FdSc Computer Information Systems

Transcription

1 Programme Specification With exit point at: Certificate of Higher Education September 2009 Department of Computing and Informatics University of Lincoln Brayford Pool Lincoln LN6 7TS

2 Marketing Summary equips graduates for employment in a wide range of roles in the IT industry. The emphasis of this course is on the analysis of business processes, development and choice of computing solutions, and the human aspects of information system development. You will also gain an appreciation of how computer systems are related to business strategies. This programme equips you for a professional career in almost any organisation that uses computers in its daily activities. An increasingly large number of jobs in the IT industry are concerned with business integration of information systems, thus the award provides excellent employment opportunities for graduates. They prepare you for a wide variety of careers including: computer systems programmer; computer systems analyst; computer software engineer; business process analyst; business process engineer and re-engineer; information manager; information systems manager; corporate IT specialist (marketing, networks, communications). 2

3 Contents 1. Basic programme data 2. Programme aims and objectives 2.1 Educational aims of the programme 2.2 QAA subject benchmarks 2.3 Internal contexts 2.4 External contexts 3. Programme outcomes 3.1 Knowledge and understanding 3.2 Subject specific skills and attributes 3.3 Transferable skills and attributes 4. Learning, teaching and assessment strategies 4.1 Learning and teaching strategy 4.2 Assessment strategy 5. Programme structure 6. Regulatory framework Appendix I Curriculum map Appendix II Assessment map Appendix III Benchmarking analysis 3

4 Section 1: Basic Programme Data This document describes one of the University of Lincoln s programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications Final award(s) Programme Other exit awards Sequential Progression route Mode of delivery UCAS code FdSc Computer Information Systems Certificate of Higher Education BSc Computer Information Systems (no bridging requirement) Full time/part time (Full-time variant) (Part-time variant) Awarding body Teaching institution Owning department Programme leader Relevant QAA Subject Benchmark Statements Professional, Statutory or Regulatory Body accreditation University of Lincoln University of Lincoln Computing and Informatics John Lewak Computing, Foundation Degree N/A Programme start date September 2009 Introduction of the Yes programme to be phased? Level 1, first intake Sept 2009 Level 2, first intake Sept

5 Document publication date Date of confirmation of approval by Faculty Revision 1 Date of confirmation of approval of revision by Faculty Change affects another programme? Please specify Revision 2 Date of confirmation of approval of revision by Faculty Change affects another programme? Please specify Revision 3 Date of confirmation of approval of revision by Faculty Change affects another programme? Please specify Subsequent minor modifications to modules within this programme Module(s) Date Brief description of change including any affect on other programmes Mar 2010 Level 1 Replacement of Data Networks and the Web with 2 15 CATS modules, minor adjustments to skills Learning Outcomes 5

6 Section 2: Programme Aims and Objectives 2.1 Educational aims of the programme aims to provide students with an education and learning experience that will equip them to operate on graduation as autonomous computing professionals. The programme aims to instill knowledge and to develop critical and intellectual abilities applicable to problem solving and solution specifying in technologically and socially diverse environments. The curriculum takes as its objectives the study of information, systems, people and technology: a collection of foci which pervade the curriculum, providing developmental strands that offer continuity of learning experience through all levels of study. is distinctive in that it addresses an emerging gap between the design and implementation of information systems and the management, support and integration of such systems into business activity. The juxtaposition in the curriculum of theoretical and applied emphases seeks to develop practitioners who are able to make real contributions within a systems development context. Much text on Information Systems relates to what ought to happen rather than what often does happen in organisations. Technology is often portrayed as a panacea which will fix all business related problems. However, the number of unsuccessful ICT projects clearly demonstrates that this is not the case. distinguishes itself by contrasting popular theory with real theory. It considers theory in practice and provides frameworks to consider business systems in terms of real potential and actual performance. The exit profile of a graduate in this award is someone who has a realistic perspective on issues in business and management, who also understands the capabilities of computing as a resource and can translate business needs into computing applications. The exiting graduate will be ideally placed to follow a career as a hybrid manager of computer related information systems; they will be able to communicate in business language to business people and technological language to technologists. 2.2 QAA Subject Benchmark Statement(s) responds to the United Kingdom QAA benchmark statements for the subject of Computing. The programme also responds to the United Kingdom QAA Foundation Degree qualification benchmark Appendix III Benchmarking analysis provides a detailed specification of the relationship between this programme's curriculum and the relevant QAA benchmark(s). 2.3 Internal contexts The Department of Computing and Informatics offers programmes in two broad areas of study namely: computing and computer games. Programmes can be taken as HNC, HND, Foundation Degree, three year BSc (Hons) awards or four year BSc (Hons) awards that include an optional sandwich work placement. Some programmes are also available as four year MComp (Master of Computing) awards or five year MComp awards if the optional sandwich placement is also taken. The Department is located in the Faculty of Media, Humanities and Technology and integrates with other Faculty Schools and Departments through the provision of 6

7 collaborative awards at undergraduate and postgraduate level. This integration is further consolidated through the Faculty s committee structures and though Research seminar programmes. 2.4 External contexts is part of an ongoing response to changes in the discipline of computer science and its emerging and volatile application contexts. The programme particularly seeks to acknowledge and formalise relationships between the maturing theory and practice of computing and information systems development. A range of successful I.T. focused companies, including Mouchel (HBS), Northcliff, PA Digital, Eon Media, HTBA, Linx Media and EMAP, operate within easy reach of the University and regularly engage with students of the Faculty of Media, Humanities and Technology through project briefs, work experience and industrial liaison. Besides these local companies, the Faculty has been successful in engaging business from outside the region to work with staff and student groups. An example of this was the testing, evaluation and production of interactive solutions using the pioneering DVD authoring software developed by Zoo Digital. The Faculty is also growing its relationship with industry through Knowledge Transfer Partnerships and through its relationship with Sparkhouse Studios. The Department has a long-standing and very successful relationship with its regional local college partners. Over a period of more than 10 years the colleges and the Department have worked closely on the development and implementation of an integrated curriculum that meets the needs of all stakeholders. The resulting model is that of a set of encapsulated curricula where HNC awards are wholly subsumed within HND and FD programmes which in turn are wholly subsumed within BSc and ultimately MComp programmes of the equivalent title. A combination of common agreed goals with the possibility of some local variation provides all parners in the delivery with sufficient flexibility and commonality to work effectively, efficiently and with a robust approach to quality assurance and maintenance of standards. 7

8 Section 3: Programme Outcomes Programme-level learning outcomes are identified below. Refer Appendix I Curriculum Map for details of how outcomes are deployed across the programme. 3.1 Knowledge and understanding On successful completion of the a student will be able to: A 1 employ appropriate modelling and design of computer-based systems for the purposes of comprehension, communication, prediction and the understanding of trade-offs; A 2 recognise and analyse criteria, requirements, specifications and practical constraints appropriate to specific problems in computer systems, information systems, embedded systems and distributed systems, and plan strategies for their solution; A 3 analyse, through critical evaluation and testing, the extent to which a computer-based system meets the criteria defined for its current use and future development; A 4 deploy appropriate theory, methods, tools and practices for the specification, design, implementation and evaluation of computer-based systems; A 6 appraise opportunities for exploiting social computing; A 7 evaluate problem solving strategies; A 9 evaluate tools and techniques in interface design; A 10 describe and abstract models of systems structure, behaviour and purpose; A 12 apply appropriate mathematical techniques in the design and development of software; A 21 apply industry-standard methods in human-computer interaction to inform the development of usable interfaces; A 24 apply analysis tools to evaluate the efficiency and effectiveness of business processes; A 28 select and apply appropriate tools and techniques in the production of an information systems deliverable; A 34 characterise approaches to database management; A 35 examine and assess network security and address the risks; A 41 select and apply appropriate project management tools and techniques; 8

9 3.2 Subject specific skills and attributes On successful completion of the a student will be able to: B 1 B 2 B 3 B 4 specify, design and construct computer-based systems; evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem; evaluate any risks inherent in the operation of computer-based systems; deploy the tools used for the construction and documentation of computer-based applications; B 5 work as a member of a development team, recognising the different roles within a team and different ways of organising teams; B 6 manipulate a range of software tools used in social computing; B 7 solve a range of different problems using appropriate strategies; B 9 select and apply tools and tehniques appropriate to a range of interaction situations; B 10 apply models of systems structure, behaviour and purpose to organisational systems; B 21 select and apply standard user-centred tools and techniques in the development and evaluation of software systems and artefacts; B 24 characterise systems implementation strategies in the context of contemporary business requirements; B 27 engage appropriately in the production of an information systems deliverable; B 33 implement a database system solution for a given business problem; B 34 assess and formulate the development of network services; B 38 formulate a project plan, and update it appropriately in the course of its execution; 3.3 Transferable skills and attributes On successful completion of the a student will be able to: C 1 C 3 C 4 C 6 C 7 research problem domains using appropriate methods and techniques; deliver a presentation using appropriate professional standards; manage one's own learning and development including time management and organisational skills; communicate succinctly to a range of audiences (orally or in writing) rational and reasoned arguments; work effectively as a member of a team; 9

10 Section 4: Learning, Teaching and Assessment Strategies 4.1 Learning and Teaching strategy The emphasis in delivering is placed on the working environment rather than the academic institution. The academic study is closely related to both the learner s position and their responsibilities within a work-based environment. Due to this, it is expected that learners will be in employment and will undertake the qualification in a mode different to the traditional full-time or part-time approach seen in HND/C study. A more flexible approach will be required in study planning, unit delivery and assessment. Some of the proposed delivery models include: Distance learning Day Release Full week release Summer Schools Work-based projects At the outset of any study module a meeting would be arranged bringing together a representative from the educational establishment, the learner and their line manager/employer. The purpose of the meeting would be to scope and schedule the learing package and would inter alia include: Learning outcomes Roles and responsibilities Methods of attaining the outcomes Scheduling of learing and assessment deadlines Allocation of learner time to attend the education establishment Work based projects/assignments Emphasis throughout the study is placed on the link between the student, the delivering institution and the employer. This will lead to a three way input into constructing the individual learner s study programme. The units that comprise the programme could be completed in different modes. Learners may choose to opt for work-based study, college attendance, AP(E)L or a range of approaches that can satisfy the learning outcomes in each unit. In the early stages of emphasis is placed on managed approaches to knowledge acquisition and the development of core understanding. As the study programme progresses through Level 2, project-based and student-led/tutor directed approaches are introduced to encourage the notion of learner independence and to promote application of developing competencies. The tendency at this stage is for more units to challenge student assimilation, ability to apply and critique. Learning in project based units is typically negotiated between supervisor and student in an effort to establish scope and to specify assessment requirements. 10

11 Programme briefing documents, study and assessment materials for the majority of units are delivered across the university intranet as part of a responsive, locally managed, service. The Department operates its own learning advisory and technical support service which provides open access, topic-based, workshops closely linked to curriculum need. It manages the hardware and software platforms used within the department and provides a sophisticated, multi-channel, end-user support service. The service operates on a usersupport model in which key service parameters are derived from the user community and used to inform ongoing development of service and is thus an integral element of the computing learning support strategy. 4.2 Assessment strategy A wide range of assessment vehicles and styles are deployed; the assessment mode for each module is chosen to appropriately respond to subject content and learning outcomes and also to acknowledge the maturity and sophistication of the candidate group. Throughout the programme, but particularly at the early stages of Level 1, students are introduced to formative in-class testing as a means of both self-assessment and rehearsal of assessment technique. Examinations as tests of knowledge and understanding are deployed where appropriate. The curriculum also includes instances of multiple-choice, open book, closed book and practical/research-based time constrained assessment. In-course assessment techniques are equally varied and are targeted at individuals and, where appropriate, group submissions. Coursework portfolios are widely used at Level 1 and in practical modules as a mechanism for managing breadth and complexity and as an instrument for providing ongoing feedback. Appendix II Assessment Map gives a top-level indication of the scheduling and distribution of assessment modes within the programme. Details of module assessment strategy are included with each module specification. 11

12 Section 5: Programme Structure The adopts the University s standard model for a 240 credit points programme. Table 1 Programme structure Level 1 (Certificate) Software Development Information Systems Social Computing Computer Systems Problem Solving Introduction to the User Interface Introduction to Web Technologies Level 2 (Intermediate) Computer Information Systems Group Project Human Computer Interaction Database Systems Project Management Business Processes Networks and Network Systems Table 1 Programme structure illustrates the module composition of the FdSc Computer Information Systems. For details of each module contributing to the programme, please consult the individual module specifications. 12

13 Section 6: Regulatory Framework The is operated under the policy and regulatory frameworks of the University of Lincoln. The latest versions of all regulations and policies can be found on the Secretariat area of the Portal. 6.1 Admissions University Regulations (University of Lincoln, current edition) Admissions Policy (University of Lincoln, current edition) Accreditation of Prior Learning Policy (University of Lincoln, current edition) 6.2 Assessment Undergraduate Progression Regulations (University of Lincoln, current edition) 6.3 Progression Undergraduate Progression Regulations (University of Lincoln, current edition) 6.4 Placement Placement Policy (University of Lincoln, current edition) 6.5 Study abroad International Cooperation Policy (University of Lincoln, current edition) 6.6 Student support and guidance Student Support and Tutoring Policy (University of Lincoln, current edition) 6.7 Off-campus delivery Academic Partnerships Policy (University of Lincoln, current edition) 6.8 Ethical Issues Ethical Guidelines (University of Lincoln, current edition) 6.9 Equal Opportunities Equality and Diversity Policy (University of Lincoln, current edition) 13

14 Appendix I - Curriculum Map This table indicates which study modules assume responsibility for delivering and assessing (unshaded tick) or just delivering (shaded tick) particular programme learning outcomes concerned with Knowledge and Understanding. Business Processes Computer Information Systems Group Project Computer Systems Database Systems Human-Computer Interaction Information Systems Introduction to User Interfaces Networks and Network Systems Problem Solving Project Management Social Computing Software Development Business Processes Computer Information Systems Group Project Computer Systems Database Systems Human-Computer Interaction Information Systems Introduction to User Interfaces Networks and Network Systems Problem Solving Project Management Social Computing Software Development A1 A2 A3 A4 A6 A7 A9 A10 A12 A21 A24 A28 A34 A35 A41 B1 B2 B3 B4 B5 B6 B7 B9 B10 B21 B24 B27 B33 B34 B38 C1 C3 C4 C6 C7

15 Appendix II - Assessment Map This table indicates the typical strategy for module assessment within. Percentages indicate assessment weighting. Where assessment is group based, the entry is shaded. Level 1 A1-A12 A11 A12 A13 A14 B6 B12 B13 B14 Computer Systems Information Systems 100 Introduction to User Interfaces 100 Introduction to Web Technologies 100 Problem Solving Social Computing 100 Software Development Level 2 A6 A8 A10 A13 A14 B9 B10 B12 B13 B14 C-Exam Period Business Processes 100 Computer Information Systems Group Project Database Systems 100 Human-Computer Interaction Networks and Network Systems Project Management 25 75

16 Appendix III - Benchmarking Analysis This table summarises the key features of, with the particular aim of demonstrating the mapping between programme learning outcomes and the QAA benchmark statement for the subject of Computing. At FdSc level students should demonstrate competence in statements 1., 2., 4. and 6. at a standard that approaches the benchmark. In group or other supported work students would approach benchmark statements 3. and 5. Those students performing at modal attainment or above would, in addition, approach benchmark statements 3. and 5. in individual activities. Those students pefrorming at modal attainment or above might in addition approach or reach benchmark statements 3. and A1 A2 A3 A4 A21 A24 A B1 B2 B3 B4 B5 B21 B27 B33 C1 C3 C4 C6 C7