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

E-business, in the most-general sense, is about how all organisations – whether private, public or non-governmental organisation (NGO) sector – make use of digital technology. Given that more and more organisations are using more and more varied forms of digital technology, then it is clear that e-business is ever-increasing, and that means an ever-increasing need to understand and manage it, which is the purpose of this course unit.

This module investigates the theory and practice of electronic business (e-business) within specific organisational and business contexts. An understanding of e-business will cover the use of digital technologies and the Internet to facilitate key internal information systems (IS) processes and external relationships such as through electronic commerce (e-commerce). A range of established and emerging e-business frameworks and e-commerce models are examined. Case studies will be drawn from developed, transitional and developing countries.

1. Introducing e-business
2. e-Business strategy models
3. The environment for e-business
4. e-Business integration
5. e-Business models
6. e-Business value
7. Emerging e-business
8. e-Business in developing and transitional economies

• investigate the theory and practice of electronic business (e-business) within specific organisational and business contexts.
• explain the use of the Internet and other digital technologies to facilitate key internal information systems (IS) processes and external relationships such as through electronic commerce (e-commerce)
• comparatively examine case studies in developed, transitional and developing countries through use of established and emerging e-business frameworks and e-commerce models

This module helps students’ employability through developing a robust understanding of E-business organisation and strategy. A range of theoretical models and analytical processes will immediately be useful in students’ professional practice.

The module will help students to develop a comprehensive conceptual framework of understanding that serves as foundation for engaging with prevailing and emergent E-business models and strategies.

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.

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: understand the characteristics of information technology innovation and the business opportunities offered
KU2: understand the relationship between organisational objectives and e-business strategy
KU3: define key e-business concepts and principles and their application to organisational objectives
KU4: understand key issues that impact upon e-business success or failure in developing and transitional countries

IS1: analyse the organisational and environmental context within which e-business systems operate
IS2: evaluate a range of e-commerce models, and their application

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 take the form of a theory-based, critical analyses of an e-business transition in relation to a chosen organisation and its strategy.

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.

Course unit textbooks

• 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

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