IS Exemplar Business Analyst

Transcription

1 IS Exemplar The Australian Council of Professors and Heads of Information Systems (ACPHIS) has developed the IS exemplar as a guide to interpreting the ACS CBoK (2008) for information systems programs. The aim is to provide guidance to: information systems groups developing information systems programs that are intended to be accredited against ACS CBoK (2008); information systems groups preparing for accreditation against ACS CBoK (2008); ACS accreditation panels accrediting information systems programs against ACS CBoK (2008). Although graduates of information systems programs may seek employment in a variety of ICT positions, the main role for graduates is seen as that of Business Analyst (which could encompass the following Analyst Programmer, Web Content Analyst/Administrator, Information Analyst/Administrator, Systems/Software Tester, Applications Architect, Database Analyst/Administrator, Help Desk Assistant). The ACS CBoK (2008) defines 20 knowledge areas in 5 broad areas. ACPHIS did not define any additional knowledge areas but determined that some knowledge areas would only need to be developed at a basic level for a Business Analyst (illustrated by a shaded area under ICT Role Specific Knowledge in the model below) area while others would need to be developed more broadly into role specific specialised knowledge for a Business Analyst. The IS exemplar is presented in five sections: interpretation of the 20 knowledge areas of the ACS CBoK (2008) for a typical information systems program; guidelines for an 8 subject major within a Bachelor of Business to meet the requirements of ACS CBoK (2008); Graduate Skills Set for IS Business Analyst Role; Graduate Attributes for IS Business Analyst Role; Possible Educational Objectives for IS Business Analyst Role. Please note that the exemplar is deliberately not an information systems curriculum it has been developed specifically as a guide to accreditation against ACS CBoK (2008). ACPHIS IS Exemplar Page 1

2 Knowledge Areas ICT Problem Solving (PS) (The Art and Science of ICT) Knowledge of how to use modelling methods and processes to understand problems, handle abstraction and design solutions. This area recognizes the creativity and innovation that is required of IS professionals and the excitement that is present in their jobs. This area identifies what is unique about IS and what differentiates it from other disciplines. In no other discipline is there such an emphasis on developing artefacts that are so abstract and complex and where modelling tools and methods are so essential. Knowledge areas include: 3. Core Body of Knowledge 2. ICT Role Specific Knowledge Defining IS Skills PS01 Problem solving using modelling and abstraction Organizational problem identification, structuring, scoping, solving Concept of design of solutions, organizational spaces, holistic design of management systems Systems thinking Systems design High level organizational business models Problem solving processes Notion of perspective in problem solving: multiple perspectives appreciation of cultural, political etc dimensions of problem solving Modelling (soft, conceptual models, rich pictures, etc) why we model, purpose, communication device types of representation, e.g data models etc Impacts of problem solving on whole organization: act locally, think globally understanding parts of whole, whole of parts representing this understanding in a model Business modelling Business process modelling: core process maps, organizations as composite of business processes workflow and workflow modelling Business process improvement, innovation & management ACPHIS IS Exemplar Page 2

3 Knowledge Areas Professional Knowledge (PK) Being a professional in any discipline, ICT included, requires a level of professionalism, which means exhibiting a degree of autonomy and responsibility, behaving in an ethical manner and demonstrating high-level communication and interpersonal skills. The topics in this category are more generic than in other categories, and some would be transferable across professions. Knowledge areas include: 3. Core Body of Knowledge 2. ICT Role Specific Knowledge Defining IS Skills PK01 Ethics Basic ethics philosophical stances: mindful of impacts of IS on people, organizations value systems enshrined in software and IS ethical behaviours Professional codes of ethics PK02 Professionalism Basic concepts - certification, competence, autonomy, responsibility, accountability Service culture, orientation understanding concept of service level agreements, meeting obligations Professional bodies Commitment to professional accreditation and on-going development Role of IS professional / business analyst as internal/external consultant Career paths for ICT professionals breadth and depth PK03 Teamwork concepts & issues (leadership) Collaboration, group dynamics Leadership styles Conflict resolution Negotiation skills Team development Resources to support team work (including virtual teams) Diverse teams operations and management ACPHIS IS Exemplar Page 3

4 PK04 Interpersonal communication Oral presentations Writing - technical and management documents: user documentation report writing Visual communication Interpersonal skills: demonstrate skill at listening and responding to the views and needs of others and evaluating those views and needs be able to give and receive critique of task performance demonstrate negotiation and conflict resolution skills Reflective practice and self-awareness Content creation PK05 PK06 Societal & environmental issues/legal issues/privacy/ regulatory compliance History and status of discipline [see also Societal issues and environmental issues under IT Outcomes] Trends which inform IS (history): how we got here Privacy where we are heading how information is being accessed, stored, consumed (& how this has changed over time) Security, computer crime, intellectual property, legal issues Appreciation of the social context of Information Systems Digital divides (age, geography, wealth, perception, access, culture, etc) Trends which inform IS (history): how we got here where we are heading how information is being accessed, stored, consumed (& how this has changed over time) ACPHIS IS Exemplar Page 4

5 Knowledge Areas Technology Building (TB) Specialised programming and engineering roles involved in building systems from the ground up. This stream accounted for a majority of ICT jobs in the 1980s and 1990s. Knowledge areas include: 3. Core Body of Knowledge 2. ICT Role Specific Knowledge Defining IS Skills TB01 Programming History, trends in programming languages implications of this from business perspective High level concept of how to write a computer program e.g. macros in Excel/JavaScript, basic html Window into complexity Programming/software development TB02 Usability Client centric design (design of organizational spaces) Usability evaluation (Human-computer interaction) User as designer, user as client, client as user Human factors integration Principles of usability in holistic sense broader than just screen interfaces fitness for purpose, context Design principles Organization design and implementation Business Analyst as facilitator of design of broader solutions from purely user perspective (I know about web design) to organizational perspective Social shaping of technology and technological shaping of society artifact embedded on social system ethics, philosophy Technological mediation of communication & exchange ACPHIS IS Exemplar Page 5

6 TB03 Systems development (systems development life cycle, configuration management, change management, release management) Development methodologies: SDLC methods agile, Xtreme programming, etc, DSDM prototyping Implementation of IS in organizational context: deployment approaches adoption and diffusion Change management Business process redesign Support and training, maintenance Business needs analysis: business and information requirements analysis IRD, IRA etc link back to business need rather than technological fascination IT is not a silver bullet, it s a cruise missile!!! (Thorp) Business process improvement Strategic application of information systems Systems development management Data analysis Database design Systems design Systems testing Non-functional needs analysis Content creation Systems integration Systems installation/decommissioning Business analysis Benefits management Evaluation and review benefits realization and management business cases post-implementation evaluation evaluation life cycle Testing (system/software) BA as facilitator/evangelist for adoption/update of IT Business process testing Change implementation planning and management Stakeholder relationship management Configuration management Change management Supply chain vs service chain implications for selection of packages Alignment TB04 Systems acquisition Sourcing: acquire (contracts, purchasing decision etc) build/buy/customise local/national, outsource/ offshore, etc BPO ASP, SOA, SaaS, web services shared services Enterprise systems vs best of breed, functional systems Vendor management Systems development management ACPHIS IS Exemplar Page 6

7 Knowledge Areas Technology Resources (TR) ICT professionals must have basic technical knowledge to underpin other professional activities, whether they are implementing or acquiring or managing IT, or whether they are engaging in higher-level specialized technical roles. Knowledge areas include: 3. Core Body of Knowledge 2. ICT Role Specific Knowledge Defining IS Skills TR01 IT infrastructure and platforms (hardware and software, ICT architecture) Not inside working of box PCs, servers, networks, internet: Basic components knowledge of how these fit together, what purpose they serve in an information system and/or organization Architectural concepts and trends over time system perspective of hardware and software, holistic (outside looking in) TR02 Data and information management Data, information, knowledge: understanding of what these are Information assurance Information security implications of these Information management What is their role in an organization? How do systems support their exploitation and utilization: attributes of DIK Data analysis Database design concepts of DIK as an organizational resource Quality, integrity issues How to ensure this from a Business Analyst perspective Data modelling variety of techniques (ER, DFD) Information architectures, structures, maps: concept of database, data warehouse, marts, Business Intelligence data integration issues Management of DIK (information resources) Cultural, political, organizational aspects of the information resource ACPHIS IS Exemplar Page 7

8 TR03 Networking (data communications, web services) Concepts of networks Purpose of networks, enabling capabilities of networks Differences in network configuration business rationale that drive those decisions Network design What networks mean in the way people work, organizations function etc. trends Mobile work ACPHIS IS Exemplar Page 8

9 Knowledge Areas Outcomes Management (OM) ICT professionals must have an understanding of how ICT is used and managed to gain benefits in organizational and societal contexts. To some extent this is business acumen. Knowledge areas include: 3. Core Body of Knowledge 2. ICT Role Specific Knowledge Defining IS Skills OM01 IT Governance IT management, business cases, ROI, value realization Frameworks & principles of governance schools of strategy Links between IS governance and other levels of governance: organizational government, industry societal Legislative & regulation: privacy, FOI, Sarbanes-Oxley, etc. Delivery of business value from IS/IT Governance issues associated with enterprise architectures IS Strategy: relationship to business strategy, IT strategy, other functional area strategies, etc alignment corporate planning frameworks strategic information systems IS and competitive advantage relationship to project management and PMO Business-IT relationship: CIO CEO developing IT capabilities across the organization Business risk management Strategic application of information systems Information management Non-functional needs analysis Systems integration Business analysis Benefits management Organization design and implementation Business process testing Change implementation planning and management Stakeholder relationship management Information systems theories: IS concepts systems theory / concepts IS and organizational systems individual and organizational decision making DSS etc levels of systems (strategic/tactical/operational) roles of people developing & managing systems IS organization: how IS organization is structured (centralised vs decentralised vs federal etc) operations, development and service delivery reporting lines ACPHIS IS Exemplar Page 9

10 OM02 Project management (risk management, quality assurance) (as a team member) Team roles and management Scope and management of scope: maintaining alignment with business objectives decision making throughout the project not making micro decisions which ultimately move the project away form original objectives Estimation techniques Cost/benefit analysis Risk management Project scheduling Project evaluation (vs system success) Reporting and presentation PM methods (PRINCE2, etc) PMBoK Project deliverables (business case, requirements specifications, design specifications, etc) Systems development management Content creation Systems integration Systems installation/ decommissioning Project management Benefits management Change implementation planning and management Stakeholder relationship management Configuration management Change management Systems testing Quality management Quality assurance Quality standards Management of build or buy or localise/customise projects Program management vs project management Management of disparate, possibly external resources, e.g. inter-organizational teams and projects Industry transformation Cross-cultural communication, managing diverse teams Global project management, virtual project management Project management office (role, function) business-led vs IT led projects Quality assurance, tools Testing (system / software) OM03 Change management Change management Configuration management Transformation: organizational industry societal Change implementation planning and management Configuration management Change management ACPHIS IS Exemplar Page 10

11 OM04 Security Implement security controls throughout SDLC IT inventory, audit trails, control logs and other mechanisms Information assurance Information security ACPHIS IS Exemplar Page 11

12 Knowledge Areas Services Management (SM) Roles concerned with the ongoing operation of ICT in an organizational context and the structuring of the interactions of ICT technical personnel with business customers and users. Knowledge areas include: 3. Core Body of Knowledge 2. ICT Role Specific Knowledge Defining IS Skills SM01 Service management (ITIL/COBIT) Standards ITIL, CoBIT (+ relationship between these) Information Security Management SM02 Security management Sensitivity of information and information systems Security plans, including security costs Security awareness and training Information assurance Information security ACPHIS IS Exemplar Page 12

13 Guidelines for an 8 subject major within a Bachelor of Business Subject Foundations of Information Technology Organisational Context of Information Systems Specialisation X1 * Specialisation X2 * Specialisation Y1 * Specialisation Y2 * Management of Information Systems Capstone IS Project CBoK Core Knowledge TB01, TR01, TR02, TR03, SM01, SM02, OM04 PS01, PK01,PK05, PK06, OM01, OM02, OM03 PS01, PK02, PK03, PK04, TB02, TB03, TB04, TR02 PS01, PK02, PK03, PK04, TB02, TB03, TB04, TR02 PS01, PK02, PK03, PK04, TB02, TB03, TB04, TR02 PS01, PK02, PK03, PK04, TB02, TB03, TB04, TR02 PS01, PK01,PK05, PK06, OM01, OM02, OM03 PS01, PK03, TB03, TB04, TR02, OM03, OM03 * Specialisations may be 2 x 2 subjects or 1 x 4 subjects possible specialisations include: logistics and supply chain management, accounting information systems, e-commerce, e-marketing, KMS, BPE, systems development, health informatics. The specialisations allow for the development of breadth and depth in some ICT field without being prescriptive as to what that specialisation or specialisations might be. This curriculum arguably provides a coherent program that meets the requirements of ACS CBoK (2008), both the core knowledge requirements and the requirement for breadth and depth in some ICT field. ACPHIS IS Exemplar Page 13

14 Graduate Skills Set for IS Business Analyst Role Key for SFIA subcategories: Subcategory Business Change Management Business/Information Systems Strategy and Planning Human Factors Information Strategy Infrastructure Installation and integration Quality Relationship Management Systems Development Code BCM BIS S&P HF INF STRAT INFRA INST&INT QUAL RM SYSDEV ACPHIS IS Exemplar Page 14

15 Category Subcategory Skill Code Level Strategy & Planning BIS S&P Business process improvement BPRE 4 BIS S&P Business risk management BURM 3 BIS S&P Information assurance INAS 2 BIS S&P Information security SCTY 2 BIS S&P Strategic application of information systems STPL 3 INF STRAT Information management IRMG 3 Development SYSDEV Systems development management DLMG 4 SYSDEV Data analysis DTAN 3 SYSDEV Database design DBDS 2 SYSDEV Network design NTDS 2 SYSDEV Systems design DESN 4 SYSDEV Programming/software development PROG 3 SYSDEV Systems testing TEST 3 HF Non-functional needs analysis UNAN 4 HF Usability evaluation USEV 3 HF Content creation DOCM 3 HF Human factors integration HFIN 3 INST&INT Systems integration SINT 3 INST&INT Systems installation/decommissioning HSIN 3 Business Change BCM Project management PRMG 4 BCM Business analysis ANAL 5 BCM Benefits management BENM 3 BCM Organization design and implementation ORDI 3 BCM Business process testing BPTS 4 BCM Change implementation planning and management CIPM 3 RM Stakeholder relationship management RLMT 3 Service provision INFRA Configuration management CFMG 3 INFRA Change management CHMG 3 Procurement & management support QUAL Quality management QUMG 3 QUAL Quality assurance QUAS 3 QUAL Quality standards QUST 3 ACPHIS IS Exemplar Page 15

16 Graduate Attributes for IS Business Analyst Role 1 Personal: GA1 Understand group dynamics and have the ability to work in collaborative environments as a productive member of a team, especially in relation to managing time and prioritising activities to achieve deadlines. GA2 Demonstrate the ability to work in a self-reliant and independent way and have the capacity to take initiative and embrace innovation in responding to change and leadership issues relevant to information technology. GA3 Understand cross cultural issues and international perspectives and have a capacity for community engagement. 1.1 Work productively in diverse teams (for example, diverse in terms of ethnicity, nationality, gender, age, sexual orientation, religion, disability, and the like) 1.2 Recognise and value different leading, learning and working styles and personality types, and their implications for effective group work 1.3 Assume leadership and other team roles within groups when required 1.4 Demonstrate skills in conflict resolution & negotiation 1.5 Are able to manage projects effectively, including setting of goals and incentives 2.1 Able to work and learn independently 2.2 Able to recognise need for further development, training, and continuing professional education 2.3 Ability to work to deadlines 2.4 Ability to meet commitments, fulfil well-defined requirements & expectations 2.5 Demonstrate job-seeking skills and understanding of the world of work 2.6 Ability to adapt innovatively to changing environments 2.7 Recognise and realise career potential 3.1 Demonstrate an awareness of the local and global contexts of Information Systems 3.2 Able to function in a multicultural or global contexts 3.3 Able to function effectively in diverse, possibly virtual, work groups 3.4 Show sensitivity to and respect for cultural differences 1 The graduate attributes have been sourced from a number of different places and can be attributed to material from Australian Chamber of Commerce and Industry, Australian Computer Society, Business Council of Australia, Griffith University, Swinburne University of Technology, University of Queensland, University of South Australia, Uniuversity of Tasmania, and University of Technology, Sydney. ACPHIS IS Exemplar Page 16

17 Professional: GA4 Demonstrate the in-depth knowledge and skills required to pursue a career in information systems, including the software development life cycle, analysis, design, programming, testing and implementation; be prepared for life-long learning in pursuit of personal and professional development GA5 Demonstrate the ability to effectively plan and organize activities in a range of contexts GA6 Act responsibly and ethically as information technology professionals with due regard to the social, legal and environmental contexts of information technology practice, including awareness of professional codes of ethics, their role and limitations. 4.1 Demonstrate a desire for continuous learning 4.2 Apply technical and information skills appropriate to information systems 4.3 Use a wide range of academic skills (research, analysis, synthesis etc) 4.4 Understand the limitation of, and have the capacity to evaluate, their own current knowledge 4.5 Develop a broad knowledge base and respect the contribution of other disciplines or professional areas 4.6 Identify, evaluate and implement personal learning strategies 4.7 Learn both independently and cooperatively 4.8 Learn new skills and apply learning to new and unexpected situations 5.1 Ability to plan and implement strategies and activities for completing tasks 5.2 Ability to collect, analyse and organize information 5.3 Ability to effectively utilise technology to complete tasks 5.4 Ability to prioritise between tasks 5.5 Ability to evaluate the success of a plan according to established criteria 6.1 Acknowledge the social and ethical implications of their actions 6.2 Appreciate the impact of social change 6.3 Be committed to access and equity principles in their discipline or professional area, and society in general 6.4 Demonstrate responsibility to the local community, and society generally 6.5 Behave ethically and in a socially and environmentally responsible manner in professional and personal contexts 6.6 Understanding of social and civic responsibility 6.7 Appreciation of the social context of Information Systems ACPHIS IS Exemplar Page 17

18 Intellectual: GA7 Demonstrate critical, creative and analytical thinking and effective problem solving, applying knowledge and skills in novel ways and demonstrating ability for high level synthesis and evaluation of experiences. GA8 Demonstrate competency in written and oral professional communication, and effectiveness in the formulation of reasoned arguments and clear explanations in writing and speaking. GA9 Demonstrate the ability to analyse a range of situations and contexts, utilising information effectively to make informed recommendations and draw coherent conclusions 7.1 Ability to analyse tame and wicked problems and opportunities 7.2 Identify critical issues in Information Systems 7.3 Conceptualise problems, formulate a range of solutions, and make a choice between options 7.4 Work effectively with others 7.5 Find, acquire, evaluate, manage and use relevant information in a range of media 7.6 Show resourcefulness in seeking productive and innovative outcomes in resolving problems and taking advantage of opportunities 7.7 Be able to tackle unfamiliar problems 8.1 Demonstrate oral, written, numerical and graphic communication in a range of diverse contexts 8.2 Use the medium and form of communication appropriate for a given situation 8.3 Develop and present well-reasoned arguments, using technology as appropriate 8.4 Access, organize and present information, particularly through technology-based activity 8.5 Communicate in a way that contributes to productive and harmonious relations in groups 8.6 Demonstrate skill at listening and responding to the views and needs of others and evaluating those views and needs 8.7 Be able to give and receive critique of task performance 8.8 Demonstrate negotiation and conflict resolution skills 9.1 Identify and structure familiar and unfamiliar problems 9.2 Recognise that there are multiple perspectives and multiple objectives present in most problem contexts 9.3 Locate and utilise information from a range of sources effectively 9.4 Identify, select and work through a range of options 9.5 Present coherent, reasoned and informed arguments to support conclusions and recommendations 9.6 Apply analytical and critical thinking skills in a variety of contexts 9.7 Ability to prioritise issues and requirements ACPHIS IS Exemplar Page 18

19 Possible Educational Objectives for IS Business Analyst Role Knowledge Areas Problem solving using modelling and abstraction Possible Educational Objectives determine and analyze a significant problem using the systems approach to problem solving; understand the need for collaboration to achieve a satisfactory solution to a complex problem; gain an appreciation of strategic level thinking; experience working with uncertainty, requiring students to use their own judgment. Ethics Professionalism Teamwork concepts & issues (leadership) gain experience in working in teams and with customers; demonstrate and analyze group dynamics and have the ability to work in collaborative environments as a productive member of a team, especially in relation to managing time and prioritising activities to achieve deadlines; understand the need for collaboration to achieve a satisfactory solution to a complex problem. Interpersonal communication Personal domain develop skills to communicate more effectively across diverse cultural groups; develop skills to articulate and further develop their own ethical beliefs; Professional domain develop skills to respond critically to the social impact of IT across the globe; consider specific workplace scenarios from an ethical perspective; Intellectual domain evaluate textual, visual and multi-modal information; draw upon others words and ideas fairly and honestly; develop skills to construct written texts with improved accuracy; develop skills to present spoken information with enhanced clarity. Societal & environmental issues/legal issues/privacy/ regulatory compliance History and status of discipline Programming develop skills in developing an algorithmic solution to a problem and be able to represent it with appropriate program and data objects; present a systems view of verification and validation; present and expose students to a variety of programming environments, development tools, and graphics development environments to introduce the concepts and techniques used to represent and operate on data and file structures, with simple examples; explain how to develop structures using abstract data types representing arrays, lists, trees, records, and files, and demonstrate how they are applied as components of programs and applications; ACPHIS IS Exemplar Page 19

20 present and use index file structures, including key organizations; explain a variety of fundamental structures that are building blocks for the development of programs and IS applications; provide the foundations for applications of data structures and file processing techniques; present and ensure problem solving involving files and database representations; present and develop useful structured file (database) editors, posting mechanisms, and reports (simple, control break); continue the development of programming techniques, particularly in the design, testing, and debugging of IS related programs of some complexity; develop an awareness of the relative capabilities and limitations of most common programming languages. Usability (Human-computer interaction) Systems development (systems development life cycle, configuration management, change management, release management) understand the nature and role of business process analysis and innovation in organizations; understand the concept of core business processes being embedded in modern software and the implications for organizations; understand the process for IS-enabled business process change; develop workflows, workflow models and workflow systems; discuss the role of IS and the Chief Information Officer in business process transformation and the reasons that organizations undertake business process transformation; discuss the role of non-it enablers that effect successful business process transformation; understand the complex network of organizational issues that arise during business process transformation and their effect on IS/business alignment; introduce organizational modeling and demonstrate its relevance to information systems; discuss a systems based role for management, users, and designers; explain physical systems and work flow and how information systems relate to organizational systems; understand key aspects of a number of IS development methodologies; discuss and examine the process, standards, and policies for development of information systems: development methodologies, life cycle, workflow, object oriented development, prototyping, spiral, end-user, and other approaches; understand that different methodologies target different aspects of IS development, such as requirements gathering, project management or cross-organizational development for example; develop skills to critically evaluate development methodologies and articulate their underlying philosophies; develop skills to choose a methodology, or aspects of different methodologies, which are suitable for particular circumstances; develop the skills necessary to undertake the analysis, modeling, and definition of information systems problems; understand who are the stakeholders and learn what/how to capture requirements in the system development process, including how to analyse organizational systems to determine how the systems might be improved; show how to collect and structure information in the development of requirements and specifications; appreciate how modelling techniques can help to understand the working of business systems; discover why system specifications are important and how modelling can be used to specify systems and user requirements; develop a model of a system using structured systems analysis techniques including Entity-Relationship Models; develop an object model of a system, including Use Case modelling, Event Flow Diagrams and Object Class Diagrams; ACPHIS IS Exemplar Page 20

21 develop a logical design, conceptual data model and logical database model; develop a functional understanding of rapid prototyping and other similar alternative mechanisms for rapid development of information systems; develop the skills necessary to undertake the design, specification, and definition of information systems problems; show how to collect and structure information in the development of design specifications; develop the skills needed to design a project development and implementation plan, including conversion and installation plans; develop a detailed information system design, information system application controls, detailed program specifications, programs, system test parameters, show how to convert the logical and conceptual requirement models to physical designs and physical databases; show how to install and test a new system, implement the conversion plan, and employ configuration management; show how tools, process and automation effect the working environment and the interaction of people, and use them effectively to manage software design and development; understand the responsibilities of those who manage software development processes within projects and the profession; show how to present a system design, test plan, implementation plan, and evaluation, in written and oral form; demonstrate and analyze group dynamics and have the ability to work in collaborative environments as a productive member of a team, especially in relation to managing time and prioritising activities to achieve deadlines. Systems acquisition IT infrastructure and platforms (hardware and software, ICT architecture) Data and information management discuss outsourcing and alternate implementations of the IS function; explain in systems terms the fundamental characteristics and components of computer and telecommunications hardware, and system software, and demonstrate how these components interact; provide an overview of peripheral devices and their function; introduce the concepts of computer hardware architectures; introduce the concepts of system software components and interactions; introduce the major concepts in operating systems, including process definition, concurrent processing, memory management, scheduling, interrupt processing, security, and file systems; introduce the concepts of the internet and web application; introduce a variety of operating environments (traditional, GUI, multimedia) and resource requirements; discuss, explain, and install multimedia facilities; introduce the requirements for interoperability and systems integration. explore and understand various schemes for organizing information resources and develop competencies in their usage, with particular emphasis on digital information resources in a networked environment explain the concept that data is a representation and measurement of real-world events; show and explain the logical and physical structure of data to represent characters, records, files, and multimedia objects, including information organization schemes such as metadata, indexing, thesauri, classification, taxonomy and ontologies, and related software tools; explain the concepts of classes, abstract data types (ADT), and objects; explain and illustrate with IS examples of formal synthetic and analytic problem solving; present a systems view of object representations and compare with data flow models; ACPHIS IS Exemplar Page 21

22 explain the interoperability of information and knowledge access systems, and related protocols and systems; present top-down implementation strategies; present object implementation concepts; present modular design, cohesion, and coupling concepts; explain problems in information organization; explain the principles of bibliographic information organization. Networking (data communications, web services) Security IT Governance IT management, business cases, ROI, value realization develop awareness and associated terminology of the different objects, media, and devices necessary for telecommunications, including local (LAN) and wide area (WAN) networks; develop an awareness of how telecommunication systems are used to support organizational communication infrastructure including information systems, teleconferencing, and telecommuting; explore the issues related to the economics, design, and management of computer networks; familiarize the student with the telecommunication standards and with regulatory organizations and their standards; discuss and explain underlying principles and issues of distributed versus centralized computer systems; present architectures, topologies, and protocols of telecommunications; present the hardware and software components of telecommunications systems and how they are organized to provide required services; provide awareness of the responsibilities inherent in providing telecommunication services, including security, privacy, reliability, and performance; explain how to install equipment necessary to implement a telecommunication system, e.g. cable, modems, Ethernet connections, gateways, and routers; explain how to design, install, configure, and manage a LAN; discuss issues pertinent to the management and transfer of emerging technologies. consider information security in today's information systems environment; evaluate and assess the information security state of an organization from a holistic perspective; introduce the main concepts related to secure ebusiness, focusing on how security techniques can be used to protect ebusiness transactions; understand the standards, methods, techniques and approaches available for information security; develop a information security strategy and program; appreciate the legal implications of security management; understand the diversity and cultural issues involved in security management and be able to apply this in successfully managing people. present and explain the evolving leadership role of information management in organizations; develop effective governance mechanisms to align emerging information technologies to business and information systems; develop and evaluate IS investment portfolios; manage organizational changes related to IS strategy implementation; measure IS performance and its business value; discuss the relationship of strategic information systems planning to organizational planning; explain the potential influences of IS on business strategy, objectives and capabilities to executive level, business unit and ACPHIS IS Exemplar Page 22

23 functional managers and to explain how these may affect corporate, business unit and functional planning; discuss the role of IS and the Chief Information Officer in strategic information systems planning and the reasons that organizations undertake strategic information systems planning; understand the complex network of organizational issues that arise during strategic information systems planning and their effect on IS/business alignment; identify the issues involved in formulating and executing a strategic information systems plan; critically evaluate existing IS and related strategies and the support of these strategies for the overall business strategies of the organization; design a process to identify the information processing needs of an organization for both operational and managerial support needs; explain organizational value and supply chain concepts, stressing the distinguishing characteristics of traditional versus evolving organizations utilizing internet technologies including examples with respect to evolving e-commerce business relationships; distinguish between types of e-commerce business relationship types including B2B, B2C, B2G, C2C, C2G, G2G; formulate strategic information systems planning for an organization, covering justifiable requirements for information systems, appropriate computing and communications infrastructure and appropriate information resource management policies and practices; review the methods and techniques used when seeking to apply information systems at the corporate level; identify and present systematically the requirements for an information system in a large and complex organization, select an appropriate systems solution, assess its impact on the organization and make management recommendations; Project management (Risk management, Quality assurance)) (as a team member) develop and practice essential project management skills needed to design a project development and implementation plan; develop skill in use of project management tools and methods within the context of an information systems project; select the proper project management tools and demonstrate their use; initiate, design, implement, and discuss project close down; examine the process for development of information systems policies, procedures, and standards in the organization; discuss management of time and interpersonal relations. show how to develop agreements describing work to be done, and to commit, rigorously complete and self-evaluate agreed work; further develop and practice essential project management skills; consider risk management in today's information systems environment; identify risks and select appropriate short and long term countermeasures; understand the standards, methods, techniques and approaches available for risk management; develop a risk management strategy and plan; appreciate the legal implications of risk management; understand the diversity and cultural issues involved in risk management and be able to apply this in successfully managing people; understand the management issues that are associated with software development of quality software products ; understand the need for quality assurance of software products and apply the basic concepts of software quality management; understand the nature of software quality and the problems of assessing the level and presence of software quality; ACPHIS IS Exemplar Page 23

24 ensure adequate quality control of software development is achieved; produce and implement a quality management plan for software development; discuss performance evaluation consistent with quality management and continuous improvement; develop quality metrics for assessment of software development and project control of software development; understand the objectives of systems and software testing; describe the phases of systems and software testing; develop test plans, identify test conditions and design test cases; understand the interpersonal skills that are essential for the success of any quality assurance plan. Change management develop a strategy for introducing change to a corporate information system; Security consider information security in today's information systems environment; evaluate and assess the information security state of an organization from a holistic perspective; introduce the main concepts related to secure ebusiness, focusing on how security techniques can be used to protect ebusiness transactions; understand the standards, methods, techniques and approaches available for information security; develop a information security strategy and program; appreciate the legal implications of security management; understand the diversity and cultural issues involved in security management and be able to apply this in successfully managing people. Service management (ITIL/COBIT) Security management ACPHIS IS Exemplar Page 24