scholarly journals An Analysts’ Skills: Bespoke Software vs Packaged Software at Small Software Vendors

2020 ◽  
Vol 5 (6) ◽  
pp. 1021-1026
Author(s):  
Issam Jebreen
Keyword(s):  
1984 ◽  
Vol 1 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Tim Johnson

The relentless growth of the computer industry over more than 30 years has been driven on by a series of major innovations. High-level languages; solid-state logic; compatible machine ranges; disk storage; time-sharing; data communications; virtual machine architectures; the use of LSI and solid-state memory; text processing; personal computers; sucessful packaged software; each advance in its turn has opened up new markets and set off a new spurt of expansion. A vital conclusion of this study is that expert systems promise to be another such major innovation.


2010 ◽  
Vol 11 (3) ◽  
pp. 122-148 ◽  
Author(s):  
Debra Howcroft ◽  
◽  
Ben Light ◽  

Author(s):  
Celeste See-pui Ng

A typical packaged software lifecycle, from the client-organization perspective, is packaged software selection followed by implementation, installation, training, and maintenance (that includes upgrades). Traditional software maintenance has been acknowledged by many researchers as the longest and most costly phase in the software lifecycle. This fact is no exception in the ERP packaged software maintenance context (Moore, 2005; Whiting, 2006). According to Ng, Gable, & Chan (2002, pg. 100) ERP maintenance is defined as “post-implementation activities related to the packaged application software undertaken by the client-organization from the time the system goes live (i.e., successfully implemented and transported to the production environment), until it is retired from an organization’s production system, to keep the system running; adapt to a changed environment in order to operate well; provide helps to the system users in using the system; realize benefits from the system (best business processes, enhanced system integration, cost reduction); and keep the system a supported-version and meet the vendor’s requirements for standard code. These activities include: implementing internal change-requests (initiated by an ERP-using organization’s system users and IT-staff); responding or handling usersupport requests (initiated by an ERP-using organization’s system users); upgrading to new versions/releases (introduced by the vendor); and performing patches (support provided by the vendor).” In order to achieve the abovementioned maintenance objectives of keeping the ERP system running, adapting the system to a new operating environment, and ensuring the system up to the vendor’s requirement for standard code; and realizing benefits such as competitive advantages from the system, the IT department staff has to collect some metrics or relevant data on patches and modifications done to the ERP system so that they can know or can tell the status and the performance of their maintenance activities. The authors in Fenton (1991), Fenton & Pfleeger (1997), and Florac (1992), agree that software maintenance data are useful for planning, assessment, tracking, and predictions on software maintenance. Although, there is a lot of literature on ERP, we find almost no literature on ERP maintenance metrics. Thus, this text is meant to provide some fundamental metrics on ERP patches and modifications which could be useful for ERP maintenance management in order to answer questions on the state of their ERP system, their patch implementation costs, and the ongoing maintenance costs for their previous modification or custom development.


Author(s):  
Chia-Wen Tsai

The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.


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