PROGRAMME SPECIFICATION Information Technology Management for Business

Transcription

1 PROGRAMME SPECIFICATION Information Technology Management for Business NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they take advantage of the learning opportunities that are provided. More detail on the specific learning outcomes, indicative content and the teaching, learning and assessment methods of each module can be found (1) at (2) in the Module Specifications, and (3) in the Student Handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked within independent review processes undertaken by the Quality Assurance Agency. The information from this specification may be selectively extracted and included in documents that are more appropriate for students, prospective students and employers. 1 Awarding Institution / Body: University of Central England. 2 Teaching Institution: University of Central England. 3 Programme accredited by: e-skills UK (tbc), BCS (tbc). 4 Final Award: BSc (Hons). 5 Programme Title: Information Technology Management for Business. 6 UCAS Code: GN52. 7 QAA Benchmarking Group: Computing. Business & General Management. 8 Aims of the Programme The programme aims to produce graduates who are capable of making a genuine contribution, within a few months of graduation, in a key management role working for either an ICT provider or an ICT user organisation. The course aims to equip learners with business, technology, inter-personal and management skills that are specifically needed by employers in this sector. The programme aims to provide learners with: Knowledge of business disciplines, operations, procedures and cultures applicable to a career in a business ICT environment. The technical knowledge required to play a key management role in a business ICT related environment. A framework to develop personal, inter-personal and team-working skills needed to enable them to work constructively and successfully with colleagues and clients. Project management skills and techniques required for an ICT project management role. A set of problem-solving and modelling skills appropriate to ICT related business operations. The ability to develop the knowledge and skills for success through lifelong learning and change and innovation in the business environment. An e-skills UK degree developed with major employers in the Information Technology and Communications sector

2 9 Intended learning outcomes and the means by which they are achieved and demonstrated: the programme provides learners with opportunities to develop and demonstrate knowledge and understanding, skills and other attributes as follows: Knowledge and Understanding Knowledge and Understanding of: Upon completion of the programme a student will be able: Business Skills 1. To demonstrate a knowledge of basic business disciplines and courtesies including timeliness and focus when faced with distraction. 2. To demonstrate knowledge of basic management considerations including prioritisation, task versus responsibility, managing the organisation and people considerations. Teaching, Learning and Assessment Methods Used: Lead lectures are used introduce the important concepts, theory, techniques and knowledge of the key topics. Tutor-led seminars, workshops and practical sessions with active participation from learners promote a further and deeper understanding of the material through the application of the concepts, theory, knowledge and techniques of the key topics. These sessions also offer the necessary further support and guidance that is required by learners. Technology Skills 1. To demonstrate a good understanding of the architectural components of a simple business related ICT system. 2. To demonstrate competence up to Level 3 of the SFIA framework in Change Control in relation to an IT environment 3. To demonstrate competence up to Level 3 of the SFIA framework in Database design using a mainstream database product. 4. To demonstrate competence up to Level 3 of the SFIA framework in software development in a legacy environment. 5. To demonstrate competence up to Level 3 of the SFIA framework in software development in a contemporary environment. 6. To demonstrate competence up to Level 3 of the SFIA framework in ICT Operations. 7. To demonstrate competence up to Level 3 of the SFIA framework in Network Administration and Support. 8. To demonstrate competence in two chosen fields (Database Design & Software Development) up to Level 4 of the seven level SFIA framework. Further additional independent learning activities are set at all levels and expected to be completed by all learners. A wide range of real and theoretical case studies and problembased learning scenarios are used across the programme. Group work, based around appropriate problem solving activities, is also typical in the programme. Also key to the ITMB is the enhancement of its teaching by the adoption of the guru lectures. These are delivered both in person and also remotely (electronically in real-time to allow student interaction). An interactive video link is used and videotapes will also be made available. The guru lecture schedule is published by e-skills on an annual basis in July for the following academic year. This provides dates, topics and likely gurus. The degree is positioned as a collaborative venture between employers, e-skills and all the Universities involved the department will contribute wholeheartedly to this to ensure that, for example, Gurus and electronic distribution technology are used to the best advantage.

3 Personal/Interpersonal Skills 1. To demonstrate competence of personal preferences, motivations, strengths and weaknesses can be used to allow individuals and teams to work more effectively to complete challenging business assignments. Project Management Skills 1. To apply a contemporary project management methodology. Throughout the programme various modules will be delivered via a virtual learning environment (VLE). On these modules learners are expected to use of the various facilities available within the VLE; conferencing (synchronous and asynchronous), reflection through journals, evaluations and electronic formative and summative exercises. Learners are expected to read and extract information from recommended texts, journal articles and relevant websites. Skills and Other Attributes Intellectual/Cognitive skills: Upon completion of the programme a student will be able: Business Skills 1. To demonstrate a comprehension of basic business functions and organisational structures. 2. To demonstrate a comprehension of modern business work practices: including covering work in an office, from home and on the move. 3. To take apart and structure non-obvious business problems, collect relevant information, consider alternatives and make appropriate recommendations. 4. To use system thinking to propose system improvements. Technology Skills 1. To model simple ICT based business systems. 2. To be aware of and also employ HCI issues when designing simple ICT based systems. 3. To be aware of and also employ ergonomic issues when designing simple ICT based systems. 4. To be aware of and demonstrate how to roll out simple ICT based Teaching, Learning and Assessment Methods Used: Some technical skills are developed by the use of directed selfstudy exercises and interactive tutorials supported by appropriate reference material. These sessions are used where appropriate for the completion of the weekly logbook exercises. The programme provides access to appropriate commercial development environments and ensures that learners have the necessary practical awareness of the requirements of these computer systems. Indeed, the use of computer systems is an integral and pervasive part of both the delivery of programme and material. Learners are required to meet specific deadlines and be able to manage and plan their workload. Throughout the program learners will be required to take ownership of their own learning process within small team contexts to successfully complete certain modules. The programme makes use of four half-day workshops comprising

4 systems in a customer friendly way. Personal/Interpersonal Skills 1. To demonstrate a comprehension of a range of learning strategies and techniques. 2. To demonstrate a comprehension of the implications of defensive behaviour and what personal strategies can be used to overcome it. Project Management Skills 1. To apply the principles of quality assurance to a project. a mixture of tutor and input from appropriate external input. The focus of these workshops is group and individual activities designed to support achievement of the learning outcomes. Tutors also provide individual guidance to support this development process. Learners then participate in an all day formal assessment centre. This incorporates a range of individual and group based selection activities. These are conducted by employer representatives and are observed in order to provide detailed feedback. Practical, Research and Independent Learning Skills: Upon completion of the programme a student will be able: Business Skills 1. To demonstrate competence in business and data analysis. 2. To apply basic financial skills to include: managing a budget, discounted cash flows, net present values, paybacks, rates of return, basic balance sheet and income statements. 3. To construct a basic investment case for a multi-year initiative of uncertain outcome. 4. To use basic predictive modelling techniques to predict future performance. 5. To assess the mitigation of risk associated with management information. 6. To sell a moderately complex technology-oriented solution demonstrating an understanding of business needs. Technology Skills 1. To demonstrate competence up to Level 3 of the SFIA framework in Change Control in relation to an IT environment. Teaching, Learning and Assessment Methods Used: Emphasis is also placed on guided, self directed and studentcentred learning with an increasing independence of approach, thought and process as a student progresses through the programme. The adoption of a focus on student-centred learning enables a learner to practice and develop the self-confidence and independence required when in the work place. Also by using the principle of student-centred learning, learners are exposed to the following benefits: 1. Their learning is enhanced when they are aware of their own learning process and see that the outcomes are relevant. 2. Working as a group enhances their learning. 3. Their learning is enhanced when self-evaluation and reflection are also included as part of that learning process. At various stages, learners undertake a substantive, selfcontained individual and group projects supervised by appropriate academic staff members. Regular meetings with the teaching team support learners so that guidance and formative feedback on

5 2. To demonstrate competence up to Level 3 of the SFIA framework in Database design using a mainstream database product. 3. To demonstrate competence up to Level 3 of the SFIA framework in software development in a legacy environment. 4. To demonstrate competence up to Level 3 of the SFIA framework in software development in a contemporary environment. 5. To demonstrate competence up to Level 3 of the SFIA framework in ICT Operations. 6. To demonstrate competence up to Level 3 of the SFIA framework in Network Administration and Support. 7. To have acquired technology competence in two chosen fields (Database Design & Software Development) up to Level 4 of the seven level SFIA framework. their progress can be given. Assessment Assessment criteria are published both at a generic course level and to provide guidance for individual items of assessment. Anonymous marking systems are in place for all formal examinations and coursework. Knowledge is assessed both formatively and summatively by a variety of different methods, techniques and strategies including: Personal/Interpersonal Skills 1. To assess the personal preferences, styles, strengths and weaknesses of individuals and others by using contemporary profiling indicators. 2. To design and apply performance evaluation tools. 3. To competently use constructive influence and persuasion techniques. 4. To apply selling, questioning, negotiating and closing techniques. Project Management Skills 1. To use critical path planning in a project. 2. To manage dependencies in a project. 3. To manage a project risk register. 4. To manage deviations in a project. Coursework both group and individual either as a few elements or as a set of discrete tasks over the whole duration of a module. Group based and individual vivas. Group and individual presentations. A trade exhibition. Group and individual project work. Logbooks and reflective portfolios. Formal and informal reports both from individual and groupwork. Informal and formal feedback in seminars, surgeries and practical workshops.

6 Transferable/Key Skills: Upon completion of the programme a student will be able: Business Skills 1. To use open questions and summarising skills. 2. To demonstrate basic negotiating skills. 3. To apply sound time management skills. Teaching, Learning and Assessment Methods Used: Examinations, written and practical and both open and closed book. Also the use of short, medium and long style questions. Phase tests. Technology Skills 1. To demonstrate effective information-retrieval skills (including the use of browsers, search engines and catalogues). 2. To demonstrate numeracy in both understanding and presenting cases involving a quantitative dimension. 3. To effectively use general ICT facilities. Personal/Interpersonal Skills 1. To manage their own life long learning 2. To be competent written and verbal communicators. 3. To have demonstrated competence in articulating complex issues, taking into account an audience viewpoint. 4. To make concise, engaging and well-structured presentations, arguments and explanations of varying lengths by using a variety of different media. 5. To use techniques for giving and receiving constructive feedback. 6. To know how to deal with setbacks, misfortunes and hiatuses in ways that strengthen a positive attitude, and develop self-reliance and the ability to self-start on their own initiative Project Management Skills 1. To be aware of the concept of deliverables in a project. 2. To apply the concept of deliverables to a project. 3. To plan a project review meeting. 4. To review a project review meeting. Practical demonstrations of work completed both in groups and as an individual. Timed peer-reviewed patchwork assessment. Self-audit evidence of personal learning styles and preferences. Documentary evidence from a variety of different profiling indicators. Interactive automated assessment In some areas of the programme assessment marks are dependant upon the learners actively participating in the electronic forums within the VLE.

7 10 Programme Structure and Requirements, Levels, Modules, Credits and Awards The structure of the course, the modules, levels and credit ratings, and the awards, which can be gained, are shown below. Modules in which Personal Development Planning is an integral part of the learning process are underlined. Core modules are in bold. Stage 1 Level 4 Module Module Name Credit Number E1A Analytical Techniques. 12 E1B Business Environment. 12 E1C ICT Operations. 12 E1F Financial Interpretation. 12 E1O Organisational Behaviour. 12 E1P Business/Industrial Project. 12 E1Q Software Development Project. 12 E1R Rapid Application Development. 12 E1S Software Development Techniques. 12 E1W E1W - Professional Skills 1 (Developing Yourself) 12 Award: Cert HE (120 credits) Stage 2 Level 5 Module Module Name Credit Number E2B Business Analysis. 12 E2C Sales & Marketing. 12 E2D Databases for Business. 12 E2G ICT Project Management. 12 E2M Financial Decision Making. 12 E2N Network Administration & Support. 12 E2P Project Preparation Skills. 12 E2Q Applied Project Management. 12 E2S Legacy Systems Engineering. 12 And one of: E2J *Placement Workshop. 12 E2W ^Professional Skills 2 (Work Skills). 12 Award: Dip HE (240 credits)

8 *Any student who has opted to study for BSc (Hons) ITMB with Industrial Placement option must study the following module at level 5: E2P Placement Workshop (12 credits). ^Any student who has opted to study for BSc (Hons) ITMB with Industrial Placement option will not normally be allowed to study the following module at level 5: E2W Professional Skills 2 - Work Skills (12 credits). ^Any student who has not opted to study for BSc (Hons) ITMB with Industrial Placement option must study for the following module at level 5: E2W Professional Skills 2 - Work Skills (12 credits). Stage 2 Level 6 Module Module Name Credit Number E3C Creative Problem Solving. 24 E3D Advanced Databases for Business. 12 E3E e-business Application Development. 12 E3I IT Change Control. 12 E3M Innovation & Change Management. 12 E3P Final Year Project. 24 E3S Advanced Software Development. 12 E3W Professional Skills 3 (Managing Others). 12 Award: BSc (360 credits) 11 Support for Learning Students are encouraged to identify and, with guidance, to reflect on their own learning needs and are offered the following support as appropriate to those needs: There is an Induction Programme for all students joining the programme. In the week before each semester starts, all new students, both first year and direct entry students, undertake a series of activities to prepare them for the course. The objectives of the induction programme is to: Administer the enrolment of the students into the department. Provide the students with a range of basic/fundamental University information. Provide the students with a range of necessary department information. Introduce the students to SCAN. Ensure that the students feel welcome and settled as soon as possible. Provide the students with an initial academic point of contact. Provide the students with an immediate form of student cohesion. This induction programme includes sessions, as appropriate, that Describe the programme. Give an overview of modules and module selection. Introduce personal tutors. Give practice in the use of facilities provided by the on-line systems (run in groups by personal tutors). Explore electronic mail. Explore the use of web browsers.

9 Explore accessing programme information (SCAN). The last objective is to develop cohesion with students. This is met by an all-class exercise, which will be worked on by students in small groups. The task is broadly the same for all groups but the actual research details will be unique to each group. The nature of this exercise is outlined to all induction teams of academic staff so that help can be provided to students if necessary. Personal Tutoring: Every student on the programme is assigned to a member of the academic staff is accessible as their personal tutor. The role of personal tutor is a counselling one, to give academic guidance and academic support the students, and to direct students to the specialised student support services available within the institution. Personal tutors are allocated to groups of students during the induction programme and provide support for the induction programme. All staff publish availability hours, in line with Faculty policy, when they see, outside of normal contact sessions. SCAN On-Line Support. The Departments Asynchronous Network (SCAN) consists of electronic course support information, which is delivered across the Department Network and also the Internet using a web browser. Students are provided with identifiers and passwords to access the information. The information provided on SCAN includes: Module definitions. Module deliveries. Week by week schedules. Study advice. Required resources. Assessment Information. Resources for modules. Books. Journals. Web references. Notices to students. Course messages. Project information. Placement information. Programme documentation. This information can be viewed in different ways to assist students in quickly locating the information they require. In addition there are other on-line support areas for: Discussion on general issues. Module specific discussion. International students. The level 4 tutor provides support for first year students. The role of the level 4 Tutor includes the following activities: To operate induction programmes for students entering the programme. To monitor students progress. To act as a deputy to the programme director when required. A stage two tutor manages students during the final two years of their study.

10 A projects co-ordinator administers the final year projects. The role includes the following activities: To monitor the allocation of supervisors to students. To ensure students project ideas are appropriate for the programme. To schedule project presentations/viva. To monitor students overall progress with the project. To ensure project grades are entered into the support systems. Individual module leaders support students on individual modules. The Faculty s learner support department will provide student support. The department's also has a student support tutor who is available to help students with their learning and studying. They also give advice on a range of issues: how to study, how to manage time, how to get the most out of group work, how to research and write assignments, how to reference correctly, how to cope with examinations etc Tutors may refer students to the student support tutor for help, or students can drop in personally. The role of International Student tutor is to provide a point of contact for international students and also to provide appropriate support and guidance. The University also provides a comprehensive range of support services to all students under the umbrella of Student Services which includes; careers, chaplaincy, child care, counselling, disability issues, health care, student finance. The staff & student development department as well as offering general support for UK students also offer a pre-sessional course and also in-sessional English classes for international students. 12 Criteria for Admission Candidates must satisfy the general admissions requirements of the programme, which are as follows: The admissions policy for the programme is as follows: Applicants should normally have 5 GCSE s including Grade C or above equivalent in Maths and English. An offer is normally made for Grades BB (200 points) at GCE A Level if an applicant is studying Computing, IT, Science or Business Studies. An offer is normally made for Grades AB (220 points) at GCE A Level if an applicant is NOT studying Computing, IT, Science or Business. An offer is normally made for 200 points at Vocational A Level for applicants studying Computing, IT, Science or Business (either one 12 unit award at Grades BB or above of two 6 unit awards at Grade B or above). An offer is normally made for 220 points at Vocational A Level for applicants NOT studying Computing, IT, Science or Business (either one 12 unit award at Grade AB or above or two 6 unit awards at Grades A and B or above). An offer is normally made for a Pass BTEC National Diploma/Certificate (level 3) Merits in all units. An offer is normally made to International Baccalaureate to at least 28 points. An offer is normally made for a Pass Access course (Kite Marked).

11 Students may be admitted with specific credit for certificated prior learning to an appropriate point within the programme. Such students will have normally followed a formal programme of study and be deemed to have passed certain elements of the programme. Appropriate members of the programme team will assess subject specific outcomes and grade the work. The assessment will be submitted to an examination board for approval. Students seeking direct entry to level 5 of the programme will need to accredit an appropriate number of modules from within the Programme. Accreditation of Prior Experiential Learning The admissions policy will exceptionally support uncertificated credit for personal or professional experience. Appropriate members of the programme team will assess subject specific requirements and grade the work accordingly. The assessment will be submitted to the examination board for approval. Admission with Specific Credit University regulations allow for the admission of students with specific credit to any point in the taught element of a programme of study. The programme will not allow any credit for level 6 modules. 13 Evaluation and Improvement of Quality and Standards Committees: Boards of studies. Examinations boards. Faculty academic planning & development committee. Faculty undergraduate programmes group. Faculty board. Mechanisms for Review and Evaluation: Validation and re-validation of courses. Accreditation by professional bodies. Annual course monitoring. Peer appraisal of teaching. External examiners'reports. Student feedback on learning. Staff feedback on teaching. Annual staff Individual performance review. 14 Regulation of assessment Details of the mechanisms and criteria for assessment in individual modules, and the means of determining final degree classifications, are published widely. Students are issued with copies of the University s Standard Undergraduate Assessment Regulations on commencing the course, and individual and collective guidance is given by academic staff on their operation at appropriate times throughout the course.

12 To qualify for an Honours degree a student must successfully complete all required assessments and obtain 360 credits. Only assessments at Stage 2 levels 5 and 6 are used to calculate the degree classification. The pass-mark in all modules is 40%. The degree classifications are as follows: First class honours average mark of 70% Upper second class honours average mark of 60% Lower second class honours average mark of 50% Third class honours average mark of 40% External Examiners are appointed. Their work includes: Approving coursework assignments and assessment criteria. Approving examination papers. Monitoring standards through moderation of completed assessments. Attending Examination Boards. Participating in the review and validation processes.