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

This module will focus particularly on new technologies, new risks, new issues that emerge that confront IS managers seeking to manage identified IS projects. The focus is on higher‐level management responsibilities of ensuring the correct level of resourcing and scheduling is set aside for the IS project; of monitoring and measuring the project as it progresses; of leading a project and managing the politics; of managing the relationships with suppliers, staff and clients; of identifying and managing the risks that can arise in an IS project; and of planning for the IT issues that face modern IS managers.

The module also considers some bigger picture responsibilities that IS managers face. At one level up from individual projects, managers must plan strategically for the governance and prioritisation of information systems. They also face a number of ethical and social issues – especially in developing and transitional countries – and these will be discussed towards the end of the module.

• learn about a range of IS project management issues, from the beginning to end of an IS project cycle
• develop an understanding of the range of skills needed in IS project management, including managerial and interpersonal skills (negotiation, networking, managing suppliers and clients)
• develop an understanding of the challenges facing IS project management in developing and transitional economies

This module helps students’ employability through developing a robust understanding of Information Systems management and IS project management. A range of theoretical models and analytical processes will immediately be useful in students’ professional practice.

This is principally a module that aims to deliver knowledge and understanding, rather than being a practical, skills‐oriented module. But it provides what we believe to be the key knowledge students need to have if they are to become more effective IS managers, or are to build or work with such managers.

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. Approaches to information systems management
2. Information systems strategic planning
3. IS strategy in practice
4. Quantitative IS project management
5. Qualitative IS project management
6. Information systems supply management
7. Information systems risk management
8. The resilient, hybrid IS manager

Students work through self-directed 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 demonstrate knowledge of a range of IS project management issues
KU2 understand the challenges facing IS project management in developing and transitional economies

IS1 use different conceptual models to analyse good practice in IS project management

PS1 apply new technical and social skills to the management of IS projects in developing and transitional economies

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 proficiency and productivity, 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, IS1, PS1.

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:

Quality of argument
Quality of research and evidence
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 a critical analysis of one IS management topic (chosen by students form a range of options).

Length: 3,000 words

Summative Assessment Tasks:

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
• Cadle, J. & Yeates, D. (2008) Project Management for Information Systems, 5th edn, Harlow: 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

Statement to Support Equality, Diversity and Inclusion

Study of E-business organisation and strategy 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 to 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.

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