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Session: 2022/23
Last modified: 10/01/2023 10:56:47
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Title of Module: Governance, Risk & Compliance |
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Code: COMP10075 |
SCQF Level: 10
(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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The purpose of this module is to enable the IT professional to manage information assurance within an organisation to ensure information is processed legally and securely through risk-based decision making.
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.
Critically apply governance frameworks and practices to direct and control the use of secure information technology in line with organisation goals.
L2.
Develop and critically apply risk management, controls and auditing processes to enable organisational-level information assurance.
L3.
Discuss significant legislation, standards, and codes of practice/ethics as they apply to IT and how to be compliant to these;
L4.
Research the academic and professional literature, and use it to evaluate a given scenario to communicate findings to management via a professional level report and presentation. |
| 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 10.
Governance models and frameworks, Information Assurance Methods; Related In- ternational 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 10.
Understanding and application of elements of the frameworks. Risk management, contingency and continuity planning. |
| Generic Cognitive skills |
SCQF Level 10.
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 10.
Professional report writing and presentation skills. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
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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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 | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 152 |
| 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:
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 | Malcolm Bronte-Stewart |
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| External Examiner | M Davis |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Coursework (100%) - In this coursework the student will act as an information security consultant for a specific organisation. The student will undertake a review of the information security governance and management processes within the organisation. |
(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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