15 HOURS
Advising: Department of Information Systems, Georgia Southern University, P.O. Box 7998, Statesboro, GA 30460, (912) 478-4747, FAX:
(912) 478-7751.
Program
The ERP Certificate program consists of five 3-credit hour graduate-level CISM courses. Four courses will be delivered online, two during Fall Semester and two during Spring Semester. The fifth course will be delivered in an all-day, two-week format on campus or in another specified location; this final course will typically begin within 14 days of the conclusion of Spring Semester.
The ERP Certificate program is a lock-step program and admitted students are assigned to a cohort for which there will be prescribed courses. Students in the ERP Certificate program who enter other graduate programs at the university, such as the MBA, MAcc, and MS in Applied Engineering may be able to use some or all of the ERP Certificate courses to satisfy degree requirements.
The ERP Certificate Program focuses on the knowledge and skills students need for careers in organizations that rely on ERP systems to support key business processes. Students in the program will receive a solid, applied enterprise systems educational experience and will exit the program with a realistic overview of ERP systems and hands-on experience using SAP.
The ERP Certificate program is also designed to assist students preparing for and passing SAP’s TERP10 certification exam. Students who pass the certification test will be listed in SAP’s database of certified business practitioners. The TERP10 certification is recognized worldwide and a continuing global shortage of skilled SAP workers will enable students who earn the ERP Certificate to compete for a wide range of jobs.
Admission Requirements
Admission to the ERP Certificate program is competitive. The ERP Certificate program’s admission committee reviews applications on an individual basis looking at both the quantitative and qualitative aspects of the applicant’s academic background and professional experience (if applicable). The committee seeks to assess each applicant’s potential for academic success in an online graduate program based on the following:
1. Admission to the Georgia Southern University College of Graduate Studies as a Non-Degree Certificate student. This requires the following:
a. Completion of a Bachelor’s degree or equivalent from a college accredited by the proper regional association with a 2.7 (4.0 scale) cumulative grade point average or higher on undergraduate work.
b. Official copies of all undergraduate and graduate, if appropriate, transcripts.
c. An updated resume that includes the following: a) Work history, b) Education history, c) Professional experiences related to the academic program, and d) Contact information for a minimum of three references.
d. A personal statement that includes a description of career goals and reasons for applying to the graduate ERP Certificate program. e. Students whose first language is not English and who have not studied extensively in English must submit official TOEFL scores.
TOEFL scores of at least 80 (internet-based), 213 (computer-based), or 550 (paper-based) are required for admission to the ERP Certificate program. TOEFL scores must be sent directly from the Educational Testing Service (ETS) to Georgia Southern University.
f. Students who are not U.S. citizens must provide a photocopy of their VISA or permanent resident alien cards and satisfy all other admission requirements specified by COGS for international students.
g. Students interested in applying course credit earned while completing the ERP Certificate toward the requirements for an MBA, MAcc, or MS in Applied Engineering degree must also satisfy the admission requirements for that degree program.
NOTE: Contact the Office of Graduate Admissions for other admission related information.
Admission Appeals
Students who wish to appeal an admission decision must follow the College of Graduate Studies appeal procedures.
Graduate Transfer of Transient Credit
Due to the lock-step nature of the program, credit will not be granted for courses taken outside of the ERP Certificate program.
Program of Study Prerequisites
Students accepted to the program must have previous accounting experience or related coursework. Prospective students without accounting experience or related coursework can take ACCT 6130 - Accounting and Control or its undergraduate equivalent, ACCT 2030 - Survey of Accounting, prior to Fall Semester.
Course requirements ... ...15 Hours
College of Business Administration Programs
105
CISM 7331 - Enterprise Systems Analysis (3)
CISM 7335 - Business Intelligence and Performance Management Systems (3) CISM 7339 - ERP Certification (3)
One of the following Prescribed Electives will be scheduled for each cohort: CISM 7235 - ERP Web Portal Customization (3)
Dean: Thomas R. Koballa, Jr. 1100 College of Education Building P. O. Box 8013 (912) 478-5648 FAX: (912) 478-5093 [email protected]
College of Education
A COMMITMENT TO DIVERSITY:It is imperative that we prepare our students for work in diverse settings from classrooms to clinics and from computer labs to community agencies. It is essential for the College of Education to ensure that embracing diversity in its many dimensions becomes an important theme Associate Dean for Graduate, Research, Sponsored Programs and
Development: Tracy A. Linderholm 1100 College of Education Building P. O. Box 8013
(912) 478-5648 FAX: (912) 478-5093
Associate Dean for Undergraduate, Teacher Education and Accreditation: Deborah Thomas
1103 College of Education Building P. O. Box 8133
(912) 478-5247 FAX: (912) 478-1068
VISION
The College of Education will become a regional leader for the professional preparation and continuing development of reflective educators and other stakeholders by creating a transcultural community of public and private partnerships that will facilitate enriched opportunities for student learning.
MISSION
To achieve our vision, the College of Education will emphasize five major commitments that, together, define our mission and provide a clear pathway toward greatness.
A COMMITMENT TO ACADEMIC DISTINCTION IN UNDERGRADUATE AND GRADUATE EDUCATION: Our first responsibility is to our students. We shall build upon our tradition of preparing exemplary professionals for work in schools. Our pursuit of academic distinction will be deliberate, decisive, and designed to cultivate a cadre of educated and thoughtful learners. We will provide a rigorous academic environment and a student-centered pedagogy that ensure high standards. We are committed to the integration of emerging technologies that enhance instructional delivery, program development, and student learning.
A COMMITMENT TO COLLABORATION:
We shall create, maintain, and refine focused and well- chosen external collaborations. Successful change requires us to engage in sustained long-term relationships that will link the College of Education, schools, and community agencies as sources for ideas, support, and assistance. Alliances with P-12 colleagues through partner school and professional development school initiatives and further linkages with our regional community through campus and community internships and additional collaborations will be key attributes of our learning paradigm. Collaboration among all Georgia Southern University Colleges will be invited, sustained, and nurtured. We will be the initiators who develop a collaborative culture that really works.
undergirding and informing our programs. All of our graduates must function successfully in communities that are characterized by racial, cultural, class, and ability differences and that are challenged by expanding and emerging technology and large shifts in population. We shall continue to define, devise, and develop ways to achieve greater diversity in undergraduate, graduate and terminal degree programs through recruitment, admission, and retention policies that are sensitive to the differences, needs, and strengths of our students and the communities they represent. We shall, congruent with the vision and mission of the University, continue to engage in affirmative recruitment and retention of women and minorities among our faculty and staff.
A COMMITMENT TO PROFESSIONAL DEVELOPMENT:
We shall continue to initiate and sustain opportunities for faculty to grow professionally and to become more expert so that their influence in theory and practice is enhanced. Programs that create a context for collaboration and reduce the artificial boundaries of program and department will be maintained, refined, and valued. We are committed to refining our processes and protocols to ensure that service and scholarship are respected and rewarded. We shall continue to promote faculty competence in using and encouraging technology, and we shall continue to refine and develop strategies to encourage and provide incentives for positive change.
A COMMITMENT TO REGIONAL SERVICE:
We shall develop practical strategies that meet the challenge of being a truly regional College of Education by carefully selecting programs that promote contemporary practices and emergent technologies for meeting the needs of stakeholders across our entire area of service. We shall also have clearly defined strategies and well articulated priorities for expanding our service and our influence. Instructional opportunities in new sites are important elements of our regional orientation and have clear and significant implications for faculty recruitment, strategic planning and enrollment management. These realities require that we be focused and united in our approaches to managing our resources and serving the needs of our region.