MSc Management and Information Systems: Change and Development (Distance Learning)

This module looks at some key concepts regarding the process of IS development and the issues important to successfully introducing an IS in an organisation (though the lessons here apply equally to introducing an IS for group or community use, and apply equally whatever the specific terminology used – m-government, e-commerce, social media, etc – for the project. The tension between developing efficient and technically sophisticated (rational) systems while addressing the human factors and organisational reality, is a problem the system developer must handle. The degree of formality of the information system planning and development process, however is dependent on project complexity, risk and size, the organisation, and the context within which the organisation exists.

This module argues for the 'hybrid' approach by adopting a socio-technical view of IS, and drawing on a 'toolkit' of methods from several methodologies to carry out the ISD activities, rather than rigidly keeping to fixed (often western-based) approaches. Regardless of ISD approach and methodology used, the lifecycle of the development process contains common phases or stages. This module presents a generic lifecycle for IS development and is structured around this model. Students will be introduced to the issues to consider at each phase in a project's lifecycle and to a variety of tools to help you describe, model, analyse and communicate (with stakeholders) the various aspects of the new IS.

While covering the theoretical issues behind ISD and imparting knowledge, this module is also intended to help develop students’ skills for practice. By the end of the module students will be able to approach the ISD process with an understanding of the variety of ways forward and socio-technical issues to consider appropriate to the IS in hand, and equipped with a 'toolkit' from which to select in order to carry out the various ISD tasks that they may face.

• To review hard and soft issues that affect the successful development and implementation of information systems in developing/transitional contexts
• To provide training in and critical examination of various tools and techniques required to develop and introduce information systems from a socio-technical perspective
• To examine the role of social and human factors and participative techniques in information systems development and implementation
• To offer the opportunity to put analysis and design skills into practice

Expected Outcomes: This module helps students’ employability through developing a robust understanding of Information Systems development. A range of analytical and systems development approaches, including Agile and DevOps, will immediately be useful in students’ professional practice.

The module will help students with competencies to develop systems for organisations in developing/transitional contexts where the organisational culture, resourcing and other factors may not match the typical western model, thereby enhancing their professional practice.

The module will support continuous development of the following transferable skills:

• Analytical skills that are informed by theory and demonstrated in practice.
• Research competencies, including the rigorous engagement with quality evidence.
• Written and oral communication skills through the formative and summative assessment activities.
• Knowledge, intellectual- and practical- skills to engage in IS research and practice

1. Introducing information systems development
2. IS project definition and assessment
3. Analysis of the current information system
4. Design of new information systems - I
5. Design of new information systems - II
6. Database design and construction
7. Information systems construction and implementation
8. Developing successful information systems

Students work through self-direct study materials which incorporate text, readings, and self-assessed activities and exercises.  They contribute to an online tutorial discussion for each unit of the overall course unit.  They utilise an e-learning space to complete learning evaluation tests, and access further guidance and topic-relevant materials.

KU1 Describe different approaches to the introduction of new IS

IS1 Select and apply appropriate tools and techniques of systems analysis and design, relevant to the context of developing/transitional countries
IS2 Plan and recommend the implementation of an information system

PS1 Design and develop a prototype information system

Enhancement of Digital Literacy:

This module supports the development of student’s digital skills through navigation of virtual learning environments and engagement with a range of digital media including library resources, videos and podcasts. The interactive pedagogy promotes skill development of online collaborative learning tools and students also develop competence in using digital presentation- and analysis- tools.

In accordance with the JISC framework, student will be supported in developing the following digital capabilities: Digital creation, problem solving and innovation, Digital Learning, Digital Communication, Collaboration and Participation.

Formative Assessment Task:

Online Quizzes (Multiple Choice): Automatically graded. Multiple attempts allowed. Notes about answers and references to relevant unit texts.  Evaluates understanding of key concepts: KU1. KU2, KU3, KU4, IS1, IS2.

Summative Assessment Tasks:

Tutorial questions (10%) appear in each unit (x8). As a fully online, distance learning module, student engagement takes the form of constructive, respectful, critical discourse through weekly discussions of these questions. Quality of engagement is assessed based on:

1. Quality of argument
2. Quality of research and evidence
3. Engagement with module concepts
    

Oral engagement during online group meetings (1.5hrs x 2). Written engagement typically c.200 (±20%) words (x 6)

In order to receive marks for a Unit, students must engage with tutorial discussions within seven days of the dates the discussions are launched (later submissions do not contribute to constructive critical discourse)

All Units must include at least two synchronous online tutorial discussions.  In order to receive any marks for engagement, students must contribute to a minimum of four tutorial discussions (written contributions), at least one of which must be a synchronous tutorial discussion (oral contributions)(see also Section 9).

In order to obtain 50% of the oral engagement marks available for the unit a student must engage with a minimum of four tutorials.

In order to obtain 100% of the oral engagement marks available for the unit, a student must engage with a minimum of six tutorials.

According to a rota, each student is required either to introduce a topic and open the tutorial discussion, or to summarise the key learning points at the end of a topic.

One written report (90%)

This will be in the form of analysis and design of an organisational information system. The audience will be IS practitioners with an appreciation for research-based, theory-led analysis.

Length: 3,000 words

Online Tutorials: Feedback provided by tutor and by other students throughout course unit and within 1-2 days of submission.

Written Report: Feedback provided by tutor/examiner comments following submission at the end of course unit

Bocij, P., Chaffey, D., Greasley, A. & Hickie, S. (2019) Business Information Systems, 6th Edn, Pearson, Harlow, UK
Heeks, R. (2006) Implementing and Managing eGovernment: An International Text, London: Sage
Laudon, K. & Laudon, J. (2021) Management Information Systems, 17th edition, Upper Saddle River, NJ: Pearson

Contact Hours and Notional Hours of Learning

10 hours Tutorials
100 hours Self-study via directed learning materials
40 hours Assessment preparation
Total of 150 Notional hours of Learning

Information
MGDI Programmes on which course unit is offered:
MSc Management and Information Systems: Change and Development (via Distance Learning)

Statement to Support Equality, Diversity and Inclusion

Study of IS development will equip students with critical awareness of equality, diversity and inclusion through consideration of the variety and range of source texts and active inclusion of diverse voices, perspectives and current debates about information systems research and practice, including the decolonisation debate. The course also actively engages with questions of differences in representations, values, culture and perspectives between developed and developing country contexts.

Students are regularly applying concepts – during formative activities and summative assessment – from their own professional context, drawing on their personal culture, experiences and background thereby significantly enabling inclusivity. Respectful critical discourse enables an environment that is conducive cultivate appreciation of diversity and the value of inclusivity.

Flexibility is built into the teaching and learning process thereby enhancing inclusivity – through providing materials online, at the start of the module, in accessible formats – and enabling a range of routes for students to engage (synchronous and asynchronous), encouraging students to share their own knowledge and reflections on relevant topics.

If a course participant identifies concern or discomfort about the oral contribution element of the assessment, and the course leader deems the concern/discomfort to be caused by a potentially valid hidden anxiety/disability, an exception to the oral contribution requirement will be arranged.