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

This module introduces fundamental ideas about information systems, which it defines as "socio-technical systems of information, people, tasks and technology that accept, process, store, and output information for decision-making or learning".

Information is central to that definition and to our understanding of information systems. This module – and the whole of the MSc Management & Information Systems – views information as a strategic resource that organisations (and projects and communities) can use to achieve their goals. But that can only happen if those organisations make effective use of information systems in order to manage this strategic resource. Where this does not happen then, all too often, information systems failure is found; something from which one can learn valuable management lessons.

A key lesson is that much of what is regarded as 'good practice' in management of information systems has developed – and been driven by – private sector companies in Western countries. Critical adaptation is needed before information systems and information systems good practice can be effective in organisations in different settings. This will be particularly true of different national settings: developing and transitional countries; and different sectoral settings: the public and non- governmental organisation (NGO) sectors.

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 fundamental knowledge needed before one can properly be involved with information systems. In particular, we will be building knowledge around the theme of evaluation: that is, looking at existing information systems and assessing a) whether they work well or work badly, and b) why that outcome has happened.

• explain both the positive organisational potential of new information systems, and the sometimes negative reality of partial or total failure through an understanding of information, of information technology, of information systems, and of the contexts – especially those of developing/transitional country organisations – in which these systems are used.
• give participants the knowledge to understand the role of information and information systems in organisations.

This module helps students’ employability through developing a robust understanding of Information Systems evaluation. 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 the rest of the programme and 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 management & information systems
2. An overview of information systems
3. Basic models of information and information systems
4. The value of information and decisions
5. Understanding information technology and information systems
6. Evaluating information systems benefits and costs
7. Factors explaining information systems success and failure
8. Models explaining information systems success and failure

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

KU1 define 'information', 'information technology' and 'information system'
KU2 describe the generic role and value of information in organisational tasks of decision-making and communication
KU3 describe the components, applications, benefits and costs of organisational information systems

IS1 understand and utilise structural and process models of information systems
IS2 compare hard, soft and hybrid perspectives on information systems
IS3 explain how contextual – including developing/transitional economy-specific – factors affect information and information systems
evaluate existing information systems using models including design—reality gaps

PS1 evaluate the role of information and information systems in an organisation with which they are familiar

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 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, IS1, IS2,IS3.

Mock Assignment (1,000 words). Expected outcome to develop academic writing skills

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 an IS evaluation. The audience will be IS practitioners with an appreciation for research-based, theory-led analysis.

Length: 3,000 words

Formative Assessment Tasks:

Online Quizzes: Automatically graded. Multiple attempts allowed. Notes about answers and references to relevant unit texts

Mock Assignment: Feedback is provided within 15 working days of submission

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

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 IS Fundamentals 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)