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Session: 2022/23
Last modified: 21/07/2022 15:34:29
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Title of Module: Business Systems Analysis |
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Code: COMP09001 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Tony
Gurney |
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| Summary of Module |
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This module is aimed at Business System Analysts, Developers and Consultants who want to create a model of the business processes prior to developing or re-aligning an IT-based business enterprise system.
Without a comprehensive understanding of the business environment, modelled as business processes, real success in building or re-aligning an IT-based business system is unlikely to be achieved. Business processes will be modelled and linked using multiple levels of abstraction whilst reflecting the interests of multiple stakeholders. The business case driving the analysis will be identified including the primary financial case. An appropriate software tool is used to build and maintain the diagrams produced.
The module contents are based on the curriculum for the ISEB Business Analysis Diploma.
The teaching and assessment contained in this module are specifically designed to encourage independent, critical thinking. In addition students are encouraged to work through problems both indpendently and as part of a group. Tutorials, as well as group interactions, are expressly structured to encourage the creation and dispersal of solutions using a critical approach to problem solving whilst bearing in mind best industry practice both legally and ethically.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Show a critical understanding of the process of business systems analysis and development and the role of the business analyst.
L2.
Demonstrate competent and specialised use of modern business analysis approaches standards such as BPM and UML.
L3.
Produce a detailed analysis report using standard business software and, optionally, CASE tools.
L4.
Work effectively in a group situation. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
The role of business analysis within IT-based business enterprise systems development or re-alignment.
Understanding object oriented concepts within a business and real-life context. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using a number of business modelling and object oriented techniques to provide a specification of the system to be developed.
Apply specific skills and knowledge that are in the forefront of business enterprise sytems development . |
| Generic Cognitive skills |
SCQF Level 9.
Recognise and relate the limitations of modelling techniques used within the systems development life-cycle.
Bring together information from a variety of sources, including academic and industrial technical publications. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using appropriate specialised business IT tools and software and, optionally, a CASE tool to maintain deliverables.
Making effective use of information retrieval systems and information technology applications to present information in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Work in a team on a business analysis project showing leadership and team-working qualities as and when required.
Exercising initiative and self-management in the completion of the module coursework. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Business cases will be employed throughout this module to provide the basis to develop business analysis skills and competencies. These real-life cases include transactional processing and real-time control business systems.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 11 |
| Laboratory/Practical Demonstration/Workshop | 11 |
| Independent Study | 154 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
D. Paul, D. Yeates and J. Cadle, Business Analysis, 2nd Edition, 2010, Publisher British Computer Society
Bennett, McRobb and Farmer, Object Oriented Systems Analysis & Design Using UML, 3rd Edition, 2006
Use of Business Modelling (BPM notation) software.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Business & Applied Computing |
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| Moderator | Costas Iliopoulos |
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| External Examiner | T Gaber |
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| Accreditation Details | N/A |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Group based coursework (70%) |
| Groupwork (10%) |
| Peer and Personal Assessment (20%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Nothing in the module should present difficulties for students on the basis of their gender, ethnicity, or sexual orientation. In relation to students with special needs, when a student discloses a disability the individual module tutor, in consultation with the enabling support co-ordinator, will agree any appropriate adjustments to be made. Students should note that the language of instruction is English and that they will need to have a reasonable grasp of the language in order to keep abreast of the teaching materials and in submitting assessed work.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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