Download HIGHER DIPLOMA SYLLABUS The Institute for the Management of Information Systems

The Institute for the Management of Information Systems
HIGHER DIPLOMA SYLLABUS
© Institute for the Management of Information Systems.
Page 1 of 52
Version 1 (August 2012) – Higher Diploma Syllabus
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
© Institute for the Management of Information Systems.
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Version 1 (August 2012) – Higher Diploma Syllabus
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become out of date and requires refreshing.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
© Institute for the Management of Information Systems.
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Version 1 (August 2012) – Higher Diploma Syllabus
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
© Institute for the Management of Information Systems.
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HIGHER DIPLOMA MODULES
The diagram shows the primary focus for each module:
Modules: Management
Information Systems Information
Systems Strategy
Modules: Contemporary Issues in Systems,
Database Development, Business Information
Systems Project
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.
UNIT H6: Business
Information Systems Project
UNIT H5: Project
Management for Information
Systems
UNIT H4: Database
Development
UNIT H3: Contemporary
Issues in Systems Design
UNIT H2: Information
Systems Strategy
UNIT H1: Management
Information Systems
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.
4.1 Systems Architecture
X
4.2 Data Analysis
4.3 Human Needs Analysis
4.4 Systems Analysis
X
4.5 Data Design
X
X
X
X
4.6 Human Computer Interaction/Interface (HCI)
Design
X
4.7 Systems Design
4.8 IT/Technology infrastructure design and
planning
X
X
X
5.2 Software Development
X
X
5.3 IT/Technology Solution Testing
X
X
5.4 Systems Integration
X
5.1 Systems Development
X
5.5 IT/Technology Systems Installation,
Implementation and Handover
6.1 Information Management
X
6.2 IT/Technology Security Management
X
X
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X
X
6.3 IT Disaster Recovery
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
X
7.8 Change and Release Management
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
X
7.12 Technical Evaluation
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IMIS Higher Diploma
Unit Title:
H1
Unit level:
5
Credit value:
20
Guided Learning Hours:
80
Management Information Systems
Overall Aim of the unit:
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
LO2
LO3
LO4
LO5
LO6
Understand the role of Management Information Systems (MIS)
Understand the impacts of emergent technologies on organisations’ systems
Understand Management Information Systems decision-making processes
Understand Management Information Systems Security
Understand Classical System Theory concepts
Be able to choose and apply conceptual and algorithmic models
Assessment Criteria:
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 W orkers [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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
LO4
Groupware [T2, Ch11]
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 & W hite 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]
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Recommended texts:
[1] Laudon, K C & Laudon, J P (2012)
th
Management Information Systems - Managing the Digital Firm (12 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
th
(7 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
© Institute for the Management of Information Systems.
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Unit Title:
H2
Unit level:
5
Credit value:
20
Guided Learning Hours:
80
Information Systems Strategy
Overall Aim of the unit:
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
Assessment Criteria:
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
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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
© Institute for the Management of Information Systems.
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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 [W 2]

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]
© Institute for the Management of Information Systems.
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Recommended texts:
[T1]
Pearlson K and Saunders C (2009)
th
Strategic Management of Information Systems, 4 Ed
Wiley
ISBN: 978-0-470-40024-1
[T2]
Oz E and Jones A (2008)
Management Information Systems
Cengage
[T3]
ISBN: 978-1-84480-758-1
Lesser E et al (2000)
Knowledge and Communities
Butterworth-Heinemann
(See also journals J1, J2)
ISBN: 0 7506 7293 5
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
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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 W orld Service radio and at weekends on television, BBC News Channel in the UK,
and BBC W orld 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.
Assessment and grading:
Unit grading structure
Pass, Merit, Distinction
Assessment Guidance 3 hour closed book examination
© Institute for the Management of Information Systems.
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Unit Title:
H3
Unit level:
5
Credit value:
20
Guided Learning Hours:
80
Contemporary Issues in Systems Design
Overall Aim of the unit:
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:
A learner when awarded credit for this unit will:
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
Assessment Criteria:
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
© Institute for the Management of Information Systems.
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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
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)
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 objectoriented 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
© Institute for the Management of Information Systems.
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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]
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)
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]
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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 objectoriented 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]
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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 packageintegration 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
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




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.
Assessment and grading:
Unit grading structure
Pass, Merit, Distinction
Assessment Guidance 3 hour closed book examination
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Unit Title:
H4
Unit level:
5
Credit value:
20
Guided Learning Hours:
80
Database Development
Overall Aim of the unit:
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 fastchanging pace of the subject by looking at current and future developments.
Learning Outcomes:
A learner when awarded credit for this unit will:
LO1
LO2
LO3
LO4
LO5
LO6
Understand the concepts of databases, relational databases, database management systems
and database administration
Understand the Database Systems Development Lifecycle (DBSDL)
Be able to use Structured Query Language (SQL) for data definition and data manipulation
Be able to develop strategies for integrity and performance of databases
Understand the need for, and potential problems of, distributed databases
Understand the role of databases in Business Intelligence (BI)
Assessment Criteria:
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) BETW EEN, 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)
th
Database Systems: A practical Approach to Design, Implementation and management, 5
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.
Assessment and grading:
Unit grading structure
Pass, Merit, Distinction
Assessment Guidance 3 hour closed book examination
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Unit Title:
H5
Unit Level:
5
Credit value:
20
Guided Learning Hours:
80
Project Management for Information Systems
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
LO2
LO3
LO4
LO5
Understand the business context of an Information Systems development project
Understand the work that is required and develop a realistic plan
Understand how to monitor and control against a plan
Understand procedures required to ensure the successful delivery of the end product
Understand the human dimension and the importance of team leadership
Assessment Criteria:
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]
[T2]
James Cadle and Donald Yeates (2008)
Project Management for Information Systems, 5th Edition
Pearson Education Ltd
ISBN: 978-0-13-206858-1
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
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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:
Unit grading structure
Pass, Merit, Distinction
Assessment Guidance 3 hour closed book examination
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Unit Title:
H6
Unit level:
5
Credit value:
20
Guided Learning Hours:
80
Business Information System Project
Overall Aim of the unit:
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
LO2
LO3
LO4
LO5
LO6
Communicate in a technical environment
Plan a software development project
Monitor a software development project through to completion
Create User and Technical documentation
Present a solution to a software development project
Produce an academic project report based on the solution to a software development project
Assessment Criteria:
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 nontechnical audience
 Good style [T2, Ch2 pp 19 – 24]
 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]
 Good style [T2, Ch2 pp 19 – 24]
 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]
 Case studies and proposed BISP
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
 Project planning: understanding the work [T1, Ch8 pp 131 – 135]
 Project planning: scheduling and resourcing [T1, Ch10 pp 167 – 190]
 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]
 Case studies and proposed BISP
AC2.7 Complete a project proposal
 Introduction [T2, Ch 1 pp 1 – 6]
 Good style [T2, Ch2 pp 7 – 28]
 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]
 Managing your project [T3, Ch6 pp 129 – 135]
 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]
 Managing your project [T3, Ch6 pp 141 – 147]
AC3.3 Use tools to support planning and monitoring
 Project planning: understanding the work [T1, Ch8 pp 131 – 135]
 Project planning: scheduling and resourcing [T1, Ch10 pp 167 – 190]
 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
 Project planning: understanding the work [T1, Ch8 pp 131 – 135]
 Project planning: scheduling and resourcing [T1, Ch10 pp 167 – 190]
 Setting up your project [T3, Ch5 pp 109 – 117]
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]
 Case studies and proposed BISP
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]
 Case studies and proposed BISP
LO4
Create User and Technical documentation
AC4.1 Create a Project Initiation Document
 Setting up your project [T3, Ch5 pp 119 – 125]
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]
 Case studies and proposed BISP
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]
 Presenting your results [T3, Ch11 pp 281 – 283]
 Case studies and proposed BISP
AC5.2 Prepare a software demonstration of the solution to a problem
 Giving presentations [T2, Ch14 ppCh225 – 248]
 Presenting your results [T3, Ch11 pp 275 – 281]
 Case studies and proposed BISP
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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]
 Case studies and proposed BISP
AC6.2 Write an academic report for the solution to a project
 Introduction [T2, Ch1 pp 1 – 6]
 Good style [T2, Ch2 pp 7 – 28]
 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]
 Case studies and proposed BISP
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]
 Case studies and proposed BISP
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)
th
Project Management for information Systems 5 Ed
Prentice Hall
ISBN: 978–0–13–206858–1
[T2]
[T3]
Justin Zobel (2004)
nd
Writing for Computer Science2 Ed
Springer
ISBN: 978–1–85233–802–2
Philip Weaver (2004)
Success In Your Project
Prentice Hall
ISBN: 978–0–273–67809–4
Other resources:
Additional Reading
Christian W Dawson (2009)
nd
Projects in computing and Information Systems – A student’s Guide 2 Ed
Addison Wesley
ISBN: 978–0–273–72131–4
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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/hebcs/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 W ebsite 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 and grading:
Unit grading structure
Pass, Merit, Distinction
Assessment Guidance Project submission
© Institute for the Management of Information Systems.
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IMIS SYLLABUS EQUIVALENCE TABLE
QCF Level
NQF Level
Typical CATS
Equivalent *
Academic
Other
FHEQ
9
PhD/DPhil
(Research)
8
PhD/DPhil (Taught)
7
MPhil/Masters/PG
Cert/PG Dip
Honours Degree
6
360/120@3
Vocational
IMIS
Qualification
IMIS
Membership
& SFIA Level
MIMIS
SFIA Level 5
5
4
Vocational A,
Advanced
GNVQ
3 Advanced
Level
Intermediate
GNVQ
2
Intermediate
Level
1 Foundation
Level
240/120@2
120/100@1
Diploma of HE
Cert. of HE
A Level
FdA/FdSc
HND/HNC
BCS Diploma
BTEC
Nationals
GCSE A* - C
NVQ Level 5
Higher
Diploma
AIMIS
SFIA Level 4
Diploma
LIMIS
SFIA Level 3
Foundation
Diploma
Practitioner
SFIA Level
1/2
NVQ Level 4
NVQ Level 3
NVQ Level 2
Foundation
GCSE D – G
BTEC First
NVQ Level 1
GNVQ
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.
© Institute for the Management of Information Systems.
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