Explain the use of transaction processing systems (TPS) and their link with executive information systems (EIS) in an organisation of your choice in your degree specific discipline area, e.g. Marketing, Accounting and HRM, etc. Also explain the role of IS

FACULTY OF MANAGEMENT & LAW

SCHOOL OF MANAGEMENT

Module Handbook

2016-17

OIM6003-A

Strategic Information Systems

Table of Contents

1.General 1

2.Overview of Module and Module Descriptor 1

3.Assessment Criteria and Marking Guidelines 3

3.1Assessment Information 3

3.2Assessment Timetable 3

3.3Assessment Preparation 3

3.4Standard Expected 4

3.5Coursework Submission 7

4.Schedule of Work / Topics 10

4.1Ground Rules for Learning and Teaching 11

5.Communication 13

6.Support for Your Learning 14

1Specific Support Materials for Module 14

2Study and Social spaces 15

7.Developing Good Academic Practice 15

8.Reading List 20

9.Module Feedback from Previous Students 20

10.Additional Information 21

1. General

General guidance and information on the university experience for all students can be found in the Student Handbook, which is available online via

http://www.bradford.ac.uk/new-students/.

1. Overview of Module and Module Descriptor

This module provides a deeper insight into exploiting the power of Information Systems for the benefit of organisations. It will show how organisational operations are underpinned by technology, the power of which can be harnessed for the benefit of the business and industry. This includes a strong focus on strategic thinking and strategy setting. It aims to develop the analytical skills of students in planning the use of technology.

The module leader is Dr Zahid Hussain. Details on how to contact them are provided below.

Contact Details

Dr Zahid Hussain [email protected]

Room 2.10, Cartwright Building 01274 234332

Module Aims

To have a strategic understanding of business information systems in organisations and to develop skills in analysing and planning the uses of business information systems in organisations to yield better efficiency, effectiveness and value.

Strategic Information Systems

Additional Tutors:

Module Aims

To have a strategic understanding of business information systems in organisations.
To develop skills in analysing and planning the uses of business information systems in organisations to yield better efficiency, effectiveness and value.

Outline Syllabus

Strategic role of information systems in digital age. Uses of different types of information systems in different organisational processes. IS led organisational change. Information management, knowledge management and information systems strategies. Strategic information systems planning frameworks. Strategic information systems planning tools.

Learning, Teaching and Assessment Strategy

The lectures will introduce theories applicable to strategic use of information systems. These sessions will introduce you to deeper concepts and will provide you with an opportunity to use the information as applied to contemporary systems issues (Learning Outcome 1). The lectures will be complemented and enhanced by multi-media sources [DVD media clips based on known companies, online sources e.g. YouTube, BBC News, professional articles etc] demonstrating the applicability of the material to businesses today (Learning Outcome 3). You will be led to undertake reading from a range of sources to enhance your understanding (Learning Outcomes 2, and 3). This will be facilitated by the directed reading list but also provision of external links and documents on the Blackboard site. The assessment for this module consists of an assignment that encourages application of relevant theory to a practice scenario (Learning Outcomes 1, 2, 3 and 3). Formative feedback and eventually summative feedback will be given.

1. Assessment Criteria and Marking Guidelines

This module is assessed by 100% coursework. The marking criteria for this module will be provided with the coursework, which details how particular marks are achieved. When undertaking this assessment please review the marking criteria to see how you can aim for the best marks possible

1. 1. Assessment Information

Please see the assignment debrief in Blackboard, under the Assignment Tab

1. 1. Assessment Timetable

The submission date for the course work is 28th April 2017, before 15:00.

1. 1. Assessment Preparation

The teaching within this module is to prepare you for the coursework or exam you will undertake to pass it. Staff on this module will teach you all you need both to pass the module and to feed into a successful working environment – not simply pass the assessment.

All elements of the module are equally important and should be studied and valued as such. Student engagement is a vital part of this process and you should attend all sessions to gain the knowledge you need to succeed in this module. You should be prepared to be assessed on any aspect of the syllabus.

To prepare you for the assessment a formal revision session will be provided, during which you will have opportunity to ask your Tutor about any aspect of the module’s assessment. You may also use this session to clarify any elements of learning that you are unsure about. Your Tutor, however, is not able to provide details of specific examination questions.

The Effective Learning Service (ELS) also provides guidance on how to achieve high grades in your assessments.  You can contact ELS for a 1-1 consultation or email feedback on a draft assignment: [email protected]’

In the event that you are required to take supplementary assessment you will be notified of this immediately after the Examination Board and of the preparatory arrangement made by your Tutor. Typically these will be:

1. Examinations: a formal class revision session will be held within 2 weeks of notification;

2. Assignments: you may request, one-to-one or group sessions with your tutor within 2 weeks of notification.

1. 1. Standard Expected

For the assignment, quality of presentation in terms of writing, tables, figures and references will be considered for marking of each sections and question. In the case of using software, the proposed computer-based model must be built with correct decision variables and input data. Finally, the solution outcome must be discussed, analysed and interpreted at standard Level 3.

Honours Degree Grading Criteria – Stage 3 (Framework for Higher Education Level 6)

0-19

A substantial failure to demonstrate a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. A substantial inability to deploy accurately established techniques of analysis and enquiry within a discipline. A substantial failure to demonstrate conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. A substantial failure to appreciate the uncertainty, ambiguity and limits of knowledge. A substantial inability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). A substantial failure to apply the methods and techniques that they have learned. A substantial inability to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects, critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

20-39

A significant failure to demonstrate a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. A significant inability to deploy accurately established techniques of analysis and enquiry within a discipline. A significant failure to demonstrate conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. A significant failure to appreciate the uncertainty, ambiguity and limits of knowledge. A significant inability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). A significant failure to apply the methods and techniques that they have learned. A significant inability to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects, critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

40-49

Achievement of a threshold level of attainment at level 3 by demonstrating a basic but systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. A basic ability to deploy accurately established techniques of analysis and enquiry within a discipline. A basic demonstration of a conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. A basic appreciation of the uncertainty, ambiguity and limits of knowledge. A basic ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). A basic ability to apply the methods and techniques that they have learned. A basic ability to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects, critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

50-59

Achievement of a threshold level of attainment at level 3 by demonstrating a satisfactory but systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. A satisfactory ability to deploy accurately established techniques of analysis and enquiry within a discipline. A satisfactory demonstration of a conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. A satisfactory appreciation of the uncertainty, ambiguity and limits of knowledge. A satisfactory ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). A satisfactory ability to apply the methods and techniques that they have learned. A satisfactory ability to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects, critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

60-69

Achievement well above the threshold level of attainment at level 3 by demonstrating a good and systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. A good ability to deploy accurately established techniques of analysis and enquiry within a discipline. A good demonstration of a conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. A good appreciation of the uncertainty, ambiguity and limits of knowledge. A good ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). A good ability to apply the methods and techniques that they have learned. A good ability to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects, critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

70-84

Achievement substantially above the threshold level of attainment at level 3 by demonstrating an excellent and systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. An excellent ability to deploy accurately established techniques of analysis and enquiry within a discipline. An excellent demonstration of a conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. An excellent appreciation of the uncertainty, ambiguity and limits of knowledge. An excellent ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). An excellent ability to apply the methods and techniques that they have learned. An excellent ability to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects, critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

85-100

Outstanding achievement above the threshold level of attainment at level 3 by demonstrating an outstanding and systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. An outstanding ability to deploy accurately established techniques of analysis and enquiry within a discipline. An outstanding demonstration of a conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline. An outstanding appreciation of the uncertainty, ambiguity and limits of knowledge. An outstanding ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). An outstanding ability to apply the methods and techniques that they have learned. An outstanding ability to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects, critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

1. 1. Coursework Submission

Coursework submission is electronic through Turnitin in Blackboard. Your coursework submission must be submitted by the specified deadline for this module (refer to 3.1 above or consult the submission document provided by the Undergraduate office, available on Blackboard). If you are in any doubt, please contact the Undergraduate office for clarification.

To submit an assignment electronically via the module Blackboard site, open Blackboard and go to the relevant module site, then go to ‘Assessment’ → ‘Assignment Submission’.

You should then see a link entitled: ‘View/Complete’. Click on this link. You will then be taken to a submission page. The First and Last name boxes are automatically filled. Check that your details are correct. In the submission title box provide the title for your submission. This should be the module title and your UB number e.g. ‘Marketing 10001234’. Do not include your name in the title.

Click the Browse menu item to upload your file. Please note that you can only upload one file so this must contain all parts of your assignment, including any appendices and supporting documents. Navigate to your file and click Open.

Click Upload. Wait while your file is uploaded to the server (please note that there is a 10MB file size limit). The next page gives you the opportunity to review your submission. At this point you have not submitted and can return to the submission page to start again if you so wish. If you are happy that this is the correct paper and want to continue to submit, scroll to the bottom of the page and click Submit. Please note that if you are uploading from offsite it can take a long time (45 minutes plus at busy times) and you should allow sufficient time and ensure a suitably robust internet connection to ensure that this upload is effective.

You will then be emailed a receipt to your university email address which will include your assignment identification reference.

Your electronic submission will be used to check your assignment for plagiarism. You will be allowed to submit your assignment twice. On the first submission you will be able to access the Turnitin report for your submission. This will include details of any potential plagiarism (in the form of a similarity index) and you are strongly encouraged to review this prior to your final submission and ensure that your work is free of potential plagiarism. This is more than ensuring a low similarity index; it is about good referencing and citation practice and you should, through induction and subsequent access to advice and guidance, understand what plagiarism is and how to reference sources correctly.

The Effective Learning Service at the School of Management and the Learner Development Unit at the University provide guidance and advice for students in this regard. If you are in any doubt about potential plagiarism you are strongly encouraged to access this support prior to finalizing your submission.

Your second submission will be your final electronic submission and you are therefore strongly encouraged to ensure this is the final and best version of your assignment. When resubmitting, make sure that you fill in exactly the same submission data to ensure that your previous submission is overwritten. If you chose not to resubmit then your first electronic submission will count as your final submission.

It is your responsibility to ensure that submission requirements are complied with fully and that all accurate identification information is submitted. Academic and Administrative staff will not try and match up missing information and if identification data is missing a mark will obviously not be recorded.

For further information on how to submit your assignments using Turnitin go to the ‘How To’ section of Blackboard (Under ‘My Organizations’) and review the materials: ‘How to Submit an Assignment Electronically’.

1. Schedule of Work / Topics

* Note: The dates given here are for the Monday of each teaching week, whereas your lectures are on Tuesdays. Please check the times on your timetables.

Please note: You MUST read the relevant suggested chapters from the above books, as these books teach you further and detailed analysis techniques and concepts.

1. 1. Ground Rules for Learning and Teaching

There are some simple ground rules for the module that all students should follow and attending lectures and seminars are considered vital to your learning.

All module participants are expected to respect the learning environment and treat each other with dignity and respect. This includes arriving in good time for classes and sessions. Classes will start at five minutes past the hour and you are expected to be in the room and ready to start at that time. If you arrive after this time you should not interrupt the class and will be asked to leave if you do come in late.

Phones should be switched off/on silent and should not be visible during lectures and tutorials except when being used as ‘tablets’ for following slides or making notes. Students found to be using other applications (including web surfing, email or instant messaging) will be asked to leave classes.

As indicated above you are expected to attend in a position to fully engage with the session. This includes coming with copies of (or access to) relevant teaching materials. In the case of tutorial seminars this includes preparing appropriately by reading cases and making notes and/or completing any exercises or assessments in advance of the session. Tutors will expect you to be able to show evidence of preparation at the start of seminar sessions and any student who cannot show evidence of preparation will be asked to leave that session.

Please be aware that it is considered disrespectful to your peers and colleagues to turn up to classes in a position where you are unable to fully or effectively contribute and tutors will exclude you from sessions if you are not in their opinion adequately prepared. In such instances this will be recorded as non-attendance.

1. Communication

Communications about the module will be primarily though Blackboard (see below) and by e-mail. Tutors will be available in lectures/sessions for any questions. Any questions or concerns can also be e-mailed to Dr Zahid Hussain ([email protected]). Dr Hussain’s office hours are on a Friday 10.00-12.00 (these could vary depending on teaching commitments, thus, please email in the first instance). Dr Hussain’s office is Room 2.10 in the Cartwright Building at the School of Management. If you need to contact them urgently and they are not available, please contact the OIM Group Administrator, Bernadette Quinn (Room 1.08, Cartwright Building) via email on [email protected].

Blackboard Module Web Site

A dedicated website accessible through the School's Blackboard system (http://blackboard.brad.ac.uk/) supports this module. This contains downloadable versions of all the teaching material used on the module, including this manual as well as PowerPoint materials used in lectures and cases and exercises used in seminars/plenary sessions and links to other websites. You will be expected to download these materials on a weekly basis. Students must check that they are registered for the module on Blackboard. The Blackboard course website is the central source of information that drives this course. Blackboard contains weekly updates and includes new material throughout the course.

To Access Course Materials:

1 Go to: http://blackboard.brad.ac.uk

Click "Login"

Enter your University of Bradford username and password.

Click "Login"

You will then see the modules which you are enrolled on and any announcements relating to those modules.

2 To access a module click on its title.

3 To access different areas of module content use the links on the left hand side.

For more detailed documentation see:

http://www.bradford.ac.uk/acad/management/external/resourcesblackboard.php

1. Support for Your Learning

General guidance on the support available can be found in the Student Handbook, which is available online via http://www.bradford.ac.uk/new-students/ and at http://www.bradford.ac.uk/information-services/.

1. 1. Specific Support Materials for Module

Teaching and Learning Strategy

The aim of this programme of study is to promote two skills: critical appreciation and insightful application at work of the material covered in this module. The first skill involves, amongst other things, the ability to evaluate the relative merits of theories, techniques, etc (e.g. strengths and weaknesses, usefulness when applied in specific contexts). Insightful application reflects the appropriate use of theories, concepts, models and research findings to particular problems in certain contexts.

The module has been designed to provide you with opportunities to further develop these skills through engaging proactively in debating the issues discussed and engaging in various exercises, either individually or as groups. Personal reflection on the issues and application to your own work situations will also be particularly important to grasp the relevance and application of some topics. We will be pleased to discuss matters with you both in formal sessions and during the break periods when possible. If the course delivery is difficult to follow and you find it uninteresting, tell the tutor why and we will try to resolve the situation.

Module Timetable

Each week there are two hours timetabled in for the class. Every Tuesday there is a one-hour lecture followed by a group seminar activity; these will incorporate case studies and videos. These lectures and seminar tutorials provide a vital opportunity to meet the issues challenging managers and organizations and will allow you to exchange ideas and develop and extend understanding gaining in lectures and from your own reading. Attendance at seminars is considered mandatory and will be monitored and recorded – please note the requirements for preparatory work for seminars below.

Preparatory Work

On Blackboard you will find the cases and exercises which will form the basis of discussions in seminar tutorials. It is your responsibility to download these from the Blackboard website for the module (see Section 5 above for details of how to access Blackboard). It is a requirement of this module that you read and familiarize yourself with these, and where appropriate complete questionnaires and self-assessments. If you have not done the preparatory work for a session, module tutors will exclude you from tutorials and you will be marked on resisters as absent.

Personal Support

Tutors will be available in lectures/sessions for any questions. Any questions or concerns can also be e-mailed to Dr Hussain (z.i.[email protected]) as Module Leader, who will aim to respond in no more than 48 hours during the working week. Dr Hussain’s office hours are on a Friday 10.00-12.00. Outside these times please e-mail to arrange an appointment. Dr Hussain’s office is Room 2.10 in the Cartwright Building at the Faculty of Management & Law, School of Management. Should you need to contact him urgently and he is not available, please contact the OIM Group Administrator, Bernadette Quinn (Room 1.08, Cartwright Building) via email on [email protected].

Feedback

Students should be aware of the opportunities for feedback within the module. You will ultimately get feedback on the coursework you submit, but in advance of this you should view the regular weekly sessions on the module as opportunities to test your understanding and get feedback on the preparatory work you have been completing. You will also have the opportunity to get formative feedback on some individual coursework prior to submission as part of the module’s seminar programme.

1. 1. Study and Social spaces

Online + The Weir Room is open to all students as a social space and includes kettles and microwaves to heat food, space for socialising and access to computers.

Within the Faculty there is access to various computer suites – more information on locations is available in your programme handbook.

1. Developing Good Academic Practice

Harvard Referencing Style

Students will be required to provide references to the sources used to produce work. This shows what students have read, supports the arguments and acknowledges the work of others.

The referencing system used in this programme is called Harvard.

The reference consists of two parts:

1. A citation in the text. This appears next to the information you have used. It consists of the family name of the author followed by the year of publication. Each citation is matched a reference.

1. The reference goes in a reference list at the end of your work. The list is in alphabetical order. It contains the full details of all of the sources referred to in the text.

For details on how to create your reference list, go to:

http://www.bradford.ac.uk/library/help/referencing/

Academic Skills can provide advice and guidance on study skills and maths skills, further information can be found at:

http://www.bradford.ac.uk/academic-skills/

The Library has information about plagiarism, and how to avoid it:

http://www.bradford.ac.uk/library/help/plagiarism/.

The guidelines below are provided to aid students in the successful completion of assignments. Following the advice below will increase your likelihood of gaining a good mark for your assignments. STUDENTS ARE REQUIRED TO READ THESE PRIOR TO COMPLETING AND SUBMITTING ASSIGNMENTS.

Generally, providing the key facts relating to a topic and some analytical/critical observations might be sufficient to help you gain a pass mark (40%). In order to achieve a higher mark you will need to demonstrate knowledge of relevant research and ability to critically appraise theories, models or research. To gain the highest marks (i.e. above 70%) will require you to demonstrate knowledge of the topic and relevant research and literature, genuine critical and analytical ability in answering questions and evidence of sensible ideas of your own that are justified on this basis.

The coursework should be written effectively. It is expected that your coursework will present a logical and clearly structured discussion of the issue identified in the question. It should not be a simple narrative or catalogue of factual material which reads like a shopping list. Nor should it be a poetic rambling of personal opinions, with little or no supportive material. Presenting a personal viewpoint may be acceptable, but only if stated objectively and supported by evidence from and analysis of appropriate theory and literature. There are a number of student study guides which provide advice for essay/report writing available through the university library. I would strongly suggest that if you are not confident in writing in an appropriate style or feel you would benefit from further help in this regard to look to these. Good examples include:

• Cottrell S. (2013) The Study Skills Handbook, 4th Edition. Basingstoke: Macmillan.

• Tyler S. (2007) The Manager's Good Study Guide, 3rd Edition. Milton Keynes: Open University.

• Northedge, A. (2005) The Good Study Guide, New Edition. Milton Keynes: Open University.

In completing your coursework, please ensure that it ANSWERS THE QUESTION/TASK SET specifically, and do not fall into the trap of talking about an issue in generally terms. This is the number one cause of students failing to get the marks that their time and efforts deserve. All the questions set have deliberate complexities, dealing adequately with all of these is required.

Your coursework must be word-processed. Before submission, please ensure that you proof-read and edit your piece of work. It is better to do so a day or two after completing your final draft. In that way, it is like looking at it anew. Watch out for spelling and grammatical mistakes, ensure there are no inconsistencies and typographical errors, and make sure it is understandable.

Standard Expected

An indication of the standard expected for this work, in terms of degree classification equivalents is provided in the Assessment Section of this manual. This is provided for guidance only and should not be seen as a definitive descriptor.

Length

Having a specified word limit means you will have to exercise your judgement and decision making skills. You will need to determine what content is essential to include, what is peripheral and what is unnecessary. Please ensure your essay does not exceed the specified word length. Failure to do so will lead to a reduction in your mark. For every 1% over a specified word limit you will lose 1% of the mark for that assessment. This means that if, for example, in a 2000 word assignment task you submit an assignment of 2200 words you would lose 10% of the mark given. So a mark of 60 would be reduced to 54%. The word limit applies to all the content of your assignment (including notations). It does not include bibliographies and/or reference lists, figures, diagrams and tables (where used appropriately), title pages, titles and tables of content and appendices (which should be kept to a minimum).

Plagiarism

Finally, please be aware that plagiarised or copied work will not be acceptable. All quotations used in your coursework should be accorded recognition in your reference section. Long passages of script from books or articles should not be used. Short passages should be accorded recognition of their source. Regulation 3(i) of the University's Regulations states, in part:

"A dissertation, thesis, essay, project or any work which is not undertaken in an examination room under supervision but which is submitted by a student for formal assessment during his/her course of study must be written by the candidate him/herself and in his/her own words, except for quotations from published and unpublished sources which shall be clearly indicated and acknowledged as such......The incorporation of material from other works or a paraphrase of such material without acknowledgement will be treated as plagiarism subject to the custom and usage of the subject.....”

Work which is found to be plagiarised or copied (identical or near identical to that of other current or previous student submissions) will be investigated and be subject to disciplinary action. The penalties for plagiarised or copied work are severe, with a minimum penalty being a mark of zero. The University, however, may wish to impose a more severe penalty.

All new students to the University of Bradford, i.e. first year students, direct entry students into other years, and Masters students (including international MBA and MSc students), must complete the online “Plagiarism Avoidance for New Students” course (“PANS”).

Please note:

• You must complete the Plagiarism Avoidance course before you submit your first piece of assessed work. If you are a Stage 2 or Stage 3 student and have not yet done the PANS, please ensure that you complete this short course as soon as possible.

• You will find the Plagiarism Avoidance course as a module in Blackboard called ‘Plagiarism information for Management and Law’. The course is entirely online and consists of five eTutorials followed by a short diagnostic test. The answers to all the test questions are contained within the tutorials. The course introduces you to concepts about plagiarism and aims to prevent you contravening University regulations concerning plagiarism.

• Please note that the test is intended to diagnose your understanding of plagiarism for it is absolutely essential to good academic writing that you understand how to avoid plagiarism. You have only ONE attempt to do the diagnostic test. If you do not achieve the 70% pass mark, you will be referred to a member of academic staff (usually your personal tutor) for further help and guidance.

For more information on the University’s efforts to ensure that students do not commit plagiarism, please see the following article:

• George, S., Costigan, A. and O’Hara, M. (2013) Placing the library at the heart of plagiarism prevention: the University of Bradford experience. New Review of Academic Librarianship, vol.19, no.2, pp.141-160. Available via Bradford Scholars (the University’s online research depository) at:

http://bradscholars.brad.ac.uk/handle/10454/5616

1. Reading List

The reading list for this module can be found below;

Information only

Core book by Z Hussain is compiled from:

Laudon, K.C and Laudon, J. (2006), Management Information Systems: Managing the Digital Firm, 9th Edition, Prentice-Hall.(ISBN: 013-153841-1 (P.S. The previous two versions of this book would be OK)).

Bocij P, Chaffey D, Greasley A and Hickie S (2006), Business Information Systems: Technology, Development & Management in the E-Business, 3rd Edition, Prentice-Hall.(ISBN: 0273-68814-6)

Chaffey D and Wood S (2005), Business Information Management: Improving Performance Using Information Systems, Prentice-Hall.(ISBN: 0273-68655-0)

An online reading list can be accessed from the following website: https://bradford.rebuslist.com/

1. Module Feedback from Previous Students

The feedback on the module is very positive, for example last year it was:

What were the major strengths of this module?                

• understand the basic knowledge of information and technology relating

• the Lectures were full of information and help

• Zahid has made this module very interesting and I really enjoyed it.

• It gave an in depth knowledge of IS literature and an overview of how the topic impacts organizations.

• great teaching with useful materials allowing a good understanding of the module and helps with other modules

• very helpful to understanding the current issue

• the tutor was very helpful and gave more time than any other tutor to discuss work and help us out overall I think every lecturer should be like this one

• All of it, it was presented and delivered in the best way possible.

• the strengths was that I was given a great structure for the assignment making it easier for me to meet the criteria of the module

• The major strength of this module is the teaching, the teaching is engaging and the support is excellent I have received more support in this module than any other in my three years of study. The module is exciting and grasping and I would recommend all students to choose this module.

• The support of the lecturer without Zahid I would struggle in the module

• lecture Zahid clearly demonstrated skills that I have learnt and have applied to my life

• strategy and the system of information

• The way the Module was taught. Well organised and the lecturer was quick with his response, engaged well with the students.

• The lecturer within this module was very helpful and professional.

• Lecturer very approachable, helpful when required.

• Excellent

• The lecturer did not simply read off the lecture slides. He explained each aspect diagrammatically and made the lectures more interesting.

• Good lecturer Good material popular class useful to my future career

• Excellent module enjoyed it a lot the teaching was great and feedback has always been given on improvements

• excellent module

• Excellent teaching, learning was great. Enjoyed the module.

• Know the information system well

• I believe this module has taught me how businesses operate and the key systems needed in order for them to function. The teaching strategy from the lecturer was excellent making the module exciting and easy to learn.

• INTERESTING

• amazing lecturer and great learning

• Simply great

• Excellent tutor.

• Motivating enthusiastic and inspiring

• Very much enjoyed this module aided by the subject relevance to my future job in data analytics and the delivery style of Zahid who made the topic interesting and easy to engage with- something that very few lecturers at the university (at least that I've encountered) are able to achieve

1. Additional Information

The information provided within this handbook should be used in conjunction with the information provided in the Student Handbook, Programme Handbook and other reference points available from the University website.