School of Design, Engineering

School of Design, Engineering

& Computing

In Partnership with BridgwaterCollege

Unit Specification

BSc (Hons) Applied Computing (Top-up)

September 2011

v2

School of Design, Engineering & Computing

BSc (Hons) Applied Computing

Contents

Code Unit TitlePage

CSE1068H-1 INDIVIDUAL PROJECT

CSE1089H-1 IT PROFESSIONAL

CSE1095H-2 E-COMMERCE

CSE1090H-2 DATA WAREHOUSING

CSE1091H-1 DESIGN for NEW TECHNOLOGIES

CSE1092H-1 PROGRAMMING LANGUAGES

CSE1093H-1 OBJECT-ORIENTED SOFTWARE ENGINEERING

CSE1094H-1 REQUIREMENTS ENGINEERING

CSE1068H-1INDIVIDUAL PROJECT

LevelH

Credit value 40 (ECTS equivalent 20 credits)

PRE- AND CO-REQUISITES

None.

AIMS

To provide a context in which the learner can demonstrate their ability to study independently, at honours level, and to solve complex, unstructured problems through designing and developing a solution. The project provides significant experience of identifying and systematically studying a problem selecting and evaluating a problem solving approach. The learner critically appraises their work and coherently presents their process and product.

Whilst the unit does not directly address any specific components of the QAA Computing benchmark, many different components are addressed indirectly though the selection of project area. In addition the Document Processing and Professionalism components are addressed in the project report.

INTENDED LEARNING OUTCOMES

1. Demonstrate the application of skills learned on the programme by designing and building a solution to a challenging development problem using sound method and judgement
2. Review and appraise the relevance of other work in the area.
3. Exercise appropriate analysis and judgement in planning, design and technical functions in the development of an artefact.
4. Critically appraise his/her own process and solution.
5. Document the project to professional standards

LEARNING AND TEACHING METHODS

Intellectual, Cognitive and Operational Development

The project provides an opportunity for students to display their ability and pursue their academic interests in a piece of individually researched work, and to acquire skills and expertise different from those obtainable through taught units. The Project is intended to be completed in accordance with the British Computer Society framework for final year projects and successful completion should qualify the student for exemption from the Project part of the Professional Examination.

The project provides the learner with the opportunity to pursue a topic of their choice to some considerable depth.

The project is required to cover the complete development of a software product. That is to say the project is to cover most of the lifecycle from requirements to delivery.

The learner receives a Project Handbook during the second half of the academic year prior to their entry to Level H and is asked to submit a preliminary proposal prior to the end of the academic year. At the “Introduction to Level H” seminar both the Project process generally and individual proposals are discussed. The projects committee meets to review proposals and allocate provisional supervisors to assist the learner in the development of their proposal. At the start of level H the learner must find a supervisor to sponsor their proposal at the project committee. The projects committee meets to approve, and confirm supervisory arrangement.

There are formal lectures and seminars at the start of the Project on research itself, and relevant methodologies. The learner has received an appropriate background in units from levels I and C of the course and experience of development work from the group work at level C. The responsibility for planning and management of learning therefore is placed on the learner with guidance from their supervisor.

Mid-way through the project, a progress report is produced by the learner, with the supervisor and second reader, a copy of which is submitted to the projects tutor. The project committee meets to review the progress report to ensure satisfactory progress is being made. A second set of formal lectures and seminars are given on data analysis and evaluation and the writing of the dissertation.

Indicative Styles

Each learner is allocated a supervisor who provides on-going support throughout the duration of the project. The learner meets with the supervisor, normally for fifteen minutes per week, to discuss their progress. In particular the project supervisor will: help the learner to identify an appropriate area and clarify the aims of the project proposal; assist the learner in identifying appropriate sources; advise on technical matters of presentation; liaise with other staff members with regard to technical support.

There is a short series of formal lectures and seminars at the start of the project and at the mid-point. The lectures relate to research in general and are intended to provide general guidance, the learner is expected to relate this general guidance to their specific requirements and discuss these with their supervisor.

Feedback on Progress

The learner will receive individual feedback though the weekly meeting with their supervisor. The learner will also obtain feedback from the project committee when it reviews the initial project proposal and their progress report. This feedback will normally be channelled through the supervisor. The learner may also discuss the project, in general terms, with the projects tutor.

SUMMATIVE ASSESSMENT

Assessment Weighting

The weighting of coursework to examination is: 100:0.All the ILOs will be assessed through coursework.

The importance of the project is reflected in the weighting given to it for assessment purposes.

The learner presents their work in the form of a dissertation. The dissertation is assessed against the following criteria:

• Method (ILO1)
• Literature Review and References to Other Works (ILO2)
• Engineering Content (ILO3)
• Critical Appraisal (ILO4)
• Quality of Documentation and Presentation (ILO5)

INDICATIVE ASSESSMENT

The project is assessed by the learner's supervisor and by a second supervisor appointed by the projects committee. The assessment includes a consideration of the project's complexity and achievement, the student’s management of the project, and the quality of the dissertation. The assessment process is conducted in accordance with the School Quality Handbook and Independent Marking Protocol.

All projects are made available to the External Examiners.

INDICATIVE CONTENT

The Research Process

Project proposal and project plan.
The research cycle.
Research resources (searching on-line databases, etc).
The literature review.
Research methods.

Documentation

Data analysis & evaluation.
Writing for an academic audience.

INDICATIVE KEY LEARNING RESOURCES

Learners will be helped to identify the resources they need by their individual supervisors.

CSE1089H-1IT PROFESSIONAL

LevelH

Credit value20 (ECTS equivalent 10 credits)

AIMS

This unit aims to develop a critical appreciation of business concepts including business functions, processes, structures, infrastructure and organisation. It explores a range of management theories, models and frameworks, how they affect the strategic management of an organisation and the role of IT in the strategy process. Students will develop a range of personal, professional and interpersonal skills for work, study and communication, and integrate and apply these transferable skills to the IT environment. Critical reflection and reflective learning are supported in this unit and these skills contribute to and support other units. Business and Computing concepts will be considered in relation to a student’s professional development whilst promoting their understanding and appreciation of, and confidence in, the role of an IT professional.

INTENDED LEARNING OUTCOMES

At the end of the unit the learner is expected to demonstrate:

1. An ability to evaluate and describe the context within which a business problem resides that reflects a sound understanding of business functions, processes, structures, infrastructure and organisation.
2. An ability to identify, investigate and define a variety of management theories, models and frameworks and apply them in a way that ensures the delivery of real business solutions.
3. An ability to critically evaluate their experience and professional standing, plan for future personal development in the context of the ever-changing IT industry, and be fully aware of the legal and ethical issues that impact upon the IT Professional
4. An ability to effectively maintain working relations with others: managing meetings, solving problems, making decisions, giving and receiving feedback and negotiating.
5. An ability to examine, assess and present research supporting the need for professionalism in the IT profession.

LEARNING AND TEACHING METHODS

Intellectual, Cognitive and Operational Development

In order to be effective in industry, there is an acknowledged need for students to demonstrate skills, such as the abilities to communicate effectively and to be able to organise time and work efficiently at a professional level. This unit covers topics from the Professionalism component of the Computing benchmark and the British Computer Society, Principles of Management component.

Students will encounter a range of learning and teaching methods. Concepts will be introduced through lectures with full discussion during seminars. Student-managed learning based on on-line materials, workbook and/or core text(s) will be used to peruse specific detail regarding theories, models and frameworks. On-line and classroom-based seminars will be used to discuss the application of concepts and to develop understanding of models/frameworks through case studies and other examples.

Students will explore professional development issues and present their finding.

Indicative Styles

Learners become acquainted with the underlying concepts through lectures and directed reading.

The application of the concepts is illustrated by discussion of examples, both hypothetical and from published case studies. These discussions reinforce learners’ understanding of the concepts and develop their critical skills.

Regular exercises, such as, establishing operating procedures, analyzing problems, selecting criteria for good solutions, generating alternative solutions and then evaluating solutions re-enforce the understanding of the concepts and their application, and provide feedback on learning.

Seminar time is allocated for the critical review of seminal papers. These reviews further develop learners’ understanding and critical skills, and provide feedback on learning.

Learners are encouraged to read additional sources, to develop their appreciation of the subject. Reading lists are provided for all topics. Learners will be expected to research topics and to present their findings to their peers. The coursework is designed to reward learners who demonstrate that they have read widely and have drawn on sources additional to those already identified.

Students research, assess, plan and deliver effective presentations using visual aids, and are required to manage question and answer sessions from the audience.

Feedback on progress

Feedback is given to learners as explained above. One in-course assignment forms part of this unit, feedback on this assignment will assist learners in reviewing their understanding.

SUMMATIVE ASSESSMENT METHODS

Assessment: Intended Learning Outcomes 1-2 will be assessed through examination.

Assessment: Intended Learning Outcomes 3-5 will be assessed through. Students will complete a group assignment.

Formal Assessment Weighting

The weighting of in-course assessment, to final exam if 50:50.

INDICATIVE ASSESSMENT

ILO 3-5:The assignment will require students to work as a member of a small research team that will act as a support network. All meetings, negotiations, decisions and actions will be documented. Each student will complete an individual reflective report. The research will culminate in a final group presentation.

INDICATIVE CONTENT

Effective Teamwork

Working within a support network. Giving and receiving feedback. Brainstorming, Problem solving methods.Individual problem solving. Group problem solving. Negotiation skills.Membership and individual roles, communication, leadership and trust.

Oral presentation skills

Presenting using visual aids.

Professionalism

Professional and ethical issues in research, IT and the computing industry.Professional Bodies.CV writing, Interview techniques.

Business Environment

Business environment: functions, processes, structures, infrastructure and organisation; social, legal, ethical, cultural, economic and operational constraints influencing problem definition and solution outcomes. Ethical and legal issues relating to IT.Management theories, models and frameworks, how they affect the strategic management of an organisation and the role of IT in the strategy process.

Organisational Change

Stages, planning, conflict, resistance and negotiation.

Career Management

Planning for ‘Life-long learning’, Concepts of ‘reflective practice’, ‘critical reflection’, and ‘reflection in and on actions’.

INDICATIVE KEY LEARNING RESOURCES

LITERATURE BASED

ACCA Managerial Finance, 7r.e. edition 2000, AT Foulks Lynch Ltd;

Bainbridge D., (2000), Introduction to Computer Law (5th ed.), Longman

Bainbridge, D. (2006), Intellectual Property 6th ed, Longman

Bott F. (2005), Professional Issues in Information Technology , The British Computer Society

Hall, R., (2009) Brilliant Presentation: What the Best Presenters Know, Do and Say (Brilliant Business), Pearson Education Ltd

International Entrepreneurship (Advances in Entrepreneurship, Firm Emergence & Growth) (2005) , Shepherd, D and Katz, J,A, JAI Press

Maginn, M. (2004), Making Teams Work: 24 Lessons for Working Together Successfully, McGraw-Hill

Mason O., Mason F.M., Culnan M.J., (1995). Ethics of Information Management.Sage Publications.

McNally, K. (1997), Corporate Venture Capital, Routledge, London

Reed C., (ed.) (2000), Computer Law (6Rev Ed edition.), Oxford University Press

Robson, W., (1997) Strategic Management Information Systems 2nded., Financial Times/ Prentice Hall

Spinello, R.A., (1996). Case Studies in Information and Computer Ethics. Prentice-Hall.

Templar, R. (2004). Rules of Management: The Definitive Guide to Managerial Success Prentice Hall

Zeithaml and M.J. Bitman, (2005), Services Marketing,4thed, V.A.., McGraw-Hill Higher Education.

JOURNALS

Learners are encouraged to refer to a variety of study skills and technical writing texts in the libraries for additional sources of information.

Financial Times, The Economist, Financial and Business Pages of the Broadsheets.

Management Today

ACCA

Internet Works

Internet World

.Net

Wired

Computer Weekly

Computing

Byte.com

WEB-BASED

Web Sites such as CBI, Local Chamber of Commerce, DTI.Prince's Trust.

A wide variety associated with the Draft publication.

Patent Office Web Site - www.patent.gov.uk

British Computer Society – www1.bcs.org.uk

Brint Institute –

National Computing Centre –

Learners are encouraged to use the Internet for additional sources of information.

CSE1095H-2E-COMMERCE

LEVELH

Credit value20 (ECTS equivalent 10 credits)

PRE-REQUISITES AND CO-REQUISITES

None

AIMS

To explore the processes and practises associated with E-Commerce operations with the aim of being able to assess the problems likely in all phases of their implementation and operation and so select and apply technologies and approaches appropriate to the issues being addressed.

To examine the issues and opportunities presented by E-Commerce and develop an understanding of legal, ethical and social issues and possible outcomes created by this rapidly changing environment.

INTENDED LEARNING OUTCOMES

Having completed this unit the student is expected to:

1. Contrast and compare different business and trading models for E-Commerce

1. Identify and define requirements of an E-Commerce site

1. Select and critically evaluate appropriate E-Commerce solutions

1. Design and create an advanced prototype and manage an E-Commerce site to satisfy the requirements of a specific business and trading model

1. Identify and evaluate the issues involved in managing an E-Commerce enabled business in the digital environment

1. To understand the legal, ethical and social issues deriving from E-Commerce operations

LEARNING AND TEACHING METHODS

Intellectual, Cognitive and Operational Development

The context involves the progress of a business transaction process, which is normally unconstrained by geography, time or technology. The process is usually initiated at the customer’s request and often operates concurrently with other customer processes in real-time. Many of these processes are aiming to achieve the paradigm shift expected from New Economy organisations.

The unit is taught using a variety of teaching methods including lectures, seminars, case studies and student centred learning. Practical work culminates in the development of an E-Commerce site.

Indicative Styles

• Learners carry out exercises individually and in groups to develop integrated elements of an e Commerce infrastructure, allowing learners to apply conceptual knowledge together with the application of design and development skills. The underpinning skills and knowledge are largely developed in preceding and concurrent units. The focus is upon integrating these in an E Commerce context in order to achieve the objectives sought by paradigm shift strategies. The learner will develop their conceptual thinking from data and process-centric analysis towards the user centred viewpoint required to support a successful trading model.
• Case studies are analysed by learners as individuals and as members of a group, enabling them to discuss and compare various approaches to solving business problems and developing business opportunities through applying E-Commerce technologies.
• Seminars will lead learners through the research, development and evaluation of business processes, enabling learners to select them for their suitability in differing contexts.
• Learners are expected to maintain a current awareness of trends and developments in the rapidly changing field and can expect to undertake both directed and independent research to achieve this.

Feedback on Progress

Feedback on the learner’s progress towards Learning Outcomes will take place throughout the course, using seminar discussions, individual and group work and case studies.

SUMMATIVE ASSESSMENT

Assessment: Intended Learning Outcomes 5-7will be assessed through examination.

Assessment: Intended Learning Outcomes 1-4 will be assessed throughtwo assignments.

Formal Assessment Weighting: The weighting of in-course assessment, to final exam if 50:50.

SUMMATIVE ASSESSMENT

ILOs 1-4:The first assignment will require students to produce a report detailing requirements gathering and design methodologies. The second assignment will require students to produce a report covering the management of the site and the creation of an advanced prototype e-commerce site.

INDICATIVE CONTENT

E-Commerce Business Models

Trading models in the business to consumer (B2C) and business to business (B2B) markets. Such as Pure Play Sales; Subscription; Advertising Revenue, etc. and how they impact on requirements elicitation.