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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. Page 2 of 52 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 In the fast-moving world of IS and IT the content of qualifications in this field inevitably starts to become out of date and requires refreshing.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. Page 3 of 52 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. Page 4 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 5 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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). © Institute for the Management of Information Systems. Page 6 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 7 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 8 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 9 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. © Institute for the Management of Information Systems. Page 10 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. © Institute for the Management of Information Systems. Page 11 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. © Institute for the Management of Information Systems. Page 12 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 13 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 14 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 15 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 16 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 17 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 18 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 19 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 20 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. Page 21 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 22 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. Page 23 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 24 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 25 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. Page 26 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 27 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. Page 28 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. Page 29 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. Page 30 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 31 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 32 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 33 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 34 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 35 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 36 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 37 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 38 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 39 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 40 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 41 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 42 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 43 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 44 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 45 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 46 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 47 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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] © Institute for the Management of Information Systems. Page 48 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 49 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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 © Institute for the Management of Information Systems. Page 50 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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. Page 51 of 52 Version 1 (August 2012) – Higher Diploma Syllabus 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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