MSc in Computing (Information Technology)

Dublin Institute of Technology MSc in Computing (Information Technology) DT230 Programme Document (Part B) This document was prepared by the Programme Committee on behalf of the School of Computing September 2010

Programme Amendments June 2007 Add in programming and patterns module to both stream, replacing Problem Solving and Research Methods. The contents of the replaced module are incorporated into Advanced Research Methods and Proposal Writing June 2007 Increase the contact hours on taught modules in the fulltime stream (DT230) from 2 to 3 hours. December 2007 Added Geographic Information Systems elective December 2008 Increase the contact hours on elective taught modules in the part-time stream (DT210) from 2 to 3 hours to synchronise with the full time stream September 2010: o INTC9161 Project and Change Management change to content o DATA9900 Data Mining added as option o DATA9911 Data Management added as option o SPEC9160 Problem Solving, Communication and Innovation added as option o ASTC1601 Man and Machine added as option o ASTC2401 Inclusive Learning Through Technology added as option o ASTC2601 Accessible Web Design added as option o INTC9241 Ubiquitous Computing replaced with TECH9290 Ubiquitous Computing o INTC9281 Knowledge Management replaced with SENG9110 Foundation of Knowledge Management o INTC9213 Universal Design replaced with ASTC1301 Universal Design o Recognition of Prior Learning introduced to gain entry and exemptions from selected modules. o Admissions and exemptions committee to be established.

MSc & PgD in Computing (Information Technology) Programme Document (Part B) TABLE OF CONTENTS INTRODUCTION 4 1 PROGRAMME AIMS, OBJECTIVES AND LEARNING OUTCOMES 5 1.1 Background 5 1.2 Programme Aims 5 1.3 Ethos and Philosophy 6 1.4 Programme Objectives and Learning Outcomes 7 PROGRAMME STRUCTURE, DURATION AND PROGRESSION 12 1.5 Programme General Structure 12 1.6 Programme Duration 14 1.7 Programme Progression 16 2 ADMISSION CRITERIA 17 2.1 Entry Requirements 17 2.2 Exemptions 18 2.3 Portfolio preparation 19 2.4 Admissions and Exemptions Committee 20 3 CURRICULUM 21 3.1 Overview 21 3.2 and Contact Hours 21 3.3 Learning, Teaching and Assessment Strategies 24 4 PROGRAMME ASSESSMENT 26 4.1 Overview 26 4.2 Internal iners 26 4.3 External iners 26 4.4 ination Boards 26 1

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 4.5 Final Award 31 5 SYLLABI 34 5.1 INTC9111 Databases and Information Systems 35 5.2 INTC9121 Systems Design and Methodologies 40 5.3 INTC9313 Programming and Patterns 44 5.4 INTC9141 Enterprise Systems and Integration 48 5.5 INTC9151 Case Studies in Information technology 53 5.6 INTC9161 Project and Change Management 57 5.7 INTC9171 IT Law and Professional Issues 61 5.8 INTC9211 Advanced Research Methods and Proposal Writing 66 5.9 INTC9221 Strategic Issues in Information technology 72 5.10 INTC9231 Internet Systems 76 5.11 TECH 9290 Ubiquitous Computing 80 5.12 INTC9251 Business Systems Intelligence 85 5.13 INTC9261 Legacy Systems 90 5.14 SENG 9110 - Foundation of Knowledge Management 95 5.15 INTC9212 IT Security and Forensics 100 5.16 ASTC1301 Universal Design 105 5.17 SPEC9260 - Geographical Information Systems 111 5.18 INTC9311 Research Project and Dissertation 116 5.19 INTC9221 Strategic Issues in Information technology 122 5.20 ASTC2401 Inclusive Learning Through Technology 126 5.21 ASTC2601 Accessible Web Design 130 5.22 DATA9911 Data Management 134 5.23 DATA9900 Data Mining 140 5.24 ASTC1601 Man and Machine 146 5.25 SPEC 9160 Problem Solving, Communication and Innovation 151

MSc & PgD in Computing (Information Technology) Programme Document (Part B) TABLE OF TABLES TABLE 1: MODULE DURATION AND CREDITS... 13 TABLE 2: TIME SCHEDULE FOR MSC & PGD IN COMPUTING (INFORMATION TECHNOLOGY) PART TIME PATHWAY... 14 TABLE 3: TIME SCHEDULE FOR MSC & PGD IN COMPUTING (INFORMATION TECHNOLOGY) FULL TIME PATHWAY... 15 TABLE 4: CORE MODULES AND TOTAL CONTACT HOURS... 22 TABLE 5: OPTION MODULES AND TOTAL CONTACT HOURS... 23 TABLE 6: RESEARCH PROJECT AND DISSERTATION TOTAL CONTACT HOURS... 24 TABLE 7: PAPERS FOR CONSIDERATION FOR CORE MODULES... 28 TABLE 8: PAPERS FOR CONSIDERATION FOR OPTION MODULES (ANY TWO)... 29 TABLE 9: PAPERS FOR CONSIDERATION FOR RESEARCH PROJECT AND DISSERTATION... 29 TABLE 10: CLASSIFICATION OF PGD AWARD.... 32 TABLE 11: CLASSIFICATION OF FINAL MSC AWARD... 33

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Introduction This is the programme document (Part B) for the DT230 MSc in Computing (Information Technology) and the Postgraduate Diploma in Computing (Information Technology) (partial MSc fulfilment). The documentation is prepared in accordance with the Dublin Institute of Technology Programme Quality Assurance Handbook (Working Edition, 2005) to satisfy the quality assurance requirement for a Dublin Institute of Technology academic award. The School of Computing in the Science Faculty of the Dublin Institute of Technology is responsible for supporting the programme. The Faculty of Science presently consists of five Schools School of Computing School of Mathematical Sciences School of Physics School of Chemical and Pharmaceutical Sciences School of Biological Sciences. The major programmes in the School of Computing currently being offered by the School are: BSc (Honours) Degree in Computing, BSc (Honours) Degree in Computer Science, BSc (Honours) Degree in Information Technology (part-time), MSc in Computing (Knowledge Management) which starts in February 2006 The Computer Science route of a two-subject four-year BSc (Honours) in Applied Science with Mathematics, Physics, Chemistry, Computer Science or Software Engineering (only in fourth year) which is currently being phased out. The School also offers computer application programmes to other Schools in the Science and other Dublin Institute of Technology Faculties. Postgraduate research programmes leading to Dublin Institute of Technology awards of MPhil and PhD degrees are also offered in the school.

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 1 Programme Aims, Objectives and Learning Outcomes 1.1 Background Ireland has one of the highest concentrations of information and communications technology (ICT) activity and employment in the Organisation for Economic Cooperation and Development (OECD.). According to ICT Ireland, almost 100,000 people are employed in the ICT sector. In 2001, exports of ICT products and services from Ireland represented 33% of all exports. Ireland is currently the largest exporter of software products in the world and manufactures one third of all Personal Computers sold in Europe 1. The National Skills Bulletin 2005 identifies current and future skills shortage of IT professionals 2. In particular, it notes that Demand (for IT staff) is expected to continue to be high, whereas the supply is expected to remain at current levels or fall. Shortages at the entry levels will have an effect on the quality, skills and experience of IT management in the longer term. Post 2006, it is expected that demand for ICT skills will exceed supply and eventually exceed it by a substantial margin. The Expert Group on Future Skills needs recommends a focus on continuing education for those already in the workforce. It also notes that as the ICT market recovers, colleges need to allow for a major expansion in the demand for graduate diploma conversion courses. The Group emphasises the need to better prepare technology students for their careers, stating that Key topics should include industry knowledge and practical project management. 1.2 Programme Aims The primary aim of the MSc in Computing (Information Technology) programme is to produce graduates who are well positioned to maximise the success and value of IT in a broad range of commercial, industrial and public sector environments. Students will be exposed to IT in a wide variety of industry-based scenarios, obtain an enterprise-wide view of IT and an understanding of the strategic issues of using IT in real-world environments. Graduates of the programme will pursue careers such as IT project managers, IT consultants, business/system analysts, and indeed any role that involves working at the interface between IT and the organisation. 1 Forfas (2003): The Fourth report of the Expert Group on Future Skills Needs. 2 FAS (2005), National Skills Bulletin 5

MSc & PgD in Computing (Information Technology) Programme Document (Part B) The programme will provide a unique opportunity for personnel already or aiming to be employed in the information technology industry to obtain a highly relevant postgraduate qualification. Two categories of students are likely to enrol on this course: Individuals with an existing qualification in the field of computing who wish to consolidate their knowledge of IT at Masters level and to expand their knowledge to include the strategic implications of using IT in industry. Individuals who wish to gain a formal qualification in IT who have knowledge of IT but who may be converting from another field. Such individuals will have either experience of working in IT or a qualification in a technical or numerate discipline such as engineering, science, maths or business where their programme of study included a significant component of computing. The entry requirements for the programme are detailed in Section 4. 1.3 Ethos and Philosophy The PgD and M.Sc Degree in Computing (Information Technology) programme is positioned to produce individuals who have a solid grounding in IT with a particular knowledge of the strategic issues of using IT effectively within industry. This programme, previously called the MSc in Computing (Information Technology for Strategic Management) will continue to be aimed at individuals who are or wish to work in the Information Technology sector. Part of the strength of the course in the past has been its ability to attract individuals already working in the IT sector, thus enhancing the learning environment. To enhance this, the programme now includes a part-time pathway which will run in the evenings in order to facilitate the students who wish to continue with their employment in parallel with their studies. The full-time pathway remains as an option to students who wish to student full-time. In the past, the programme has used industry seminars to enhance the students exposure to a wide variety of real-life Information Technology scenarios. This programme will continue to use this valuable technique to enhance the students experience of evaluating and learning from industry applications of IT. The programme promotes the idea of life-long learning and ladders of opportunity. It positively support the entry of students with prior work experience and accredited prior learning. To facilitate this, all applications will be evaluated by the Programme Admissions and Exemptions Committee which is detailed in Section 4 of this programme. 6

MSc & PgD in Computing (Information Technology) Programme Document (Part B) This programme is modular in structure. To facilitate the varying requirements of student commitments outside of college, the programme allows students to progress at their own pace. In keeping with Dublin Institute of Technology s multiple exit policy, students can choose to exit the programme early gaining a Postgraduate Diploma in Computing on successful completion of the relevant modules totally to 60. A formal review of the programme will take place every five years in accordance with Dublin Institute of Technology s Quality Assurance procedures. However, it is the policy of the School of Computing to internally review syllabi for the programme bi-annually to take account of the rapid evolution of the IT industry. 1.4 Programme Objectives and Learning Outcomes Programme Objectives and Learning Outcomes are outlined in this section at two levels: the Post Graduate Diploma in Computing (Information Technology) and the MSc in Computing (Information Technology). Learning outcomes are categorised using the National Qualifications Authority of Ireland () range of standards of knowledge, skill and competence. 1.4.1 Postgraduate Diploma in Computing (Information Technology) A student may choose to exit from the MSc programme with a Postgraduate Diploma in Computing (Information Technology) having successfully accumulated the requisite number of credits for this award. Specific details of this award are outlined in Section 4.5. 1.4.1.1 Programme Objectives The primary objectives of the Postgraduate Diploma programme are to: provide a solid understanding of the fundamental principles and knowledge areas of Information Technology. provide experience of selected, leading-edge topics, methodologies and technologies within Information Technology. equip students with knowledge to apply Information Technology effectively within industry. 1.4.1.2 Programme Learning Outcomes Knowledge On successful completion of this Postgraduate Diploma programme, the graduate will: Have a thorough understanding of the context and range of Information Technology knowledge areas, and their relevance in industry. 7

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Have a detailed knowledge of the key systems and processes and strategic IT considerations within an enterprise. Have a good understanding of the techniques, issues and decision involved in designing and developing Information Technology systems. Recognise and respect the professional, ethical and legal issues of IT within an organisation. Know-How and Skill On successful completion of this Postgraduate Diploma programme, the graduate will be able to: Comprehend and articulate the range and role of IT systems used within an organisation Create and/or justify designs to satisfy given requirements, with knowledge of the core issues, deliverables, techniques and business rules. Identify and analyse strategic IT issues in organisations. Discuss, explain and apply appropriate project management techniques. Employ useful research techniques to research and develop and area of knowledge. Perform independent information acquisition and management, using the scientific literature and Web sources. Propose and scope a research project of reasonable scale. Communicate effectively by oral, written and visual means. Prepare technical documents to a professional standard. Prepare and present seminars to a professional standard. Competence On successful completion of this Postgraduate Diploma programme, a graduate will be able to: Engage in the successful specification and completion of IT projects in technical, business and managerial roles. Discuss how IT is used in a variety of organisational types, including the relevant strategic IT issues associated with such organisational types. Work effectively as an individual and as a member of a team. Take significant responsibility for the work of individuals and groups. Take partial responsibility for leading and initiating IT activities. 8

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Appreciate the importance of continued academic/professional development within the field of IT. Demonstrate an awareness of the resources available to keep up to date with new developments in IT. Take responsibility for their own learning. Demonstrate the ability to comprehend multiple perspectives. Critically analyse their own research findings and those of others. 1.4.2 MSc in Computing (Information Technology) 1.4.2.1 Programme Objectives The primary objectives of the MSc in Computing (Information Technology) programme are to: provide a solid understanding of the fundamental principles and knowledge areas of IT provide experience of selected, leading-edge topics, methodologies and technologies within Information Technology to significantly advance the career prospects of graduates within the IT industry equip students with knowledge to apply Information Technology effectively within industry research and advance a specific topic or domain within the IT discipline 1.4.2.1.1 Programme Learning Outcomes Knowledge On successful completion of the MSc programme, the graduate will have: Have a detailed, research based knowledge of one or more domains within the IT disciple, including their own extension of that body of knowledge. Have a thorough understanding of the context and range of Information Technology knowledge areas, and their relevance in industry. Have a detailed knowledge of the key systems and processes and strategic IT considerations with an enterprise. Have a good understanding of the techniques, issues and decisions involved in designing and developing Information Technology systems. Recognise and respect the professional, ethical and legal issues of IT within an organisation. Know-How and Skill 9

MSc & PgD in Computing (Information Technology) Programme Document (Part B) On successful completion of the MSc programme, the graduate will be able to: Research and extend the body of knowledge of one or more domains in IT, including the delivery of a professional Masters level dissertation to an acceptable academic standard Summarise, present and defend resultant research findings Explain and analyse the range and role of IT systems used within an organisation Create and/or justify designs to satisfy given requirements, with knowledge of the core issues, deliverables, techniques and decisions Identify and analyse strategic IT issues in organisations Discuss, explain and apply appropriate project management techniques Employ useful research techniques to research and develop and area of knowledge. Perform independent information acquisition and management, using the scientific literature and Web sources. Propose and scope a research project of reasonable scale. Communicate effectively by oral, written and visual means. Prepare technical documents to a professional standard. Prepare and present seminars to a professional standard. Competence On successful completion of the MSc programme, a graduate will be able to: Confidently present and defend research findings Engage in the successful specification and completion of IT projects in technical, business and managerial roles. Discuss how IT is used in a variety of organisational types, including the relevant strategic IT issues associated with such organisational types. Work effectively as an individual and as a member of a team. Take significant responsibility for the work of individuals and groups. Take partial responsibility for leading and initiating IT activities. Appreciate the importance of continued academic/professional development within the field of IT. Demonstrate an awareness of the resources available to keep up to date with new developments in IT. Take responsibility for their own learning. 10

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Demonstrate the ability to comprehend multiple perspectives. 11

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Programme Structure, Duration and Progression 1.5 Programme General Structure The MSc in Computing (Information Technology) programme is modular, offering flexibility to students taking the programme. It is offered with both full-time and parttime pathways. For the part-time pathway, it allows students who are in employment to achieve a postgraduate qualification while continuing their employment. The European Credit Transfer System, which awards 90 credits for a taught MSc programme, is taken into consideration. The duration, credits and pre-requisites for all modules of the MSc programme is shown in Table 1. The nine core modules and two of the option modules described constitute the 60 required for the award of PgD in Computing (Information Technology). INTC9311 is the dissertation module, worth 30. Students are required to successfully complete this module to be eligible for the award of MSc in Computing (Information Technology). 12

MSc & PgD in Computing (Information Technology) Programme Document (Part B) INTC9111 INTC9121 INTC9313 INTC9141 INTC9151 INTC9161 INTC9171 INTC9211 INTC9221 MSc/PgD in Information Duration & Title Core/ Duration Hours Option (s) Databases and Core NONE 5 1 Semester 100 information systems Systems design and Core NONE 5 1 Semester 100 methodologies Programming and Core NONE 5 1 Semester 100 Patterns Enterprise systems Core NONE 5 1 Semester 100 and integration Case studies in Core NONE 10 2 Semesters 200 Information Technology Project and Change Core NONE 5 1 Semester 100 Management IT Law and Core NONE 5 1 Semester 100 professional issues Advanced Research Core NONE 5 1 Semester 100 methods and proposal writing Strategic issues in Core INTC9141 5 1 Semester 100 IT INTC9231 Internet Systems Option NONE 5 1 Semester 100 TECH9290 Ubiquitous Option NONE 5 1 Semester 100 computing INTC9251 Business Systems Option NONE 5 1 Semester 100 Intelligence INTC9261 Legacy Systems Option NONE 5 1 Semester 100 SENG9110 Knowledge Option NONE 5 1 Semester 100 Management INTC9212 IT Security and Option NONE 5 1 Semester 100 Forensics ASTC1301 Universal Design Option NONE 5 1 Semester 100 SPEC9260 Geographic Information Systems Option NONE 5 1 Semester 100 INTC9311 Research Project and Dissertation Core INTC9211 INTC9221 Table 1: Duration and 30 1 Semester 600 13

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 1.6 Programme Duration The programme is offered with both full-time and part-time pathways. In addition, the programme is fully modular, allowing students to progress at a slower pace than that outlined in the two pathways. Part-time pathway A student enrolled in the MSc programme part-time pathway, to be eligible for the award of MSc in Computing (Information Technology), can complete the programme in four academic semesters assuming that all modules are taken and completed and passed on first attempt. Students may not complete the programme in less than four semesters. Students will be required to complete their research project within one semester and must submit their dissertation within two calendar months of the end of the semester. Table 2 shows the time schedule, running on part-time basis, for the MSc in Computing (Information Technology) programme outlined above, showing the shortest duration for a part-time student to complete the MSc in Computing (Information Technology) programme. It shows a possible progression through the programme where students complete all nine core and two option modules over three semesters. Students complete their research project in the fourth semester. Students who do not complete the research project will be eligible for the Postgraduate Diploma in Computing (Information Technology). Part-time students may however choose to progress more slowly than the schedule shown in Table 2, by selecting to spread the modules across a longer time period than two years. Year 1 Semester 1 Semester 2 INTC9111 Databases and Information Systems INTC9121 Systems Design and Methodologies INTC9313 Programming and Patterns INTC9141 Enterprise systems and Integration INTC9161 Project and Change Management INTC9171 IT Law and Professional Issues INTC9151 Case Studies in Information Technology Year 2 Semester 3 Semester 4 INTC9211 Advanced Research INTC9311 Research project and dissertation Methods and Proposal Writing INTC9221 Strategic Issues in IT Option 1 Option 2 Table 2: Time Schedule for MSc & PgD in Computing (Information Technology) Part time pathway 14

MSc & PgD in Computing (Information Technology) Programme Document (Part B) The division of teaching and learning hours is detailed in Section 5. Full-time Pathway A student enrolled in the MSc programme full-time pathway, to be eligible for the award of MSc in Computing (Information Technology), can complete the programme in three semesters assuming that all required modules are passed on first attempt. Table 3 shows the time schedule, running on full-time basis, for the MSc in Computing (Information Technology) programme. It shows a progression through the programme where students complete all nine core and two option modules over two semesters. Students complete their research project in a third semester. Semester 1 (Sept Dec) INTC9111 Databases and Information Systems INTC9121 Systems Design and Methodologies Full Time mode Semester 2 (Jan May) INTC9211 Advanced Research Methods and Proposal Writing INTC9221 - Strategic Issues in IT INTC9141 Enterprise systems and INTC9171 IT Law and Professional Issues Integration INTC9161 Project and Change Option 1 Management INTC9313 Programming and Option 2 Patterns INTC9151 Case Studies in Information Technology Semester 3 INTC9311 Research project and dissertation Table 3: Time Schedule for MSc & PgD in Computing (Information Technology) Full time pathway To facilitate the completion of the MSc in a calendar year, the third semester could cover the period from June to September. The division of teaching and learning hours is detailed in Section 5 of the Part B document. 15

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 1.7 Programme Progression Students enrolled in the MSc in Computing (Information Technology) programme will normally progress to and enrol in the dissertation module INTC9311 on successful completion of the core modules and two option modules totally to 60 as listed in Table 1. However, in the event that students have completed 55 of the required 60 for the PgD, they may be permitted, subject to agreement by the Head of School of Computing, to proceed with the dissertation module INTC9311. This will provide students with some flexibility in the event that they need to carry a module in parallel with completing their dissertation. Students cannot, however, complete the dissertation module until they have completed all modules leading to the 60 required for the PgD. Students who wish to progress to the dissertation module must express their intention in writing to the Programme Chairperson within four academic semesters of receiving the decision of the Programme Progression and Award Board allowing them to progress for the dissertation module. Should a student fail to notify the Programme Chairperson of their intention within the required time period they will be required to re-apply for admission to the programme. They will be eligible for the award of Post Graduate Diploma. In keeping with Dublin Institute of Technology s multiple exit policy, students can choose to exit the programme gaining a Postgraduate Diploma in Computing on successful completion of the nine core modules and any two option modules as described in Table 1, totalling to 60. Students must notify the Programme Chairperson in writing if they wish to exit the programme early with a PgD. To be eligible for the award of MSc in Computing (Information Technology) a student must have acquired 90 credits through completion of all nine core modules and two option modules and the successful completion of the dissertation module within the timescale stated above, as listed in Table 1. Assessment of these modules is explained in Section 6. Should a student fail to complete the dissertation module, the student will be eligible to be awarded a Postgraduate Diploma (Information Technology) on request if they have completed and passed all required modules for this award. In the case of INTC9311, a student may enrol a maximum of three times within a four year period. 16

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 2 Admission Criteria 2.1 Entry Requirements The programme does not accept any applications for direct entry to the Postgraduate Diploma in Computing (Information Technology) and all accepted students must initially enrol for the MSc in Computing (Information Technology) programme. The minimum admission requirements for entry to the MSc programme are as follows: (1) B.Sc. (Honours 2.2. or better) in a computing degree or a degree in a technical or numerate discipline that has a significant computing component. In order to facilitate applications from candidates who may not have the required academic background but who do have considerable relevant industry experience, applications will be considered from candidates who do not meet the minimum requirements stated in (1) above but who meet the following: (2) Applicants with at least 3 years experience in an industry information technology role(s) with a qualification equivalent to level 8 ((Honours 2.2. or better) Or (3) Any other relevant qualification as recommended by the Admissions and Exemptions Committee and approved by the Director of Science Faculty, DIT. Each application will be assessed by the Admissions and Exemptions Committee. Candidates may be assessed at interview by the Admissions and Exemptions Committee. Where demand for the programme exceeds the number of available places, selection will be made by the Admissions and Exemptions Committee based on academic merit and relevant experience. Any candidates meeting (2) or (3) above and considered suitable by the Admissions and Exemptions Committee will be referred to the Dublin Institute of Technology Exceptional Cases Committee for approval. Such candidates may be requested to submit documented evidence of work in order to facilitate the evaluation of their application. See Section 4.3 for details of the role and responsibilities of the Admissions and Exemptions Committee. The programme is designed to provide a unique opportunity for personnel already employed in the computing industry to obtain a highly relevant postgraduate qualification on a part-time basis. In line with the Dublin Institute of Technology policy on 17

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Recognition of Prior Learning (RPL) applicants who do not meet the minimum requirements will also be considered based on the principle of capacity to succeed. These applicants will be assessed by prior academic qualifications or through the guided creation of a portfolio which demonstrates prior experiential learning Applicants already possessing a primary degree 8 with 2.2 honours or equivalent in a technical or numerate discipline with some experience and understanding of computing and its role will be eligible for direct entry. Applicants who do not possess such a qualification will also be considered based on the principle of capacity to succeed. These applicants will be required to demonstrate how they meet the requisite set of learning outcomes listed below. These will be assessed by prior academic qualifications or through the guided creation of a portfolio which demonstrates prior experiential learning as outlined in the portfolio preparation section. Applicants must be able to: Demonstrate an ability to think logically and decompose abstract problems into smaller units and develop solution strategies for same. Demonstrate an understanding of the role of data in enterprise wide IT systems and mechanisms through which data is stored and manipulated in this context. Demonstrate an understanding of the potentials for IT to be used within an organisation. Demonstrate an ability to research an area relevant to the programme with which they are not familiar, enter into an intelligent discourse about the area, defend their views, and demonstrate a level of critical thinking. Demonstrate an ability to approach the planning of a project using a well defined methodology. Demonstrate an ability to critically analyse and document their own work and that of others. Applicants whose native language is not English must also provide an accepted certificate in English proficiency. Each application will be assessed by the Admissions and Exemptions Committee. All candidates may be assessed at interview by the Admissions and Exemptions Committee. Where demand for the programme exceeds the number of available places, selection will be made by the Admissions and Exemptions Committee based on academic merit and relevant experience. 2.2 Exemptions Exemptions may be permitted for selected modules of the programme, with the following conditions: Exemptions will only be permitted for all components of a module 18

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Such exemptions are approved by the Admissions and Exemptions Committee Students may only be granted exemptions from a maximum of four modules Students can apply for an exemption from any module of the programme except for the INTC9310 Research Project and Dissertation module. 2.3 Portfolio preparation RPL is essentially an individual process which will differ from person to person, based on their unique context. All RPL processes require the applicant to provide evidence of appropriate past learning, whether that is certificated or experiential learning. Each non-standard applicant undertaking the RPL process for entry to the programme will undertake an in depth interview with member(s) of the programme team. Prior to the interview the applicant will work with the RPL Guidance and Assessment Officer to analyse and capture their existing skills and experience and demonstrate their competence to meet the entry requirements, creating a portfolio to reflect this. This portfolio will be made available to the programme team in advance of the interview. The nature of tasks undertaken and the content of the portfolio will be dependent on the applicant to a large extent. However all applicants will be expected to develop a reflective portfolio covering their experience of data management and data exploitation in undergraduate education and professional development since graduation, to include an authenticated discussion documenting their professional experience. Applicants will be expected to reflect on the roles they have undertaken professionally, the nature of the organisations in which they worked and how both these organisations and themselves as individuals interacted with data, what learning was undertaken and how this affected their career development and they identify correspondence between their experience and learning to the programme entry requirements. For example a portfolio could be a combination of: (i) accredited coursework in higher or further education (ii) an evidence-based portfolio of workplace learning (iii) an evidence-based portfolio of industry training and certification (iv) an evidence-based portfolio of community or service based learning For entry, applicants must be able to: Demonstrate an ability to think logically and decompose abstract problems into smaller units and develop solution strategies for same. Demonstrate an understanding of the role of data in enterprise wide IT systems and mechanisms through which data is stored and manipulated in this context. Demonstrate an understanding of the potentials for IT to be used within an organisation. 19

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Demonstrate an ability to research an area relevant to the programme with which they are not familiar, enter into an intelligent discourse about the area, defend their views, and demonstrate a level of critical thinking. Demonstrate an ability to approach the planning of a project using a well defined methodology. Demonstrate an ability to critically analyse and document their own work and that of others. Applicants whose native language is not English must also provide an accepted certificate in English proficiency. Portfolios created in support of application for exemptions from modules will be created using the same process. Applicants for exemptions will be expected to demonstrate that they have met the learning outcomes of the module concerned and the portfolio will therefore be tailored to the specific module and the individual applicant. 2.4 Admissions and Exemptions Committee The Admissions and Exemptions Committee will consist of three members of staff from the School of Computing, two of whom will be members of the teaching staff for the MSc and the Chairperson of the MSc programme. The membership of the Committee will be reviewed annually and will be nominated by Head of the School of Computing or his/her nominee. The Chairperson of the Admissions and Exemptions Committee is the Head of the School of Computing or his/her nominee. The MSc in Computing (Information Technology) utilises Recognition of Prior Learning (RPL) primarily for the purpose of gaining entry to the programme. However RPL may also be used to gain exemptions from the taught modules on the programme, subject to the approval of the programme team. Any candidates who do not meet the standard minimum entry requirement for postgraduate programmes in the Dublin Institute of Technology but considered suitable by the Admissions and Exemptions Committee will be referred to the Dublin Institute of Technology Exceptional Cases Committee for approval. Each applicant undertaking the RPL process for exemption from a module will also undertake an in depth interview with member(s) of the programme team. Prior to the interview the applicant will work with the RPL Guidance and Assessment Officer to analyse and capture their existing skills and experience and demonstrate their competence to meet learning outcomes of the relevant module, creating a portfolio to reflect this. The nature of tasks undertaken and the content of the portfolio will be dependent on the module and the applicant to a large extent. Applicants will be expected to demonstrate how their education, experience and learning helps them to meet the module learning outcomes. 20

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 3 Curriculum 3.1 Overview Table 1 presented in Section 3 outlines the curriculum of the MSc programme. Core modules may be prerequisites for other core modules and the research project and dissertation module. These requirements are shown Table 1 in Section 3 and also specified in the module syllabi in Section 7. The following subsections detail the contact hours and credits that apply to each module in the programme. 3.2 and Contact Hours Contact hours are calculated in accordance with Dublin Institute of Technology calendar which divides the academic year into two semesters of 15 weeks, where 13 of these weeks involve teaching/learning contact hours. Students may carry out their assignment work outside of the college and are required to have access to the necessary facilities to do this. College computing facilities will also be available to students. For the part-time pathway, the first three semesters of the course will be taught two evenings per week at three hours per evening, combined with a full day session one Saturday per month. This allows for an average of two contact hours per module per week For the full time pathway, there will be an average of three contact hours per module per week. 3.2.1 Core Students will be required to undertake all core modules. Contact hours and curriculum core modules of the programme are shown in Table 4. 21

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Summary Hours per module (Core ) Contact Hours 3 S.S Title L P T INTC9111 Databases and information systems 18 4 4 74 5 INTC9121 Systems design and methodologies 12 7 7 74 5 INTC9313 Programming and Patterns* 18 18 74 5 INTC9141 Enterprise systems and integration 18 8 74 5 INTC9151 Case studies in Information Technology 52 148 10 INTC9161 Project and Change Management 12 6 8 74 5 INTC9171 IT Law and professional issues 18 8 74 5 INTC9211 Advanced research methods and proposal writing 26 74 5 INTC9221 Strategic issues in IT 18 8 74 5 Total 96 25 139 740 50 L Lecture hours, P Practical in Computer Laboratory, T Tutorial S.S. = Self Study hours for duration of module Table 4: Core and Total Contact Hours 3.2.2 Option Contact hours and curriculum option modules of the programme are shown in Table 5. Students will be required to undertake any two of the option modules. The range of option modules offered in any semester will be subject to student demand. 3 The full time pathway will have an additional scheduled tutorial hour per week to that shown in Table 3. The hours shown include review week. 22

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Summary Hours per module (Option 2 Required) Contact Hours S.S Title L P T INTC9231 Internet Systems 18 18 64 5 TECH9290 Ubiquitous computing 18 18 64 5 INTC9251 Business Systems Intelligence 18 18 64 5 INTC9261 Legacy Systems 18 18 64 5 SENG9110 Foundation of Knowledge 64 Management 24 12 5 INTC9212 IT Security and Forensics 18 18 7 64 5 ASTC1301 Universal Design 18 18 64 5 ASTC1601 Man and Machine 12 24 64 5 ASTC2601 Accessible Web Design 18 18 64 5 ASTC2401 Inclusive Learning Through Technology 18 18 64 5 DATA9900 Data Mining 18 18 64 5 DATA9911 Data Management 18 18 64 5 SPEC 9160 Problem Solving, Communications And Innovation 12 24 64 5 L - Lecture hours, P Practical in Computer Laboratory, T Tutorial S.S. = Self Study hours for duration of module Table 5: Option and Total Contact Hours 3.2.3 Research Project and Dissertation In order to qualify for the award of an MSc in Computing (Information Technology) each student is required to successfully complete the INTC9311 Research Project and Dissertation module which requires the student to propose, design and undertake a project which comprises detailed study of a topic relevant to the field of Information Technology and satisfactory completion of a dissertation. The student must be able to complete and demonstrate a body of work and a dissertation appropriate for a taught Master s degree. The majority of hours for this module are attributed to self-study, reflecting the requirement of the student to independently research and develop a dissertation topic. The contact hours for this module are show in Table 6. 23

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Summary Hours per module (Project + Dissertation) INTC9311 Contact Hours S.S Title L P T/S Research Project and Dissertation 21 579 30 Total 0 0 21 579 30 L - Lecture hours, P Practical in Computer Laboratory, T/S Tutorial/Supervision S.S. = Self Study hours for duration of module Table 6: Research Project and Dissertation Total Contact Hours The Head of School of Computing will nominate a supervisor for each student. Each student will be required to attend a weekly one-on-one meeting with their project supervisor during the semester. In addition, each student may be required to attend monthly seminars of three hours duration where they will be required to present their research or attend seminars relevant to the completion of a successful dissertation, leading to twenty one hours of tutorials for the semesters (when combined with weekly meeting hours). Students will be required to complete their research project within one semester; however since the part-time route of the programme is aimed at facilitating students who may be working full-time, students can continue to work on their dissertation after this semester but will be required to submit their dissertation within a maximum two calendar months after this time. Further details of this module are contained in the module syllabus in Section 7. 3.3 Learning, Teaching and Assessment Strategies In line with the ethos of a postgraduate programme, there will be considerable emphasis placed on independent research and study, discussion groups, problem-solving skills, effective communications and the ability to work in teams. Students will be expected to develop independence in, and responsibility for, their own learning. The course will continue to use guest speakers from industry and the School as a core teaching technique in order maximise the students exposure to a variety of industry scenarios, systems and perspectives. This will form the basis for the Case Studies in IT module, but will also be used throughout the remaining modules where relevant. This technique has in the past proven invaluable for enabling students to broaden their horizons and knowledge, particularly in relation to selecting a specialist area for their dissertation. 24

MSc & PgD in Computing (Information Technology) Programme Document (Part B) A Virtual Learning Environment (VLE) will be employed to distribute teaching materials and to support student interaction with both other students and academic staff. This resource is particularly important for students who are also working in industry as they have a particular need to be able to access teaching materials outside of the college. Students are expected to proactively use this resource. To facilitate the completion of assignments, students will be provided with an outline timetable of the assignments at the beginning of each semester. This will be important to help students to plan their time where they are also in working in industry. Learning, teaching and assessment methods for individual modules are provided in more detail in the module descriptors in Section 7. 25

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 4 Programme Assessment 4.1 Overview Assessment on this programme is by written examination and where appropriate practical examination and/or continuous, practical and/or project assessment and dissertation (hereinafter called non-exam assessment). The components that contribute to the programme assessment include written examination papers, programme work and a research project and dissertation. Further details of assessment methods are provided in the module descriptors in Section 7. 4.2 Internal iners The Internal iners for the programme are nominated by Head of the School of Computing, and will normally include the Chairperson of this programme and all lecturing staff who normally provide the programmes of lectures and are involved in setting an examination paper or part of an examination paper or programme work. Their duties are as specified in the Dublin Institute of Technology General Assessment Regulations (modular programmes) where these are relevant to the programme. 4.3 External iners External iners are nominated by Head of the School of Computing and appointed by the Dublin Institute of Technology. The functions and responsibilities of the External iner are as laid out in the Dublin Institute of Technology General Assessment Regulations (modular programmes). The External iner normally is appointed for a three year term of office in keeping with the regulations of Dublin Institute of Technology but, at the discretion of Academic Board of the Faculty of Science, the term may be extended for a fourth year. 4.4 ination Boards s will be offered at the end of each module in accordance with the General Assessment Regulations (modular programmes) of the Dublin Institute of Technology. A module examination board will be held for each module. The membership and roles of the ination Board and the Progression and Awards Board will comply with the General Assessment Regulations (modular programmes). 26

MSc & PgD in Computing (Information Technology) Programme Document (Part B) These boards where applicable will be held during the academic year in accordance with the regulations of the Dublin Institute of Technology. 4.4.1 ination Schedule s will be offered at the end of each module, and supplemental exam sittings will be offered in accordance with the General Assessment Regulations (modular programmes) of the Dublin Institute of Technology. The list of examinations is contained in Tables 7-9. 4.4.2 Core and Option Table 7 and Table 8 in this section detail the papers that will be presented to the Programme Progression and Award Board to determine the student s progression to undertake INTC9311 Research Project and Dissertation, or to determine their award of PgD in Computing (Information Technology) should the student request to exit the programme. The papers listed in Tables 6 cover the assessments for the core modules. Table 7 lists the papers for the option modules, of which the student must take any two. The contributory components for assessment within each module are shown for all papers. The Dublin Institute of Technology General Assessment Regulations (modular programmes) apply for this programme, except for the following: o Only two attempts are permitted for the non-exam component of any module. o Compensation across modules is not permitted. Students must pass all modules in order to obtain their award. o In the case of the dissertation module, INTC9311, a student may enrol for this module a maximum of three times within a period of four academic years after which time they may not enrol for the module again and must choose to exit the programme with a Postgraduate Diploma in Computing (Information Technology). 27

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Paper Covered Written Non-exam No Contribution Duration 4 Contribution 1 INTC9111 Databases and 60% 2 hours 40% information systems 2 INTC9121 Systems design and 60% 2 hours 40% methodologies 3 INTC9313 Programming and 50% 2 hours 50% Patterns 4 INTC9141 Enterprise systems and 60% 2 hours 40% Integration 5 INTC9151 Case studies in IT 0% N/A 100% 6 INTC9161 Project and Change 50% 2 hours 50% Management 7 INTC9171 IT law and Professional 50% 2 hours 50% Issues 8 INTC9211 Advanced research and 0% N/A 100% proposal writing 9 INTC9221 Strategic Issues in IT 50% 2 hours 50% Table 7: Papers for consideration for core modules Paper Covered Written Non-exam No Contribution Duration 4 Contribution 10 INTC9231 Internet Systems 50% 2 hours 50% 11 TECH9290 Ubiquitous Computing 50% 2 hours 50% 12 INTC9251 Business Systems 50% 2 hours 50% Intelligence 13 INTC9261 Legacy Systems 50% 2 hours 50% 14 SENG9110 Foundation of Knowledge 60% 2 hours 40% Management 15 INTC9212 IT Security and Forensics 50% 2 hours 50% 16 ASTC1301 Universal Design 60% 2 hours 40% 17 ASTC2401 - Inclusive Learning Through Technology 50% 2 hours 50% 4 This includes 15 minutes reading time 28

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 18 ASTC2601 - Accessible Web Design 50% 2 hours 50% 20 ASTC1601 - Man and Machine 60% 2 hours 40% 21 DATA9900 Data Mining 50% 2 hours 50% 22 DATA9911 Data Management 50% 2 hours 50% 23 SPEC 9160 - Problem Solving, 0% 100% Communication and Innovation Table 8: Papers for consideration for option modules (any two) 4.4.3 Research Project and Dissertation The papers listed in Table 7-9 will be presented to the Programme Progression and Award Board to determine the student s award of MSc in Computing (Information Technology) Paper Covered Written Non-exam No Contribution Duration Contribution 24 INTC9311 Research Project and Dissertation 0% 100% Table 9: Papers for consideration for Research Project and Dissertation The Head of School of Computing will nominate a supervisor for each student enrolled in INTC9311 with whom the student will normally meet weekly during the semester. Before commencing INTC9311, each student will be provided with details concerning the general approach to the research project i.e. drafting the project plan, timing, drafting dissertation, submission dates, assessment criteria etc. All dissertation proposals must include the aims and objectives of the project, the research methodology and the expected outcomes. The proposal will normally be developed as part of the module INTC9211 Advanced Research Methods and Proposal Writing. The project will be assessed on the basis of the following scheme: Written dissertation and research performance: 90% Oral presentation: 10% Total marks 100% The research will be assessed under three main headings: 29

MSc & PgD in Computing (Information Technology) Programme Document (Part B) i. Oral Presentation a. Oral presentation of dissertation will be assessed by at least two members of the Programme Team but may be attended by students and any staff of the Faculty. The presentation will normally be of 20 minutes duration followed by a further 20 minutes (maximum) for questions. ii. Written Dissertation a. A draft of the dissertation will be reviewed by the project supervisor and returned to the student for amendment and production of the final dissertation. In general, the draft should be to the standard the student wishes to submit and the project supervisor should ensure it meets the minimum standard required for the award of a taught Masters degree. b. Two typed and bound copies of the finished dissertation should be submitted to the Programme Director to allow simultaneous marking by two internal examiners (one of whom is the project supervisor). c. The following criteria will be used on a pro forma comments/mark sheet for assessment of the dissertation: i. Justification and explanation of research issue(s); ii. Analysis of background/context for research; iii. Critical review of relevant literature; iv. Justification and explanation of methodological approach; v. Appropriate and thematic analysis and evaluation of data; vi. Conclusions related to research issue(s) and literature; vii. Realistic and practical recommendations (if appropriate); viii. Consistent development of central themes; ix. Clarity of structure, written style, presentation; x. Critical assessment of their work xi. General Comments. iii. Research Performance a. Research performance will be determined by the project supervisor in consultation with the Project ordinator. The Programme Chairperson and/or, at the decision of the Head of School of Computing, the Project coordinator of the MSc programme appointed by the Head of School of Computing, will moderate the projects. A minimum mark of 40% must be gained in order to achieve a pass in module INTC9311. A student who does not achieve the required minimum mark will be able to re-enrol for INTC9311 of the MSc programme at the next available opportunity. Students who reenrol for INTC9311 will be required to undertake a project and a dissertation on a topic different from previous attempts if there was any. 30

MSc & PgD in Computing (Information Technology) Programme Document (Part B) A student of the MSc programme may choose to exit from the MSc programme with an award of Postgraduate Diploma in Computing (Information Technology) at any time during INTC9311. For successful projects, one copy of the dissertation will be kept in the Library, the other will kept in the School of Computing. Further details on the dissertation module are supplied in the Syllabi, Section 7. 4.4.4 Compensation Compensation across modules is not permitted. Students are required to pass all modules in order to obtain their award. Students can, however, compensate across components within a module, as per the DIT Assessment Regulations. The pass mark for all modules is 40%. 4.5 Final Award 4.5.1 Postgraduate Diploma in Computing (Information Technology) On successful passing of all eleven modules (nine core modules plus any two option modules) as set out in Tables 6 and 7, the student can choose to exit from the MSc programme with a Postgraduate Diploma in Computing (Information Technology) by notifying the Programme Chairperson in writing. Should a student fail to complete the dissertation module, INTC9311, the student will be eligible to be awarded a Postgraduate Diploma (Information Technology) if they have passed all required modules for this award. The Post Graduate Diploma final grade achieved by the student is determined from by the contribution of each of the eleven modules as follows: Marks are awarded in proportion to the credits for the modules as follows: Sum (Mark achieved for a module * credits for the module) * 100% Total 31

MSc & PgD in Computing (Information Technology) Programme Document (Part B) The Post Graduate Diploma in Computing (Information Technology) is a graded award with the classifications of DistINTCion, Merit upper, Merit Lower and Pass in accordance with the schedule set out in Table 10 below: Classification of Final Award PgD in Computing (Information Technology) Average Mark Classification >=70% DistINTCion 60%- 69% Merit upper division 50%-59% Merit lower division 40% - 49% Pass Table 10: Classification of PgD award. 4.5.2 MSc in Computing (Information Technology) To be eligible for an MSc in Computing (Information Technology) a student must pass all nine core modules and two option modules and pass INTC9311 the research project and dissertation, as listed in Tables 7-9. All modules will contribute to the award calculation. Marks are awarded in proportion to the credits for the modules as follows: Sum (Mark achieved for a module * credits for the module) * 100% Total The MSc in Computing (Information Technology) is a graded award with the classifications of First Class Honours, Second Class Honours Upper (2.1), Second Class Honours Lower (2.2) or Pass in accordance with the schedule set out in Table 10: 32

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Classification of Final Award MSc in Computing (Information Technology) Average Mark Classification >=70% First Class Honours 60%- 69% Second Class Honours Upper Division 50%-59% Second Class Honours Lower Division 40% - 49% Pass Table 11: Classification of Final MSc Award 33

MSc & PgD in Computing (Information Technology) Programme Document (Part B) 5 Syllabi In this section, a module descriptor is provided for each of the modules of the MSc in Computing (Information Technology) programme. Each descriptor specifies the module author, description, aim, learning outcomes, assessment strategy, module content and reading references. The methods of assessment provide a guide to assessing the learning outcomes. The methods for assessing the individual module learning outcomes will be determined by the module lecturer(s) and should not be used as an indicator of either exam or continuous assessment content. 34

Title NONE 5 INCT9111 Databases and Information Systems 9 5.1 INTC9111 Databases and Information Systems author: Brendan Tierney Description: Data, its creation, acquisition, modelling, storage, integrity, security and quality are essential to any application and information system. It is therefore important that students are equipped with the necessary skills to design, build and manage databases. The module builds on the students previous experiences of working with databases. The module covers advanced and complex database relating to storage, management and architecture of data for applications and information systems. It also covers topics in advanced database design, architecture and complex database applications. The module is designed to provide the students with a through understanding of both theory and practice in databases in the context of applications and information systems. aim: To study and practise advanced DBMS features and techniques on the relational and other models and to understand alternate database architectures in the context of applications and information systems which serve as a practical foundation for future modules. Learning Outcomes: On successful completion of the subject the student will be able to: A. Employ fundamental conceptual data modelling techniques to define database design B. Implement optimisation and performance tuning, concurrency control, recovery and integrity on a relational database C. Discuss different types of databases and assess their suitability to certain types of applications and information systems D. Compare and contrast emerging architectures for database management systems E. Discuss the limitations of the relational model 35

MSc & PgD in Computing (Information Technology) Programme Document (Part B) F. Summarise and assess the problems of database integration both semantic and physical G. Discriminate between approaches to database integration both semantic and physical H. Explain how emerging database architectures are designed to overcome limitations of existing approaches I. Compare the different architectures and database design issues of distributed databases J. Compare the different architectures and database design issues of object relational databases K. Identify and evaluate advanced database features and applications Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, Student-based learning methods such as problem solving in groups for both theoretical and practical situations. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised and independent practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. Inclass discussions, review of leading research papers in each topic covered will also contribute towards the practical content. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of knowledge management. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other Students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. 36

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Students will be expected to develop independence in, and responsibility for their own learning. content: Database Modelling o Understanding of the database modelling, entity-relationship modelling, normalisation, controlling redundancy Data & Database Integration o Issues relating to the identification of data properties, similarities, etc. Integrating data from different databases, identification and integration data with various degrees of data semantics, model differences etc. Advanced Implementation aspects of a relational model: o Query optimisation, concurrency control, performance tuning, advanced SQL language to support these implementation issues. Distributed DB Design: o Data Allocation, Fragmentation, Transparencies in a Distributed DB system. Distributed Database Technologies: o Functions and Architecture of a Distributed DB, Reference Architecture For a Distributed DB System, Reference Architecture For a Federated DB System, Component Architecture For a Distributed DB system. Distributed Transaction Management: o Distributed Concurrency Control, Locking Protocols, Time Stamp protocols, Distributed Deadlock management, Distributed Database Recovery, Phase Commit Protocols. Object Relational Databases: o Limitations of the ER model, Enhanced ER model, Storing Objects in a Relational DB, Mapping Classes to Relations, Accessing objects in the Relational DB. Assessment: assessment will comprise 40% of the marks for this module. An end of module examination will comprise the remaining 60%. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve investigating database topics relevant to knowledge management using suitable case studies, research papers, simulation exercises or a mixture of these. Such work may be undertaken individually or as part of a group. Where possible and appropriate, contact practical sessions will be used to provide the Student with time and assistance in completing continuous assessment work. 37

MSc & PgD in Computing (Information Technology) Programme Document (Part B) The Student will undertake a independent practical tasks consisting of one or more of the following, an advanced data modelling assignment, writing a research paper on an appropriate advanced database topic and its relevance to information systems. Each student will be provided with access to a database from the labs which they use to support their assignments. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Employ fundamental conceptual data modelling techniques to define database design Implement optimisation and performance tuning, concurrency control, recovery and integrity on a relational database Discuss different types of databases and assess their suitability to certain types of knowledge management application Compare and contrast emerging architectures for database management systems Discuss the limitations of the relational model Summarise and assess the problems of database integration both semantic and physical Discriminate between approaches to database integration both semantic and physical Explain how emerging database architectures are designed to overcome limitations of existing approaches Compare the different architectures and database design issues of distributed databases Compare the different architectures and database design issues of object relational databases Identify and evaluate advanced database features and applications Method of Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Essential Reading: (author, date, title, publisher) Elmasri, R., Navathe, S., 2003, Fundamentals of Database Systems (4 th Edition), Addison Wesley Connolly, T., Begg, C., 2004, Database Systems: A Practical Approach to Design, Implementation and Management (4th Edition), Pearson Education. 38

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Supplemental Reading: Date, C.J., 2003, An Introduction to Database Systems (8 th Edition), Addison Wesley Kimball, R., Ross, M., 2002, The Data Warehouse Toolkit: The Complete Guide to Dimensional Modeling (Second Edition),Wiley Turban, E., Aronson, J.E., 2001, Decision Support Systems and Intelligent Systems (6th Edition), Prentice Hall Harrington, J.L. 1999, Object-Oriented Database Design Clearly Explained, Morgan Kaufmann Web references, journals and other: Web References o Oracle Technology Network, http://www.otn.oracle.com o Database Trends and Applications website, http://www.dbta.com/index.html o Data Mining & Knowledge Discovery, http://www.kdnuggets.com Research Papers o Sheth, S.P. and J.A. Larson, 1990, "Federated Database Systems for Managing Distributed, Heterogeneous, and Autonomous Databases," ACM Computing Surveys 22,3. o Carlo Batini, Maurizio Lenzerini, Shamkant B. Navathe, 1986, A Comparative Analysis of Methodologies for Database Schema Integration. ACM Comput. Surv. 18(4): 323-364 o Michael Stonebraker, 1996, Object Relational Databases : The Next Wave. Further Details This module will be delivered in one semester. Contact hours will be 2 hours per week which will cover theoretical content, practical and tutorial sessions. Theoretical content will be delivered in the form of lectures supported by independent learning. Tutorial sessions will be held during the semester, in place of lectures, once sufficient theory has been covered to support illustration and assessment of learning. Date of Academic Council approval. 39

Title NONE 5 INCT9121 Systems Design and Methodologies 9 5.2 INTC9121 Systems Design and Methodologies author: Richard Lawlor Description: This module is concerned with imparting a high level understanding of software system design methodologies and process models to the students. It is about enabling the students to understand some standard design methodologies and their role in the overall software lifecycle process in which the methodologies might be embedded. The module is aimed at someone who wishes to participate in and understand the design process at a high level without necessarily being involved in the detailed design work proper to a software engineer. aim: This modules aims to: Give a broad understanding of design methodologies and their associated notations Convey important design principles Impart an overview of current software lifecycle process models and their appropriateness to various problem domains. Enable one to participate in a design process and to read and understand design documents and models Give an understanding of the main design stages along with their milestones and deliverables Learning Outcomes: On completion of this module, the student will be (able to): A. Demonstrate familiarity with a variety of design methodologies B. Suggest the appropriate methodology for a system in some problem domain C. Discuss the strengths and weaknesses of particular design methodologies. D. Demonstrate an understanding of the graphical notations used in design documents E. Read a technical design document and abstract its major features F. Know what analysis and design patterns are and be able to discuss their relative merits 40

MSc & PgD in Computing (Information Technology) Programme Document (Part B) G. Select an appropriate design pattern for a given problem and argue in its favour H. Discuss the relative merits of different lifecycle models for a particular application domain I. Have some knowledge of the role and use of CASE tools in the design process Learning and Teaching Methods: The module will be partly based around traditional format lectures. Lab sessions will be used to allow students to use software design tools relevant to the course. It is also envisaged that case studies will be used for group discussion and critical analysis. In addition guest lecturers from industry and academia will be invited where appropriate to present such case studies and to facilitate critical discuss by the students. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with both other students and academic staff. Where new material is not presented in lectures or seminars, such material will be made available through the VLE and students are expected to proactively use this resource. In keeping with a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: Software lifecycle process models - compare the traditional waterfall lifecycle model with more current models such as the Spiral and Evolutionary models which incorporate iterative development and risk management. RUP, PSP, XP and Agile / Lightweight Methodologies. Principles of systems design and engineering modularity, coupling and cohesion, stepwise refinement, top down and bottom up approaches, objectoriented principles. Design methodologies traditional structured design methodologies, objectoriented analysis and design, refactoring. Design notations - structure charts and data flow diagrams, UML: use cases, class diagrams, interaction diagrams, activity and state transition diagrams. Design patterns and analysis patterns, system architecture patterns Case studies for analysis and discussion Use of CASE tools such as Rational Suite Development Studio Assessment: 41

MSc & PgD in Computing (Information Technology) Programme Document (Part B) There will be a written exam as well as a continuous assessment component. The written exam will account for 60% of the overall module marks and the continuous assessment will count for 40%. Assessment of Learning Outcomes Learning Outcome Demonstrate familiarity with a variety of design methodologies Suggest the appropriate methodology for a system in some problem domain Discuss the strengths and weaknesses of particular design methodologies Demonstrate an understanding of the graphical notations used in design documents Read a technical design document and abstract its major features Know what analysis and design patterns are and be able to discuss their relative merits Select an appropriate design pattern for a given problem and argue in its favour Discuss the relative merits of different lifecycle models for a particular application domain Have some knowledge of the role and use of CASE tools in the design process Method of Assessment assessment and exam assessment and exam assessment assessment and exam assessment Essential Reading: (author, date, title, publisher) Erich Gamma et al, 1994, Design Patterns Elements of Reusable Object-Oriented Software, Addison-Wesley. Martin Fowler and Kendall Scott, 3 rd edition, 2003 UML Distilled, Addison Wesley Roger Pressman, 6 th edition, 2004, Software Engineering European Adaptation, McGraw Hill. Supplemental Reading: Bertrand Meyer, 2000, 2 nd edition, Object-Oriented Software Construction, Prentice Hall Martin Fowler, 2002, Patterns of Enterprise Application Architecture, Addison-Wesley Ivar Jacobson et al, 1999, The Unified Software Development Process, Addison-Wesley Grady Booch et al, 1998, The Unified Modelling Language User Guide, Addison-Wesley 42

MSc & PgD in Computing (Information Technology) Programme Document (Part B) Web references, journals and other: http://www.martinfowler.com/articles.html Further Details This is a 1 semester module. Two contact hours per week. Date of Academic Council approval. 43

Title NONE 5 INCT9XXX Programming and Patterns 9 5.3 INTC9313 Programming and Patterns author: Bryan Duggan Description: This module provides students with an opportunity to refresh their knowledge of the art of programming and to develop their ability to solve common programming problems by applying software design patterns. The course begins with a refresher course on programming concepts such as compilers, IDE s build tools, scripting languages and runtime environments. It continues with a refresher course on modern object Orientated programming concepts and concludes with a description of some of the most common software design patterns as proposed in the classic Design Patterns: Elements of Reusable Object-Orientated Software. Students will learn how these patterns are applied in industry frameworks such as the Java class libraries and the.net framework and how to apply design patterns in their own software projects. This course provides core skills that students will need in order to understand the technical content in the Internet Systems and the Enterprise Systems and Integration courses. aim: The aim of this course is to ensure that students have confidence in their proficiency to understand and program software projects. The aim is to develop cross-transferable understanding of software development and software development proficiency. Learning Outcomes: On completion of this module, the student will be able to: A. Demonstrate an appreciation of the domain of software development. B. Use a variety of software development tools such as compilers, debuggers, build tools and IDE s C. Propose object-orientated software solutions to program specifications. D. Develop object-orientated programs. E. Choose an appropriate software design pattern to solve a problem. F. Implement well designed software systems. G. Understand the importance of testing and propose appropriate testing strategies. Learning and Teaching Methods: 44

MSc & PgD in Computing (Information Technology) Programme Document (Part B) The approach taken to teach this module will be through studio classroom based interactive classroom sessions involving lectures and practical work all in a lab environment. Students will also be required to independently complete software projects requiring research, design, implementation and testing as part of the continuous assessment for this module Students will be presented with material in the form of lecture notes, tutorial sheets and example programs and these will be made available to students electronically prior to each lecture. There will be a large emphasis on practical work with regular exercises to complete both in the classroom and independently through self study. These will be used to complement all material available in studio classroom sessions. It will be expected that all students complete their practical work each week and be pro-active in their learning approach. Students will be expected to spend considerable time outside scheduled class hours conducting self-study and research to contribute to their overall knowledge. content: The content will consist of but not restricted to the following: Programming paradigms o Compilers, interpreters, assemblers, runtime frameworks. Compiled languages, scripting languages, declarative languages, markup languages. Procedural programming o variables & operators, selection, iteration, functions. Object orientated programming o classes & objects, attributes and methods, member visibility, inheritance, polymorphism, exception handling. Collections o arrays, linked lists, maps, graphs, stacks, queues, priority queues. Software design patterns o proxy, adapter, façade, state machine, command, iterator, singleton, factory. Testing and debugging o Objectives and principles of testing, testing and debugging strategies, black box and white box testing. Software maintenance o Version control, configuration management, life cycle costs Assessment: 45

MSc & PgD in Computing (Information Technology) Programme Document (Part B) The assessment of this module will be by written exam and substantial, individual assignments. The allocation of marks for both assessment components will be as follows: Written exam (50%) assessment (50%) The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Demonstrate an appreciation of the domain of software development. Use a variety of software development tools such as compilers, debuggers, build tools and IDE s Propose object Orientated software solutions to program specifications. Develop object orientated programs Choose an appropriate software design pattern to solve a problem Implement well designed software systems Understand the importance of testing and propose appropriate testing strategies Method of Assessment assessment & assessment assessment assessment & Essential Reading: Head First Java, 2Rev Ed edition by Kathy Sierra and Bert Bates Head First Design Patterns by Elisabeth Freeman, Eric Freeman, Bert Bates Supplemental Reading: (author, date, title, publisher) Design Patterns: Elements of Reusable Object-Orientated Software by Erich Gamma, Richard Helm, Ralph Johnson, John Vlissides, Addison-Wesley Professional; 1st edition (January 15, 1995) Web references, journals and other: 46

MSc & PgD in Computing (Information Technology) Programme Document (Part B) http://java.sun.com/ Further Details This module will be delivered in one semester Contact hours per week will be 3 hours per week for the full-time route and 2 hours per week for the part time route. Date of Academic Council approval. 47

Title NONE 5 INCT9141 Enterprise Systems and Integration 9 5.4 INTC9141 Enterprise Systems and Integration author: Edina Hatunic-Webster Description: This module covers the range of enterprise application systems and architectures that are used within organisations. The module provides the student with knowledge of the enterprise computing techniques used in industry and to provide hands-on experience using leading industry-standard software. aim: The aim of this module is to provide students with knowledge of the purpose, design and context of enterprise systems within an organisation. Learning Outcomes: On completion of this module, the student will be able to: A. Explain the concepts of enterprise wide IT systems. B. Describe the range and purposes of the various IT systems in an enterprise C. Describe the various processes within the organisation supported by enterprise systems. D. Explain the concepts of Enterprise Resource Planning (ERP) systems for integrating the primary applications in an organization. E. Describe the benefits and drawbacks of various ERP systems. F. Demonstrate knowledge of ERP techniques and tools. G. Demonstrate working application knowledge of an ERP system using hands-on case studies. H. Analyse and evaluate the concepts and best practices strategies of Supply Chain Management. I. Differentiate between the requirements for enterprise systems in large, medium and small organisations. J. Explain enterprise integration concepts and architectures. K. Analyse and evaluate enterprise integration development/practices strategies. L. Analyse and compare major enterprise integration technologies. Learning and Teaching Methods: 48

Title NONE 5 INCT9141 Enterprise Systems and Integration 9 This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, Student-based learning methods such as problem solving in groups for both theoretical and practical situations. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases Students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised and independent practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through presentations. In-class discussions, review of leading research papers in various topic covered will also contribute towards the practical content. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other Students and academic staff. content: Enterprise Systems in the Organisation o Common types and application areas: Database systems, ERP systems, customer relationship management, supply chain management, decision support systems, Internet/intranet/extranet systems, e-commerce systems, networks, operating systems. Specific examples of industry enterprise systems. o Organisational enterprise processes and IT infrastructure, including supply chain related processes, finance and human resources. Enterprise systems in large enterprises and SMEs. Enterprise Resource Planning o Definition, benefits, tools, services, challenges, The Five Major Steps of ERP: Implementation, Designing a Business Blueprint, Application Configuration, Testing and End-User Acceptance, Training, Big-Bang Versus Gradual Implementation Enterprise Systems Architectures o Legacy systems, multi-tier client-server architectures, computer network architectures, distributed systems architecture. Specific vendor-based examples of enterprise architectures (e.g. J2EE) o Performance, scalability, availability, interoperability, security and robustness. o Effects of unavailability of enterprise systems. Possible points of failure in enterprise systems. Fault-tolerant systems architectures, advantages and 49

Title NONE 5 INCT9141 Enterprise Systems and Integration 9 disadvantages. Improved fault-tolerant systems architectures: distributed and clustered systems. o Platform integration and networking o Data integration and database systems Enterprise Integration Technology o Integration brokers o Messaging, middleware and XML o Application Servers Enterprise Integration Development, Practices and Applications Adaptation o ples of effective enterprise integration. Assessment: assessment will comprise 40% of the marks for this module. An end of module examination will comprise the remaining 60%. assessment will take a form of one or more assessments which may include: an assignment where students will be asked to investigate a topic related to enterprise systems, in-class tests, case study analysis. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Explain the concepts of enterprise wide IT systems. Describe the range and purposes of the various IT systems in an enterprise Explain and apply the concepts Enterprise Resource Planning (ERP) systems for integrating the primary applications in an organization. Describe the various processes within the organisation supported by Enterprise systems. Describe the benefits and drawbacks of various ERP systems. Demonstrate knowledge of ERP techniques and tools. 50 Method of Assessment Assessment, Assessment Assessment

Title NONE 5 INCT9141 Enterprise Systems and Integration 9 Demonstrate working application knowledge of an ERP system using hands-on case studies. Analyse and evaluate the concepts and best practices strategies of Supply Chain Management. Differentiate between the requirements for enterprise systems in large, medium and small organisations. Explain enterprise integration concepts and architectures Analyse and evaluate major enterprise integration technologies. Discuss the adaptation and issues of major enterprise integration applications. Assessment Assessment Assessment Assessment Essential Reading: Yee, A. & APTE, A. (2001), Integrating your e-business enterprise, Indianapolis: SAMS Ruh, W.A., Maginnis, F.X. & Brown, W.J (2001), Enterprise application integration A Wiley tech brief. New York: John Wiley & Sons, Inc. Supplemental Reading: (author, date, title, publisher) Cummins, F.A. (2002). Enterprise integration architecture for enterprise applications and systems integration. New York: John Wiley & Sons, Inc. Sandoe, K., Corbitt, G. & Boykin, R. (2001). Enterprise integration, New York: John Wiley & Sons, Inc. Daniel E. O'Leary, 2000, Enterprise Resource Planning Systems: Systems, Life Cycle, Electronic Commerce, and Risk, Cambridge University Press Web references, journals and other: To be supplied during the teaching of the module. Further Details This module will be delivered in one semester. 51

Title NONE 5 INCT9141 Enterprise Systems and Integration 9 Contact hours will be 2 hours per week which will be used to cover both theoretical content and practical sessions. Date of Academic Council approval. 52

Title NONE 10 INCT9151 Case Studies in Information technology 9 5.5 INTC9151 Case Studies in Information technology author: Bryan Duggan Description: The purpose of this module is to expand the student s understanding of the application and management of information technology by exposing them to a range of case studies. These case studies will include real world examples of approaches that organisations have taken to implement information technology solutions. Other case studies will be based on scenarios which have no a priori solutions to allow the students to create their own approach and compare it with other students. aim: The aim of this module is to allow the students to examine a range of case studies and understand how information technology is implemented in organisations. Learning Outcomes: On completion of this module, the student will be able to: A. Read about and intelligently discuss applications of information technology in organizations. B. Analyse a range of information technology solutions across a range of domains. C. Identify problems faced organisations that can be addressed by information technology solutions. D. Explain the contributions of people, organisational systems and technologies to the field of business. E. Summarise and assess legal and ethical issues inherent in deploying information technology solutions. F. Develop approaches to solving business problems using a range of technologies. G. Present reasoned and informed information technology solutions to business problems. H. Critically assess information technology solutions using a range of appropriate criteria. Learning and Teaching Methods: This module will be delivered as a series of seminars by leaders from industry and academia. Each seminar will cover the application of information technology to a particular domain or business problem. Seminars will have an emphasis on student discussion and feedback. Students will be able to explore the characteristics, advantages and limitations of approaches learnt. Students will be expected to critically analyse the case studies presented and to 53

Title NONE 10 INCT9151 Case Studies in Information technology 9 synthesis their own solutions to business problems. Students will be expected to use computer-based learning material to supplement studies. Students will be encouraged to be pro-active in their approach to learning. All Students will be required to present problems to, discuss solutions with, and work in groups at solving problems with other Students. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with both other students and academic staff. Where new material is not presented in lectures or seminars, such material will be made available through the VLE and students are expected to proactively use this resource. In addition, students will be expected to proactively and independently seek out resources on the internet in from the library to supplement their own learning. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: The content will consist of worked case studies as well as new problems. Given the dynamic nature of the area, subjects may change from year to year. Subjects discussed may include and are not limited to: Telecommunications E-learning Digital media Networks and internet systems Computer security Motivational issues Open source software Computer games & simulations Artificial intelligence applied to business Legal & IP issues Ethical issues Enterprise resource planning Total software quality 54

Title NONE 10 INCT9151 Case Studies in Information technology 9 Agile methodologies Project management Speech technology Automation and robotics Data warehousing Business and IT alignment Change management Environmental issues and recycling Outsourcing Medical informatics Geographical Information Systems Assessment: Assessment of Learning Outcomes Learning Outcome Read about and intelligently discuss applications of information technology in organizations. Analyse a range of information technology solutions across a range of domains. Identify problems faced organisations that can be addressed by information technology solutions. Explain the contributions of people, organisational systems and technologies to the field of business. Summarise and assess legal and ethical issues inherent in deploying information technology solutions. Develop approaches to solving business problems using a range of technologies. Present reasoned and informed information technology solutions to business problems. Critically assess information technology solutions using a range of appropriate criteria. Method of Assessment assessment assessment assessment assessment assessment assessment assessment assessment The module will be assessed by continuous assessment. A set of appropriate assignments will be set to encourage the student to investigate domain or discipline specific areas within I.T. Students will be requested to carry out assignments that assess the learning outcomes, such as investigating and writing a paper on a specific discipline or domain or interpreting/analysing a specific case study in IT. Students may be requested to present their work in class. Essential Reading: 55

Title NONE 10 INCT9151 Case Studies in Information technology 9 Strategic Information Technology: Opportunities for Competitive Advantage, Raymond Papp, Idea Group Publishing (January 23, 2001) Supplemental Reading: Managing IT as a Business : A Survival Guide for CEOs, Mark Lutchen, John Wiley & Sons (October 13, 2003) Web references, journals and other: Personal Computer World PC Magazine ComputerScope The Wall Street Journal The Economist news.com Other web references to be provided by individual guest lecturers. Further Details This course will run for a full day one Saturday per month over two semesters. Date of Academic Council approval. 56

Title NONE NONE 5 INCT9161 Project and Change Management 9 5.6 INTC9161 Project and Change Management author: Deirdre Lawless Description: The effective management of IT projects, in particular software projects, is increasingly important within industry. Management of such projects requires an understanding of basic project management concepts, tools and techniques but also an understanding of the nature these projects, the inherent risk and change management needed, and the ability to apply good project management skills to IT specific problems. aim The aim of this module is to provide students a solid background in project management, with an emphasis on creating viable project plans for software projects. The module will introduce students to techniques and concepts for project management with a focus on how to apply these to software projects with an understanding of risk and success in this context. It will provide an opportunity for students to gain practical experience of applying techniques to plan and execute effective projects. Learning Outcomes: A. ine the fundamentals of the software project and the factors involved in using a methodology in the context of project management. B. Explain the risks, issues, and critical success factors associated with technology projects and software projects in particular. C. Identify and analyse the causes of project success versus failure within software projects. D. Select and apply evaluation criteria and metrics for software projects. E. Create a project plan, including scope definition, risk assessment, task breakdown, team selection, estimates, communication mechanisms and progress evaluation and reporting using an appropriate project lifecycle. F. Present and justify a fully documented project plan. G. Employ appropriate software for project planning, estimation, monitoring and control, communication and reporting. Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as weekly lectures, seminars and tutorials, as well as student-based learning methods such as problem solving in groups for both theoretical and practical situations. The practical element of the module will be supported through the medium of supervised practical sessions where students will work on real world project management exercises and 57

Title NONE NONE 5 INCT9161 Project and Change Management 9 appropriate case studies. Students will use appropriate project management software and other relevant computational tools. The use of project management software tools will enable students to apply and test project planning and estimating techniques in a practical manner. Case studies will be used throughout the module to illustrate real world experiences of software projects to enable the student to appreciate the challenge of software project management. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within industry. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. Students are also expected to spend time individually, unsupervised on the practical aspects of the module. Supplementary exercises will be provided to develop specialist topics. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: o Software Project Management overview: Nature of software projects including examples, project lifecycles, project stages; Organisational influence on project; Role of project manager; Skills of project manager. o Managing the software process: alternative approaches such as plan-driven software development, agile software development, lean development; Software process improvement. o Software quality: Impact of quality on project success; Defining quality needed and impact on project planning; Techniques to help enhance software quality. Software Configuration Management. o Managing people and organising teams o Roles and responsibilities; Team Work; Team Selection; Team Configuration and roles; Leadership styles; Managing decision making and conflict. o Initiating a Project o Defining project objectives; Identifying and defining stakeholders; Identifying products and activities to be carried out; Project stage identification o Planning and Estimation o Work break down structures, milestone identification; Relationship to software development process; When, Where and How to estimate; Estimation techniques such as order of magnitude, expert judgement, algorithmic models, analogy, user stories; Choosing correct estimation approach; Expressing plan using appropriate tools. o Risk management 58

Title NONE NONE 5 INCT9161 Project and Change Management 9 o The nature of risk; Identification of risk factors in software projects; Evaluation of risks as possible causes of project failures; How to keep risks under control Risk Mitigation, Monitoring and Management planning. o Monitoring and control o Responsibility for monitoring and control within team and project; Appropriate tools for tracking and monitoring; Risk monitoring and mitigation; How to get project back on course. o Project Communication o Communication with stakeholders; Communication needed within stages; Communication within teams; Employing appropriate tools to communicate monitoring and control information; Presenting project outcomes. o Project Evaluation o Success criteria and metrics, evaluation, customer satisfaction measurement, transition to operations. o Project Management tools o Selection and use of appropriate, industry relevant project management tools and software. Assessment assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. For continuous assessment, the student will be expected to complete at least one assignment or independent practical task. Working either as an individual or as a part of a group, the assessment may typically include: Creating a detailed project proposal using an appropriate case study to establish a software project, ranging from project objectives, risk management, team selection, task estimation, monitoring and control strategy, and set up of a project plan using the recommended project management software. Presenting a project proposal to peers and industry partners. Creating a report describing good practice in an aspect of project management (e.g. risk management, real world estimation, team selection). The suggested method of assessing each of the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome ine the fundamentals of the software project and the factors involved in using a methodology in the context of project management. Explain the risks, issues, and critical success factors associated with technology projects and software projects in particular. Method of Assessment Assessment Assessment 59

Title NONE NONE 5 INCT9161 Project and Change Management 9 Identify and analyse the causes of project success versus failure within software projects. Select and apply evaluation criteria and metrics for software projects. Create a project plan, including scope definition, risk assessment, task breakdown, team selection, estimates, communication mechanisms and progress evaluation and reporting using an appropriate project lifecycle. Present and justify a fully documented project plan. Employ appropriate software for project planning, estimation, monitoring and control, communication and reporting. Assessment Assessment Assessment assessment assessment Essential Reading: Stellman, Greene (2005), Applied Software Project Management, O Reilly Media Pressman (2009), Software Engineering: A Practitioner's Approach, McGraw-Hill Supplemental Reading: Project Management Institute (2009), Guide to the Project Management Body of Knowledge, fourth edition, PMI press. Web references, journals and other: The Project Managers Homepage, http://www.allpm.com Project Management Institute, http://www.pmi.org Further web references will be supplied during the course of the module. Further Details: This module will be delivered in one semester. Contact hours will be 2 hours per week which will be used to cover both theoretical content and practical sessions. Date of Academic Council approval 25 th June 2010 60

Title NONE 5 INCT9171 IT Law and Professional Issues 9 5.7 INTC9171 IT Law and Professional Issues author: Paul Bourke Description: The recent societal changes due to rapid penetration of Information Technology into all aspects of modern life have been compared with those changes due to the industrial revolution of the nineteenth century. As with the industrial revolution this new IT revolution has driven changes in most areas of law, particularly in the areas of contracting and intellectual property rights. This module sets out to provide IT professionals with a framework of understanding across all of the main topic areas. It is designed to provide best practice, opportunities and pitfalls when dealing with the acquisitions and use of computer technology that they may require. It is also necessary for the information professional to understand the regulations concerning information in systems and the legal issues involved in using internal and external information sources. Likewise, the history of current legislation, challenges in compliance, and future of related legal issues for corporations in a national and global environment will be explored. aims: To consider critically the role of law in the information society To develop an awareness of key legal issues and ongoing policy debates To provide detailed information and instruction in relevant areas of law To equip students with best codes of practice in order to provide practical advice and guidance Learning Outcomes: On completion of this module, the student will be able to: A. Apply the substantive rules regulating data processing B. Describe the major forms of computer related crime C. Identify the ways in which software may fail D. Recognise different forms of software and the legal implications of such a categorisation E. Explain the outcomes of leading cases concerned with issues of software quality F. Discuss the legal issues concerned with the enforceability of software licenses G. Describe the main features of the patent system and discuss critically different national approaches to patentability of software H. Explain the extent to which computer programs are protected by copyright I. Describe the key elements of the new database right 61

Title NONE 5 INCT9171 IT Law and Professional Issues 9 J. Explain how the traditional protection for trade marks is applied to Domain Names K. Identify issues raised by the formation of contracts electronically L. Describe the practicalities of encryption, trusted third parties and other consumer protection measures for maintaining consumer confidence in internet transactions. M. Discuss the legal issues surrounding defamation in cyberspace Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, student-based learning methods such as group based research projects to investigate relevant topics. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised discussion sessions. Students will be able to explore the syllabus through the use of suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of knowledge management. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with both other students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills and effective communications. Students will be expected to develop independence in, and responsibility for their own learning. content: Surveillance, Technology and Privacy ο Capacity of computers to store, process and disseminate data creates ο Surveillance in society Data Protection ο The Meaning of Privacy ο Data Protection legislation in Europe and elsewhere. ο Telecommunication and privacy concerns ο Trans Border Data Flows ο Safe Harbour principles Encryption ο Increasing dissemination of data over public networks ο Need to adequately protect such data Crime 62

Title NONE 5 INCT9171 IT Law and Professional Issues 9 ο Computer Fraud ο Hacking ο Computer viruses ο Council of Europe's Convention on Cyber crime Software, Information and the Legal Environment ο Injury or Financial Loss caused by the use of software ο Legal Liability ο Legal Status of Software ο DistINTCion between products (or goods) and services ο Software in traditional legal categories Software Contracts and Quality ο Issues of contractual liability ο Terms of contracts ο Exemption Clauses. Software Licences ο Producer's Liability ο Clauses Limiting ο Excluding Liability ο Unfair Contract Terms legislation. Liability in the Information Society ο The Legal Status of Software ο Contractual Disputes ο Non-contractual Liability Issues ο Negligence Software Patents ο Intellectual Property ο The Patent System Copyright and Software ο The Basic Features of Copyright ο The Information Society ο The Protection of Content. Protection of Databases and other Intellectual Property Issues ο s of Protection for Information Collections in EC Member States ο The Legal Protection of Databases ο New sui generis Protection 63

Title NONE 5 INCT9171 IT Law and Professional Issues 9 ο The New Database Right ο Trade marks ο Name-trademark disputes Professional Issues ο Professional Bodies in Computing ο s of Conduct Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. Students must achieve 40% as a combination of both the continuous assessment and the written examination in order to pass the module. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Apply the substantive rules regulating data processing Describe the major forms of computer related crime Identify the ways in which software may fail Recognise different forms of software and the legal implications of such a categorisation Explain the outcomes of leading cases concerned with issues of software quality Discuss the legal issues concerned with the enforceability of software licenses Describe the main features of the patent system and discuss critically different national approaches to patentability of software Explain the extent to which computer programs are protected by copyright Describe the key elements of the new Database Right Explain how the traditional protection for trade marks is applied to Domain Names Identify issues raised by the formation of contracts electronically 64 Method of Assessment assessment assessment assessment assessment assessment assessment assessment assessment assessment assessment assessment

Title NONE 5 INCT9171 IT Law and Professional Issues 9 Describe the practicalities of encryption, trusted third parties and other consumer protection measures for maintaining consumer confidence in internet transactions. Discuss the legal issues surrounding defamation in cyberspace assessment assessment Essential Reading: Bainbridge, D.I. (5th Ed), 2004, Introduction to Computer Law, Longman Lloyd, I., 2004, Information Technology Law, OUP Supplemental Reading: Akdeniz, Y., Walker, C. & Wall, D., 2000, The Internet, Law and Society, Longman Bainbridge, D.I. (5th Ed), 2002, Intellectual Property, Longman Reed, C. (Ed), 2000, Internet Law: Text and Materials, Butterworths Reed, C. & Angel, J. (Eds), 2003, Computer Law, 5th ed.,oxford University Press Web references, journals and other: The Law Society of Ireland http://www.lawsociety.ie/ LawCrawler - Legal Web & Databases Search http://lawcrawler.findlaw.com/ Further Details This module will be delivered in one semester. Contact hours will be 2 hours per week which will cover both theoretical content and tutorial sessions. Theoretical content will be delivered in the form of lectures supported by independent learning. Approximately four tutorial sessions will be held during the semester, in place of lectures, once sufficient theory has been covered to support illustration and assessment of learning. Date of Academic Council approval. 65

Title NONE NONE 5 INCT9211 Advanced Research Methods and Proposal Writing 9 5.8 INTC9211 Advanced Research Methods and Proposal Writing author: Susan McKeever Description: This module introduces the student to a variety of problem solving techniques and research methods. It develops the students ability to effectively research and present their research findings. As part of this module, students will prepare and present a detailed proposal for their dissertation. The Data Analysis element will expose the student to both Quantitative and Qualititative approaches to describing and summarizing data that has been collected. The students will be expected to identify and utilize correct analysis techniques for a range of scenarios in Information Technology. The Proposal Writing element will develop the student s skills in planning and constructing research proposals providing students an understanding of the requirements of a Masters Dissertation proposal addressing issues such as scope and technical writing. aim: The aim of this module is to equip students with a range of core problem solving and research method techniques that they will apply in the area of Information Technology. In particular, the module will require students to complete a comprehensive dissertation proposal, in preparation for the MSc Dissertation module, INTC9311. Learning Outcomes: On completion of this module, the student will be able to: A. Describe and apply a range of commonly appropriate methods and tools for creative thinking and problem solving B. Differentiate between a variety of sources in the Information Technology field, and their particular strengths/weaknesses C. Apply referencing and citations D. Explain the importance of academic and industry experts in an area of Information Technology E. Explain the ethical issues associated with collecting and publishing research information 66

Title NONE NONE 5 INCT9211 Advanced Research Methods and Proposal Writing 9 F. Explain the use and techniques associated with quantitative and qualitative research methods for conducting primary and secondary research in the area of Information Technology G. Select appropriate research methods for specific research questions H. Employ appropriate data analysis techniques for specific sets of data I. Employ specific data gathering techniques for specific problem areas J. Formulate a research programme for a given research topic K. Select a topic from the course and/or their own experience which will provide suitable scope for research in an MSc dissertation project L. Prepare and present a detailed realistic research proposal supported by a review of the relevant literature. M. Demonstrate good technical writing skills Learning and Teaching Methods: This module will involve student-based learning methods to allow students to learn by practice as much as possible. New material may be presented in the form of lectures and seminars however all contact periods will be opportunities to discuss and clarify the material and to put it into a more cogent and coherent framework. Seminars from staff who have previously completed dissertations and provided dissertation supervision for the programme will be provided to give context and support to students. Students will be expected to use library and internet based information sources extensively. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. Students will be encouraged to be pro-active in their approach to learning. All students will be required to present problems to, discuss solutions with, and work in groups at solving problems with other Students. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other students and academic staff. Where new material is not presented in lectures or seminars, such material will be made available through the VLE and students are expected to proactively use this resource. Students will be expected to develop independence in, and responsibility for their own learning. 67

Title NONE NONE 5 INCT9211 Advanced Research Methods and Proposal Writing 9 content: Problem Solving and lateral thinking Brainstorming techniques Force Field Analysis SWOT Analysis Six Hats (de Bono) MindMapping (Buzan) Introduction to research What is research? The concept of the body of knowledge Processes in research Qualities of a good researcher in academic and professional contexts Research sources using the existing body of knowledge Research sources, pedigree, types Identification of subject area experts Referencing and citations Reference managements tools, such as EndNote, Jabref Plagiarism in research Ethics Nature and application of research methods in Information Technology o Primary versus secondary research o Purpose and nature of quantitative research in Information Technology, including objectivity, observational, experimental, survey based research, survey techniques, sample sizes, examples of the use quantitative research in I.T o Purpose and nature of qualitative research, including interviews, focus groups, projective methods, case studies, pilot studies, examples of qualitative research in I.T. Quantitative Data Analysis: o Data Collection Techniques, Statistical Approaches Qualitative Data Analysis: o Action Research and Participatory Action Research, Analysis techniques Research Management: o Planning and organising a research project; identifying researchable issues; o Consent and confidentiality issues. o Research approaches and methods, and project management techniques, in the design and planning of a research programme o Requirements of an MSc Research Project Writing a report and abstract. o Problem definition o Dissertation structure 68

Title NONE NONE 5 INCT9211 Advanced Research Methods and Proposal Writing 9 o Requirements of a good MSc Dissertation. o Aims and objective o Research methodology o Expected outcomes Presenting the dissertation proposal o Purpose of the presentation o Effective presentations o Addressing audience questions Assessment: assessment will comprise 100% of the marks for this module. The pass mark for the continuous assessment is 40%. assessment will take the form of exercise(s) and/or assignment(s) of varying difficulty, including the delivery and presentation of a viable dissertation proposal. Students may be expected to present work individually or in groups. Suggested assessments may include: The application of one or more problem solving techniques for a particular subject area in Information Technology A written exercise to recommend appropriate research techniques for a particular case study in I.T. A research paper that investigates a specific area of research within Information Technology, including an elementary literature review Research case studies using group work and peer-reviewed assessments. Data analysis case studies using group work and peer-reviewed assessments. A research proposal with an elementary literature review which could contribute towards the research proposal for their dissertation should they choose to continue to MSc. This proposal should include the aims and objectives of the dissertation, the research methodology to be used and the expected outcomes of the dissertation. This assessment will be presented by the student to peers and lecturer.. Assessment of Learning Outcomes Learning Outcome Describe a range of commonly appropriate methods and tools for creative thinking and problem solving Differentiate between a variety of sources in the Information Technology field, and their particular strengths/weaknesses Apply referencing and citations 69 Method of Assessment assessment Assessment

Title NONE NONE 5 INCT9211 Advanced Research Methods and Proposal Writing 9 Explain the importance of academic and industry experts in an area of Information Technology Explain the ethical issues associated with collecting and publishing research information Explain the use and techniques associated with quantitative and qualitative research methods for conducting primary and secondary research in the area of Information Technology Select appropriate research methods for specific research questions Employ appropriate data analysis techniques for specific sets of data Employ specific data gathering techniques for specific problem areas Formulate a research programme for a given research topic Select a topic from the course and/or their own experience which will provide suitable scope for research in an MSc dissertation project Prepare and present a detailed realistic research proposal supported by a review of the relevant literature. Demonstrate good technical writing skills Assessment Assessment Assessment assessment assessment assessment assessment Assessment Assessment Assessment Assessment Essential Reading: S. Rumsey, 2004, How to find Information, Open University Press. John W. Creswell, 2002, Research Design: Qualitative, Quantitative and Mixed Methods Approaches, SAGE Publications. Supplemental Reading: R. Newton & K. Rudestam, 2001, Surviving your dissertation: a comprehensive guide to content and process, 2 nd Edition, SAGE publications A. Cooke, 2001, A guide to finding quality information on the Internet, 2 nd Edition, Library Association Publishing, 70

Title NONE NONE 5 INCT9211 Advanced Research Methods and Proposal Writing 9 Web references, journals and other: o Library Research Services, Research Methods Portal, http://www.lrs.org/resources.asp. o DIT Library Information Sources at http://www.dit.ie/library/index.html Further Details: This module will be delivered in one semester. Contact hours will be 2 hours per week (DT210) / 3 hours per week (DT230) which will cover both theoretical content and practical sessions. Theoretical content will be supported by independent learning. Date of Academic Council approval. 71

Title INCT9141 NONE 5 INCT9221 Strategic Issues in Information technology 9 5.9 INTC9221 Strategic Issues in Information technology author: Bryan Duggan Description: The purpose of this module is to develop the student s ability for strategic thinking in relation to information technology. The module introduces students to key ideas in strategic management and shows how these ideas are applied to analysis and development of an organisational IT strategy. aim: The aim of this module is to develop strategic analysis and planning skills in students. Learning Outcomes: On completion of this module, the student will be able to: A. Analyse an organisation or scenario using standard strategic management tools and techniques. B. Demonstrate an understanding of the legal, personnel, financial, organisational, environmental and global factors that influence information technology decisions. C. Explain the components of an IT strategy required to maximise competitive advantage. D. Communicate a strategic vision to different levels of an organisation. E. Synthesise strategic models and frameworks. F. Project the legal, personnel, financial, organisational, environmental and global implications of information technology decisions. G. Use strategic management tools and techniques to diagnose issues in information technology strategies. Learning and Teaching Methods: This module will be delivered as a series of interactive classes. Each class will use techniques appropriate to the desired learning outcomes. Possible techniques include: Interactive lectures Case studies In class exercises Discussions Independent student research Classes will have an emphasis on student discussion and feedback. Students will be expected to critically analyse and to synthesis their own models and frameworks based on their 72

Title INCT9141 NONE 5 INCT9221 Strategic Issues in Information technology 9 understanding of standard strategic management concepts. Students will be encouraged to be pro-active in their approach to learning. All Students will be required to present problems to, discuss solutions with, and work in groups at solving problems with other students. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with both other students and academic staff. Where new material is not presented in lectures or seminars, such material will be made available through the VLE and students are expected to proactively use this resource. In addition, students will be expected to proactively and independently seek out resources on the internet and from the library to supplement their own learning. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: 1. Introduction to strategic management for IT: Importance of IT as an enabler of business success, strategic/tactical/operational view of IT within an organisation 2. Strategic models: Porters five forces, value chains, organisational modelling, models of organisational growth, maturity models. 3. Strategic analysis techniques for IT: SWOT, Boston consulting group matrix, sector analysis, critical success factors, core competencies and end products analysis, PESTER Analysis, strategic IT models. 4. Context of IT strategy in Strategic Planning: Operational/business/organisational/implementation and financial planning. 5. Strategic considerations of IT: Legal, organisational, cost, ethical, governance. 6. Developing an IT strategy: Purpose of an IT strategy, timescale of strategy, Business and IT alignment, outsourcing vs. in sourcing, procurement, return on investment, IT as a tool to gain a competitive advantage, IT programmes versus projects, sample IT strategies 7. Managing change: Communicating strategic vision, strategies for effecting change through IT 8. Diagnostic quality measures: balanced score card and strategic analysis frameworks. 9. Trends in IT Management, exploring the latest techniques and development in IT management within the organisation (e.g. use of ASPs, use of outsourcing) 73

Title INCT9141 NONE 5 INCT9221 Strategic Issues in Information technology 9 Assessment: Assessment of Learning Outcomes Learning Outcome Analyse an organisation or scenario using standard strategic management tools and techniques. Demonstrate an understanding of the legal, personnel, financial, organisational, environmental and global factors that influence information technology decisions. Explain the components of an IT strategy required to maximise competitive advantage. Communicate a strategic vision to different levels of an organisation. Synthesise strategic models and frameworks. Project the legal, personnel, financial, organisational, environmental and global implications of information technology decisions. Use strategic management tools and techniques to diagnose issues in information technology strategies. Method of Assessment assessment assessment assessment The module will be assesses as 50% continuous assessment, 50% written examination. Essential Reading: Strategic Information Technology: Opportunities for Competitive Advantage, Raymond Papp, Idea Group Publishing (January 23, 2001) Supplemental Reading: (author, date, title, publisher) Managing IT as a Business : A Survival Guide for CEOs, Mark Lutchen, John Wiley & Sons (October 13, 2003) Web references, journals and other: The Wall Street Journal The Economist Personal Computer World 74

Title INCT9141 NONE 5 INCT9221 Strategic Issues in Information technology 9 Knowledge @ Wharton - http://knowledge.wharton.upenn.edu/ CNet news.com http://news.com Further details. Two contact hours per week over a single semester. Date of Academic Council approval. 75

Title NONE 5 INCT9231 Internet Systems 9 5.10 INTC9231 Internet Systems author: Michael Collins Description: The advancement of Internet technologies has seen many changes in this highly dynamic field over a very short period of time. Internet usage has increased dramatically world wide and with the penetration of broadband/(a)synchronous digital subscriber line (ADSL) becoming widespread, internet services are becoming a very lucrative market. This module will teach some prevailing technologies that are used in the design and development of web applications. It will enhance the student s web development skills learned to date, placing particular emphasis in server-side development with Java related technologies. Security fundamentals are now integral parts of many web applications and this module will also teach the student how to design and develop web applications supporting these elements. aim: The aim of this module is to extend the students theoretical and practical skills in Web based development that they have developed previously. It includes prevalent material to allow students to implement more advanced Internet applications using newly learned technologies. In addition, it deals with key Internet issues such as security, session tracking and web-based services. Learning Outcomes: On completion of this module, the student will be able to: H. Design and develop multi-tiered web applications using a variety of client-side and server-side based technologies I. Understand the core fundamentals of client-server web application development J. Integrate older web technologies with current technologies in developing web applications K. Appreciate the techniques and technologies used in providing secure web transactions L. Identify the main security vulnerabilities that exist in web applications M. Implement and integrate sufficient security features into an application N. Evaluate critically the contribution made by professionals to the domain area O. Contribute to finding appropriate solutions in the development of enterprise level web application development Learning and Teaching Methods: 76

Title NONE 5 INCT9231 Internet Systems 9 The approach taken to teach this module will be through lectures, practical work and an assignment. Students will be presented with material in the form of lecture notes and these will be made available to students electronically prior to each lecture. There will be a large emphasis on practical work with exercises to complete every week. These will be used to complement all material presented in lectures and aid students in their understanding of every section. It will be expected that all students complete their exercises each week and be pro-active in their learning approach. Students will be expected to spend considerable time outside scheduled teaching hours conducting self-study and research to contribute to their overall knowledge. content: The content will consist of but not restricted to the following: Role and nature of client side technologies, including XHTML, stylesheets, client-side scripting Role and nature of server side technologies, including server-side scripting technologies, CGI, java servlets, CGI, Perl, PHP, Cold Fusion, ASP, JSP, Java servlets; contrasting comparing capabilities and functionality available for server side development. Java Servlets o Review of Servlet APIs o Processing HTTP requests o Session management o Implementing cookies o Database management/jdbc o Comparison with other sever side technologies o Java beans Enterprise Development o JavaServer Faces (JSF) o ANT Web Security o HTTP authentication o Public Key Encryption & Private Key Encryption o Digital Certificates & Certificate Authorities o Digital Signatures 77

Title NONE 5 INCT9231 Internet Systems 9 o Secure Socket Layer (SSL) Recent advances in server side technologies and web services Assessment: The assessment of this module will be by written exam and one substantial, individual assignment. The allocation of marks for both assessment components will be as follows: Written exam (50%) assessment (50%) The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Design and develop multi-tiered web applications using a variety of client-side and server-side based technologies Understand the core fundamentals of client server web application development Analyse and implement the integration of older web technologies with current ones in developing web applications Appreciate the techniques and technologies used in providing secure web transactions Identify the main security vulnerabilities that exist in web applications Implement and integrate sufficient security features into an application Evaluate critically the contribution made by professionals to the domain area Contribute to finding appropriate solutions in the development of enterprise level web application development Method of Assessment assessment assessment & assessment & assessment & Essential Reading: Hunter and Crawford, 2001, Java Servlet Programming, 2 nd Edition, O Reilly and Associates 78

Title NONE 5 INCT9231 Internet Systems 9 Hans Bergsten, 2003, JavaServer Pages, 3 rd Edition, O Reilly and Associates Cavaness, 2004, Programming Jakarta Struts, 2 nd Edition, O Reilly and Associates Chappell and Jewell, 2002, Java Web Services, O Reilly and Associates Supplemental Reading: (author, date, title, publisher) Snell, Kidwell & Kulchenko, 2001, Programming Web Services with SOAP, O Reilly & Associates Web references, journals and other: http://java.sun.com/ http://www.w3.org http://jakarta.apache.org http://webservices.org Further Details This module will be delivered in one semester Contact hours per week will be 2 hours per week. Date of Academic Council approval 79

Title NONE 5 TECH9290 Ubiquitous Computing 9 5.11 TECH 9290 Ubiquitous Computing author: Michael Collins Description: Ubiquitous computing technologies including mobile computing, sensor-based systems and context-aware systems which can adapt to their users' preferences and current situation are becoming prevalent in our daily lives. Mobile computing systems based on wireless communications which offer personalised services are common and familiar to large sections of society. Sensor-based and context-aware systems have the potential to spread to all areas of daily life ranging from transportation to healthcare and from environmental monitoring to education and entertainment. Additionally, smart spaces such as smart homes and smart offices have the potential to support lifelong learning outside the traditional classroom. Development of ubiquitous computing applications to address these needs represents an increasingly important and valuable research and development domain. This teaches students the fundamental skills and knowledge in the area through the use of case studies and other methods. Emphasis will be placed on examining real-world scenarios where ubiquitous computing is deployed. aim: The aim of this module is to introduce the student to the domain of ubiquitous computing and examine the core technologies and methods that define the ubiquitous computing vision, including wireless communications, mobile computing and personalisation. Learning Outcomes: On successful completion of this module, the student will be able to: A. Participate in the design and deployment of ubiquitous computing solutions in a wide range of applications and environments B. Understand the key technologies involved in the development of the next generation of computing systems C. Identify the main design challenges of a ubiquitous computing system from both a systems viewpoint and from a human-computer interaction perspective D. Explain the technology trends that are expected to have a major impact across a wide range of application domains E. Recognise the different ways that humans will interact with systems in a ubiquitous environment and account for these accordingly F. Evaluate critically the contribution made by professionals to the domain area G. Summarise the social and ethical issues that are inherent in ubiquitous computing 80

Title NONE 5 TECH9290 Ubiquitous Computing 9 H. Develop new approaches to finding solutions for commonly encountered issues relating to ubiquitous computing e.g. privacy of data Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, Student-based learning methods such as problem solving in groups for both theoretical and practical situations. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised and independent practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. In-class discussions, review of leading research papers in each topic covered will also contribute towards the practical content. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of knowledge management. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with other students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for, their own learning. content: The content will consist of case studies that focus on specific areas in ubiquitous computing. These areas will include but not restricted to the following: Sensing and context acquisition o Location and identification technologies 81

Title NONE 5 TECH9290 Ubiquitous Computing 9 o Wireless sensors Networking and communications Heterogeneity Content delivery o Adaptive content delivery in heterogeneous network environments Service discovery and invisibility Human interaction in ubiquitous computing environments o User interfaces o Ambient displays Privacy and security Social issues Guest speakers will also be invited to give seminars. These speakers will come from both academic and industry environments and have expertise and experience in areas that are associated with ubiquitous computing. Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. Students must achieve 40% in both the continuous assessment and the written examination in order to pass the module. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve investigating the approaches, methods, technologies and issues common in, and at the cutting edge of, the ubiquitous computing domain. Such work may be undertaken individually or as part of a group. Where possible and appropriate, contact practical sessions will be used to provide the student with time and assistance in completing continuous assessment work. The student will undertake a larger scale independent practical task for an appropriate ubiquitous computing development task or to write a research paper on an appropriate topic relevant to ubiquitous computing in knowledge management. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome 82 Method of Assessment

Title NONE 5 TECH9290 Ubiquitous Computing 9 ine case studies of knowledge management/sharing systems and how they are implemented in the workplace Understand the key technologies involved in the development of the next generation of computing systems Identify the main design challenges of a ubiquitous computing system from both a systems viewpoint and from a humancomputer interaction perspective Explain the technology trends that are expected to have a major impact across a wide range of application domains Recognise the different ways that humans will interact with systems in a ubiquitous environment and account for these accordingly Evaluate critically the contribution made by professionals to the domain area Summarise the social and ethical issues that are inherent in ubiquitous computing Develop new approaches to finding solutions for commonly encountered issues relating to ubiquitous computing e.g. privacy of data ination and assessment ination and assessment ination and assessment ination and assessment ination and assessment ination and assessment ination and assessment ination and assessment Essential Reading: (author, date, title, publisher) Uwe Hansmann, Lothar Merk, Martin S. Nicklous, Thomas Stober, 2003, Pervasive Computing: The Mobile World, Springer-Verlag Berlin and Heidelberg GmbH & Co. K Richard Hunter, 2002, World Without Secrets: Business, Crime and Privacy in the Age of Ubiquitous Computing, John Wiley & Sons Inc Supplemental Reading: (author, date, title, publisher) Michael Beigl (Editor), Stephen Intille (Editor), Jun Rekimoto (Editor), Hideyuki Tokuda (Editor), Ubicomp 2005: Ubiquitous Computing: 7th International Conference, Ubicomp 2005 (proceedings of the 7th International Conference on Ubiquitous Computing, UbiComp 2005, held in Tokyo, Japan in September 2005), Springer-Verlag Berlin and Heidelberg GmbH & Co. K Web references, journals and other: Notable conferences 83

Title NONE 5 TECH9290 Ubiquitous Computing 9 1. Percom IEEE International Conference on Pervasive Computing and Communications 2. Pervasive International Conference on Pervasive Computing 3. Ubicomp International Conference on Ubiquitous Computing Magazines committed to ubiquitous computing 1. Pervasive computing (IEEE) Pervasive Computing (IEEE) 2. Springer Personal and Ubiquitous Computing Further Details This module will be delivered in one semester. Contact hours will be 3 hours per week which will be used to cover both theoretical content and practical sessions. Date of Academic Council approval 25 th June 2010 84

Title NONE NONE 5 INCT9251 Business Systems Intelligence 9 5.12 INTC9251 Business Systems Intelligence author: Brendan Tierney Description: Business systems intelligence is an area of increasing importance and interest to organisations involved in knowledge management. Technologies such as data warehousing and data mining offer huge potential in the creation of new knowledge products and services and the enhancement of existing products and services. The module builds on the student s previous experiences of working with databases, knowledge tools, techniques and knowledge analysis. This module covers topics in business systems intelligence relating to the formulation of data and business models for understanding data, construction of data warehouses and the application of data mining techniques. aim: To study and practise advanced data modelling techniques and to understand and practice techniques of data warehousing and data mining in the context of business systems. Learning Outcomes: On completion of this module, the student will be able to A. Discuss how to build a business data model B. Build a dimensional data model C. Discuss the role of data warehousing and data mining in an organisation D. Analyse and evaluate the suitability of different data warehouse architectures E. Develop dimensional models for a data warehouse F. Analyse and evaluate the issues involved in extracting and loading data into a data warehouse G. Discuss the suitability of different data mining techniques H. Identify the requirements of developing a model for data mining I. Develop a model for a data mining application J. Perform different data mining techniques to data K. Discuss and evaluate the outcomes from a data mining process Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, student-based learning methods such as problem solving in groups for both theoretical and practical situations. 85

Title NONE NONE 5 INCT9251 Business Systems Intelligence 9 Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised and independent practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. In-class discussions, review of leading research papers in each topic covered will also contribute towards the practical content. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of business systems intelligence. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with both other students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for, their own learning. content: Business Data Modelling o Data, Information, Knowledge o Modelling an activity o Framing a business model o Developing a model o Deploying a model Data Warehousing o Introduction to data warehousing o Characteristics of a data warehouse and how it differs to operational DBs etc o Extracting and loading data into a data warehouse o Dimensional modelling o Data aggregation Data Mining o Introduction to data mining and applications of data mining 86

Title NONE NONE 5 INCT9251 Business Systems Intelligence 9 o Data mining lifecycles o Data preparation o Data association techniques o Data classification techniques o Data clustering techniques o Data visualisation o Data evaluation Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve investigating business systems topics relevant to business systems intelligence applications using suitable case studies, research papers, simulation exercises or a mixture of these. Such work may be undertaken individually or as part of a group. Where possible and appropriate, contact practical sessions will be used to provide the student with time and assistance in completing continuous assessment work. The student will undertake a independent practical tasks consisting of one or more of the following, an advanced data modelling assignment, writing a research paper on an appropriate use of business systems intelligence in a business context, applying techniques covered to a given data set and problem definition, etc.. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Discuss how to build a business data model Build a dimensional data model Discuss the role of data warehousing and data mining in an organisation Analyse and evaluate the suitability of different data warehouse architectures Method of Assessment Assessment Assessment Assessment Assessment 87

Title NONE NONE 5 INCT9251 Business Systems Intelligence 9 Develop dimensional models for a data warehouse Assessment Analyse and evaluate the issues involved in extracting and loading data into a data warehouse Discuss the suitability of different data mining techniques Identify the requirements of developing a model for data mining Develop a model for a data mining application Assessment Assessment Assessment Assessment Perform different data mining techniques to data Assessment Discuss and evaluate the outcomes from a data mining process Assessment Essential Reading: (author, date, title, publisher) Kimball & Ross, 2002, The Data Warehouse Toolkit: The Complete Guide to Dimensional Modeling (Second Edition),WileyEfraim Turban and Jay E Aronson, 2001, Decision Support Systems and Intelligent Systems (6th Edition), Prentice Hall Witten & Eibe, 1999, Data Mining: Practical Machine Learning Tools and Techniques with Java Implementations, Morgan Kaufmann Supplemental Reading: (author, date, title, publisher) Michael J. A. Berry, Gordon Linoff, 1997,Data Mining Techniques: For Marketing, Sales, and Customer Support, Wiley Richard J. Roiger, Michael Gaetz, 2002, Data mining : a tutorial-based primer, Addison Wesley Olivia Parr Rud, 2000, Data mining cookbook : modeling data for marketing, risk and customer relationship management, Wiley Web references, journals and other: Web References o Oracle Technology Network, http://www.otn.oracle.com o Database Trends and Applications website, http://www.dbta.com/index.html o Data Mining & Knowledge Discovery, http://www.kdnuggets.com 88

Title NONE NONE 5 INCT9251 Business Systems Intelligence 9 Research Papers o Kimball, 1997, Dimensional Modelling Manifesto, DBMS Magazine o Fayyad, 1996, From Data Mining to Knowledge Discovery in Data, AI Magazine Journals o DBMS magazine, http://www.dbmsmag.com Further Details: This module will be delivered in one semester. Contact hours will be 2 hours per week which will be used to cover both theoretical content and practical sessions. Date of Academic Council approval 89

Title NONE 5 INCT9261 Legacy Systems and Systems Evolution 9 5.13 INTC9261 Legacy Systems author: Deirdre Lawless Description: Information systems development projects are very often not concerned with developing new systems. Rather such projects are concerned with maintaining and evolving existing systems. New systems are developed by modifying existing systems, constructed using pre-existing components or built on top of existing applications. More often than not, if a new system is to be developed, it has to be integrated with other existing "legacy" systems. These legacy systems are valuable software systems which are still in use but difficult to maintain, change or evolve as they significantly resist further modification and evolution. Legacy systems are normally mission-critical, typically forming the backbone of an organization s information flow and the main vehicle for consolidating business information. Decomissioning such systems is not an option and strategies for coping with and evolving the functionality of these systems are essential to organisational IT strategies. Many such systems were developed without proper documentation, version control, or proper design and have undergone numerous changes that violate the original system design, if any ever existed. As a result, it is challenging to understand, modify or to migrate these systems. Every information system has the potential to become a legacy. All systems of value to an organization will age and could become difficult legacy systems if the issues of system aging are not well understood and techniques for correct systems evolution are not employed. It is very important that strategic decision-makers, and/or IT departments be aware of issues related to systems aging and evolution when considering decisions about future strategy and the methodologies and techniques available to cope with legacy systems. This module will provide students with an introduction to the main issues related to systems aging and evolution. This will involve examining the value and maintainability of systems, legacy or otherwise, and understanding how future changes to the organisation s environment could require changes to information systems. The available methods and technologies for software reverse engineering and reengineering as well as some of the managerial and planning issues specific to software reengineering projects. aim: The module is designed to provide the students with a through understanding of issues of involved in evaluating the impact and appropriateness of existing information systems and the way in which information systems evolve. The module will discuss the challenges inherent in the maintenance and evolution of information systems, and the techniques and best practices currently in use for dealing with them. Learning Outcomes: On completion of this module, the student will be able to: 90

Title NONE 5 INCT9261 Legacy Systems and Systems Evolution 9 A. Explain issues related to information systems aging, maintenance and evolution and their impact on systems development. B. Explain specific problems and issues inherent in the maintenance and evolution of legacy systems. C. Describe the concepts of reverse engineering and re-engineering. D. Criticize and compare reverse engineering techniques. E. Criticize and compare re-engineering and migration methodologies. F. Describe specific problems and issues inherent in data migration. G. Describe some of the techniques that can be used in re-engineering and migration. H. Appraise tools and techniques for reverse engineering trading off costs and limitations against the expected benefits. I. Appraise tools and techniques for re-engineering trading off costs and limitations against the expected benefits. Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, student-based learning methods such as group based research projects to investigate relevant topics. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised discussion sessions. Students will be able to explore the syllabus through the use of suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of knowledge management. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with both other students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills and effective communications. Students will be expected to develop independence in, and responsibility for their own learning. content: o System Aging: How and why systems age. Determining value and maintainability of an information system. Outlines the challenges inherent in systems evolution. Change as a fact of life for information systems. Relationship to system project planning. Impact on organizational strategy. o Re-engineering: 91

Title NONE 5 INCT9261 Legacy Systems and Systems Evolution 9 Characteristics of legacy systems, and challenges for their evolution. Migration methodologies. Data migration risks. Data Quality. Data migration methodologies. Re-engineering strategies. Re-engineering methodologies. o Reverse Engineering Program Analysis and Comprehension. Factors affecting Understanding. Tools for program comprehension. Common Architectural Patterns. Data Reverse Engineering. Tools for analyzing data and data relationships. Link to Forward Engineering. Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. Students must achieve 40% as a combination of both the continuous assessment and the written examination in order to pass the module. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Explain issues related to information systems aging, maintenance and evolution and their impact on systems development. Explain specific problems and issues inherent in the maintenance and evolution of legacy systems. Describe the concepts of reverse engineering and reengineering. Criticize and compare reverse engineering techniques. Criticize and compare re-engineering and migration methodologies. Describe specific problems and issues inherent in data migration. Method of Assessment assessment assessment assessment assessment 92

Title NONE 5 INCT9261 Legacy Systems and Systems Evolution 9 Describe some of the techniques that can be used in reengineering and migration. Appraise tools and techniques for reverse engineering trading off costs and limitations against the expected benefits. Appraise tools and techniques for re-engineering trading off costs and limitations against the expected benefits. assessment assessment assessment assessment will take the form of assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve formalizing problems, investigating a case study on some research a relevant topic, summarizing research, presenting research findings or a mixture of these. Where possible and appropriate, contact practical sessions will be used to provide the student with time and assistance in completing continuous assessment work. The student will undertake one larger scale independent practical task requiring the research of an aspect of a relevant case study applicable to a real-world situation and presentation of research findings in the form of a research paper. Essential Reading: (author, date, title, publisher) W. Ulrich, June 2002, Legacy Systems: Transformation Strategies, Prentice Hall. R. C. Seacord, D. Plakosh, G. A. Lewis, 2003, Modernizing Legacy Systems: Software Technologies, Engineering Processes, and Business Practices, Addison Wesley. P. Aiken, September, 1995, Data Reverse Engineering, McGraw-Hill. Sommerville, 2005, Software Engineering, 7th edition, Addison Wesley. Supplemental Reading: (author, date, title, publisher) Bisbal, D. Lawless, B. Wu, J. Grimson, 1999, Legacy information systems: issues and directions, IEEE Software. Web references, journals and other: Renaissance Project, The Renaissance of Legacy Systems http://www.comp.lancs.ac.uk/projects/renaissanceweb/project/documents4.html Proceedings of IEEE Working Conference on Reverse Engineering. Elsevier Journal Of Systems And Software. IEEE Software. Further Details This module will be delivered in one semester. 93

Title NONE 5 INCT9261 Legacy Systems and Systems Evolution 9 Contact hours will be 2 hours per week which will cover both theoretical content and tutorial sessions. Theoretical content will be delivered in the form of lectures supported by independent learning. Approximately four tutorial sessions will be held during the semester, in place of lectures, once sufficient theory has been covered to support illustration and assessment of learning. Date of Academic Council approval. 94

Title NONE 5 SENG9110 Knowledge Management 9 5.14 SENG 9110 - Foundation of Knowledge Management author: Frank Deignan Description: Knowledge management makes knowledge within an organisation beneficially tangible to the organisation by using appropriate information technologies. This module introduces all aspects of knowledge management many of which are explored in detail in other modules. The module is structured into four sections: 1. Knowledge 2. Knowledge management fundamentals 3. Knowledge management processes 4. Knowledge management programme The first two sections lay the groundwork for the subsequent sections. They are focused on scope, concepts and the positioning knowledge management within organisational and information technology contexts. Section three examines in some detail the processes necessary to support knowledge management and how information technology can help. Finally section 4 explains the nature and substance of a programme to achieve knowledge management within an organisation. aim: The aim of this module is to introduce knowledge management and to explore in some depth what needs to be done to achieve successful knowledge management in organisations. Learning Outcomes: On completion of this module, the student will be able to: A. Describe the nature of knowledge and knowledge management in an organisational context. B. Compare and contrast knowledge and expertise within an organisation. C. Analyse existing knowledge management and technology within an organisation. D. Analyse the processes of knowledge creation, sharing, transformation, exploitation and preservation. 95

Title NONE 5 SENG9110 Knowledge Management 9 E. Analyse and evaluate the relationship between knowledge and technology in a knowledge management programme. F. Evaluate the impact of knowledge management on organisational culture. G. Evaluate the impact of organisational culture on knowledge management. H. Discuss the constituents of a knowledge management programme. I. Formulate knowledge management processes for implementation in an organisation. J. Design the architecture of a simple knowledge management programme. K. Evaluate the effectiveness of a knowledge management programme. Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, Student-based learning methods such as group based research projects to investigate relevant topics. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised discussion sessions. Students will be able to explore the syllabus through the use of suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of knowledge management. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other Students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: Knowledge o Components of knowledge 96

Title NONE 5 SENG9110 Knowledge Management 9 o Categories of knowledge o Knowledge and expertise o Knowledge and technology o Knowledge and people o Knowledge and learning o Knowledge creation o Knowledge transformation o Organisational knowledge Knowledge management o Purpose o Key objectives o Knowledge management and organisational culture o Changing organisational culture for knowledge management Knowledge management processes o Capture knowledge o Organise knowledge o Target knowledge o Transfer knowledge o Maintain knowledge Knowledge management programme o Defining the knowledge management programme o Forming the team o Creating the knowledge management programme plan o Analysing the organisation s existing technology o Analysing the organisation s existing knowledge o Designing the architecture of the knowledge management system o Developing the knowledge management system o Deploying the knowledge management system o Measuring the knowledge management system s effectiveness Assessment: assessment will comprise 40% of the marks for this module. An end of module examination will comprise the remaining 60%. Students must achieve 40% in both the continuous assessment and the written examination in order to pass the module. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve formalizing problems, investigating a case study on some research a relevant topic, summarizing research, presenting research findings or a mixture of these. Where possible and appropriate, contact practical sessions will be used to provide the student with time and assistance in completing continuous assessment work. 97

Title NONE 5 SENG9110 Knowledge Management 9 The student will undertake one larger scale independent practical task requiring the research of an aspect of knowledge management applicable to a real-world situation and presentation of research findings in the form of a research paper. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Describe the nature of knowledge and knowledge management in an organisational context Compare and contrast knowledge and expertise within an organisation Analyse existing knowledge management and technology within an organisation Analyse the processes of knowledge creation, sharing, transformation, exploitation and preservation Analyse and evaluate the relationship between knowledge and technology in a knowledge management programme Evaluate the impact of knowledge management on organisational culture Evaluate the impact of organisational culture on knowledge management Discuss the constituents of a knowledge management programme Formulate knowledge management processes for implementation in an organisation Design the architecture of a simple knowledge management programme Evaluate the effectiveness of a knowledge management programme Method of Assessment assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Essential Reading: Elias M Awad and Hassan M Ghaziri, 2004, Knowledge Management, Pearson Education International 98

Title NONE 5 SENG9110 Knowledge Management 9 Amit Tiwana, 2002, The Knowledge Management Toolkit, Prentice Hall. Supplemental Reading: Thomas H Davenport and Laurence Prusak, 2000, Working Knowledge, Harvard Business School. Efraim Turban and Jay E Aronson, 2001, Decision Support Systems and Intelligent Systems (6th Edition), Prentice Hall. Web references, journals and other: Web References o The Knowledge Management Resource Center, http://www.kmresource.com/ o KMWorld Knowledge Management portal, http://www.kmworld.com/ Research Papers o I Nonaka, 1998, The Knowledge Creating Company, Harvard Business Review of Knowledge Management, Harvard Business School Press Further Details: This module will be delivered in one semester. Contact hours will be 3 hours per week which will be used to cover both theoretical content and practical sessions. Date of Academic Council approval: 12th October 2005 99

Title NONE 5 INCT9212 IT Security and Forensics 9 5.15 INTC9212 IT Security and Forensics author: Dr. Fredrick Mtenzi Description: Security, privacy, protection from viruses, worms and spyware, these are the cornerstones of system integrity. Recently awareness of security policies and audit control has come into light as being the other forgotten pieces in the ever widening security jigsaw. The aim of this module is to provide a detailed understanding of the issues involved in maintaining system security underpinned with a practical basis in encryption and system security techniques. The module will further endeavour to develop an understanding of the range of approaches used in computer forensics. This requires an understanding of three phases for recovering evidence from a computer system or storage medium. The three phases are acquiring data; analyzing data and reporting on the analysis. It is necessary that students have a clear understanding of how data is stored on a range of computer systems as well as being able to discuss the relevant legal issues involved in the collection and the documentation of evidence in a computer forensics investigation. aim: The aim of this module is: to introduce the students to the security principles, to give the students a thorough understanding of the network security issues, to provide them with an in-depth practical security knowledge in real-life, to expand the student s ability to analyse computer systems and storage media to enable them to complete a comprehensive investigation of information stored electronically. Learning Outcomes: On completion of this module, the student will be able to: A. Define and describe network security, B. Discuss and relate fundamental concepts of security, C. Explain and discuss the principles behind various encryption techniques, D. Classify and analyse the nature and threat from viruses, worms and spyware, E. Compare and contrast national, regional and international regulatory framework and its impact to security, F. Critically analyze different aspects of security such as policies and auditing process, G. Experiment and demonstrate ability to use various tools in a computer forensic lab, 100

Title NONE 5 INCT9212 IT Security and Forensics 9 H. Collect evidence from a Computer System or storage medium in a forensically sound way, I. Identify the relevant aspects of national and international forensic legal issues, J. Correctly and completely document a forensic investigation. Learning and Teaching Methods: The learning and teaching methods to be used in this module include lectures, practical work in class, discussions, project work and case studies. At most two guest speakers will be invited from industry to give talks to students. A VLE will be used to distribute teaching materials, facilitate assignment collection, and general communications for all students studying the module. content: Introduction Introduction to system security, cryptography and forensics. Symmetric Ciphers: Classical encryption techniques, the Data Encryption Standard and Advanced Encryption Standard. Public-Key Encryption and hash Functions: Public-Key Cryptography, Message Authentication and Hash Functions, Digital Signatures and Authentication Protocols. Network Security Practice: Authentication Applications, Electronic Mail Security, IP Security, Web Security. System Security: Intruders, Viruses, Worms and Spyware. Security Policies, Compliance and Auditing. Single System Forensic Evidence Identifying and recording memory and BIOS information, forensically imaging drives, recording cryptographic hashes, obscurity methods, general solutions to encryption, wiping. 101

Title NONE 5 INCT9212 IT Security and Forensics 9 Windows System Analysis Windows File Systems (Master Boot Record, FAT File System, NTFS), Recovering Deleted Files, Windows Artefacts, Tracking User Activity (Office Forensics and Web Usage). Linux System Analysis Linux File Systems (ext2, ext3, Linux Swap), Linux Analysis. Macintosh System Analysis Evolution of MacOS, Mac Disk, Apple Partition Map, Trees and Nodes, Recovering Deleted Files, System Log and Other System Files. Legal Issues Evidence Handling, Legal Compliance Privacy Issues, Criminal and Civil Courts, Expert Credentials, Rules of Evidence, Documenting the Investigation. Email Analysis Finding Email Artefacts, Client-Based Email, Web-Based Email, Analysing Email Headers. Enterprise Storage Analysis Rebuilding RAID (in EnCase and Linux), NAS Systems, SAN Systems, Tools for Accessing Tapes, Full-Text Indexing, Mail Servers. Assessment: The assessment of the modules will be split into the following components: Written ination - 50% Assessments - 50% The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Define and describe network security Method of Assessment assessment ination 102

Title NONE 5 INCT9212 IT Security and Forensics 9 Discuss and relate the fundamental concepts of Security Explain and discuss the principles behind various encryption techniques Classify and analyse the nature and threat from viruses, worms, spyware Compare and contrast national, regional and international regulatory framework and its impact to security Critically analyze different aspects of security such as policies and auditing process Experiment and demonstrated ability to use various tools in a computer forensic lab Collect Evidence from a computer system or storage media in a forensically sound way Identify the relevant aspects of national and international forensic legal issues Correctly and completely document a forensic investigation assessment assessment ination assessment ination assessment Case study assessment Case study assessment assessment assessment assessment Essential Reading: (author, date, title, publisher) William Stallings, 2005, Cryptography and Network Security: Principles and Practice, 5 th ed, Prentice Hall Seymour Bosworth, M.E. Kabay, 2002, Computer Security Handbook, John Wiley & Sons. Inc. Raymond R. Panko, 2004, Corporate Computer and Network Security, Prentice hall Warren G. Kruse II, Jay G. Heiser, 2001, Computer Forensics: Incident Response Essentials, Addison-Wesley Professional C. Davis, A. Philipp and D. Cowen, 2004, Hacking Exposed Computer Forensics, McGraw- Hill Osborne Media E. Casey, 2001, Handbook of Computer Crime Investigation: Forensic Tools & Technology, (Ed.), Academic Press Supplemental Reading: (author, date, title, publisher) 103

Title NONE 5 INCT9212 IT Security and Forensics 9 Bruce Schneier, 1996, Applied Cryptography: Protocols, Algorithms, and Source in C, John Wiley and Sons. Andrew Lockhart, 2004, Network Security Hacks 100 Industrial-Strength Tips & Tools, O'Reilly Bruce Schneier, 2004, Secrets and Lies: Digital Security in a Networked World, Hungry Minds Inc Keith J. Jones, Richard Bejtlich, Curtis W. Rose, 2005, Real Digital Forensics : Computer Security and Incident Response, Addison-Wesley Professional Brian Carrier, 2005, File System Forensic Analysis, Addison-Wesley Professional. Eoghan Casey, 2004, Digital Evidence and Computer Crime, Academic Press Denis Kelleher and Karen Murray, 1997, Information Technology Law in Ireland, Butterworths. Web references, journals and other: IEEE security & privacy ACM Transactions on Information and System Security (TISSEC) Digital Investigation, The International Journal of Digital Forensics & Incident Response International Journal of Digital Evidence (IJDE) http://www.sans.org/rr/ http://www.forensics.nl/links http://www.forensics.com/html/trng_edu_center.html Further Details The course will run for one semester. 2 contact hours per week Date of Academic Council approval. 104

Title NONE 5 ASTC1301 Universal Design 9 5.16 ASTC1301 Universal Design author: Damian Gordon Description: Universal Design is the design of products and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialised design. All providers of IT systems have a legal (as well as a moral) requirement to make their products available to the widest range of users, irrespective of their physical ability, literacy capabilities, nationality, geographic location, or learning circumstance. Universal Design is not just about catering for disabled people, since the way disability is defined and understood has changed in the last decade. Disability was once assumed as a way to characterise a particular set of largely stable limitations. Now the World Health Organisation (WHO) has moved toward a new international classification system that emphasises functional status. The new classification system is not just about people with traditionally acknowledged disabilities but about all people. It assumes there is a continuum of degrees of ability and acknowledges that many disabilities are not apparent but based on chronic health conditions -- like arthritis, heart disease, back problems -- that impact function. The WHO recognises ability as a contextual variable, dynamic over time and in relation to circumstances. Increasingly, it is also acknowledged that the prevalence of disability corresponds to economic status, thus Universal Design is literally "Design For All". Universal Design is closed related to the topic of Human-Computer Interaction (HCI), and to the topics of Internationalisation and Localisation which are important in cases where it is not be possible to fully implement a Universal Design. aim: The aim of this module is to develop a foundation in the key tools and technologies used in incorporating Universal Design in developing I.T. products and services and to provide an opportunity for students to gain practical experience of using these in order to develop some of the key skills required to develop such products and services in practice. Additionally, a practical working knowledge of both Human-Computer Interaction (HCI) and both Internationalisation and Localisation for design are necessary. Learning Outcomes: 105

Title NONE 5 ASTC1301 Universal Design 9 On completion of this module, the learner will be able to: A. Discuss the difficulty and complexity of the task of Universal Design for IT systems B. Assess the main methodological and conceptual issues of Universal Design C. Select and employ the appropriate principles of Universal Design for systems design D. Implement software interfaces incorporating principles of Universal Design, or alternatively a combination of Internationalisation, Localisation and HCI E. Select and employ a number user models and metrics for User Interface Design F. Justify the use of HCI in the design of systems G. Illustrate the suitability of HCI methodologies for systems H. Compare and contrast Internationalisation and Localisation I. Select and employ the appropriate adaptive or augmentative device for interfacing J. Compare and contrast traditional information systems development approaches to Universal Design and Development approaches Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, Student-based learning methods such as problem solving in groups for both theoretical and practical situations. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases Students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. 106

Title NONE 5 ASTC1301 Universal Design 9 Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of assistive technology. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other Students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: Diverse Users ο Users with Disabilities ο Members of Minority groups ο Different Learning Styles Legal Issues ο Ireland Disability Act ο UK Disability Discrimination Act ο Canadian Common Look and Feel ο US Section 508 ο eeurope Plan and EU directives ο ISO Standards Seven Principles of Universal Design ο Definitions ο The Seven Principles Universal Design for Education o Setting appropriate goals for students o Choosing appropriate materials for optimum instructional support o Ensuring fair and accurate assessment of students progress Human-Computer Interaction (HCI) ο User Models of Interaction ο Usability Issues ο HCI Technologies Internationalisation and Localisation ο Cultural Issues ο Compared to globalisation ο Web Internationalisation and the use of META tags ο Localisation and translation ο Date and Time Standards 107

Title NONE 5 ASTC1301 Universal Design 9 Case Studies ο Smart Homes and Smart buildings ο Accessible Transport ο Accessible Mobile Technology ο Virtual Reality and Augmented Reality Systems for Medicine ο ILT and E4 Projects Assessment: assessment will comprise 40% of the marks for this module. An end of module examination will comprise the remaining 60%. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve writing a program, formalizing problems, using reasoning tools for solving such problems, a case study on some research in one of the areas, or a mixture of these. Where possible and appropriate, contact practical sessions will be used to provide the Student with time and assistance in completing continuous assessment work. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Discuss the difficulty and complexity of the task of Universal Design for IT systems; Assess the main methodological and conceptual issues of Universal Design; Select and employ the appropriate principles of Universal Design for systems design; Implement software interfaces incorporating principles of Universal Design, or alternatively a combination of Internationalisation, Localisation and HCI; Select and employ a number user models and metrics for User Interface Design; Justify the use of HCI in the design of systems; Illustrate the suitability of HCI methodologies for systems; Method of Assessment Assessment Assessment Assessment Assessment 108

Title NONE 5 ASTC1301 Universal Design 9 Compare and contrast Internationalisation and Localisation; Select and employ the appropriate adaptive or augmentative device for interfacing; Compare and contrast traditional information systems development approaches to Universal Design and Development approaches. Assessment Assessment Assessment Essential Reading: Carroll, J., 2003, HCI Models, Theories and Frameworks: Toward a Multidisciplinary Science, Morgan Kaufmann Cook, AM., Hussey, SM., 2001, Assistive Technologies: Principles and Practice, Mosby Dix, A, Finlay, J, Abowd GD, Beale R, 2003, Human-Computer Interaction, Prentice Hall Preiser, W, Ostroff, E. 2001, Universal Design Handbook, McGraw-Hill Supplemental Reading: Stephanidis C (ed), Universal Access in HCI, Inclusive Design in the Information Society (Volume 4, Proceedings of the 2nd International Conference on Universal Access in Human - Computer Interaction, 22-27 June, Crete, Greece), Norman, DA., 1999, The Design of Everyday Things, MIT Press Nielsen, J., 2000, Designing Web Usability: The Practice of Simplicity, New Riders Web references, journals and other: Trace Center Wisconsin Web Access Initiative National Disability Authority Bad Design Site http://trace.wisc.edu http://ww.w3.org/wai http://www.nda.ie http://www.baddesigns.com/index.shtml Further Details: This module will be delivered in one semester. 109

Title NONE 5 ASTC1301 Universal Design 9 Contact hours will be 3 hours per week which will be used to cover both theoretical content and practical sessions. Web Accessibility Initiative http://ww.w3.org/wai National Disability Authority http://www.nda.ie Bad Design Site http://www.baddesigns.com/index.shtml Further Details This module will be delivered in one semester. Contact hours will be 2 hours per week which will be used to cover both theoretical content and practical sessions. Date of Academic Council approval 25 th June 2010 110

Title NONE 5 SPEC9269 Geographic Information Systems 9 5.17 SPEC9260 - Geographical Information Systems author: Patrick Browne, Mark Foley Description: Much of the World s knowledge can be visualised and represented by maps. Nowadays the computer is the tool used to represent and manipulate this knowledge. A Geographical Information System (GIS) is a computer system designed to facilitate the collection, management, and analysis of large volumes of geographical knowledge. GIS are capable of representing and managing spatial, temporal, and thematic knowledge at personal, community, regional, national, and global levels. They are often combined with other technologies, such as mobile computing, agent based systems, operational databases, or data mining systems to provide an integrated approach to knowledge management. GIS has been particularly successful at managing knowledge at regional and national levels. As more of society s business and administrative systems become automated it is envisaged that GIS will play an even more important role in the management of the national physical and knowledge infrastructure. This course will focus on GIS technology, GIS theory, GIS applications, and GIS research. aim: The aim of this module is to familiarise students to the current state of the art in Geographical Information Systems which handle spatial and temporal knowledge. The course will cover four broad areas of modern GIS, the applications, the technology, the theory and current research Learning Outcomes: On successful completion of the module the students will be able to: A. Assess GIS in the broader context of managing and working with knowledge. B. Explain GIS as a human activity system as well as a technical one. C. Identify appropriate data for use in GIS D. Distinguish and use a set of knowledge modelling techniques in a geographical context E. Evaluate database issues raised in developing large networked GIS systems. F. Compare and contrast characteristics of the various database models for GIS G. Detect and model the impact of data quality in the decision making or problem solving process H. Apply the various query languages appropriate to spatial/temporal querying. I. Categorise specific problems posed by GIS in project analysis and management. J. Identify, analyse and evaluate current research issues in geographical databases 111

Title NONE 5 SPEC9269 Geographic Information Systems 9 K. Analyse and synthesise an entire GIS Project. L. Evaluate and use the state of the art GIS software. M. Use the various spatial standards (e.g. ISO and OGC) in deciding on appropriate GIS strategies Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, student-based learning methods such as problem solving in groups for both theoretical and practical situations. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised and independent practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. In-class discussions, review of leading research papers in each topic covered will also contribute towards the practical content. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of knowledge management. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. There will be a strong practical element to the module. Relevant software and data will be available from, among others, ESRI, Oracle, Ordnance Survey, An Post (Geodirectory) and Central Statistics Office. 112

Title NONE 5 SPEC9269 Geographic Information Systems 9 content: o Foundations o Fundamental geographic concepts for GIS o Position on the earth o Mapping the earth o Algorithms for GIS o Management, legal and social issues o Knowledge Management o Knowledge representation o Creating digital data o Kinds of geospatial data o Handling uncertainty o Visualization and user interaction o Spatial analysis o Spatial decision support systems o Database o The database approach; o Spatial database theory o Spatial relationships o Using a GIS package o Mapping operations including displaying, drawing, querying themes, layers, and features, designing symbology navigating, searching, browsing, updating map design and presentation. o Constructing models for decision support classification, links to databases, spatial analysis, graphs, charts and symbology o Application areas and case studies Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. Students must achieve 40% in both the continuous assessment and the written examination in order to pass the module. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve investigating knowledge acquisition approaches for encoding and using geographical data, developing databases for use with geographical information systems, using geographical information system packages to suitable case studies or a mixture of these. Such work may be undertaken individually or as part of a group. Where possible and appropriate, contact practical sessions will be used to provide the student with time and assistance in completing continuous assessment work. 113

Title NONE 5 SPEC9269 Geographic Information Systems 9 The student will undertake a larger scale independent practical task using the recommended geographical information systems software for an appropriate knowledge based case study or to write a research paper on an appropriate topic relevant to geographical information systems in knowledge management. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Assess GIS in the broader context of managing and working with knowledge. Explain GIS as a human activity system as well as a technical one Identify appropriate data for use in GIS Distinguish and use a set of knowledge modelling techniques in a geographical context Evaluate database issues raised in developing large networked GIS systems. Compare and contrast characteristics of the various database models for GIS Detect and model the impact of data quality in the decision making or problem solving process Apply the various query languages appropriate to spatial/temporal querying. Categorise specific problems posed by GIS in project analysis and management. Identify, analyse and evaluate current research issues in geographical databases Analyse and synthesise an entire GIS Project Evaluate and use the state of the art GIS software. Use the various spatial standards (e.g. ISO and OGC) in deciding on appropriate GIS strategies Method of Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Essential Reading: P. Longley, D.J. Maguire, M.F. Goodchild, D.W. Rhind (Eds.), 2002, Geographic Information Systems and Science, Wiley 114

Title NONE 5 SPEC9269 Geographic Information Systems 9 P. Rigaux, M. Scholl, A. Voisard, 2002, Spatial databases with applications to GIS, Morgan Kaufmann Publishers Supplemental Reading: Paul A. Longley (Editor), Michael F. Goodchild (Editor), David J. Maguire (Editor), David W. Rhind (Editor), 1999, Geographical Information Systems, Wiley S. Shekhar and S. Chawla, 2003, Spatial databases A tour, Prentice Hall Ravikanth V. Kothuri, Albert Godfrind, Euro Beinat, 2004, Pro Oracle Spatial, APress Web references, journals and other: Web References National Center for Geographic Information & Analysis (NCGIA) - www.ncgia.ucsb.edu/ The Open Geospatial Consortium, Inc. (OGC) - http://www.opengeospatial.org/ ESRI a leading GIS software vendor - http://www.esri.com/ Journals International Journal of Geographical Information Science, Taylor & Francis. Further Details: This module will be delivered in one semester. Contact hours will be 3 hours per week which will be used to cover both theoretical content and practical sessions. 115

INCT9211, INCT9221 Title NONE 30 INCT9311 Research Project and Dissertation 9 5.18 INTC9311 Research Project and Dissertation author: Susan McKeever Description: The dissertation module requires the student to complete a research project of an appropriate standard for a taught Masters degree in order to qualify for the award of an MSc in Computing (Information Technology). This module is undertaken after completion of the appropriate pre-requisites modules. aim: The aim of this module is to enable students to apply the skills and knowledge gained during previous study to the research, analysis and development of a particular subject area in Information Technology. Further, the aim is for students to demonstrate proficiency in the design of a research project, application of appropriate research methods, collection and analysis of data, and presentation of research outcomes. Learning Outcomes: On completion of this module, the student will be able to: A. Demonstrate clarity of problem definition and scope; B. Conduct a comprehensive literature review of a select topic C. Critically analyse and evaluate the opinions and outputs of academia and industry D. Develop and justify a carefully argued case for the research methods employed; E. Demonstrate proficiency in the analysis and interpretation of qualitative and/or quantitative data, where appropriate; F. Author a document with an appropriate standard of referencing, language, presentation and style G. Present the results of their research in an academically acceptable format, paying particular attention to integration of the literature review, critical evaluation of data, and clear presentation of research results. Learning and Teaching Methods: The Advanced Research Methods and Proposal Writing module INTC9211 is central to developing the research project proposal for the dissertation and laying firm foundations for effective research. Once their research topic has been identified, students will be allocated a personal supervisor. The supervisor will guide the student in their chosen research area and discuss the various elements of the research and dissertation. The supervisor should encourage the student to think and reason for themselves and assist with the critical skills needed at this 116

INCT9211, INCT9221 Title NONE 30 INCT9311 Research Project and Dissertation 9 level. The accumulated expertise developed within the School of Computing for managing dissertations will be available to students doing this module. Students may attend monthly for seminars on research projects given by other students. These seminars may also be attended by supervisors. Constructive feedback will be given by all attendees. These seminars will be focused on improving presentation skills, evaluation and critical analysis. A Virtual Learning Environment (VLE) will be employed to support student interaction with both other students and academic staff. Students will be able to disseminate and share resources through the VLE. Students are expected to proactively use this resource. The supervisor will be responsible for guiding but not directing the student. During the project, the project supervisor will be responsible for: 1. monitoring the progress of the work, 2. advising the student on any problem associated with the work, 3. maintenance of appropriate academic standards in the work, 4. encouraging the student to complete the work within the established time. Students will be expected to develop independence in, and responsibility for their own learning. As the dissertation is an individual piece of work, significant emphasis will be placed on student s ability to refine and produce their final report, however regular meetings with their supervisor will be held to address problems that they might encounter. The student will be required to submit material to the supervisor for feedback on a regular basis. The project supervisor will meet with the student as often as appropriate. The project supervisor will provide the Programme Director with details of the student s performance on a regular basis, identifying problems encountered and indicating levels of achievement of the student. content: The dissertation provides an opportunity to research a specific area in depth, and involves the identification of an issue or problem which merits investigation using standard procedures developed during the Advanced Research Methods and Proposal Writing module (INTC9211). Students will be expected to be familiar with the theory and empirical research in their chosen area of study, and to demonstrate their ability to review and apply the concepts and techniques critically. They will also be expected to demonstrate proficiency in the selection and application of the appropriate primary and/or secondary research methods as appropriate. Investigation would normally begin with a literature search and subsequent 117

INCT9211, INCT9221 Title NONE 30 INCT9311 Research Project and Dissertation 9 review, and may be presented as a case study; a comparative study relative to sector norms; or as a questionnaire or interview-based study. No particular constraints will be placed upon the choice of subject matter for the dissertation as long as it falls within the scope of Information Technology. The research may take one of several forms, for example: o A critical review of associated academic literature which contributes to and furthers knowledge or practice in the field; o An empirical investigation of a management or organisational practice, strongly supported by reference to the relevant theory and concepts; o The use of relevant theories and concepts that will enable the solution of a practical managerial or organisational problem, where the practical recommendations arise out of the mix of theory and data collection; o An industry based dissertation relevant to the student s own place of employment or industry expertise, subject to having an appropriate research content Assessment: assessment contributes 100% of the marks for this module. The pass mark for the continuous assessment is 40%. The dissertation proposal will normally be developed as part of the pre-requisite module, Advanced Research Methods and Proposal Writing (INTC9211) and submitted to the Programme Director in the semester prior to starting the dissertation module. However, the student has the choice to submit an alternative or altered proposal if they so wish. All dissertation proposals must be submitted to the Programme Director not later than two weeks after the student commences INTC9311. The Programme Committee will consider all proposals and notify project supervisors of decisions not later than four weeks after the student commences INTC9311. If a proposal is not approved, it will be returned to the student with suggestions for rework. Where a student fails to complete an acceptable dissertation proposal within four weeks of enrolling for INTC9311, they will not have the opportunity to make a further submission for that academic year and will therefore need to defer the dissertation. No academic penalty will accrue in such circumstances. The student can then enrol again for the dissertation module at the next available opportunity. The project is assessed on the basis of research performance, written dissertation and oral presentation of results. The dissertation will normally be a substantial piece of written work (15,000-20,000 words). A full first draft should be submitted to the supervisor for comment four weeks before the final deadline. The dissertation module runs over one semester. 118

INCT9211, INCT9221 Title NONE 30 INCT9311 Research Project and Dissertation 9 Two bound copies of the finished dissertation should be submitted to the Programme Director allow simultaneous marking by the student s supervisor and a second marker. The project will be assessed on the basis of as per the following scheme: Written report and research performance: 90 Oral presentation: 10 Total marks 100 The project will be assessed under three main headings, requiring a completion of a marking sheet that reflects the following categories: iv. Oral Presentation a. Oral presentation of dissertation will be assessed by at least two members of the Programme Team but may be attended by students and any staff of the Faculty. The presentation will normally be of 20 minutes duration followed by 10 to 15 minutes for questions. v. Written Dissertation a. A draft of the dissertation will be reviewed by the project supervisor and returned to the student for amendment and production of the final dissertation. In general, the draft should be to the standard the student wishes to submit and the project supervisor should ensure it meets the minimum standard required for the award of a taught Masters degree. b. Two typed and bound copies of the finished dissertation should be submitted to the Programme Director allow simultaneous marking by two internal examiners (one of whom is the project supervisor). c. The following criteria will be used on a pro forma comments/mark sheet for assessment of the dissertation: i. Justification and explanation of research issue(s); ii. Analysis of background/context for research; iii. Critical review of relevant literature; iv. Justification and explanation of methodological approach; v. Appropriate and thematic analysis and evaluation of data; vi. Conclusions related to research issue(s) and literature; vii. Realistic and practical recommendations (if appropriate); viii. Consistent development of central themes; ix. Clear and distintc addition to the body of knowledge x. Clarity of structure, written style, presentation; xi. Critical analysis of their own work xii. General Comments. 119

INCT9211, INCT9221 Title NONE 30 INCT9311 Research Project and Dissertation 9 vi. Research Performance a. Research performance will primarily be determined by the project supervisor in consultation with the Programme Committee. The Programme Chairperson and/or, at the decision of the Head of School of Computing, the Project coordinator of the MSc programme appointed by the Head of School of Computing, will moderate the projects. Each project will be marked by a combination of the supervisor, second reader and where major differences exist, the Programme Chairperson/Project ordinator. The External iners will moderate a representative sample of projects to ensure that they meet the required standards and are of a broadly equivalent level between candidates and topic areas. A minimum mark of 40% must be gained in order to achieve a pass in the dissertation module. For successful projects, one copy of the dissertation will be kept in the Library, the other will kept by the project supervisor. Essential Reading: Specific to project Supplemental Reading: Specific to project Web references, journals and other: Specific to project Further Details: When students enrol for this module, they will be assigned an academic supervisor by the Head of the School of Computing with whom they will meet for 1 contact hour per week for one semester. In addition, each student will be required to attend monthly seminars where they may be required to present their research or attend seminars relevant to the completion of a successful dissertation. 120

INCT9211, INCT9221 Title NONE 30 INCT9311 Research Project and Dissertation 9 Date of Academic Council approval. 121

Title None NONE 5 INTC9221 Strategic Issues in Information Technology 9 5.19 INTC9221 Strategic Issues in Information technology author: Bryan Duggan Description: The purpose of this module is to develop the student s ability for strategic thinking in relation to information technology. The module introduces students to key ideas in strategic management and shows how these ideas are applied to analysis and development of an organisational IT strategy. aim: The aim of this module is to develop strategic analysis and planning skills in students. Learning Outcomes: On completion of this module, the student will be able to: H. Analyse an organisation or scenario using standard strategic management tools and techniques. I. Demonstrate an understanding of the legal, personnel, financial, organisational, environmental and global factors that influence information technology decisions. J. Explain the components of an IT strategy required to maximise competitive advantage. K. Communicate a strategic vision to different levels of an organisation. L. Synthesise strategic models and frameworks. M. Project the legal, personnel, financial, organisational, environmental and global implications of information technology decisions. N. Use strategic management tools and techniques to diagnose issues in information technology strategies. Learning and Teaching Methods: This module will be delivered as a series of interactive classes. Each class will use techniques appropriate to the desired learning outcomes. Possible techniques include: Interactive lectures Case studies In class exercises Discussions Independent student research Classes will have an emphasis on student discussion and feedback. Students will be expected to critically analyse and to synthesis their own models and frameworks based on their 122

Title None NONE 5 INTC9221 Strategic Issues in Information Technology 9 understanding of standard strategic management concepts. Students will be encouraged to be pro-active in their approach to learning. All students will be required to present problems to, discuss solutions with, and work in groups at solving problems with other students. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support student interaction with both other students and academic staff. Where new material is not presented in lectures or seminars, such material will be made available through the VLE and students are expected to proactively use this resource. In addition, students will be expected to proactively and independently seek out resources on the internet and from the library to supplement their own learning. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: Introduction to strategic management for IT: Importance of IT as an enabler of business success, strategic/tactical/operational view of IT within an organisation Strategic models: Porters five forces, value chains, organisational modelling, models of organisational growth, maturity models. Strategic analysis techniques for IT: SWOT, Boston consulting group matrix, sector analysis, critical success factors, core competencies and end products analysis, PESTER Analysis, strategic IT models. Context of IT strategy in Strategic Planning: Operational/business/organisational/implementation and financial planning. Strategic considerations of IT: Legal, organisational, cost, ethical, governance. Developing an IT strategy: Purpose of an IT strategy, timescale of strategy, Business and IT alignment, outsourcing vs. in sourcing, procurement, return on investment, IT as a tool to gain a competitive advantage, IT programmes versus projects, sample IT strategies Managing change: Communicating strategic vision, strategies for effecting change through IT Diagnostic quality measures: balanced score card and strategic analysis frameworks. Trends in IT Management, exploring the latest techniques and development in IT management within the organisation (e.g. use of ASPs, use of outsourcing) 123

Title None NONE 5 INTC9221 Strategic Issues in Information Technology 9 Assessment: Assessment of Learning Outcomes Learning Outcome Analyse an organisation or scenario using standard strategic management tools and techniques. Demonstrate an understanding of the legal, personnel, financial, organisational, environmental and global factors that influence information technology decisions. Explain the components of an IT strategy required to maximise competitive advantage. Communicate a strategic vision to different levels of an organisation. Synthesise strategic models and frameworks. Project the legal, personnel, financial, organisational, environmental and global implications of information technology decisions. Use strategic management tools and techniques to diagnose issues in information technology strategies. Method of Assessment assessment assessment assessment The module will be assesses as 50% continuous assessment, 50% written examination. Students must achieve 40% in both the continuous assessment and the written examination in order to pass the module. Essential Reading: Strategic Information Technology: Opportunities for Competitive Advantage, Raymond Papp, Idea Group Publishing (January 23, 2001) Supplemental Reading: (author, date, title, publisher) Managing IT as a Business : A Survival Guide for CEOs, Mark Lutchen, John Wiley & Sons (October 13, 2003) Web references, journals and other: The Wall Street Journal The Economist 124

Title None NONE 5 INTC9221 Strategic Issues in Information Technology 9 Personal Computer World Knowledge @ Wharton - http://knowledge.wharton.upenn.edu/ CNet news.com http://news.com Further details. Two contact hours per week over a single semester. Date of Academic Council approval 125

None NONE 5 ASTC2401 Title Inclusive Learning Through Technology 9 5.20 ASTC2401 Inclusive Learning Through Technology author: Damian Gordon Description: The goal of education is to develop within each individual the desire and the ability to learn. Technology can provide a means by which all learners are afforded an environment where they can pursue their learning process in ubiquitous and unobstructed manner. Typically the view of how this is achieved is that for some students this means providing them with the appropriate elearning technologies to achieve this goal, and for others with special needs this may require additional assistive technologies ( technology ramps ) to achieve this. Increasingly, the gap between what constitutes an elearning technology and an assistive technology is consistently diminishing, e.g. Virtual Learning Environments were developed as an elearning technology but have significant benefits and potential for learners across the continuum of degrees of ability. The history of education has seen technologies (from low-tech, to medium-tech, to hi-tech) that provide a steadily increasing number of learners with new opportunities for understanding and innovating. Modern computer networks are blurring the cultural, political and social barriers that have existed heretofore and are allowing people to understand issues from a global perspective and are at the same time redefining knowledge as an increasingly relativistic concept. aim: The aim of this module is to identify a technology continuum upon which both elearning tools and Assistive Technology exist, and to develop ways in which elearning tools can be used in the context of Assistive Technology, and how Assistive Technology can be used in the context of elearning. Learning Outcomes: On completion of this module, the learner will be able to: A. Discuss the history of education and the main theories of learning B. Select and employ the learning theories for a specific AT context C. Justify the use of learning theory in the development of elearning systems 126

None NONE 5 ASTC2401 Title Inclusive Learning Through Technology 9 D. Illustrate commonalities between elearning tools and Assistive Technologies E. Select and employ the appropriate adaptive or augmentative device for interfacing to an elearning tool F. Implement a novel application that integrates elearning and Assistive Technologies G. Compare and contrast traditional elearning approaches to Assistive Technology approaches Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, Student-based learning methods such as problem solving in groups for both theoretical and practical situations. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases Students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of assistive technology. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other Students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: Teaching & Learning 127

None NONE 5 ASTC2401 Title Inclusive Learning Through Technology 9 o The History of Education o Behaviourism, Cognitivism, Constructivism o Pedagogy o Instructional Design o Differentiated Instruction o Creativity and Critical Thinking o Counselling Theory Technology Terminology o Etymology of technology o Low-Tech, Medium-Tech, High-Tech elearning Tools o Computers o The World-Wide Web o Virtual Learning Environments o Blended Learning o New Technologies Interfacing Issues o Specific Learning Difficulties o Cognitive Issues Assistive Technology o Specialized Interfaces o Augmentative Alternative Communication o Switch Access o New Technologies Legal, Ethical, and Professional issues Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve developing software, formalizing problems, using reasoning tools for solving such problems, a case study on some research in one of the areas, or a mixture of these. Where possible and appropriate, contact practical sessions will be used to provide the Student with time and assistance in completing continuous assessment work. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes 128

None NONE 5 ASTC2401 Title Inclusive Learning Through Technology 9 Learning Outcome Discuss the history of education and the main theories of learning Method of Assessment Select and employ the learning theories for a specific AT context Implement a novel application that integrates elearning and Assistive Technologies Select and employ the appropriate adaptive or augmentative device for interfacing to an elearning tool Justify the use of learning theory in the development of elearning systems Illustrate commonalities between elearning tools and Assistive Technologies Compare and contrast traditional elearning approaches to Assistive Technology approaches Assessment Assessment Assessment Assessment Assessment Essential Reading: Cook, AM., Hussey, SM., 2001, Assistive Technologies: Principles and Practice, Mosby Supplemental Reading: Web references, journals and other: Further Details: This module will be delivered in one semester. Contact hours will be 3 hours per week which will be used to cover both theoretical content and practical sessions. 129

Title None NONE 5 ASTC2601 Accessible Web Design 9 5.21 ASTC2601 Accessible Web Design author: Damian Gordon Description: This modules centres around Web Accessibility. Web accessibility means that people with disabilities can use the Web. More specifically, Web accessibility means that people with disabilities can perceive, understand, navigate, and interact with the Web, and that they can contribute to the Web. Web accessibility also benefits others, including older people with changing abilities due to aging. Web accessibility encompasses all disabilities that affect access to the Web, including visual, auditory, physical, speech, cognitive, and neurological disabilities aim: The aim of this module is to develop a foundation in the key tools and technologies used in incorporating accessible design in developing web-based applications and to provide an opportunity for students to gain practical experience of using these in order to develop some of the key skills required to develop such applications. Learning Outcomes: On completion of this module, the learner will be able to: A. Discuss the difficulty and complexity of the task of Accessible Web Design; B. Select and employ the appropriate WAI standards for Accessible Web Design; C. Implement software interfaces incorporating principles of Accessible Web Design; D. Implement software interfaces incorporating accessible frames E. Illustrate the importance of Accessible Web Design; F. Select and employ the appropriate tools for testing accessibility; G. Compare and contrast different Web Development tools for accessibility. Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, Student-based learning methods such as problem solving in groups for both theoretical and practical situations. 130

Title None NONE 5 ASTC2601 Accessible Web Design 9 Students will be encouraged to be pro-active in their approach to learning through the use of case studies and simulation exercises, working independently and in groups. In some cases Students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within the broader area of assistive technology. A Virtual Learning Environment (VLE) will be employed to distribute all teaching materials and to support Student interaction with both other Students and academic staff. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: Social, Legal and Economical Imperatives W3C/WAI Standards Accessible Browsers o Screenreaders o Screen Magnification Creating Accessible Content o Text Equivalents o Image Hotspots o Image Buttons o Use of Colour o Accessible Tables Accessible Navigation o WAI Recommendations on Navigation o Creating Accessible Frames o Accessible Image Maps Testing Accessibility 131

Title None NONE 5 ASTC2601 Accessible Web Design 9 o Online testing o Downloadable programs Web Development Tools and Accessibility o ples of web tools o Accessiblity features Emerging Technologies o XML / XHTML o Java o SMIL / SVG o Repair Tools o Alternative Interface Access Protocol (AIAP) o Biometrics Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve writing a program, formalizing problems, using reasoning tools for solving such problems, a case study on some research in one of the areas, or a mixture of these. Where possible and appropriate, contact practical sessions will be used to provide the Student with time and assistance in completing continuous assessment work. The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Discuss the difficulty and complexity of the task of Accessible Web Design; Select and employ the appropriate WAI standards for Accessible Web Design; Implement web interfaces incorporating principles of Accessible Web Design; Method of Assessment Assessment Assessment Implement software interfaces incorporating accessible frames Assessment 132

Title None NONE 5 ASTC2601 Accessible Web Design 9 Illustrate the importance of Accessible Web Design; Select and employ the appropriate tools for testing accessibility; Compare and contrast different Web Development tools for accessibility. Assessment Assessment Essential Reading: Thatcher, J., Bohman, P., Burks, M., Henry, S. L., Regan, B., Swierenga, S., Urban, M. D., Waddell, C. D., 2002, Constructing Accessible Web Sites. Birmingham, UK: glasshaus. Irish National Disability Authority IT Accessibility Guidelines http://accessit.nda.ie/ Supplemental Reading: Nielsen, J., 1999, Designing Web Usability : The Practice of Simplicity, New Riders Press Deanie French and Leo Valdes, "Electronic Accessibility: United States and International Perspectives." Educational Technology Review. 10(1) 2002. Accessed June 12, 2002. http://www.aace.org/pubs/etr/french-a.cfm Web references, journals and other: Web Accessibility Initiative (WAI) http://www.w3.org/wai/ National Disability Authority http://www.nda.ie The AWARE Center http://aware.hwg.org/ Further Details Date of Academic Council Approval 133

Title None NONE 5 DATA9910 Data Management 9 5.22 DATA9911 Data Management author: Brendan Tierney Description: No enterprise can be effective without high quality data. Today s organisations rely on their data assets to make more informed and more effective decisions. Leading organisations are using their data assets by creating competitive advantages through greater knowledge of their customers, innovative uses of information and operational efficiencies. For many important decisions, we experience information gaps the difference between what we know and what we need to know to make an effective decision. Every organisation needs to effectively manage its increasingly important data and information resources. The role of data management function can effectively provide and control data and information assets of the organisation. aim: To study, discuss and explore the role of data management in an organisation and the various roles, processes, tools, techniques, requirements etc that are involved in the data management function. Learning Outcomes: On completion of this module, the student will be able to A. Discuss the role and purpose of data management in an organisation B. Identify and discuss the data stakeholders and their role C. Discuss the role and purpose of data governance in and organisation D. Evaluate the different data architectures and their suitability to different types of organisations E. Analyse and evaluate the different data security issues F. Identify, analyse and evaluate reference master data for an organisation G. Identify and discuss the data integration issues for an organisation H. Discuss the role of a data warehouse I. Discuss how a DW architecture can support an MDM environment J. Explain how a DW could be implemented K. Identify and discuss the various interfaces to a DW L. Develop dimensional model for a given scenario M. Identify and discuss the role of meta-data in an organisation N. Discuss how the meta-data can be used strategically 134

Title None NONE 5 DATA9910 Data Management 9 Learning and Teaching Methods: This module will employ teaching methods and learning situations in the traditional roles such as lectures, seminars and tutorials, as well as more innovative, student-based learning methods such as problem solving in groups for both theoretical and practical situations. Students will be encouraged to be pro-active in their approach to learning through the use of case studies and webcasts, working independently and in groups. In some cases students will be expected to use computer-based learning material to supplement studies. The practical element of the module will be supported through the medium of supervised and independent practical sessions. Students will be able to explore the characteristics, advantages and limitations of approaches learnt through their application to suitable case studies and simulation exercises. Where appropriate, students will provide feedback from group research through cascading the knowledge to peers and through presentations. In-class discussions, review of leading research papers in each topic covered will also contribute towards the practical content, Guest lecturers from industry and academia will be invited where appropriate to expose students to how topics covered in this module are used within organisations. The most appropriate distribution methods will be used to distribute materials to students, between students and from students, e.g. a VLE, blogs, Twitter, a forum. As befits a Masters programme there will be considerable emphasis placed on independent research and study, problem-solving skills, effective communications and the ability to work in teams. The module is aimed at achieving an appropriate balance between knowledge and skills. Students will be expected to develop independence in, and responsibility for their own learning. content: The contents of the module will be broadly as follows: Introduction o Introduction to Data Management o Functions and activities of Data Management o Role of organisations and stakeholders o Planning for Data Management Data Governance o The role of data o Concepts and Activities o Data Strategy o Areas of Risk 135

Title None NONE 5 DATA9910 Data Management 9 o Data Policies and Standards o Regulatory Compliance Data Architecture Management o Operations Management o Identification and Consolidation o Integration o Maturity Model Data Development o Stages of data development o SDLC and data development o Data quality management Data Security o The need for data security o Data security policies, standards & procedures o Data usage Reference Master Data o Role of mast data in an organisation o Identification of master data o Establishing the master data o Data integration Data Warehousing o What is a data warehouse o Role of a DW in data management and MDM o Architecture of a DW environment o Types of a DW o Interfaces to a DW o Dimensional Modelling o Extraction, Transformation, Load process Meta-data Management o Business Definitions o Reference Metadata o Business Metadata o Information Architecture Sample wekly schedule: 136

Title None NONE 5 DATA9910 Data Management 9 Assessment: assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%. assessment will take the form of exercises and assignments of varying difficulty. Those within the teaching weeks will be designed to consolidate the material delivered during the teaching programme supplemented by self-study. This work may involve investigating business systems topics using suitable case studies, research papers, simulation exercises or a mixture of these. Such work may be undertaken individually or as part of a group. Where possible and appropriate, contact practical sessions will be used to provide the student with time and assistance in completing continuous assessment work. The student will undertake a two-part assignment. The first part will require the student to write and present a short paper on the role of data management in a certain industry. The second (larger) assignment will require the students to explore the data management issues in their organization (or a nominated organisation). The suggested method of assessing the individual learning outcomes for the module is as follows: Assessment of Learning Outcomes Learning Outcome Method of Assessment Discuss the role and purpose of data management in an organisation 137