MASTER OF INFORMATION SYSTEMS Information Technology Management Project INFS5740 Session 1, 2006
2005 John G. D Ambra School of Information Systems, Technology and Management The University of New South Wales Sydney 2052 Australia The original material prepared for this guide is copyright. Apart from fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission. Enquiries should be addressed to the Master of Information Systems Program, UNSW. ii
Contents About the Course...4 Timetable...4 Course overview and Relationship of this course to other course offerings 5 Course aims...5 About the project...6 Choosing a topic...6 What else is already known about this issue?...7 Course structure...8 Format and teaching approach...8 Continual Course Improvement...8 Staff and contacts...9 Email contacts and usage...9 Course Coordinator...9 Administration Coordinator...9 Resources...10 The textbook...10 Other useful resources...10 Reference books...10 Journals and readings...10 Other...10 WebCT...10 Other Resources, Support and Information...10 Assessment...12 Summary of requirements...12 The project...12 Attendance and participation...14 Academic honesty...14 Plagiarism...14 iii
About the Course Timetable Week commencing Week Number Topic Activity Assessment task 20 February 2006 0 Orientation week Course briefing 27 February 2006 1 What is this thing called research? Seminar 1 6 March 2006 2 13 March 2006 3 Literature and information resources in research. 20 March 2006 4 Seminar 2 Introduction 27 March 2006 5 Your methodology Seminar 3 Analytic Framework 3 April 2006 6 10 April 2006 7 Performance: What is it and how do we measure it? 17 April 2006 Mid-session recess 24 April 2006 8 Seminar 4 Method 1 May 2006 9 What do the data mean? Seminar 5 8 May 2006 10 15 May 2006 11 Reporting research findings Seminar 6 22 May 2006 12 Findings and conclusions 29 May 2006 13 Presentations Seminar 7 Presentation 5 June 2006 14 4
Course overview and Relationship of this course to other course offerings Information Technology Management Project is a capstone course offering you the opportunity to demonstrate mastery of the theory and practice of information systems management by applying the knowledge and skills gained in the Master of Information Systems (MIS) program to a project of your choice. This is done by completing a project report reflecting the cumulative knowledge gained from these experiences. Ideally this course should be completed when you are doing your last session of the MIS program. This course is focused on developing fundamental research skills enabling you to conduct quality and rigorous enquiry in organisational settings. Course aims To demonstrate knowledge gained throughout the MIS program and to apply that knowledge to a relevant information systems/technology management issue. To develop and apply fundamental research skills. To produce a report that demonstrates critical thought, exhibits a level of analysis appropriate to a masters degree, and that displays a high level of professionalism and competence in presentation. To produce a report that demonstrates your proficiencies in information systems/technology management. To assess the effectiveness of the MIS program in achieving its mission, goals and objectives. The capstone project and report is the culmination of your MIS program. This capstone project provides the following benefits: Doing the capstone project serves to integrate and apply approaches and knowledge learned in many separate courses. You have studied many subjects during your graduate education. Active use and integration of the ideas and methods studied brings knowledge closer to the world of professional practice you are working in. The capstone project bridges the gap between coursework and professional practice in other ways as well. You will make key choices of project definition and execution. The capstone project and report is a great opportunity to exercise your judgment and to pursue your interests. 5
About the project This IT Management project is an applied project. In the context of the MIS program, the phrase signifies work that can be readily applied to our understanding of information systems management, the evaluation of strategies/policies and the analysis of alternative courses of action. Some examples may include: An analysis/evaluation of an IT strategic plan; Developing an IS/IT strategic plan for an organization; An analysis/evaluation of a decision to outsource some or all IS/IT services; An evaluation of an IS/IT adopted strategy/solution and outcomes; An evaluation of an IS/IT human resource issue/strategy; Analysis of Disaster Recovery readiness in an organization; An evaluation of perceived quality of IS/IT services in an organization; An investigation of equity and access in an egovernment initiative; The effectives of IS/IT adoption in a not-for-profit entity; Analysis/evaluation of IS security plans and procedures in an organization. Choosing a topic Because everything else depends upon choosing a "doable" topic, you should be thinking about your project topic during the session prior to enrolling in Information Technology Management Project. As you encounter questions, problems, proposed solutions and other people's research in your courses, ask yourself: Am I interested in applying and evaluating such issues? A capstone project may be either quantitative or qualitative in nature (these approaches will be explored in the early part of the course). When properly structured and implemented, projects utilizing either research methodology involve significant rigor and are capable of making contributions to the improvement of management of IS/IT resources and/or policy in the private, public and non-profit sectors. The methodology, however, should be determined by the nature of the research question you are asking, not by your personal preference for one methodology over another. Take advantage of course assignments (or review past assignments and topics) to explore possible topics. Ask in your courses whether something the course deals with would be a suitable project topic. Use your preparation of a course presentation as an opportunity to explore a possible project topic. Some additional considerations to think about include: What do you want to accomplish with your project? What are your goals? Do you want to demonstrate your competence in an area? Do you want to strengthen your grasp of a body of knowledge? Do you want to contribute to the work of your own organization? What is the organisational significance of your proposed topic? o o What organisational goal or value will be served? Who might use the results of your work? 6
The bottom line is that you should find a topic that is: 1. worthwhile in terms of your goals; 2. that you are interested in carrying out; and 3. that is "doable" within a session timeframe. The research report may be undertaken individually or in pairs. Students proposing to work in pairs must have approval from the course facilitator. What else is already known about this issue? Before you finally decide on your topic it is important to find out what else is already known on this issue. You should carry out a quick search of relevant literature to find out whether your research question has already been answered, perhaps even just partially. Once you are sure that your research will be a valuable contribution to the body of knowledge in this area, you can be confident in proceeding. 7
Course structure Content Weeks 1 and 2 Deliverable Introduction Weeks 3 and 4 Analytical Framework Weeks 5 and 6 Method Weeks 7,8,9,10,11 Findings and conclusion Presentation Format and teaching approach This course will meet every alternate Saturday for a seminar from 10am to 1pm, commencing on the Saturday of Week 1. Attendance at the Orientation in week 0 is also required. In the weeks that we are not meeting for a seminar other learning activities will be conducted that may require online participation. The facilitator will definitely expect you to have read the compulsory readings, at minimum, and be fully prepared to engage in debate in the seminar sessions. The optional readings are presented for those of you who have a special interest in specific topics and might like to follow up that interest. Continual Course Improvement A brief statement informing students that periodically student evaluative feedback on the course is gathered and used, in part, to inform course improvement. An example of such words follows. Staff are encouraged to include course/school specific information, where appropriate. Each year feedback is sought from students and other stakeholders about the courses offered in the School and continual improvements are made based on this feedback. UNSW's Course and Teaching Evaluation and Improvement (CATEI) Process (http://www.ltu.unsw.edu.au/ref4-5-1_catei_process.cfm) is one of the ways in which student evaluative feedback is gathered. Significant changes to courses and programs within the School are communicated to subsequent cohorts of students. 8
Staff and contacts For enquiries related to the course please contact the course coordinator during business hours. If the coordinator is not available contact the administration coordinator. If you are experiencing communication difficulties with your course coordinator please contact the MIS Director or the School. The preferred means of communication with students regarding course issues are: The announcement page of WebCT How to contact LIC information on WebCT Appropriate email contacts. Email contacts and usage Students should note that it is school policy to only respond to email messages that are clearly identifiable as having originated from legitimate accounts. Legitimate email accounts are: A UNSW student account An identifiable employer provided account An identifiable ISP account (bigpond, ozemail, etc) Messages from Hotmail, Yahoo, Google and other similar services will not be replied to. All students and staff are expected to use email responsibly and respectfully. Course Coordinator A/Prof. John D Ambra j.dambra@unsw.edu.au 9385 4854 Room Q2088 Administration Coordinator Mrs. Tricia Hartley p.hartley@unsw.edu.au Administrative Officer SISTM 9385 5320 Room Q2091E 9
Resources The textbook The prescribed textbook for this course is: Leedy P.D. and Ormrod J.E. (2005). Practical Research Planning and Design (8 th edition). New Jersey: Prentice Hall. 0-13-124720-4 Other useful resources Reference books Brewerton P. & Millward L. (2001) Organizational Research Methods London: Sage. 0 7619 7101 7 Cassell C. & Symon G. (1994) Qualitative Methods in Organizational Research London: Sage. 0 8039 8770 6 Johnson P. & Duberly J. (2000) Understanding Management Research London: Sage. 0 7619 5295 0 Veal, A.J. (2005) Business Research Methods. Sydney:Pearson. 1 74103 253 9 Journals and readings Journals and readings are managed by the My Course function offered by the UNSW library. See the Topic Guide for more details. Other www.isworld.org (accessed 23/1/2006) www.comm.ucsb.edu/faculty/rrice/ricelink.htm#researchresources (accessed 23/1/2006) http://owl.english.purdue.edu/handouts/research/r_apa.html (accessed 23/1/2006) www.lc.unsw.edu.au/onlib/ref.html (accessed 23/1/2006) WebCT Master of Information Systems courses use a WebCT environment for all on-line components. WebCT course sites may include such resources as lecture notes, timetables, class profiles, staff contact details and discussion areas. The WebCT site for this course can be accessed from the WebCT log-in page at: www.webct.unsw.edu.au Other Resources, Support and Information The University and the Faculty provide a wide range of support services for students, including: Learning and study support o FCE Education Development Unit (http://education.fce.unsw.edu.au ) o UNSW Learning Centre (http://www.lc.unsw.edu.au ) o EdTec WebCT information (http://www.edtec.unsw.edu.au ) 10
Counselling support - http://www.counselling.unsw.edu.au Library training and support services - http://info.library.unsw.edu.au Disability Support Services Those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the Course Coordinator or the Equity Officer (http://www.equity.unsw.edu.au/disabil.html). Early notification is essential to enable any necessary adjustments to be made. In addition, it is important that all students are familiar with University policies and procedures in relation to such issues as: Examination procedures and advice concerning illness or misadventure https://my.unsw.edu.au/student/academiclife/assessment/examinations/ex aminationrules.html Occupational Health and Safety policies and student responsibilities; http://www.riskman.unsw.edu.au/ohs/policies%20&%20procedures/uns W%20OHS%20Accountability.pdf 11
Assessment All assessment tasks are subject to the following SISTM policies: Any number of the assessment components may be scaled to a mean of 60%. All components of assessment must be completed at a satisfactory level (normally a minimum mark of 40%). If this level of performance is not achieved in any component a UF will be awarded. Team members are expected to work in a harmonious and professional manner. This course will be assessed in accordance with the School's assessment policies that can be found at: sistm.web.unsw.edu.au Late assignment submission (without an approved extension) will be subject to a penalty. The penalty is 10% of the weight of the assignment for each day that the assignment is late. For the full School Policy on assessment and submission of assignments please refer to the MIS Student Guide. Summary of requirements Assignment Name Due date Weight Draft Introduction (500 1000 words) Week 3 (Saturday) 5 Analytic Framework (1000 1500 words) Week 5 (Saturday) 15 Methodology (1000 words) Week 7 (Saturday) 10 Findings (2000 words) Conclusions (1000 words) Week 12 (submit via email) Presentation Week 13 (Saturday) 15 Project Diary From week 3 5 TOTAL 100% 25 25 The project Regardless of the project approach and methodology used, the final project should explicitly apply concepts drawn from MIS course work, reading and practice that aid in understanding the managerial, organisational, political, social, economic, other factors relevant to understanding the context and issues of the project. The result of the project should improve the understanding information systems/technology management, and may also result in recommendations for action that will change an organization or strategy. The final product will be a report divided into six sections as follows (each section to be submitted in accordance with the schedule above): 12
1. Introduction: Describes the issue studied including its development over time and the managerial and organizational context (or other relevant context). Describe the relevance or significance of the issue, problem, or project. Presents a concise and clear statement of the research question, as well as the likely outcome(s) of not addressing the issue/problem. 2. Analytic Framework: Presents a full and balanced review of theoretical and practice-oriented concepts drawn from the appropriate literature, comparing and contrasting different perspectives and analysing their application to the research question. This is sometimes referred to colloquially as the literature review. The purpose of a review of previous research and various theoretical approaches to a topic is to develop an analytic framework that establishes the elements of the project, lays out the theoretical basis of the project, and integrates the project into the larger body of systematic knowledge about IS/IT management. 3. Methodology: Articulates specific research questions/hypotheses and describes the research methodology, such as selection of persons interviewed, use of survey techniques, or data analysis. Carefully describes the specific steps taken to ensure the validity of the research design or project methodology, and the credibility and utility of the research results. 4. Findings: Describes the findings relative to the research questions or hypotheses with analysis and interpretation of the data or evidence collected. 5. Conclusion: Discusses the potential impact of the research on management and the organisation. Relates findings to previous research, and existing theory and practice. Identifies areas for future research. Presents implications and recommendations derived from the findings as appropriate. 6. References: A complete and accurate list of references must be included for each deliverable. The same reference list will be added to as you proceed through each deliverable. Please use the in-text or Harvard style [author and date in parenthesis]. Please consult the guidelines provided by the Learning Centre at http://www.lc.unsw.edu.au/onlib/ref.html. One departure from the style guides will be that all tables, figures and graphics should be included in the body of the report as close as possible to the text discussion of the item. Appendices may be used to include lengthy and detailed material not directly discussed in the body of the report. This might include material such transcripts of in-depth interviews, frequency distributions of survey items, and special computations related to the project (e.g., details of a benefit/cost analysis). Any review of assessment results will be conducted in accordance with the School's assessment policies that can be found at: sistm.web.unsw.edu.au 13
Student responsibilities Attendance and participation Students are expected to be regular and punctual in attendance at all classes in the courses in which they are enrolled. It is important to note that if students attend less than eighty per cent of their possible classes they may be refused final assessment. All requests for non-attendance at class must be submitted to your lecturer or the Director, Master of Information Systems Program. Students should check the website for courses in which they are enrolled on a weekly basis. Academic honesty Students and staff are governed by the normal laws, which regulate our daily lives. But in addition the University has its own code of rules and conduct. This is because good conduct and academic honesty are fundamental to the mission of the University as an institution devoted to the pursuit of excellence in scholarship and research, and to the service of society. These principles apply not only to students but to the whole University community, including staff engaged in research. They have been developed over many years and are widely supported by staff and students. Staff and students are committed to good conduct and academic honesty and are keen to see that these values and principles are upheld. The University Council has defined student misconduct as follows (29 th August 1994): Student misconduct includes student academic misconduct and also encompasses conduct which impairs the reasonable freedom of other persons to pursue their studies or research or to participate in the life of the University. It is the responsibility of all students to familiarise themselves with the rules that govern student and academic misconduct. For more information, please see: http://www.student.unsw.edu.au/academiclife/assessment/academic_misconduct.shtml Plagiarism Plagiarism is the presentation of the thoughts or work of another as one s own.* Examples include: direct duplication of the thoughts or work of another, including by copying work, or knowingly permitting it to be copied. This includes copying material, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person s assignment without appropriate acknowledgement; paraphrasing another person s work with very minor changes keeping the meaning, form and/or progression of ideas of the original; piecing together sections of the work of others into a new whole; presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and, claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed. Submitting an assessment item that has already been submitted for academic credit elsewhere may also be considered plagiarism. 14
The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism. Students are reminded of their Rights and Responsibilities in respect of plagiarism, as set out in the University Undergraduate and Postgraduate Handbooks, and are encouraged to seek advice from academic staff whenever necessary to ensure they avoid plagiarism in all its forms. The Learning Centre website is the central University online resource for staff and student information on plagiarism and academic honesty. It can be located at: www.lc.unsw.edu.au/plagiarism The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in: correct referencing practices; paraphrasing, summarising, essay writing, and time management; appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts. Individual assistance is available on request from The Learning Centre. Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. * Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of Newcastle Adapted with kind permission from the University of Melbourne. 15