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Session: 2022/23
Last modified: 21/07/2022 08:07:31
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Title of Module: Governance, Risk Management and Compliance |
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Code: COMP11081 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(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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An increasing reliance on computer systems in all areas of business implies an imperative to certify that the systems are used in a way that ensures proper appreciation of potential risk, the management of that risk, the implementation of standard security protocols, and compliance with legislation, all in order to ensure proper business controls.
This module will address and examine those areas in order to manage information assurance within an organisation, ensuring information is collected, stored and processed legally and securely through risk-based decision-making.
Topics include essential frameworks, international standards and best practices involved in risk assessment and management, business impact analysis, asset identification, business continuity and disaster recovery.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
- Critical Thinker
- Ethically-minded
- Research-minded
Work Ready
- Problem-Solver
- Effective Communicator
- Ambitious
Successful
- Autonomous
- Resilient
- Driven
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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.
Demonstrate a critical understanding of the theories, concepts and principles of governance, risk and compliance management.
L2.
Apply knowledge, skills and understanding to design an information security strategy.
L3.
Analyse and critically evaluate an organisation's approach to information security, risk and governance. |
| 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 11.
Governance models and frameworks, Information Assurance Methods; Related International Standards; Scottish, UK, EU and other International laws that relate to data privacy and protection, obligations of organisations for the management of data and communications; computer misuse and surveillance, elements of contractual and
employment law. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Each student in each group will be responsible for finding and summarizing information about the assigned task in their laboratory tasks. Students will elect a coordinator and develop a sense of accountability to the group members. |
| Generic Cognitive skills |
SCQF Level 11.
Logical assessment of open ended problems; distill and synthesise a variety of knowledge from external sources; development of an argument to articulate a case for the findings. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Professional report writing and presentation skills. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Build effective client relationships. |
| 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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| The module will be delivered by means of lectures and supervised hands-on lab work. Lectures will cover the theoretical background and practical applicability in real life problems. Concepts will be introduced by posing a practical problem and working out the needed theoretical knowledge to solve them. The delivery will encourage student participation to ensure an active learning experience. Group discussions will be held to promote critical thinking and boost informed decisions on the suitability of different state-of-the-art methods. Lab exercises will help student develop their knowledge in incremental fashion using a learning-by-doing approach. This will support the development of knowledge and understanding of the topics. |
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 | 6 |
| Tutorial/Synchronous Support Activity | 6 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 76 |
| 100
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:
Trim, P.R.J., and Lee, Y-I. (2014). Cyber Security Management: A Governance, Risk and Compliance Framework. Gower Publishing
Schaub, G. (2018) Understanding Cybersecurity: Emerging Governance and Strategy. Rowman & Littlefield International
Kolah, A. (2018) The GDPR Handbook: A Guide to Implementing the EU General Data Protection Regulation. Kogan Page
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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 | Tom Caira |
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| External Examiner | N Coull |
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| Accreditation Details | |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Coursework (100%) |
(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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This module is suitable for any student. The assessment regime will be applied flexibly so that a student who can attain the practical outcomes of the module will not be disadvantaged. When a student discloses a disability, or if a tutor is concerned about a student, the tutor in consultation with the School Enabling Support co-ordinator will agree the appropriate adjustments to be made.
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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