higher diploma syllabus - bcs

© Institute for the Management of Information Systems.

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Version 1 (August 2012) – Higher Diploma Syllabus

The Institute for the Management of Information Systems

HIGHER DIPLOMA SYLLABUS


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CONTENTS Page Description

3 Foreword

4 Rationale of the Higher Diploma award

4 Aims of the Higher Diploma

4 Structure of the Higher Diploma

5 Higher Diploma Modules

6 Structure of the Individual units

8 Further Guidance Notes

10 The Assessment of the Higher Diploma

11 Mapping to previous Syllabus

12 Quality Assurance

13 Relationship to the National Occupational Standards (NOS) for IT

Higher Diploma Modules

15 H1 Management Information Systems

22 H2 Information Systems Strategy

29 H3 Contemporary Issues in Systems Design

35 H4 Database Development

40 H5 Project Management

46 H6 Business Information System Project

52 IMIS Syllabus equivalence table


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Foreword The IMIS Higher Diploma is a well-established level 5 qualification awarded annually to thousands of students across the world who have successfully completed the six units that make up the award. For most, studying for the Higher Diploma is a progression from having previously been successful in completing the IMIS Diploma at level 4.

In the fast-moving world of IS and IT the content of qualifications in this field inevitably starts to become out of date and requires refreshing. This new version of the Higher Diploma reflects the very latest state of this professional field and has been put together by a team if IS/IT practitioners active in the business and education sectors of the profession. In undertaking this task they have been informed not only by their own peer groups but also by the expertise on the IMIS Education Standing Committee along with, importantly, feedback from the Institute’s teaching centres and students who responded to a survey of opinions on the qualification.

Given the success and popularity of the existing Higher Diploma with its unique positioning of three themes of “Information Systems Technology”, “Information Systems Development” and “Personal and Professional Skills in Information Systems” around a fourth unifying central theme of the “Management of Information Systems”, the curriculum development team decided on an evolutionary, rather than a revolutionary, approach to developing this new syllabus. The shape and format of the Higher Diploma therefore retains its familiar form of six equally weighted units all assessed as previously by examinations administered by IMIS with candidates required to pass each module in order to attain the Higher Diploma.

This review and revision of the qualification has come at a time of new regulatory change in the oversight of UK qualifications which are now accredited by a national body, Ofqual, and as a result of accreditation may be placed at an appropriate level on the national Qualifications and Credit Framework (QCF). The Institute has taken advantage of this syllabus review to ensure that the new unit specifications are compliant with QCF requirements for accreditation with respect to their format, mode of expression and level of demand. The Institute will be seeking Ofqual accreditation with a view to enabling successful Higher Diploma students to gain an 120 credit award comprising six accredited QCF level 5 units .

The format of the presentation of the units here includes all requirements of Ofqual for the specification of Learning Objectives and Assessment Criteria, but goes further to provide teaching centres with an outline of the content of material to be taught, cross-referenced to chosen texts and other guidance. This guidance in combination with specimen examination papers and solutions, separately available, provides the definitive guide to teaching centre staff and to students preparing to be assessed in the Higher Diploma modules.

Chief Examiner


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Rationale of the Higher Diploma award

The IMIS Higher Diploma serves the purpose of: o Providing an internationally recognised professional level 5 qualification in the field of the

management of information systems and related areas

o Preparing students by the development of knowledge, understanding and skills for careers in the IS/IT field

o Through the development of higher level skills, to enable to students to perform successfully in careers at more advanced practitioner levels

o Through its wide recognition and acceptance, providing students with a qualification allowing progression from previous level 4 achievement (usually in the IMIS Diploma) to higher level (level 6) qualifications such as a Graduate Diploma or Bachelors Degree, and beyond

o Providing a curriculum that is professionally oriented and distinctive from others available at this level within the broad area of Computing, IS and IT

o Through its centrally set and assessed examinations, providing a qualification with an assured standard irrespective of the place of delivery or study location of the students

o Providing students with an award which may be used as part of the qualifying requirements for professional membership of IMIS

The Aims of the Higher Diploma

The IMIS Higher Diploma is focussed around four themes, the central theme of the Management of Information Systems being covered with three supporting themes of the Technological Support for Information Systems, the Development of Information Systems and the Personal and Professional Skills that relate to Information Systems practice. It is this particular combination of themes that gives the IMIS Higher Diploma its distinctive and popular orientation which sets it apart from other awards in the IS/IT field at this level.

In covering these four themes the IMIS Higher Diploma fulfils its rational by aiming to:

Provide an understanding of Classical Systems Theory and other models, and to explore the role of Management Information Systems for decision-making in organisations.

Introduce business strategy and provide an understanding of how information systems and their strategic use can help support and develop this.

Provide learners with a knowledge and critical understanding of contemporary software and information systems development methods, along with the skills in the principles and practice of good information systems architecture and design which underpin these methods.

Explain the nature of databases and the environment in which they operate.

Allow a learner to obtain the knowledge and skills required to take responsibility for the lifecycle of small to medium sized Information Systems development projects.

Enable the learner to apply the knowledge gained in the other units to produce a software solution to an approved business information systems problem.

The Structure of the Higher Diploma

The Higher Diploma comprises six equally-weighted units of study as follows:

H1: Management Information Systems

H2: Information Systems Strategy

H3: Contemporary Issues in Systems Design

H4: Database Development

H5: Project Management for Information Systems

H6: Business Information Systems Project


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HIGHER DIPLOMA MODULES The diagram shows the primary focus for each module:

Modules: Contemporary Issues in Systems, Database Development, Business Information Systems Project

Modules: Management Information Systems Information Systems Strategy

Module: Business Information Systems Project

Modules: Project Management for Information Systems, Business Information Systems Project


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The Structure of the individual Units

The six units that make up the Higher Diploma are presented in this document in a standard format comprising the following sections of information:

Unit Title: unit code and name

Unit level: unit level with respect to the QCF (level 5 in all cases)

Credit value: the size of unit with each credit representing 10 study hours (credit

value 20 in all cases, representing 200 hours of study)

Guided Learning Hours: essentially ‘contact hours’ between staff and student (80 hours in all cases) and referred to as ‘GLH’

Overall Aim of the unit:

A summary of the aim and rationale of the unit

Learning Outcomes:

A listing of the Learning Objectives of the unit – five or six in all cases, labelled LO1 to LO5/LO6 - which are what the learner will know, understand or be able to do when awarded credit (having been successful in the assessment) for this unit.

Assessment Criteria:

A listing of the Assessment Criteria indicating what the learner is expected to show that they can do in order to demonstrate achievement of the Learning Outcomes. These will be labelled relative to each Learning Outcome, for example LO1 might have Assessment Criteria AC1.1, AC1.2, AC1.3, etc. The examinations and project will assess the learners against these criteria.

Guidance

There may be several sections of guidance which is intended to assist teaching centres and students in the teaching and learning of the unit. These sections are:

Unit Content

This will set out in bullet point form the material which constitutes the content of the unit. Each bullet point will be cross-referenced to a section of the set text(s) that support the study of the unit. The format of this section will be, for example:

“LO1 Understand the concepts of databases, relational databases, database management systems

and database administration

AC1.1 Describe the differences between conventional file based systems and the database

approach

The traditional file based approach [T1, Ch1]

The problems and limitations of the file-based approach [T1, Ch1] The database approach [T1, Ch1]

The role of the DBMS [T2, Ch1] The advantages and disadvantages of DBMS[T1, Ch1]”

Recommended texts:

A list of the recommended texts giving the name, author, edition, publisher and ISBN. These will be labelled T1, T2 etc to enable cross referencing to the unit content (see above).


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Other resources:

This section will list any other study resources that the unit developer has identified that may assist the learner to be successful in the completion of the unit of study. This may be additional texts that give a broader coverage of the topics, or may also include relevant web references.

Other guidance:

This section will set out any further guidance that the unit developer considers may be helpful. It may include, for example, recommended teaching approaches, the sequence of teaching , how study materials are best used, and so on

Assessment and Grading:

This sets out the way in which the unit will be assessed and is the same for all six Higher Diploma units:

Unit grading structure: Pass, Merit, Distinction

Assessment Guidance: 3 hour closed book examination


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Further Guidance Notes

It is a matter for the teaching centres as to how they wish to deliver the course, though it is

usual to have teaching sessions associated with particular units

The mode of delivery of the units is at the discretion and based on the experience of the teaching staff. This may include traditional lectures, but depending on the nature of the material being covered may include other activities such as laboratory work, group work and group discussion, tutorials and self-study

Each unit has a credit value of 20 with the expectation that 10 learning hours are required to

deliver a single credit. This implies that 200 hours of study will be required in order to deliver each unit

Each unit has a Guided Learning Hours value of 80 hours. This is the time the students spend

under the guidance of their tutors and when staff are present overseeing specific activities such as lectures, tutorials and laboratories for example, and which are sometimes called ‘contact hours’

Clearly there is an expectation that in order to be successful students will be required to carry

out 120 hours of other study which will be directed by their tutors but not carried out necessarily in their presence. This ‘directed self study’ may include the reading of texts, investigating material on websites, carrying out exercises, working in IT laboratories, and so on. It is the responsibility of the teaching centres and their tutors to define a teaching and learning structure for each unit that specifies the nature of activities and their timings for both the Guided Learning Hours and Directed Self-Study hours of the units

The units have been designed to be of equal ‘size’ in terms of their GLH and their total study

hours. This has been assured through the fact that each unit has evolved from an ‘old’ Higher Diploma unit which was accompanied by a learning resources pack which accounted in detail for each of the 200 study hours and gave precise direction for each of the 80 GLH. Additional assurance of the appropriate ‘size’ of the unit has been through the use of experienced unit developers whose work has been validated by equally experienced moderators, all under the overall oversight of the Project Leader

Within a unit it may not be the best approach to attempt to teach the material for each LO or

each AC distinctly. There may be instances where a teaching activity may naturally cover the content of two or more ACs, for example. This will sometimes be apparent in the unit specifications where two or more ACs may be shown having the same content and same cross-referencing to the recommended texts

Where the nature of the final assessment of the units is an examination, this necessarily limits

the scope of how the unit is assessed to descriptions, explanations, etc of the material covered. This should not however confine the activities that are used in the teaching of the units which should wherever possible and appropriate be practical in nature. So when the students are describing a process, say, in the examination, they are not simply covering something that they have read about in the recommended text but are able to draw on their experience of actually carrying out the process practically in the classrooms or IT laboratories at the Teaching centres

Nor should the final IMIS examination be the only assessment conducted in the unit. The

Teaching centres should provide opportunities for formative assessment with feedback throughout the delivery of the units

While these other assessments may include examination-style tests (which will be good

practice for the final IMIS examinations) they may also include other modes of assessment such as practical work, observation, project work, presentations and so on


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It is good practice and recommended that teaching centres and their tutors should provide students with a Course Handbook which sets out exactly the way in which the teaching, learning and formative assessment of the units will be carried out, including timetables for these activities

It is expected that students will have access to the recommended texts for the units along with

Internet access to allow reference to relevant websites specified in the units

It should be noted that by their nature websites and references to them may change over

time: those referenced in the units are correct and working at the time of publication of this guidance

There is also a note of caution about the use of websites where the content is not subject to

rigorous editorial control and on which the accuracy of the information contained cannot be guaranteed

Self-study students who are following the curriculum without the aid of a Teaching centre and

qualified Tutors should pay particular attention to the wording of the unit specifications and their reference to the set texts, as this will comprise their only guidance on the scope of the assessable material that they may expect to find addressed in the examinations

Higher Level Skills and attributes

The expectation of learners at this level is that they will be able to develop a level of responsibility commensurate with the expectations of SFIA Level 4 and its recognition for membership of the Institute at Associate Member level in the areas of autonomy, influence, complexity and business skills. Specifically this will entail the ability to:

Exercise substantial personal responsibility and autonomy to manage their own and others activities

Plan, schedule and monitor their own work to meet time and quality objectives and in accordance with relevant legislation and procedures

Make decisions that influence the success of projects

Rapidly absorb new technical information and apply it effectively

Perform a range of complex technical and professional activities in a variety of contexts, linking theoretical knowledge to practical situations

Define and resolve complex and sometimes unpredictable problems, taking an analytic and systematic approach, and integrating concepts, knowledge and skills

Select from applicable standards, methods, tools and applications

Have a good appreciation of the wider field of information systems, their use in relevant employment areas, and how they relate to various employer/client business activities

Maintain an awareness of developing technologies and their application, be responsive to change, and take responsibility for their personal development

Communicate fluently orally and in writing, and present complex technical information to a variety of audiences


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The Assessment of the Higher Diploma

The IMIS Higher Diploma is studied across many countries of the world and one of its strengths is that no matter where the student is based the nature and standard of the assessment will be identical. This gives the student, potential employers, educational institutions and others a guarantee of the level of attainment of the student and provides reliability to the recognition of the Higher Diploma qualification.

This is achieved through the central setting, moderating and marking of examinations, with the same exams being sat at the same time by all students wherever they may be studying, and the answer scripts marked by the IMIS Examiners in the UK to a common standard.

Five units (H1 to H5) are assessed by means of a single 3 hour closed-book invigilated examination. The Examination Regulations and a Guide for Students on taking the examinations are separately available.

Every examination will cover each of the six Learning Outcomes of the units in every occurrence of the examination paper. This is achieved in the IMIS Higher Diploma examinations by the introduction of a compulsory section to the paper where each LO is covered at least once. This is followed by a section of optional questions where the candidates can choose their preferred questions to tackle (similar to previous examination formats).

More precisely, each three hour examination will comprise two parts, Part A and Part B. Part A will consist of 8 compulsory questions worth 5 marks each, while Part B will offer the student 5 questions worth 20 marks each from which the student must choose and answer 3 questions. Part A is therefore worth 40% of the marks and Part B 60% of the marks, and it is expected that the students will divide their time in the examination accordingly.

The sixth unit, H6, is assessed through an individually completed project. Projects are supervised and marked by staff at the Teaching centres and the outcomes are then moderated by an IMIS appointed Moderator in the UK to ensure fair, consistent and accurate assessment of all projects. Further details of the assessment of projects is separately available on the IMIS website.

In order to pass a unit the student will be required to attain a mark of at least 50%. Students gaining a mark of 65% will be awarded a Merit in that unit, while those attaining a mark of 80% will be awarded a Distinction.

A student gaining at least a Pass in all 6 units will be awarded the IMIS Higher Diploma.

Rules of Combination for the Higher Diploma It follows that in order to complete the 120-credit Higher Diploma a candidate is required to successfully complete all six 20-credit level 4 mandatory units. There are no optional, specialist, centre-devised or other imported units available for this award.

Recognition of Prior Learning Where a student is able to demonstrate evidence of having attained the Learning Outcomes of a module through some other certified programme of study, then this may be accepted and recognised as prior learning in place of a corresponding IMIS module. This is affirmed through a formal process of ‘exemption’ by which candidates may apply to have other qualifications exempting them from IMIS modules with the outcome determined by a member of the IMIS Exemptions Panel.


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Mapping to previous syllabus

The following table summarises the way in which the new modules relate to their predecessor modules in the previous version of the Higher Diploma:

New module Old module Degree of change

H1 Management Information Systems Management Information Systems Update

H2 Information Systems Strategy Information Systems Strategy Rebalance

H3 Contemporary Issues in Systems Design Contemporary IS Development Update

H4 Database Development Database Design Update

H5 Project Management for IS Project Management Plus

H6 Business IS Project Business Information Systems Project Plus

Key

Update: more or less the same range of content brought up to date

Plus: as Update but with the addition of a significant new area

Minus: as Update but with the removal of a significant area

Rebalance: a combination of Plus and Minus

It is anticipated that some students may take a longer time to complete their studies and consequently accumulate passes in a mixture of old and new modules. The Higher Diploma will be awarded to any candidate completing the 6 modules successfully and with either of the corresponding modules from the above table present within their profile.


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Quality Assurance

All aspects of the assessment process of the IMIS qualifications are subject to quality assurance processes which are agreed by the Institute’s Education Standing Committee, chaired by the Chief Examiner.

Any centre wishing to teach the IMIS syllabus will be required to gain accreditation from the Institute as set out in the document “Procedures for the Recognition of Institutions to become Teaching Centres for IMIS Courses”. This comprehensive process requires the intended teaching centre to provide information about a variety of aspects of its operation including its status and standing, its ownership and financial standing, its location and physical premises, the physical resources provided to students such as library, laboratories, access to IT and the Internet and so on, the staffing complement at the Centre including staff CVs, and compliance with the “IMIS Code of Training Practice”. The application is considered by an IMIS Assessor and the centre visited before a decision to recognise a teaching centre is taken.

Any centres already accredited will continue to be recognised to teach the new syllabus, while those not yet accredited will be encouraged to apply for accreditation at the earliest opportunity.

Many teaching centres will also serve as centres for conducting the IMIS examinations, but where this is not the case and a separate organisation is acting as an examination centre then a corresponding process of recognition is carried out as designated in the document “Procedures for the Recognition of Organisations to become Examination Centres for IMIS Courses”.

The quality assurance of the assessment of the IMIS Higher Diploma is guaranteed through this being conducted by examinations which are set and marked by UK-based Examiners appointed by IMIS for this purpose. All students, wherever they may be studying, are therefore subject to exactly the same examination ensuring absolutely fair and consistent assessment of the course. The setting of the examination papers is subject to a moderation process with IMIS appointed Moderators undertaking this role.

Similarly the marking of the completed examination scripts is undertaken centrally by the Examiners with this work also subject to the verification of the Moderators. The entire process from the appointment of the staff involved, the setting of the examinations, the marking of the scripts, the moderation process, and all related processes and procedures is set out in the document “Terms of Reference for Setting, Marking and Moderating IMIS Examinations”. This also includes the role of the Chief Examiner who has on-going oversight of the process throughout the examination cycles.

The actual conduct of the examinations at the teaching/examination centres is determined in accordance with the IMIS “Examination Regulations” document which sets out the various processes for candidate registration, procedures for invigilation, required standards of conduct of candidates during the examinations, and so on.

In addition, all Projects are moderated by an IMIS appointed Moderator and assessed in accordance with the published Project Guidance.

Further details of the QA processes employed may be found in the documentation referred to in the above paragraphs.


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Relationship to the National Occupational Standards (NOS) for IT

While the IMIS Higher Diploma does not set out to lead to occupational competence in the sector, it does relate in terms of knowledge coverage to the IT and Telecoms Professionals National Occupational Standards in the IT and computing sector. The IMIS Higher Diploma also aims to develop a range of professional skills which may provide sound preparation for an individual to operate in a work context and to be able to demonstrate a level of skills attainment that might lead towards the achievement of other competence-based qualifications in this field.

The following mapping relates units that define the National Occupational Standards at the appropriate level to the units of the IMIS Higher Diploma in terms of knowledge coverage.

UN

IT H

1: M

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Info

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UN

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2: In

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Syste

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UN

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3: C

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Issues in S

yste

ms D

esig

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UN

IT H

4: D

ata

base

Deve

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UN

IT H

5: P

roje

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Manag

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UN

IT H

6: B

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Info

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4.1 Systems Architecture

4.2 Data Analysis X

4.3 Human Needs Analysis

4.4 Systems Analysis X X

4.5 Data Design X X

4.6 Human Computer Interaction/Interface (HCI) Design

X

4.7 Systems Design X

4.8 IT/Technology infrastructure design and planning

5.1 Systems Development X X X

5.2 Software Development X X

5.3 IT/Technology Solution Testing X X

5.4 Systems Integration X

5.5 IT/Technology Systems Installation, Implementation and Handover

X

6.1 Information Management X X X

6.2 IT/Technology Security Management X


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6.3 IT Disaster Recovery X

7.1 IT/Technology Service Operations and Event

Management

7.2 IT/Technology Service Help Desk and Incident Management

7.3 Problem Management

7.4 IT Application Management/Support

7.5 IT/Technology Management and Support

7.6 Availability Management

7.7 IT/Technology Capacity Management

7.8 Change and Release Management X

7.9 IT/Technology Service Catalogue and/or Service Level Management, Measurement and Reporting

7.10 IT/Technology Asset and Configuration Management

X

7.11 Supplier Management X

7.12 Technical Evaluation X


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IMIS Higher Diploma

Unit Title:

H1

Management Information Systems

Unit level:

5

Credit value:

20

Guided Learning Hours:

80


To provide an understanding of the use of Classical Systems Theory and other models, and to explore the role of Management Information Systems for decision-making in organisations.

Learners will consider how Classical System Theory can be used as a basis for exploring Information Systems and how this approach can offer mechanisms for organisations to improve their overall performance.

This unit covers the impacts of emergent technologies upon Management Information Systems (MIS) and the application of behavioural, conceptual or algorithmic models to organisations.

A range of decision-making tools and techniques will be explored together with their applicability to Management Information Systems.

Learners will reflect upon internal system security as well as sources of attack from agencies external to the system boundaries.

Consideration will be given to system integrity together with suitable control mechanisms applicable to Management Information Systems.

Learning Outcomes:

A learner when awarded credit for this unit will:

LO1 Understand the role of Management Information Systems (MIS) LO2 Understand the impacts of emergent technologies on organisations’ systems LO3 Understand Management Information Systems decision-making processes LO4 Understand Management Information Systems Security LO5 Understand Classical System Theory concepts LO6 Be able to choose and apply conceptual and algorithmic models


The learner can:

LO1 Understand the role of Management Information Systems AC1.1 Explain inherent MIS structures AC1.2 Explain legal or environmental impacts AC1.3 Distinguish political or cultural impacts AC1.4 Justify using Knowledge Management Systems AC1.5 Assign roles to MIS users

LO2 Understand the impacts of emergent technologies on organisations’ systems

AC2.1 Discuss emergent technology impacts AC2.2 Evaluate mobile computing AC2.3 Explain the opportunities of the changing technologies AC2.4 Describe how threats to organisations can be circumvented


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LO3 Understand Management Information Systems decision-making processes AC3.1 Critically compare decision models AC3.2 Classify decision-making process components AC3.3 Describe how decision support tools can be utilised AC3.4 Analyse group decision approaches

LO4 Understand Management Information Systems Security

AC4.1 Evaluate an MIS risk assessment AC4.2 Explain how to prevent MIS integrity threats AC4.3 Discuss control mechanisms

AC4.4 Describe how to implement disaster recovery procedures

LO5 Understand Classical System Theory concepts AC5.1 Determine the ranking of a system AC5.2 Critically compare systems’ attributes AC5.3 Evaluate system control mechanisms

LO6 Be able to choose and apply conceptual and algorithmic models

AC6.1 Rank conceptual and algorithmic models AC6.2 Appraise conceptual models AC6.3 Explain the application of algorithmic models AC6.4 Classify MIS types


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Guidance

Unit Content LO1 Understand the role of Management Information Systems

AC1.1 Explain inherent MIS structures

Pyramid model [T1, Ch1]

Functions of IS [T3, Ch 4] MIS activities [T2, Ch2]

MIS infrastructure [T2, Ch2]

MIS support [T1, Ch1] MIS levels [T2, Ch12]

Vertical & horizontal flows [T3, Ch3]

AC1.2 Explain legal or environmental impacts

Legislation [T2, Ch14]

Business environs [T3, Ch10]

Sarbanes-Oxley etc [T1, Ch1] Adoption frameworks [T3, Ch10]

Business Process Management [T1, Ch14] Critical Success Factors [T1, Ch14]

AC1.3 Distinguish political or cultural impacts

CATWOE [T3, Ch2]

Cultural factors [T3, Ch4 ] Political factors [T2, Ch11]

Social factors [T1, Ch8]

Ethical factors [T1, Ch4] Globalisation [T2, Ch11]

AC1.4 Justify using Knowledge Management Systems

KM value chain [T1, Ch11]

Enterprise wide KMS [T1, Ch11] Collaboration tools [T1, Ch11]

Knowledge resource planning [T3, Ch10] Customer Relationship Management (CRM)[T2, Ch10]

Knowledge as a resource [T3, Ch10]

AC1.5 Assign roles to MIS users

Internal roles [T1, Ch12] External roles [T1, Ch14]

Hierarchy of user roles [T3, Ch11] Social Networking roles [T2, Ch8]

Role of Knowledge Workers [T1, Ch11]


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LO2 Understand the impacts of emergent technologies on organisations’ systems AC2.1 Discuss emergent technology impacts

Infrastructure evolution [T1, Ch5]

Moore & Metcalfe’s Laws [T1, Ch5]

Cloud computing [T1, Ch5] Software impacts [T1, Ch5]

Electronic payments [T2, Ch5]

Internet ubiquity [T3, Ch5]

AC2.2 Evaluate mobile computing

Mobile access [T1, Ch10]

M-commerce [T2, Ch7]

M-payments [T2, Ch7]

AC2.3 Explain the opportunities of the changing technologies

Costs [T1, Ch14]

Accessing the market [T1, Ch7]

Virtualisation [T1, Ch5] Business software trends [T1, Ch5]

Geographic independence [T1, Ch2] Utilising wireless networks [T2, Ch7]

Total Ownership Costs (TOC)[T3, Ch11]

AC2.4 Describe how threats to organisations can be circumvented

Safeguarding intellectual rights [T1, Ch4]

Integrity of content [T2, Ch5]

Electronic threats [T1, Ch8] Employee health [T1, Ch8]

Information overload [T3, Ch2]

LO3 Understand Management Information Systems decision-making processes

AC3.1 Critically compare decision models

Simon’s Model [T1, Ch12]

Behavioural models [T1, Ch12] Classical models [T2, Ch12]

Decision roles [T2, Ch12]

Algorithmic models [T3, Ch2] Business intelligence [T1, Ch12]

AC3.2 Classify decision-making process components

Strategic & tactical aspects [T1, Ch12]

User interfaces [T1, Ch12] Need identification [T2, Ch12]

Source – process – dissemination cycle [T2, Ch12]

AC3.3 Describe how decision support tools can be utilised

Decision Support Systems (DSS) [T1, Ch12]

Data mining [T2, Ch12]

Data warehousing [T1, Ch6] Knowledge bases [T1, Ch13]

Sensitivity analysis [T1, Ch12]

AC3.4 Analyse group decision approaches

Delphi [T1, Ch12]

Group DSS (GDSS) [T1, Ch12]

Dysfunctional groups [T1, Ch12]


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Groupware [T2, Ch11]

LO4 Understand Management Information Systems Security AC4.1 Evaluate an MIS risk assessment

Vulnerabilities [T1, Ch8]

Identifying risk [T1, Ch8]

Risk level estimation [T3, Ch12] Risk planning [T1, Ch8]

Aversion to risk [T1, Ch8] Risk acceptance [T2, Ch14]

AC4.2 Explain how to prevent MIS integrity threats

External threats [T2, Ch6]

Internal threats [T1, Ch3]

Unforeseen environment changes [T1, Ch5]

System complexity influences [T1, Ch4] Privacy issues [T1, Ch4]

Software protection [T3, Ch11]

Audits [T2, Ch5] Access vulnerability [T3, Ch13]

AC4.3 Discuss control mechanisms

Feedback [T3, Ch2]

Sensors – comparators – effectors [T3, Ch2] Management controls [T2, Ch5]

Application controls [T1, Ch8]

AC4.4 Describe how to implement disaster recovery procedures

Planning [T1, Ch8]

Business Continuity Planning [T2, Ch5]

Avoidance [T1, Ch8]

LO5 Understand Classical System Theory concepts

AC5.1 Determine the ranking of a system

General System Theory [T3, Ch2]

Holistic approach [T3, Ch2] Aristotelian view [T3, Ch2]

Closed & open systems [T3, Ch2]

AC5.2 Critically compare systems’ attributes

Boundaries [T3, Ch2]

Inputs [T3, Ch2]

Outputs [T3, Ch2] Black & White Boxes [T3, Ch2]

AC5.3 Evaluate system control mechanisms

Positive feedback [T1, Ch1]

Negative feedback [T3, Ch2] Feed forward [T3, Ch2]

Efficacy [T3, Ch2]

Efficiency [T3, Ch2]

Effectiveness [T3, Ch2]


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LO6 Be able to choose and apply conceptual and algorithmic models

AC6.1 Rank conceptual and algorithmic models

Conceptual [T3, Ch13]

Algorithmic [T3, Ch2] Iconic [T3, Ch2]

AC6.2 Appraise conceptual models

Process models [T2, Ch14]

Business models [T1, Ch1] Critical Success Factors [T3, Ch10]

DSS drivers [T2, Ch13] Portfolio analysis [T1, Ch14]

B2B, B2C, C2C [T3, Ch8]

Bricks & Clicks [T1, Ch10]

Portals [T2, Ch4]

AC6.3 Explain the application of algorithmic models

Validation [T3, Ch3]

Ratios [T2, Ch8]

Scoring [T1, Ch14] Risks [T2, Ch5]

Metrics [T3, Ch3]

Decisions [T1, Ch12] Revenue models [T3, Ch10]

AC6.4 Classify MIS types

MIS functional areas [T2, Ch2]

Wikis [T2, Ch4] MIS information levels [T1, Ch12]

Enterprise MIS [T2, Ch2] Web based MIS [T3, Ch6]


Page 21 of 52


Recommended texts:

[1] Laudon, K C & Laudon, J P (2012)

Management Information Systems - Managing the Digital Firm (12th

Ed.) Pearson Education ISBN: 978-0-27-375453-4

[2] Turban, E & Volonino, E (2010)

Information Technology for Management- Transforming Business in the Digital Economy

(7th

Ed.) John Wiley & Sons ISBN: 978-0-470-40032-6

[3] Beynon-Davies, P (2009)

Business Information Systems

Palgrave Macmillan ISBN: 978-0-230-20368-6

Other resources:

Publishers of the set texts offer web based support for both students and content providers.

Other guidance: Note that the recommended text T1 is also used at Diploma level. However students at this level will approach T1 with a greater breadth and depth of understanding.

Tutors should be flexible in the sequence in which topics are taught, not necessarily following the sequence of the Learning Objectives at all times and bringing together topics under different Assessment Criteria where that represents a logical approach.

Assessment and grading:

Unit grading structure Pass, Merit and Distinction

Assessment Guidance 3 hour closed book examination


Page 22 of 52


Unit Title: H2 Information Systems Strategy

Unit level:

5

Credit value:

20


80


To introduce business strategy and provide an understanding of how information systems and their strategic use can help support and develop this.

The learner will understand the determination of business strategy, from strategic analysis of the business and its environment and the theories of generic and competitive strategies to the choice of options for competitive advantage.

The use of IS resources in this process is explored, relating to knowledge management and quality management, along with the further developments in IT in the use of the cloud and networked communities.

Learning Outcomes:

A learner when awarded credit for this unit will: LO1 Understand the strategic options of businesses for information systems strategies LO2 Understand the strategic implications of Knowledge Management and Quality Management

for information systems LO3 Be able to recognise the relationship between business and information systems strategies LO4 Understand information systems solutions LO5 Be able to recognise the strategic implications of developing applications for information

systems within business, and their business case


The learner can:

LO1 Understand the strategic options of businesses for information systems strategies AC1.1 Explain the nature of business strategy, innovation and competitive advantage AC1.2 Explain the nature of strategic planning AC1.3 Apply strategic tools for internal analysis and explain the context in which these tools

are used AC1.4 Apply strategic tools for external analysis and explain the context in which these tools

are used AC1.5 Apply strategic tools for competitive analysis and explain the context in which these

tools are used AC1.6 Explain the relationships in the Information Systems Triangle

LO2 Understand the strategic implications of Knowledge Management and Quality Management

for information systems AC2.1 Explain the taxonomy of knowledge, types of knowledge and relationship to data AC2.2 Explain reasons for managing knowledge AC2.3 Describe the four main knowledge management processes AC2.4 Describe the control of information in the systems AC2.5 Evaluate the quality support from IS within a business


Page 23 of 52


LO3 Be able to recognise the relationship between business and information systems strategies AC3.1 Evaluate the organisation’s information needs AC3.2 Evaluate an organisation’s IS resources AC3.3 Assess the IS systems of a business in relation to supporting competitive advantage

LO4 Understand information systems solutions

AC4.1 Describe the activities which are supplied by the IS department AC4.2 Explain the necessity for alignment of Information Systems strategy with that of the

business AC4.3 Review potential approaches to managing IT and IS to support Business strategy

LO5 Be able to recognise the strategic implications of developing applications for information

systems within business, and their business case AC5.1 Relate new IT developments to IS within the business AC5.2 Evaluate the business case for their introduction


Page 24 of 52


Guidance

Unit Content

LO1 Understand the strategic options of businesses for information systems strategies AC1.1 Explain the nature of business strategy, innovation and competitive advantage

Business strategy [T1, Ch1; T2, Ch2]

Strategy and mission [T1, Ch1; T2, Ch2, Ch11]

Generic strategies [T1, Ch1] Hypercompetition [T1, Ch1]

New 7s [T1, Ch 1] Business Diamond [T1, Ch1]

AC1.2 Explain the nature of strategic planning

Business strategy [T1, Ch1, Ch2; T2, Ch2]

Information resources [T1, Ch 2] Information systems support for goals and systems [T1, Ch Intro]

Value system [T1, Ch2] Supply chain management [T1, Ch2]

Competition [T1 Ch2]

Strategic thinking [T3, Ch9 or J2]

AC1.3 Identify strategic tools for internal analysis and explain the context in which these tools are used

SWOT [W3]

Resource analysis [T1, Ch2]

Value Chain [T1, Intro, Ch2]

AC1.4 Identify strategic tools for external analysis and explain the context in which these tools are used

PESTLE [W2]

SWOT [W3]

AC1.5 Identify strategic tools for competitive analysis and explain the context in which these

tools are used

5 Forces [T1, Ch2; T2, Ch2]

AC1.6 Explain the relationships in the Information Systems Strategy Triangle

ISS Triangle [T1, Ch 1]

Business Strategy definition [T1, Ch1]

Organisational Strategy definition [T1, Ch1] IS Strategy definition [T1, Ch1]

LO2 Understand the strategic implications of Knowledge Management and Quality Management

for information systems AC2.1 Explain the taxonomy of knowledge, types of knowledge and relationship to data

Comparison of data, information and knowledge [T1Intro]

Relationship between data, information and knowledge [T1, Ch12] Intellectual capital and Intellectual property [T1, Ch12]

Taxonomy of knowledge [T1, Ch12]

Tacit and Explicit Knowledge [T1, Ch12] Types of knowledge [T1, Ch12]

Organisational knowledge [T2, Ch10]


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AC2.2 Explain reasons for managing knowledge

Managing knowledge [T1, Ch12; T2, Ch10]

Reasons for managing knowledge [T1, Ch 12]

Sharing best practice [T1, Ch12] Globalisation [T1, Ch12]

Rapid change [T1, Ch12] Downsizing [T1, Ch12]

information overload [T1, Ch12]

Embedded knowledge [T1, Ch12] Sustainable Competitive Advantage [T1, Ch12]

Business Intelligence [T1, Ch12; T2, Ch10] Business analytics [T1, Ch12]

AC2.3 Describe the four main knowledge management processes

Knowledge management processes [T1, Ch12]

Knowledge Generation [T1, Ch12] Knowledge Capture [T1, Ch12]

Knowledge Codification [T1, Ch12] Knowledge Transfer [T1, Ch12]

AC2.4 Describe the control of information in the systems

Control of information [T1, Ch9]

Privacy [T1, Ch9] Accuracy [T1, Ch9]

Property [T1, Ch9]

Accessibility [T1, Ch9]

Security and controls [T1, Ch9]

Goals of information security [T2, Ch13]

AC2.5 Evaluate the quality support from IS within a business

TQM in Communities of Practice [T3, Ch9 or J2]

TQM and the customer [T3, Ch9 or J2]

Quality Management [W6] Project triangle [T1, Ch11]

LO3 Be able to recognise the relationship between business and information systems strategies

AC3.1 Describe an organisation’s information needs

Organisational pyramid [T2, Ch9]

Data and organisational levels [T2, Ch9]

Managerial work (Hertzberg) [T2, Ch9]

Structures and information systems [T2, Ch9]

AC3.2 Describe an organisation’s IS resources

Information Systems strategy matrix [T1, Ch1]

Managerial needs [T2, Ch9]

Information resources as assets and capabilities [T1, Ch2]

IT support for communication and collaboration [T1, Ch2]

AC3.3 Assess the IS systems of a business in relation to supporting competitive advantage

Business competition [T2, Ch2]

Using information resources strategically [T1, Ch2]

5 Forces [T1, Ch2; T2, Ch2] Value Chain [T1, Ch2]

Supply Chain management [T1, Ch2; T2, Ch3] Resource based view – attain/sustain [T1, Ch2]

Business intelligence [T1, Ch12; T2, Ch10] Communities of practice [T3, Ch9 or J2]


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LO4 Understand information systems solutions AC4.1 Describe the activities which are supplied by the IS department

Core activities [T1, Ch8]

Roles within IS [T1, Ch 8] CIO responsibilities [T1, Ch 8]

AC4.2 Explain the necessity for alignment of information systems strategy with that of the

business

Business systems and functions [T2, Ch1,Ch2, Ch3]

Information systems strategy triangle [T1, Ch1] SA models in IS planning [T1, Ch1]

IS strategy matrix [T1, Ch1] Organising the Information Systems [T1, Ch8]

AC4.3 Review potential approaches to managing IT and IS to support business strategy

Organisational structures [T2, Ch9]

Managing IT [T2, Ch9] Planning information systems [T2, Ch11]

IT Governance [T1, Ch8]

LO5 Be able to recognise the strategic implications of developing applications for information

systems within business, and their business case

AC5.1 Relate new IT developments to IS within the business

Networked communities [T1, Ch4; T2, Ch5; T3, Ch1 or J1]

Virtual organisations [T1, Ch4]

Cloud computing [T1, Ch6, ] Work design frameworks [T1, Ch4]

Facilitating Communication [T1, Ch4] Facilitating Collaboration [T1, Ch4]

AC5.2 Evaluate the business case for their introduction

Systems planning and development [T2, Ch11]

Cost recovery [T1, Ch10, Ch11; T2, Ch11] Changing the nature of work [T1, Ch4]

Mobile workers and telecommuters [T1, Ch4] Virtual teams [T1, Ch4]

Technology acceptance model [T1, Ch4]

Security and control tools [T1 Ch9]


Page 27 of 52


Recommended texts:

[T1] Pearlson K and Saunders C (2009)

Strategic Management of Information Systems, 4th

Ed Wiley ISBN: 978-0-470-40024-1

[T2] Oz E and Jones A (2008)

Management Information Systems

Cengage ISBN: 978-1-84480-758-1

[T3] Lesser E et al (2000) Knowledge and Communities

Butterworth-Heinemann ISBN: 0 7506 7293 5 (See also journals J1, J2)

Other resources:

Texts: Johnson G et al (any edition) Exploring Corporate Strategy Pearson ISBN: 978-1-40-588732-8 Marks E and Lozano B (2010) Executive’s Guide to Cloud Computing

Wiley ISBN: 978-0-470-52172-4 Purcell P (2006) Networked Neighbourhoods

Springer ISBN: 978-1-84628-267-6 Rittinghouse J and Ransome J (2010) Cloud Computing

CRC Press ISBN: 978-1-43980-680-7 Velte A et al (2010) Cloud Computing

McGraw-Hill ISBN: 978-0-07-162694-1

Journals: [J1] Wenger, E: Knowledge Directions: The Journal of the Institute for Knowledge Management, 1 (Fall 1999 pp48 – 63) Reprinted in Lesser et al as Ch1

[J2] Liedtka J: Linking Competitive Advantage with Communities of Practice: Journal of Management Inquiry, Vol 8, No 1 (March1999): pp5 – 16, reprinted in Lesser et al as Ch9

IMIS code of ethics

Magazines:

www.businessweek.com

www.time.com

Websites:

W1 http://www.execsguidetocloud.com/resources

W2 http://interactive.cabinetoffice.gov.uk/strategy/survivalguide/skills/s_pestle.htm

W3 http://interactive.cabinetoffice.gov.uk/strategy/survivalguide/skills/s_swot.htm

http://www.businessweek.com/

http://www.time.com/

http://www.execsguidetocloud.com/resources

http://interactive.cabinetoffice.gov.uk/strategy/survivalguide/skills/s_pestle.htm

http://interactive.cabinetoffice.gov.uk/strategy/survivalguide/skills/s_swot.htm


Page 28 of 52


W4 http://www.mckinseyquarterly.com/ Business Technology articles, including Cloud

W5 http://www.information-age.com/

News, analysis and insight – monthly

W6 http://www.thecqi.org/Knowledge-Hub/Resources/Factsheets/Total-quality-management/

Other guidance:

Students should be encouraged to read business news in (online versions of) quality newspapers, such as the Daily Telegraph (UK), where IT solutions are given prominence. Other such sources include the business magazines Time and Business Week.

They should also be encouraged to follow the BBC programme ‘Click’ on BBC iPlayer, with weekly editions on both World Service radio and at weekends on television, BBC News Channel in the UK, and BBC World News elsewhere.

http://news.bbc.co.uk/1/hi/programmes/click_online/

http://www.bbc.co.uk/programmes/p002w6r2

This will give some coverage of new developments in IT facility in the consumer and social marketplace, both hardware and software. Some of this facility is already being captured for use in business.


Unit grading structure Pass, Merit, Distinction


http://www.mckinseyquarterly.com/

http://www.information-age.com/

http://www.information-age.com/

http://www.thecqi.org/Knowledge-Hub/Resources/Factsheets/Total-quality-management/

http://news.bbc.co.uk/1/hi/programmes/click_online/

http://www.bbc.co.uk/programmes/p002w6r2


Page 29 of 52


Unit Title: H3 Contemporary Issues in Systems Design

Unit level:

5

Credit value:

20


80


To provide learners with a knowledge and critical understanding of contemporary software and information systems development methods, along with the skills in the principles and practice of good information systems architecture and design which underpin these methods.

The principal aim of the unit is to provide a framework for systems development using an iterative and incremental process with an emphasis on major techniques based on the Unified Modelling Language (UML). The framework will provide learners with an understanding of the principles and stages involved in contemporary information systems development methods and the associated documentation used in both the analysis and design stages.

The first part of the unit provides the background to contemporary information systems development and to the importance of the UML and object orientation in software design. The unit then moves on to consider requirements gathering and analysis, using techniques from the UML principally use case modelling. The focus then shifts to system design principally using UML class and sequence diagrams. In this way the unit provides an overview of the way the various UML diagrams fit together in an iterative development lifecycle.

Learning Outcomes:


LO1 Understand the problems in information systems development and their underlying causes

LO2 Understand contemporary methods for information systems development

LO3 Be able to apply the key stages in the Unified Software Development Process (USDP)

through the construction of key parts of a system specification developed in the Unified Modelling Language (UML)

LO4 Understand the need for architectural and functional designs for an object-oriented system,

according to established design principles and practices

LO5 Understand the concept of reusability and the potential for reuse in object-oriented

development


The learner can:

LO1 Understand the problems in information systems development and their underlying causes

AC1.1 Identify problems in information systems development and discuss their underlying

causes AC1.2 Understand how types of quality and productivity problems can be avoided

AC1.3 Explain how ethical and human factors can contribute to the software development process


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LO2 Understand contemporary methods for information systems development AC2.1 Understand how to choose a methodology for the development of an information

system AC2.2 Identify methods for the delivery of a range of bespoke software systems AC2.3 Understand the difference between hard and soft systems approaches


through the construction of key parts of a system specification developed in the Unified Modelling Language (UML) AC3.1 Explain the concepts in the Unified Software Development Process (USDP) AC3.2 Explain how UML diagrams are used during the software development process AC3.3

Apply the steps involved in object-oriented analysis that lead to the construction of activity diagrams and use case diagrams

AC3.4 Apply the steps involved in object-oriented design that lead to the construction of class diagrams and sequence diagrams

AC3.5 Explain the need for identifying and specifying control in an application, and how to do so using UML statechart diagrams

AC3.6 Explain the steps involved in moving from design to implementation

LO4 Understand the need for architectural and functional designs for an object-oriented system, according to established design principles and practices AC4.1 Explain the concepts of object-orientation and the justifications for adopting an object-

oriented approach to systems development AC4.2 Explain how contemporary information systems architectures contribute to high

quality design

LO5 Understand the concept of reusability and the potential for reuse in object-oriented development AC5.1 Discuss the reasons why reusability is an important part of the software development

process AC5.2 Discuss the problems of integrating new object-oriented information systems with

legacy systems AC5.3 Understand how bespoke development and package-integration may be applied as

complementary parts of a project


Page 31 of 52


Guidance:

Unit Content

LO1 Understand the problems in information systems development and their underlying causes AC1.1 Identify problems in information systems development and discuss their underlying

causes

The main stakeholders in an Information Systems project [T1, Ch2]

The different perspectives of end users, clients and developers. [T1, Ch2]

The most common types of problem in Information Systems development [T1, Ch2]

AC1.2 Understand how types of quality and productivity problems can be avoided

The difference between “quality” and “productivity” problems. [T1, Ch2]

The underlying causes of these problems [T1, Ch2]

The costs of failure [T1, Ch2]

AC1.3 Explain how ethical and human factors can contribute to the software development process

How the stakeholder concept helps identify ethical issues in Information Systems development [T1, Ch2]

Ethical issues within a project [T1, Ch2]

Wider ethical issues. [T1, Ch2]

LO2 Understand contemporary methods for information systems development

AC2.1 Understand how to choose a methodology for the development of an information system

What a development method is [T1, Ch3]

Development phases: inception, data gathering, problem redefinition, finding ideas, finding solutions, implementation, testing, deployment [T1, Ch3]

The difference between “method” and “methodology” [T1, Ch3]

Why methodologies are used [T1, Ch3]

The need for different methodologies [T1, Ch3] The main features of contemporary development methods [T1, Ch3]

AC2.2 Identify methods for the delivery of a range of bespoke software systems

Model-centric methods (such as the Unified Software Development Process) versus light (model-averse) methods (such as eXtreme Programming). [T1, Ch3, Ch22]

Structured Methodologies versus O-O approaches [T1, Ch3, Ch22]

Introduce USDP, Agile methodologies (e.g. XP and RAD) and intermediate methodologies like Dynamic System Development Method (DSDM) [T1, Ch3, Ch22]

AC2.3 Compare hard and soft systems approaches

Introduce Soft Systems Methodology (SSM) contrast with “hard” systems methods such as USDP [T1, Ch22]

Limitations of “hard” systems thinking [T1, Ch22]

Role of human-centred, participatory development techniques [T1, Ch22]


through the construction of key parts of a system specification developed in the Unified Modelling Language (UML) AC3.1 Explain the concepts in the Unified Software Development Process (USDP)

USDP phases: Inception; Elaboration; Construction; Transition [T1, Ch22]

USDP disciplines: Business Modelling; Requirements; Design; Implementation; Test; Deployment; Configuration and, Change Management; Project Management; Environment [T1, Ch22]

The difference between Workers and Activities [T1, Ch22]

Iterative and incremental development [T1, Ch22]


Page 32 of 52


AC3.2 Explain how UML diagrams are used during the software development process

What is meant by a model? [T1, Ch5]

The distinction between a model and a diagram [T1, Ch5]

The UML concept of a model [T1, Ch5] The core UML diagram types and their role and purpose with examples, in particular Use

Case, Static Class, State and Sequence [T1, Ch5]

AC3.3 Apply the steps involved in object-oriented analysis that lead to the construction of

activity diagrams and use case diagrams

Drawing activity diagrams. [T1, Ch5]

Drawing Use Case Diagrams [T1, Ch6]

Use Case descriptions [T1, Ch6] Communication associations [T1, Ch6]

Notation of Use Case Diagrams [T1, Ch6]

AC3.4 Apply the steps involved in object-oriented design that lead to the construction of class diagrams and sequence diagrams

Class diagrams: boundary objects, entity objects, control objects [T1, Ch7]

How the UML class diagram expresses a detailed model of user requirements [T1, Ch7]

Realising use cases with collaboration diagrams and class diagrams [T1, Ch7]

AC3.5 Explain the need for identifying and specifying control in an application, and how to do

so using UML statechart diagrams

How to model object lifecycles using statecharts [T1, Ch11]

How to develop statecharts from sequence diagrams [T1, Ch11] How to model concurrent events using statecharts [T1, Ch11]

AC3.6 Explain the steps involved in moving from design to implementation

The difference between analysis and design [T1, Ch12, Ch14]

The difference between logical and physical design [T1, Ch12, Ch14] The difference between system and detailed design [T1, Ch12, Ch14]

The Characteristics of a good design [T1, Ch12, Ch14] LO4 Understand the need for architectural and functional designs for an object-oriented system,

according to established design principles and practices

AC4.1 Explain the concepts of object-orientation and the justifications for adopting an object- oriented approach to systems development

Objects and classes [T1, Ch4]

Generalisation and specialisation [T1, Ch4] Encapsulation, information hiding and message-passing [T1, Ch4]

Polymorphism [T1, Ch4]

AC4.2 Explain how contemporary information systems architectures contribute to high quality design

Processes for elaborating and realising functional requirements based on use-cases, [T1, Ch17]

Non-functional requirements and the implications for design and architecture [T1, Ch17]

Analysis and design patterns and their contribution to good design [T1, Ch17]


Page 33 of 52


LO5 Understand the concept of reusability and the potential for reuse in object-oriented development AC5.1 Discuss issues of reusability in the software development process

Why Reuse Software: maintenance, design, economic reasons [T1, Ch20]

Concept of a reusable software component [T1, Ch20] Classes including Inheritance [T1, Ch20]

Libraries [T1, Ch20] Managing Components [T1, Ch20]

AC5.2 Discuss the problems of integrating new object-oriented information systems with

legacy systems

The problems of reuse: Technical and non-technical (e.g. not invented here, language barrier, ownership, high cost of initial development) [T1, Ch20]

Use of object “wrappers” [T1, Ch20]

AC5.3 Discuss issues related to the use of both bespoke development and package- integration as complementary parts of a project

The use of “Controls” in Microsoft programming languages [T1, Ch20]

The use of “Beans” in Java [T1, Ch20]

Techniques for web service identification, design, implementation and deployment [T1, Ch20]

Recommended texts:

[T1] Simon Bennett, Steve McRobb, Ray Farmer (2010) 005.117 NSP

Object Oriented Systems Analysis and Design using UML 4/e

McGraw-Hill ISBN: 978-0-07712-536-3

Other resources:

David Avison and Guy Fitzgerald (2006) 004.21 NSP Information Systems Development: methodologies, techniques and tools, 4/e

ISBN: 978-0-07711-417-6

The main course text has a supporting web site at:

http://www.mcgraw-hill.co.uk/textbooks/bennett/

The website contains a range of useful resources such as powerpoint slides, solutions to the end of chapter exercises, additional case study materials and self-test exercises for students.

Other guidance:

The order of the Learning Outcomes is a sensible order for teaching with the practical work moving from analysis to design and implementation issues. It is however important to emphasise that analysis and design should not be regarded as distinct phases in development. The course should emphasise an iterative approach to development in which the models are progressively elaborated and in which analysis and design are interwoven. The case study chapters in the main course text are helpful in this regard.

The following specific suggestions for course presenters are based on experience of teaching this and similar courses:

Emphasise the role of modelling as a means of problem solving and as a way of clarifying

vague requirements into formalised design specifications

Avoid teaching a specific methodology in the practical sessions. For the practical work students should not be distracted from a focus on modelling; they should be able to do this by following the schedule suggested by the order of Learning Outcomes rather than the dictates of a specific named method

http://www.mcgraw-hill.co.uk/textbooks/bennett/


Page 34 of 52


Emphasise that models are not just diagrams and that the supporting textual information is equally important

Use the case studies in the course text to guide students from one lecture topic to the next

Give the students exercises in reading the models in the course text. Often students do not spend enough time on this and proceed too quickly into developing models of their own

Try to get students to discuss case study work in teams. Get them to ask “what if” type questions about the models they are considering. A group size of four seems to be optimal.

Do not provide students with model answers (such as those provided on the website for the course text) too quickly. Get them to develop their own solutions and to discuss them, then get them to critique the model solutions.





Page 35 of 52


Unit Title: H4 Database Development

Unit level:

5

Credit value:

20


80


To explain the nature of databases and the environment in which they operate. The underpinning theory of databases is the starting point to then consider the difference between logical design and physical implementation and the need for both automatic monitoring and control (using a database management system) and human control (from the database administration function). Consideration is also given to the user interface both through query languages (such as SQL) and higher level interactions (for example using forms). In addition the unit considers the fast- changing pace of the subject by looking at current and future developments.

Learning Outcomes:


LO1 Understand the concepts of databases, relational databases, database management systems and database administration

LO2 Understand the Database Systems Development Lifecycle (DBSDL) LO3 Be able to use Structured Query Language (SQL) for data definition and data manipulation LO4 Be able to develop strategies for integrity and performance of databases LO5 Understand the need for, and potential problems of, distributed databases LO6 Understand the role of databases in Business Intelligence (BI)


The learner can:

LO1 Understand the concepts of databases, relational databases, database management systems

and database administration AC1.1 Describe the differences between conventional file based systems and the database

approach AC1.2 Describe the components of the database management system environment

AC1.3 Differentiate between physical and logical database structures AC1.4 Describe the various personnel and job roles in a database environment

LO2 Understand the Database Systems Development Lifecycle

AC2.1 Explain how to determine user requirements

AC2.2 Explain the issues involved in the creation of a DBMS environment and the installation of a database

AC2.3 Describe the various data models used in database design

LO3 Be able to use Structured Query Language (SQL) for data definition and data manipulation AC3.1 Define database schema using SQL AC3.2 Manipulate data in a database using SQL

LO4 Be able to develop strategies for integrity and performance of databases

AC4.1 Describe ways in which the integrity of data can be controlled by data definition and indexes

AC4.2 Describe various aspects of database performance and tuning


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LO5 Understand the need for, and potential problems of, distributed databases AC5.1 Explain the need for distributing data in an organisation AC5.2 Identify the advantages and potential problems of a distributed database AC5.3 Describe various approaches to data distribution

LO6 Understand the role of databases in Business Intelligence (BI)

AC6.1 Explain the principles of data warehousing AC6.2 Describe the tools and technologies associated with a data warehouse AC6.3 Explain the principles of data mining

Guidance:

Unit Content

LO1 Understand the concepts of databases, relational databases, database management systems and database administration AC1.1 Describe the differences between conventional file based systems and the database

approach

The traditional file based approach [T1, Ch1]

The problems and limitations of the file-based approach [T1, Ch1]

The database approach [T1, Ch1] The role of the DBMS [T2, Ch1]

The advantages and disadvantages of DBMS [T1, Ch1]

AC1.2 Describe the components of the database management system environment

The components of a DBMS environment [T1, Ch1] o hardware o software o procedures o people o data

The functions of a DBMS [T1, Ch2]

o data storage retrieval and update o data dictionary

structure users user access details of the data

o transaction support all updates in a transaction are performed or none of them are

o concurrency control for multiple users o damaged database recovery o authorising users o remote access communication support o integrity of data support o data independence o application programs independence from database structure o utility services to assist in database administration

AC1.3 Differentiate between physical and logical database structures

The three level database architecture [T1, Ch2]

o The external level o The conceptual level o The internal level

Logical and Physical data independence [T1, Ch2]


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AC 1.4 Describe the various personnel and job roles in a database environment

Roles in a database environment [T1, Ch1] o Data administrator o Database administrator o Database designer o Application developers o End-users

LO2 Understand the Database Systems Development Lifecycle

AC2.1 Explain how to determine user requirements

Initial study [T2, Ch10] o analysing requirements o defining problems o defining constraints o defining objectives o defining scope and boundaries

AC2.2 Explain the issues involved in the creation of a DBMS environment and the

installation of a database

Database design [T1, Ch 16, 17 & 18] o creating the conceptual design

Identification of important entities Definition of the attributes of those entities Determining the relationship between the entities

o creating the logical design Derive a set of relations (tables) from a conceptual model Use normalisation to validate the relations Merge several local logical relations into a global logical data model

o creating the physical design Translating the logical model into the target DBMS Designing of file organisations and indexes Designing user views Integrating security

Implementation and loading

o DBMS installation o data loading [T2, Ch10]

AC2.3 Describe the various data models used in database design

Hierarchical and Network models [T2, Ch2] The Relational model [T2, Ch2]

Object/Relational and Object Oriented models[T2, Ch2] Advantages and disadvantages of the various data models [T2, Ch2]

LO3 Be able to use Structured Query Language (SQL) for data definition and data manipulation

AC3.1 Define database schema using SQL

Create tables [T2, Ch8]

Data types [T2, Ch8]

Integrity constraints [T2, Ch8] Indexes [T2, Ch8]

AC3.2 Manipulate data in a database using SQL

Queries and sub queries based on multiple tables [T2, Ch8]

Qualify selections using (for example) BETWEEN, LIKE etc. [T2, Ch8]

Use functions such as AVG and COUNT [T2, Ch9]

Update, insert and deletion of data [T2, Ch9]


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LO4 Be able to develop strategies for integrity and performance of databases AC4.1 Describe ways in which the integrity of data can be controlled by data definition and

indexes

Required data and the use of NULL [T1, Ch 4 and 7]

Domain constraints [T1, Ch 4 and 7] Entity integrity [T1, Ch 4 and 7]

Referential integrity [T1, Ch 4 and 7] General constraints [T1, Ch 4 and 7]

AC4.2 Describe various aspects of database performance and tuning

Tools available to the DBA for monitoring performance [T2, Ch13]

SQL performance tuning [T2, Ch13] DBMS performance tuning [T2, Ch13]

LO5 Understand the need for, and potential problems of, distributed databases

AC5.1 Explain the need for distributing data in an organisation

Definition of a distributed database [T1, Ch24]

A DBMS in a distributed environment [T1, Ch24] The difference between a distributed DBMS and distributed processing [T1, Ch24]

The difference between a distributed DBMS and parallel DDMS [T1, Ch24]

AC5.2 Identify the advantages and potential problems of a distributed database

Advantages of distributed DBMSs [T2 , Ch14, T1, Ch24]

Potential problems of distributed DBMSs [T2, Ch14, T1, Ch24]

AC5.3 Describe various approaches to data distribution

Heterogeneous versus homogeneous DDBMS [T1, Ch24]

Distributed Database Transparency [T2, Ch14] Data allocation, replication and fragmentation [T1, Ch24]

LO6 Understand the role of databases in Business Intelligence (BI)

AC6.1 Explain the principles of data warehousing

Data warehousing concepts [T1, Ch32, T2, C15]

The benefits of data warehousing [T1, Ch32]

Comparison between online transaction processing (OLTP) systems and data warehousing [T1, Ch32, T2, Ch15]

Problems associated with data warehouses [T1, Ch32]

AC6.2 Describe the tools and technologies associated with a data warehouse

Extraction [T1, Ch32]

Transformation [T1, Ch32] Loading [T1, Ch32]

Data Profiling [T1, Ch32]

Data quality control [T1, Ch32] Metadata Management [T1, Ch32]

AC6.3 Explain the principles of data mining

Definition of data mining [T1, Ch35]

Data mining operations [T1, Ch35] Data mining techniques [T1, Ch35]

The use of data warehouses for data mining [T1, Ch35]


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Recommended texts:

[T1] Thomas Connolly and Carolyn Begg (2010)

Database Systems: A practical Approach to Design, Implementation and management, 5th

edition Addison-Wesley ISBN: 978-0-321-52306-8

[T2] Peter Rob, Carlos Coronel and Crockett (2008)

Database Systems Design, Implementation and Management, International edition Cengage Learning EMEA ISBN: 978-1-84480-732-1

Other resources:

The two recommended texts have supporting web sites at

http://wps.aw.com/aw_connollyb_database_5/

and

http://cws.cengage.co.uk/rcc_databases/

There are many online resources giving guidance and practical exercises in SQL. One of the best is W3schools.com at

http://www.w3schools.com/sql/default.asp

As well as showing the syntax of SQL and example queries, this site allows you to type in queries and see the effect on a sample database.

Other guidance

Although the order of the learning outcomes is a sensible order of teaching it would also make sense to distribute the learning of SQL throughout the course so that some of the theory can be mixed up with practical work. Often it is necessary to illustrate a point using SQL (in fragmentation of data in a distributed database for example) so an early introduction to the syntax of SQL would be useful.

For a free, functional database visit http://dev.mysql.com/downloads/ to download MySQL, an open source database environment. However it should be noted that this is a complete system that will take many hours to fully appreciate and is much more than is needed for Learning Outcome 3.




http://wps.aw.com/aw_connollyb_database_5/

http://cws.cengage.co.uk/rcc_databases/

http://www.w3schools.com/sql/default.asp

http://dev.mysql.com/downloads/


Page 40 of 52


Unit Title: H5 Project Management for Information Systems

Unit Level:

5

Credit value:

20


80

Overall Aim of the Unit:

To allow a learner to obtain the knowledge and skills required to take responsibility for the lifecycle of small to medium sized Information Systems development projects.

Learning Outcomes:

A learner when awarded this credit will:

LO1 Understand the business context of an Information Systems development project LO2 Understand the work that is required and develop a realistic plan LO3 Understand how to monitor and control against a plan LO4 Understand procedures required to ensure the successful delivery of the end product LO5 Understand the human dimension and the importance of team leadership


The learner can:

LO1 Understand the business context of an Information Systems development project

AC1.1 Describe the various types of information systems projects AC1.2 Explain the relationship between business strategy and information system projects AC1.3 Explain the content and format of a business case AC1.4 Explain how to organise the framework of a project AC1.5 Explain the role of a programme and project support office AC1.6 Compare and contrast the types of development lifecycles AC1.7 Explain the profile of a project

LO2 Understand the work that is required and develop a realistic plan

AC2.1 Describe the work that needs to be planned before starting a project AC2.2 Develop an estimate

AC2.3 Explain how to develop a schedule

LO3 Understand how to monitor and control against a plan AC3.1 Describe the perspectives against which projects should be managed AC3.2 Describe the application of necessary control activities AC3.3 Describe the ways in which project progress is reported

LO4 Understand the procedures required to ensure the successful delivery of the end product

AC4.1 Explain how quality is managed AC4.2 Explain how risk is managed AC4.3 Describe Value Engineering and Value Management AC4.4 Describe how to “sell” the project AC4.5 Describe how to manage stakeholders AC4.6 Describe how to manage suppliers AC4.7 Explain how to manage change


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LO5 Understand the human dimension and the importance of team leadership AC5.1 Explain how to maximise the relationship between leadership and performance AC5.2 Explain how to manage a project team AC5.3 Describe the role of the project manager AC5.4 Compare and contrast the work standards that are relevant for the practice of project

management Guidance:

LO1 Understand the business context of an Information Systems development project.

AC1.1 Describe the various types of Information Systems projects

Including Software development, Package implementation; System enhancement; Consultancy; System migration projects; Infrastructure; Outsourcing; Disaster recovery and other project types [T1, Ch1]

Principles of PRINCE2 [T2, Ch2]

AC1.2 Explain the relationship between business strategy and information systems projects

Definition of strategy [T1, Ch2]

The development of a strategy [T1, Ch2] The relationship between competition and strategy [T1, Ch2]

The relationship between strategy and culture [T1, Ch2]

AC1.3 Explain the content and format of a business case

Content and format of a business case [T1, Ch3 & Ch10]

Investment appraisal [T1, Ch3]

Presenting the business case [T1, Ch3] Benefits realisation and management [T1, Ch3]

AC1.4 Explain how to organise the framework of a project

Organisation structures [T1, Ch4]

Project roles and responsibilities [T1, Ch4] Organising the roles [T1, Ch4]

Programme and portfolio management [T1, Ch4]

PRINCE2™ organisation structure [T1, Ch4 & Ch11]

AC1.5 Explain the role of a Programme and Project Support Office

Evolution of the PPSO function [T1, Ch5]

Functions of a PPSO in the various stages of a project [T1, Ch5]

Ongoing PPSO activities [T1, Ch5] Benefits of a PPSO [T1, Ch5]

AC1.6 Compare and contrast the types of development lifecycles

Development lifecycles [T1, Ch6]

Approaches to systems development [T1, Ch6]

AC1.7 Explain the profile of a project

The process model [T1, Ch7]

Pre-project work [T1, Ch7 & T2 Ch 3]

Project start-up [T1, Ch7 & T2 Ch4] Development stage [T1, Ch6, Ch7, Ch8 & T2 Ch5]

Completion stage [T1, Ch7, Ch9] Operational stage [T1, Ch7]

Post-project review [T1, Ch7]


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LO2 Understand the work that is required and develop a realistic plan AC2.1 Describe the work that needs to be planned before starting a project

Project requirements [T1, Ch8]

Work breakdown structure [T1, Ch8] Product breakdown structure [T1, Ch8 & T2 Ch12]

Product descriptions and work packages [T1, Ch8 & T2 Ch12, App A] Dependencies [T1, Ch8]

Planning for quality [T1, Ch8] Tolerances [T1, Ch8]

The use of planning tools [T1, Ch8]

AC2.2 Develop an estimate

IS project estimation [T1, Ch9 & T2 Ch 12]

Estimating in engineering disciplines [T1, Ch9]

Comparison of estimating methods [T1, Ch9] Estimating supporting activities [T1, Ch9]

AC2.3 Explain how to develop a schedule

Scheduling – effort and elapsed time [T1, Ch10]

Schedule development[T1, Ch10] Project milestones and “overhead” tasks [T1, Ch10]

Resource plans development [T1, Ch10]

Contingencies [T1, Ch10] Plan documentation [T1, Ch10]

Budgets [T1, Ch10]

PRINCE2™ plans [T1, Ch10 & T2 Ch 12]

LO3 Understand how to monitor and control against a plan AC3.1 Describe the perspectives against which projects should be managed

Monitoring effort [T1, Ch11]

Monitoring other costs [T1, Ch11] Monitoring quality [T1, Ch11]

Milestone slip, Chart [T1, Ch11]

Earned value analysis [T1, Ch11]

AC3.2 Describe the application of necessary control activities

Evaluate the current situation and identify possible corrective actions [T1, Ch12] Implementation of corrective actions [T1, Ch12]

Change control and configuration management [T1, Ch12] Exercising control in PRINCE2™ [T1, Ch12, Ch 13]

A3.3 Describe the ways in which project progress is reported

Recipients of progress reports [T1, Ch13]

Report content and format [T1, Ch13] Report presentations [T1, Ch13]

Reporting in PRINCE2™ [T1, Ch13 & T2 Ch 13, App A]


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LO4 Understand the procedures required to ensure the successful delivery of the end product AC4.1 Explain how quality is managed

Quality concepts [T1, Ch14]

Quality management, TQM and the quality plan [T1, Ch14]

Quality control methods [T1, Ch14] The cost of poor quality [T1, Ch14]

Inspection versus testing [T1, Ch14]

The management of software testing [T1, Ch14] Metrics and statistical control [T1, Ch14]

Configuration management [T1, Ch14] Managing quality with PRINCE2™ [T1, Ch14 & T2 Ch 2, Ch14, Ch 4, App A, Ch 1]

AC4.2 Explain how risk is managed

Outline of the risk management process [T1, Ch15]

Risk identification, assessment actions, management planning and control [T1, Ch15] The risk register [T1, Ch15]

Risk ownership [T1, Ch15] Risk management in PRINCE2™ [T1 Ch15 & T2, Ch2, Ch15, Ch17, Ch12, Ch6, Ch10,

Ch4, App A, Ch4, Ch13]

AC4.3 Describe value engineering and value management

An approach to value management in projects [T1, Ch16]

AC4.4 Describe how to “sell” the project

Buying and buyers [T1, Ch17]

The selling process [T1, Ch17]

Negotiation [T1, Ch17]

AC4.5 Describe how to manage stakeholders

Stakeholders and customers [T1, Ch18]

Managing expectations, changes and conflict [T1, Ch18]

Stakeholder management skills [T1, Ch18]

AC4.6 Describe how to manage suppliers

Setting up the contract [T1, Ch19]

The contractual framework [T1, Ch19]

Monitoring supplier performance [T1, Ch19] Quality control and subcontractors [T1, Ch19]

AC4.7 Explain how to manage change

Organisational change [T1, Ch20]

Resistance to change [T1, Ch20] Organisational culture [T1, Ch20]

The project manager and, Change [T1, Ch20] Achieving successful change [T1, Ch20]

LO5 Understand the human dimension and the importance of team leadership

AC5.1 Explain how to maximise the relationship between leadership and performance

Motivation [T1, Ch21]

Leadership [T1, Ch21] Managing and reviewing performance [T1, Ch21]

Setting objectives [T1, Ch21]

Reprimands [T1, Ch21] Performance improvement through coaching [T1, Ch21]


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AC5.2 Explain how to manage a project team

Belbin on teams [T1, Ch22]

International and virtual teams [T1, Ch22]

The effective team [T1, Ch22] Creating the working environment [T1, Ch22]

Handling conflict and managing stress [T1, Ch22]

AC5.3 Describe the role of the project manager

The vision[T1, Ch23]

An outside perspective [T1, Ch23]

A developmental approach [T1, Ch23] Using psychometric assessment [T1, Ch23]

Ethical considerations [T1, Ch23]

Codes of Conduct and Ethics including BCS and IMIS [T1, Ch23]

AC5.4 Compare and contrast the work standards that are relevant for the practice of project management

Bodies of knowledge [T1, Ch25]

Standards [T1, Ch25]

Recommended Texts:

[T1] James Cadle and Donald Yeates (2008)

Project Management for Information Systems, 5th Edition

Pearson Education Ltd ISBN: 978-0-13-206858-1

[T2]

Colin Bentley (2010) PRINCE2™ Revealed, 2nd Edition

Butterworth – Heinemann

ISBN: 978-1-85617-822-8

Other resources:

Supporting materials for the principle textbook are available from the publishers and are as follows:

For instructors:-

Complete downloadable Instructor’s manual. PowerPoint slides that can be downloaded and used for presentations.

For learners:-

Four additional long case studies that help in getting a more in-depth feel for real-life information systems project management situations, accompanied by questions and hints at how to address the issues arising.

Information on the above can be obtained from:- www.pearsoned.co.uk/cadle There are numerous websites offering PRINCE2™ information and services. www.prince-officialsite.com could be a starting point for those seeking further information. Websites relating to the secondary textbook are :- www.elsevier.com and www.bookaid.org

http://www.pearsoned.co.uk/cadle

http://www.prince-officialsite.com/

http://www.elsevier.com/

http://www.bookaid.org/


Page 45 of 52


Other guidance:

It is possible that many candidates taking the H5 examination will have some knowledge of the PRINCE2™ project management method, either from previous training or gained during their preparation for the H5 examination. In the absence of any other project management method, this should be encouraged. The secondary textbook therefore is intended to provide an understandable, end-to-end overview of the basics of PRINCE2™. Candidates for the H5 examination can be assured that they will not be required to demonstrate

detailed knowledge of the PRINCE2™ method when answering questions in the examination paper. However, it is acceptable for candidates to include relevant PRINCE2™ processes and techniques in their answers to questions. Assessment and grading:




Page 46 of 52


Unit Title: H6 Business Information System Project

Unit level:

5

Credit value:

20


80


To enable the learner to apply the knowledge gained in the other units to produce a software solution to an approved business information systems problem.

To complete this unit the student must:

select a project (a problem that has to be solved using software solution)

draw up a proposal (which will be marked by the BISP Moderator)

investigate the possible ways of solving the problem and produce at least the following: various reports based on their investigation, a time scale to produce the software solution, including relevant milestones, a risk analysis of the proposed project including proposed actions to be taken in the event of a risk occurring

code and test the solution

produce the necessary documentation complete a demonstration of the working solution to the supervisor

finally produce an academic report on the solution to the project

Learning Outcomes:

A learner when awarded credit for this unit will be able to:

LO1 Communicate in a technical environment LO2 Plan a software development project LO3 Monitor a software development project through to completion LO4 Create User and Technical documentation LO5 Present a solution to a software development project LO6 Produce an academic project report based on the solution to a software development project


The learner can:

LO1 Communicate in a technical environment

AC1.1 Explain and apply industry standards for technical documentation AC1.2 Communicate clearly in written English using different methods AC1.3 Explain both technical and non-technical issues in a manner appropriate to a variety

of audiences AC1.4 Use a system of organising citations and bibliographies

LO2 Plan a software development project

AC2.1 Use a research technique appropriate to the problem AC2.2 Explain how system development methods can be used in a software development

project AC2.3 Analyse a given project scenario and prepare a project plan to deliver the identified

aims and objectives AC2.4 Identify the resources required to complete a project AC2.5 Use appropriate software tools effectively to support project planning and monitoring

possible project slippage and deviation AC2.6 Examine the risk, security and control issues associated with the project scenario AC2.7 Complete a project proposal


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LO3 Monitor a software development project through to completion AC3.1 Explain the process needed to set up a project AC3.2 Monitor progress against plan and suggest necessary actions to complete to a plan AC3.3 Use tools to support planning and monitoring AC3.4 Use project scheduling techniques AC3.5 Develop test strategies and apply them to a software development project AC3.6 Implement a database management system project to store, retrieve and manipulate

data

LO4 Create User and Technical documentation AC4.1 Create a Project Initiation Document AC4.2 Create a set of technical documentation, user documentation, and installation

documentation for a project

LO5 Present a solution to a software development project AC5.1 Create and present an oral presentation of the solution to a project

AC5.2 Prepare a software demonstration of the solution to a project

LO6 Produce an academic project report based on the solution to a software development project AC6.1 Apply a system of organising citations and references in the project report AC6.2 Write an academic report for the solution to a project AC6.3 Explain the methods used to measure the project performance AC6.4 Explain project change control procedures used in the project AC6.5 Discuss the outcomes of the completed project and make recommendations

Guidance:

Unit Content

LO1 Communicate in a technical environment AC1.1 Explain and apply industry standards for technical documentation

Introduction [T2, Ch1 pp 1 – 6]

Writing up [T2, Ch9 pp 137 – 156]

Recording and references and data [T3, Ch4 pp 100 – 105]

Analysing your results [T3, Ch10 pp 243 – 257] Presenting your results [T3, Ch11 pp 258 – 283]

Case studies and proposed BISP

AC1.2 Communicate clearly in written English using different methods

Good style [T2, Ch2 pp 7 – 28]

Punctuation [T2, Ch4 pp 59 – 68]

Editing [T2, Ch8 pp129 – 136] Giving presentations [T2, Ch14 ppCh225 – 248]

Presenting your results [T3, Ch11 pp 267 – 279]

AC1.3 Explain both technical and non-technical issues in a manner appropriate to a non- technical audience


Style specifics [T2, Ch3 ppCh29 – 58]

Editing [T2, Ch8 pp129 – 136]

Writing up [T2 Ch9, pp 137 – 156] Analysis your results [T3, Ch10 pp 243 – 257]

Presenting your results [T3, Ch11 pp 258 – 283] Recording and references and data [T3, Ch4 pp 100 – 105]


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AC1.4 Use a system of organising citations and bibliographies

Doing research [T1, Ch10 pp157 – 184]


Ethics [T2, Ch13 pp 215 – 224] Recording references and data [T3, Ch4 pp 100 – 105]

LO2 Plan a software development project

AC2.1 Use a research technique appropriate to the problem

Writing up [T2, Ch9 pp 137 – 156]

Doing research [T1, Ch10 pp157 – 184]

Research issues [T3, Ch4 pp 84 - 105]

AC2.2 Explain how system development methods can be used in a software development project

System development approaches [T3, Ch3 pp 52 – 83]

AC2.3 Analyse a given project scenario and prepare a project plan to deliver the identified aims and objectives

The profile of a project [T1, Ch7 pp 100 – 104]

Project planning: understanding the work [T1, Ch8 pp 115 – 138]

Project planning: scheduling and resourcing [T1, Ch10 pp 167 – 190]

Introduction to student projects [T3, Ch1 pp 1 – 15] Identifying and selecting a project [T3, Ch2 pp 23 – 51]

System development approaches [T3, Ch3 pp 52 – 83] Systems analysis [T3, Ch7 pp 178 – 190]


AC2.4 Identify the resources required to complete a project

Project planning: scheduling and resourcing [T1, Ch10 pp174 – 176]

AC2.5 Use appropriate software tools effectively to support project planning and monitoring possible project slippage and deviation



Setting up your project [T3, Ch5 pp 115 – 117]

AC2.6 Examine the risk, security and control issues associated with the project scenario

The profile of a project [T1, Ch7 pp 91 – 112]

Managing Risk [T1, Ch15 ppCh259 – 276]

Identifying and selecting a project [T3, Ch2 pp 39 – 42] Setting up your project [T3, Ch5 pp114 – 115]

Managing your project [T3, Ch6 pp 143 – 147]


AC2.7 Complete a project proposal

Introduction [T2, Ch 1 pp 1 – 6]


Style specifics [T2, Ch3 ppCh29 – 58] Editing [T2, Ch8 pp129 – 136]

Writing up [T2, Ch9 pp 137 – 156] Ethics [T2, Ch13 pp 215 – 224]

Identifying and selecting a project [T3, Ch2 p 36] Setting up your project [T3, Ch5 pp106 – 125]


Systems analysis [T3, Ch7 pp 150 – 201] System design [T3, Ch8 pp 202 – 222]


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System construction and implementation [T3, Ch9 223 – 239] Case studies and proposed BISP

LO3 Monitor a software development project through to completion

AC3.1 Explain the process needed to set up a project

Identifying and selecting a project [T3, Ch2 pp 52 – 83]

AC3.2 Monitor progress against plan and suggest necessary actions to complete to a plan

Monitoring progress [T1, Ch11 pp 191 - 206]

Introduction to student projects [T3, Ch1 pp 1 – 15] Identifying and selecting a project [T3, Ch2 pp 44 – 51]


AC3.3 Use tools to support planning and monitoring



Setting up your project [T3, Ch5 pp 109 – 117] Systems analysis [T3, Ch7 pp 150 – 201]

System design [T3, Ch 8 pp 202 – 222]

AC3.4 Use project scheduling techniques




AC3.5 Develop test strategies and apply to a software development project

System design [T3, Ch8 pp 213 – 218]

System construction and implementation [T3, Ch9 pp 226 – 228]


AC3.6 Implement a database management system project to store, retrieve and manipulate data

Systems analysis [T3, Ch7 pp 150 – 201]

System design [T3, Ch8 pp 202 – 222] System construction and implementation [T3, Ch9 pp 231 – 238]


LO4 Create User and Technical documentation AC4.1 Create a Project Initiation Document


AC4.2 Create a set of technical documentation, user documentation, and installation documentation for a project

System construction and implementation [T3, Ch9 pp 229 – 230]


LO5 Present a solution to a software development project AC5.1 Create and present an oral presentation of the solution to a problem

Giving presentations [T2, Ch14 ppCh225 – 248]



AC5.2 Prepare a software demonstration of the solution to a problem

Giving presentations [T2, Ch14 ppCh225 – 248]




Page 50 of 52


LO6 Produce an academic project report based on the solution to a software development project AC6.1 Apply a system of organising citations and references in the project report

Research issues [T3, Ch4 pp 100 - 103]

Presenting your results [T3, Ch11 pp 275]


AC6.2 Write an academic report for the solution to a project

Introduction [T2, Ch1 pp 1 – 6]


Style specifics [T2, Ch3 ppCh29 – 58] Punctuation [T2, Ch4 pp 59 – 68]

Editing [T2, Ch8 pp129 – 136]

Writing up [T2, Ch9 pp 137 – 156] Ethics [T2, Ch13 pp 215 – 224]

Analysing your results [T3, Ch10 pp 244 – 246] Presenting your results [T3, Ch11 pp 258 – 283]


AC6.3 Explain the methods used to measure project performance

Monitoring progress [T1, Ch9 pp 171 – 179]

Analysing your results [T3, Ch10 pp 243 – 257]


AC6.4 Explain project change control procedures used in the project

Monitoring progress [T1, Ch9 pp 171 – 179] Managing your project [T3, Ch6 pp 146]

System construction and implementation [T3, Ch9 pp 2239 – 226] Case studies and proposed BISP

AC6.5 Discuss the outcomes of the completed project and make recommendations

Monitoring progress [T1, Ch9 pp 171 – 179]

Giving presentations [T2, Ch14 ppCh225 – 248] Introduction to student projects [T3, Ch1 pp 15 – 21]

Analysing your results [T3, Ch10 pp 254 – 257]

Presenting your results [T3, Ch11 pp 265 – 266] Case studies and proposed BISP

Recommended texts: [T1] James Cadle and Donald Yeates (2008)

Project Management for information Systems 5th

Ed

Prentice Hall ISBN: 978–0–13–206858–1

[T2] Justin Zobel (2004)

Writing for Computer Science2nd

Ed

Springer ISBN: 978–1–85233–802–2

[T3] Philip Weaver (2004) Success In Your Project

Prentice Hall ISBN: 978–0–273–67809–4

Other resources:

Additional Reading

Christian W Dawson (2009)

Projects in computing and Information Systems – A student’s Guide 2nd

Ed Addison Wesley ISBN: 978–0–273–72131–4


Page 51 of 52


The following websites will help the lecturers and students to produce correct structures for their formal reports, and the guidance in the areas of ethics and legal aspects:

[W1] http://www.sussex.ac.uk/engineering/internal/forstudents/studyguides/techreportwriting [W2] http://www2.napier.ac.uk/gus/writing_presenting/reports.html [W3] http://www.ico.gov.uk/ [W4] http://www.lancs.ac.uk/iss/governance/rules/cmisuse.htm [W5] www.imis.org.uk/information/ethics_in_it [W6] http://www.bcs.org/ [W7] http://bcs.wiley.com/he- bcs/Books?action=resource&bcsId=5329&itemId=0470509503&resourceId=18799

Other guidance:

Students need to understand and apply the process of the development and implementation of

the software solution defined in their proposal, and the range of tools and methods that will help to determine the process that they will take.

Developing an information system is a complex undertaking and is only likely to succeed if it is planned carefully in advance; therefore planning is an essential element in project management.

Unless there is a plan in which the actual progress can be monitored, the student, or the supervisor, will not know whether the project is on schedule, ahead or behind and whether corrective action is necessary. To do this, students must have access to a simple computer-based planning tool.

Project management requires the delivery of a product on time, within budget (not required in the BISP), and to the required quality. The development and delivery of each product is also subject

to risk. In order to achieve these requirements and manage the risks, the student needs to ensure that the BISP being developed is on track to meet the schedule, quality criteria and that associated risks are properly managed.

The above guidance points are essential for a successful completion of a BISP, and students are advised that they must apply the knowledge gained in the other Higher Diploma units and the Diploma unit, D4 Website Development.

There are 120 hours for private study, and it is expected that this is the time when the students will be working on their project. Such activities would include:

Visiting a location to investigate a problem, talk to the staff, etc.

Investigating various tools and methods that are available to find the most suitable option to solve the problem

Creating and testing the software solution

Producing the necessary documentation

Preparing the necessary demonstration for the user and supervisor

The student should also be calling on their supervisor when there are problems, etc and also to check that they are still on the right track.

Learners should be reading the specialist IT sections of quality newspapers and other media to appreciate the real world relevance of the syllabus coverage, especially in the areas of ethics and legal aspects in IT.

Note that content listed under different Assessment Criteria above can, where it makes sense (for example there is a shared text reference) be taught together: it is for Tutors to derive appropriate teaching plans.



Assessment Guidance Project submission

http://www.sussex.ac.uk/engineering/internal/forstudents/studyguides/techreportwriting

http://www2.napier.ac.uk/gus/writing_presenting/reports.html

http://www.ico.gov.uk/

http://www.lancs.ac.uk/iss/governance/rules/cmisuse.htm

http://www.imis.org.uk/information/ethics_in_it

http://www.bcs.org/

http://bcs.wiley.com/he-

http://bcs.wiley.com/he-

IMIS SYLLABUS EQUIVALENCE TABLE

QCF Level NQF Level Typical CATS

Equivalent * Academic Other

FHEQ Vocational IMIS

Qualification IMIS

Membership & SFIA Level

9 PhD/DPhil (Research)

8 PhD/DPhil (Taught)

7 MPhil/Masters/PG Cert/PG Dip

6 360/120@3 Honours Degree MIMIS

SFIA Level 5

5 240/120@2 Diploma of HE FdA/FdSc NVQ Level 5 Higher

Diploma

AIMIS

SFIA Level 4

4 120/100@1 Cert. of HE HND/HNC BCS Diploma

NVQ Level 4

Diploma

LIMIS

SFIA Level 3

Vocational A, Advanced

GNVQ

3 Advanced Level

A Level BTEC Nationals

NVQ Level 3

Foundation Diploma

Practitioner SFIA Level

1 / 2

Intermediate GNVQ

2 Intermediate

Level

GCSE A* - C NVQ Level 2

Foundation GNVQ

1 Foundation Level

GCSE D – G BTEC First NVQ Level 1

Entry Level Certificate of (educational) achievement * CATS – The CATS values are given as the total number of credits followed by the minimum at a specified level.


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higher diploma syllabus - bcs