BSc (Honours) in Business Information Systems. Course Handbook 2012/13

Transcription

1 BSc (Honours) in Business Information Systems Course Handbook 2012/13 Definitive January 2011

2 Contents Welcome to the Course 6 The induction programme 8 Key dates 8 PROGRAMME SPECIFICATION 9 Course Record Information 9 Name and level of final & intermediate Awards 9 Awarding Body 9 Location of Delivery 9 Mode of Study 9 UoW Course Code 9 JACS Code 9 UCAS Code 9 QAA Subject Benchmarking Group 9 Professional Body Accreditation 9 Date of initial course approval/last review 9 Date of Programme Specification 9 Admission Requirements 10 Accreditation of Prior Certified Learning (APCL) 11 Aims of the Course 12 Employment and Further Study Opportunities 13 Course Learning Outcomes 13 Teaching, Learning and Assessment 16 Course Structure 16 Progression requirements 19 Support for Students 20 Tutorial and Student Support 21 Counselling and Advisory Service 22 Student Housing Services 22 Student Health Service 22 Students Union 22 Support through office hours 22 Key Reference Points for the course 22 Externally 23 Quality Management and Enhancement 23 Course Management 23 Course approval, monitoring and review 23 Student involvement in Quality Assurance and Enhancement 24 COURSE HANDBOOK 25 1 How to contact us Contact details of the Course Leader Personal Tutor arrangements Who to contact about module queries Academic Registry role, location and opening hours Information about where course information/news/events is posted Support for students with disabilities Support for International Students 28 2

3 1.8 WIUT Students Union Sports facilities How you are taught Teaching and Learning Strategy for the Course The course skills strategy WIUT On-line Learning Management System Study abroad and Exchange opportunities How you learn Guided Independent Study Study Guidance The Library and IT Services Personal Development Planning (PDP) Feedback on assessed work How you will be assessed The assessment strategy for the course Cheating and plagiarism Guidance on the project/dissertation Assessment Boards and the release of results External Examiners Make your voice heard The Course Committee How Course Representatives will be selected Feedback from the Course Committee Module Feedback Questionnaires why complete them? Student Experience Survey What to do if things go wrong Mitigating circumstances Penalties for late submission of coursework What to do if you fail Suspending from the course Withdrawing from the course Changing course Complaints procedure 55 7 Course regulations How your degree is classified Intermediate Awards Maximum periods of registration Exclusion from the course on academic grounds 58 8 Your rights and responsibilities as a student 58 9 Module Proformas WESTMINSTER INTERNATIONAL UNIVERSITY IN TASHKENT 146 APPENDIX 1. Glossary of commonly used regulatory terms (Undergraduate courses) 148 3

4 Contents Welcome to the Course 5 The induction programme 7 Key dates 7 PROGRAMME SPECIFICATION 9 Course Record Information 9 Name and level of final and intermediate awards 9 Awarding Body 9 Location of Delivery 9 Mode of Study 9 UoW Course Code 9 JACS Code 9 UCAS Code 9 QAA Subject Benchmark 9 Professional Body Accreditation 9 Date of Initial Course approval/last review 9 Date of the programme specification 9 Admission Requirements 9 Accreditation of Prior Learning 9 Aims of the Course 9 Employment and Further Study Opportunities 10 Course Learning Outcomes 10 Teaching, Learning and Assessment Methods 14 Course Structure 14 Progression requirements 17 Support for Students 18 Key Reference Points for the course 19 Quality Management and Enhancement 20 SECTION COURSE HANDBOOK 22 1 How to contact us Contact details for the Course Leader Personal Tutor arrangements Who to contact about module queries School Registry role, location and opening hours Information about where course information/news/events is posted Support for students with disabilities Support for international students WIUT Students Union 25 2 How you are taught The Teaching and Learning Strategy for the course The course skills strategy WIUT Intranet Study abroad and Exchange opportunities 31 4

5 3 How you learn Guided Independent Study Study Guidance The Library and IT Services Personal Development Planning Feedback on assessed work 36 4 How you will be assessed The assessment strategy for the course Cheating and Plagiarism Assessment Offence and Point System at WIUT 4.3 Guidance on the project/dissertation Assessment Boards and the release of results External Examiners 46 5 Make your voice heard The Course Committee How course representatives will be selected Feedback from the Course Committee Module Feedback Questionnaires why complete them? Student Experience Survey 49 6 What to do if things go wrong Mitigating Circumstances Penalties for late submission of coursework What to do if you fail Suspending from the course Withdrawing from the course Changing Course Complaints procedure 52 7 Course Regulations How your degree is classified Intermediate Awards Maximum periods of registration Exclusion from the course on academic grounds 54 8 Your rights and responsibilities as a student 55 9 Module Proformas 56 Section 10 Westminster International University in Tashkent 131 Appendix 1. Glossary of commonly used regulatory terms (Undergraduate courses) 133 Every effort is made to ensure that the information given in this Course Handbook is correct at the time of publication and that the course information given accurately describes the courses offered by the University. The University reserves the right to cancel, without prior notice, a course, modules or specialisms within a course

6 Welcome to the Course Welcome to Westminster International University in Tashkent (WIUT) and to the Bachelor of Science (Honours) in Business Information Systems, a validated course of the University of Westminster, London. The purpose of this handbook is to explain to you the main details of the course. Some of the information may appear complex and daunting at first sight, but as you become used to the University and the course you will find it will become more useful. We want you to feel confident on the course and hope this handbook will help you understand how the course is structured, the assessment procedures, the course management and other vital aspects of your programme. It is important that you retain this handbook throughout your time at the University. The Course Handbook should be read in conjunction with the general WIUT booklet Essential Information Undergraduate Student Guide which contains vital information on University regulations, procedures and facilities. Copies of this booklet are available in the library and on the University intranet. Being a student can be an enjoyable experience - despite all the pressures, it is a unique opportunity for you to discover your own strengths and to capitalise on them. This time will remain in your memories with warm thoughts and many friends you make here will stay with you for a long time. You will find that your colleagues on the course have varied backgrounds, abilities, hopes and aspirations. We hope you will gain useful life experiences and knowledge from the interaction with your fellow students as you progress in the course. For some of you, your aim at the end of the course will be to gain an interesting and worthwhile job. For others it will be to continue your studies to degree, masters or research level. The University provides many opportunities to help you both in your studies and in your personal development, but the final responsibility for learning rests with you. We strive to create an academic environment in which you are continually challenged and inspired to do your best possible work. We can only do that with your effort and ambition. It is a partnership between all of us - you, the lecturers and the University. So let us work together to achieve our aim and to make your time here an enjoyable and valuable experience. Vasiliy Kuznetsov Course Leader, WIUT 6

7 And Welcome to the University of Westminster You are a student of both the Westminster International University and the University of Westminster. I would like to welcome you as a student of both Universities but in particular as an employee of the University of Westminster. WIUT and the University of Westminster are partners, WIUT is not a campus or branch of the University of Westminster, it is an independent Uzbekistan public university, the Rector being appointed by the President of the Republic of Uzbekistan. I am appointed by the Vice Chancellor of the University of Westminster to work in WIUT as the 1 st Deputy Rector (Academic). I have many colleagues in the University of Westminster who are responsible for ensuring you are able to progress your studies. In particular each course has a Liaison Tutor who you may meet at WIUT, they make regular visits to Tashkent, to ensure you are being treated fairly and to ensure WIUT is able to deliver to the standards expected. The University of Westminster is a public National University of the United Kingdom and its main campus is situated in London. The University of Westminster like all other UK Universities, has the power to validate its awards in other countries such as Uzbekistan. You have been enrolled on such an award and will be allocated a student record number, a unique number, on the University of Westminster Student Record system. All your assessment results will be stored on this system and if you successfully pass all the requirements you will be able to graduate with a University of Westminster Award, at the appropriate level. This will be the same award as students who study in London. Staff employed by WIUT will teach you and you will be subject to the disciplinary rules and regulations of WIUT. For your academic studies the rules and regulations are those of the University of Westminster. In practice you should not notice any difference, all my colleagues at WIUT understand this relationship and give you advice if you are confused. You are however responsible for your own performance and learning, for your own discipline and behaviour, we are here to help and will do so if needed. I was appointed to work with my WIUT colleagues to help develop and build a unique and strong university. WIUT is still a young university but it has been able to offer high quality courses, built on a high standard of integrity and honesty that you will be expected to observe. It provides a unique experience in Uzbekistan and Central Asia, an Uzbekistan University offering International standards of education, built on the traditions, values and standards of UK education, and the particular expertise of the University of Westminster. I hope you will be proud to be a student of the University of Westminster as well as WIUT. I am proud to work at WIUT for the University of Westminster. Alan P. France 1 st Deputy Rector (Academic) 7

8 The induction programme The induction programme is seen as an integral part of the learning process and will operate during the week prior to commencement of lectures in Semester 1. The main aim of induction programme is to introduce students to the University, to the Course, to the facilities that they will immediately make use of, and to the course structure. Responsibility for organising the Induction programme rests with the course leaders and the course team. The primary objective of the induction is to ice-break within the students groups and between the students and tutors. It will also help them to overcome language barrier students may have. Games, simulations and other exercises will be used to break the ice and help to build a team spirit. This programme is very important as some of the students will be entering direct into the degree programmes, whereas others will come from the foundation programme (Certificate of International Foundation Studies, level 3) and will therefore have a better understanding of the system and principles of WIUT. The induction programme gives you the opportunity to get settled in and familiarize yourself with the University and your course. Once lectures have started all of you will have busy time attending lectures and seminars as well as meeting the deadlines of various assignments. So induction is a good chance for you to get to know each other and make initial contact with your classmates. Key dates The normal duration of study for full-time bachelor students is three academic years. Each academic year lasts about 34 weeks and is divided into two semesters, the first running from September to February and the second running from February to June. Each semester normally consists of 13 teaching weeks followed by assessment weeks. In-course-work assignments are given to students normally in the beginning of modules. Each student should be aware of the deadlines for assignments. For this purpose students are advised to regularly visit the University Intranet and check their University s. To provide a broader support in learning, during academic year students are offered series of Personal Development Planning workshops organised by Faculty staff. Students are highly recommended attending these workshops in order to acquire necessary transferable skills. The dates of the trainings will be announced by your Personal Tutor. Academic year structure and calendar The normal duration of study for full-time bachelors students is three years. Each academic year lasts 34 weeks and is divided into two semesters as follows: Semester Dates 2012/2013 Semester 1: Enrolment/Induction week Monday, 24/09/2012 Friday, 28/09/2012 Teaching Weeks 1 13 Monday, 01/10/2012 Friday, 28/12/2012 New Year Holiday Monday, 31/12/2012 Friday, 04/01/2013 Assessment Week Monday, 07/01/2013 Friday, 11/01/ 2013 Semester 2: Teaching Weeks 1 13 Monday, 28/01/ Friday, 26/04/2013 (13 weeks) Assessment Weeks Monday, 29/04/2013 Friday, 10/05/2013 Assessment Board Weeks Tuesday, 04/06/2013 Thursday, 13/06/2013 8

9 Publication of Results Week commencing on 1July 2012 Semester 9: GIS Weeks Monday, 24/06/2013 Friday, 28/06/2013 Referral Exam weeks Referral CW deadlines Monday, 08/07/2013 Friday, 19/07/2013 Within this structure, a more detailed breakdown is issued every academic year, which contains dates for teaching weeks, GIS weeks and formal holiday breaks. PROGRAMME SPECIFICATION Course Record Information Name and level of final & intermediate Awards BSc (Hons) Business Information Systems BSc Business Information Systems DipHE Business Information Systems CertHE Business Information Systems Awarding Body Location of Delivery Mode of Study UoW Course Code JACS Code UCAS Code QAA Subject Benchmarking Group Professional Body Accreditation University of Westminster WIUT, Tashkent, Uzbekistan Full-time BFDNWIT Computing, General Business and Management University of Westminster Date of initial course approval/last review Sept 2003/ January 2007 Date of Programme Specification April

10 Admission Requirements Entry requirements for the BSc Business Information Systems have been set in order to select potential students who have proven academic ability and are able to demonstrate a solid foundation of skills in both Mathematics and English. The admissions policy aims to attract and recruit motivated applicants across the full range of possible access routes. Students may have a background in any academic discipline. We encourage applications from students with disabilities. The admissions policy follows, whereever possible the equal opportunities policies of the University of Westminster. The over-riding principle upon which admission decisions are based is that applicants should be likely to benefit from, and succeed on, the course. Intending students will have to meet age, English language, Mathematics and general requirements: Age Requirement Normally applicants will have to reach the age of at least 18 years old at the date of enrolment. For the purpose of this regulation the academic year runs from 1 st October to 30 th September. English Language and Mathematics Requirement Applicants must: Have had their secondary educations through the medium of English and gained grade C or above in the equivalent of GCSE English; or Have an IELTS score of 6 with a minimum of 6 in the writing component or the equivalent score at TOEFL or other University of Westminster recognised English Test according to the WIUT/UoW conversion table; or Have successfully completed an appropriate International Foundation course and passed an Academic English Language module. Applicants must have an acceptable level of competence in Mathematics. This could be demonstrated by one of the following: A pass in an maths test approved by the University of Westminster; or Grade C or above in GCSE/ O Level Mathematics (or its equivalent); or A pass in Quantitative Methods on an appropriate Foundation course. General Requirements Applicants must have studied a broad range of subjects and have a school leaving certificate equivalent to GCSE/ O Level e.g the Uzbek Certificate of Secondary Education (Attestat) normally with an average of 70%. In addition applicants should satisfy at a minimum one of the following requirements, namely: Successfully completion of an appropriate International Foundation course which includes a pass on an English for Academic purposes module or equivalent; or Successful completion of the WIUT Lyceum s Attestat, and the WIUT International Foundation, course including the module English for Academic Purpose; Successful completion (an minimum of an average mark of 70%) of the first year of an appropriate degree course in a recognised Uzbek or similar university; or 10

11 Two GCE A level passes (in any subject excluding mother tongue), plus three GCSE passes at grade C or above including English Language and Mathematics; or NC/ND or HNC/HND. (The range of academic disciplines studied is not hereby restricted, but certain vocational courses such as City and Guilds would not satisfy the admissions requirements.); or An Advanced General National Vocational Qualification (GNVQ); or Any other equivalent qualification normally accepted as entry requirements (e.g. International Baccalaureate, etc). Accreditation of Prior Certified Learning (APCL) If an applicant has certificate(s) or credits from previous undergraduate courses of internationally recognised universities they may refer to Accreditation of Prior Certified Learning (APCL) process approved by the University of Westminster and qualify for exemption from modules. Making a claim for APCL is an applicant s responsibility and s/he is recommended to contact the Course Leader or the Dean s Office for further advice. The overall programme aims are to produce technologically skilled professionals who can understand the business challenges of an enterprise and conceive and manage solutions, which are ICT dependent. This course is designed to produce graduates who will be able to integrate their ICT skills with their knowledge of business operations and environments to support an enterprise to achieve competitive advantage. 11

12 Aims of the Course The course also aims to: Develop student s critical thinking, analytical reasoning and modelling skills for problem solving; Enable students to recognise the professional, legal and ethical issues in developing or employing information systems and technology; Produce graduates with a range of key skills such as team working and independent learning; Provide educational foundation for further study. The detailed objectives are that students completing the course will be able to: Comprehend and illustrate key information and business systems and their interrelationships; Analyse business environment issues that influence information systems development; Interpret and apply proven management paradigms to a specific problem; Evaluate critically contending information systems development strategies and practices; Select and apply appropriate technology to design and deliver ICT related applications for an enterprise; Demonstrate awareness, knowledge and skills required to operate effectively in a commercial or public sector environment; Recognise the potential benefits of employing Information Systems and ICT within organisations; Evaluate situations and solutions and make appropriate choices in relation to the use of information systems to solve business problems in a changing environment. 12

13 Employment and Further Study Opportunities The study of Business Information Systems involves applying knowledge and problem solving to practical business situations, and in an academic environment successful students must also be able to discuss and communicate these ideas effectively. The combination of knowledge and skills gained in each of the areas as stipulated by the learning outcomes ensures that students have many of the attributes required by the graduate employers. For a number of years there has been a consistent demand for graduates with hybrid knowledge and skills in ICT and business. With the current explosion in the availability of information, businesses are becoming more and more reliant on information systems to support innovation, decision-making and day-to-day operations. Working in the advancing world of information systems can be exciting and rewarding, as companies throughout the world are keen to recruit staff that can maximise business potential. Graduates of the BIS course typically go on to careers in the business and/or IT sectors. They have open to them a wide spectrum of career options. British Computer Society (BCS) recognises some of the career routes available to BIS practitioners as Systems Analyst, Web Designer, Sales Executive, and End User Support Analyst. The University s First Destination Statistics of the precursor degrees show how proudly our graduates demonstrated their skills and knowledge to qualify for positions in these categories. In addition to these as career entry opportunities, BCS lists Business Analyst, Consultant, Project Manager and Director positions as opportunities open to experienced BIS graduates in their career progression. Graduates who wish to continue to masters can confidently pursue their education in a variety of advanced courses in information systems, information technology, business management or similar disciplines. According to the latest survey 93 % of the BIS graduates are working and 7% are studying. It is very pleasing to see that 30% of BIS graduates are working in the IT sector and 30% in education on the related courses. This means that at least 60% of the students are employed in their field of study. The positions students held in different organisations are very varied: Business analysts, Software and Web Developers, Service development specialists, Financial managers, Teaching assistants and Lecturers. Course Learning Outcomes Learning outcomes are statements on what successful students have achieved as the result of learning. They threshold statements of achievement and are linked to the knowledge, understanding and skills that a student will have gained on successfully completing a course. Knowledge and Understanding On completion of the BSc Business Information Systems course, students should have detailed knowledge and understanding of: 1. The structures of business organizations, their functions and challenges, and the environment in which they operate. 2. The application of information systems and their impact on the business operations and on an organization as a whole. 3. The information systems life cycle including the major development processes/models, phases, activities, and issues relating to the development, management and maintenance of information systems. 4. The principles, methodologies, criteria and tools that can be employed in analysis, specification, development, evaluation, and management of information systems Information and Data Modeling. 13

14 5. The wider issues of quality, security, ethical principles, legislative compliance and the social and economic implication in relation to the computer industry. 6. The issues and implications surrounding the management of information systems projects. 7. The history and theoretical foundations of information systems and trends in application of information systems. 8. The components of ICT e.g. hardware, software, servers, and networks. 9. Security and risks relating to computer systems and the implications of security breaches. Specific Skills BSc (Hons) in Business Information Systems graduates should possess subject-specific, but highly transferable, rigorous skills. High transferability of these skills into a wide range of areas should allow high mobility of the graduates to wide range of careers. These subject skills can be summarized as follows: Conduct critical analysis of a business problem/situation, formulate criteria to identify and employ an appropriate strategy to solve it; Identify, analyse and specify user requirements to develop or to select an appropriate information system solution; Specify, design, develop and test information systems to address business problems; Evaluate the quality of an information systems solution and the effects of possible tradeoffs in a particular business context; Critically evaluate, select and apply appropriate principles, methodologies, techniques, tools and packages in the analysis, specification, development and evaluation of information systems; Produce models of business processes, business data, and information systems using a industry standard modeling language; Select and use appropriate methods and tools to plan and manage the development of an information system. Key Transferable skills While the development of generic skills and abilities must be an integral aspect of Higher Education courses it must remain highly visible to the students and it must be assessed. Key transferable skills and abilities encompass the general intellectual development of the individual. Use of a wide range of assessment formats enhances the visibility of these characteristics. BSc (Honours) in Business Information Systems graduates acquire a high level of transferable skills such as: Gather and assess information; Organise and manipulate data; Think critically and evaluate their own performance; Work collaboratively; Self-manage; Use numbers accurately and effectively; Communicate effectively orally and in writing; Use of IT as a tool and resource; 14

15 Conceptualise and problem solve. Students employability should be enhanced by their increased awareness of their transferable skills and abilities. Transferable skills enable the students to perform a range of business related skills with awareness of the necessary techniques, their potential uses and hazards. Key transferable skills/other attributes developed during the course are: Cognitive Critically analyse theories, concepts and problems Formulate a complex argument within a theoretical and contextual framework Challenge received opinion and use own criteria and judgment Numeracy Use quantitative information to verify and extend existing theory Use of Information and Communication Technology (ICT) Select and use most appropriate ICT tools for self-determined task Research Develop and implement own research strategy, working with a minimum of guidance Critically review those aspects of current research relevant to self-determined research topic Decision-making Evaluate options within the limitation of imperfect and incomplete information Communication Engage in debate in a professional manner, using communication to persuade and convince Teamwork Work effectively as a member of a team, negotiating in a professional manner and managing conflict Continually reflect on the group process to improve group effectiveness Leadership To provide motivation and leadership skills, relevant to an economy in transition Personal Awareness and Career Management Initiate own activity, plan and manage own time effectively over a project Reflect on outcomes, processes, the experience of others and personal experience to improve performance Students employability should be enhanced by their increased awareness of their transferable skills and abilities. 15

16 Teaching, Learning and Assessment Teaching, Learning and Assessment Strategy of the BSc (Hons) in Business Information Systems course fits to the Learning, Teaching and Assessment Strategy of the University of Westminster and is set up so that to be aligned with the stated aims and learning outcomes within each module. Learning and Teaching Most modules include a formal taught component with lectures provided on a weekly basis. Tutorial seminar classes are also provided each week to provide a stimulating environment for students to work through examples and case studies, experiment with hands-on solutions in the labs, engage in group discussions or on-line discussions, and gain immediate feedback and support from tutors. In addition, students are provided with a range of additional resources including online discussion forums to encourage student-centred learning. The resources can be accessed through the University Intranet, textbooks, academic journals and other materials available in the University s Library, and software systems. Teaching staff are often engaged in research or commercial activities, and this ensures that the students gain an understanding of contemporary business issues. Working with industry in a real-life situation is invaluable in developing professional skills but also in raising confidence. Interacting with the workplace while studying help students prepare for a future career but also help them reflect on your knowledge and be more aware of how this fits with the developing needs of industry. The course is designed to offer opportunities to engage with industry before graduation, so that the students can develop skills alongside the ones you get from the rest of your course. These opportunities can be a formal part of your course, such as doing an internment within your course or attending talks giving by guest speakers from industry. You will also, however, be able to engage with industry by interacting with the professional community, working on assessments drawn from real-life examples, and engaging with your area s professional bodies. Students are encouraged to learn independently throughout their studies. This may be in the form of literature review or research to support their assignments and projects. There are also guided Independent study periods when are encouraged to interact with their tutors and lecturers for advise and guidance and take responsibility for their on learning. Assessment The Assessment Strategy of the Course is based on the criterion-referenced assessment concept, which is designed to assess changes in performance as a result of learning, for the purpose of seeing what and how well material has been learned. The course strives to develop effective approaches to assessment, both formative and summative, taking into consideration the variety of modules within the course such as level, length and type of the module. The assessment strategy is based on principles of best practice such as validity in purpose (to measure the learning outcomes), reliability and free of bias (by the use of carefully designed marking scheme), as well as constructive and timely feedback to students Course Structure This section shows the core and option modules available as part of the course and their credit value. Full-time Undergraduate students normally study 120 credits per year. BSc (Hons) in Business Information Systems consists of three types of the modules: core, optional and free choice. All students must take core modules and full-time students study from 6 to 8 modules worth in total 120 credits per year. 16

17 Types of the modules: Core. These are modules that must be undertaken by all students on the course. They provide the fundamental skills and knowledge on which to base your future careers and must be taken for the award of the degree. Option. These are modules that can be chosen from the course specific list of modules. These modules allow you to pick modules that best fit your own aspirations while still providing a cognate business information systems oriented curriculum. Free choice. A free choice module, of which you may take one at level 4, 5, and 6, may be chosen from other courses offered by WIUT. A free choice can be one of the listed option modules, but it usually is a module from one of the other course offered at the University. Free choices are subject to availability and the approval by the relevant module leader and your Course Leader. All modules on the course are worth 15 credits and some of them 30 credits. 15-credit modules should normally be completed in a single semester of study, while 30-credit modules should be completed within one academic year of study. 17

18 Code Module Title Status Semester Credits EUZC405 Credit Level 4 Data Analysis and Information Management in Business Core EUZC400 Fundamentals of Programming Core UZB409 Introduction to Web Publishing Core 2 15 Two 15 credit option / free choice modules to be chosen in semester 1 BUZB400 Environment of Business Option UZB404 Business Communications Option UZB401 Organisational Behaviour Option UZE404 Mathematics for Economists Option credit option / free choice modules to be chosen in semester 2 BUZB400 Environment of Business Option UZB403 Fundamentals of Finance and Accounting Option 2 15 EUZC407 Fundamentals of Information Technology Option 2 15 Award of Certificate of Higher Education available Credit Level 5 EUZC500 System Analysis and Design Core EUZC507 Database Systems Development Core Two 15 credit option / free choice modules to be chosen in semester 115 credit option + 15 option / free choice modules to be chosen in semester 2 EUZC508 Information Systems Management Option 1 15 EUZC510 Software Design Patterns Option 1 15 BUZE512 Cost and Financial Management Option BUZB512 Human Resource Management Option BUZB522 Advanced Topics in Marketing Option BUZB523 Retail Management Free choice UZB511 Creating and Delivering Customer Value Free choice 1 15 BUZB524 Professional Practice Learning from Work Free choice UZB505 Consumer Behaviour Free choice 1 15 Two 15 credit option / free choice modules to be chosen in semester 2 2UZC505 Network Operations Option 2 15 BUZEB512 Cost and Financial Management Option BUZB512 Human Resource Management Option BUZB522 Advanced Topics in Marketing Option

19 2UZB503 Research Methods Option UZE507 Money and Banking Free choice 2 15 Award of Diploma of Higher Education available Credit Level 6 2UZC699 Business Information Systems Project Core EUZC600 Web Application Development Core credit option + 15 option / free choice modules to be chosen in semester 1 15 credit option + 15 option / free choice modules to be chosen in semester 2 2UZC604 Decision Support and Data Mining Option UZB610 Project Management Option UZB609 Cultural Differences and People Management Free choice 1 15 BUZB616 Strategic Marketing Free choice UZB605 Fixed Interest Securities and Related Derivatives 2UZB604 Strategic Management Accounting and Performance Measurement Free choice 1 15 Free choice UZC603 Database Management Option UZC605 Strategic Management of Information systems Option UZB607 Marketing Research Free choice 1 15 EUZC606 Marketing Communications Free choice UZB612 Developing a Small Business Free choice UZB606 International Accounting Standards Free choice UZE611 Investment and Risk Management Free choice UZE605 International Business Finance Free choice 2 15 Award of BSc/ BSc (Hons) available NB: Not all option modules will necessarily be offered in any one year. Students will have to attempt and achieve a qualifying mark of 30% in the specified assessment element in addition to achieving an overall module pass mark of 40% or above. When a mark for a component is below 30%, then the module is not deemed to be passed even when the average between the components is over 40%. Progression requirements The BSc (Hons) in Business Information Systems and its intermediate awards operate in accordance with the Academic Regulations of the University Westminster and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland published by the Quality Assurance Agency for Higher Education (QAA). All students should make sure that they have and keep for reference a copy of the current edition of the general University handbook called Essential Information for Undergraduate students 2010/11. The following course specific requirements should be read in conjunction 19

20 with the Modular Framework for Undergraduate Courses and relevant sections of the current Handbook of Academic Regulations. A Pass in a module is achieved when the overall mark is at least 40% and the marks for aggregated components (e.g. coursework and exam) are individually at least 30%. Condoned Credit The term Condoned Credit relates solely to undergraduate modules at Level 4 and can only be awarded to a student who has met the referral threshold (see Refer/Referral/Referred) and attempted all of the referral assessments offered to them by an Assessment Board. A student may be awarded condoned credit at Level 4 only, where he/she has achieved: a) an overall module mark of greater than or equal to 30% but less than 40%; b) an overall mark of 40% or greater but not reached the required qualifying mark(s) and/or qualifying set(s) as detailed in the course or module handbook; and c) attempted all referred assessment as offered by the Assessment Board. Where a student, following a referral opportunity, is awarded condoned credit, the recorded module mark will be capped at 39%. Condoned credit will count towards any credit limits for specified awards. Where a student is awarded condoned credit in a module but subsequently achieves an overall pass within a retake module, credit may contribute only once to an award. Progression All core modules should be passed. To progress from Level 4 to Level 5 in full time study, a student must achieve an average of 40% across 120 credits and pass 75 credits with the remaining 45 as condoned credits. To progress from Level 5 to Level 6 full-time study, a student must pass at least 165 credits, including 75 credits at Level 5. Award To qualify for the award of BSc (Hons) BIS, a student must: a) Obtain at least 360 credits including: - passed 75 credits at Level Four or higher and achieved at least a condoned credit in each of the remaining modules worth 45 credits at Level 4; and - a minimum of 120 credits at Level 5 or higher; and - a minimum of 120 credits at Level 6 or higher. b) Attempt modules with a maximum value of 330 credits at Levels 5 and 6 c) Satisfy the requirements contained within any course specific regulations for the relevant course Scheme. The class of the Honours degree awarded is decided by two criteria: the average of the best 105 credits passed at Level 6 being in the range of the class to be awarded, and the average of the next best 105 credits passed at Levels 5 and 6 provided the next best 105 credits passed are no more than one classification below this. Support for Students On arrival, an induction programme will introduce students to the staff responsible for the course, the campus on which they will be studying, the Library and IT facilities and to the Campus Administration. Students will be provided with the Course Handbook, which provides detailed information about the course. 20

21 Learning support includes the Library, which holds printed collections of books and journal subscriptions. Access to electronic resources such as WestLaw, SpringerLink, JSTOR, EBSCO, and BLACKWELL is also available. There are over 100 computers spread over four computer labs available for students use. The University uses a Virtual Learning Environment where students can access course materials and communicate with staff and other students via message boards. At University level, student services provide advice and guidance on accommodation, financial and legal matters, personal counselling, health and disability issues, and careers. The Social Development Department provides particular support for international students. The WIUT s Student Union also provides a range of facilities to support all students during their time at the University. Tutorial and Student Support All undergraduate students at the Westminster International University in Tashkent, in common with every student of the University of Westminster, have access to the University's student academic and personal support system for students. 21

22 There are the following University wide support services: Counselling and Advisory Service Students are allocated an Academic Advisor at the start of semester one of the programme. Academic advisors are selected from amongst the course teaching team. Academic advisor aim is to provide his/her tutees a quality counselling and academic advisory service whenever there is a need for this. Social Development team also provides counselling and advisory services for students., including, the career services, that give students a chance to look at a variety of opportunities, starting from an advice and assistance on building plans for the future career, and ending with getting a part-time employment to cover their own living expenses. Plus for those who are required to undertake military service the Social Development Team can also help. In addition, this department provides assistance for students coming from other regions of Uzbekistan as well as other countries with their passport and other related procedures. Student Housing Services Because of the vast diversity of students in terms of where they come from, the University offers accommodation for regional and international students. In addition to all the necessary conditions, the dormitory has Gym, where any student can spend his/her leisure time. Moreover, computer labs with an access to Internet offer the students a chance to continue their academic assignments off-campus. Student Health Service A Health Department is available on the University and provides the students an immediate point of help should there be a need for this. Professional staff of this department also offers students counselling of a medical type. Students Union The aim of the Union is to provide a range of essential services as well as assisting students in their sporting and social life. The Union gives help and advice on academic and personal matters and represents students on all University Committees, to organise sport, societies and entertainment. Support through office hours Given the favourable ratio of teacher to student, an advantage of studying at WIUT is that students have ample opportunity to work with the academic staff of university in one to one basis during office hours of Faculty staff. Office hours of each faculty staff involved in the academic delivery process are normally announced on the module web-site in the WIUT intranet and information boards as well as within in-course assessment instructions. Key Reference Points for the course Internally The BSc (Honours) in Business Information Systems programme draws upon the Mission Statement of the University of Westminster and its international remit. It seeks to establish the quality and good practice in teaching and learning that is articulated throughout the University's policies and to promulgate those practices abroad. Since the initial validation, the scholarly activities of the WIUT staff have built on and influenced the breadth of the curriculum on offer and have affected the teaching and learning methodologies which are shared across the two participating countries (UK and Uzbekistan). 22

23 Externally The external reference points for the programme are the QAA subject benchmarks particularly the QAA Subject Benchmark Statement for General Business & Management and Computing. This document sets out the nature and characteristics of the programme and represents general expectations about the standards for the award of qualifications at a given level and articulates the attributes and capabilities that those possessing such qualifications should be able to demonstrate Attention has also been given to Curriculum Guidelines for Undergraduate Degree Programs in Information Systems, done by Association for Computing Machinery (ACM) and Association for Information Systems (AIS). IS 2009 is the latest in a series of model curricula for undergraduate degrees in Information Systems. It builds on the foundation formed by this earlier work, but it is a major revision of the curriculum and incorporates several significant new characteristics. IS 2009 is the third collaborative effort by ACM and AIS. Both organizations have worldwide membership, and therefore, IS 2009 includes elements that make it more universally adaptable than its predecessors. IS 2009 is not directly linked to a degree structure in any specific environment but it provides guidance regarding the core content of the curriculum that should be present everywhere and suggestions regarding possible electives and career tracks based on those. Copies of the report are available from ACM and AIS: Quality Management and Enhancement Course Management The Course Leader is responsible for the overall academic management and organisation of the course. Course approval, monitoring and review A University Validation Panel approved the course in April The Panel included internal peers from the University and external subject specialists from academia and industry to ensure the comparability of the course to those offered in other Universities and the relevance to employers. Periodic Course Review helps to ensure that the curriculum is up-to-date and that the skills gained on the course continue to be relevant to employers. The course is monitored each year by the Faculty to ensure that it is running effectively and that issues that might affect the student experience have been appropriately addressed. Staff will consider the outcomes from each Course Committee, evidence of student progression and achievement and the reports from External Examiners to evaluate the effectiveness of the course. The Academic Standards Group of WIUT audits this process and the outcomes are reported to the Academic Council of WIUT and to the UoW, London. The Liaison tutor A Liaison tutor is appointed by the University of Westminster to provide support to both staff and students at WIUT. The liaison tutor s role is to ensure that students studying at WIUT receive the same information, standard of teaching as those students studying in London, including having similar standards of assignments and examinations. The liaison tutor will usually visit WIUT twice a year and during their visit will hold meetings with WIUT students to discuss their views on their programme and any other issues of concern. The liaison tutor will attend the assessment Boards held at WIUT and also moderate the work of students prior to the work being presented to the external examiner. 23

24 Student involvement in Quality Assurance and Enhancement Student feedback is important to the University and student comment is taken seriously. Student feedback is gathered in a variety of ways. The most formal mechanism for feedback on the course is the course committee. Student representatives will be elected to sit on the committee to represent the views of their peer group in the discussions held at the committee. The University and the Students Union work together to provide a full induction to the role of the Course Committee. Course Committee Meetings are held normally 4 times a year - 2 meetings in each Semester according to the following schedule: Semester 1 Semester 2 CCM # 1 CCM # 2 CCM # 3 CCM # 4 TW 5 TW 10 TW 5 TW 10 Students are asked to complete a Module Feedback questionnaire at the end of each module. The feedback from this will inform the Module Leader on the effectiveness of the module and highlight areas that could be enhanced. The University also administers an annual Course Evaluation Questionnaire, which provides valuable feedback about a range of University services. Students meet with Review Panels when the periodic review of the course is conducted to provide oral feedback on their experience on the course. Student feedback from course Committees and the University s internal surveys are part of the Faculty quality assurance evidence base. For more information about this course: University web site: General queries: [email protected] Admission queries: [email protected] Please note This programme specification provides a concise summary of the main features of the course and the learning outcomes that a student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. This specification should be read in conjunction with the Course Handbook provided to students and Module Handbooks which provide more detailed information on the specific learning outcomes, content, teaching, learning and assessment methods for each module. 24

25 COURSE HANDBOOK 1 How to contact us Course Leader The Course Leader is responsible for the overall academic management and organisation of the course. Typically, a module team delivers each module. Each module has a Module Leader who is responsible for the delivery, resourcing, assessment and smooth running of the module and for co-ordinating the module team. The Course Leader for BSc (Hons) in Business Information Systems course is: Vasiliy Kuznetsov. 1.1 Contact details of the Course Leader Course leader can be contacted at the following address: Westminster International University in Tashkent 12, Istiqbol str., Tashkent Room 117 Tel: ( ) , ext. 433 Fax: ( ) [email protected] The Executive Dean of the School of Electronics and Computer Science The BSc (Hons) in Business Information Systems programme is similar to the BSc (Hons) in Business Information Systems course within the School of Electronics and Computer Science of the University of Westminster. The Executive Dean of the School of Electronics and Computer Science, Prof. Graham Megson has ultimate responsibility for this course. You will be undertaking your studies within the Westminster International University in Tashkent. The address of the School of Electronics and Computer Science is: School of Electronics and Computer Science 115 New Cavendish Street, London, W1W 6UW Tel: +44 (0) University of Westminster, London Telephone: Fax (School Office) The School of Electronics and Computer Science provides Computing education at both undergraduate and postgraduate levels. The majority of its courses have been designed in close collaboration with the local business community. Liaison tutor A liaison tutor is appointed by the University of Westminster to provide support to both staff and students at WIUT. The liaison tutor s role is to ensure that students studying at WIUT receive the same information, standard of teaching as those students studying in London, including having similar standards of assignments and examinations. 25

26 The liaison tutor will usually visit WIUT twice a year and during their visit will hold meetings with WIUT students to discuss their views on their programme and any other issues of concern. The liaison tutor will attend the assessment Boards held at WIUT and also moderate the assessment of students prior to the work being presented to the external examiner. For the liaison tutor of the School of Electronics and Computer Science for the course BSc (Hons) in Business Information Systems is Dr.Vassiliki Bouki. Liaison tutor normally sees students and the course representatives on her visits to WIUT, which is normally 2 times per year and often more frequent. If you have any major concerns you can her on [email protected] 1.2 Personal Tutor arrangements Personal Tutors (PT) are the first point of contact for a student seeking academic advice about their studies. Your tutor can help you to develop your full academic potential and give advice on academic and personal matters, which may affect your studies at WIUT. Each student who attended the Course of International Foundation Studies [CIFS] became accustomed to the role of a personal tutor [PT]. In Levels 4, 5 and 6 you will continue to have a PT and as far as possible, you will have the same tutor for a period of 3 years. In Level 6, you will also have a Project Supervisor and this also will give you an opportunity to discuss personal issues related to your academic programme. You will have an opportunity to get to know your PT during the Induction Week when various activities will be held to familiarize students with their new academic year. Each PT should arrange a meeting at least once per semester where students have an opportunity to ask questions and to have an open forum for discussion. PT s may also meet individually with students. You should not wait until a meeting is called before bringing any concerns to the attention of your PT. Just contact them by and arrange a meeting or visit their room during office hours, which should be posted on the door. You should also refer to the PT grid for each Level which sets out the PT and PDP [Personal Development Plan] programme for the whole academic year. A PT may not know the answer to all your questions! However, they will be able to direct you to the person who can provide the answer perhaps the module leader, course leader or the Dean for example. If the question is related to a non-academic issue, you may be directed to the Social Department. WIUT presents you with an opportunity to receive advice on academic matters from a Student Academic Advisor. Academic Advisor is a member of the course team, who has in-depth knowledge of all regulations and policies of WIUT. Academic Advisors are the first point of contact for students seeking advice about studies, academic and personal matters, which may affect your study at WIUT. Academic Advisors provide confidential support service for all students. Usually there are more than one Academic Advisors you may consult with. Please contact your Course Leader or Student Academic Support (SAS) Coordinator to find out who your Academic Advisor is. For more information, please visit What can I expect from my PT? A Personal Tutor will: Monitor and support a student s progress through the course and keep a record of meetings held and action taken; Advise a student on a course of study; Assist with the development of study skills; Provide advice and support on personal matters which may affect a student s academic performance; 26

27 Highlight problems in a timely manner and, jointly with the student, determine any necessary remedial action; Direct a student to the relevant internal and external support services where necessary; Prepare references when appropriate. What can I not expect from my PT? A personal tutor will not: Solve all student problems; Be able to give financial advice or advice relating to a student s contract but may direct a student to another support agency; Be able to give advice on personal matters that do not relate to academic performance; Give advice on health issues but will direct a student to a support agency; Be constantly available. Students should make appointments by and refer to a PT s office hours posted on the office door. If the situation is urgent, students should telephone the PT s office or seek assistance from one of the other agencies outlined in the diagram above. For further information, please refer to the PT/PDP booklet. 1.3 Who to contact about module queries Module Leaders You are registered on a course and a set of modules. You will have a Course Leader who is responsible for the general management of the course and your programme of study. You will also study a range of modules, as approved by your Course Leader; each module has a Module Leader. If you have a query about a module you should contact the relevant Module Leader. However whilst studying on the module you may not be taught by the Module Leader so it may also be appropriate to contact your tutor who teaches you first. The list of Module Leaders can be founds at the Dean s office or on the intranet module page. Module Leaders are responsible for: The day to day administration of the module; Liaising with other lecturers on the module and integrating contributions from staff; The monitoring of students progress on the module and liaising with students tutors and the Course Leader as appropriate; Ensuring that the assessment of the module operates smoothly in collaboration with the Academic Registrars Office Dean s Office The Dean is responsible for the delivery of the courses and assuring their academic quality and standards at the University. The Dean s office deals with the operation of the Faculty functions, for example: staffing and staff professional development, academic programmes development and management, research and consultancy, academic quality assurance and enhancement, timetabling, academic requirements, etc. If you are not sure about an issue you can approach the Dean s Office or the Academic Registrar s office and they will direct you to the most appropriate office. 27

28 1.4 Academic Registry role, location and opening hours The Academic Registrar s Office deals with a range of responsibilities. The main areas for your studies would be for example, the formal registration of your studies, your student record and the information on you as a student, enquiries about the academic regulations and information on what happens if things go wrong plus it is the only office that will publish the results of assessments, details of deadlines and exam dates, etc. One of the most important functions of the Academic Registrar s office is the collection and registration of your coursework. It is the only and official point of collection for assessments. You will be given a deadline for each coursework and you must hand the assessment in on time to the Academic Registrar s Office. OPENING HOURS FOR STUDENTS To help provide a good service to students and for staff to complete all their duties the Academic Registrar s Office is open for students Monday to Friday at the following times MONDAY to FRIDAY MORNINGS: AFTERNOONS: 10:00 am to 12:30 pm 2:00 pm to 4:00 pm EXCEPT WHEN THERE IS AN ASSESSMENT DEADLINE AND THE OFFICE IS OPEN UNTIL THE DEADLINE. 1.5 Information about where course information/news/events is posted All course related information/news/events will be posted in official notice board outside room 117 and course intranet Support for students with disabilities If you have a registered disability and need support you should contact the Social Development Department. 1.7 Support for International Students If you are an International Student then you must contact the Social Development Department to learn about services available for your stay in Uzbekistan. 1.8 WIUT Students Union Students Union is a unique WIUT authority, which lies between the students and the university administration and ensures that the university life conditions of students are optimized. The functioning power and the main rights of SU usually depend on the level of assertiveness, credibility, and activism shown by its executive. Officially, this is composed of: President; General Secretary; Project Manager; Events and Entertainment Executive; 28

29 Information and Communication Executive; Welfare and Education Executive. Any WIUT student is eligible to occupy any of the above listed positions. All you have to do is to pick up an application form from the SU room (312) when the election period gets started (usually two and a half months before the end of academic year). Provided that 10 signatures for the person are collected he/she may be registered as a nominee for the respective position (it should be noted that the Project Manager position is not elected but appointed by university administration or SU members). The results are calculated by the independent representatives. Everything is done on fair, ethical, and objective grounds. After the SU has been formed, complete freedom and independence is in their hands to make some real changes in WIUT. Each member of the executive has its own program of activities or clubs but weekly SU meetings help to coordinate those activities and to set further targets. Some of the activities may include: separate commercial projects, sports events, cultural events, foreign languages courses, academic support, students academic development courses, relations with other universities, supervising the students representatives system or any kind of advices and guidance needed. The list of the activities is very long, and it usually depends on the creativity of the SU Executive or any of the WIUT students. You should not forget that every single student of Westminster International University in Tashkent is a member of Student Union and their contribution into its running may also make significant changes. There is no society that is currently run without the help of WIUT students who are not official members of the SU Executive but are members of different SU teams. That is what the SU is striving for: a team of enthusiastic, optimistic, and devoted students who are sacrificing their time for the sake of improving the students learning and leisure environment here at WIUT. However, in exchange for the time and efforts spent all the active participants of SU get a priceless set of highly important skills, experiences and memories! Students Union - run by students for students! 1.9 Sports facilities The University offers a range of sports facilities to organise your social and free time. In the University sports club students can play active games such as football, basketball, volleyball, handball and badminton as well as attend a gym under the guidance of professional instructors. You should contact the Social Development department to register yourself to the sports club. To get a weekly schedule of sports activities visit: 29

30 2. How you are taught 2.1 Teaching and Learning Strategy for the Course The teaching and learning strategy adopted on this course derives from that of the School of Electronics and Computer Science undergraduate programme, which provides the aims, structure, philosophy and rationale behind the BSc(Hons) in Business Information Systems. Wide ranges of teaching strategies are being used to best achieve the particular module learning outcomes. Students arriving on the course from other institutions in Uzbekistan may be used to a style of education that is more teacher-led and where there is limited opportunity to get hands-on experience with modern computing equipment. By adopting a very practical, student-centred approach, which is characteristic of courses at the University of Westminster, WIUT hopes to offer a different, more attractive and effective learning experience for students. The teaching and learning strategy employed by the course Team aims to enable you to maximise your own individual learning style as well as developing your ability to work in teams. Businesses increasingly operate with teams of specialists. They require people who can communicate and interact effectively within a team, recognising and supporting leadership, being proactive in leadership, negotiating and managing conflict. It is a fundamental belief at WIUT that students learn by doing, rather than by being told. As a BSc BIS student you will be required to participate in group work in a variety of situations. By putting students into teams and giving the teams a task to perform or product to produce it is hoped that you will gain experience upon which you can reflect and from which you can learn. There are many places in the course where this will happen, for instance, in Systems Analysis and Design students are required to work in teams on a requirements gathering exercise. They then have to communicate their findings to another group. Communication skills are enhanced as well as team-working skills. Increasingly, businesses will rely on people who can work independently and remotely, using technology to overcome the traditional constraints of location, time and national boundaries. The course is designed to provide in its delivery experiences that reflect not only the current world of work but also anticipate how it will develop. An example of the way in which the team illustrate this is the use of ICT in teaching, learning and assessment. For instance, module leaders may provide students with web-based learning material and provide feedback to their tutorial groups through and webbased notices. In Introduction to Web-Publishing students learn to use the technologies that help to facilitate this new way of working and doing business. Again the assessment has a very practical edge: students design and build their own web-sites. The experience of doing this allows for real evaluation, which in turn develops your reflective skills. As the content of the Level 4 modules is primarily knowledge based, the mixture of traditional and active learning approaches allows students to assimilate gradually the demands of UK higher education. Key readings covering major theories and models will be provided in lectures and you will be expected to participate in seminar exercises to develop discursive and analytic skills. Delivery of most modules is supported by learning materials, which will be paper and/or electronic-based. These provide key input to the module and could include: a teaching schedule; an outline of the key concepts expanded in the lecture; key readings (from original authors where possible); exhibits and mini-case studies with solutions to demonstrate the theory in practice; activities for completion during seminars to reinforce key concepts. It will also act as a mechanism to enable you to monitor your progress and achievement of the learning outcomes. 30

31 Technological learning support will be provided wherever possible. In the core module Data Analysis and Information Systems in Business, support for the development of key concepts is provided using interactive spreadsheets. A variety of other methods will also be used to facilitate learning e.g. computer workshops, simulations and role-play, case-study analysis, student-led seminars and group work. Lectures might include both oral and slide presentations, which in some subject areas will include software demonstrations and video clips or accessing a range of web sites. In particular, in Fundamentals to Programming, Database Systems Development and Web Applications Development modules software will be used to develop and run aspects of applications. Learning experience in information systems management profession is required at the current IT market for the maintenance of IT services in contemporary business organisations. Information Systems Management module will provide an understanding of business organisations in terms of their types and structures, and the information systems needed to enable those business organisations to operate successfully within their environment. In summary, the teaching and learning strategy used will develop your intellectual abilities; your knowledge; your powers of creativity, powers of analysis and your transferable skills. On any individual module, a combination of teaching approaches will be used depending on the nature of the subject being taught, and the specified learning outcomes. 2.2 The course skills strategy In addition to specific business skills you will learn during your programme, you will have the opportunity to develop a range of skills, which are transferable to other contexts. Project management skills are covered in a number of modules whilst coursework exercises often involve submission of a written report, providing you with extensive experience of report writing and in some cases oral presentations, which help develop your verbal communication skills. Transferable skills enable you to perform a range of business related skills with awareness of the necessary techniques, their potential uses and hazards. You will develop a degree of self-reflection and begin to recognise your own strengths and weaknesses. Transferable skills also enable you to work within a relevant ethos and assist you to access and use a range of learning resources. Currently the University s policy is set out in the QAA Handbook as follows: Students need to develop key transferable skills as an integral part of their study in Higher Education, to enhance their flexibility, adaptability and autonomy in learning. The acquisition of generic skills and abilities helps students to learn effectively (promoting lifelong learning) to meet the demands of the graduate labour market. The Association of Graduate Recruiters has highlighted the five most recognised skill shortages amongst graduates as: Communication skills; Business awareness; Ability to work as part of a team; Leadership; Problem solving. While the development of generic skills and abilities must be an integral aspect of Higher Education courses it must remain highly visible to the students and it must be assessed. 31

32 Key transferable skills and abilities encompass the general intellectual development of the individual. Use of a wide range of assessment formats enhances the visibility of these characteristics. Typically students are expected to demonstrate through coursework, tests, portfolio generation and examinations their ability to Gather and assess information; Organise and manipulate data; Think critically and evaluate their own performance; Work collaboratively; Self-manage; Use numbers accurately and effectively; Communicate effectively orally and in writing; Use of IT as tool and resource; Conceptualise and problem solve. Students' employability should be enhanced by their increased awareness of their transferable skills and abilities. It is part of the Course Team s assessment strategy that the assessments of the course should encourage the development of students transferable skills. The table below shows how the transferable skills map onto the assessments of Level 4,5 and 6 of the course: Knowledge and Understanding On completion of the BSc Business Information Systems course, students should have detailed knowledge and understanding of: 1. The application of information systems and their impact on the business operations and on an organisation as a whole. 2. The information systems life cycle including the major development processes/models, phases, activities, and issues relating to the development, management and maintenance of information systems 3. The principles, methodologies, criteria and tools that can be employed in analysis, specification, development, evaluation, and management of information systems Information and Data Modelling: 4.The wider issues of quality, security, ethical principles, legislative compliance and the social and economic implication in relation to the computer industry The issues and implications surrounding the management of information systems projects The history and theoretical foundations of information systems and trends in application of information systems The components of ICT e.g. hardware, software, servers, and networks. Module(s) in, which assessed Data Analysis and Information Management Managing information systems System Analysis and Design Data Analysis and Information Management System Analysis and Design Information Systems Management Information Systems Management Information Systems Management Data Analysis and Information Management Fundamentals of Programming 32

33 Security and risks relating to computer systems and the implications of security breaches Web Application Development Specific / Practical Skills On completion of the BSc Business Information Systems course, students should be able to: Conduct critical analysis of a business problem/situation, formulate criteria to identify and employ an appropriate strategy to solve it. Identify, analyse and specify user requirements to develop or to select an appropriate information system solution Specify, design, develop and test information systems to address business problems. Evaluate the quality of an information systems solution and the effects of possible trade-offs in a particular business context. Critically evaluate, select and apply appropriate principles, methodologies, techniques, tools and packages in the analysis, specification, development and evaluation of information systems. Produce models of business processes, business data, and information systems using a industry standard modeling language Select and use appropriate methods and tools to plan and manage the development of an information system. Module(s) in which assessed Business Information Systems Project Information Systems Management System Analysis and Design System Analysis and design Web Application Development Database Systems Development Business Information Systems Project System Analysis and Design Information Systems and Data Management in Business Business Information Systems Project Information Systems Management System Analysis and Design Key Transferable skills On completion of the BSc Business Information Systems course, students should be able to: Core module(s) in, which assessed Competently use a range of ICT applications for communication, presentation, research and learning purposes. Confidently use and present data/information Carry out a comprehensive literature research of a given topic using a wide range of resources and justify the inclusion of ideas and techniques to benefit new custom made solution Work independently and manage own time and workload. Take responsibility for own learning and become independent learners. Work effectively as a member of team towards achieving a common goal All core modules. All core modules. Business Information Systems Project All core modules. Data Analysis & Information Management in Business, System Analysis and Design 33

34 Effectively and fluently communicate critically acquired knowledge by written, oral and visual means in a clear and concise manner Business Communications 2.3 WIUT On-line Learning Management System The university has developed its own version of a student on line support system to reflect the conditions in Uzbekistan and to provide a resource for students and staff, to interact and provide additional support for independent learning. The WIUT Intranet has been developed to enable students to access learning resources independently and remotely. Each module has an on line box that provides the facility for independent student exchange via a Module Blog, for the tutor to provide additional learning materials, lecture material, seminar and assessment material. You will find that module teams use the module box in different ways, but in most cases you will be able to get your assignments, receive feedback on assessments, review lecture materials and obtain additional reference material that you would find useful in you studies. In addition the Library provides an on-line catalogue and e-journals that you can access. In addition the WIUT Student Record System is also available via the WIUT Intranet, both within the university and remotely. This stores all your assessment marks and you can review your profile. There are developments that are planned to further help you in your studies. The university has a multi-media studio and there are plans for interactive learning materials to be used for your learning. The University of Westminster has a similar on-line support system, that provides similar learning support to students based in London 2.4 Study abroad and Exchange opportunities The University may have both outgoing students; those students who are initially enrolled on a University of Westminster course and who then seek an exchange with an overseas partner and incoming students; those students from a higher education institution outside of the University who have agreed their exchange through the Dean s office and studying normally on reciprocal basis implemented according to a bi-lateral partnership agreement or within Erasmus Mundus framework. The student exchanges are normally done with an approved University of Westminster Overseas Partner Institutions. Student exchange arrangements are governed by academic regulations stated in the Section 19 of Handbook of Academic Regulations How you learn 3.1 Guided Independent Study The organisation of Guided Independent Study weeks (GIS) is an important aspect of the learning and teaching strategy of the University. In each module you may have up to 3 weeks of GIS in each semester. A GIS week is not a period of time when students are left to work on their own without academic guidance. It is a part of academic delivery process which has a structured and planned approach to the organisation of the academic support in students learning, and which is organised as a out-of-class-teaching activities that help to integrate, reinforce and induce better understanding and deeper learning of students. During GIS weeks module teams can organise formative or summative assessments such as CW progress reports, presentations, in-class tests, intermediate revisions etc. 3.2 Study Guidance This course is based on student centred approach rather than teacher led: students are expected to develop as autonomous researchers and critical thinkers, to prepare them for their 34

35 careers and lifelong learning. In addition to the taught modules within the course curricula the University offers the Personal Development Programme (PDP) consisting of academic guidance and a range of training sessions for students to develop their learning and other professional skills. To learn more about PDP refer to the Section 1.2 and 3.4. Attendance WIUT has an attendance policy; please refer to the Academic Registry office for details. You highly recommended to attend all lectures and seminars and if you are to be absent for more than 3 days to seek approval from the Course Leader and Dean. Moreover the analysis shows very strong positive relationship between student s attendance and performance. 3.3 The Library and IT Services The Westminster International University in Tashkent has a Library that is part of the Learning Resource Centre (LRC). When you enrol you will be given a card, which acts as your University ID card and library card. New students should present their ID cards to a member of library staff at the library counter who will validate the ID card on the library system. This usually takes only a minute. The library has three main areas: Quiet study areas and Main Book Stock on the lower/ground floor Group study area where you can work with fellow students, use your laptop, etc A reception, Reservation Desk, PC and enquires The library has a large collection of books, but it is impossible for the library to provide a lending copy of every book for every student when they want it; we have neither the funds nor the space to do this. Therefore students must be prepared to use reference copies in the library and it is important to allow time to reserve copies already out on loan. Students are advised to purchase their own copies of recommended core textbooks wherever possible. Books in heavy demand are purchased in multiple copies, some of which are designated for one week loan or less or for reference use only. The borrowing allocation is up to 5 books at a time. Fines and Sanctions The library operates a policy of charging a fine for the late return of a book. The Fine system is clearly stated and there are no exceptions. The system was introduced to improve the circulation of books and not to make money for the library. It is your responsibility to return the book on the due date. If all students did so then there are enough books for each student to borrow. And the library would not receive any money from fines. There are other sanctions for the misuse of the library and you must ensure you understand the regulations. The library currently subscribes to local periodicals, magazines and newspapers. The library is continually growing and actively pursues the addition to the library stock of both British and Uzbek orientated business publications. Opening Times The library is open 6 days a week in term time: Monday 9:00-20:00 Tuesday 9:00-20:00 Wednesday 9:00-20:00 Thursday 9:00-20:00 35

36 Friday 9:00-20:00 Saturday 9:00-19:00 Sunday Closed Guides to the use of the Information Resource Centre are available from the Library lending desk on the second floor. IT provision WIUT has over hundred desktop PCs available for student use. These PCs are to be found on the second floor of the building. Most of these machines are located in one of four computer classrooms: rooms 208, 209, 202 and 215. You can use these machines at any time between and provided that there is no timetabled class, taking place. Business Information Systems students are provided with the separate laboratory in the room 215. All PCs have Internet access and office applications. Most area of the University is covered with Wi-Fi Internet access. The WIUT Help Desk is the first point of contact for many IT applications and services. Contacting the Help Desk There are multiple ways to get technical assistance from the WIUT Help Desk: By phone: or ext: 466 Visit the Help Desk room in 2nd floor for Face-to-Face IT Support Monday - Saturday 9 a.m. - 6 p.m., Saturday 10 a.m. - 4 p.m. Submit a Help Request via the [email protected] Helpdesk Policy WIUT Help Desk services only university hardware and software. Every student or staff must present his ID card before we take any action. WIUT Help Desk does not share University owned software or pirated software with students or staff. Any hardware or software upgrade is done under the supervision of the I.T. Manager. Under heavy and critical situations I.T. Manager sets the priorities and directly supervises the actions. University students or staff is not allowed to download or install pirated software. This policy is enforced by applying server side software. PC labs are open from 9:00 a.m. to 20:00 p.m. Help Desk Services Maintain PC labs, computer peripherals and other IT teaching facilities including the equipment of the Copy centre, provide timely and accurate service in distribution and receipt of notebooks, projectors and other equipment for teaching process, organize first hand prompt response to enquiries of staff and students re IT facilities (computers, copiers, computer peripherals, projectors and other equipment). Being present and visible in the Help Desk and available to users requiring technical assistance. Primary responsibility is user support and customer service. 36

37 Responding to questions from callers; remotely assisting users with technology problems. Attending IT training sessions. Becoming familiar with available technology changes or problems. Wi-Fi Maintenance and troubleshooting. Maintaining students printing accounts. University computer maintenance and support. LRC Workstation Hardware/Copy Centre maintenance. Assisting and providing trainings to university personnel, Expertise in Office programs such as Word, Excel, Visio, Project, Outlook, Access. Set up and configure computers for new users and are typically responsible for any physical work relating to the computers such as repairing software or hardware issues and moving workstations to another location. Available software University has four PC labs 202, 208, 209, 215(for BIS students only) and the library PCs. All PCs in PC labs have core software installed on them, which includes: Operating System Windows XP Professional Adobe Reader Internet browsers Internet Explorer, Mozilla Firefox, Opera MS Office Package including a. Microsoft Access b. Microsoft Excel c. Microsoft Frontpage d. Microsoft Office Proofing Tools e. Microsoft Photo Editor f. Microsoft PowerPoint g. Microsoft Word Kaspersky Antivirus DeepBurner for write CD Windows Media Player DjViewer Print Manager Plus - Client K-Lite Codec Pack Macromedia Flash Plugin Macromedia Shockwave Plugin QuickTime Information Law system "PRAVO" Information Law system "Norma" Room 215 also includes (for BIS students only): Microsoft Visio Microsoft Visual Studio 2003 Professional, Microsoft Visual Studio 2008 Express Edition Room 208 also includes: Microsoft Project Library PCs have an access to Library Information System OPAC and WebOPAC. You will also find a number of PCs in the Learning Resources Centre and these can be used anytime during the opening hours of the centre. In addition the Library Group Area has a wireless system where you can use a laptop. 37

38 In order to use the University s computing resources you will need to have an account. An account will be created for you when you first enrol on your course and you will be shown how to use the computing facilities during Induction Week. Printing, copying, and computing help and advice is available from the copy centre (Room 204) and from the technician s room (Room 203). Access to the University of Westminster on-line resources As one of the requirements of the collaborative provision the University students have access to the University of Westminster, London, on-line resources. The University students are given personal accounts to use the University of Westminster intranet functions as well as services. 3.4 Personal Development Planning (PDP) During your course of study you can expect to develop a number of personal and transferable skills, which will help develop yourself, assist you in making the best use of your study and leisure time. The course team and PDP trainers and tutors team will help you to develop and enhance these skills which will benefit you in your future career. During the period of your course, WIUT will be further developing a programme to support the development of both your employability skills and your personal development planning. There is a complex program aimed to help you develop and further enhance your personal and professional skills both yourself and with the help of our experienced members of staff. PDP WORKSHOPS These workshops will help you become a professional graduate and improve your performance as a student and future employee. Each workshop is aimed to develop a particular skill, as part of the requirements to meet the University Standards. Information on this will be provided during first weeks of each Semester. Skill Being Developed Learning Resources / Information Management Group working Workshop Search engines, libraries, online sources Reading habits, selecting appropriate material, critical reading Group working Problem Solving Problem Solving Self Evaluation Self evaluation Autonomy Motivation, self regulation Time management Goal setting 38

39 Skill Being Developed Workshop Stress management Communication Self Expression Leadership Skills Diversity and conflict resolution PDP tutors PDP tutor is a member of your course team, who will help you create a year-long plan at the beginning of the first semester and help you reflect on it at the end of the second one. It is YOUR RESPONSIABILITY to contact your PDP tutor and arrange the meeting with him/her. For more information, please visit PDP WORKBOOK A workbook for you to use throughout your Degree Course, which includes interesting articles on the skills, space for you to make year plans and write reflections on the workshops you attended and tools to track your progress from year to year. The copy of the workbook is available from your SAS Coordinator or online from INFORMATION RESOURCES More information on the skills, useful resources can be obtained from the My Personal Development Programme module, available on intranet (please visit Feedback on assessed work You will be given feedback on all formative assessments. The feedback which you will receive will allow you to reflect, revise and improve your skills and approaches for given tasks within assessments. You should carefully analyse the feedback given on your piece work, if you do not understand it, then you should seek clarifications from your tutors who gave you these comments. Understanding and reflecting on feedback is critical for your development. 4. How you will be assessed 4.1 The assessment strategy for the course The general principles governing assessment on the course are that a variety of assessment methods should be used to supplement formal examinations. The appropriate assessment 39

40 method should be selected for the particular learning outcome being assessed. Coursework and in-module assessments should be considered part of the learning process, with appropriate and timely feedback being given. At the start of each module students will be given details, in writing, of the assessment scheme, the timetable against which each component of assessed work must be submitted, and details of when marked coursework will be returned to students. Because of the varying size of modules, it is not possible to specify a uniform period for the return of coursework, but normally this will be done promptly enough to enable you to make use of the feedback supplied with the assessment. The assessment strategy has been developed to support the course philosophy to develop effective, reflective, thinking business managers of the future. The aim is to provide you with the opportunity to demonstrate your capabilities in an accessible, structured manner within budget constraints. Assessment is perceived to be an integral part of the overall learning process. Combined with the teaching and learning strategy, it aims to promote initiative and creativity, critical thinking, structure of coherent arguments, evaluation, decision-making, professional communication skills, effective group work, personal reflection, time-management, the ability to meet deadlines, and ability to work under pressure. There can be a various assessment model for course modules but normally - in-module assessment and end-of-module assessment as per University regulations. The in-module element will normally entail you working continually on an assignment, but it may also take the form of a time-constrained test. In-module assignments will give the opportunity for personal reflection on your current attainment in order to improve your own performance; for continuous educational feedback from the module lecturer, seminar tutor or personal tutor; and allow you to chart your progress through the module. The end-of-module assessment will normally be an individual submission and will provide a summative judgement of achievement. The module leader, in consultation with the module teaching team, sets all assessments for a module. All assessments are subject to a process of approval known as moderation, through which the University of Westminster ensures that assessments are appropriate for the level and learning outcomes of the module. 40

41 Coursework and Exam Weightings for the Course Modules Level 4 Status Title Credit value Core Data Analysis and Information Management in Business Coursework% Exam % Core Fundamentals of Programming Core Introduction to Web Publishing Option Environment of Business Option Business Communications Option Organisational Behaviour Option Mathematics for Economists Option Fundamentals of Finance and Accounting Option Fundamentals of information technology Level Core Systems analysis and design Core Database systems development Option Information systems management Option Software design patterns Option Cost and Financial Management Option Human Resource Management Option Advanced Topics in Marketing Option Network operations Option Management Research Methods Level 6 Core Web application development Core Business Information Systems project Option Decision support and data mining Option Project Management Option Database Management Option Strategic Management of IS Students will have to attempt and achieve at least 30% in the specified assessment component in addition to achieving an overall module pass mark of 40% or above to pass the module. When a mark for a component is below 30%, then the module is not deemed to have been passed even when the average between the components is over 40%. 41

42 Assessment process At the start of each semester your Module Leader should provide you with an assessment schedule. The assessment of a module usually consists of a number of components each of which must be completed to a satisfactory standard. The assessment schedule will describe each component in the following way: Brief description of the component Date set i.e. the date when the Module Leader will provide a detailed description of the task so that you can start it Deadline: date by which you must submit the work (or the date and time when you must attend an exam or test) Weighting the value of the component as a percentage of the overall module mark Feedback: the method by which the tutor will provide feedback on your performance (other than the mark) Results: date by which the marks for this component will be published The schedule will also tell you: How your work should be presented The rules for reassessment and deferral Rules concerning late submission of coursework How to notify us about extenuating circumstances How to contact the Module Leader Please remember that all coursework should be submitted to the University Registrar s Office where a record of its submission will be kept. Never submit your coursework directly to the lecturer. The Course Leader will be responsible for making sure that assessment schedules have been produced for each module. The Course Team will work together to make sure that assessment deadlines are spread across the semester so that you do not find yourself working on too many different assessments at any one time. The assessment schedule states a date by which each component must be set. On or before this date the Module Leader should provide a detailed description of the component. The component description will add to the information provided in the assessment schedule: A list of the learning outcomes assessed by the component A more detailed description of what you will need to do and what you will need to submit in order to succeed The assessment criteria that will determine your mark. The assessment criteria for each in-course assessment will relate to the specific module learning outcomes and will be provided with the assessment when handed out to help you to determine what is required and to know which specific learning objectives of the module are being assessed. The component description is checked by a second member of the Course Team, under the supervision of the Dean of Faculty, to ensure that it has been properly defined and is a fair assessment of appropriate standard, testing the learning outcomes of the module. Marking and moderation 42

43 All written work will be marked following the marking criteria published with the assessment. Your work will be marked by members of the Module Team under the co-ordination of the Module Leader. The work will be marked according to the assessment criteria laid down in the component description. You will be provided with feedback that justifies your mark and suggests what you could have done to improve it. The Registrar s Office will select a sample of work according to University of Westminster regulations and this will be marked a second time by a different marker. The University of Westminster has the right to inspect and second mark any coursework, test or exam. Please note that the final approval of marks takes place at the end-of-academic year assessment board. The board will be attended by an external examiner from the United Kingdom. The external examiner will see all the marks and will be able to view any piece of work that you have submitted. This inspection by an independent person is the final guarantee of the integrity of your results. General Criteria for the Main Forms of Assessment The assessment criteria for each in-course assessment will relate to the specific module learning outcomes and will be provided with the assessment to allow you to determine exactly what is required and to know which specific learning objectives of the module are being assessed. This will promote the opportunity for you to achieve the maximum mark your ability allows and help to ensure consistency when several lecturers are marking work. The criteria are based on an evaluation of the quality and competence of student work in relation to the module s published learning outcomes. All written work will be marked following the marking criteria published with the assessment. Marking of all in-course assessment work is usually by one of the lecturers involved in the teaching for the module. This is sample second-marked at all Levels. The marker s comments and corrections will either be directly on the student s document and/or on a feedback sheet. The feedback sheets are designed to clearly articulate your performance in relation to the specific criteria for that assessment and to provide consistency when there is more than one marker involved in the module assessment. The importance of constructive feedback as part of learning is recognised and you will receive written feedback including: a summary of the strengths and weaknesses of your work a rationale for the mark awarded linked to the module learning outcomes and assessment criteria an indication of how you could have improved your work. It is important to you to find time to reflect on the comments so that you can improve your performance. Try not to be disheartened by a low mark just remember that you can always improve. In the case of examinations, the Module Leader produces a brief report analysing the main strengths and weaknesses of students responses and common errors. You should ask for a copy from the last semester so you can use this feedback to help you prepare for your examination. The table below is intended only as a general indication. The mark awarded for an individual piece of work will relate both to these generic criteria and to the specific assessment criteria set out in the module documentation. Where a mark is changed, either by an internal moderator or by an external examiner, a brief rationale for this should be given to you. 43

44 LEVEL Assessment Criteria No evidence to suggest that any learning has taken place beyond the most basic principles Makes no serious attempt to answer the question, and has little or no coherence. What little evidence exists to show that learning has taken place is interspersed with nonsense. Makes a limited attempt to answer the question but demonstrates a clear lack of understanding of the issues concerned. Misunderstandings and errors of fact are likely to outweigh correct or meaningful statements. There is unlikely to be any referencing. The poor quality of the writing may make it difficult to read. Attempts to answer the question but is only partly successful in doing so, with much irrelevant material included and much relevant material left out. Referencing is likely to be limited. It should show at least an emerging understanding of the issues, but is likely to include some fundamental misunderstandings and/or errors of fact. It may well lack structure and be poorly written. Makes a clear attempt to answer the question, but is likely to include material of doubtful relevance. It may well be based largely on a single text- book, or on lecture notes, but shows at least a basic understanding of the issues. There may be some significant misunderstandings or errors of fact. Structure may be confused and language clumsy. Is clearly focused on the question and demonstrates a general understanding of the major issues without significant misunderstandings or errors of fact. It may well demonstrate a degree of naivety and is likely to be largely descriptive in nature. It should be properly referenced, but may be based on a limited number of sources, principally text-books. It should have a coherent structure, but may have some clumsy expression. Demonstrates a detailed understanding of the major issues and at least a general awareness of problems and conflicting viewpoints. Reading is likely to go beyond basic textbooks, and should show at least an emerging ability to compare and contrast the arguments in different sources. It should be well-structured and wellwritten. Demonstrates a full understanding of the major issues and a full awareness of problems and conflicting viewpoints. It should include references to secondary as well as tertiary sources (journal articles, monographs etc.) and should demonstrate at least an emerging ability to evaluate and criticise sources. The quality of argument should demonstrate a degree of sophistication and elegance. Demonstrates a clear ability to evaluate and criticise sources and at least an emerging ability to apply original insight and thought to the issues under discussion. There should be at least a limited understanding of theoretical issues. If the analysis of primary data is included this should be conducted with at least a basic degree of competence. Demonstrates a clear ability to apply original insight and critical thought to the issues under discussion, and a clear understanding of the problems and limitations of the approaches developed. It should demonstrate a degree of sophistication in the way in which theory and practice are integrated. If the analysis of primary data is included this should be conducted with complete competence and with a degree of sophistication

45 Assessment Criteria Theoretically informed, with a high degree of originality and an effective integration of secondary and primary data. It should be capable of adaptation with a limited amount of effort either for publication (though not necessarily in a peer-reviewed journal) or for effective professional use (e.g. a marketing strategy that could actually be presented to the Board). LEVEL Suitable for publication or effective professional use, as above, in its submitted form, without significant adaptation Suitable for publication as a significant article in a peer-reviewed journal, or as a highly innovative professional document A ground-breaking piece of research or exemplary professional document How and where to hand in work All written work must be word-processed and printed single-sided on A4 paper. The top sheet should state your registration number, together with the module title and marker s name. Where possible, assessments are marked anonymously (the marker will not know the identity of the student). Please do not put your name on any piece of assessed work. Some work, like presentations cannot be marked anonymously of course. Since it is important in business reports that an efficient and appropriate writing style is adopted, a limited word count will encourage such style and also serve to guide you on the amount of work expected. All assignments have deadlines, which must be met if the work is to be graded. All work must be submitted to the University Registrar s Office and never directly to your lecturer using the appropriate assessment submission form. It is vital that students retain a copy of all course work they hand in. Whilst every care is taken, it is inevitable, even in the best-regulated organisation that some instances of work being mislaid will occur. In such cases, you will be required to produce your copy for assessment. It is unfortunate but it must remain the responsibility of individual students to ensure that they have a copy of any work submitted. As an academic community, all students and staff at the University are expected to demonstrate the highest standards of academic conduct. The University s expectation is that all grades obtained by students must result form the student s own efforts to learn and develop. If carried out knowingly, cheating and plagiarism have the objectives of deceiving examiners and gaining an unfair advantage over other students. This is unethical. It also threatens the integrity of the assessment procedures and the value of the University s academic awards. While you are studying here your academic performance will be assessed on the basis of your own work. Anyone caught cheating in exams/in-class tests or through coursework assignments will be subject to formal investigation in accordance with Section 10 of the University of Westminster s Academic Regulations. It is your responsibility to ensure that you are not vulnerable to any allegation that you have breached the assessment regulations. Serious penalties are imposed on those who cheat. These may include failure in a module or an element of a module, suspension or exclusion from your course and withdrawal of academic credits awarded previously for modules, which have been passed. Typical breaches of assessment regulations are described below. 45

46 4.2 Cheating and plagiarism As an academic community, all students and staff at the University of Westminster are expected to demonstrate the highest standards of academic conduct. The University s expectation is that all grades obtained by students must result form the student s own efforts to learn and develop. If carried out knowingly, cheating and plagiarism have the objectives of deceiving examiners and gaining an unfair advantage over other students. This is unethical. It also threatens the integrity of the assessment procedures and the value of the University s academic awards. While you are studying here your academic performance will be assessed on the basis of your own work. Anyone caught cheating in exams/in-class tests or through coursework assignments will be subject to formal investigation in accordance with Section 10 of the University of Westminster s Academic Regulations. It is your responsibility to ensure that you are not vulnerable to any allegation that you have breached the assessment regulations. Serious penalties are imposed on those who cheat. These may include failure in a module or an element of a module, suspension or exclusion from your course and withdrawal of academic credits awarded previously for modules, which have been passed. Typical breaches of assessment regulations are described below. Plagiarism/Academic Integrity When you submit work for individual assessment, the work must be your own. If you have included sections of text from other sources without referencing them correctly, then you may be accused of plagiarism. Plagiarism is defined as submission for assessment of material (written, visual or oral) originally produced by another person or persons, without acknowledgement, in such a way that the work could be assumed to be the student s own. Plagiarism may involve the unattributed use of another person s work, including: ideas, opinions, theory, facts, statistics, graphs, models, paintings, performance, computer code, drawings, quotations of another person s actual spoken or written words, or paraphrases of another person s spoken or written words. Plagiarism covers both direct copying and copying or paraphrasing with only minor adjustments. You must keep a careful record of all the sources you use, including all internet material. It is your responsibility to ensure that you understand correct referencing practices. If you use text or data or drawings or designs or artefacts without properly acknowledging who produced the material, then you is likely to be accused of plagiarism. Here are some simple dos and don ts, to help you avoid plagiarism: Do Do not! Include references to all sources at the point Rely on citing sources in your bibliography where they appear in your text, either via a without making clear where they appear in direct reference or foot note your text Always use quotation marks to indicate Take parts of other people s sentences and someone else s ideas incorporate them into your own writing without making clear that they are not your own words Reference diagrams, tables and other forms Assume that plagiarism only refers to written of data words in prose narrative Include full website references which make Simply cite the top-level page and expect 46

47 clear exactly which page you referenced, e.g. r/18/university-life-academic-cheating your tutors to search for your source: Always check with your Module Leader or Course Leader if you are unsure about subjectspecific conventions concerning referencing and attribution (e.g. in design-based and creative subjects where there may be particular expectations about referencing and/or copyright). You can access a helpful tutorial about plagiarism in WIUT Intranet. After signing in the tutorial can be accessed from any page in WIUT Intranet by clicking on the Skills Resources tab. Please consult the relevant Module Leader or your Course Leader if you need any further advice. Double-counting Students are also not permitted to re-present any assessment already submitted for one module as if for the first time assessment in another module. Double counting of assessed work is not normally allowed. If submitting work previously included in another assessment the student should attribute the section of text from the earlier work. This may be taken into account by the markers. Working Together Discussing ideas is part of academic life at University and you are allowed to exchange sources and references. However, you must recognise the distinction between sharing ideas, and collusion. This means that you must not work with others to the extent of exchanging written materials you have prepared, such as notes or drafts of assignments. If these types of materials are shared this will be regarded as an assessment offence for the person who lends the material as well as for the person who uses it. Your own work must be regarded as your own property and you should protect it. If you are working in a shared space, log off from the PC you are working on whenever you take a break so that others cannot access or copy your work; take care to destroy printed drafts or copies of work, rather than just discarding them; and, don t give your work to others on disk. If you are working on a group assignment make sure you understand the allocation of responsibilities between yourself and the other members of the group. Cheating in exams or in-class tests You must not communicate with other students during an exam or test. You must not take into the exam or test room any materials, notes or aids other than those officially authorised in the examination paper. If an invigilator observes you with any prohibited materials, notes or equipment, or observes you communicating with another student, your actions will be investigated in accordance with Section 10 of the University s Handbook of Academic Regulations. Students should also remember that the reproduction of material originally produced by another person, or persons, without acknowledgement, in such a way that the work could be assumed to be the student s own is not permitted; this includes work produced in examination conditions. Assessment Offence and Point System at WIUT Nature of offence Points awarded Minor offence: Talking during exam/test; minor plagiarism 1 Minor offence: Failing to comply with the instructions of invigilator, minor plagiarism - poor referencing, minor collaboration; 2 Major offence: Continuous talking during exam/test, major 3 plagiarism, copying from another students work, close collaboration, cheat sheets during exam; 47

48 Serious offence: obtaining, or attempting to obtain, access to examination papers prior to the start of the examination, being party to any arrangements whereby a person other than the candidates fraudulently represents the candidate at an examination Referred to stage 3 automatically Each point corresponds with a certain penalty. When students accumulate points, a penalty is imposed accordingly. Point awarded Penalty imposed 1 Official warning reg (b) 2 Capped mark at a pass for an assessment reg (c) 3 5 Zero for assignment any reassessment or re-attempt capped at a bare pass - reg (d) and (e) 6 8 Zero for module and the mark capped at a bare pass for any reassessment or re-attempt reg (f) 9 + Refer to stage 3 reg under For students registered on a degree course accumulated points shall remain on the students file until they have completed the award, which they have been registered for or offered by an Award Board. 4.3 Guidance on the project/dissertation In level 6, your final year, you will carry out work on the project. This is a particularly important module, not only because it is a double module taken over two semesters, but also is probably the most challenging, and hopefully interesting and rewarding, piece of work you will undertake at the university. The challenge is that you will have to work mainly on your own, building on the knowledge and skills you have developed over the previous two levels, and going into one topic very deeply. What should be interesting is that you get to choose the topic, and what is rewarding is producing an independent piece of work, which you can then use to impress future employers (and possibly get published). However, we don t leave you completely on your own! One member of staff, who has experience in the area you have chosen, will be your supervisor for the year which means they will give you advice, comment on your work and encourage you through the process, as well as assessing your work (along with one other colleague). After each of the three assessment stages you will get feedback and ideas on how to improve the work. Though it starts at level 6, you should already start thinking about what you want to specialise in, and what you might want to write your project on. The detailed information on the module will be provided in the Business Information Systems Course Project Module handbook. 4.4 Assessment Boards and the release of results The relevant Assessment Board must formally ratify all assessment marks, suggested referral opportunities, recommendations for conferment of an award or exclusion from a course. Any marks or grades released prior to the meeting of the Assessment Board have the status of provisional marks and are identified with an *. The University operates a two-tier system of Assessment Boards for undergraduate modular courses, comprising Subject Boards (for modules) and Conferment Boards (for awards). However, in some cases a single Assessment Board may combine the roles of Subject and Conferment 48

49 Boards. Details of these Boards are set out in Section 14 of the University s Handbook of Academic Regulations. Each Academic Registry will publish its own calendar for submission of assessment marks and Assessment Boards. Provisional marks will be released on-line through SRSWeb throughout each semester and marked with a *. Confirmed results will then be released through SRSWeb once agreed by a Subject Board, and the * removed, rather than on a single University-wide date. Please note that if you have failed a module you need to re-check your results on or after the University publication of results day (westminster.ac.uk/university-calendar). If a Conferment Board has subsequently determined that a student should be excluded from their course on academic grounds, that decision will override any decision of a preceding Subject Board about reassessment in a module. 4.5 External Examiners As part of its overall procedures for ensuring the quality of its provision, the University appoints External Examiners to its courses (or sometimes to groups of related courses or subject areas). Each Assessment Board as specified in the University of Westminster Academic Regulations will have at least one External Examiner from another University or Higher Education Institution in the UK appointed to it. Courses with a particular professional focus or which a Professional Statutory Body (PSB) accredits may also appoint External Examiners from the relevant PSB or industry, in order to ensure that assessment within the University meets their expectations. Results cannot be formally published to students unless the External Examiner(s) for their course confirm their agreement with the marks, as specified in the Handbook of Academic Regulations. For the BSc (Hons) in Business Information Systems there is one External Examiner and he/she is appointed to the BIS Subject Board. The role of Subject Board External Examiners is to judge whether students have been fairly assessed in relation to the objectives and syllabuses of modules and have reached the required standard indicated by their final marks. External Examiners also attest that assessment regulations have been fairly applied ensuring parity of judgement for all students taking a module. The role of Conferment Board External Examiners is to ensure the fair and equitable application of the University's regulations on credit accumulation, and the course specific regulations for each award, in decisions on the award of qualifications and specific classifications of awards to students. This includes decisions on intermediate awards and decisions to exclude students from their course of study. 5. Make your voice heard The University takes your views about your course and your experience as a student seriously. This section of the handbook provides information on how you can contribute to the quality assurance of the course and modules you are studying on. To help address any concerns you may have with the course and to help the university improve its services we would like you to make your voice heard. The following are the formal means by which you can voice your concerns. They are meant for concerns on the general conditions and course related issues, personal concerns should be addressed to your Personal Tutor, Course Leader, etc. 49

50 Student feedback is obtained in a number of ways, both formal and informal. Staff/student relationships are characterised by a relaxed and informal approach. Students are encouraged (and show no reluctance) to approach Module and Course Leaders directly with comments and queries. If you have a general concern on an issue relating to the course you should contact your Course Representative first. The senior management is always pleased to see students but you must address any concerns you have to the appropriate person and please follow the procedures for more formal complaints. 5.1 The Course Committee The Course Leader is responsible for organising a Course Committee Meeting in semesters one and two of each academic year. The Course Committee is the forum for students and staff to present their views on the operation and development of the course. As a formal Committee within the University's Committee Structure, the Course Committee provides an important mechanism for the collection and consideration of student feedback. The Terms of Reference and Composition of Course Committees are set out below. Any alternative mechanism approved for student-staff consultation e.g. for part-time students, should accord with these Terms of Reference and Composition. Terms of Reference The Course Committee has responsibility for considering the effective management of the course, including enhancement of provision. The remit of the Course Committee covers the: Academic welfare of students, and specifically the course induction and the Personal Tutor system; Student feedback comment on course operation, curriculum content, teaching, study skills, support, assessment, facilities, library and computing support and administrative support; Monitoring information/comment on previous year's course audits, operation of course academic standards, i.e. progress statistics' of students enrolled, progressing, graduating (and withdrawing); aggregated Module Feedback Questionnaire data; student survey outcomes (internal and the National Student Survey where appropriate); summaries of external examiners' reports; reports of University Review Panels and University Validation Panels or external bodies which accredit the course; Consultation on proposed changes to module content, assessment and/or course structure. The Course Committee minutes provide part of the evidence base for the annual monitoring exercise conducted each year by the University, and the periodic review of the course conducted by the University (normally every six years). Composition Elected student representatives, forming 40% - 50% of total membership, including representation from all modes of study and subject areas as far as possible Course Leader Dean of Faculty Full-time staff teaching the course, to include representatives of all major subject areas One member nominated by Information Systems & Library Services (ISLS) 50

51 One member of administrative support staff nominated by the Academic Registry Manager. Total membership should not exceed 30. The quorum shall be 40% of the approved membership. Where the traditional model of face-to-face meetings is not considered to be the most appropriate mechanism to gather and respond to student feedback, Course Teams may present an alternative approach to a University Validation or Review Panel for consideration. Good practice in committee organisation indicates that: The Course Leader should organise a pre-meeting for all student representatives in advance of the first Course Committee meeting of the session, and provide copies of the previous year's Course Committee minutes; Agendas should be circulated one week ahead and put on course notice boards/ WIUT Intranet site to allow for items to be researched and responded to by inviting relevant parties to respond; Meetings should be held at least once each semester but preferably twice; A Secretary should be appointed from the Academic Registry Office and should be responsible for posting minutes and the associated actions and outcomes on the WIUT Intranet site; Issues raised at the Course Committee should be reasonably representative of the student and/or staff group and not just of a minority; Urgent practical problems (e.g. access to IT facilities or teaching rooms) are to be raised with the Course Leader and/or Head of Department in-between Course Committee meetings, rather than delayed; Issues raised at the meeting and decisions taken are recorded on an action list', and draft minutes or notes should be approved by the Chair and circulated within three weeks of the meeting and the list of actions reported back to the next meeting as Matters Arising'. 5.2 How Course Representatives will be selected Student representatives are elected by the relevant student groups to ensure that students from each level, mode and major subject area are represented. Elections take place within timetabled classes for core modules to encourage maximum participation. Elections will be held annually early in semester 1. All students are eligible to be a course representative and it can be a good experience if you are chosen. If you are interested in becoming a representative for your course and get elected, then you will receive an induction and some training. This is done in collaboration with the WIUT Student Union each year for all course representative. A course rep handbook is provided to each new course representative. In addition the Course Leader, Dean, Student Union executive and the Academic Registrars office can help with any concerns you may have as a course representative 5.3 Feedback from the Course Committee The outcomes of each Course Committee are documented in a set of minutes. The minutes are a formal record of the meetings they will be held in the Academic Registrar s office and be published directly following each meeting in a similar manner to the agendas. There are also 51

52 opportunities for Course Representatives to seek informal advice on the outcomes from other course representatives and the course team as well as providing feedback of meetings to the student body either during lectures or electronically. It will be the responsibility of the Chair of the Committee to ensure that direction is given to the appropriate person or area for action or consideration on any aspects of the minutes. The actions noted by the Course Committee are produced as an Action Plan. These action plans are then progressed in the following way: A Course Leader (CL) is asked to organize a post CCM meeting with the other CLs and other relevant parties to prepare list of common problems; After that meeting the CLs prepare draft course action plans, and may raise at this point any concerns with the appropriate senior manager to resolve any issues; The CLs prepare a final version of action plan including any resolved issues and pass it to SU Welfare and Education secretary; The SU Welfare and Education secretary will pass the final action plan to course reps; Course reps pass this info to students. 5.4 Module Feedback Questionnaires why complete them? The University has a standard end-of-module student questionnaire as an additional means by which students can give feedback on the quality of academic process (teaching, assessment, etc.). The questionnaire is concerned with the quality of the teaching and learning process on each module. All modules are surveyed at the end of the semester. All students on the module are surveyed. The questionnaire is confidential and anonymous. The questionnaire is filled in on-line and its results are processed by computer software. Completion takes approximately ten minutes. The results are used to address any concerns with particular modules, to assess the overall performance across all modules, they are also made available to the UoW liaison tutor and are used in the annual review of all courses. They are important and are used by staff and senior managers to help improve the delivery and outcomes of modules. Individual members of staff may also use their own questionnaires or methods of evaluation. These do not form part of the overall Quality Assurance system of the university and students are free to participate as they wish. 5.5 Student Experience Survey The Student Experience Survey is held once a year for all non-final year undergraduate and postgraduate students and will seek your opinions on: The teaching on your course Academic support Skills development and employability Learning resources Welfare resources and facilities Representation and social opportunities 52

53 The results are made widely available within the University and used in the Annual Monitoring to identify any action they need to take to enhance the student experience as a result of the survey outcomes. 6. What to do if things go wrong 6.1 Mitigating circumstances If illness or other unforeseen circumstances unavoidably prevent you from completing your assessed work, or submitting it on time, you can submit an application for Mitigating Circumstances (MCs) to be taken into consideration. If your MC claim is accepted it will result in one of the following outcomes: Your original mark will be reinstated (for late work submitted up to 10 working days after the published deadlines): You will be offered an opportunity to sit the assessment without penalty at the next available opportunity as a Deferral (in cases where you have missed an assessment entirely). The University operates a fit-to-sit policy for assessment. This means that if you submit a piece of coursework or attend an exam or other time-limited assessment, you are deemed to have declared yourself fit to attempt the assessment and must accept the result of the assessment. If you have missed a significant part of your studies due to ill health or other personal problems, you must speak to your Course Leader and Personal Tutor, to discuss whether you should suspend studies or request deferrals either for the individual assessments, or entire modules. If you do so it is very important that you seek advice from a Student Advisor in the Counselling and Advice service, as suspension of studies may have a serious impact on your student funding. If you miss an assessment or submit work late, you should submit an application in writing using a Mitigating Circumstances claim form to the Academic Registrars Office, supported by original documentary evidence (e.g. a medical certificate), at the earliest available opportunity. MC claims will be considered, when submitted, by at least two members of the Mitigating Circumstances Board. It is in your best interests to submit your claim as quickly as possible, normally within one month of the circumstances occurring, as you will receive a decision on your claim much earlier and will be in a better position to plan your studies for the remainder of the year. A claim of mitigating circumstances should be submitted as close as possible to the deadline of the piece of assessment in question (see Section 11 of the Handbook of Academic Regulations). A Mitigating Circumstances Board will meet at least twice a year in order to review decisions made to ensure consistency. Please note that retrospective claims will not normally be considered, especially in cases where the claim is being made after the release of the results for the assessment in question. If you do submit an MC claim, you should not assume that it is necessarily going to be accepted; it is your responsibility to make sure that you complete all assessment requirements in a module as far as possible. It is very important that you read Section 11 of the Handbook of Academic Regulations, on Mitigating Circumstances, to find out what to do if you miss the deadline for any piece of work; in most cases it is crucial that you submit the work or participate in the assessment as soon as you possibly can. Late work will not normally be accepted if it is received more than ten working days after the original coursework deadline. If other students have already had their marked work returned, the same assignment cannot be marked once submitted late. 53

54 Your MC claim will be considered and a decision made by at least two members of the Mitigating Circumstances Board. The Mitigating Circumstances Board s decision will normally be communicated to you by within five working days of the MC claim being submitted (please note during busy periods a response may be communicated up to ten days from the MC claim being submitted). It is your responsibility to obtain the outcome of your mitigating circumstances claim. This decision is later communicated to the Subject Board, which meets at the end of the year to formally ratify all of the results for your course. The University-wide criteria by which claims will be judged are standardised for reasons of fairness and these are published in detail in Section 11 of the Handbook of Academic Regulations, which you should read before submitting any claim. The criteria for acceptance or rejection of an MC claim reflect work-based standards of conduct and performance, and only those circumstances, which are demonstrably serious and likely to have affected your academic performance, will be considered. 6.2 Penalties for late submission of coursework The University operates a two-tier penalty system for late submission of coursework and inmodule assessment. This regulation applies to all students registered for an award irrespective of their level of study. All University coursework deadlines are scheduled between Monday and Thursday inclusive. Where possible, the submission day will coincide with the day the module classes are normally taught. However, the University does not allow submission deadlines to be set for Fridays. If you submit your coursework late but within 24 hours or one working day of the specified deadline, 10% of the overall marks available for that element of assessment (i.e.10%) will be deducted, as a penalty for late submission, except for work which obtains a mark in the range 40 49%, in which case the mark will be capped at the pass mark (40%). If you submit your coursework more than 24 hours or more than one working day after the specified deadline you will be given a mark of zero for the work in question. Late work and any claim of Mitigating Circumstances relating to coursework must be submitted at the earliest opportunity to ensure as far as possible that the work can still be marked. You will normally have the right to submit coursework 10 working days after the original deadline. Once the work of other students has been marked and returned, late submissions of that same piece of work cannot be assessed. 6.3 What to do if you fail For details of University regulations and procedures in the case of failure in a module or element of a module, please refer to the Modular Framework for Undergraduate Courses, Section 17 in the Handbook of Academic Regulations. You should note that, the University has specific regulations pertaining to modules results and awards. For example, in order to be eligible for the award of an Honours Degree, the maximum number of credits that can be attempted at Credit Levels 5 and 6 is 330 credits. Therefore, if a student fails and does not pass any reassessed modules, that will take their number of credits at Credit Levels 5 and 6 over this limit, they will not be eligible for the award of BSc (Hons) In Business Information Systems. 6.4 Suspending from the course The University allows a student to suspend from their course for a period of one academic year. 54

55 If you think you need to suspend your studies you are advised to contact the Academic Registry and speak to a Student Adviser or the Students Union before making any final decision. You need to make yourself aware of any financial implications your decision might have and bear in mind the maximum periods of registration for the course. It is then your responsibility to: a. Discuss the suspension with your Course Leader or Personal Tutor b. Inform the Academic Registry of your decision in writing c. Contact the Course Leader and Academic Registry Office 6-8 time weeks prior to the enrolment period. Please see contact the Academic Registry for full details of the regulations on suspension, which gives information on liability for fees and implications for any deferred or referred assessments. 6.5 Withdrawing from the course If you decide to withdraw from the course please speak to your Course leader or a student advisor before making a final decision. Once you have decided to leave the course, it is your responsibility to inform the Academic Registry Office in writing of your decision. You should be aware that if you withdraw from the course you may be liable for the payment of the full tuition fee for that semester/academic year. 6.6 Changing course If you want to change your course for another within the University, you must discuss this request with both your current Course Leader. It is also recommended that you speak to a Academic Advisor. It is then your responsibility to ensure that you have obtained the full agreement from both your current and the new Course Leader and completed the standard form, which is available from the Academic Registrars office. This process must be completed before changing course. There is no guarantee that once you have been accepted onto one course at the University that you will be able to transfer to another. Please contact the Academic Registrars office for further information. 6.7 Complaints procedure The University is committed to providing a good quality service to students. However, it is acknowledged that there may be times when individuals may experience a quality of academic or service delivery which they feel falls short of the standard reasonable expected by the University. In such cases, you may feel that it is necessary to make a written submission setting out your concerns. You will find information on the procedure for making complaints on the universities intranet Academic Registrars Office 7 Course regulations 7.1 How your degree is classified The University normally determines the classification of undergraduate degree in accordance with the following mark and credit ranges: 55

56 First: An average of 70% or above in the best 105 credits at Credit Level 6, with an average of 60% or above in the next best 105 credits at Credit Levels 5 and 6. Upper Second: An average of 60% or above in the best 105 credits at Credit Level 6, with an average of 50% or above in the next best 105 credits at Credit Levels 5 and 6. Lower Second: An average of 50% or above in the best 105 credits at Credit Level 6, with an average of 40% or above in the next best 105 credits at Credit Levels 5 and 6. Third: An average of 40% or above in the best 210 credits at Credit Levels 5 and 6. The University of Westminster Student Records System automatically calculates the recommended Degree classification of the report for the Conferment Board s. However, the final Degree classification agreed through the assessment process is a matter of academic judgement, following and consultation with the External Examiners for the course, as appropriate. 7.2 Intermediate Awards Students who are unable or do not wish to complete the BSc (Hons) Business Information Systems, may be eligible to claim an intermediate award as described below. If a student plans (for whatever reason) to leave the course for which they are registered and therefore wants to claim an intermediate award, they must notify the Academic Registry in writing. The University will then confer any intermediate award for which they are eligible at the next available opportunity. A student shall not normally be allowed to claim more than one award within the same undergraduate course scheme BSc in Business Information Systems To be eligible for the award of an unclassified Degree, a student must have: a) obtained at least 300 credits including: - passed 75 credits at Level Four or higher and achieved at least condoned credit in each of the remaining modules worth 45 credits at Level 4; and - passed a minimum of 120 credits at Level 5 or higher; and - passed a minimum of 60 credits at Level 6 or higher. b) satisfied the requirements contained within any course specific regulations for the relevant course scheme Please state any course specific requirements which are proposed/have been approved by a University Validation Panel. c) The University may award: - a Non-Honours degree with Merit to a student whose marks average at least 60% across the best 150 credits passed at Credit Levels 5 and 6. - a Non-Honours degree with Distinction to a student whose marks average at least 70% across the best 150 credits at Credit Levels 5 and Diploma of Higher Education in Business Information Systems To be eligible for the award of a Diploma of Higher Education, a student must have: 56

57 a) obtained at least 240 credits including: - a minimum of 120 credits at Level 4 or higher, of which no more than 15 shall be condoned; and - passed a minimum of 120 credits at Level 5 or higher; and b) satisfied the requirements contained within any course specific regulations for the relevant course scheme. Please state any course specific requirements which are proposed/have been approved by a University Validation Panel. c) The University may award: - a Diploma in Higher Education with Merit to a student whose marks average at least 60% across the best 105 credits at Credit Level 5 or higher. - a Diploma of Higher Education with Distinction to a student whose marks average at least 70% across the best 105 credits at Credit Level 5 or higher Certificate of Higher Education in Business Information Systems To qualify for the award of a Certificate of Higher Education, a student must have: a) passed at least 120 credits at Credit Level 4 or higher; and; b) satisfied the requirements contained within any course specific regulations for the relevant course scheme. Please state any course specific requirements which are proposed/have been approved by a University Validation Panel. c) The University may award: - a Certificate of Higher Education with Merit to a student whose marks average at least 60% across the best 105 credits; - a Certificate of Higher Education with Distinction to a student whose marks average at least 70% across the best 105 credits; 7.3 Maximum periods of registration The University normally expects a student to complete their award within the following maximum periods of registration (in years) including any period of suspension of studies. Full-time Study Cert HE 3 5 Dip HE 5 6 Degree 6 8 Honours degree 6 8 Degree/Honours degree including placement / year abroad 7 9 Part-time Study If a student is following a mixed mode programme of (part-time and full-time study) the maximum period of registration will apply as if they were studying part time. 57

58 7.4 Exclusion from the course on academic grounds In certain circumstances, usually where students have failed a significant proportion of modules attempted, a student may be excluded from their course on academic grounds. Please refer to the Modular Framework for Undergraduate Courses published in the current Handbook of Academic Regulations for further details. This is available on the Academic Services Department website westminster.ac.uk/academic-regulations. 8 Your rights and responsibilities as a student The University s Essential information undergraduate student guide is available at This includes information on your rights and responsibilities as a student of the University and it is important that you make yourself aware of these rights and responsibilities. The University s rules and regulations are published in the interests of fairness, consistency and transparency. Your signature on the enrolment form signifies that you undertake to abide by the University s regulations. It is therefore important that you take the time to read and understand them. The University Handbook of Academic Regulations is available at 58

59 9 Module Proformas Level IV Data Analysis and Information Management in Business Fundamentals of Programming Introduction to Web Publishing Fundamentals of Information Technology Environment of Business Organisational Behaviour Business Communications Mathematics for Economists Fundamentals of Finance and Accounting Level V Database Systems Development Systems Analysis and Design Information Systems Management Network Operations Software Design Patterns Cost and Financial Management Human Resource Management Advanced Topics in Marketing Research Methods Level VI Business Information Systems Project Web Application Development Strategic Management of Information Systems Decision Support and Data Mining Database Management Project Management Core Core Core Option Option Option Option Option Option Core Core Option Option Option Option Option Option Option Core Core Option Option Option Option 59

60 Full Module Title: DATA ANALYSIS AND INFORMATION MANAGEMENT IN BUSINESS Short Module Title: Data Analysis and Information Management Module Code: EUZC405 Credit Level: 4 Credit Value: 30 Length: 2 Semesters School and Department: WUIT Module Leader(s): Rustam Sulaymanov, Jasurbek Yahshiev Extension: 471 Host course: BA (Hons) in Business Adminstration / BSc (Hons) in BIS [email protected] [email protected] Status: Core Subject Board: BA (Hons) in Business Adminstration / BSc (Hons) in BIS Pre-requisites: None Co-requisites: None Assessment: Coursework/Portfolio 100% Special features: None Access restrictions: None Summary of Module content: In the module students learn how to perform quantitative analysis of business data with computer applications as well as about basic concepts of information management and information systems and how they are used in business decision making process. Key words: Data analysis, descriptive statistics, computer applications, information systems. Module Aims: To foster confidence in students in their ability to harness the power of numerical and other information in a business context; To prepare students to understand the role data analysis and information systems play in the management of organisations; To develop in students a critical awareness of the limitations of data analysis; 60

61 To provide the student with an understanding of the quantitative concepts, and to develop their competence in the application of mathematical techniques, relevant to the monitoring of the business environment and the management of the organisation; To develop the competence of the student in the use of relevant computer software to analyse data and manage information; To provide the students with an understanding of how businesses can be seen as systems; To develop an understanding of how information is collected, synthesized and used by business; To prepare the students to appreciate the contribution of information systems to functional areas of business; To introduce the students to the basic concepts of relational databases; To provide that the students understand the concepts of information systems development and communication. Learning outcomes: On completion of this module, the student should be able to: 1. Identify and access the main internal and external sources of data and methods of data collection relevant to the business organisation; 2. Gather, filter and manipulate relevant data for presentation and quantitative analysis using computer applications; 3. Select and apply appropriate, simple modelling and forecasting methods as well as mathematical techniques in a range of commonly occurring business situations; 4. Interpret results in a business context ; 5. Communicate results in an appropriate format with regard to audience and desired effect using computer applications as appropriate; 6. Identify priorities and allocate tasks within a group; 7. Describe the nature and use of information systems in business, 8. Identify basic concepts of information system development 9. Demonstrate practical experience of implementing simple information system application Indicative syllabus content: Role of information in management; Sources of data, desk and field research, cost-benefit analysis of research, collection of data, survey methods; Normal Distribution Basic introduction and calculating normal probabilities Management statistics (averages and measures of variation); Modelling (bivariate correlation and regression); Forecasting (moving average time-series model); Planning (graphical solution of linear programming problems); Business mathematics (application of linear equations e.g. break-even, non-linear equations e.g. profit maximisation based on simple quadratics). 61

62 Distinction between data and information and the principal ways in which data is codified; Sources of data in business How information is collected in business, then synthesised and communicated. Value of information and protection of data Definition of an Information System; main hardware and software components of an IS; networks; security issues Basic system concepts and definitions including sub-systems, components, boundaries, networks, hard and soft systems, emergent properties and behaviour. Business systems as they operate in the main functional areas of business. Types of information systems. Practical and applied overview of basic information systems development including considerations of appropriate technologies such as databases and spreadsheets. Steps of systems development: the traditional waterfall model Contribution of modern technologies and networking to business information systems. Teaching and Learning Methods: The module will be delivered within two separate but inter-linked subject sections quantitative analysis of business data and information management in business environment. This will provide students an integrated approach to more thorough and in-depth understanding of the role of business data and information, data analysis and information management for business decision making. In the first section the module will focus on information management concepts. The lectures are used to outline the main concepts of information systems and information management in business environment. In tutorials students will be given exercises where they are required to find solution to various information management problems using systems thinking. They incorporate element of real time information management, elements of systems design, database applications. MS Access software will be used to teach the basics of database development. The second section will teach students on techniques of data analysis in business context and use of necessary computer applications for this purpose. The section will be taught using a problem-solving approach in order to emphasise how quantitative analysis techniques are relevant in the business and management environment. A spreadsheet software will be used for quantitative analysis with the emphasis on interpretation but not on calculation. Students will work with pre-prepared spreadsheet material to develop understanding of the underlying concepts. Lectures will provide the underpinning knowledge required, while practical tutorials in computer classes will allow students to develop competence in the application of data analysis techniques to business problems. The module will consist of weekly sessions of a mix lecture and workshops. Within teaching weeks Guided Independent Study weeks will be organised in order to involve students in additional activities to strengthen their independent learning and problem solving and group working skills. Assessment Rationale: The module will composed of 100% Portfolio which students have to produce thought the year and will be based on a practical case. To assess students ability to apply data analysis techniques in business context using computer applications and understanding of fundamental concepts of information systems in business environment. Part of the task can be done in 62

63 groups which will require students to gather and analyse business data, and present findings in a business manner using appropriately computer software applications. Several draft submissions will be required for the students to get the feedback from the tutors so to demonstrate progress toward identified outcomes. Assessment criteria: Numerical calculations will be judged for accuracy and approach and appropriate application of computer software. Presentation skills will be measured for content and effect. The assessment will assess the students understanding of the nature of IS in Business and their ability to develop simple applications for data using a simple database and a spreadsheet application (such as for example Access and Excel). Assessment Methods and Weightings: Assessment Description Weighting Learning Outcomes CW/Portfolio Collection, analysis and inclass 100% 1-9 presentation of data. Create a simple IS application from a supplied data model. Interpretation of results in business context. Reflection of the work done. Please note that qualifying mark for all components is 30% Essential Reading 1. Business Information Systems: Analysis, Design and Practice (2008), Financial Times/ Prentice Hall; 6 edition 2. Morris, C. (2003) Quantitative Approaches in Business Studies, 6th edition, Pearson Education 3. Curwin, J. & Slater, R. (2002) Quantitative Methods for Business Decisions, 5th edition, Thomson 4. Swift, L. (2001) Quantitative Methods for Business, Management & Finance, Palgrave 5. Burton, G., Carrol, G. & Wall, S. (2002) Quantitative Methods for Business & Economics, 2nd edition Financial Times / Prentice Hall 6. Wisniewski, M. & Stead, R. (1996) Foundation Quantitative Methods for Business, Financial Times / Prentice Hall. 7. Thomas, R. (1997) Quantitative Methods for Business Studies, Financial Times / Prentice Hall 8. Bocij, P., Chaffey, D., Greasley, A. and Hickie, S. (2003) Business Information Systems,2 nd edition, Prentice Hall Further Reading 1. Bancroft, G. & Fletcher, M. (1998) Improve your Maths, McGraw-Addison-Wesley. 2. Chapman, M, & Wykes C. (1996) Plain Figures, HMSO 63

64 3. Parker, D. (1994) Tackling Coursework Assignments, Projects, Reports & Presentations, Letts Educational 4. Checkland, P. (1981) Systems thinking: Systems Practice, Wiley 5. Harry,M. (2001) Business Information: a systems approach, 3 rd edition, Prentice Hall 6. Waring, A. (2001) Practical Systems Thinking, Thomson 7. Richie, B., Marshall, D., Eardly, A. (1998) Information Systems in Business, Thompson Business Press. Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 64

65 Full Module Title: FUNDAMENTALS OF PROGRAMMING Short Module Title: FP Module Code: EUZC400 Credit Level: 4 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Vasiliy Kuznetsov Host course: BSc (Hons) in Business Information Systems Extension: [email protected] Status: Core Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: None Co-requisites: None Assessment: Time constraint lab tests 30%, Coursework 40%, Examination 30% Special features: None Access restrictions: None Summary of Module content: The module introduces basics of programming, fundamental data structures and classical algorithms for searching and sorting, computer architecture and number systems, and traditional software development methodologies. Emphasis is placed on practical experience with a suitable programming language. Module Aims: The module aims are to provide students with fundamental understanding of computer architecture, to introduce students to an object based, event driven programming language, to introduce basic algorithms and data structures and demonstrate how algorithms and data structures could be applied to solve real world problems using an appropriate language, to produce simple prototypes, and to raise the awareness of existence of different software development methodologies. Learning outcomes: After completing this module the student should be able to: 1. produce syntactically correct and functional program 65

66 2. identify the various activities involved in translating a given problem into a corresponding executable program 3. understand and implement fundamental data structures using classes 4. understand and implement the concept of persistence in relation to objects 5. comprehend some of the classical algorithms for sorting and searching 6. understand binary, hexadecimal number system, perform calculations and conversions between numbering systems. 7. discuss the problems inherent in different software development methodologies Indicative syllabus content: The requirements of a prototyping language, and how some current commercial languages fulfil these requirements. Key concepts of programming languages incorporating programming structures, data types, procedures, debugging and testing. Issues associated with event driven programming. Creation of a simple relational database, execution of SQL queries from the designed interface, and concept of persisting objects to databases Design for a user interface, and coding the functionality required to produce a working prototype. Overview of numbering systems including number representations and conversions; binary variables including logic expressions and simplifications of binary variables; binary arithmetic, signed numbers; multiple precision arithmetic, floating point representation and manipulation. Hexadecimal numbering system. Algebra, set theory General overview of computer organization, processor architecture, memory. Classification of programming languages, difference between compiled and interpreted programming languages. Relationship between data structures and algorithms; standard algorithms for searching, sorting. Perform elementary analysis of algorithm complexity. Specification and implementation of fundamental data structures (such as stacks, queues, trees) Teaching and Learning Methods: The module will consist of weekly sessions of a mix lecture and tutorials. Within teaching weeks Guided Independent Study weeks will be organised in order to involve students in additional activities to strengthen their independent learning and problem solving and group working skills. Lectures will introduce key concepts while tutorials will have a very practical focus, based on problem solving. Exercises will be set in the lectures and students will be expected to develop and present their practical solutions during the tutorial sessions. Assessment Rationale: The module will be assessed by means of two PC Lab tests, 1 coursework and an examination. The tests will be time constrained and will require students to apply knowledge and skills acquired on the module to solve given problems. The coursework will enable students to use their understanding of different data structures and algorithms to solve real life problems. 66

67 The exam will assess some theoretical aspects of the module not covered in the coursework or tests. Assessment criteria: PCLAB test 1 This will be a time constrained closed book assignment in the PC laboratory. Students will be expected to produce and test simple code that follows standard conventions. [1] PCLAB test 2 This will also be a time constrained closed book assignment in the PC laboratory. The scenario presented to the students will be more complex and will involve classes. [1,2] Coursework 1 This will be an individual assignment; students will be given a case study and will be required to develop a solution program in appropriate programming language that will use suitable algorithms and data structures. [3,4] Exam Final exam will cover all the theoretical aspects of the module [2,5,6,7] Assessment Methods and Weightings: Component Unit Weight Learning Outcomes PC LAB test Practical test 1 Description 30% 1, 2 Students will be given some simple problems that they will need to solve by producing a simple computer program and that involves methods and classes. Coursework Individual 40% 3, 4 Students will be given a scenario (with solution outline that should guide students to the correct solution, e.g. suggest algorithms/data structures) that will require students to develop their own algorithms, implement and use standard algorithms and use various data structures studied on the module sessions. Students also will be required to use databases to produce a fully functioning software. Exam Unseen written examination 30% 2,5,6,7 Covers theoretical aspects of the module, assess broader issues of understanding. Please note that qualifying mark for all components is 30% Sources: Essential Reading Fred Barwell, Richard Blair, Jonaton Crossland, Professional VB.NET ( Second edition) Fred Barwell, Richard Blair, Jonaton Crossland Beginning VB.NET (Second edition) Mc-Millan, M. Data Structures and Algorithms using VB.NET, 2005 Pandit M., How Computers Really Work, MCGraw-Hill,

68 Further Reading McConnell, S., (1996) Rapid Development: Taming Wild Software Schedules, Microsoft Press Beekman G., Computer Confluence (4 th Ed), Prentice Hall, 2001 Brookshear J. G., Computer science an overview, Pearson Education, 2003 Callan R., Mathematics for computing, Ashford Colour Press, UK, 1998 Lipschutz S., Essential Computer Mathematics, McGraw-Hill, 198 Schaums Outline of Fundamentals of SQL Programming (Schaum's Outline Series) by Ramon Mata- Toledo and Pauline K Cushman (Paperback - 1 Sep 2000) Introduction to Java Programming: Core Version: Fundamentals First by Y Daniel Liang, 2006 Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 68

69 Full Module Title: INTRODUCTION TO WEB PUBLISHING Short Module Title: IWP Module Code: 2UZB409 Credit Level: 4 Credit Value: 15 Length: 2 Semester School and Department: WIUT Module Leader(s): Extension: Aleksey Redninskiy 442 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Core Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: None Co-requisites: None Assessment: In-module individual assessment 60%, End-of-module exam 40% Special features: None Access restrictions: None Summary of Module content: The Internet and the World Wide Web have become key tools in the world of commerce and in the community. Web design and publishing have been and will continue to be fundamental to the success of the Internet. This module aims to give students an understanding of the technology that underpins the Internet, together with practical experience of designing and constructing a non-transactional website Module Aims: provide students with an understanding of Internet and World Wide Web technologies develop website design and construction skills through the use of appropriate and current web languages and tools. enable students to analyse and evaluate commercial website designs and functions provide students with an awareness of e-commerce business models and issues Learning Outcomes On completion of this module, the successful student should be able to: 1. discuss the elements of good website design. 2. develop a site plan and design strategy. 3. develop a site design and implementation plan. 4. construct, test and publish a functioning website using both hand coding and appropriate software tools. 5. select and use a website construction tool. 69

70 6. evaluate the design of commercial websites. 7. discuss the use of the Internet in e-commerce and its associated issues. Indicative syllabus content History of the Internet and the World Wide Web. Internet infrastructure and environment. Demographics of usage. Management and governance. Internet services. An overview of HTML and variants such as XHTML, website construction and publishing tools. Students will also be presented with an introduction to XML and CSS concepts. Website planning. Goals and objectives. Audience profiling. Design and construction strategies. Maintenance and monitoring. Navigation and site structures. Management of design and construction process. e-business models. e-business issues. Security and privacy. Political and cultural issues. Teaching and Learning methods Teaching methods will include lectures, discussions, and interactive tutorials. Seminars will focus on the development of web page construction and publishing skills. These will consist of tutorials in the use of more than one Web development tool and will help to prepare students for the in-module assessment. Assessment criteria The in-module assignment has been developed to test some of the learning outcomes of the module, to provide students with a chance to develop a rigorous and carefully developed piece of work, and to gain a first hand understanding of the issues involved in planning, designing and constructing a simple website. The end-of-module examination is designed to test their ability to retrieve, understand and apply theory to specific issues and problems, and to be able to conduct this analysis under a time constraint. Assessment methods and weighting The precise learning outcomes assessed are listed below: Assessment Description Weighting Learning Outcomes Coursework Plan, design and 60% 2, 3, 4, 5, 6 construction of nontransactional website Examination Essay type questions 40% 1, 7 Please note that qualifying mark for all components is 30% SOURCES Essential Reading Ozz E. (2002) Foundations of e-commerce Prentice Hall Further Reading Castro, E.(2002) HTML and XHTML Peachpit Press Cato, J. (2002) User-centred Web Design Addison Wesley 70

71 Rosenfield, L. and Morville, P. (2002) Information Architecture for the World Wide Web O Reilly Other Resources Students will be provided with online module support. Students will also use a number of online research and assignment resources. Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 71

72 Full Module Title: FUNDAMENTALS OF INFORMATION TECHNOLOGY Short Module Title: FIT Module Code: EUZC407 Credit Level: 4 Credit Value: 15 Length: 2 Semester School and Department: WIUT Module Leader(s): Extension: Olga Yugay 432 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Option Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: None Co-requisites: None Assessment: Coursework 40%, Final exam 60% Special features: None Access restrictions: None Summary of Module content: This module introduces core information technology concepts and its components, characteristic of computers, evolution of computers, generations, classification, applications of computers. Module aims To make a student familiar with main information technology concepts and directions as advanced IT users Learning outcomes After completing this course, a student is expected 1. to have strong understanding of information technology concepts and be able to explain its various components 2. to be able to easily differentiate between computer hardware and software 3. to understands the numerical processes run within computer system 4. to apply acquired knowledge in future workplaces as advanced IT users Indicative content Characteristics of Computers Computer Generations Types of Computers Digital Block Diagram and different units 72

73 Input, Output, Storage and process Devices Number Systems Non Positional Number System Positional Number System (Binary, Octal, Hexadecimal Number Systems) Conversion of One Number System to Another BCD, EBCDIC, ASCII Memory Managements Primary Storages Storage Capacity : Bit, Byte, MB, KB, GB, TB RAM, ROM, PROM, EPROM Cache Memory, function of Cache Memory Secondary Storages: Floppy Disc, CD, DVD, Hard Disk, Pen Drive Punch Card, Magnetic Tape, Magnetic Disk, Operating System Definition and Functions Evolution of Operating System Types of Operating System Difference between Windows and Open source Operating System Batch Processing, Spooling, Multiprocessing, Multiprogramming, Time- Sharing, On-Line Processing, Real-Time Processing, Networking Introduction, LAN, WAN, MAN, Intranet, Internet Internet Topologies OSI Model (Seven layers) Communication Media Practical Approach Computer Assembly Handling Boot Setup Installation of Operating System and Server Connecting your client to server User and Workgroup Handling Teaching and Learning Methods: The contact time for the module comprises lectures and tutorials each of 2 hours duration. Lectures will introduce key concepts while tutorials will have a very practical focus, based on problem solving. Exercises will be set in the lectures and students will be expected to develop and present their practical solutions during the tutorial sessions. Exercises will be set in the lectures and students will be expected to develop and present their prototypes and certain algorithms and data structures during the tutorial sessions. 73

74 Assessment Rationale: The module will be assessed by means of a coursework and an examination. The coursework will enable students to use their understanding of different aspects of information technology. The exam will assess some theoretical aspects of the module not covered in the coursework. Assessment criteria: Coursework Students will be assessed on their ability to produce a comprehensive paper explaining various concepts of computer science. Exam Final exam will assess all the theoretical aspects of the module Assessment Methods and Weightings: Component Description Weight Learning Outcomes Coursework Students are required 40% 1 to produce a paper explaining various concepts of computer science. Exam Covers theoretical 60% 1-4 aspects of the module, assess broader issues of understanding. Please note that qualifying mark for all components is 30% Sources: Snyder, Lawrence Fluency with information technology: Skills, concepts, and capabilities.3rd Edition. Boston: Addison-Wesley. ISBN: New Perspectives Computer Concepts 2010 Comprehensive (with BookOnCD), Parsons & Oja, ISBN Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 74

75 Full Module Title: ENVIRONMENT OF BUSINESS Short Module Title: EB Module Code: BUZB400 Credit Level: 4 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Gulnaz Bektemirova Host course: BA (Hons) Business Administration Extension: Status: Option Subject Board: BA (Hons) Business Administration Pre-requisites: None Co-requisites: None Assessment: Coursework 1, Individual Assignment 30%, Coursework 2, Individual Assignment 30%, Coursework 3, Individual Assignment 40% Special features: None Access restrictions: None Summary of Module content: This module is designed to give general knowledge and understanding of major forces shaping businesses today: market forces, legal and economic forces. MODULE AIMS The module provides students with an introduction to external factors from economics and law that greatly impact the way a business or organisation operates. It is designed not only to provide an elementary foundation of understanding of these external factors but also provides an opportunity to explore the fundamentals of marketing in the context of these external factors. LEARNING OUTCOMES On completion of this module, the successful student should be able to: 75

76 1. Describe how markets determine prices and the impacts that markets and market prices have on organisations in relation to their costs and competitive behaviour. 2. Describe the nature, role and significance of law and legal systems to business and organizations locally and globally. 3. Describe the marketing tools and techniques business and organisations used to help navigate economic and legal environments to be able to promote themselves. 4. To analyse a contextual situation and demonstrate their understanding of how market prices and legal restrictions determine a marketing activity or strategy of an organization. INDICATIVE SYLLABUS CONTENT The following topics may be covered and are not limited to: Competitive markets; determination of market prices. Imperfect competition monopoly and oligopoly. Markets for resources labour market; Market failure; govt. intervention in the market E.g. competition policy; regulation. Macro-economic environment: macroeconomic objectives; measuring national income; government polices relating to aggregate demand. Unemployment: causes and effects; Government policy. Inflation: causes & effects; Government policy. Balance of payments & exchange rates: impacts upon businesses. Government policy. Contract law, formation of contracts, contractual terms, void and voidable contracts, discharge and remedies. Property law, different types of property rights, grounds for establishment of property rights; Business organisations, nature, formation and operation of business organisations. Financial and management structure, dissolution of business organisations; Marketing as exchange; marketing mindset and concept; role of marketing in society. Outline of marketing planning process; The marketing environment; services, business-to-business and international marketing; contextual implications. Understanding of data collection, use, and research in marketing. TEACHING AND LEARNING METHODS Teaching will involve lectures that will provide the concepts, models and frameworks required to understand the subject; seminars and guided activities that will enable students to apply the theory and models to a variety of situations that may arise within the environment that the business us surrounded by. ASSESSMENT RATIONALE All three assessments will measure the students understanding of the concepts necessary for analysis of the business environment, and their ability to apply that knowledge and expertise to markets through an analysis of specific products and/or industries. The first two assessments will consist of the individual coursework, which will enable the students to demonstrate their skills and level of subject expertise they have mastered. The presentations within the last, third 76

77 assessment component along with the paper based copy of the same coursework will give an opportunity to students to demonstrate their presentation skills along with their writing skills, and thus will create stimulus for improving those skills. ASSESSMENT CRITERIA Correctness and accuracy of knowledge in terms of basic business law, general marketing principles and economic theories that effect business and organization operations.. ASSESSMENT METHODS AND WEIGHTING Assessment Description Weighting Learning Outcomes Student Time In-module individual coursework 1 In-module individual coursework 2 In-module individual coursework 3 Written assignment 30% 1 40 hours Case study 30% 2 40 hours TOTAL 40% 3, 4 50 hours Including: Written Assignment Presentation 30% 10% Please note that qualifying mark for all components is 30% INDICATIVE READING 1. Cook, M. & Farquharson, C. (2002) Business Economics - Strategy and Applications, Pitman, 2 nd. Edition, Pitman 2. Hornby, W. Gammie, & Wall, S. (2001) Business Economics, FT Prentice Hall, 2 nd Edition FT Prentice Hall 3. Sloman, J. & Sutcliffe, M. (2001) Economics for Business, 2 nd Edition FT Prentice Hall 4. McAleese, D. (2001) Economics for Business, 2 nd Edition FT Pearson 5. Worthington, I. Britton, C. & Rees, A. (2001) Economics for Business, FT Prentice Hall 6. Keenan D & Riches S., (2002) Business Law, England, Pearson Education Ltd; 7. Harris Ph., (2002) An Introduction to Business Law, 6th edition, London, Butterworths; 8. Brassington, F. & Pettit, S. (2003). Principles of Marketing, 3 rd ed., London: Pearson Education 9. Dibb, S., & Simkin, L. (2001). Marketing Briefs. A Revision and Study Guide. London: Butterworth-Heinemann 10. Kotler, P. & Armstrong, G. (1996). Principles of Marketing. 7 th ed. London: Pearson Education 77

78 Web-sites: Date of Initial Validation: Date of CASG approved modifications: Date of revalidation/review: April

79 79

80 Full Module Title: ORGANISATIONAL BEHAVIOUR Short Module Title: OB Module Code: 2UZB401 Credit Level: 4 Credit Value: 15 Length: 1 Semester School and Department: WIUT Module Leader(s): Elnora Mirzalieva Host course: BA (Hons) Business Administration Status:Option Subject Board: BA (Hons) Business Administration Pre-requisites: None Co-requisites: None Assessment: Coursework 50% / Final exam 50% Special features: None Access restrictions: None Extension: [email protected] Summary of Module content: This module will provide an insight into behaviour and interactions of individuals and groups within organisations and their overriding objectives and goals. Module Aims: To introduce the concept of OB (Organisational Behaviour) and its importance in managing people and organisations. To explore the theories and models applied to study of organisations and make it intelligible to students from a wide range of backgrounds. To stimulate wider interest in human aspect of organisations and its significance. Learning outcomes: On completion of this module, the student should be able to: 1. Define what OB is in individual, group and organisational level and how it contributes to understanding people and their behaviour in organisations. 2. Demonstrate an understanding of theory and research related to current issues and future trends in organizational behaviour. 3. Define individual needs, aspirations and motivation and the collective purpose of organisations; define organisational implications of individual differences, different personality and roles. 4. Explain what attitudes, values, stress, diversity, conflict management, power mean; Define the impact of new technology; Describe the impact of leadership and power in organisations. 80

81 5. Explain the role of human factors, organizational structure and organizational process related to each other. Indicative syllabus content: Studying organisations - Students will explore the various ways in which people and organisations have been studied. Individuals and social differences - The ways in which individuals differ will be described and related to social, cultural and demographic differences. Motivation, job satisfaction and performance will be studied comparatively to needs of individuals and groups. Groups, teams and leadership in an organisation - The importance of groups to people will be analysed and the development of groups and group roles will be discussed. Leadership in organisation - The development of leadership theories will be traced through trait, behavioural and contingency ideas of leadership and different leadership styles discussed. Structures in organizations - Formal and informal organizations in relation to the goals and objectives of each organization. Trends in Organizational behaviour: learning organizations, diversity. Context and processes governing organisations - Theories and models of these concepts will be reviewed. Concepts of conflict and change management described. The impact of culture examined. Organizational culture and change with specific examples Teaching and Learning Methods: Lectures, seminars/tutorials, formative tests and quizzes, end-of-modules test, interactive discussions and simulations. Lectures will introduce key concepts while tutorials will have a very practical focus, based on problem solving. Assessment Rationale: The assessments are designed to measure the ability of students to reproduce and comprehend knowledge on the subject. Assessment criteria: Coursework Students are expected to produce a piece of written work, reflecting on theories and approaches as well as on their own practice. Final exam - Final exam will cover all the aspects of the module applied to a given case. Assessment Methods and Weightings: Assessment Description Weighting Learning Outcomes Student Time Coursework A words 50% 2, 3, 4 15 hours Examination Essay questions, short answer questions. 50% 1, 2, 3, 4, 5 2 ¼ hours Please note that qualifying mark for all components is 30% Sources: 1. Buchanan, D. & Huczynski, A. (2007) Organisational Behaviour: An Introductory Text, 6 th edition Longman Higher Education 2. Arnold, J. and Cooper, C.L. (1998) Work Psychology, FT Prentice Hall 3. Buchananan, D. & Huczynski, A. (1997), Organisational Behaviour, Student Workbook, 3rd edition, Harlow: Prentice Hall. 81

82 4. Brooks, I (2003) Organisational Behaviour, Individuals, Groups and Organisation FT Prentice Hall 5. HNC HND BTEC Business Course Book (2000), Organisations and Behaviour, London: BPP Publishing Limited 6. Greenberg, J. & Baron, R.A. (2000) Behaviour in Organisations Prentice Hall. 7. Grint, K. (1998) The Sociology of Work: An Introduction, Polity Press/Blackwell. 8. Mullins, L. (2002) Management and Organisational Behaviour, 6th edition, Harlow: Pearson Education Limited. 9. Preece, D. and Laurila, J. (2003) Technological Change and Organisational Action, Routledge. 10. Thornhill, Lewis, Millmore and Saunders (2000) Managing Change FT Prentice Hall 11. Robbins, S. (2001) Organizational Behaviour (9th Edition). Englewood Cliffs, NJ: Prentice-Ha Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 82

83 Full Module Title: BUSINESS COMMUNICATIONS Short Module Title: BC Module Code: 2UZB404 Credit Level: 4 Credit Value: 15 Length: 1 Semester School and Department: WIUT Module Leader(s): Olesya Smagina Host course: BA (Hons) Business Administration Status: Core Subject Board: BA (Hons) Business Administration Pre-requisites: None Co-requisites: None Extension: [email protected] Assessment: Component 1 - Written Coursework 30%, Component 2 - Oral Task 30%, Component 3 Endof- module Exam 40% Special features: None Access restrictions: None Summary of Module content: The module introduces students to the way how verbal and non-verbal communication works between people in an organization. Module aims To give students an opportunity to communicate effectively in business. To give students an opportunity to select and use appropriate information for effective business communication. To enable students to reflect on their experience, competencies and attainments in order to compile a C.V. or other appropriate written tasks/documents. To give students experience in giving and receiving appropriate and constructive feedback on interpersonal behaviour Learning outcomes: On completion of this module the student should be able to: 1. Identify, analyse and apply relevant methods of communication. 2. Produce a piece of written work relevant to business communications. 3. Become aware of obstacles and barriers to effective communications and strategies in problem solving. 83

84 4. Structure and present personal ideas in any format (i.e. via oral presentations, meetings, debates, etc) 5. Assess personal experiences, learning and transferable skills in order to construct a personal profile (CV, development plan, etc). 6. Develop necessary skills to be a successful interviewer/interviewee. Indicative syllabus content Communication Process in organizations Identifying and assessing individual skills; describing work and learning experiences; preparing and presenting a C.V. and a development plan Conducting a successful interview Giving a talk Understanding communication styles The processes and pitfalls of interpersonal communication. Nonverbal communication and cultural differences Communication in groups Problem Solving Business Etiquette Types of written communication Teaching and learning method Lectures, seminars/tutorials, formative tests and quizzes, interactive discussions and simulations. Lectures will introduce key concepts while tutorials will have a very practical focus, based on problem solving. Assessment rationale 1. The in-module assessments (a written coursework and an oral task) are designed to measure students ability to communicate orally and in writing 2. The end of module exam evaluates students knowledge of the learning outcomes and the overall concepts covered in the module. Assessment criteria Component 1 Ability to communicate a message and be persuasive Use of appropriate tone and style according to the type of message Well written, well presented and well structured piece of writing Component 2 Content Evidence of research Consistent line of arguments Visual Aids Structure and signposting Fluency and clarity of delivery 84

85 Audience awareness and body language Component 3 The criteria against which the exam is assessed are the ability of the student to understand and reproduce the concepts of business communication. Suggested answers are provided during moderation. Assessment method and weighting: CW1 Component 2 Description Weighting Learning Outcomes Students will prepare a written piece of work that is relevant to their career and development. The task may vary from year to year. An example would be the production of a CV plus covering letter and supporting statement for a job application and constructing some possible questions and answers for a job interview Students will present their personal points of view and ideas on a specific topic in oral format. They will prepare necessary documents they will refer to during their speech. 30% Principle LO 2,5,6 Contributing LO 1 30% Principle LO 3,4 Contributing LO 1 Student Time 20 hours 20 hours Examination Questions based on the concepts of the module and selected reading material on verbal and nonverbal communication. 40% Principle LO 1,2,3 Contributing LO,5,6 2¼ hours + revision time Please note that qualifying mark for all components is 30% Sources: 1. Barker, A. (2002), How to Manage Meetings, Kogan Page Ltd. 2. Barker, A. (2004), Improve your Communciation Skills, Kogan Page Ltd. 3. Bradbury, A. (2004), Successful Presentation Skills, Kogan Page Ltd. 4. Cottrell, S. (1999), The Study Skills Handbook, Palgrave 5. Hamilton, C. with Parker, C. (2001), 6 th edition, Communicating for Results, a Guide for Business & the Professions, Wadsworth 85

86 6. Hamilton, C. (2005), 7 th edition, Communicating for Results, a Guide for Business & the Professions, Wadsworth 7. Hartley, P. and Bruckman G. (2002), Business Communication, Routledge 8. Langford-Wood, N. and Salter, B. (2002), Critical Corporate Communications, Wiley 9. Lesikar, R.V. and Flatley, M.E. (2002), 9 th edition, Basic Business Communication, Tata McGraw Hill 10. Madura J., Introduction to Business, (2004), 3 rd edition, Mason: South-Western 11. Michelli, D. (2002), Assertiveness in a Week, Hodder and Stoughton 12. Mullins L., Management and Organisational Behaviour, 6 th edition (2002), Pearson Education Ltd. 13. Peel, M. and Lamb, J. (2002), Presentation in a Week, Hodder and Stoughton 14. Ribbens, G. and Thompson, R. (2002), Body Language in a Week, Hodder and Stoughton 15. Stanton, N. (1999). Mastering Communication, Macmillian Date of Initial Validation Date of CASG approved modifications Date of revalidation/review 86

87 Full Module Title: FUNDAMENTALS OF FINANCE AND ACCOUNTING Short Module Title: FFA Module Code: 2UZB403 Credit Level: 4 Credit Value: 15 Length: 2 Semester School and Department: WIUT Module Leader(s): Nurmukhammad Yusupov Host course: BA (Hons) Business Administration Status: Option Subject Board: BA (Hons) Business Administration Pre-requisites: None Co-requisites: None Assessment: Coursework 30%; 70% examination Special features: BSc (Hons) Economics (core) Access restrictions: None Extension: [email protected] Summary of Module content: The module will provide students with an introductory course in the fundamentals of finance and accounting. Module aims: The module aims to: To introduce students with a concept of the role of finance and financial markets and the need for financial intermediaries in an economy. Demonstrate the importance of the information system in financial accounting. Identify and appreciate the use of the accounting concepts in fundamental financial accounting. Develop an awareness and understanding of how financial statements are prepared through the accounting cycle process Interpret the link between the accounting standards, accounting concepts, the EU directives and GAAP. Explain the significance of the accounting standards, both UK and international in the preparation of accounting statements. Learning outcomes: 87

88 On completion of this module, the successful student should be able to: 1. Understand the role of financial intermediaries and markets, and identify the nature and operation of financial institutions and markets. 2. Understand financial instruments, allowing for the impact of risk and time. 3. Understand the nature of the financial accounting information system. 4. Appreciate the significance of the accounting cycle process in the preparation of financial statements. 5. Prepare simple profit and loss accounts and balance sheets and appreciate the importance of the cash-flow statement. 6. Have the ability to define main terminology used in published annual accounts. 7. Summarize theories of accounting from a UK perspective and understand the importance of international accounting standards and international harmonization. Indicative syllabus content: Financial institutions and markets: functions of financial intermediaries; financial markets and their efficiency; evolution of financial institutions and markets. Types of financial assets: types of asset; assets and financial investment ratios; the time value of money; Accounting concepts and policies. Accounting cycle: journals, ledgers, adjustments, trial balance. The structure of published company accounts, the profit and loss account, the balance sheet and an initial understanding of the cash flow statement. Interpretation of the financial statements. An initial appreciation of the importance of the fundamental accounting standards. Teaching and learning methods: There will be twelve weekly lectures and twelve weekly seminars, amounting to thirty six contact hours. Lectures will be used to impart knowledge on financial concepts and the financial standards and how these underpin the preparation of the financial statements and provide students with sufficient understanding of accounting to stimulate interest in accounting as a career and / or to aid business planning and control. Seminars will reinforce accounting and finance theory by demonstrating how they are applied in preparing sections of the financial statements and how the concepts taught in the lecture are practically related to accounting by using a series of graded accounting exercises. Assessment criteria: There will be an in-class test for one and a quarter hours which will include multiple choice questions, a number of short questions requiring finance and accounting definitions and the preparation of the profit and loss account and the balance sheet.. This will demonstrate the student s understanding of the nature of financial information and allow them to demonstrate an awareness of accounting and finance theory and also be able to apply it in relation to financial accounting concepts and accounting standards. 88

89 The end of module examination for two and quarter hours will include a compulsory question needing the preparation of a profit and loss account and balance sheet and the answering of a number of short questions in finance and accounting, and some optional questions. In the end of module examination students need to illustrate a sound understanding of the fundamentals of finance and accounting. Assessment methods and weightings: Assessment Component Description Weighting Learning Outcomes Student time Coursework Coursework 30% 3, 4, 5, 6 - Examination Examination with set of 70% 1, 2, 4, 6, 7 2 ¼ hours questions Please note that qualifying mark for all components is 30% Sources: Essential reading Dyson JR Accounting for Non-Accounting Students (5 th edition) 2003 Prentice Hall Mishkin, FS & Eakins, SG (2003), Financial Markets and Institutions, International Edition, 4 th edition, Addison Wesley. Howells, P & Bain, K (2002), The Economics of Money, Banking and Finance, 2 nd edition, Financial Times, Prentice Hall. Howells, P & Bain, K (2000), Financial Markets and Institutions, 3 rd edition, Longman. Pilbeam, K (1998), Finance and Financial Markets, 2 nd edition, Macmillan Business. Further reading: Britton A & Waterson C Financial Accounting (3 rd edtion) 2003 Prentice Hall F Wood & A Sangster, Business Accounting 1, 9 th edition, 2002, FT Prentice Hall. Madura, J (2001), Financial Markets and Institutions, 5 th edition, South Western College Publishing. Miller, RL & Van Hoose, D, (2001), Money, Banking and Financial Markets, South Western College Publishing. Madura, J (2001), International Financial Management, 6 th edition, South Western College Publishing. Brealey, R & Myers, S (2003), Principles of Corporate Finance, International Edition, McGraw Hill Higher Education. Periodical references: Journal of Business Finance and Accounting Journal of Business Finance and Accounting European Finance Review 89

90 The Investor s Chronicle Journal of Money, Banking and Finance Web sites: The Financial Times The London Stock Exchange NYSE Bloomberg Datastream and Thompson Financial The London Stock Exchange ACCA CIMA Date of Initial Validation: Date of CASG approved modifications: Date of revalidation/review: April

91 Full Module Title: MATHEMATICS FOR ECONOMISTS Short Module Title: MATH FOR ECON Module Code: 4UZE404 Credit Level: 4 Credit Value:15 Length: 1 Semester School and Department: WIUT Module Leader(s): Farrukh Ataev Host course: BSc (Hons) Economics Status: Option Subject Board: Economics Pre-requisites: None Co-requisites: None Assessment: In class test 30%, Examination 70% Study abroad: N/A Extension: [email protected] Special features: None Access restrictions: None Summary of Module content: This module will enable students to analyse economic and business decisions using basic mathematical tools. Emphasis will be placed on application of mathematical tools to solve selected economic and business problems and will build on the Classical Mathematics module taught at the foundation level. Students will need to develop an understanding of the techniques of differential calculus. Similarly students will need to understand the principles of Financial Mathematics. MODULE AIMS 1. To introduce relationships between variables in an economic context, exploring linear, nonlinear, logarithmic and other mathematical functions. 2. To explore real world problems in the economic and business spheres using mathematical tools. Some of these will include basic algebra, matrix algebra, calculus, multivariate functions, linear programming and financial mathematics. 3. Economic and business data will be analysed using a spreadsheet package such as EXCEL. 4. The main focus will be on the application of techniques to real world problems in the economic and business spheres. 91

92 LEARNING OUTCOMES On successful completion of the module students will be able to: 1. Demonstrate an understanding of the principles of some mathematical techniques. 2. Apply appropriate mathematical tool/s for solving some problems encountered in economics and business at undergraduate level. 3. Understand the role of spreadsheets in the formulation and solution of economic and business problems. 4. Be able to use appropriate graphs/tables generated from the analysis for inclusion in a management report. INDICATIVE SYLLABUS CONTENT Introduction to relationships between variables-revision of algebraic operations to solve economic problems. Introduction of spreadsheets-excel. Linear and Non Linear functions in economics and business. Use Excel to illustrate affect of changes in one or more component on several functions. Simultaneous equations -demand and supply. Introduction to IS-LM models. Differential Calculus and applications marginal functions, optimisation, and second differentials applied to economic examples. Logarithms and multivariate functions -exponential, hyperbolic and polynomial functions. Multivariate functions partial differentiation. Financial mathematics npv, irr etc. Use of arithmetic & geometric series for application to finance. Excel used to tabulate values and graphical presentation. Matrix algebra economic examples. Linear Programming economic examples. TEACHING AND LEARNING METHODS The module will be taught by a course of weekly lectures and seminars. The lectures will introduce mathematical theory needed for analyses of economic information. Some of the seminars will take place in computer labs using a spreadsheet package such as Excel. Exercises for students to work through (in seminars and at home) will be given out in class. The exercises will focus on the application of mathematical techniques to real world problems in the economic and business spheres. ASSESSMENT RATIONALE The in-module assessment is worth 30%. This will consist of a one hour, open book in-class test covering materials selected from topics 1-7. This will take place in week 8.The final examination is worth 70%. This will test the students grasp of the mathematical techniques used in economics and business. ASSESSMENT CRITERIA In the in-module assessment, students will be expected to use appropriate mathematical tools in the analysis of economic data. Precision and accuracy will be assessed. In the exam, students will work under time constraints to show an understanding of mathematical concepts as applied to economic data and be able to use mathematical techniques for analysis. The main criterion is precision and accuracy as well as the presentation of results for use in management reports using Excel. 92

93 ASSESSMENT METHODS AND WEIGHTINGS Assessment Description Weighting Learning Outcomes Coursework 1 In-module open-book test 30% 1, 2, 4 Final Exam Time-constrained closed examination where students will be tested on topics covered in the whole syllabus. The emphasis is on calculation and interpretation. 70% 1,2,3,4 Please note that qualifying mark for all components is 30% INDICATIVE READING Course Text: Jacques, I, (1999) Mathematics for Economics & Business 3rd edition Wokingham: Addison-Wesley Further reading: Swift, L. (2001) Quantitative Methods for Business, Management and Finance: Palgrave Thomas, R. (1997) Quantitative Methods for Business Studies Prentice Hall Date of Initial Validation: May 2004 Date of approved modifications Date of revalidation/review: May

94 Full Module Title: DATABASE SYSTEMS DEVELOPMENT Short Module Title: DSD Module Code: EUZC507 Credit Level: 5 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Extension: Dmitriy Pochitaev 431 Host course: BSc (Honours) in Business Information Systems [email protected] Status: Core Subject Board: BSc (Honours) in Business Information Systems Pre-requisites: None Co-requisites: None Assessment: Coursework 1 20%, coursework 2 40%, coursework 3 40% Special features: Students will have access and exposure to an appropriate Enterprise level database system such as SQL Server or Oracle Access restrictions: None Summary of Module content: The module provides a practical introduction to the basic concepts and terminology used in the design and implementation of data based information systems. The module provides a solid approach to Database Theory and its Practical perception, investigates the fundamental issues related to Conceptual Data Modelling, Logical Data Models, and Relational Information Retrieval. The module investigates database issues related to data aggregation, query optimisation, web database connectivity, and multi-source databases. Module aims To provide in the foundations of database technology and in the Integration of Databases and Information Systems with the emphasis on the separation between Stand-alone and On-line Systems and related issues like system performance, and data representation. Learning outcomes After completing this module the student will be able to: After completing this module the student will be able to: 1. explain the fundamental concepts of the relational model; 2. relate the conceptual and logical world and vice versa, with the aid of mapping; 3. identify and explain the main components, functions and human roles relating to Database Management Systems 4. validate and improve a logical data model with the aid of functional dependencies; 5. appreciate the limits of the relational model and its current extensions 94

95 6. write queries for aggregating data and formulate queries with unknown conditional values; 7. optimise queries in achieving maximum execution performance; 8. implement constraints as part of base relations or views; 9. report and formulate data according to users specification; 10. attach a database to the Internet for retrieving and storing data through a web interface; 11. analyse and implement issues related to object relational databases; 12. analyse issues related with data integration. Indicative syllabus content Introduction to Information Systems: The nature of data and information, systems theory, information systems and computerised information systems (definitions, components, types) Introduction to Databases: File-based systems, redundancy, the database approach, ANSI- SPARC 3-schema architecture, components and functions of databases management systems. Data models (e.g. Relational Model, E-R Model). Human roles. Database Tools: Using application generators to define, store and manipulate data (e.g. use of Forms, Reports, QBE). Building, testing and evaluating functional prototypes. Relational Data Model: Relational data structure, Domains, Properties of a relation, Relational Keys, Entity Integrity, Referential Integrity, Domain Constraints, Operational Constraints Mapping: Map Entities, Map Binary relationships, Map Ternary relationships, Map Supertype/Subtype relationships Functional Dependencies: Functional Dependencies and Keys, Conceptual Models Construction through Functional Dependencies - database reverse engineering Relational Algebra: Unary Operators, Binary Operators, Additional Operators SQL: DML Implementation of Unary and Binary Operators, SQL DDL. Aggregating Data, Subqueries: Grouping on expressions, Grouping functions, Single row Subqueries, Multiple row Subqueries, Multiple row & Multiple Column Subqueries Query Optimisation: Rules for Heuristic Query Optimisation and cost based query optimization Constraints: Create and maintain Constraints, valid Constraints in SQL DDL Limits of the RD model: inefficiencies of the Relational Data Model and extensions like Object Relational Model for overcoming these limitations Web- Databases: overview of various server side web programming technologies such as CGI protocol, JSP, ASP, ASP.NET. Development of web interfaces for DB using ASP.NET. Examination and assessment of different database systems, techniques and languages. This will include consideration for example of Oracle and SQL3, DML and DDL Data Integration: Introducing Data Federation, Multidatabases, Data Warehousing Teaching and learning methods The module will be taught by a combination of lectures (24 hours) and tutorials (24 hours). However, the substantial effort of teaching students the basics of modeling using the UML, will be delivered in tutorials. During these sessions students will work in smaller groups in the form of supervised workshops. These sessions enable students to develop their practical, technical and analytical skills and to discuss with the tutors their thoughts, ideas and progress within the subject matter. Within teaching weeks Guided Independent Study weeks will be organised in order to involve students in additional activities to strengthen their independent learning and problem solving and group working skills. ASSESSMENT RATIONALE The module will be assessed by a set of courseworks. The courseworks will involve an in class test (20%) and two practical courseworks 40% each. ASSESSMENT CRITERIA The CW 1 will assess the student s ability to satisfy learning outcomes 1,3,4. The practical courseworks will assess the student s ability to satisfy learning outcomes 2, 5,8,10 and

96 ASSESSMENT METHODS AND WEIGHTING Component Unit Weight Learning Outcomes Description CW1 1 20% 1, 3, 4 Students are expected to explain fundamental concepts of the relational model and main components and functions of DBMS, validate and normalize Logical Data Model with the aid of Functional Dependencies CW2 2 40% 2, 5, 6, 8 Students will be given a case study that they will use to develop a Conceptual Data Model map it to Logical Data Model, create relations using SQL DDL, implement constraints as part of base relations or views and retrieve information relevant to user requirements using SQL. CW3 3 40% 7,9,10,11,12 Students will be given a case study that they will use to develop a Database System, and retrieve/store data through a Web-Interface. Please note that qualifying mark for all components is 30% SOURCES Recommended Reading Connolly, Begg & Strachan; Database Systems A Practical Approach to Design, Implementation and Management, Addison-Wesley, ISBN , August 2001 Further Reading Elmarsi Ramez, Navathe Shamkant., Fundamentals of Database Systems, Addison-Wesley, Longman; ISBN , August 1999 Abraham Silberschatz, Henry Korth, S. Sudarshan Database Systems Concepts McGraw Hill, ISBN , October 2001 Kenneth C. Laudon and Jane P. Laudon, (2001) Management Information Systems, ISBN , Prentice Hall Sue Coles and Jenny Rowley, Access 2000: An Advanced Course for Students, Learning Matters, September, 2000 Other Resources SQL - any relational DBMS vendor Date of Initial Validation Date of CASG approved modifications Date of revalidation/review 96

97 Full Module Title: SYSTEMS ANALYSIS AND DESIGN Short Module Title: SAD Module Code: EUZC500 Credit Level: 5 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Extension: Lobar Mukhamedova 432 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Core Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: EUZC405 Data Analysis and Information Management in Business Co-requisites: None Assessment: Coursework 1 50%, Coursework 2 20%, Coursework 3 30% Special features: None Access restrictions: None Summary of Module content: The module will provide learning experience in information systems methodologies and frameworks to grasp the knowledge and skills in organisation, development and design and maintenance of IT services in contemporary business organisations. Module aims To enable students to identify information systems requirements in a way that is sensitive to the needs of the users and to the objectives of the organisation. To allow students to document and model information systems requirements, including the modelling of the data and processes that support these. To provide students with practice in object oriented software development. To identify and document functions within an IS environment. The module explores the concepts of object oriented programming in the context of a Rapid Applications Development environment, and the associated software design techniques. Learning outcomes After completing this module the student will be able to: 1. Work with others, apply a variety of techniques for requirements elicitation (for welldefined problems of medium complexity and restricted scope) 2. Identify, document, and prioritise functional requirements of medium complexity (with some tutor guidance on the scope of the problem). 3. Model the main data that are needed to support a given set of functional requirements 97

98 4. Identify and model the activities, tasks, functions, processes of human activity systems and their supporting information systems (for well-defined problems of medium complexity and restricted scope) 5. Describe and briefly compare different approaches to systems development (e.g. structured and rapid) 6. Discuss the desirable properties of an Object Oriented Programming Language. 7. Design and implement classes in a commercial RAD development environment. 8. Create object based programs which address the problem of persistence of data. INDICATIVE SYLLABUS CONTENT Context Information, systems and information systems. Systems development life-cycles, systems development methods. Decision structure: feasibility study, business systems options. Techniques for Investigation Fact-finding techniques, including JRP workshops, business activity modelling; document, resource and data flow diagrams; requirements definition, requirements analysis and presentation. Data Modelling Data modelling notations: UML and brief introduction to alternative notations (e.g. SSADM, DSDM). Data modelling technique: logical data modelling, relational data analysis. Process Modelling Data Flow modelling, process specification for current and required system. IS Analysis and Design Classes and instances, attributes, operations, and identity. Associations and Multiplicity. Aggregation and Composite objects. Generalisation and Specialisation. Static and Dynamic models. Object interaction diagrams. State charts states, events and transitions. IS Testing Different approaches to testing. How to plan, structure and prepare static and dynamic end-user acceptance testing. IS Implementation Rapid Applications Development and Objects from the Programming Perspective Classes, objects properties, methods and events. Abstraction, Inheritance, Encapsulation, and Polymorphism. Data persistence using object serialization and databases. Teaching and learning methods The contact time of the module comprises lectures and tutorials. The module has a major case-study that is introduced and developed across the lecture program. The case study is used to demonstrate the application of each technique and its use helps the student to perceive the relationships between the different techniques. Most of the tutorials will be based around problem-solving exercises that provide students with practice at the various systems analysis and object-oriented programming techniques. Some exercises will be set a week in advance and where this happens students will be expected to 98

99 prepare an answer in advance of the tutorial. During the first part of the tutorial students will be encouraged to present their answers. The tutor will provide a suggested solution and a discussion of commonly occurring mistakes and other issues that arise. Where time permits follow-up exercises may be undertaken. Other use of tutorial time will include: demonstration of CASE tool and UML modelling software such as Rational Rose, formal in-class assessment, running JRP (joint requirements planning) workshops, development sample system covering major common information system requirements. Tutorial sessions will be held in PC labs and will give students an opportunity to have hands on experience in programming. Assessment rationale The courseworks will present students with a case study and will require them to apply the techniques that they have learnt in class. There is no element of rote learning in this type of assessment: students work mainly at the higher cognitive levels of application, analysis and synthesis. The softer or social aspects of systems analysis revolve around interaction with others and as such cannot be assessed effectively under exam conditions. Hence there will be an element of the assessment that is based around group work undertaken during and between tutorials. Additionally the coursework component of the assessment will include an individual, formative element that is intended to give students practice in and feedback on the techniques that will be covered by the exam. Assessment criteria 1. Working with others, apply a variety of techniques for requirements elicitation (for welldefined problems of medium complexity and restricted scope) level of participation/interaction contribution of ideas adherence to task (where specified) adherence to role (where defined) At this level students are expected to show some initiative and autonomy, but are expected to work within a framework laid down by the tutor rather than managing and organising the group entirely independently. 2. Identify, document (at summary level) and prioritise functional requirements of medium complexity (with some tutor guidance on the scope of the problem) distinguish between functional and non-functional requirements appropriate level of detail relevance to business objectives completeness (with reference to the information supplied by the tutor) 3. Model the main data that are needed to support a given set of functional requirements entities and relationships are consistent with requirements absence of redundancy choice of suitable primary keys consistency between relationships and associated foreign keys 99

100 4. Identify and model the activities, tasks, functions, processes of human activity systems and their supporting information systems (for well-defined problems of medium complexity and restricted scope) accurate and unambiguous naming appropriate granularity/levelling boundary is consistent with information supplied by the tutor accuracy of notation and technical correctness some degree of consistency with other products 5. Describe and briefly compare different approaches to systems development (e.g. structured and rapid) clear and concise acceptable grammar, punctuation and spelling addressing the question offering a rationale or argument 6. Students will be expected to design and implement medium scope business information system for a given specification including: the creation and management of business classes, handling exceptions development of user interface, handlingevents persisting application data using file system and Database Management System. ASSESSMENT METHODS AND WEIGHTINGS Component Unit Weight Learning Outcomes Coursework 1 Group 30% Mainly 1, also 2,4 Description Group work in which students have to find and document requirements for a given scenario Individual 20% 3, 4, 5 Continuation of the above where students have to define the data and processing that support a given set of requirements Coursework 2 Individual 20% 6 Continuation of the above where students have to develop business logic for the given case. Coursework 3 Individual 30% 7, 8 Continuations of the above where students have to finalize the solution developed and present findings in a relevant format. Please note that qualifying mark for all components is 30% 100

101 SOURCES Essential reading Fred Barwell, Richard Blair, Jonaton Crossland, Professional VB.NET ( Second edition) Flynn, D., (1998) Information Systems Requirements: Determination and Analysis, McGrawHill, London Hargrave, D., (1996) SSADM 4+ for Rapid Systems Development, McGrawHill, London Kevin Bowman 2003 Systems Analysis - A beginner's guide Palgrave Macmillan ISBN : X S.Skidmore and M.Eva 2003 Introducing Systems Development Palgrave Macmillan ISBN : M. Lejk and D.Deeks 2003 Systems Analysis Techniques 2 nd Edition Addison Wesley 2ISBN : Robertson and Robertson Mastering the Requirements Addison-Wesley. ISBN M. Fowler, K. Scott, UML Distilled Third Edition Bennett, S., McRobb, S., and Farmer, R.,Object Orientated Systems Analysis and Design using UML, McGraw Hill, 2002 B. Eckel Thinking in Java Third Edition, WWW references (DSDM) Date of Initial Validation Date of CASG approved modifications Date of revalidation/review 101

102 Full Module Title: INFORMATION SYSTEMS MANAGEMENT Short Module Title: ISM Module Code: EUZC508 Credit Level: 5 Credit Value: 15 Length: 1 Semester School and Department: WIUT Module Leader(s): Extension: Olga Yugay 432 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Option Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: 2UZB411 BIS /EUZC405 Data Analysis and Information Management in Business Co-requisites: None Assessment: Coursework 40 %, End-of-module exam 60% Special features: None Access restrictions: None Summary of Module content: The module will provide learning experience in information systems management profession to grasp the knowledge and skills in organisation and maintenance of IT services in contemporary business organisations. Module Aims: To provide an understanding of business organisations in terms of their types and structures, and the information systems needed to enable those business organisations to operate successfully within their environment. To raise awareness of current trends of the information technology and IT-enabled business applications; To foster an understanding of the key concepts of IT infrastructure and approaches for providing and managing this infrastructure; An understanding of the basics of business finance to manage IT services. An awareness of fundamental human resource issues arising in different businesses entities. Learning outcomes: Students should be able to: 1. Identify and describe different types of business organisations and information systems enabling business operations; 2. Understand and evaluate opportunities provided by various IT solutions to businesses; 102

103 3. Structure and plan the implementation of IT services and IT support to business enterprises; 4. Provide an understanding of financial accounting, planning and funding practice, 5. Evaluate IT service performance and the way it is supported by information systems; 6. Identify and apply fundamental human resource issues for managing various aspects of IT services and businesses. 7. Understanding of IT societal issues ethics and legal framework. Indicative syllabus content: The Nature of Business Entities type of business entities and its environment Contemporary IT solutions, IT development trends and impact of technological advances on businesses and markets The Accounting Process and Interpretation of Financial Statements for effective IT service management - Accounting process and interpretation of operating statements and financial transactions; Analysis of financial transactions - capital and revenue, management reporting, recording fixed assets and depreciation; Analysis of profitability, gross and net profit, and evaluation of the financial performance of business entity; Financial planning for the supply of IT services IT service resourcing, costing and budgeting approaches; Capital funding of IT services time value of money, interest rates and cost of capital; Inventory management and stock valuation; Organising sales and marketing in IT services and business business models for IT services; Human resource management in IT services Recruitment, training, reward systems, motivation, staff performance appraisal and management. Societal aspects of IS management ethical and legal issues. Teaching and Learning Methods: The contact time of the module comprises at least 10 lectures and 10 tutorials each of 1½ to 2 hours duration. The emphasis is on students in-class and independent learning activity. Directed reading and individual research, using a range of module textbooks, commentary, IT vendor product information and additional sources. Invitation of guest speakers from the companies who can bring their practical professional experience in the management of IS services in real life companies and enterprises. Student presentations and group discussions on case studies with given tasks in tutorials will reinforce course material. Practical exercises to foster skills and personal abilities in IS specification. During Guided Independent Study weeks students will be provided with additional academic support in the form of out-of-class-teaching activities that help to integrate, reinforce and induce better understanding and deeper learning of students. Assessment Rationale: 103

104 The in-course assessment will require students to make an individual research on a given case study, write a report individually and make an oral presentation highlighting research findings on business nature, IT service implications and its management practice in business entity. The coursework will also consist of accounting and financial planning tasks. Written report and oral presentation will foster the student transferable skills in communication of their ideas/findings an important skill of successful managers - to convince stakeholders of the efficiency of a proposed IT service models. In the final assessment, an examination with a seen case, will have to demonstrate their problem solving and analytical skills in IT service/business resource planning and management Assessment criteria: Individual coursework assessment 40%; Final examination 60%. The coursework will require students to make individual research on a given case study and perform a set of tasks to demonstrate their knowledge and ability of recognising the nature of business and role of IT services in it as well as evaluate financial performance of the business and plan its IT services. Feedback on the coursework will be given in due time after submission, in order to insure that the students get comprehensive feedback to be guided in their learning. Also, students will be expected to make a presentation on their findings that illustrates application of knowledge, research skills, oral communication skills and demonstrate ability to work with a presentation package. Additionally, students will have to demonstrate an ability to answer a range of questions on the topic chosen. The final examination will assess students problem solving, research and analytical abilities relevant to the information systems management profession, in particular resource planning for adequate IS services and evaluation of financial performance of the given IT service/business. Assessment Methods and Weightings: Component Unit Weight Learning Outcomes Description Coursework Individual report (80%) with a presentation of results (20%) 40% 1, 2,3 An individual report in which a student will work on a given case to describe the business nature and impact of IS in business operations, structure and plan adequate IS services to the business case. In addition a student makes a presentation of CW findings. 25 hrs End-of- Module- Examination Sources: Time constrained assessment 60% 3, 4, 5, 6 Examination with a preseen case study examination 2 hrs 15 min Please note that qualifying mark for all components is 30% 1. K Pearlson, C Saunders, Managing and Using Information Systems, 4 th edition, Wiley 2. O Brien, James A., & Marakas, George M. (2008). Management Information Systems, 8th Edition. New York: McGraw-Hill. 104

105 3. Turban, E, McLean, E, & Wetherbe, J (2002), Information Technology for Management Transforming the Business in the Digital Economy (3rd Ed.), John Wiley & Sons, ISBN: Beynon-Davis, P (2002), Information Systems An Introduction in Organisations, Palgrave Macmillan, ISBN: R. M. Stair and G. Reynolds, Principles of Information Systems: A Managerial Approach, Delmar Learning, 2007, ISBN J. O'Brien and G. Marakas. Enterprise information Systems, (13th edition). McGraw-Hill, X 7. D. Boddy, A. Boonstra, and G. Kennedy. Managing Information Systems: An Organisational Approach, (2nd Edition). Prentice Hall, ISBN Britton, A. & Waterson, C. (2003) Financial Accounting (3 rd edition) Prentice Hall 9. Atkinson, Banker, Kaplan & Young (2000) Management Accounting (3 rd Edition) Prentice Hall (Pearson Education 10. Maund, L. (2001) An Introduction to Human Resource Management theory and 11. practice Palgrave 12. Torrington, D., Hall, L. and Taylor, S. (2002) Human Resource Management, (5 th edition) Prentice Hall 13. Laudon, K C & Laudon, J P (2004) 14. Management Information Systems Managing the Digital Firm (8th Ed.), Pearson Education ISBN: B McNurlin, R.Sprague, T. Bui, Information Systems Management, 8 th edition, Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 105

106 Full Module Title: NETWORK OPERATIONS Short Module Title: NO Module Code: 2UZC505 Credit Level: 5 Credit Value: 15 Length: 2 Semester School and Department: WIUT Module Leader(s): Extension: Vasiliy Kuznetsov 432 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Option Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: None Co-requisites: None Assessment: Coursework 40%, Examination 60% Special features: None Access restrictions: None Summary of Module content: Study of LAN topologies; Network Components; The architecture of LANS and WANS.Study of the OSI model and application of standards and protocols; An introduction to communication principles and techniques. Module aims This module begins by considering various network topologies and the components necessary to build enterprise-wide data networks (bridges, hubs, backbones etc.). The architecture of LANs and WANs is then covered before introducing the subject of integrated network management. Standards and standards forming procedures are covered also. Learning outcomes After completing this module the student will be able to: 1. state the nature, uses and basic operational principles of typical local area networks in the private sector and, where applicable, in the public sector; 2. describe the main network devices and their characteristics, state the criteria for their selection, and evaluate which to use in a given situation; 3. identify the key network standards related to the design, implementation and management of local and wide area networks; 4. specify and outline an appropriate network design for a basic distributed information systems environment (with regard to the media used), and justify its suitability; 5. list the layers in the Internet and OSI protocols and describe their function and place them in the context of an enterprise network; 6. explain the operations of network and transport layer protocols; 106

107 7. develop a client-server application working over an appropriate protocol Indicative syllabus content (a) Networking Media Copper, Optical and Wireless media (b) OSI Model 7 layer model (c) LAN Topologies Bus, ring, star (d) Enterprise-wide Data Network Components Bridges, routers, switches, backbones (e.g. hubs, Ethernet switches, FDDI, ATM, LAN emulation); Network operating system functions (e) LAN Architectures Ethernet, Token Ring, emerging high speed architectures (e.g. fast Ethernet) (f) Public and Private Wide Area Networks Interconnected enterprise-wide networks; Packet switching, message switching, routers, gateways (e.g. X.25, Frame Relay, TCP/IP, ISDN, SDH, ATM) (g) Network and Transport Protocols The operation of the network and transport layer in a TCP/IP network, including the differences between TCP and UDP as transport layer protocols, the family of network layer protocols (IP, IPX) (h) Integrated Network Management Configuration, fault, security, performance and accounting management; centralised, distributed and hierarchical approaches; management protocols, management information base (MIB); schema for the representation of MIB objects (i) Standards Standards and standards forming procedures, standards bodies (e.g. ISO, ITU, Internet, IEEE etc.); Distributed Applications Standards (e.g. DNS, SMTP, X.400, X.500) Teaching and learning methods Lectures are used in the module to outline the main concepts to be explored in the module and to impart to the student the information required for the achievement of the learning outcomes. It is anticipated the lecture content will be supplemented by material covered in the seminars and by additional reading by the students. The tutorials are designated as workshops covering both theoretical principles and calculations relating to the covered lectures. Assessment rationale Coursework 40% of the module total: reinforce learning and develop ability of students to identify and analyse the major features of a network system and how they are integrated in a network system and demonstrate their understanding of major networking concepts. 107

108 Exam 60%: comprehensive assessment of students' ability to grasp and explain the module material and apply it to simple problems. Assessment criteria The student will demonstrate the achievement of the learning outcomes by being able to: Identify and explain the use of network hardware components in a given brief Comprehend the underlying concepts in the field Produce suitable technology plan for a given problem Document and justify the process and techniques Demonstrate the knowledge and understanding of operational principles of networks Assessment methods and weightings Assessment Description Weighting Learning Outcomes Coursework Coursework 1 Research exercise network hardware components and network topologies Coursework 2 Problem Solving: Applied problems/ calculations Examination The examination will test the student s knowledge on the theoretical aspect of Network topology and theoretical aspects covered in the module. 20% 2, 3, 4 20% 4, 7 60% 1, 2, 3, 5, 6 Please note that qualifying mark for all components is 30% Essential Reading Behrouz A Forouzan, Data Communications and Networking ISBN Behrouz A Forouzan, TCP/IP Protocol Suite. McGraw-Hill ISBN Further Reading A.Tanenbaum. Computer Networks ISBN Fitzgerald, Dennis. Business Data Communications and Networking Kurose, Rose. Computer Networking. White, Curt. Data Communications & Computer networks a business User s approach Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 108

109 Full Module Title: SOFTWARE DESIGN PATTERNS Short Module Title: SDP Module Code: EUZC510 Credit Level: 5 Credit Value: 15 Length: 1 Semester School and Department: WIUT Module Leader(s): Extension: Djakhongir Makhkamov 432 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Option Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: EUZC400 Fundamentals of Programming Co-requisites: None Assessment: Individual Coursework 40%, Final Exam 60% Special features: None Access restrictions: None Summary of Module content: Software design patterns will equip students with knowledge on a general reusable solution to a commonly occurring problem in software design. It is a description or template for how to solve a problem that can be used in many different situations. Module Aims: This course provides an understanding of software development patterns, particularly to Design Patterns (DP) described by Gang of Four. This module describes recurring solutions to common problems in software design. DP module is for students that are currently pursuing computing related course, and as a pre-requisite it requires the knowledge of any Object-Oriented Programming language and UML. Throughout the course, students will be taught on solving trivial design problems and will have hands-on practice in implementing found design solutions. Learning outcomes: Upon successful completion of this course, students should be able to: 1. Define, describe and illustrate Design Patterns 2. Understand and apply UML and pseudo-code in designing software 3. Use Computer Aided System Engineering tools 4. Design reusable, scalable and robust software architecture and conceptual framework 5. Convert designed framework to pseudo-code 6. Avoid commonly known anti-patterns Indicative syllabus content: 1. Introduction to Patterns, Design Patterns and UML 109

110 2. Creational Patterns: Abstract Factory and Builder Patterns 3. Creational Patterns: Factory Method, Prototype and Singleton Patterns 4. Structural Patterns: Adapter and Bridge Patterns 5. Structural Patterns: Composite and Decorator Patterns 6. Structural Patterns: Façade, Flyweight and Proxy Patterns 7. Behavioural Patterns: Chain of Responsibility and Command Patterns 8. Behavioural Patterns: Interpreter and Iterator Patterns 9. Behavioural Patterns: Mediator, Memento and Observer Patterns 10. Behavioural Patterns: State and Strategy Patterns 11. Behavioural Patterns: Template Method and Visitor Patterns 12. Other Patterns: Concurrency Patterns, Architectural Patterns Teaching and Learning Methods: The contact time for the module comprises 12 lectures and 12 tutorials each of 2 hours duration. Lecturers will introduce key concepts while tutorials will have a very practical focus, based on how students understand the materials of lecture. Exercises will be set in the lectures and students will be expected to develop and present their practical solutions during the tutorial sessions. Assessment Rationale: The coursework will enable students to apply on practice their knowledge to solve real-life software design problems. Students will have an individual assignment to build refined and robust system architecture and design for chosen business case. Assessment criteria: There are 2 major components to the course. The practical aspect of this module will concentrate on individual assignment that will require student to design his/her own software architecture and conceptual framework for chosen business domain, applying the knowledge of Design Patterns. Students must attain the skills of identifying software design problems and finding reusable, scalable and abstract design solutions throughout their coursework assignment. Final exam will involve questions from theory asking students to describe particular Design Pattern in standard template format. Also final exam will include practical case where the students will be required to draw UML diagrams for given domain. Assessment Methods and Weightings: Component Unit Weight Learning Outcomes CW Component 1 Description Individual 40% 3,4,5,6 Students will be given month long coursework, in which they need to produce reusable, scalable, robust and abstract system design for chosen business domain. Final Exam 60% 1,2,5,6 Students will be given theoretical questions asking them to describe given Design Pattern in standard template format. Also students will be required to draw corresponding UML diagrams and write explanatory pseudo-code for given domain applying Design Patterns. Please note that qualifying mark for all components is 30% 110

111 Sources: 1. Design Patterns: Elements of Reusable Object-Oriented Software (ISBN ,), Erich Gamma et al, Gang of Four, Addison-Wesley. 2. UML Distilled Third Edition by Martine Fowler, Addison Wesley Optional: 1. Design Patterns Explained: A New Perspective on Object-Oriented Design, Alan Shalloway et al, Addison-Wesley. 2. Pattern-Oriented Software Architecture: A System of Pattern by Frank Buschmann et al, John Wiley & Sons, Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 111

112 Full Module Title: COST AND FINANCIAL MANAGEMENT Short Module Title: CFM Module Code: BUZE512 Credit Level: 5 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Natalya Muzafarova Extension: [email protected] 471 Host course: BA (Hons) Business Administration Status: Core Subject Board: BA (Hons) Business Administration Pre-requisites: None Co-requisites: None Assessment: Examination 1 50%, Examination 2 50% Study abroad: N/A Special features: None Access restrictions: None Summary of Module content: The role of the module is to introduce students with management accounting and financial management as a decision support tool used to achieve organizational control and effectiveness within company. The module will provide students with a broad knowledge of valuation techniques, from both a domestic and an international perspective, and will introduce the notion of long-term investment and the financial decisions necessary for a management to effectively operate in a modern internationally oriented business. MODULE AIMS The module aims to: To introduce students to the concept of management accounting as a decision-support system within an organizational context; To show the role of accounting information in directing attention and problem solving, thereby achieving organizational control and effectiveness; To provide an appreciation of the role of Management Accounting in an international context Provide an awareness of the role of financial manager, and an understanding of corporate taxes, depreciation methods, financial institutions and instruments. Explain the concept of working capital and cash flow management. Analyze financial statements and evaluate forecasting methods; identify and apply valuation techniques to value financial instruments taking into consideration time value of money and the relationship between risk and return. 112

113 Explain the importance of the cost of capital, and compare alternative methods of capital budgeting and cash flow estimation. Analyze the impact of a capital structure and dividend policy on the value of a firm. Explain the forms of corporate restructuring and diversification methods to eliminate exchange rate risk. LEARNING OUTCOMES On completion of this module, the successful student should be able to: 1. Define management accounting within a broad organizational control context and appreciate the role of management accounting as an information supplier. 2. Evaluate the nature of costs and be able to identify and apply them in a variety of techniques. 3. Apply risk and uncertainty in short-term decision making 4. Apply budgetary techniques mechanism for feedback control and be able to construct a master budget. 5. Develop financial analytical skills, and value certain financial instruments allowing for risk and time factors; 6. Identify key elements of problems and choose appropriate methods of capital budgeting to supplement company s decisions on capital allocation; 7. Evaluate the significance of capital structure and the effect of corporate dividend policy on a firm s value. 8. Identify possible reasons for corporate restructuring, and understand the nature and types of additional risks to which a firm investing internationally may be exposed to. INDICATIVE SYLLABUS CONTENT 1. Management Accounting: Information that creates value 2. Accounting and Finance 3. Cost concepts and cost behaviour 4. Traditional cost management system. Job order costing vs. Process costing 5. Activity Based Cost Management System 6. Variable vs. Absorption costing 7. Cost functions in forecasting and planning. CVP Analysis 8. The budgeting process. Master Budget. 9. Flexible budgets, standard costing and variances analysis. 10. Management Accounting Information for short-term decision making. Process and pricing decisions 11. Motivating behavior in management accounting and control system 12. An Overview of Financial Management. Time Value of Money Annuities and Perpetuities 13. Valuing Stocks and Bonds Risk, return and capital budgeting. (payback, NPV, IRR etc) 15. Cost of Capital. 16. Capital Structure Determination. 113

114 17. Dividend Policy 18. Working capital management 19. Cash and Inventory management 20. Mergers, Acquisitions and Corporate Control. 21. International Financial Management TEACHING AND LEARNING METHODS The module will be taught using a lecture/seminar format where a 1½ hour lecture will be followed by a 1½ hour seminar over a 26 week teaching period. Lectures will be used to: Impart the subject specific knowledge on financial concepts. Cover topics in a structured way, supported by the Module Leader s web page Seminars will be used to: Reinforce various financial concepts highlighted in the lectures by using a problem-based learning approach. Question exercises and mini-case scenarios, to be done in groups and individually, will be given out and will also be made available on the Module Leader s web page. ASSESSMENT RATIONALE The aim of the Mid-module Examination component is to test students overall knowledge gained throughout this module. Also, it tests the knowledge to meet first four learning outcomes of this module. Students should note the following: This is time-constrained examination and will last 2 hours 15 minutes Close book examination where you have to answer problem-solving part consisting of problem-questions and short essay questions. You will also see mini case studies with associated questions. There will be a revision session before the examination The purpose of the End-module Examination is to assess students individual ability to determine their wider knowledge to identify, interpret, analyze, evaluate and justify the optimum investment and financing strategies to a range of short questions and mini case scenarios. The examination format will be designed to mobilize possible modular exemptions from certain professional bodies. The examination is expected to test the last four learning outcomes set out above. ASSESSMENT METHODS AND WEIGHTINGS Assessment Description Weighting Learning Outcomes Examination 1 Time constrained examination 50% 1,2,3,4 Examination 2 Examination with compulsory and optional questions 50% 5,6,7,8, Please note that qualifying mark for all components is 30% 114

115 Full Module Title: HUMAN RESOURCES MANAGEMENT Short Module Title: HRM Module Code: BUZB512 Credit Level: 5 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Mukhammadfoik Bakhadirov Host course: BA (Hons) Business Administration Extension: Status: Core Subject Board: BA (Hons) Business Administration Pre-requisites: None Co-requisites: None Assessment: Group Work 40%, Individual work 30%, Examination 30% Special features: None Access restrictions: None Summary of Module content: This module is aimed to introduce students with practices of HR in modern organisations and to explain how firms gain sustainable competitive advantage through their employees. It focuses on an integration of theories and concepts related to the formulation and implementation of human resource strategies to support business strategies. Students analyze case studies, identify problems and their causes, and propose solutions both orally and in writing. MODULE AIMS To identify the benefits of integrating human resource planning and strategic planning. To explore the activities undertaken in managing the human resources of an organisation, from planning, recruitment and selection of employees through to employees leaving an organisation. To explore the principles and approaches underpinning remuneration policies and evaluate the strengths and weaknesses of different reward systems To identify the choices and constraints for organisations in managing performance and show how reward processes can be managed and contribute to achieving organisational objectives. 115

116 To enable students critically evaluate the situation and apply learned knowledge in solving the real time problems in managing human resources in organisations. To consider the future directions of personnel and human resources management in relation to the context of employment, for example - flatter organisations, flexible working, technology, globalisation, career paths. LEARNING OUTCOMES On completion of this module, the student should be able to: 1. Explain how firms gain sustainable competitive advantage through their employees. 2. Explain the interrelationships among planning, recruitment, training, performance evaluating, compensation, and employment law. 3. Apply learned concepts, principles, and theories in the field of human resources management when developing solutions to human resource management problems in complex real time situations. 4. Use basic statistical techniques to analyze human resources management issues. 5. Construct work rules, policies, and procedures within a functioning organization. 6. Learn the ways of establishing wages, salaries and the whole process of reward management, including methods of determining the relative value of a job. 7. Critically examine the use of assessment and appraisal in performance management and relate performance to compensation and employee development. 8. Critically examine the role of reward (both financial and non-financial) in achieving organisational outcomes. INDICATIVE SYLLABUS CONTENT The Role of Strategic Human Resources Management in achieving Organisational Objectives HR policies and procedures (including Health and Safety issues) Planning for organisational needs for human resources The processes and methods of recruitment and selection Managing performance: assessment, appraisal and reward Job evaluation: measuring the value of tasks and work to an organisation Pay structures and systems Delivering equity and fairness in rewards Contingent pay: motivating staff and rewarding contribution Exploration of the links between reward and theories of motivation (including individual and team reward) Performance management systems Evaluative and developmental aspects of performance appraisal Training and development Career planning Managing knowledge workers Change management and the role of HR in managing change 116

117 TEACHING AND LEARNING METHODS Use of lectures, seminars/tutorials to convey the mandatory topics. Use of real-time case studies in host organisations to promote application, analysis, and solution of organizational problems. Use of formative tests and quizzes, group work and presentation and end-of-modules tests, interactive discussions and simulations. Materials will be given out during the lectures and seminars, however it is highly recommended that the students bring resources to take notes as material presented is limited in its ability to capture all the salient points or critical analysis that may occur in the discussions in the seminars. ASSESSMENT RATIONALE Students will be assessed on the breadth, depth and understanding of theoretical knowledge and the ability to relate this to analysing and developing organisational practice. They will be expected to present their findings by persuasive and convincing arguments in an appropriate format. The coursework assignment will comprise an activity relating to a business situation. It will typically involve answering questions and/or preparing a report for senior management from a case study scenario relating to the reward system of an organisation. In a real time case study report, normally teams will need to find solutions to the existing HR problems of an assigned organisation. The examination, in time-constrained conditions, may be a seen case, essay/short questions or a combination reflecting and integrating work completed across the module covering learning outcomes 1-8. ASSESSMENT METHODS AND WEIGHTINGS Assessment Description Weighting Learning Outcomes Student Time Group Work Written assignment 40% 1,2,3,4 40 hours Individual work Written assignment 30% 5,6 20 hours Examination Essay questions, short answer questions covered throughout module. 30% ¼ Please note that qualifying mark for all components is 30% INDICATIVE READING Armstrong & Murlis (2000) Human Resource Management Further reading 1. Armstrong, M. & Murlis, H. (1998) Reward Management: A Handbook of Remuneration Strategy and Practice, Kogan Page 117

118 2. Cascio, W. F. (1999) Costing Human Resources Kent Publishing Co. 3. Buchanan, D. & Huczynski, A. (2000) Organisational Behaviour, 4 th edition Prentice-Hall 4. Torrington, D. & Hall, L. (2001) Human Resource Management FT Prentice-Hall 5. Bell, D. J. (1989) Planning Corporate Manpower, Longman 6. Herriot, P. (1989) Assessment and Selection in Organisations John Wiley 7. Lewis, C. (1986) Employee Selection Hutchinson 8. Storey, J. (2000) Human Resource Management Thomson Learning Date of Initial Validation: Date of CASG approved modifications: Date of revalidation/review: April

119 Full Module Title: ADVANCED TOPICS IN MARKETING Short Module Title: ATM Module Code: BUZB522 Credit Level: 5 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Zamira Qurbaniyazova Host course: BA (Hons) Business Administration Status: Core Subject Board: BA (Hons) Business Administration Pre-requisites: Environment of Business Co-requisites: None Extension: Assessment: Group Assignment 40%, Individual Assignment 30%, End-of-module Exam 30% Special features: None Access restrictions: None Summary of Module content: This module is designed to provide students with a comprehensive understanding of the field of marketing. The module is divided into several blocks. Each block, four to five weeks long, will be dedicated to exploration of a particular topic in marketing (e.g. Marketing Logistics, e-marketing, Global Marketing, and etc.). The purpose behind such structure is for students to (1) gain depth in important areas of marketing; (2) develop and refine their own research interests; (3) gain exposure to various scholars in marketing field and their research directions and styles. However, the unifying theme is how to become better marketers by synthesizing growing body of marketing knowledge. Students will be challenged to analyze cutting-edge developments in marketing and to build scenarios to prepare or respond to various situations. MODULE AIMS build on students earlier learning in the area of marketing explore the inter-relationships between marketing and other functional areas of business allow students to gain a comprehensive understanding of marketing equip students with practical knowledge to successfully manage firms and navigate challenging marketing environment LEARNING OUTCOMES On completion of this module, the successful student should be able to: 1. elaborate on importance and purpose of various aspects of marketing. 119

120 2. critically analyze marketing decisions of a range of companies in various fields. 3. understand and apply marketing strategies to succeed in today s dynamic markets. 4. think creatively to respond to various challenges in marketplace. 5. evaluate and appreciate growing number of marketing tools and approaches. 6. demonstrate communication and team-working skills through discussions, debate, presentations, and report writing. INDICATIVE SYLLABUS CONTENT The syllabus may include but not be limited to: Marketing Management Practice. Business-to-Business Marketing. Customer Relationship Management. Global Marketing Strategy. Advances in Consumer Analysis. Product and Brand Management. Marketing Logistics. E-Marketing. Services Marketing. Organizational Design. Marketing Future casts. TEACHING AND LEARNING METHODS Intensive lectures will introduce key topics at the first half of blocks. The second half of blocks will be dedicated to workshops to cement theoretical knowledge and find ways of applying the theories to real-life situations. Cases, articles, videos, and guest lectures will be integrated into the blocks throughout the semester. Classroom discussions will continue on the intranet page of the course. At the closing of each block main ideas and findings will be summarized. Also, each block s relationship with other blocks will be explored and discussed. ASSESSMENT RATIONALE Assessment will be based on 40% Group Assignment, 30% Individual Assignment, 30% End-ofmodule exam. Group Project: The group assignment is to select a product or service that has been marketed in Uzbekistan and to re-introduce it in order to make it more successful or to introduce a product or service that exist in foreign countries but has not reached our market yet. Upon the completion of the project students are expected to submit a written report (up to 5000 words) and present the main findings to a panel consisting of teachers. Individual Assignment: The assignment is to write a series of three Marketing Literature Reviews (3 X1500-word reports) throughout the year. 120

121 Final Exam: The examination will be based on a case. The case could be chosen from among the cases we will have discussed in class or from cases that are similar to the aforementioned cases. Students will be assessed on their ability to apply concepts to a given context. ASSESSMENT METHODS AND WEIGHTINGS Assessment Description Weighting Learning Outcomes Student Time Group Project Group Project 40% 2, 3, 4, 5, 6 50 hours Individual assignment Examination Individual assignment 30% 1, 3, 5, 6 20 hours Final Exam Based on a Pre- Seen Case 30% 1, 2, 3, 4 Please note that qualifying mark for all components is 30% RECOMMENDED READING Laforet, Sylvie (2010) Managing Brands: a contemporary perspective. 1 st. UK: McGraw Hill. Kumar, Nirmalya (2004) Marketing as Strategy: Understanding the CEO s Agenda for Driving Growth and Innovation. Boston, Massachusetts, HBS Press. Lewis, Michael (2001) Next: The Future Just Happened. New York, NY, W.W. Norton & Company. Quelch, A. John. (2001) Cases in Strategic Marketing Management: Business Strategies in Muslim Countries. Upper Saddle River, New Jersey, Prentice Hall. Christopher, Martin & Peck, Helen (2003) Marketing Logistics. Burlington, MA, Elsevier. Albaum, Gerald et al (2002) International Marketing and Export Management. 4 th ed. Harlow, Essex, England, Pearson Education. Web sites: AMA The most popular marketing blog in the world Date of Initial Validation: April 2010 Date of CASG approved modifications: Date of revalidation/review: 121

122 Full Module Title: RESEARCH METHODS Short Module Title: MRM Module Code: 2UZB503 Credit Level: 5 Credit Value: 15 Length: 2 Semester School and Department: WIUT Module Leader(s): Zokir Nazarov Host course: BA (Hons) Business Administration Status: Option Subject Board: BA (Hons) Business Administration Extension: [email protected] Pre-requisites: Data Analysis and Information Management Co-requisites: None Assessment: Coursework 1: Group work with individual reflection elements 60%, Coursework 2: Individual work 40% Special features: None Access restrictions: Any other Research Methods module Summary of Module content: This module is designed to introduce the main aspects of business research. It provides an understanding of the philosophies which drive research, a capability in the main research methods and develops an analytical approach to research which will support students in all their studies in addition to providing an insight to prepare them for the Major Project in the final year. Business research is also an important management tool that exerts a major influence on policy and decision-making. MODULE AIMS provide students with an introduction to management research providing a bridge between philosophical and practical issues develop an awareness of the philosophical and political issues influencing research in a business context equip students with the quantitative and qualitative techniques used in business management research LEARNING OUTCOMES On completion of this module, the successful student should be able to: 1. Find, read and use research information to write a literature review using appropriate referencing. 2. Select a research question and develop a realistic methodology to produce relevant data addressing issues of reliability, validity and generalisation. 122

123 3. Develop and use research instruments to collect primary data 4. Analyse quantitative and qualitative data to communicate research findings in an appropriate academic format 5. Reflect on the group research experience, drawing lessons for further individual research and group projects. 6. Develop an individual research proposal for the level 6 project. INDICATIVE SYLLABUS CONTENT The nature of business management research. Underlying research philosophies and the debate surrounding them. Ethical considerations in management research. Research design to address issues of validity, reliability and generalisation. Accessing and interpreting secondary data. Sampling methods. Research methods. Design of research instruments. Analysing qualitative data. Analysing quantitative data. Developing a research proposal. TEACHING AND LEARNING METHODS This module underpins the Major Project. It will be taught using the research process as a structure so continuously reflecting and supporting the coursework assessment activity. The module will consist of a weekly lecture which will introduce key concepts and issues related to the research process. For part of the assessment, students will be working in small learning groups. To facilitate the effectiveness of this teamwork, the students will work in these learning groups (task focus) during seminars working on their own project or particular cases applying the concepts introduced in the lectures. Learning groups will present their work in progress at regular intervals for peer review. Each student will maintain an individual reflective journal and will meet as a different group (reflection focus) at regular intervals to reflect on their learning. Computer workshops will allow individuals to practise the use of relevant software packages for data analysis. This range of learning methods will develop their key work skills of research, technology, communication, teamwork, self-management and reflection. Students will develop an emerging ability to critically evaluate evidence. ASSESSMENT RATIONALE The coursework component 1 is designed to test the students ability to develop, plan, implement and report on a piece of research into a business management issue. As a group activity, it assesses their ability to interact effectively to achieve team goals. Each group will work to a learning contract incorporating peer assessment. Specific aspects of work in progress will be submitted for assessment at regular intervals. This will be marked, critiqued and feedback given. Groups will be allowed to reflect on the feedback and to make revisions to their work in progress to improve subsequent performance but the 123

124 initial mark will be recorded. This continuity of assessment and feedback encourages a positive future learning experience whilst assessing current performance. The end-of-module components allow the individual to reflect on their learning and on their own performance and that of others in order to apply this learning and reflection on an individual basis. Students will also submit an outline research proposal for their Major Project. The feedback they receive will allow them to reflect, revise and improve their proposal for implementation in the Major Project module. This range of assessments tests the key transferable skills of: Bus Awareness Cognitive CIT Numeracy Research Decision-making Communication Team-work Personal & Career management ASSESSMENT CRITERIA Students will be assessed on: Group project including the following tasks: development, planning and implementation of a piece of research into a business management issue making effective use of research methods; oral presentation skills and Individual reflective statement: evidence of progression, reflection on progress; evidence of conceptualisation of the learning process; discussion of implications for own learning from the group experience; Individual outline research proposal requires: coherence of articulation of nature of overall research; quality of reflection on links between proposed area of research and personal study programme; validity of proposal. ASSESSMENT METHODS AND WEIGHTINGS Assessment Description Weighting Learning Outcomes CW1: Group work with individual self-reflective elements CW2: Individual work Plan, design, implement & present self-determined research into a business issue; write individual reflection of the group work Outline research proposal for Major Project 60% % 6 Please note that qualifying mark for all components is 30% 124

125 INDICATIVE READING Essential Reading Saunders, M., Lewis, P. and Thornhill, A. (2007) Research Methods for Business Students. (4 th ed) London: Pearson Education and earlier editions Further Reading 1. Easterby-Smith, M., Thorpe, P., & Lowe, A. (2002) Management Research- an introduction (2 nd edition). London: Sage Publications 2. Zikmund, W.G. (2003) Business Research Methods (7th ed) Ohio: South-Western 3. Grix, Jonathan (2004) The Foundations of Research, Basingstoke: Palgrave McMillan. 4. McQueen, Ron & Knussen, Christina (2002) Research Methods for Social Sciences: An Introduction, Harlow: Pearson Education 5. Bell, Judith (1999) Doing your research project: a guide for first-time researchers in education and social science (3rd edition) Maidenhead: OUP 6. Silverman, D (2000) Doing Qualitative Research: A Practical Handbook, Sage, London. 7. Bell, Judith & Opie, Clive (2002) Learning from Research. Getting more from your data, Buckingham: OUP 8. Denscombe, Martyn (2003) Good Research Guide for small-scale social research projects (2 nd ed), Maidenhead: Open University Press 9. Denscombe, Martyn (2002) Ground Rules for Good Research, Maidenhead: OUP. 10. Murray, Rowena (2002) How to write a thesis (2 nd ed) Maidenhead: OUP (Ref) 11. Blaxter, Loraine., Hughes, Christina & Tight, Malcolm (2001) How to Research. Maidenhead: OUP 12. Oliver, Paul (2003) Students Guide to Research Ethics, Maidenhead: OUP Academic Journals Journal of Business Research Journal of Marketing Management Journal of Management Journal of Applied Accounting Research Date of Initial Validation: July 2004 Date of CASG approved modifications: Date of revalidation/review: May

126 Full Module Title: BUSINESS INFORMATION SYSTEMS PROJECT Short Module Title: BIS Project Module Code: 2UZC699 Credit Level: 6 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Extension: Lobar Mukhamedova 442 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Core Subject Board: BSc in Business Information Systems Pre-requisites: Any five Level 5 modules Co-requisites: None Assessment: Coursework 100 % Special features: A supervisor is assigned to each student Access restrictions: None Summary of Module content: The project module requires students to carry out their own piece of independent research under the guidance of a supervisor. The research/development topic chosen must be appropriate within the Business Information Systems area. A detailed project guide is provided which contains comprehensive guidance to the project process. MODULE AIMS This module aims to Enable students to produce an extended piece of work covering a variety of activities related to a single theme, utilising and extending knowledge and skills gained throughout the course Provide a forum for students to combine previously acquired knowledge and techniques with newly research ideas and to communicate these effectively Facilitate students ability to work independently under the guidance of a supervisor on a programme of their choice and develop it systematically LEARNING OUTCOMES After the completion of this module, students are expected to be able to: 1. Carry out a comprehensive literature review of issues related to a selected area of Business Computing and critically evaluate their findings. 2. Prepare a timetabled research plan and manage their time effectively so that they are able to follow this plan 3. Demonstrate competency in aspects of: business needs analysis, business systems design, and implement/review some aspects of the system. 4. Communicate a critical understanding of work undertaken and be able to analyse their findings in a suitable manner and draw appropriate conclusions 126

127 5. Produce a well-structured and coherent report of an extended piece of work and be able to defend this at a viva voce examination 6. Justify the methods and processes used in carrying out the project 7. Use creative thinking in approaching novel problems INDICATIVE SYLLABUS CONTENT Identification of a suitable research or development possibility within Business Computing Use of a comprehensive literature review to investigate relevant issues and guide the formulation of an appropriate solution or research hypothesis Identification of resources and/or participant groups Identification, development, execution and review of an appropriate development or research strategy In-depth written presentation of research carried out TEACHING AND LEARNING METHODS This is a self-guided research module with individual supervision The project is an individually supervised piece of work. Students will be expected to seek guidance at least fortnightly from their supervisor throughout the project. ASSESSMENT RATIONALE The primary assessment tool is the final project report and the accompanying viva voce. These provide a means for assessing the quality of the research per se, as well as the students critical understanding of their work and their ability to communicate this effectively. The initial proposal and progress report assess students ability to formulate and follow a timetabled research plan and to be able to effectively communicate this. ASSESSMENT CRITERIA Assessments will be judged on the following criteria ability to independently carry out a relevant review of literature integration of findings from literature review into planning and interpretation of research ability to incorporate innovation within a realistic and scientific research plan scope, depth and complexity of the work development of new and existing skills ability to work independently while making effective use of supervisor s guidance ability to formulate a logical, critical and effective written report of the research and to defend this orally demonstration of critical insight into their research findings ASSESSMENT METHODS AND WEIGHTING The assessment for the module comprises an initial proposal (5% of module mark) a progress report and poster presentation (15% of module mark) a final report, approximately 10,000 words long, and normally supported by viva voce examination (80% of module mark) 127

128 Assessment Description Weighting Learning Outcomes In-module Research Proposal 5% 1-4, 6 100% CW End-of-module Progress Report & Poster 15% Final Project 80% 2-7 8,000 to 10,000 words (excluding references, bibliography and appendices) Please note that qualifying mark for all components is 30% SOURCES Barrass, R. Scientists must write: a guide to better writing for scientists, engineers and students. Chapman & Hall (1978) Dawson, C.W. (2000) The Essence of Computing Projects A Student s Guide. Prenctice Hall. Eunson, B. Writing technical documents. J.Wiley & Sons (1995) Turk, C. Effective writing (2 nd edn) John Kirkman (1989) Date of Initial Validation Date of CASG approved modifications Date of revalidation/review 128

129 Full Module Title: WEB APPLICATIONS DEVELOPMENT Short Module Title: WAD Module Code: EUZC600 Credit Level: 6 Credit Value: 30 Length: 2 Semesters School and Department: WIUT Module Leader(s): Extension: Dmitriy Pochitaev 431 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Core Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: EUZC508 - Information Systems Management Co-requisites: None Assessment: Coursework 1 60%, Coursework 2 40% Special features: None Access restrictions: None Summary of Module content: The module provides an opportunity for students to extend their knowledge of the criteria for effective and efficient development of information system strategy in and between organizations and focuses on the need for integrated business and IT planning and analytics at all levels of the organization Module aims The module aims are To enable students to understand the nature and importance of web applications today and in the foreseeable future To practice some of the technologies and applications which underpin e-commerce To develop an appreciation of some of the current constraints and limitations of e- commerce To encourage students to develop an understanding of some of the management issues which relate to effective e-commerce implementation. To develop common web application using modern client and server side technologies with the shop card, encrypting password protection and test on usability. Learning outcomes After completing this module the student should be able to: 1. Critically discuss the benefits of web applications for organizations, consumers, and society 129

130 2. Illustrate a number of the business models which organisations which engage in e- commerce apply 3. Critically analyse the impacts of e-commerce on trading and intermediaries 4. Critique the limitations of e-commerce and discuss some major managerial issues regarding e-commerce. 5. Understand the concepts of developments of common web applications 6. Understand the different standard and emerging technology solutions that exist, their uses, advantages and limitations 7. Practically apply the concepts, issues and methods with reference to the development of web applications. Indicative syllabus content Economic rules of the digital economy. Impact of e-commerce on traditional enterprises. Impacts of the digital economy on business processes and functional areas in organizations. Business models and strategies implied by e-commerce. Disintermediation, reintermediation, channel conflicts in e-retailing. Electronic Advertising. e-marketplaces and e-auctions. Critical success factors of direct marketing and e-retailing, along with mistakes to avoid. Specifics of development of e-commerce applications. Basics of servers-side and client-side scripting. Modern technologies and platforms for e-commerce application development. Major e-commerce application development options and the approaches for option selection. Site usability and management. Order fulfillment, logistics and supply chain management in e-commerce environment. Integrating the information systems of the front and back offices. The relationships among Enterprise Resource Planning, Supply Chain Management, and e-commerce. E-commerce security. Developing a security risk management system. Technologies for securing e-commerce. Encrypting passwords. Testing on usability. Online Publishing & Knowledge Dissemination. On-line stock trading and global exchanges. Cyberbanking, its drivers, and capabilities. Online knowledge dissemination and distance learning. Teaching and learning methods The teaching and learning strategy is based on a number of methods including lectures, tutorials, case studies and through practical coursework. Both tutorials and lectures will be coordinated together to build the students knowledge. Lectures are a central component of the module and will be used to introduce the relevant theories and concepts. Tutorials and case studies will be used to allow students to apply the topics covered in the lectures to practical exercises and explore concepts and ideas further. These sessions will enable students to develop both their analytical and technical skills and to discuss with the tutors their thoughts, ideas and progress within the subject matter. Assessment rationale The module will be assessed by means of three courseworks. The courseworks will enable students to show their understanding of the major steps of an e- commerce application development process including business analysis of the need for on-line presence of an enterprise, options available, development of a typical e-commerce application. The coursework should give students practical experience of interacting with typical third-parties involved into e-commerce application development such as advertising and hosting companies. 130

131 Additionally the coursework will test various transferable skills such as business analysis, report writing and presentation skills. Assessment criteria Coursework 1 This will be an individual assignment. Students are required to choose a real company and conduct analysis of its e-commerce potential. [1, 2, 3] Coursework 2 This will be an individual assignment. Students are required to develop a typical e-commerce application using modern development platform and database management system. [6, 7] Coursework 3 This will be an individual assignment. Students are required to enhance the application developed in the previous component and host it on a real ISP s server. Students are also required to make a presentation on the outcomes of all three components [5, 6, 7] Assessment methods and weighting Component Unit Weight Learning Outcomes CW CW1 Individual CW2 Individual Description 30% 1, 2, 3 Students are required to choose a real company and conduct analysis of its e- commerce potential. The report should include business profile of the company, e-commerce business models applicable to its type of business as well as recommendations for e-commerce application to be developed for the company 30% 4, 5 The coursework is based on the recommendations developed as a part of CW 1. Students are required to develop a typical e-commerce application using modern development platform and database management system. CW2 Individual 40% 6, 7 Students are required to enhance the application developed during CW 1: enable better security mechanisms, provide search and advertising capabilities. The application should be hosted on a real ISP s server. Students are also required to make a presentation on the outcomes of all three components Please note that qualifying mark for all components is 30% SOURCES Essential Reading Turban E, Lee J, Warkentin M, Chung HM. (2004) Electronic Commerce: A Managerial Perspective Prentice Hall Bill Evjen, Scott Hanselman, Devin Rader (2008) Professional ASP.NET 3.5 In C# and VB Wiley Publishing 131

132 Further Reading Christensen CM (1997) The Innovator's Dilemma Harvard Business School Press Gelber, S. (1998) Data Communications Today Networks,The Internet and the Enterprise Prentice Hall Hagel J & Armstrong AG (1997) Net Gain Harvard Business School Press Laudon and Laudon (2002) Management Information Systems Prentice Hall Moschella DC (1997) Waves of Power Amacom Panko, R. (1996) Business Data Communications Prentice Hall Stallings, W. (1996) Data and Computer Communications Prentice Hall Stallings, W. & van Slyke, R (1997) Business Data Communications Prentice Hall Turban, E & Aronson, JE (2001) Decision Support Systems and Intelligent Systems Prentice Hall Wysocki, R. & DeMichiell, R. (1997) Managing Information Across the Enterprise Wiley Other Resources Students will also be encouraged to use a number of online research and assignment resources. Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 132

133 Full Module Title: STRATEGIC MANAGEMENT OF INFORMATION SYSTEMS Short Module Title: SMIS Module Code: 2UZC605 Credit Level: 6 Credit Value: 15 Length: 2 Semester School and Department: WIUT Module Leader(s): Olga Yugay Extension: 433 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Optional Subject Board: BSc (Hons) in Business Information Systems Pre-requisites: EZC508 Information Systems Management Co-requisites: None Assessment: Coursework 100% Special features: None Access restrictions: None Summary of Module content: The module provides an opportunity for students to extend their knowledge of the criteria for effective and efficient development of information system strategy in and between organizations and focuses on the need for integrated business and IT planning and analytics at all levels of the organization Module Aims: 1. To provide an understanding and application of the information as a strategic resource and that effective information management is a major factor in the performance of the organization. 2. To focus and analyse on the need for integrated business and information systems strategy development and planning at all levels. 3. To enable identification of the current and future potential for exploitation of information systems, both internal and external, in a business context. 4. Evaluation and application of technology and techniques as strategic issues, and how technology can be used successfully in organization. 133

134 Learning outcomes: By the end of the module students will be able to: 1. To evaluate the organisational and managerial implications of IS/IT considering factors of business environment; 2. To validate the role of IS/IT in transforming business processes and competition 3. To analyse how organisations affect IS/IT and how IS/IT affect organisations 4. To explain and analyse how managers and organisations make decisions using IS/IT 5. To prepare the analytics of data, information and knowledge as corporate resources 6. Be able to apply the knowledge of strategic systems management methods to participate as a key member of a team taking strategic information systems decisions for an organization; 7. Be able to evaluate the information systems strategy of an organization and to form a judgment as to the likely adequacy of that strategy. Indicative syllabus content: 1. Rationale for development of strategies for information systems determining future potential, value chain analysis, business reengineering 2. Strategy toolkit and strategies in practice context of IS true case studies, identifying how IS/IT could impact the strategy 3. Evaluation of IS, knowledge management retail manufacturing, RFID, Smartlane, Information Asset management 4. Critical appraisal of the main constituents of methodologies used in the design and development of organization s information systems Business Process Analysis, organizational model, gap between current and required IS/IT environments 5. Models of complex systems, of value to the IS industry management implications, context of IT/IS, organizational IS capability 6. Strategic management of IT/IS: organizing and resourcing 7. Managing investments in IS managing investment risks, investment policy 8. Managing the supply of IT services, applications and infrastructure 9. Strategic planning business change perspective IT/IS services, CRM, outsourcing, applications service providers 10. Information security issues regulatory framework and technical provisions. Teaching and Learning Methods: The contact time of the module comprises at least 10 lectures and 10 tutorials each of 1½ to 2 hours duration. The emphasis is on student activity. Directed reading and individual research, using a course text, commentary and additional sources. Invitation of guest speakers from the companies who can demonstrate the strategies and IS applied in real life companies and enterprises. Presentations to reinforce course material. Practical group and individual exercises to reinforce skills and personal abilities in IS specification. During Guided Independent Study weeks students will be provided with additional academic support in the form of out-of-class-teaching activities that help to integrate, reinforce and induce better understanding and deeper learning of students. Assessment Rationale: 134

135 The in-course assessment will require students to make group and individual research on real life company case, write reports in a group and individually as well as make an oral presentation to the group that highlights a strategic framework, tool, model or resource pertinent to information systems and demonstrates its importance in the development of an organization s IS strategy. The presentation requires the student to make case orally, a frequent requirement for IS managers, and demonstrate an in-depth knowledge of the particular topic that includes evidence of wider reading and sources of information and practical examples of where the topic has been used effectively. In the individual piece of the assessment students will have to demonstrate their personal knowledge and skills in the planning of IS strategy management process and suggest change strategy plan for the given organisation. Assessment criteria: In-course assessment: group coursework 1-50 % individual coursework 2 50%. The module assessment will consist of a set of group and individual courseworks. The both courseworks will be based on one case, for which students will require to determine IT/IS strategy implementation, evaluate opportunities, application of the knowledge management techniques, make decisions using IT/IS, analyse and consider future trends, evaluate the information systems strategy of an organization and to form a judgement as to the likely adequacy of that strategy. Feedback on each coursework will be given in 2 weeks after submission, in order to insure that the students get the feedback at each stage of the coursework development and get necessary guidance from the Module leader. In the group coursework 1 students will be expected to evaluate, analyse and plan how IS/IT could impact the strategy of the basis of the given company case. In this work students also will be required to evaluate knowledge management opportunities, identify the gap between current and required IS/IT environments. Also, students will be expected to make a presentation of their findings that illustrates application of knowledge, research skills, oral communication skills and demonstrate ability to work with a presentation package. Additionally the students will have to demonstrate an ability to answer a range of questions on the topic chosen. Coursework 2, as an individual piece of work, will require students to develop the proposed on Coursework 1 strategy, apply principles of strategic management of IT/IS: organizing and resourcing and also change management plan. Assessment Methods and Weightings: Component Unit Weight Learning Outcomes Coursework Group work with presentation (50%) and Individual work (50%) Please note that qualifying mark for all components is 30% Sources: Description 100% 1-7 A combination of group and individual works in which students will work on a given case, develop strategic management decision, evaluate opportunities, apply all the skills learned during the module, and make a presentation of their findings. 135

136 1. D. Boddy, A. Boonstra, and G. Kennedy. Managing Information Systems: An Organizational Perspective (2nd Edition). Prentice Hall, Strategic Management and Information Systems, 2nd ed. W. Robson (Ed.); Pitman Publishing, 575 pages, ISBN , Managing and Using Information Systems: A Strategic Approach (Paperback) 4th edition by Keri E. Pearlson, Carol S. Saunders, John Wiley & Sons 2010 (ISBN ) 4. Ward J, Peppard J, Strategic Planning for information systems, third edition, John Wiley&Sons, Ltd, Information technology and the networked economy 2nd, Patrick G. McKeown, Business information systems : analysis, design, and practice 4th ed, Curtis, Graham, Strategic information management : challenges and strategies in managing information systems 3rd ed., Galliers, Robert, Strategic Management of e-business by Judy McKay and Peter Marshall, John Wiley and Sons: 2004 Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 136

137 Full Module Title: DECISION SUPPORT AND DATA MINING SYSTEMS Short Module Title: DSDMS Module Code: 2UZC604 Credit Level: 6 Credit Value: 15 Length: 1 Semester School and Department: WIUT Module Leader(s): Extension: Olimjon Bakirov 432 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Option Subject Board: BSc in Business Information Systems Pre-requisites: 2UZC502 Database Theory and Practice/EUZC507 Database Systems Development Co-requisites: None Assessment: Course Work 50% Final exam 50% Special features: None Access restrictions: None Summary of Module content: The module is dedicated on the development of systems that will help in the analysis of business information and help the management to make intelligent decisions. Module Aims: To analyse, investigate and apply the fundamental design aspects related to decision support and data mining, such as online analytical processing (OLAP), descriptive analysis, association rule mining, classification, prediction and cluster analysis. Learning outcomes: 1. build a Data Warehouse with the aid of dimensional schemas; 2. analyse query a Data Warehouse, through OLAP activity for Decision Support 3. realise the need for data mining and explain the distinction between the various mining techniques Indicative syllabus content: Data Warehousing: Data Marts, Data Models such as relations, Stars & Snowflakes, Cubes, Metadata On-Line Analytic Processing: OLAP applications, Multidimensional View of Data, Operations such as slicing, dicing, ROLAP, MOLAP Data Mining: Decision Trees, Association Rules, Classification by Distance functions, statistical approaches, fuzzy theory, mining the Web 137

138 Advanced Issues: Incomplete Data, Decision support and Mining under Uncertainty Teaching and Learning Methods: Lectures, seminars/tutorials, formative tests and quizzes, interactive discussions and simulations. Lectures will introduce key concepts while tutorials will have a very practical focus, based on problem solving. During Guided Independent Study weeks students will be provided with additional academic support in the form of out-of-class-teaching activities that help to integrate, reinforce and induce better understanding and deeper learning of students. Assessment Rationale: The module will be assessed by a combination of coursework and examination. The coursework will be an independent practical component (50%). The examination (50%) will assess the student s ability to explain and apply the concepts involved in the area of Decision Support. Assessment criteria: The practical component will assess the student s ability to satisfy learning outcomes 1,2. The examination will assess the student s ability to explain and discuss the techniques in learning outcomes 3. Assessment Methods and Weightings: Component Weight Learning Outcomes Description Coursework 50% 1,2 Practical case study to develop students ability in design and implementation of data warehouse Examination 50% 3 2 hours closed book examination covering the full module range. Please note that qualifying mark for all components is 30% Sources: 1. Kimbal R., Ross M, The Data Warehouse Toolkit 2nd edition, [Wiley Computer Publishing], Jiawei Han, Micheline Kamber: Data Mining: Concepts and Techniques 2nd Edition, [Morgan Kaufmann], Date of Initial Validation: Dates of approved modifications: Date of re-validation/review: 138

139 Full Module Title: DATABASE MANAGEMENT Short Module Title: DM Module Code: 2UZC603 Credit Level: 6 Credit Value: 15 Length: 1 Semester School and Department: WIUT Module Leader(s): Extension: Dmitriy Pochitaev 431 Host course: BSc (Hons) in Business Information Systems [email protected] Status: Option Subject Board: BSc in Business Information Systems Pre-requisites: EUZC507 Database Systems Development Co-requisites: None Assessment: Coursework 40%, examination 60% Special features: Students will have access and exposure to an appropriate Enterprise level database system such as SQL Server or Oracle Access restrictions: None Summary of Module content: The module uses a case study to investigate and solve problems associated with the management of concurrent databases including database access via the world wide web. The module introduces security aspects associated with multiple user access of shared data. MODULE AIMS The module aims to develop the student s ability to identify and to resolve the practical problems associated with the management of concurrent database systems. Students will be introduced to the security aspects associated with multiple user access of shared data. LEARNING OUTCOMES After completing this module, the student is expected be able to: 1. explain the types of Client-Server applications and the advantages and disadvantages of the Client-Server system; 2. explain concurrent access control and recovery techniques; 3. explain the function and importance of transactions and the properties of a transaction; 4. explain deadlock and livelock, and how to detect, prevent and resolve them; 5. discuss the implications of database security. INDICATIVE SYLLABUS CONTENT Client Server: two and three tiered architectures. Client-server vs File-server systems. Data replication, central management, scalability, deadlock and livelock resolution. Transaction Processing: types of transaction and transaction failure; support for single and multiple user transactions, locking and concurrency controls. Recoverable transaction 139

140 schedules. Backup and recovery from failures; checkpoints and transaction logs. Recovery via roll forward and roll back. Security Requirements: Account security, access security and system security. Distributed database: Distributed database schema. Atomic commit criteria and problems, two phase commit and three phase commit protocol. TEACHING AND LEARNING METHODS Lectures, seminars/tutorials, formative tests and quizzes, interactive discussions and simulations. Lectures will introduce key concepts while tutorials will have a very practical focus, based on problem solving. During Guided Independent Study weeks students will be provided with additional academic support in the form of out-of-class-teaching activities that help to integrate, reinforce and induce better understanding and deeper learning of students. ASSESSMENT CRITERIA The module assessment is weighted in favour of the examination because the learning outcomes require the students to explain the concepts involved in the control and management of concurrent database systems. The coursework will involve a single piece of practical work based on a database which will assess the students ability to apply the concepts involved in managing a concurrent database. A viva voce may be used to confirm a particular coursework mark. ASSESSMENT RATIONALE The in-course assignment, worth 40% of the module s marks, allows students to work in their own time to develop and implement concurrency controls on a shared database, thus focusing on learning outcomes 2, 3 and 4. The examination is designed to assess understanding of the whole module s content, in a time constraint environment. ASSESSMENT METHODS AND WEIGHTING Component Unit Weight Learning Outcomes Description Coursework Individual 40% 2 access control 3 transaction and 4 recovery management Students will be given a case study that they will use to develop and implement suitable concurrency controls on a shared database. Examination 60% hour 15 minutes closed book examination covering the full module range. Please note that qualifying mark for all components is 30% SOURCES Essential Reading Connolly, Begg & Strachan, Database Systems A Practical Approach to Design, Implementation and Management, 3 rd Edition, Addison-Wesley; ISBN Further Reading David Sussman, Brian Francis, Chris Ullman, Juan Llibre, John Kauffman, Jon Duckett, David Buser; Beginning Active Server Pages 3.0; Wrox, 2001; ISBN Dov Trietsch, Visual Basic Oracle 8, Programmers Reference, Wrox, 2000; ISBN

141 Other Resources Database and server Date of Initial Validation Date of CASG approved modifications Date of revalidation/review 141

142 Full Module Title: PROJECT MANAGEMENT Short Module Title: PM Module Code: 2UZB610 Credit Level: 6 Credit Value: 15 credits Length: 1 Semester School and Department: WIUT Module Leader(s): Rowan E. Wagner Host course: BA (Hons) Business Administration Extension: [email protected] Status: Option Subject Board: BA (Hons) Business Administration Pre-requisites: None Co-requisites: None Assessment: Individual Assignmen 50%, End of-module Exam 50% Special features: None Access restrictions: None Summary of Module content: Effective project management is fundamental to the success of projects in all areas of business. This module aims to provide students with an understanding of the theory that underpins modern project management practice, together with experience of applying techniques through individual and group work. The content of this module covers the common needs of projects in all areas of business, together with the specific needs of business systems projects. MODULE AIMS enable students to understand the need for and importance of project management provide students with an understanding of modern project management theory and practice develop team working skills develop an understanding of how to structure, organise and plan a small business project using available computer software in preparing Gantt chart and Network Diagrams LEARNING OUTCOMES 142

143 On completion of this module, the successful student should be able to: 1. critically examine the need for project management techniques and roles. 2. plan, monitor and control a project. 3. manage a project budget. 4. evaluate the success of a project. 5. analyse and manage risk factors within a business project. 6. debate techniques for managing supplier and client relationships. 7. critically examine strategies for managing, developing and working within a team environment. INDICATIVE SYLLABUS CONTENT Managing change and project success/failure factors. Project organisation roles, responsibilities, structures. Project lifecycles and profiles. Project planning, estimation, scheduling and resourcing. Managing budgets. Controlling, monitoring and reporting progress. Issue management. Risk analysis and quality management. Managing clients and suppliers. Leadership, team roles, and the working environment. Project evaluation and auditing. TEACHING AND LEARNING METHODS Teaching methods will include lectures, discussions, tutorials and the use of case studies. Seminars will focus on the application of theory and techniques. These will be a mix of individual and group exercises, and will help to prepare students for the module assessment. ASSESSMENT RATIONALE The in-module assignment has been developed to test some of the learning outcomes of the module, to provide students with a chance to develop a rigorous and carefully developed piece of work, and to gain a first hand understanding of the issues involved in organising and planning a project. The end-of-module examination is designed to test their ability to retrieve, understand and apply project and change management theory to specific issues and problems and to be able to conduct this analysis under a time constraint. ASSESSMENT CRITERIA The precise learning outcomes assessed are listed in the assessment methods and weightings grid ASSESSMENT METHODS AND WEIGHTINGS 143

144 Assessment Description Weighting Learning Outcomes Student Time In-module individual coursework The development of project plans, organisation, controls and budgets for a business project. Or the evaluation of a real-world case study. 50% hours End-of-module Unseen examination 50% 1,4,6,7 2 ¼ hours Please note that qualifying mark for all components is 30% INDICATIVE READING Essential Reading Larson, E. and Grey, C. (2006) Project Management: The Managerial Progress, International edition, McGraw-Hill Further Reading 1. Lock, Dennis (2000) Project Management, seventh edition, Gower 2. Cadle J. and Yeates D. (2001) Project Management for Information Systems, Prentice Hall 3. Turner, Rodney (2003) People in Project Management, Gower 4. Walker, Anthony (2002) Project Management in Construction, Blackwell 5. Burke, R (2003) Project Management Planning and Control Techniques, Wiley 6. Mantel, S.(2005) Core Concepts: Project Management in Practice, Wiley 7. Meredith, S. and Mantel, S (2003) Project Management a Managerial Approach, Gower 8. Turner, R and Simister, S (2000) Gower Handbook of Project Management Journals 1. International Journal of Project Management 2. Journal of Project Management 3. PM Network The Learning Resource Centre provides access to a number of electronic journal collections you can go via the Online Source Resources Section ( Project Management Related websites 1. International Project Management Association (IPMA), 2. Project Management Institute (PMI), 3. Association for Project Managers (APM), 4. Project Management Wisdom, 5. Project Management Forum, 6. Project Management Today, 7. Project at Work, 144

145 8. Project Management Software Solutions, 9. RAMP Risk Analysis and Management Date of Initial Validation: September 2005 Date of CASG approved modifications Date of revalidation/review: March

146 10 WESTMINSTER INTERNATIONAL UNIVERSITY IN TASHKENT Westminster International University in Tashkent (WIUT) was established in 2002 by Presidential decree and is a fully accredited Public University of Uzbekistan. It has a partnership with the University of Westminster (UK) a Public University of the UK established by Royal Charter. The two universities have had a contract, since 2002 for the validation and support of the development and delivery of the University of Westminster degrees at WIUT. This contract has been renewed on 3 occasions and for the purposes of this course handbook the current contract is from As part of the contract this course has been validated by the University of Westminster to be of the same standard and quality as of a similar course delivered in London. As such all students of this course are registered on the University Student Record system and their academic performance and behaviour is governed by the regulations of the University of Westminster. Each student will have a unique University of Westminster student identification number as well as a unique WIUT student identification number. The following links will help you to find out more information about the University and how it can support you through your studies and also about what rights and responsibilities you have as a student at the University of Westminster. Careers Development Centre (CDC) This service can help you plan your future by providing quality information, advice and guidance on the options to consider when you leave the University. Information is also available on vacation work, part-time work during your studies, courses and opportunities for voluntary service. You may use the service at any stage but we would advise you to make contact early in your course. Full details of all vacancies advertised by CDC are available on the website. For further information please go to Student Housing Services While studying at Westminster International University in Tashkent, students can either stay in their own private accommodation or apply to live in the University Hall of Residence. There are approximately 130 places in the Hall and international students will be given priority. However, students will need to apply as soon as possible on receiving confirmation of a place at WIUT. They may reserve a room by ing to [email protected]. The WIUT Hall of Residence offers basic hostel accommodation. It is located within about 20 minutes traveling time of the University by public transport. The Hall is a nine-storey building with a wide range of facilities including a computer lab, kitchen (for you to do your own cooking!), gym for fitness activities and a health room on the ground floor. The first and second floors consist of flats for teachers. The other floors are reserved for students. Each floor consists of ten twin rooms and one twin room for disabled students and a shared kitchen with dining area. Each two rooms have a shared shower, toilet and washbasin. As residents, students will be required to have their own towels, cutlery and crockery and to keep your room and communal areas clean and tidy. Hall Services will provide bedding and are responsible for cleaning some communal areas. A Hall warden and nurse staff the Hall during the day and a Security Guard is on duty 24 hours a day. 146

147 Student Health Services The health and well-being of staff/students is great importance and the University aims to ensure a healthy and safe working environment for all. A range of services are provided which are designed to prevent or minimize the risk of illness or injury occurring. These include ensuring that good quality advice and support is available so that the health of staff is not adversely affected by the work they do, as well as providing rehabilitation opportunities for employees who do experience illness or disability, enabling them to recover and return to work. The service aims to promote and maintain the health and well being of staff and is concerned with the effects of work on health. It provides: Regular health checks for anyone General health checks and advice for anyone Immediate treatment for some types of sickness or injury at work Information on specialist agencies for personal and social problems Advice and help for those returning to work following temporary or permanent disability, surgery or long-term ill health. 147

148 APPENDIX 1. Glossary of commonly used regulatory terms (Undergraduate courses) All students should make sure that they access, for reference, a copy of the current edition of the Handbook of Academic Regulations. The following glossary should be read in conjunction with Section 17, the Modular Framework for Undergraduate Courses. The full text of all academic regulations may be read on-line at the Academic Registrar s homepage at: westminster.ac.uk/academic-regulations Attempt To register for a module and not withdraw from that module or course by the specified deadlines. Critically, if a student decides to withdraw from a module or their course but does not complete the necessary notification forms by the due date they will be deemed to have failed the module ie to have used up one attempt and the associated modular credits. Therefore, particular care should be taken to ensure that a Change of Module Registration form is completed before the published deadline, and/or that written notification of withdrawal from the course is provided before the Subject Board meets to consider the results of the module for that semester. Pass The overall pass mark for all undergraduate level modules is 40%; with at least 30% in the final assessment and any qualifying marks and/or sets achieved. Qualifying marks and/or sets will be stated in the module syllabus and/or award specific regulations and students should be notified of these requirements within two weeks of the start of the module. A module may include both coursework and examination elements of assessment. The validated Course Handbook and the detailed module guidance must specify the type of assessment for each module and the weighting of these elements. Qualifying Mark(s) for Assessment The minimum mark required in any element of assessment, or group of assessments known as a set. A qualifying mark is required in addition to achieving the module pass requirements (see Pass above). Condoned Credit The term Condoned Credit relates solely to undergraduate modules at Levels 3 and 4 and can only be awarded to a student who has met the referral threshold (see Refer/Referral/Referred) and attempted all of the referral assessments offered to them by an Assessment Board. A result of Condoned Credit means that although the student has failed the module overall they have broadly achieved the learning outcomes for the module such that the academic credits can be counted towards the total needed for an academic award within the course scheme in which they are registered. These credits are defined formally as Condoned Credits, and the module can fulfil the pre-requisite requirements of a module at the next level, except where course specific regulations require the pre-requisited module to be passed. Undergraduate modular course regulations allow the equivalent of modules worth no more than 45 credits at Levels 3 and 4 to be Condoned for the purposes of progression and to count towards an Honours degree. However some course specific regulations state that certain modules (e.g. cores) must be passed with an overall mark of at least 40% to meet course specific regulations. Modules for which a condoned result is recorded will remain on a student s profile and transcript. Fail 148

149 If the overall module mark is less than or equal to 39% the student has failed the module even if some elements of assessment reached or exceeded the pass mark. (See the Modular Framework for Undergraduate Courses in the Handbook of Academic Regulations for details on action in the case of failure.) Refer/Referral/Referred If a student fails to achieve an overall pass in a module and/or failed to achieve the qualifying mark/set within a module, as detailed in the module handbook, a Subject Board may decide, at its discretion, to allow the student to be referred (to resubmit coursework or resit exams for part or all of the module) provided that they have achieved an overall module mark of greater than or equal to 30%. The Subject Board will specify the date for referred work in accordance with the approved University Calendar: westminster.ac.uk/university-calendar. A student will not normally be referred in a part of the module assessment in which they have already achieved the pass mark. Any student who is offered a referral(s) but who does not take up the offer will retain the fail mark originally recorded, will not be eligible for a condoned credit and therefore required to retake the module. The overall mark for any module successfully completed following a referral will be capped at the pass mark (40% for undergraduate modules) irrespective of the actual mark the student achieves. The term refer is used on student transcripts and profiles to indicate that a Subject Board has agreed to offer the student the opportunity of a referral (reassessment) in a module. Retake Where a student has failed a module, the Subject Board may permit the student to retake the module. Retaking a module means to study the module again with attendance and payment of the module fee. The student must re-register for the module and complete all assessments (e.g. all coursework, practicals, in-class tests, critical reviews of studio work, examinations or other form of assessment requirements). This applies regardless of the marks the student achieved in any element of assessment at the first attempt. The overall module mark for a successfully completed retake module be capped at the pass mark (40%) irrespective of the marks achieved. Modules may be attempted only twice (ie a first attempt and a subsequent retake). For the purposes of counting the number of credits that have been attempted towards the award of an Honours degree, a student must not have attempted more than 330 credits at Credit Levels 5 and 6 (Modular Framework for Undergraduate Courses). A first attempt of any module will count as an attempt, and a retake will count as a further separate attempt. However a referral following failure at the first attempt does not count as a further separate attempt. For example, if a student is referred in a 15 credit module following failure at the first attempt, then the first attempt and the referral will count as 15 credits attempted (in total). If a student then retakes a 15 credit module following failure in that module at the first attempt, the first attempt and the re-retake shall together count as 30 credits attempted (irrespective of any referrals). Differences between Refer (Referred/Referral) and Retake A student being referred in a module would not normally need to repeat components of the assessment for the module that had already been passed. A student retaking a module must complete the full assessment requirements irrespective of marks achieved at the first attempt in individual components of the assessment. A student being referred in a module would only be required to undertake assessment offered to them by an Assessment Board and would not have to pay the module fee again. A student 149

150 retaking a module would have to repeat the whole module with attendance and would have to pay the full module fee again. A referral does not count as a further separate attempt for the regulations governing the maximum number of credits that can be attempted for an Honours degree (330 credits at Credit Levels 5 and 6, Modular Framework for Undergraduate Courses). A retake does count as a further attempt for these purposes. A module being referred in the following academic year will not count towards the number of credits being attempted in any one session in terms of the overall number of credits for which a full-time or part-time student may register in any academic session (i.e. 135 credits for full-time and 90 credits for part-time students at undergraduate level). A module being retaken (with attendance) in the following session will be counted in this way. Deferral This term is used on student transcripts and profiles to indicate that a student has been granted permission for a late assessment by a given date (this will usually be as a result of a successful outcome of a student's Mitigating Circumstances submission). In the case of a deferred assessment, the student will be awarded the actual mark achieved (i.e. there is no penalty and the mark is not capped). Deferral coursework and examination opportunities are detailed in the Academic Calendar: westminster.ac.uk/university-calendar. For further details please contact your School Registry. Pre-requisite Students may have to have achieved a condoned credit at Level 4 or pass a certain module before they can study another. In this case the first module is defined as pre-requisite for the second module. Unless the course specific regulations require a pass in the pre-requisited module, a condoned result will suffice. Co-requisite Modules may be linked in such a way that a student is required to attempt one module at the same time as another, in which case the two modules are defined as co-requisites for each other. Dis-requisites (or restricted) Modules may be linked in such a way that registration for a particular module may not be permitted if a student is currently studying or has previously studied a module with a similar syllabus which has been designated as a dis-requisite, or which has approved access restrictions. Student Module Profile Students can access a student module profile via SRSWeb. This shows the module(s) for which they are registered, module results for modules which they have attempted and re-assessment opportunities, where applicable; as well as results for previous academic sessions. Notes to accompany this are available via SRSWeb and the School Registry. Transcript A transcript is issued upon completion of a course. It is the University s formal record of achievement of modules passed or condoned, percentage marks and total number of credits awarded to a student. It also confirms the level, title and classification of the final award. Students can request a transcript either to give to an employer, or an admissions tutor for a programme of further study, or for the purposes of credit transfer. 150