Faculty of Technology

Department of Informatics

MSc Business Intelligence Systems &

Data Mining

Student Handbook 2016/2017

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 Dean’s Welcome and Introduction to the Faculty of Technology

Welcome to the Faculty of Technology at De Montfort University. The University

is a diverse institution which aims to provide a supportive environment to all who study
here.
The Faculty of Technology is one of four Faculties in the University. The Faculty
of Technology trains engineers, computer scientists and media technologists alike.
From forensic computing and games programming, to electronic engineering and radio
production, teaching and research is exceptionally varied and at the cutting edge.
Facilities are industry standard, so graduates have the skills required for successful
careers. The faculty contains three schools– the Leicester Media School, The School of
Engineering and Sustainable Development and the School of Computer Science and
Informatics.
The School of Computer Science and Informatics (CSI) contains three subject
groups: Games Technologies and Intelligent Systems; Computer Science and Security
and Business Computing and Mathematics. The MSc in Business Intelligence and Data
Mining is based in the Business Computing and Mathematics (BCM) subject group. The
majority of the teaching staff you will come into contact with work in this subject
group. However, you will also encounter staff from other subject groups within the
School. Staff will also be affiliated to one of the following research groups within the
Faculty:
Centre for Computational Intelligence (CCI): Staff affiliated to the Centre for
Computational Intelligence (CCI) investigate the invention and application of intelligent
systems to a wide variety of problems.
Centre for Computing and Social Responsibility (CCSR): CCSR exists to address
the social and ethical impacts of information and communications technologies
through research, consultancy and education.
Software and Technology Research Laboratory (STRL): The STRL is primarily
involved with software engineering for critical and real-time systems.
Cyber Security Centre (CSC): The CSC pursues research in the area of computer
security and forensics.
The De Montfort University Interdisciplinary Group in Intelligent Transport
Systems (DIGITS): a research group of academics who focus on a wide range of
intelligent transport and transport infrastructure solutions.
You are about to engage on a stimulating Master’s programme which will
require commitment and hard work – but that hard work will provide great rewards
both in terms of satisfaction and career progression. I sincerely hope that you enjoy
your time here at De Montfort University.
Professor Nigel Wright, PVC Dean of the Faculty of Technology

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 Programme Leaders Welcome

Welcome to the MSc in Business Intelligence and Data Mining (BI & DM). The
Programme Team wishes you success during your studies at De Montfort University.
This handbook aims to help you to understand the programme and to get the best out
of it. It should be used alongside the DMU general regulations and DMU
postgraduate regulations, both of which can be accessed on the DMU web pages.
Moreover, for the most up-to-date information please rely on each modules
blackboard content and if in any doubt do not hesitate to consult Programme Leaders
and respective Module Leaders.

Mario Gongora and Lipika Deka

Programme Leaders

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Contents
1 Programme Overview ......................................................................................... 7
1.1 About the Programme ........................................................................................ 7
1.2 Full-time and Part-time Study ............................................................................ 8
1.3 The Programme Team ........................................................................................ 9
1.4 Programme Structure ....................................................................................... 10
1.5 Optional Work Placement ................................................................................ 12
1.6 The Project and its Supervision ...................................................................... 13
1.7 Communication on the Programme ................................................................. 13
1.8 Teaching and Learning ...................................................................................... 14
1.9 Learning and Assessment ................................................................................. 16
1.10 Glossary of Assessment Types ...................................................................... 17
1.11 E-Learning and its use within the Programme ................................................. 18
1.12. Study support from CLaSS (Centre for Learning and Study Support) ................ 19
2 Programme Administration .............................................................................. 20
2.1 Communication ................................................................................................ 20
2.2 Submission of Coursework ............................................................................... 21
2.3 Special Examination Conditions ....................................................................... 22
2.4 Faculty Office .................................................................................................... 22
2.5 Student Identification Card .............................................................................. 22
2.6 Change of Name/Address ................................................................................. 22
2.7 Pastoral Care ..................................................................................................... 22
2.8 Managed Learning Environment (MLE) ............................................................ 23
2.9 Virtual Learning Environment (VLE) ................................................................. 23
3 Programme Assessment ................................................................................... 23
3.1 The Assessment Board ..................................................................................... 23
3.2 Communication of Assessment Results............................................................ 24
3.3 Examination Arrangements .............................................................................. 24
3.4 Assessment Methods ....................................................................................... 24
3.5 Assessment Marks ............................................................................................ 25
3.6 Assessment Failures.......................................................................................... 27
3.7 Academic Offences ........................................................................................... 27
3.8 Awards .............................................................................................................. 29

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 3.9 Registration Periods and Progression ............................................................... 30
4 Programme Management ................................................................................ 31
4.1 Programme Management Team and Management Board ................................. 31
4.2 Student Representation ...................................................................................... 32
4.3 Provision for Formal Student Feedback .............................................................. 33
5 Other Information ............................................................................................ 33
5.1 FOTAC ................................................................................................................ 33
5.2 The Faculty of Technology Community Shell ........................................................ 33
5.3 International Opportunities .................................................................................. 34
Appendix 1 : Credit Bearing Module Outlines ...................................................... 35
Semester 1............................................................................................................... 35
Semester 2 Core Modules ....................................................................................... 41
Semester 2 Option Modules ................................................................................... 45

Right of revision: This information is issued without prejudice to the right of the
University authorities to make such modification to the matter dealt with as the
University authorities consider necessary, without prior notice.

Disclaimer: While information in this handbook has been compiled with the
greatest care, it cannot be guaranteed to be completely free from error. Accordingly,
nothing in the handbook should be taken to override or supersede in any respect the
University's official policies and regulations.

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 1 Programme Overview
This handbook aims to help you to understand the MSc in Business Intelligence
Systems & Data Mining programme and to get the best out of it. Any comments about
its content and organisation, please contact Mario Gongora or Lipika Deka via their
respective e-mail; MGongora@dmu.ac.uk, Lipika.Deka@dmu.ac.uk.

1.1 About the Programme

If you want to learn about Business Intelligence (BI) systems, and how they are
developed and used by businesses, then this is the programme for you. You may want
to eventually seek employment within the BI systems domain, possibly as a consultant
or developer, or you may want to eventually study for a PhD within the BI systems
domain. In both cases, this programme will get you further towards your goal.

Within this Masters programme, a BI system is defined as a computerised

system, which comprises database(s)/data warehouses, and business analytics and/or
data mining applications (with appropriate data visualisation), that helps organisations
to identify and understanding business trends and/or patterns, and thereby derive
insights and draw conclusions. Principal components of a BI system are therefore
typically:

• A centralised repository of business data (typically a company’s data

warehouse) that the company wants to analyse and interpret.
• One or more ‘business analytics’ computer tools for data querying, ana-
lysing and mining the data within the data warehouse. (e.g., Online Analytical Pro-
cessing (OLAP) tools and/or data mining tools).
• A suitable user interface (providing, for example, an electronic dash-
board and/or a menu of static, periodic reports).
• An underlying performance management approach so that manage-
ment’s requirements for data can be identified, e.g., via Balanced Scorecard or Key
Performance Indicator (KPI) monitoring/controlling.

During the taught core modules of this MSc programme, you will study all the
above BI system components, both in theory and in practice, and how they work
together to enable organisations to gain valuable ‘business intelligence’.

As well as looking at BI systems and their makeup, this programme studies the
ways in which BI systems can be developed and applied within organisations. BI system
development includes:

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 • Assessing the need for, and feasibility and requirements of, a BI system
within a given organisational context.
• Designing and developing a quality BI system that matches the stated
requirements, using a suitable methodology (with its associated techniques and tools)
and management approach.
• Effectively embedding the resultant BI system within its organisational
setting, and ensuring for its continued assessment/evolution.

On this programme you will study BI system development so that you can
effectively identify and implement BI systems.

We are very proud that this programme has a business association with the SAS
Institute, which is the leading independent vendor of BI advanced analytics solutions
worldwide. This has fantastic benefits for you as a student. For instance, all the
components of the SAS software suite are available to support your academic studies.
Furthermore, you can be assured that there has been, and will continue to be,
significant industrial involvement regarding programme content and delivery, to ensure
that you have the skills and understanding that SAS customers are seeking within their
employees. Finally, it may be possible to source placement opportunities from within
the SAS customer base more effectively as a consequence of this association.

1.2 Full-time and Part-time Study

The MSc can be studied either full-time in one or two years, or part-time in two
to six years by day release (one day per week) and also in the evenings. A taught
module is timetabled to run in at least one of three, three hour slots (i.e., morning slot,
afternoon slot and evening slot) on either a Tuesday or Thursday. Timetabling which
slot is best for a given taught module depends on several factors, including the best
scheduling of the module for the other masters programme(s) with which the module
is shared (if any). Thus, if you are a part time student, then you may find that the day
and timing of your attendance varies from year to year. If you are a full time student,
then you could find some of your module sessions taking place in the evening. The
exact timetable for each module will be communicated to you, once the yearly
timetable information has been provided for the programme.
The MSc consists of a two week induction unit, eight taught modules (seven
core modules, plus a choice of one option modules), an optional year-long work
placement and a project module. The taught modules run over two semesters in the
year: from late September until the end of January, and from February until June, with
induction starting one week before the beginning of Semester 1. The summer is
devoted to working on the project for full-time students – part-time students normally
choose to spend their final year working on the project. If you elect to do a placement
you must complete this before starting on your project. Further details regarding the

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module structure for the MSc is given below in Section 1.4. Details of all the credit
bearing modules can be found in the Appendix 1.
1.3 The Programme Team
There are many people that are involved in ensuring your programme runs
smoothly, including the following list of staff:

Name Role Room Number E-Mail

Mario Gongora Programme Leader GH4.59/x8226 MGongora@dmu.ac.uk

Lipika Deka Programme Leader GH5.20/x6051 Lipika.deka@dmu.ac.uk

Martin Stacey Project Co-ordinator GH5.72/x6256 mstacey@dmu.ac.uk

Sally Pick Programme GH4.11/x8524 spick@dmu.ac.uk

Administrator

Technology GH/4.11/x7456 techadmissions@dmu.ac.uk

Admissions

GH stands for Gateway House, which is the DMU building where the majority of your studies
will take place and where most of the staff that you come into contact with have their offices.

The Programme Team comprises the Programme Leader, the Programme Tutor,
the Project Co-ordinator, all of your module tutors/leaders, the relevant technical staff
and the Programme Administrator. The team will draw on the advice of other relevant
senior members of the Faculty, such as the Head of Studies and Head of Quality, as
required.
The Programme Leader role is strategic in nature, having overall responsibility
for the programme and its administration. They monitors the programme to determine
whether it is achieving its stated aims, and sees that proposals for maintaining and
improving the quality of the programme are presented to the Management Board (this
board and its operations are described in greater detail in Section 4.1.) Secondly, the
programme leader will be your personal tutor.

For any questions about the admissions process, contact the Technology
Admissions team. For any other queries there are two main sources of assistance:
• FOTAC (the Faculty of Technology Advice Centre);
• The Student Gateway.

These are both located on the ground floor of Gateway House.

FOTAC (0.4 Gateway House – Tel: UK-(0)116-257-8499) is where you go with any
academic query. They are a first port of call and will if necessary point you to someone
else who can advise. FOTAC provides a range of services, including receipt of
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coursework, information of many kinds, forms for many purposes, network login and
account queries, and much more. Out of hours forms (for weekend or late access to
the building) can be obtained from FOTAC.

The Student Gateway handles such things as visas and replacement ID cards.
They can advise on finance, housing, and other welfare matters. A complete
description of the services provided by the Student Gateway is available in the faculty
handbook.
For all questions concerning projects, contact Martin Stacey (or your project
supervisor, if you have already been allocated to one). For questions or difficulties with
a particular module then you should consult the lecturer for that module in the first
instance. For questions relating to the optional work placement, contact the Faculty's
Placement Unit (see Section 2.4 for further details on this Unit). For questions or
requests to do with your programme studies and progress the programme leader (who
is also acting as your personal tutor) will be pleased to help.

1.4 Programme Structure

The programme consists of an induction unit, eight taught modules (one of
which are chosen from four option modules), an optional 40 week industrial placement
and an individual project. There are seven core taught modules which form the bulk of
the curriculum and are taught through Semesters 1 and 2; Fundamentals of Business
Intelligence Systems, Data Warehouse Design & OLAP, Analytics Programming,
Research Methods, Data Mining Techniques & Apps, Statistics and Business
Intelligence Systems Applications & Development. Taking one of four currently
available option modules allows you to extend your knowledge in particular topics of
application to BI systems; Management of Information Systems, Human Factors in
Systems Design, Applied Computational Intelligence and Artificial Neural Networks.
Following the taught component of the programme you have an option to go on a 40
week industrial placement (see the next section for further details on this). The
individual project typically takes place over the summer (in the case of full time
students) or over a complete academic year (in the case of part time students).
Students who go on placement begin their project upon completion of their
placement.
The following diagram provides the timing of the various components of the
MSc for full time students. The principal programme modules are completed over a 12
month period (from September to the following September), with the Induction Unit
being studied in the two weeks prior to the start of Semester 1.

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 Two Induction Unit
weeks before
Semester 1

Core Taught Modules

Fundamentals of Business Intelligence Systems

Seme
Data Warehouse Design & OLAP
ster 1
Analytics Programming

Research Methods

Core Taught Modules Option Taught Modules – one of

Business Intelligence Management of Information Systems

Systems Applications &
Development
Semester 2 Data Mining, Techniques & Human Factors in Systems Design
Applications

Statistics Artificial Neural Networks

Applied Computational Intelligence

June – May Optional year-long work Placement Module

Summer Master's Project Module

Part time students undertake the programme on a per module basis, and must
take at least one module per year. The timetabling of modules is set to maximise the
opportunity for part time students to study on one or two specified days of the week.
Students on the part-time programme do have the option of taking an industrial
placement, but this must be undertaken on a full time basis and the student is
expected to find a suitable placement. The placement must always be undertaken
before the project. Typically, the whole of the final year of a student’s part-time study
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is dedicated to the project.

Apart from the aforementioned timing of the placement within the programme,
there are no other formal constraints that impose order on a part time student’s study
of programme modules. However, there are recommended paths through the modules
and students will be encouraged to follow one of these paths. The diagram on the next
page depicts, by arrows, any recommended order between specific programme
modules (including the placement), which will form the basis of any discussion with a
part time student regarding his/her personal envisaged path through the programme
modules.

1.5 Optional Work Placement

If you pass all four Semester 1 modules at the first attempt you may elect to go
on an optional one-year work placement. This gives you the chance to apply in
practice what you have learned in theory from the taught part of your programme.
Although it does not contribute directly to your final grade, a work placement can help
to motivate you and focus your efforts to excel during the subsequent project module.
It is also an ideal opportunity to develop sound business skills, learn the importance of
teamwork, enhance customer care skills and improve your interpersonal ability. It can
give you a competitive edge on your less experienced contemporaries when you enter
the job market. If you are an overseas student, you may find that UK employers want
you to have at least one year’s experience of working in a UK-based organisation, and
the placement provides you with an opportunity to gain this important business
experience.
The placement begins immediately after Semester 2 examinations are finished,
and ends in time for you to start your project the following June. Placements run
typically for 40 weeks, starting around June and finishing the following May. The
precise timing however depends on the employer's specific circumstances and
variability is to be expected.
The placement process is managed by the Faculty's Placement Unit (also known
as the Work Based Learning Unit) located in part of the Faculty Office in 4.11 Gateway
House (Placement Unit’s telephone number is UK–(0)116-257-7465 and its e-mail is
placementunittech@dmu.ac.uk). The Unit performs a role somewhat akin to an
agency, receiving placement posts from employers, advertising these to students, and
providing support with CV preparation and interview technique. If you plan to
undertake the optional placement, you should make this clear to your Programme
Leader and register with the Placement Unit by the end of the Autumn term (DL
students need to register at the end of the Autumn Term of the academic year in which
they want to start the placement), and you must normally secure your placement by
the 31st May at the latest.

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Example path for PT/DL students

Year 1, Sem 1 IMAT5166 Fundamentals of IMAT5167 Data warehouse

BI systems design and OLAP

Year 1, Sem 2 IMAT5264 BI Systems Appli- IMAT5238 Data Mining

cation and development

Year 2, Sem 1 IMAT5168 Analytics Pro- IMAT5120 Research Methods

gramming

Year 2, Sem 2 IMAT5169 Statistics IMAT5322 Big Data Analytics

Year 3, IMAT5314 In-

didual project

Expressing the intention of going on placement during enrolment does not

guarantee that you will get one. Ultimately, this is a competitive environment. If you
want a particular post, you have to persuade the employer by your application, CV,
interview and any other tests they may choose to apply, that you are the best
candidate for the post. But if you have not worked in the IT/Computing domain or have
not worked in a UK-based environment before, then it is hard to overstate the value of
the placement year.
1.6 The Project and its Supervision
You are required to undertake a project that is of relevance to the BI systems
domain. This can either be a research-based project or a development-focussed one.
Further details about possible topics that you could adopt for your project will be
provided at the start of your project module.

Each student is allocated a Supervisor and a Second Reader who form the
Project Management Panel (PMP). The PMP is the team that will support you whilst
you undertake your project and who grade your project following submission. Your
Supervisor is expected to meet with you for eight half hour sessions; two in the
semester preceding your project and six during your project. Additionally, you will have
two or three PMP meetings of 20 or 30 minutes to discuss your progress on the
project. For more details about the project and its operation, please see the MSc
Student Project Guide document.

1.7 Communication on the Programme

The main method of communication on the programme is e-mail. Every student
will be given an e-mail account. Important information will often only be sent by e-mail
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so it is extremely important that you check your university e-mail account every day.
Please note that staff are not in a position to send e-mail to accounts other than your
DMU one – it is your responsibility, therefore, to check your university e-mail account
regularly. (More on communication aspects can be found in Section 2.1 of this
document.)
Sometimes, e-mail communication is simply insufficient or inappropriate (for
example, if you wish to convey personally some particularly sensitive circumstances
that are affecting your progress during the programme), in which case, please adopt
whatever method of communication (e.g., face-to-face or via written letter) you feel is
necessary to your situation. Above all, communicate – we are unable to help if you
don’t tell us what the problem/issue is!
1.8 Teaching and Learning
Each taught module of the programme is principally delivered via lectures,
tutorials and laboratories, although other strategies such as the e-learning facilities of
blogs and e-fora may be adopted. Material delivered in the lectures is complemented
by exercises and/or practical work delivered through tutorials and/or laboratories.
Handouts from these sessions are available through the e-learning system we use
called Blackboard (see Section 2.9 for more information about the Blackboard Virtual
Learning Environment).

All face-to-face learning sessions take place at the Leicester City Centre
campus.
Details of what teaching and learning strategies a particular module employs
will be given in the module information sheet that is provided by the module tutor at
the outset of a particular module. The module outlines in Appendix 1 include a
recommended reading list but this is intended to be indicative rather than exhaustive.
You will find a wide selection of books available in the library covering the material in
your programme and much more.

Teaching takes place in semesters of 15 weeks duration – the normal pattern for
a module with an examination assessment component will be 10 weeks of 3 hours of
lectures/tutorials/laboratories, 2 weeks of revision and 3 weeks examination period.
Taught modules without an examination assessment component (which includes the
majority of the modules on this programme) will typically take the following pattern;
10 weeks of lectures/tutorials/laboratories and 5 weeks to complete any outstanding
assessment components.
For each taught module, you should expect to work for approximately 150
hours: 30 hours lecturer contact, 30 hours on in-programme assessment and the
remainder being private study time. These figures are estimates, and will vary
considerably from student to student and module to module.
What you learn depends on the way you interact with the subject. Your
attendance at classes, though necessary (remember that a complete set of notes is

14
almost as useless as an unread textbook!), is nowhere near sufficient on its own.
Private study time encourages you to be actively involved in, and responsible for, your
own learning. This should involve not only recapitulating on material provided in the
lessons, and reading both the recommended course and other texts in preparation for
forthcoming classes and assessments, but also reading generally around the subject
matter which is essential to broadening your perspective of the programme subjects
covered. You are also expected to do all the necessary preparatory work prior to the
start of a module, as well as the work required of you during the module itself. For
Semester 2 taught modules, this may require some individual study time during the
assessment weeks of Semester 1 to be put aside for Semester 2 taught module
preparation.

Note taking in lectures is a skill which we assume you already possess. If your
background has involved relatively little note taking, then this is a skill you will need to
develop quite rapidly. Try to capture the key concepts as well as the important detail.
You need to see both the wood and the trees. Re-writing notes to make them neat is
largely pointless. Re-working notes to achieve greater clarity is valuable.

Do not underestimate the contribution that fellow students can make to your
learning. Working on a problem or discussing a topic together almost always gives
greater insight in less time. Remember, though, that working together is radically
different from passing off someone else's work as your own, the latter of which is
considered to be a University academic offence (see Section 3.7 for more on academic
offences at the University).
It is perhaps worth identifying what learning is, or at least, what shows that
learning has occurred. At its simplest, it is memorised knowledge. At its most
sophisticated, it is the ability to evaluate the relative merits and shortcomings of
competing, possibly incomplete, possibly contradictory proposals and articulate these
in a way that suits the audience. Within this MSc you will be required to demonstrate
critical evaluation skills regarding software and research papers/concepts, as well as
the ability to apply your knowledge to effectively solve problems; all of these are
evidence of high quality learning.
Effective learning is often cyclical. You form a mental model of how things are.
You do things, either planned or unplanned, to test the model. This experience yields
concrete facts which may be inconsistent with how you thought things were, so you
modify your mental model and go round the loop again. As you progress through your
programme, you will shape your mental models which will form an effective framework
for future research/vocational tasks.
Finally, by the time you graduate, it is important that you have learnt how to
learn. A successful career, research-based or otherwise, is almost certainly going to
involve you in independent learning where you are, essentially, your own teacher.

15
 1.9 Learning and Assessment
You are at University to learn, not to be assessed - remember that. Also realise
that assessments can be used for different purposes: diagnosing misconceptions, giving
encouragement where learning has occurred, formal grading of some aspects of
learning and providing the motivation to learn. Try not simply to chase grades: they
should follow naturally from effective learning!
All assessment activities include two components: the ideas that you are trying
to articulate, and the way that these ideas are expressed; substance and style. Good
ideas, poorly expressed, may do as badly as vacuous ideas, beautifully expressed. This
happens because the person doing the marking simply cannot find the good ideas so
s/he doesn’t give them credit. To distinguish between good and poor presentation, you
need to develop a sense of audience for your work – who is it for, what is their prior
knowledge, what are you trying to achieve with that audience and how will they
respond to different modes of expression? On the whole, therefore, you need to
balance the quality of content with the quality of presentation to suit the needs of your
audience.
A glossary of assessment types, provided in Section 1.10, summarises the
terminology generally used for assessment within the University. On this Masters, most
modules are assessed by 100% coursework (although one of the coursework
components is often some form of phase test or lab exercise). See Appendix 1 for the
more detail on the assessments for each module. Each individual module builds its
coursework mark from one or more activities. You will be informed how the
coursework mark is derived at the start of the module via the module’s information
sheet. You will also be given a coursework assessment timetable, detailing the week
due for each individual coursework component, soon after the start of Semester 1 so
that you are able to plan your time in the most effective manner.
If you are referred in a module (because you failed the overall assessment) or
deferred (for example, because you were very ill at the time of at least one component
of the overall assessment), you will normally attempt the appropriate assessment
component(s) again (if referred) or as if for the first time (if deferred) during the mid to
late August assessment period.
The project is an individual piece of work. For the project, each student is
allocated a Project Management Panel (PMP) consisting of two members of staff. The
PMP meets with the student and assesses the performance of the student during the
progress of the project, the quality of the project deliverables, including the written
report, and the calibre of the viva voce/presentation/demonstration at the end of the
MSc programme.
The MSc may be awarded at pass, merit or distinction level. A Postgraduate
Diploma (PGD) or Postgraduate Certificate (PGC) may be awarded in certain cases
where the MSc is not appropriate (these can also be awarded at pass, merit or
distinction levels). You will find further details on how these levels are attained in
Section 3.8.

16
 1.10 Glossary of Assessment Types
Different modules within the Faculty use a range of different types of
assessment, with many modules having two or more assessment activities. Although
you will not experience all these assessment types, it is none-the-less useful to know
how different assessment types are described within the Faculty. These are provided in
the table below:

Examination taken after the module teaching has finished and invigilated by someone you don’t
know. Time and location under central University control. Notification is via a
schedule in the Student Advice Centre and on the Managed Learning Environment
(MLE) – see Section 2.8 for more details regarding the MLE. Entry is prohibited if
you arrive over 45 minutes late. You must have your student id card.

Open-book exam an examination where you are permitted to take in specified materials e.g., one or
more textbooks, in accordance with the stated rubric.

Seen exam an examination where you are given the questions in advance so you can focus your
preparation. Sometimes only part of the exam is seen, e.g. a complex case study.

17
Viva voce a spoken test. Effectively an academic interview where you will be asked questions,
usually about something that you have submitted. The quality of your answers will
determine your grade. Make sure you have all your preliminary work with you.

Phase test like an exam but invigilated by your tutor, during teaching time. It tests part of the
module.

Coursework an umbrella term for anything that isn’t an exam.

Project learning by doing. You will usually set your own goals, carry out research, use
knowledge to produce something, document what you did, and evaluate the
strengths and weaknesses of your work.

Report an explicitly structured document including summary, contents page (with section
and page numbers), introduction, main body (with subsections as needed),
conclusions, recommendations, reference list and appendices. It should be based
on factual evidence and written so that sub-sections can be read in isolation.

Essay an implicitly structured document that introduces, develops and concludes the
topic in a coherent way. It must refer to the work of others via a separate reference
list. Written can be read straight through or styled more in the form of a journal
paper.

Portfolio a selection of things which give evidence of ability in a particular subject area.
Restrictions imposed by the Module Leader may limit both the number of things
and the way they are presented.

Lab exercise an activity, constrained by the tutor to take place using particular equipment, at a
particular time. Usually set to reinforce some theoretical principle. Requires
methodical recording of what was done.

Lab report a report based on a lab exercise relating the results to theoretical principles.

Presentation a spoken delivery, supported by audio/visual material. Needs particular care to

introduce, develop and conclude the topic in a coherent way.

1.11 E-Learning and its use within the Programme

E-learning capabilities will be utilised alongside, or sometimes in replacement
of, more traditional channels of learning when this is deemed appropriate. All modules
provide a minimum standard set of e-learning facilities via the Blackboard Virtual
Learning Environment (see Section 2.9 for more details on this system), which includes:

18
 • Information about the staff involved on the module, including their contact de-
tails.
• Copies of the module information sheet, which provides an overview of the
module in terms of its objectives, structure, teaching, learning and assessment
strategies (including the use of e-learning), recommended reading lists and any
other important information about the module.
• Copies of all supporting lecture, tutorial and laboratory notes.
• All specifications of, and any indicative solutions to, class exercises.
• Copies of all formal coursework assessment specifications.
• Any practice/previous examination papers (if relevant).
• Any additional directed reading with associated exercises and solutions.

Blackboard’s Turnitin submission facilities (which are discussed further in

Section 2.2 below) will also be provided within individual module shells, and
provisional results for coursework assessments will be made available via Blackboard’s
Gradebook facility.
As previously said in Section 1.8, e-mail is the principal method of
communication used between the Programme Team members and students.
Some modules may provide significantly more of their learning materials on-
line than others, and the exact blend of learning strategies, once beyond the minimum
threshold use, will be determined on a module by module basis.
Additional on-line resources about Blackboard and its use can be found by
clicking on the user guide tab in the Blackboard homepage (https:vle.dmu.ac.uk).

1.12. Study support from CLaSS (Centre for Learning and Study
Support)
Our library services offer study support in a variety of ways through their
service known as CLaSS – Centre for Learning and Study Support. The link to these
services is below and the first page you would see having clicked on the link is shown.
This is an excellent service and as well as support for writing, information gathering etc.
there are tutors specifically for mathematics and statistics. Everyone needs extra help
sometimes and CLaSS is there to provide such help, tailored to your specific needs.
Distance Learners are also encouraged to use this service and the link to E-tutorials on
the page shown. From the same page, there is a link to an email address for DL
students to contact tutors directly: http://libguides.library.dmu.ac.uk/class/

19
 2 Programme Administration
2.1 Communication
E-mail is the standard communication medium for the programme, and staff
will often use it to broadcast messages to the class. You should check your electronic
mailbox daily – failing to read your e-mail will not be accepted as an excuse for failing
to respond to a broadcast message. E-mail is usually the most effective way of
communicating with staff and/or other students but you can also contact staff by post
(leave a message at FOTAC see section 6.1) or via the Faculty Office (GH4.10). You can
also have face-to-face meetings with staff, but it is best to arrange face-to-face
meetings in advance (using e-mail, for example), as staff may have other commitments
that may conflict and you may find yourself waiting for some time before the staff
member returns to his/her office.
Individual class timetables detailing the times and room numbers (if on-site) are
issued at the start of each Semester. Notification of the examination timetable will be
posted on your Managed Learning Environment (MLE) portal, which is at
https://my.dmu.ac.uk. Indicative reading lists for the modules are included in the
module outlines in Appendix 1 and any amendments to these will be issued by module
tutors at the start of the relevant Semester. It is assumed that you will obtain your own
copy of any text that is indicated as being an ‘Essential Set Text’ and is not available as
an e-book. At the start of each module, individual tutors will provide details of the
topics to be studied in the module as part of the module’s overall information sheet
(which will be available via the Blackboard Virtual Learning Environment .

20
 2.2 Submission of Coursework
Coursework may be submitted electronically and/or physically handed in.
Individual module leaders will direct you. Although electronic submission only is the
norm, on some occasions on-site students need to submit completed coursework
assessments to the FOTAC (GH0.4a) together with a completed coursework coversheet
which will be date stamped. Similarly, distance learners will normally submit
coursework electronically but occasionally may be required to post some assessment
items. In such cases, the assessment work needs to be in the post (and therefore
bearing an appropriate date stamp) to the FOTAC (GH0.4) at the latest by the due date
of the submitted work. These should also include the relevant coursework coversheet
wherever possible (available within the Blackboard programme shell).

FOTAC is open from 9am–5pm Monday–Thursday and from 9am–4.30pm

Friday, but only accepts coursework from students between 9am and 4pm on any day.
When submission is hardcopy and on-site, one part of the completed coursework
coversheet will be returned to you as a receipt for the work and a record of your
statement regarding academic offences (see Section 3.7 for more details on University
academic offences). All coursework must be submitted by the lecturer's published
deadline – it is your responsibility to ensure that your coursework is submitted on time.
Make sure that you are aware of the date well in advance and of the penalty for late
submission (see below). You will be given a coursework assessment schedule before
the start of the academic year, which will detail the week due for each individual
coursework component.

Electronic copies of text-based coursework assessments need to be submitted

via Blackboard’s Turnitin facility. Turnitin compares your submission to other
submissions and documents available on the Internet. The tutor setting the
assignment will then get a score from Turnitin which gives an indication of any
potential plagiarism issues which the tutor can investigate (what plagiarism is, and the
penalties for plagiarism are described in Section 3.7). Some tutors will allow you
multiple submissions (as you refine your drafts towards the final version) before the
Turnitin submission deadline, whereas others will only permit a single submission of
the final version. Be sure to check which type of submission is used for each
assignment.

If you wish to obtain an extension due to illness or another acceptable cause,

ensure that you obtain this well before the deadline – only in exceptional
circumstances will requests for extensions be granted on or after the coursework
deadline. Any requests for a particular extension to a module’s coursework deadline
should be first discussed with, and probably dealt with by, the relevant Module Leader.
Any request that involves more than 14 days extension or affects potentially several
coursework assessments should be addressed to the Programme Tutor. You should
always expect to produce third party documentary evidence to support your request
for late submission. Coursework which is submitted by the due date will be marked as
21
usual. Normally, work that is up to 14 calendar days late without authorisation will be
capped at a mark of 50% and work that is 14 or more calendar days late without
authorisation will be read but will be given a mark of 0%.

2.3 Special Examination Conditions

The University recognises that, for students with certain categories of long-term
condition, special examination arrangements may be required (for example, the
provision of additional time, and/or special desks and chairs, etc.). Advice on what to
do in these situations can be found in the faculty handbook. Emergency requests
related to short term illness or injury will be dealt with as they happen: you must notify
FOTAC and the Programme Tutor immediately if such circumstances arise.

2.4 Faculty Office

The Faculty Office, housing the administrative team for the Faculty, can
be found in Room 4.10 in Gateway House (tel: +44 (0)116-257-7050). One of its main
aims is to make your administrative life easier. You will be able to carry out most of
your administrative tasks in this one area, e.g. you will be able to change
name/address, check financial matters, order a replacement ID card or collect and
submit most University forms from here. Faculty Office staff will be available to assist
with most of your administrative needs during your time as a student. And if they can't
help, they can almost certainly tell you who can.

2.5 Student Identification Card

You will be issued with a combined registration and Students' Union card
following enrolment; this should be carried at all times on Campus. The card is
required for the use of Library and Students' Union facilities as well as for admission to
examinations. Applications for replacement cards should be made through the FOTAC.

2.6 Change of Name/Address

If you change your name/address/telephone number (home or work), please
complete the appropriate online form on your home page on MyDMU site
(https://my.dmu.ac.uk). International students should be aware that we will use your
UK address for all communication throughout the academic year.

2.7 Pastoral Care

The Programme Leader is also your Personal Tutor. If you have difficulties, the
Personal Tutor can usually direct you to the appropriate support services within the
University (if the problem is not programme-related) and can supply advice concerning

22
the programme, choice of option modules, etc. They can liaise with other members of
the Programme Team, if this is appropriate. If you are unable to contact the
Programme Leader then try any other member of the Programme Team; they will be
happy to see anyone with problems at any time.
E-mail is the preferred method of contact for arrangements to meet with staff.
2.8 Managed Learning Environment (MLE)
The University provides much of its information to its students via a personalised portal at
http://my.dmu.ac.uk. This includes access to examination timetables, on-line versions of the University
regulations, assessment results following assessment boards, the Blackboard Virtual Learning
Environment (see Section 2.9 below) and a host of other detail. To use this, you will need to login.
The Faculty handbook provides details on how to login in to this facility, including your
user id and initial password.
2.9 Virtual Learning Environment (VLE)
The University uses the Blackboard Virtual Learning Environment (VLE). Each
module you study has what is known as a ‘shell’ i.e. an area specifically associated with
that module on which its learning materials are organised. There is also a programme
shell on Blackboard, where this handbook and other general information/documents
such as the overall coursework assessment timetable and careers/placement
information are placed. You will find individual module tutors use Blackboard in an
individualistic manner, although ensuring that they provide the minimum set of e-
learning materials as described in Section 1.12. It is accessed via the MLE url
(http://my.dmu.ac.uk). You need to check your Blackboard shells daily as staff may post
important announcements or materials to their shell which may necessitate a quick
response from you.

3 Programme Assessment
All the assessment regulations provided in this section of the handbook should
be read in conjunction with the Taught Postgraduate Programmes, University
Regulations and General Regulations and Procedures affecting Students documents,
both of which can be accessed via http://my.dmu.ac.uk and which covers monitoring
and regulating student progress, awards, exclusion on academic grounds and appeals
procedures. Note that in the case of there being any disparity between the academic
regulations stated in this section and those within the two previously mentioned
University documents, then the University documents overrule and are to be followed.
3.1 The Assessment Board
The Assessment Board is primarily responsible for the assessment of students in
both internally and externally moderated assessments and for determining the final
decisions on your results. Specifically, the Assessment Board has the following
responsibilities:
• The arrangements and processes for module assessments and modera-
tion, including draft examination papers, coursework assignments, project briefs, work

23
experience programmes (where intrinsic to studies), schedules for the submission of
assessed work, etc..
• The assessment and grading of the modules for which the Board has re-
sponsibility.
• The arrangements for the retrieval of failure.
• The reconsideration of module assessments as appropriate.
• The consideration of academic offences, under the terms of the General
Regulations and Procedures Affecting Students.
• The quality assurance of the assessment process, determination and
oversight of the administration of grading of modules (working within University rules),
statistics which allow comparisons to be made both within and between modules,
analysis of results and consequent adjustments to assessment rules and practices.

The membership of the Assessment Board includes the External Examiner, who
is appointed from outside the University and part of whose job is to ensure that
assessments are carried out fairly and to a satisfactory standard.

3.2 Communication of Assessment Results

Results of assessment are communicated to you via MyDMU. You will also be
able to get your results in person from the Programme Leader. Results are NOT given
over the telephone. Provisional results for pieces of work will be given via the
Gradebook facility on Blackboard. Please note these results are provisional and may
change. Results from the assessment board are permanent.

3.3 Examination Arrangements

All examinations are internally set and students are referred to the General
Regulations and Procedures affecting Students for the Regulations for Candidates
Sitting Internally Set De Montfort University Examinations, which can be accessed via
http://my.dmu.ac.uk.
3.4 Assessment Methods
There will be a blend of assessments adopted within this programme, including
written reports, presentations, practical tests and participation in discussions. Some
work will involve you working in groups, where you may be awarded marks for your
group participation as well as for the outcome produced by the group.
You need to be aware that there are two types of assessments; formative and
summative. Formative assessment is about keeping you informed of your progress and
drawing your attention to areas that you need to work on. The purpose of this type of
assessment is to help you maximise your learning and is not graded. There will be
formative feedback at regular intervals, sometimes in formal meetings with your

24
personal tutor and sometimes less formally by the teaching staff in lessons. Summative
assessment allows the assessment of your current knowledge for grading. It is
important to note that there is always a formative element to summative coursework,
as the module tutor provides you with feedback to explain and justify the mark that
they have awarded your work. This is not true, though, with examinations, where their
purpose is purely summative. However, examinations do provide the benefit, by
revision, of acting as reinforcement and consolidation of module material.
Taught modules are assessed either by coursework or by examination, or both.
The exact details for each module are found in the module outlines contained in
Appendix 1. Assessment of the project module will consider the management of the
project, the written report and the formal viva/presentation/demonstration (for
further information on project assessment, please refer to the project module outline
in Appendix 1 and also the MSc Project Guide which will be given to you at the start of
the project module).

3.5 Assessment Marks

All modules and programmes operate to the generic University marking criteria
which provide summative results and transcripts in the form of percentage marks. The
generic criteria for assessment level thresholds are set out below.

25
26
 A module assessment mark is a mark comprising the weighted combination of
summative coursework and examination marks. Each module defines its weighting of
summative coursework and examination for that module, and this information can be
found in the module outlines (in Appendix 1) and also within the module information
sheet to be found on Blackboard. In order to pass a module, students will normally be
required to obtain a module assessment mark of 50%.
3.6 Assessment Failures
Taught Modules
Students may present themselves for a module assessment normally on no
more than two successive occasions (i.e., the first attempt and one re-assessment).
Where a taught module is retaken and passed, it is given a mark of 50%.
Where a student fails a module (on the basis of the weighted combinations of
examination and coursework components) only the failed component(s) are normally
required to be retaken. The Assessment Board will determine an appropriate
mechanism for the referral of the necessary components. Students who are referred
by the Assessment Board will normally be required to attend a counselling session with
their Programme Leader as soon as possible following the release of their results.
Project
The project can only be re-taken once. Where the Project is resubmitted and
passed, it is given a mark of 50%. Reassessment may involve re-working the same
project or resubmitting as new project, as decided by the Assessment Board.
3.7 Academic Offences
The University uses five terms – plagiarism, collusion, fabrication of results,
reuse of assessed material and bad academic practice – to distinguish between forms
of deliberate cheating and incompetent referencing. All involve assessed work being
submitted by a student who in some way gains advantage by passing off the work of
someone else as though it were their own. In the most severe cases, or for second
offences, those found guilty of plagiarism can be expelled from the University. Less
severe first offences of plagiarism, collusion or fabrication of results are likely to result
in failing the module. Bad academic practice will usually result in the piece of work
having to be re-submitted for a maximum mark of 40% for Undergraduate and 50% for
Postgraduate – a bare pass.

Plagiarism
Plagiarism is commonly the word for word substantial duplication of phrases or
sentences where the source is deliberately not mentioned. Plagiarism is possible in all
forms of presentation including written work, oral presentation, software development
and the production of media artefacts. Sources which are not acknowledged include
the work of other students at this University (who would be themselves be guilty of
collusion if they deliberately supplied work to be copied), the work of students at other
institutions and material produced through online ‘cheat’ sites, as well as the more
obvious copying from books, journals and the Internet.
27
 Collusion
Collusion involves two or more students at this University who conspire to
deceive, one student deliberately supplying material to be copied, the other doing the
copying, where the source is deliberately not mentioned in the submitted work. As
with plagiarism, collusion is possible in all forms of presentation including written
work, oral presentation, software development and the production of media artefacts.
Collusion should not be confused with the good practice of collaborative learning and
peer support where assessment is not involved. However, unless you are explicitly
instructed to plan, organise and write an assignment in a group of two or more, you
must do all aspects of assessed work individually.

Fabrication of results

This is where a student claims to have carried out experiments, observations,

interviews or any form of research which s/he has not, in fact, carried out.

Reuse of assessed material

This is when work submitted for an assessment has already been submitted for
a different assessment (whether in the current programme or for a different award at
DMU or any other institution), where such inclusion has not been agreed with the ap-
propriate module leader or equivalent and where it has not been fully referenced.

Bad academic practice

Bad academic practice is the passing off of material that is not within the
realm of common knowledge in the discipline as if such material was your own, or it
is the word for word duplication of short phrases where the source is not mentioned,
and where such duplication is minor in scale. Typically, this boils down to poor citation
of reference material.
Guidance on referencing from within essays/reports can be found at the URL
below. In non-written assessments the equivalent information should be provided. In
oral presentations, this would typically require a handout with full bibliographic details
to which spoken references are made during the presentation. In software
construction, two types of comment should be used; one giving full information of all
sources at the end of the code, the other placed at the point in the code where the
source material was used, briefly referencing the full source comment.
Referencing the work of others
Unless otherwise instructed, use the Harvard referencing system for citing the
published original work from which you have derived your ideas. An online guide (.PDF

28
format) is available at:

http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf

Academic Practice Officers

If a student is suspected of an academic offence an initial investigation will be
undertaken by one of the Faculty’s Academic Practice Officers (APOs).
Currently the Faculty APO responsible for the School of Computing and
Informatics is:
Dr Moira Caroll-Mayer GH 5.52 email:mcm@dmu.ac.uk tel:x7502

3.8 Awards
Award of MSc
For the award of MSc, a student is required to pass the Project and all taught
modules. The Assessment Board will examine the entire profile of student
performance in making recommendations for the award of the MSc.
Award of MSc with Distinction
For the award of MSc with Distinction, a student is required to have passed all
taught modules and the Project, with a mark of 70% or above for the Project AND
EITHER:
• a mark of 70% or above in at least four of the taught modules OR
• an overall average mark of at least 70%.

The award of MSc with Distinction is at the discretion of the Assessment Board,
and students will normally be expected to have demonstrated performance of
particularly high quality throughout the programme.

Award of MSc with Merit

For the award of MSc with Merit, a student is required to have passed all taught
modules and the Project, with a mark of 60% or above for the Project AND EITHER:

• a mark of 60% or above in at least four of the taught modules OR

• an overall average mark of at least 60%.

Like the award of MSc with Distinction, the award of MSc with Merit is at the
discretion of the Assessment Board.
29
 Award of Postgraduate Diploma
For the award of Postgraduate Diploma, a student is required to pass EITHER
eight taught modules, OR the Project AND at least four taught modules. A Postgraduate
Diploma with Distinction may be awarded by the Assessment Board on the basis that
EITHER:
• at least two thirds of the credits have been achieved through
performance at distinction level (or above) OR
• an overall average mark of at least 70% has been achieved.

A Postgraduate Diploma with Merit may be awarded by the Assessment Board

on the basis that EITHER:
• at least two thirds of the credits have been achieved through
performance at merit level (or above) OR
• an overall average mark of at least 60% has been achieved.

Award of Postgraduate Certificate

For the award of Postgraduate Certificate, a student is required to pass at least
four taught modules. A Postgraduate Certificate with Distinction may be awarded by
the Assessment Board on the basis that EITHER:
• at least two thirds of the credits have been achieved through
performance at distinction level (or above) OR
• an overall average mark of at least 70% has been achieved.

A Postgraduate Certificate with Merit may be awarded by the Assessment

Board on the basis that EITHER:
• at least two thirds of the credits have been achieved through
performance at merit level (or above) OR
• an overall average mark of at least 60% has been achieved.

3.9 Registration Periods and Progression

The maximum period of registration is six years. If you withdraw from the
programme (or if you do not complete it within the six years) you can be awarded a
Post Graduate Diploma or a Post Graduate Certificate as long as you have the required
amount of credits.
You must have passed at least four taught modules before commencement of
the Project. The Project must be completed within an agreed timescale. Projects not
completed within the agreed time will normally be subject to a continuation fee.
If you choose to register for a Post Graduate Diploma only, the maximum
30
registration period is four years and if you choose to register for a Post Graduate
Certificate only, the maximum registration is two years.

4 Programme Management
4.1 Programme Management Team and Management Board
The management of the programme comprises the Programme Management
Team and the Management Board. The Programme Management Team is a subset of
the Programme Team; the Programme Team membership and roles have already been
described in Section 1.3. The Programme Management Team comprises the
Programme Leader, the Project Co-ordinator, the Programme Administrator and key
important technical staff members. Together, they manage the programme on a day-
to-day basis and discuss issues that may affect both its current and future operations.
The team will draw on the advice of other relevant senior members of the Faculty, such
as the Head of Studies and Head of Quality, as required.

The overall formal responsibility for the management of the programme rests
with the Management Board.
Management Board – Terms of Reference
The Management Board will be responsible for the planning, management and
review of all aspects of programme operations, including:

• The overall aims and objectives of the programme.

• The programme structure and content.
• Teaching, learning and assessment strategies.
• The deployment of human, physical and learning resources allocated to the
programme.
• The programme publicity and marketing strategies.
• Arrangements for the recruitment, admission and induction of students.
• The monitoring of student progress, including associated provision for the aca-
demic counselling of students, in accordance with the relevant sections of the General
Student Regulations (as described in the General Regulations and Procedures affecting
Students document).
• The welfare and pastoral care of students.

As part of these responsibilities the Management Board makes appropriate provision

for:

31
• Ensuring adherence to the policies and procedures of De Montfort University.
• Establishing, when necessary, appropriate subgroups to discuss and evaluate
aspects of programme design and content to ensure the programme remains fit for
purpose and at the forefront of the academic discipline.
• Staff-student liaison on the programme including arrangements for obtaining
feedback from present and past students on programme operations.
• Liaison with industry, employers and other relevant external agencies on pro-
gramme operations.
• Monitoring and evaluation of all aspects of programme operations in accord-
ance with the protocols of the Department of Academic Quality.
• The submission of end-of-session reports on programme and owning module
operations.

The Management Board is responsible for the communication of programme

policy to staff, students and other relevant parties and for adherence to De Montfort
University protocols for the ratification of approval of modifications to the programme.
The progress of all students will be monitored each semester by the Management
Board. In all cases, the University's General Regulations and Procedures Affecting
Students apply with regard to the procedure for monitoring and regulating student
progress, exclusion on academic grounds, and appeals procedures: you will be
provided with access to an up-to-date, on-line copy of this document, along with the
Taught Postgraduate Programmes, University Regulations document and the MSc
Project Guide.
4.2 Student Representation
Membership of the Management Board includes elected student
representatives. Two students on this programme, one part time and one full time, will
be elected to the Management Board, to represent the views of students, at the
beginning of the year (more information about the role of a student representative,
and about how and when they are elected, will be given to you early in the
programme). If your student representative is unable to attend meetings in person
they will be asked to communicate the issues they would like to raise to the
Programme Leader, prior to the meeting. Outcomes will be reported back to the
student afterwards.
All student representatives are invited to attend training sessions provided by
the Students Union.

All students are invited to attend meetings of the Staff-Student Consultative

Committee (SSCC) where any general issues which are not programme specific may be
raised. The timings of these meetings will be suitably publicised to students once they
are confirmed.

32
 4.3 Provision for Formal Student Feedback
Delivery of the programme is monitored and evaluated formally by the use of
student feedback questionnaires. You will be requested to complete questionnaires
relating to the overall programme and to individual modules (you are asked to
complete one for each module you study). Some of these questionnaires may be made
available via Blackboard, and others will be handed to you to complete in hard copy
form. The Programme Team will be responsible for evaluating student feedback and
making appropriate recommendations either to the Management Board or to the staff
responsible for individual modules and/or coursework assessments.

Additionally, the Management Board will receive feedback from students via
the student representatives of the Management Board.

The SSCC meetings (as mentioned in the previous section) may serve to identify
non-programme specific issues that require consideration at programme and/or
module level.

5 Other Information
5.1 FOTAC
The faculty of technology student advice centre, situated on the ground floor of
Gateway House (GH0.4) is a first point of call for any enquiries – they can point you to
the appropriate person/resource to assist you. They are open at the following times:
Mon-Fri 8:30am-8pm Term time only
Mon-Fri 8:30am-4:30pm all other times
Telephone enquiries: 0116 207 8499
e-mail: fotadvicecentre@dmu.ac.uk
5.2 The Faculty of Technology Community Shell
You will find a Faculty of Technology Community Shell link on your Blackboard
homepage. This appears in the Communities panel on the lower left hand side of your
homepage. This shell contains a wealth of support material – and in particular an
electronic copy of the Faculty Handbook. The Faculty Handbook contains pointers to
central support services, library services, careers and more. It has information on what
to do if you are ill and cannot complete an assessment, the penalties for late
submission if there are no extenuating circumstances etc. You should ensure that you
are aware of the contents of the Faculty Handbook.
The URL for the faculty community shell is:
https://vle.dmu.ac.uk/webapps/blackboard/execute/announcement?method=search&
context=course_entry&course_id=_303130_1&handle=announcements_entry&mode=

33
view
The electronic version of the faculty handbook is available at:
https://vle.dmu.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=
_303130_1&content_id=_1384071_1&mode=reset
5.3 International Opportunities
#DMUglobal is an international experience programme for De Montfort Univer-
sity students, which aims to enrich studies, broaden cultural horizons and to develop
key skills valued by employers.

Through #DMUglobal, the university offers a wide range of opportunities in-

cluding Erasmus+ and international exchange, academic-led trips, student-led trips,
summer schools, internships and volunteering, as well as UK and on-campus activities.

As part of DMU’s dedication to providing an unrivalled student experience and

excellent employability, #DMUglobal is set to become the most comprehensive inter-
national experience programme available at any UK university.

Devised in response to the Government’s challenge to UK universities to send

more students overseas as part of their studies, #DMUglobal is giving all DMU students
the opportunity for an international experience while they study, with 11,000 students
set to take part in the programme by 2020. To find out more about #DMUglobal visit:
https://www.dmuglobal.com/

34
Appendix 1 : Credit Bearing Module Outlines

Semester 1

IMAT 5166 Fundamentals of Business Intelligence Systems

Module Characteristics
The module provides an introduction to Business Intelligence (BI) systems, which other
modules can draw upon when studying more a detailed BI system component or the
development of such systems. Specifically, it introduces students to the Business Intelligence
(BI) system concept and its application within organisations. The historical and current
relationships between BI systems and other types of computer-based Information Systems (IS),
such as decision and management support systems, data warehouses and artificial intelligence
systems, are discussed, in addition to assessing the reasons why and how organisations utilise
BI systems, and their overall architecture and expected vs. actual impact/effect.
The module studies and critically assesses at least one typical BI system development
methodology, comparing it to those adopted within developments of other types of IS. The
initial aspects of BI systems development, including the identification of BI systems
opportunities and the nature of BI system feasibility assessment (incorporating ethical, legal,
economic, technical, social and strategic issues), are a particular area of attention. The module
also introduces students to the “front-end” aspects of a BI system through the studying and
design of executive dashboard facilities to support a specific BI system opportunity based on
Business Performance Management (BPM) techniques.
Case studies of BI system applications are used to illustrate concepts studied, and the module
provides opportunities for commercial developers, researchers and users of BI systems to
inform students about current practices and potential research aspects within the BI industry
and BI system application.

Indicative Content

Introduction to Business Intelligence (BI) system concept: definition and purpose; origins and
relationships with other types of computer-based IS; the integrated, end-to-end nature of
effective BI systems, and possible overall architectures and their relative applicability; the
digital executive dashboard for front-end BI system data visualisation; example real-life BI
system applications; expected benefits vs. actual impact/effect of BI systems.

BI systems development aspects: methodologies/approaches to BI system development, and

similarities/differences when compared to other IS development methodologies, how to
identify a BI system opportunity, BPM and the role of the Balanced Scorecard/KPIs; nature of BI
system feasibility assessment and how it compares to more general IS feasibility assessment;
designing an executive dashboard facility for an identified BI system opportunity, the

35
importance of meta-data and associated repositories.
Current and potential research issues in BI systems and their application.
Assessment
The summative coursework assessment takes the form of two individual component
deliverables based around the same target organization. The first summative assessment
deliverable comprises a summary of the target organization (to be chosen by the student with
guidance from the tutor) and a critically appraisal of its existing MSS, highlighting a BI
opportunity which could be developed into reality. Students will be able to choose their
preferred delivery mechanism from either a written management report or an equivalent
voice-over presentation of the content. The second summative assessment deliverable is a
written management report, which provides the business case justification for the BI system to
be developed, and articulates the development processes to be adopted with appropriate
illustrative examples from the chosen company.
A short formative presentation, covering the student’s progress on the BI business case, must
also be attempted in order for the student to achieve more than 50% on the second summative
assessment deliverable. On-site students can elect to provide this presentation within a
designated tutorial session, or use an equivalent written form such as a voice-over
presentation or a presentation with an accompanying written script (distance learning students
are expected to provide their presentations in one of the equivalent formats).

Learning Materials
The following is a list of the recommended reading books:

Sharda, R., Delen, D. & Turban. E (2014) Business Intelligence and Analytics: Systems for
Decision Support, Tenth Global Edition, Pearson Education, ISBN-10: 1-292-00920-9
Sharda, R., Delen, D. & Turban. E (2014) Business Intelligence: A Managerial Perspective on
Analytics, Third Global Edition, Pearson Education, ISBN-10: 1-292-00487-7
Moss, L.T. (2013) Extreme Scoping, Technics Publications, ISBN-13:978-1-935504-53-5
Few, S. (2013) Information Dashboard Design, Jonathan G. Koomey, ISBN-13: 978-1-938377-00-
6
Moss, L.T. & Atre S. (2003) Business Intelligence Roadmap: The complete project lifecycle for
decision support applications, Addison-Wesley, ISBN-10: 0-201-78420-3

Module Leader
Chris Fidler

IMAT 5167 Data Warehouse Design & OLAP

Module Characteristics
This module covers the design of data warehouses and how an On-Line Analytical Processing
(OLAP) tool can provide access to data within a data warehouse. It builds on the student’s prior
knowledge of Relational Databases and Relational Database Management Systems (DBMS) to
consider the data requirements, underpinned by an appropriate technical infrastructure, for a
data warehouse in response to a particular business situation.
The focus of data storage design (for both data warehouses and OLAP tools) is on dimensional
modelling, using a variant of Entity-Relationship (ER) modelling known as Star (or Snowflake)
schema design. The study of ER modelling concepts in general, and of Star and Snowflake
schema modelling concepts in particular, will therefore form a significant component of this
module.
Case studies will be used to illustrate concepts, and to provide opportunity to apply data
36
warehousing/OLAP development techniques/tools that have been introduced to the students
during the module. A commercial BI OLAP tool will be studied using the self-paced study
material provided by the tutor.
Indicative Content
Data warehouse and OLAP overview : definition, role and typical functionality of both concepts
and their inter-relationships; data warehousing architectures, paths to data warehouse
evolution, the role of data marts; Types and architecture of OLAP; Codd’s 12 rules for OLAP;
current commercial tools for developing data warehouse/OLAP applications; Human roles
associated with data warehousing/OLAP development and use.
ER modelling concepts: the purpose of ER modelling and the concepts of
normalisation/denormalisation; developing a sound ER Diagram using UML notation: ER
Diagram (ERD) and its components, Extended ER (EER) Modelling, connection traps and their
resolution; mapping of (E)ER Diagrams to logical (relational) database design constructs;
Dimensional modelling: star and snowflake schema design as a basis for dimensional
modelling, use of fact versus dimension entities (tables), surrogate keys, denormalisation
within the context of both schema design approaches.

Other design considerations with regard to Data warehouses and OLAP: the ETL process, the
role and types of metadata, the use of aggregates, underlying technical architecture design.
Current limitations of, and research issues in, data warehousing and OLAP.
Assessment
Assessment is by 100% coursework, comprising two components. The first coursework (50%) is
an individual piece of work that requires the student to devise a suitable data warehouse
design for his/her chosen organisation and to assess the potential of OLAP to provide access to
this data.

The second coursework (50%) requires students, in small groups, to critically compare
commercial OLAP tools, based on a set of student-defined criteria, and from this to
recommend the most appropriate tool for a business situation.

Learning Materials
Essential Set Text:

Connolly, T. & Begg, C. (2015) Database Systems: A Practical Approach to Design,

Implementation and Management, Sixth Edition, Person, ISBN-13: 9780132943307

Recommended Reading List:

Kimball, R., Ross, M., Thornthwaite, W., Mundy, J. & Becker, B (2008) The Data Warehouse
Lifecycle Toolkit, Second Edition, Wiley. ISBN: 978-0-470-14977-5.

Stackowiak, R. , Rayman, J. & Greenwald, R. (2007) Oracle Data Warehousing and Business
Intelligence Solutions: With Business Intelligence Solutions , Wiley (2007), ISBN: 978-
0471919216

Elmasri, R & Navathe, S. (2006) Fundamentals of Database Systems, Fourth International

Edition, Addison Wesley, ISBN: 978-0321415066

Inmon, W. H. (2005) Building the Data Warehouse, fourth edition, Wiley, ISBN: 978-
0764599446

37
Moss, L. & Atre S. (2003) Business Intelligence Roadmap: The complete project lifecycle for
decision support applications, Addison-Wesley, ISBN: 0-201-78420-3
Module Leader
Yingjie Yang

IMAT 5168 Analytics Programming

Module Characteristics
Decision making requires appropriate and representative information and data to be collected
and analysed. Typically, more effective decisions can be made using large rather than small
amounts of data. It is virtually impossible to perform even the most basic statistical techniques
by hand. Instead, data can be entered and analysed using a computer software package. One
such statistical software package is SAS. This is a very comprehensive package which combines
data entry and manipulation capabilities with report production, graphical display and
statistical analysis facilities.
This module provides students with the opportunities to explore the SAS software package and
its capabilities. As well as covering how SAS procedures are used to summarise and display
data for inclusion in reports, the module introduces the application of SAS programming to
basic statistical analyses, much of which will be made use of in the IMAT 5238 Data Mining
module. Case studies will be used to illustrate how datasets from external sources are
imported into SAS and how these datasets can be combined together and how new variables
can be created.
Indicative Content
The module covers:
• Entering data into SAS.
• SAS procedures (PROCs) used to summarise and display data for inclusion in reports.
• Application of SAS programming to basic statistical analysis.
• Critical review of analyses
• Links to external databases e.g. Excel, Oracle.
• SAS data sets and libraries.
• Data quality issues
• Writing programs (macros) within SAS to perform routine tasks.
• Efficient data management and SAS programming.
• SQL processing using SAS.

Assessment
This module is assessed by 100% coursework.

E-learning tests (70%) will be used to assess a student’s ability to be able to access data stored
in external databases and to use SAS procedures to report on the data.

The case study (30%) will be an individual piece of work with each student working on their
own data set. This may involve combining data sets together and generating new variables.
Students will be expected to recognise the appropriate type of analysis required for a set of
data and to perform this analysis using SAS. They will then interpret the results and report their
findings.

38
Learning Materials
Recommended Reading List:

R J Elliott: Learning SAS in the Computer Lab. 2nd edition. Duxbury Press. ISBN 0-534-35925-6

G Svolba: Data Preparation for Analytics using SAS. SAS Press. ISBN 978-1-59994-047-2

M Burlew: Combining & Modifying SAS Data Sets. 2nd edition. SAS Press. ISBN 978-1-59047-
920-9

L Ott & M Longnecker: An Introduction to Statistical Methods and Data Analysis, (6th ed)
Cengage Learning ISBN 978-0-495-01758-5

Journals:

Journal of the Royal Statistical Society (Applied Statistics). Wiley-Blackwell

Module Leader
Mark Shaw

39
IMAT 5120 Research Methods

Module Characteristics
This module provides grounding in the research methods required at MSc level, looking at both
quantitative and qualitative approaches including laboratory evaluation, surveys, case studies
and action research. Example research studies from appropriate areas are analysed to obtain
an understanding of types of research problems and applicable research methods. The
research process is considered, examining how problems are selected, literature reviews,
selection of research methods, data collection and analysis, development of theories and
conclusions; and the dissemination of the research. Project management is studied, and issues
in obtaining funding and ethics are overviewed. The module exposes students to a variety of
research approaches, encourages analysis of research papers and supports students in coming
to conclusions concerning directions for MSc projects.

Indicative Content
• Introduction
• Nature and purpose of research. Overview of research process. Consideration of out-
comes: publications, products, and change.
• Analysis of Research Papers and Classification of Research.
• Examples of research. Introduction and overview of key selected papers in appropriate
areas. Analysis of papers: what is the problem? How is it tackled? Where do the au-
thors get their data? How do they interpret it? What conclusions do they come to?
What is the contribution of the paper?
• Developing a classification of research types. Classifying the problem. Classifying the
approach. Examples: Qualitative versus quantitative, positivist versus interpretive, field
versus laboratory.
• Classifying the approach to analysis: statistical, content analysis, grounded theory.

The Research Process

• Defining and selecting the problem. Problem search. Motivation. Sponsors and audi-
ence. Effect of previous work. Need. Interest.
• Reviewing previous work. The Literature review. Search and selection of sources.
Evaluating and criticising previous work. Developing the story. Use of Internet sources.
• Developing a theoretical framework. Adding to existing theory. Drawing theory from
other disciplines. Developing hypotheses.
• Selection of a research method. Relating method to problems and theory. Discussion
of some available methods. Survey. Case studies. Experiments. Focus Groups. Partici-
pant Observation. Interviewing. Document analysis. Developing and evaluating a com-
puter system. Structured evaluation studies.
• Execution of research. Data collection. Bias. Access to organisations. Tools to support
data collection. Meta-analysis. Designing computer system evaluations.
• Analysis of research data. Overview of statistical and quantitative methods. Common
statistical approaches. Dependent and independent variables. Variance. Correlation.
Cronbach Alpha. Supporting and refuting hypotheses. Qualitative methods. Content
analysis. Analysis of case studies.
• Development of theories and conclusions. Extending existing theory. Developing con-
clusions.
• Dissemination and presentation. Audiences. Conferences and papers. Developing the
research paper. Communicating with researchers, practitioners and the public.

40
Research Support
• Project Planning and Management. Identifying resource requirements. Planning the
research project. Risk assessment.
• Terms of Reference. Controlling the project and modifying project plans. The uncer-
tainty of the research process.
• Getting support. Introduction to research councils and the process of applying for a
grant. Getting industrial support.
• Ethics. Examples of projects. Are they ethical? What are the ethical issues? Involving
participants.

Assessment

Assessment is by 100% coursework. There are three components. The first assessment
component (30%) is an appraisal of a selected research method. The second assessment
component (60%) requires students to write a suitable research proposal for a specific project.
The final assessment component (10%) concerns a student’s individual contribution to
discussion throughout the module. Overall, the assessment supports the practice of research
development and the developing of an understanding of the research process through
consultation with tutors, and through communication in tutorial/discussion boards. The
assessments are designed to provide a focus on the practical development of research skills.

Learning Materials

Essential Set Text:

• Ranjit Kumar: Research Methodology: A Step-by-Step Guide for Beginners, 4th Edition,
Sage Publications Ltd, 2014.
Recommended Reading List:
• Gerard Hall and Jo Longman (Editor): The Postgraduate's Companion, SAGE Publica-
tions, 2008, ISBN 978-1-4129-3026-0
• Tony Greenfield (Editor): Research Methods for Postgraduates, Second Edition, Arnold,
2002.

Module Leader

Professor Shengxiang Yang

Semester 2 Core Modules

IMAT 5264 Business Intelligence Systems Applications & Development

Module Characteristics (including Indicative Content)
The module builds on the BI systems knowledge already gained by students from previous
programme modules, concentrating on the predictive nature of such applications and on their
development. Real life case studies will be used to illustrate a range of BI applications (such as
demand forecasting, fraud detection, risk analysis, simulation and optimisation). The models

41
used to carry out the processing within the system will be introduced so that students gain an
understanding of the underlying (often) mathematically-based model.

One main objective of the module is to illustrate how BI components can be pieced together to
provide a useful application. Students will be expected to identify such components (inputs,
storage, processing and presentation of results) within case study applications and be able to
evaluate the development process, the usefulness of the application and how the intelligence
was used in each scenario.

The module also serves to provide students with an understanding of the whole development
process. A range of development methods will be investigated, using the available relevant
case study material, to allow students to critically evaluate their effectiveness for BI systems
development. The problems regarding effective BI systems implementation and use will be
explored. Given the nature of BI systems, developers need to consider issues such as
compliance, ethics and risk. Students will be encouraged to consider these issues as part of the
BI development process in order to design systems which gain acceptance from users and
society in general.

Assessment

Assessment is by 100% coursework, and has three components.

The first coursework assessment (40%) is a group written critical appraisal of a current,
predictive BI application of the students’ choice. Students will present their findings to their
peers.
The second coursework assessment (30%) allows students to propose the design and
development approach for a small BI system to satisfy a given organisational requirement.
The final coursework assessment (30%) will be an in-class test, where students need to
demonstrate an understanding of the underlying models covered in the module.

Learning Materials

Essential text
• Anderson, Sweeney, Williams, (2010), An Introduction to Management Science
(2010) 12th Edition , South West College, ISBN 13-978-05384475655
• Recommended reading:
• Kimball, R., Ross, M., Thornthwaite, W., Mundy, J. & Becker, B. (2008) The Data Ware-
house Lifecycle Toolkit, Second Edition, Wiley. ISBN: 978-0-470-14977-5.
• Pidd, M. (2009) Tools for Thinking: Modelling in Management Science, Third Edition,
Wiley, ISBN-10: 0470721421
• Vose, D. (2008) Risk Analysis: A Quantitative Guide (Hardcover), Third Edition, Wiley,
ISBN-10: 0470512849
• Turban, E., Aronson, J. E., Liang, T-P. & Sharda, R. (2007) Decision Support and Business
Intelligence Systems, Ninth Edition, Pearson Education, ISBN: 0-13-9781292024264
• Davenport T. H. & Harris, J. G. (2007) Competing on Analytics: the New Science of Win-
ning, Harvard Business School Press, ISBN: 13-978-1-4221-0332-6
• Pidd, M. (2004) Computer Simulation in Management Science, Fifth Edition, Wiley,
ISBN-10: 0470092300
• Moss, L. & Atre S. (2003) Business Intelligence Roadmap: The complete project lifecycle
for decision support applications, Addison-Wesley, ISBN: 0-201-78420-3
• Toktay, L.B. & Wein, L.M. (1999) Analysis of a forecasting-production-inventory system
with stationary demand. Fontainebleau, France: INSEAD.
42
 • Wells, J. (2007) 4th edition Corporate Fraud Handbook: prevention and detection,
Wiley, ISBN: 13-978-1118728574

Module Leader
Karen Burrow

43
IMAT 5238 Data Mining

Module Characteristics
Data mining is a collection of tools, methods and statistical techniques for exploring and
modelling relationships in large amounts of data, to enable meaningful information to be
extracted for decision making purposes.
The aim of this module is to review the data mining methods and techniques available for
uncovering important information from large data sets and to know when and how to use a
particular technique effectively. The module will enable the student to develop an in-depth
knowledge of applying data mining methods and techniques and interpreting the statistical
results in relevant problem domains.
This is a practical module, where the emphasis is on students gaining practical experience of
using the data mining software, SAS Enterprise Miner, to build sensible models and then for
the students to apply their knowledge to interpret the statistical results, to make informed
decisions.
Indicative Content
• Introduction to Data Mining.
• Data Mining methodology.
• Exploratory data analysis including association analysis
• Cluster analysis in Data Mining
• Predictive modelling using Regression
• Predictive modelling using Decision Trees
• Predictive modelling using Neural Networks
• Model evaluation: comparing candidate models
• Model implementation: generating and using score code.
• Current research and applications in Data Mining.

Assessment
Assessment is by 100% coursework and all of the coursework is individual. The coursework
comprises of three components. The first component (30%) is an on-line test which assesses a
student’s ability to use the data mining tool, perform a detailed exploratory data analysis and
to critically evaluate the SAS output to make informed decisions. The second component (60%)
is an assignment where a student mines data to solve a practical data mining problem,
documenting the results in an evaluative report. Thirdly, students will be assessed on
participating in the electronic peer discussion board for discussion on current application areas
and research topics (10%).
Learning Materials
Recommended Reading List:
Data Mining Using SAS Enterprise Miner: A Case Study approach, 2nd edition. SAS Publishing.
ISBN 978-1-59047-190-6
Data Mining techniques. For Marketing, Sales and Customer Relationship Management. 2nd
edition. Michael J A Berry & Gordon S Linoff. ISBN 0-471-47064-3
Baker Stephen (2009) They’ve got your number.
Ayres Ian (2007) How anything can be predicted. ISBN 978-0-71956-465-9

Module Leader
Anthony Williams/Joanne Bacon

44
IMAT 5169: Statistics

Module Characteristics
This core module focuses on the statistical techniques that are expected of a data analyst, and
provides students with the opportunity to apply these techniques using the industry standard
software SAS. This module lays fundamental core knowledge that will be built upon in other
modules in the programme, to enable students to effectively recognise and use statistics in
problem solving.
Indicative Content
• Experimental design: experiments versus surveys. How large a data set?
• Types of data: quantitative data versus categorical data.
• Sampling methods: simple random sampling, systematic sampling, stratified sampling,
cluster sampling, quota sampling.
• Data issues: missing data, outliers, data transformation.
• Exploratory data analysis: averages, measures of dispersion, skewness and kurtosis.
The effect of outliers in statistical analyses. Reporting data analyses in a statistical re-
port.
• Probability of an event
• Probability distributions: The Binomial distribution, the Poisson distribution and The
Normal distribution.
• Point estimates versus interval estimates. The Sampling distribution. Confidence Inter-
vals for a mean, difference between population means, population proportions, and
difference between population proportions
• Theoretical overview of hypothesis testing: parametric tests versus non-parametric
tests, Test statistics, critical values from Statistical Tables, p-values.
• Hypothesis testing for mean(s): 1 sample t-tests, 2 sample t-tests. Test Assumptions.
• Chi-Square Test of independence. Fishers Exact Test. Goodness of Fit Tests.
• Analysis of Variance: One way ANOVA. Multiple comparison tests.
• Two way ANOVA: Factorial design with no significant interactions, Randomised Block
Design. Factorial design with significant interactions.
• Validation of ANOVA assumptions: Residual analysis. Non-parametric test equivalents.
• Correlation and Simple linear regression. Multiple regression. Variable Selection.

Assessment
This learning outcomes of this module will be accessed 100% through course
Learning Materials
Module Leader: Joanne Bacon

Semester 2 Option Modules

IMAT 5206 Management of Information Systems

Module Characteristics (including indicative content)
This module enables students to set computing developments in a broader organisational,
economic and business context. The content has been developed around the current major
issues (as identified on the basis of academic readings and on the input from a focus group of
senior IS managers) in the management of IS departments. It is intended to help students
understand how multiple IS management skills need to be integrated for the effective
management of IS/IT projects.
The module begins with some fundamental questions – what is the purpose and role of IS/IT?

45
How has the IS department changed over the last 40 years? And what is its future? It then
considers the ‘building blocks’ of organisations – business processes, and the role of IS in
changing and supporting them. The influence of organisational structures and of organisational
culture will be studied, as each of these have profound effects on the success of projects.
Students will also be introduced to the theory and practice of strategy at corporate, IS and IT
levels, as well as change management, risk management and project management (so that
they understand the need for, and the objectives of, each of these). With this background,
students will consider the role and application of service delivery concepts, and of IS
procurement and outsourcing. The module will also review recent developments in IS/IT skills
requirements and the role of the IS department of the future.
All these topics will be covered by academic lectures: it is hoped that some topics, for example
IS/IT skills development, outsourcing, and procurement, will also be discussed as part of a
series of professional lectures with practitioners who possess particular experience in those
fields. A visit to a large IS department is also envisaged.
Assessment
Assessment is by 100% coursework, and comprises three components, two of which involve
group work. The first coursework assessment (50%) involves individual reflection on a given
company case study: students will be encouraged to reflect on it weekly, with suitable tutor
guidance as to the current focus of reflection, as they study each topic. The second coursework
assessment (15%) concerns group work activities undertaken regarding 3 tutorial topics. This
assessment provides an opportunity for students to practice working in teams before the third
coursework assessment commences. The third coursework assessment (35%) is based on a
case study (hopefully a real-life organisation setting) where, in groups, students are set a time-
limited task that requires researching, discussing and presenting any recommendations. The
assessment will be marked as it is run and will be video recorded.

Learning Materials
Recommended Reading List:

Author(s) Title Publisher Date

Beynon-Davies, P. Information Systems Palgrave 2002
Bouwman, H., Van Den Houff, Information & Communication in Sage 2005
B., Van De Wijngaert, L. and Van Organizations
Dijk, J.
Checkland, P. and Holwell, S. Information, Systems and Wiley 1998
Information Systems
Currie, W. The Global Information Society Wiley 2000
De Waal, A. Strategic Performance Palgrave 2007
management
Hamel, G. and Prahalad, C.K. Competing for the Future Harvard 1994
Business
School
Hammer, M. and Champy, J. Reengineering the Corporation Nicholas 1995
Brealey
Lucey, T. Management Information Systems Thompson 2005
(9th Ed.)
O’Brien, J. and Marakas, M. Management Information Systems McGraw-Hill 2006
(7th Edition)
Post, G. and Anderson, D. Management Information Systems McGraw-Hill 2006
(4th Edition)
Robson, W. Strategic Management & Financial Times 1997
46
 Information Systems (2nd Ed)
Groucutt, J. and Griseri, P. Mastering e-Business Palgrave 2004
Turban, E. et al. Information Technology for Wiley 2006
Management
Walsham, G. Making a World of Difference Wiley 2001
Ward, J. and Peppard, J. Information Systems Strategy Oxford 2004
Conway, S. and Steward, F. Managing and shaping innovation Oxford 2009
Easterby-Smith, M. and Lyles, M. Handbook of organizational Blackwell 2005
(Eds) learning and Knowledge
management
Gilmore, A. Services Marketing and Sage 2003
Management
Hayes, R. et al. Operations, Strategy, and Wiley 2005
Technology

Module Leader
Laurence Brooks / Efprakia M

47
IMAT 5209 Human Factors in Systems Design
Module Characteristics
This module introduces and explores the Human Factors issues that need to be considered
when designing interactive systems. As technological change and advances continue at an ever
increasing rate, it is essential that complex interactive systems, ranging from smart office
applications to the smart phone, can be used effectively, efficiently and are accessible to all
users. Over emphasis of the technological elements and lack of consideration of the human
characteristics and capabilities have often led to the design of systems which are difficult to use
and do not match the users capabilities or characteristics. The aims of this module are: to give
students the skills that will enable them to apply a user centred approach to the design of
interactive systems, to enable them to design effective useable systems, and to provide them
with appropriate tools and techniques to be able to critically evaluate and provide
recommendations to ensure that interactive systems meet the needs of the intended users.
Indicative Content
• Overview of Human Factors definition and issues.
• Approaches to Human Factors in systems design.
• User centred design process.
• Participative design, power & influence in the design process.
• Human & organisational factors of system design.
• Usability & user experience goals.
• Task analysis.
• Psychology and the design of interactive systems.
• Prototyping and evaluation techniques.
• Designing for the WWW – cultural diversity.
• Legislation, standards, guidelines and directives. Eg WAG 2.0.
• Human error accidents and safety.

Assessment
50% Coursework, 50% Examination.

The coursework component will be an evaluation and design based exercise enabling the
students (in groups) to apply the skills they are acquiring. Typically, the assignment will be to
undertake a critique and evaluation of a particular web site, system or device and to provide a
set of recommendations to improve it. The assignment will require students to convey some of
their design recommendations in the form of a high or low fidelity prototype.

Learning Materials
Essential Set Text:

User Interface Design & Evaluation by D Stone, C Jarrett et al, 2005, ISBN 0-12-088436-4, Pub
Morgan Kaufmann
Recommended Reading List:
Designing Interactive Systems by David Benyon, 2010, ISBN 978-0-321-43533-0, Pub Addison
Wesley

Further Reading:

48
Interaction Design: Beyond Human-Computer Interaction, 2nd Edition 2007 by Dr Helen Sharp,
Professor Yvonne Rogers, Dr Jenny Preece, ISBN 978-0-470-01866-8, Pub Wiley

Research Methods in Human-Computer Interaction by Dr. Jonathan Lazar, Dr. Jinjuan Heidi
Feng, Dr. Harry Hochheiser, ISBN 978-0-470-72337-1, December 2009, Pub Wiley

Universal Usability: Designing Computer Interfaces for Diverse User Populations by Dr.
Jonathan Lazar (Editor), ISBN 978-0-470-02727-1, April 2007, Pub Wiley

Designing the Mobile Experience by Barbara Ballard, ISBN 978-0-470-03361-6, February 2007
The Psychology of Everyday Things by D Norman, ISBN 0-465-06709-3, 1988, Pub Basic

Module Leader
John Burns.

IMAT 5234 Applied Computational Intelligence

Module Characteristics
The purpose of this module is:
• To enable students to appreciate the wide range of applications for CI algorithms and
where it is appropriate to use them
• To develop a better recognition of the category and complexity of real world decision
problems and stages of modeling and solving the problem using CI methods
• Develop better understanding of CI techniques by developing a novel solution for an
application area of interest
• Practice academic research, methods, evaluation and experimental design
• Practice academic writing by writing an article on your application with possibility of
submission to a conference

Indicative content
• Modelling for optimisation problems
• Use of Mathematical modeling with IBM CPLEX and CI algorithms in solving real world
problems
• Applications: an exploration of applications in a variety of different areas will be
achieved by combinations of study of current research papers, guest speakers, tutor’s
own research and the investigative work of the students within the module. Some ex-
amples include:
• AI for games
• Humanoid robots: programming and AI
• Data mining and text mining

Assessment
The assessment for this module is 100% coursework. This will consist of: practical ‘laboratory’
exercises (20%); a presentation for delivery either within a seminar or using e-learning facilities
(20%), and; a report & implementation or experiments based on a chosen application area
(60%).

49
Learning Materials
Recommended Reading List:
• IBM (2015), Getting Started with CPLEX:
http://www.ibm.com/support/knowledgecenter/SSSA5P_12.6.2/ilog.odms.studio.help
/pdf/gscplex.pdf
References for individual topics to be added
Journals and conferences:
• Artificial intelligence, Netherlands : Elsevier.
• Artificial Intelligence Review, Kluwer Academic Publishers.
• Journal of Experimental & Theoretical Artificial Intelligence, London : Taylor & Francis.
Module Leader
Samad Ahmadi

50
Semester 3 Modules

IMAT 5314 Project

Module Characteristics
The MSc Project comprises a third of a Master’s degree. The project is an opportunity to do a
substantial piece of scholarly work at a higher level than an undergraduate project, and an
opportunity to develop and to demonstrate skills acquired from the taught course in the
solution of a real practical problem. The project is normally expected to draw on the content of
several of the taught modules.

An MSc project involves the investigation of one or several research questions. For MSc
Business Intelligence and Data Mining and MSc Data Analytics this typically involves either the
analysis, design and implementation of a software system, as well as the critical analysis of how
well it solves the problem it has been designed to solve and the lessons that can be drawn
from it, or the application of computational tools and techniques to a novel problem, with the
critical analysis of how well the techniques work for the problem and the lessons that can be
drawn from the investigation.

Support is provided by the student’s project supervisor and second reader. More detailed
written guidance is provided in the MSc Project Guide, which is available on Blackboard.

The project topic is agreed between the student and the supervisor. The plan and vision for the
project is then outlined in detail in a Terms of Reference document that describes the problem
to be addressed, the research questions to be investigated, and what the system (if there is
one) will do. The Terms of Reference document will include a risk analysis and a time plan, and
will be accompanied by a completed Ethical Review Form (this is mandatory for all projects,
even those that have no ethical implications and involve no other human beings).

The main deliverable will be a dissertation, supported by documentation in appendices and the
software system itself if there is one. The marking process will include a
viva/presentation/demo after the submission of the project; this is mandatory for all projects.

Assessment
Assessment is by 100% Coursework, which includes a dissertation and an oral
demonstration/presentation/viva. Further details about the project in term of procedures and
assessment will be provided within the Project Guide you will receive before you start your
project module.
Learning Materials
The Project Guide will provide an up to date reading list for this module.
Module Leader
Martin Stacey.

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