used to transform organizations. Chapter 12 (Innovation
with IT) examines
the nature and importance of innovation with IT and describes a
typical inno-
vation life cycle. Chapter 13 (Big Data and Social Computing)
discusses how IT
leaders are incorporating big data and social media concepts and
technologies

41. xviii Preface
to successfully deliver business value in new ways. Chapter 14
(Improving the
Customer Experience: An IT Perspective) explores the IT
function’s role in creating
and improving an …
Psychology 475, SPRING 2020 (Dr.Hajnal) GRANT GRADING
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