PROGRAMME SPECIFICATION Information Technology Management for Business

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PROGRAMME SPECIFICATION

Information Technology Management for Business

‘

An e-skills UK degree developed with major employers in the Information Technology and Communications sector

’

NOTE:

This specification provides a concise summary of the main features of the

course and the learning outcomes that a typical student might reasonably be

expected to achieve and demonstrate if they take advantage of the learning

opportunities that are provided. More detail on the specific learning outcomes,

indicative content and the teaching, learning and assessment methods of each

module can be found (1) at

http://www.sci.uce.ac.uk/computing/eskills.htm

, (2) in the

Module Specifications, and (3) in the Student Handbook. The accuracy of the

information contained in this document is reviewed by the University and may be

checked within independent review processes undertaken by the Quality Assurance

Agency. The information from this specification may be selectively extracted and

included in documents that are more appropriate for students, prospective students

and employers.

1 Awarding Institution / Body:

University of Central England.

2 Teaching Institution:

University of Central England.

3 Programme accredited by:

e-Skills UK (

tbc

), BCS (

tbc

).

4 Final Award:

BSc (Hons).

5 Programme Title:

Information Technology Management for

Business.

6 UCAS Code:

GN52.

7 QAA Benchmarking Group:

Computing.

Business & General Management.

8 Aims of the Programme

The programme aims to produce graduates who are capable of making a genuine

contribution, within a few months of graduation, in a key management role working

for either an ICT provider or an ICT user organisation. The course aims to equip

learners with business, technology, inter-personal and management skills that are

specifically needed by employers in this sector.

The programme aims to provide learners with:

Knowledge of business disciplines, operations, procedures and cultures

applicable to a career in a business ICT environment.

The technical knowledge required to play a key management role in a business

ICT related environment.

A framework to develop personal, inter-personal and team-working skills needed

to enable them to work constructively and successfully with colleagues and

clients.

• Project management skills and techniques required for an ICT project

management role.

A set of problem-solving and modelling skills appropriate to ICT related business

operations.

The ability to develop the knowledge and skills for success through lifelong

learning and change and innovation in the business environment.

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9 Intended learning outcomes and the means by which they are achieved and demonstrated: the programme provides learners with

opportunities to develop and demonstrate knowledge and understanding, skills and other attributes as follows:

Knowledge and Understanding

Knowledge and Understanding of:

Teaching, Learning and Assessment Methods Used:

Upon completion of the programme a student will be able:

Business Skills

1. To demonstrate a knowledge of basic business disciplines and

courtesies including timeliness and focus when faced with

distraction.

2. To demonstrate knowledge of basic management considerations

including prioritisation, task versus responsibility, managing the

organisation and people considerations.

Technology Skills

1. To demonstrate a good understanding of the architectural

components of a simple business related ICT system.

2. To demonstrate competence up to Level 3 of the SFIA framework

in Change Control in relation to an IT environment

3. To demonstrate competence up to Level 3 of the SFIA framework

in Database design using a mainstream database product.

4. To demonstrate competence up to Level 3 of the SFIA framework

in software development in a legacy environment.

5. To demonstrate competence up to Level 3 of the SFIA framework

in software development in a contemporary environment.

6. To demonstrate competence up to Level 3 of the SFIA framework

in ICT Operations.

7. To demonstrate competence up to Level 3 of the SFIA framework

in Network Administration and Support.

8. To demonstrate competence in two chosen fields (Database

Design & Software Development) up to Level 4 of the seven level

SFIA framework.

Lead lectures are used introduce the important concepts, theory,

techniques and knowledge of the key topics.

Tutor-led seminars, workshops and practical sessions with active

participation from learners promote a further and deeper

understanding of the material through the application of the

concepts, theory, knowledge and techniques of the key topics.

These sessions also offer the necessary further support and

guidance that is required by learners.

Further additional independent learning activities are set at all

levels and expected to be completed by all learners.

A wide range of real and theoretical case studies and

problem-based learning scenarios are used across the programme. Group

work, based around appropriate problem solving activities, is also

typical in the programme.

Also key to the ITMB is the enhancement of its teaching by the

adoption of the guru lectures. These are delivered both in person

and also remotely (electronically in real-time to allow student

interaction). An interactive video link is used and videotapes will

also be made available. The guru lecture schedule is published by

e-skills on an annual basis in July for the following academic year.

This provides dates, topics and likely gurus. The degree is

positioned as a collaborative venture between employers, e-skills

and all the Universities involved the department will contribute

wholeheartedly to this to ensure that, for example, Gurus and

electronic distribution technology are used to the best advantage.

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Personal/Interpersonal Skills

1. To demonstrate competence of personal preferences, motivations,

strengths and weaknesses can be used to allow individuals and

teams to work more effectively to complete challenging business

assignments.

Project Management Skills

1. To apply a contemporary project management methodology.

Throughout the programme various modules will be delivered via a

virtual learning environment (VLE). On these modules learners

are expected to use of the various facilities available within the

VLE; conferencing (synchronous and asynchronous), reflection

through journals, evaluations and electronic formative and

summative exercises.

Learners are expected to read and extract information from

recommended texts, journal articles and relevant websites.

Skills and Other Attributes

Intellectual/Cognitive skills:

Teaching, Learning and Assessment Methods Used:

Upon completion of the programme a student will be able:

Business Skills

1. To demonstrate a comprehension of basic business functions and

organisational structures.

2. To demonstrate a comprehension of modern business work

practices: including covering work in an office, from home and on

the move.

3. To take apart and structure non-obvious business problems,

collect relevant information, consider alternatives and make

appropriate recommendations.

4. To use system thinking to propose system improvements.

Technology Skills

1. To model simple ICT based business systems.

2. To be aware of and also employ HCI issues when designing

simple ICT based systems.

3. To be aware of and also employ ergonomic issues when

designing simple ICT based systems.

4. To be aware of and demonstrate how to roll out simple ICT based

Some technical skills are developed by the use of directed

self-study exercises and interactive tutorials supported by appropriate

reference material. These sessions are used where appropriate

for the completion of the weekly logbook exercises.

The programme provides access to appropriate commercial

development environments and ensures that learners have the

necessary practical awareness of the requirements of these

computer systems. Indeed, the use of computer systems is an

integral and pervasive part of both the delivery of programme and

material.

Learners are required to meet specific deadlines and be able to

manage and plan their workload.

Throughout the program learners will be required to take

ownership of their own learning process within small team

contexts to successfully complete certain modules.

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systems in a customer friendly way.

Personal/Interpersonal Skills

1. To demonstrate a comprehension of a range of learning strategies

and techniques.

2. To demonstrate a comprehension of the implications of defensive

behaviour and what personal strategies can be used to overcome

it.

Project Management Skills

1. To apply the principles of quality assurance to a project.

a mixture of tutor and input from appropriate external input. The

focus of these workshops is group and individual activities

designed to support achievement of the learning outcomes. Tutors

also provide individual guidance to support this development

process. Learners then participate in an all day formal assessment

centre. This incorporates a range of individual and group based

selection activities. These are conducted by employer

representatives and are observed in order to provide detailed

feedback.

Practical, Research and Independent Learning Skills:

Teaching, Learning and Assessment Methods Used:

Upon completion of the programme a student will be able:

Business Skills

1. To demonstrate competence in business and data analysis.

2. To apply basic financial skills to include: managing a budget,

discounted cash flows, net present values, paybacks, rates of

return, basic balance sheet and income statements.

3. To construct a basic investment case for a multi-year initiative of

uncertain outcome.

4. To use basic predictive modelling techniques to predict future

performance.

5. To assess the mitigation of risk associated with management

information.

6. To sell a moderately complex technology-oriented solution

demonstrating an understanding of business needs.

Technology Skills

1. To demonstrate competence up to Level 3 of the SFIA framework

in Change Control in relation to an IT environment.

Emphasis is also placed on guided, self directed and

student-centred learning with an increasing independence of approach,

thought and process as a student progresses through the

programme. The adoption of a focus on student-centred learning

enables a learner to practice and develop the self-confidence and

independence required when in the work place. Also by using the

principle of student-centred learning, learners are exposed to the

following benefits:

1. Their learning is enhanced when they are aware of their own

learning process and see that the outcomes are relevant.

2. Working as a group enhances their learning.

3. Their learning is enhanced when self-evaluation and reflection are

also included as part of that learning process.

At various stages, learners undertake a substantive,

self-contained individual and group projects supervised by appropriate

academic staff members. Regular meetings with the teaching

team support learners so that guidance and formative feedback on

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2. To demonstrate competence up to Level 3 of the SFIA framework

in Database design using a mainstream database product.

3. To demonstrate competence up to Level 3 of the SFIA framework

in software development in a legacy environment.

4. To demonstrate competence up to Level 3 of the SFIA framework

in software development in a contemporary environment.

5. To demonstrate competence up to Level 3 of the SFIA framework

in ICT Operations.

6. To demonstrate competence up to Level 3 of the SFIA framework

in Network Administration and Support.

7. To have acquired technology competence in two chosen fields

(Database Design & Software Development) up to Level 4 of the

seven level SFIA framework.

Personal/Interpersonal Skills

1. To assess the personal preferences, styles, strengths and

weaknesses of individuals and others by using contemporary

profiling indicators.

2. To design and apply performance evaluation tools.

3. To competently use constructive influence and persuasion

techniques.

4. To apply selling, questioning, negotiating and closing techniques.

Project Management Skills

1. To use critical path planning in a project.

2. To manage dependencies in a project.

3. To manage a project risk register.

4. To manage deviations in a project.

their progress can be given.

Assessment

Assessment criteria are published both at a generic course level and

to provide guidance for individual items of assessment.

Anonymous marking systems are in place for all formal examinations

and coursework.

Knowledge is assessed both formatively and summatively by a variety

of different methods, techniques and strategies including:

Coursework both group and individual either as a few elements or

as a set of discrete tasks over the whole duration of a module.

Group based and individual vivas.

Group and individual presentations.

A trade exhibition.

Group and individual project work.

Logbooks and reflective portfolios.

Formal and informal reports both from individual and groupwork.

Informal and formal feedback in seminars, surgeries and practical

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Transferable/Key Skills:

Teaching, Learning and Assessment Methods Used:

Upon completion of the programme a student will be able:

Business Skills

1. To use open questions and summarising skills.

2. To demonstrate basic negotiating skills.

3. To apply sound time management skills.

Technology Skills

1. To demonstrate effective information-retrieval skills (including the

use of browsers, search engines and catalogues).

2. To demonstrate numeracy in both understanding and presenting

cases involving a quantitative dimension.

3. To effectively use general ICT facilities.

Personal/Interpersonal Skills

1. To manage their own life long learning

2. To be competent written and verbal communicators.

3. To have demonstrated competence in articulating complex issues,

taking into account an audience viewpoint.

4. To make concise, engaging and well-structured presentations,

arguments and explanations of varying lengths by using a variety

of different media.

5. To use techniques for giving and receiving constructive feedback.

6. To know how to deal with setbacks, misfortunes and hiatuses in

ways that strengthen a positive attitude, and develop self-reliance

and the ability to self-start on their own initiative

Project Management Skills

1. To be aware of the concept of deliverables in a project.

2. To apply the concept of deliverables to a project.

3. To plan a project review meeting.

4. To review a project review meeting.

Examinations, written and practical and both open and closed

book. Also the use of short, medium and long style questions.

Phase tests.

Practical demonstrations of work completed both in groups and as

an individual.

Timed peer-reviewed patchwork assessment.

Self-audit evidence of personal learning styles and preferences.

Documentary evidence from a variety of different profiling

indicators.

Interactive automated assessment

In some areas of the programme assessment marks are

dependant upon the learners actively participating in the electronic

forums within the VLE.

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10 Programme Structure and Requirements, Levels, Modules, Credits and

Awards

The structure of the course, the modules, levels and credit ratings, and the awards,

which can be gained, are shown below. Modules in which Personal Development

Planning is an integral part of the learning process are underlined. Core modules are

in

bold

.

Stage 1 Level 4

Module

Number

Module Name

Credit

E1A

Analytical Techniques.

12 E1B

Business Environment.

12 E1C

ICT Operations.

12 E1F

Financial Interpretation.

12 E1O

Organisational Behaviour.

12 E1P

Business/Industrial Project.

12 E1Q

Software Development Project.

12 E1R

Rapid Application Development.

12 E1S

Software Development Techniques.

12 E1W

E1W - Professional Skills 1 (Developing Yourself)

12 Award: Cert HE

(120 credits)

Stage 2 Level 5

Module

Number

Module Name

Credit

E2B

Business Analysis.

12 E2C

Sales & Marketing.

12 E2D

Databases for Business.

12 E2G

ICT Project Management.

12 E2M

Financial Decision Making.

12 E2N

Network Administration & Support.

12 E2P

Project Preparation Skills.

12 E2Q

Applied Project Management.

12 E2S

Legacy Systems Engineering.

12 And one of:

E2J

*Placement Workshop.

12 E2W

^Professional Skills 2 – (Work Skills).

12

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*Any student who has opted to study for BSc (Hons) ITMB with Industrial Placement

option

must

study the following module at level 5:

E2P

Placement Workshop (12 credits)

.

^Any student who has opted to study for BSc (Hons) ITMB with Industrial Placement

option will

not

normally be allowed to study the following module at level 5:

E2W

Professional Skills 2 - Work Skills (12 credits).

^Any student who has

not opted

to study for BSc (Hons) ITMB with Industrial

Placement option

must

study for the following module at level 5:

E2W Professional Skills 2 - Work Skills (12 credits)

.

Stage 2 Level 6

Module

Number

Module Name

Credit

E3C

Creative Problem Solving.

24 E3D

Advanced Databases for Business.

12 E3E

e-Business Application Development.

12 E3I

IT Change Control.

12 E3M

Innovation & Change Management.

12 E3P

Final Year Project.

24 E3S

Advanced Software Development.

12 E3W

Professional Skills 3 (Managing Others).

12 Award: BSc

(360 credits)

11 Support for Learning

Students are encouraged to identify and, with guidance, to reflect on their own

learning needs and are offered the following support as appropriate to those needs:

There is an Induction Programme for all students joining the programme. In the week

before each semester starts, all new students, both first year and direct entry

students, undertake a series of activities to prepare them for the course. The

objectives of the induction programme is to:

• Administer the enrolment of the students into the department.

• Provide the students with a range of basic/fundamental University information.

• Provide the students with a range of necessary department information.

• Introduce the students to SCAN.

• Ensure that the students feel welcome and settled as soon as possible.

• Provide the students with an initial academic point of contact.

• Provide the students with an immediate form of student cohesion.

This induction programme includes sessions, as appropriate, that

• Describe the programme.

• Give an overview of modules and module selection.

• Introduce personal tutors.

• Give practice in the use of facilities provided by the on-line systems (run in groups

by personal tutors).

• Explore electronic mail.

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• Explore accessing programme information (SCAN).

The last objective is to develop cohesion with students. This is met by an all-class

exercise, which will be worked on by students in small groups. The task is broadly

the same for all groups but the actual research details will be unique to each group.

The nature of this exercise is outlined to all induction teams of academic staff so that

help can be provided to students if necessary.

Personal Tutoring: Every student on the programme is assigned to a member of the

academic staff is accessible as their personal tutor. The role of personal tutor is a

counselling one, to give academic guidance and academic support the students, and

to direct students to the specialised student support services available within the

institution. Personal tutors are allocated to groups of students during the induction

programme and provide support for the induction programme. All staff publish

availability hours, in line with Faculty policy, when they see, outside of normal contact

sessions.

SCAN On-Line Support. The Departments Asynchronous Network (SCAN) consists

of electronic course support information, which is delivered across the Department

Network and also the Internet using a web browser. Students are provided with

identifiers and passwords to access the information.

The information provided on SCAN includes:

• Module definitions.

• Module deliveries.

• Week by week schedules.

• Study advice.

• Required resources.

• Assessment Information.

• Resources for modules.

• Books.

• Journals.

• Web references.

• Notices to students.

• Course messages.

• Project information.

• Placement information.

• Programme documentation.

This information can be viewed in different ways to assist students in quickly locating

the information they require.

In addition there are other on-line support areas for:

• Discussion on general issues.

• Module specific discussion.

• International students.

The level 4 tutor provides support for first year students. The role of the level 4 Tutor

includes the following activities:

• To operate induction programmes for students entering the programme.

• To monitor students’ progress.

• To act as a deputy to the programme director when required.

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A projects co-ordinator administers the final year projects.

The role includes the following activities:

• To monitor the allocation of supervisors to students.

• To ensure students’ project ideas are appropriate for the programme.

• To schedule project presentations/viva.

• To monitor students’ overall progress with the project.

• To ensure project grades are entered into the support systems.

Individual module leaders support students on individual modules.

The Faculty’s learner support department will provide student support. The

department's also has a student support tutor who is available to help students with

their learning and studying. They also give advice on a range of issues: how to study,

how to manage time, how to get the most out of group work, how to research and

write assignments, how to reference correctly, how to cope with examinations etc…

Tutors may refer students to the student support tutor for help, or students can drop

in personally.

The role of International Student tutor is to provide a point of contact for international

students and also to provide appropriate support and guidance.

The University also provides a comprehensive range of support services to all

students under the umbrella of Student Services which includes; careers, chaplaincy,

child care, counselling, disability issues, health care, student finance.

The staff & student development department as well as offering general support for

UK students also offer a pre-sessional course and also in-sessional English classes

for international students.

12 Criteria for Admission

Candidates must satisfy the general admissions requirements of the programme,

which are as follows:

The admissions policy for the programme is as follows:

Applicants should normally have 5 GCSE’s including Grade C or above

equivalent in Maths and English.

An offer is normally made for Grades BB (200 points) at GCE A Level if an

applicant is studying Computing, IT, Science or Business Studies.

An offer is normally made for Grades AB (220 points) at GCE A Level if an

applicant is NOT studying Computing, IT, Science or Business.

An offer is normally made for 200 points at Vocational A Level for applicants

studying Computing, IT, Science or Business (either one 12 unit award at

Grades BB or above of two 6 unit awards at Grade B or above).

An offer is normally made for 220 points at Vocational A Level for applicants

NOT studying Computing, IT, Science or Business (either one 12 unit award at

Grade AB or above or two 6 unit awards at Grades A and B or above).

An offer is normally made for a Pass BTEC National Diploma/Certificate (level 3)

Merits in all units.

An offer is normally made to International Baccalaureate to at least 28 points.

An offer is normally made for a Pass Access course (Kite Marked).

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Students may be admitted with specific credit for certificated prior learning to an

appropriate point within the programme. Such students will have normally followed a

formal programme of study and be deemed to have passed certain elements of the

programme. Appropriate members of the programme team will assess subject

specific outcomes and grade the work. The assessment will be submitted to an

examination board for approval. Students seeking direct entry to level 5 of the

programme will need to accredit an appropriate number of modules from within the

Programme.

Accreditation of Prior Experiential Learning

The admissions policy will exceptionally support uncertificated credit for personal or

professional experience. Appropriate members of the programme team will assess

subject specific requirements and grade the work accordingly. The assessment will

be submitted to the examination board for approval.

Admission with Specific Credit

University regulations allow for the admission of students with specific credit to any

point in the taught element of a programme of study. The programme will not allow

any credit for level 6 modules.

13 Evaluation and Improvement of Quality and Standards

Committees:

Boards of studies.

Examinations boards.

Faculty academic planning &

development committee.

Faculty undergraduate programmes

group.

Faculty board.

Mechanisms for Review and

Evaluation:

Validation and re-validation of courses.

Accreditation by professional bodies.

Annual course monitoring.

Peer appraisal of teaching.

External examiners' reports.

Student feedback on learning.

Staff feedback on teaching.

Annual staff Individual performance

review.

14 Regulation of assessment

Details of the mechanisms and criteria for assessment in individual modules, and the

means of determining final degree classifications, are published widely. Students are

issued with copies of the University’s Standard Undergraduate Assessment

Regulations on commencing the course, and individual and collective guidance is

given by academic staff on their operation at appropriate times throughout the

course.

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To qualify for an Honours degree a student must successfully complete all required

assessments and obtain 360 credits. Only assessments at Stage 2 levels 5 and 6

are used to calculate the degree classification. The pass-mark in all modules is 40%.