MSc Strategic IT Management Course Guide 2012/2013
This Course Guide
will help you plan your course. It tells you which modules you must study and
pass, and lists the optional ones which contribute to your award. The Guide
also offers you brief descriptions of each module, including general
information about assessment tasks, and an overview of how the Course can be
used for future career choices.
You should
read this Course Guide in conjunction with the Undergraduate
Student Guide; the
University’s Policies and Regulations and/or Postgraduate Student
Guide. These documents should provide you with all the basic
information that we think you will need for your period of study here.
You are encouraged to read this Guide through now. It will be a considerable advantage to you to
be familiar from the outset with the various aspects of your studies that are
described. It may be that the relevance
of some of the sections will not be immediately obvious. Keep it somewhere
accessible, so that you can refer to it as needed. The answers to many of the questions that you
will want to ask are contained in it.
Obviously
even in a document like this we have not covered every query and problem that
you might have about the course. If you
find that there is something you need to know, please check on “STech Students”
WOLF topic or contact Rose Hunt, course leader for MSc Strategic IT Management,
email address R.Hunt2@wlv.ac.uk if you have specific queries relating to your their
course. You can also consult the University’s Student Services
Gateway as appropriate. We are pleased to hear your views and
welcome suggestions for ways of improving the operation of the Course.
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Please enter the contact details for your
Personal Tutor for your future reference:
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The name of your Personal Tutor will be given to you at the beginning
of your course and can be checked via e:Vision
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Your Student Office (HERE 2 HELP) is:
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Your local Academic School Office is:
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STech
School Office, MI155, MI Building, City Campus South
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Your Student Support Office and Student Support
Officer is:
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Please
note that in order to develop and improve the Course, it may be necessary on
occasions to amend or revise the details given in this Course Guide.
Welcome
On behalf of the Course Management Team I
should like to extend to you a very warm welcome and I would like to take this
opportunity to wish you every success in your studies at the University of
Wolverhampton, and trust that your time at the University of Wolverhampton will
prove to be enjoyable, stimulating and rewarding.
MSc Strategic IT Management is one of many courses run by the School of
Technology (STech) which has itself established an excellent reputation for the
quality of its courses, for an innovative approach to teaching and learning,
and for the friendliness of its staff.
We believe it is important that you are
encouraged to make your own contribution to the effective operation and
development of your chosen course. We
are, therefore, keen to hear your views and would welcome any suggestions that
you may have about ways of improving any aspect of your course and/or the
student experience here at the University.
In practice, you will have the opportunity to do this through our
‘student voice’ processes, such as student forums.
Remember
that the outcome of your studies could affect the whole of your future career
and therefore study should certainly be your first priority. In resolving to
work hard however, do not forget to have time for recreation and social
activities. Do take full advantage of the University facilities
at your disposal.
Rose Hunt
Course Leader
Strategic IT Management
Email: R.Hunt2@wlv.ac.uk
The University recognises that you have made a significant investment
in both time and money in choosing to study for a degree. Staff are committed
to helping you fulfil your potential. Your attendance at, and participation, in
classes is a key factor in ensuring that you do so.
Attendance will help you to:
·
Understand the
subject area you are studying;
·
Acquire and
develop the skills and knowledge needed to ensure success;
·
Prepare for and
undertake assessments;
·
Learn from and
with your fellow students;
·
Receive feedback
from teaching;
·
Participate in
practical and group work;
·
Develop your
communication skills.
If you are unable to attend a class please let your tutor know that you
are unable to do so. He/she will then be able to give you advice on what was
covered in the class, and what you need to do to catch up. Please do remember
how important attendance is to your success. The University considers this to be so important that it reserves the
right to review the position of students who fail to attend.
The Wolverhampton
Graduate
By the
end of your course, the university expects you to be a Wolverhampton Graduate who is knowledgeable and
enterprising, digitally literate and a global citizen.
Digitally Literate
Our graduates will be confident users of advanced technologies; they will
lead others, challenging convention by exploiting the rich sources of
connectivity digital working allows.
Knowledgeable
and Enterprising
Our graduates will know how
to critique analyse and then apply knowledge they acquire in an enterprising
way.
Global citizens
Our
graduates will bring informed understandings of their place and ethical
responsibilities in the world.
Further information can be found on the University
student webpage for Graduate Attributes.
The
educational aims of the course are:
The overarching aim
of this course is to enable you to work strategically in IT management. To
achieve this, the course will give you the ability to apply Strategic management
practices and methodologies to a variety of situations and understands the
limitations of such in the business activities of all types of organisation.
You will develop strategic thinking of both
short and long term goals for an organisation and be able to develop IT
strategies to support their achievement. You will be able to identify and
improve upon existing business processes to bring about IT-enabled
organisational change.
You will be able to
understand the strategic issues relating to data management and governance,
working at both a strategic and practical level. To enable you to work
strategically you will assess new technologies, the related risk of
implementing them. In addition, you will critically reflect on how they may
help a business gain a competitive advantage.
Throughout this
course you develop your understanding of the human factors that contribute to
the overall success or failure of technology implementation. To achieve this
you will acquire good communications skills as well as the ability to compile
and present data to a variety of audiences to a professional standard.
The course
learning outcomes are:
1. Evaluate, identify and apply appropriate theories, tools and techniques
to a range of IT Management situations; develop and apply IT Management
strategies through case studies or practical business contexts.
2. Demonstrate the professional application of theories and tools related
to Business Process Improvement; formulate and justify plans to implement
IT-enabled business processes and strategic change.
3. Critically evaluate the complex issues related to Data governance, the
structure of data management, and the frameworks for managing data
successfully.
4. Make strategic recommendations for
IT innovation, demonstrating awareness of current and emerging
technologies
5. Analyse, evaluate and apply contemporary approaches to the development
of IT Strategic plans.
6.
Conduct research into advanced areas of Strategic
IT Management, deal professionally with complex issues (by understanding and
addressing a range of ethical, social and legal issues as they occur), make
sound judgements in the absence of complete data and communicate conclusions
clearly through appropriate media.
These will
be achieved through the following learning activities:
Assimilate knowledge from journal
papers, lectures, text books, original articles, self-study notes, selected
sites on the internet, and personal experience. Reflect on the results of
problem solving; making recommendations based on evidence and experience.
Work through technique and
methodology-centred problems using comparative analysis and the application of
management principles to case studies; presenting results orally, individually
and in groups.
Apply a variety of techniques in a
structured way to open-ended problems and to well-defined and ill-defined
situations.
Summarise the ideas, methods and
results from selected journal papers.
Be able to work through ill-defined or
open-ended problems in a variety of scenarios during workshop/tutorial sessions
and in assessments, including individual and group-based exercises to reinforce
learning.
Reflect critically on the attempts of
problem solving and personal performance.
Apply a variety of techniques in a
structured way to open-ended problems and to well-defined and ill-defined
situations.
The course
is accredited by the following professional body/ies:
Application is being made for graduates
of this award to be accredited as members of the Institute for the Management
of Information Systems (IMIS). The application will be processed at the time of
validation.
This course adheres to the University’s academic
regulations. A full version of
these regulations can be found on the University web page for
Policies and Regulations. These
regulations govern your course and will be binding on you. It is, therefore,
important that you read and become familiar with them.
Reference
points
This
section is to inform students of the national reference points for their
course:
QAA
descriptor for a Higher Education qualification at level 7: Master's Degree
School of Technology E&D policy, 2010
Special Educational Needs Disability Act 2001
(SENDA)
Skills
Framework for the Information Age (SFIA v4, 2010)
The
Institute for the Management of Information Systems (IMIS) Criteria (2010)
QAA Computing Subject Benchmark
Blended learning
In 2008, the University adopted a Blended Learning Strategy which
promotes the integration of technology supported learning across all our
modules. We believe this will improve the employability and, digital literacy, of our students and the
effectiveness and efficiency of our learning and teaching practice.
The following table outlines how the 6 blended learning
entitlements have been incorporated in this course.
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Students are entitled to :
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1. have access where possible to an
electronic copy of all lecturer-produced course documents e.g. module guides,
assessment briefs, presentations, handouts, and reading lists
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All modules will have a Wolf topic that will
include a link to the module guide, lecture slides and notes, workshop and
tutorial exercises, assessment briefs and marking criteria, mock test papers.
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2. formative assessment opportunities on line with appropriate
meaningful electronic assessment feedback;
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Some modules will provide regular online
formative tasks to accompany your self-study and allow you to gauge your
progress with the module. For example, weekly multiple choice exercises may
be available on Wolf or a system tailored to the subject. On other modules,
formative learning tasks will be set on Wolf and you may get feedback on your
performance from your tutor at scheduled meeting, tutorials or workshops.
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3. have opportunities to collaborate on line with
others in their learning cohort;
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There will be a Course Café on every module's
Wolf topic that will enable you to communicate with your colleagues about the
module. Additionally, some modules may provide forums or wikis for discussing
topics such as those relating to coursework tasks or providing notes and
support documents that may be open for you to contribute to.
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4. have the opportunity to participate in electronic
Personal Development Planning (ePDP);
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There will be a module that will develop your
skills of Personal Development Planning (ePDP). Throughout the course you
will be able to construct an e-portfolio. On some modules an e-portfolio tool
may act as the submission system for your work and will enable you to build a
portfolio or work that you can use to demonstrate your skills to potential
employers.
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5. submit all appropriate assessments online;
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You will have the opportunity to submit all
appropriate assessments (e.g. those that were prepared on a computer) through
Wolf, PebblePad or a system integrated into the software used on your
modules.
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6. opportunities to engage in interactive learning
during all face to face sessions.
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All modules will include face-to-face interactive
sessions including workshops, seminars, tutorials and meetings. Some modules
and subject areas may provide additional surgeries where you may receive
extra help and support.
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Assessment Methods
All modules on your course will be
assessed by a portfolio containing samples of work that demonstrate what you
have accomplished. This is a good way to assess learning and development that
is illustrated by multiple examples of work, opportunities for self-assessment
and reflection chartering over a period of time. Tasks set relate to outcomes
being assessed thus documenting evidence of development towards mastering the
identified outcomes and skills. Portfolios enhance the assessment process by
demonstrating a range of skills and understanding of the subject area by a
student. Some portfolios are sometimes called Learning Journals.
A portfolio consists of a set of items
that provide evidence of your learning accomplishments and are accompanied by
with a short written reflection. Your
portfolios, especially your reflection statements may be useful to demonstrate
to potential employers, what you have gained from your course and the things
that you are capable of producing. The exact contents of each portfolio will
differ between modules. For example, practical modules may include a product that
you have developed such as a piece of software or a physical prototype. Other
more theoretical modules may contain results from test or examinations. The
only common element between all portfolios is the written reflection.
Portfolios may consist of both
formative and summative work. Formative assessments provide feedback and are
not used in the grading process. Their purpose is to provide both tutors and
students with a gauge of progress. All modules on your course will contain some
formative assessments. Summative assessments are used in the grading process.
Most summative assessments (with a notable exception of exams) also have a
formative aspect to them in that tutors provide written feedback on the work.
Students should use this feedback to improve their performance on future
assessments. Feedback on an assessment on one module may help with assessments
on other modules as well as further assessments on that module. Assessment
methods are closely linked to the learning and teaching approaches used, thus
each module will differ in the assessment methods adopted, giving you
opportunities to demonstrate your accomplishments in different ways.
Below are examples of the types of
assessments that may be required for your portfolios:
Assignments – task based and report
based assignments. Coursework frequently requires the writing of reports
documenting the development of solutions. It is frequent practice to ask
students to reflect on your learning experience as part of the coursework.
Case
studies – based on realistic scenarios. Analysis, application and evaluation
skills are developed via case studies as appropriate for the topic areas.
Practical
exercises – tutorials and workshop sessions. These aid understanding and
application of knowledge using a variety of software tools within practical
settings in workshops as well as assessing depth and breadth of understanding
and application of subject knowledge. Practical exercises are the primary
mechanisms for assessing analysis and evaluation. The tasks undertaken involve
well-defined problems with varied level of complexity.
Formal presentations - you may be
required to present your work to a group of tutors or to the rest of the class.
This may be a demonstration of practical work or may present the results of a
study. These are an important way of assessing your communication skills.
Examinations and Time-Constrained
Assessments (tests) - may follow a traditional format or on-line alternatives.
They are used to ensure breadth of knowledge has been acquired. Time controlled
assessments (TCA) and examinations, some of which are case study based,
emphasise application of knowledge and skills.
Individual Project Work – You will
choose your own individual project topic and work individually on a large task.
This work will be supported by regular meetings with a named project
supervisor.
Assessments will also focus on skills such as team
working, time-management and developing Continuing Professional Development
(CPD) awareness, as well as discipline-specific skills related to the analysis,
design, development, implementation, testing and evaluation of systems. Typical
tasks include: production of technical documentation, reports for differing
target audiences, presentations, demonstrations and viva, allowing assessment
of the breadth and depth of knowledge, analysis and synthesis, communication,
and evaluation within the subject area.
Support for
Learning
University
provided support:
As well as providing general counselling support
the University Counselling Service provides short courses on topics such as
"Self Confidence", "Stress Management and Relaxation" and
"Life Skills". They also provide study skills and academic support,
providing short courses such as provide help in areas such as "Writing and
Assignment Skills", "Exam Techniques", "Enhancing
Professional Skills", "Personal Development Planning" and
"Making Choices for the Future.
University Learning Centres provide general
academic skills support to all students. You can make an appointment with a
study skills advisor for advice on areas such as academic writing, assignment
planning, exam preparation, and time management. In addition, there is a
regular timetable of drop-in and bookable workshops covering information and
digital literacy skills, including academic referencing. School of Technology
students are supported by a designated subject librarian who is available to
support research and project work.
Course
support:
At the start of your course you will be assigned a
Personal Tutor who will guide you through the induction process and provide
support and academic counselling throughout your course on an appointment
basis. They should be able to offer you advice and guidance to help you liaise
with other staff and support facilities in the School and University.
The Student Support Advisers (SSA) provides
academic counselling and will be accessible throughout the week on a drop-in or
appointment basis to discuss timetables, requests for extensions, requests for
extenuating circumstances, general concerns about study and student life and
general programme planning. The SSA will act as a first point of contact in
relation to leave of absence (including returning after leave), withdrawal,
transferring to another course (internal and external) and changes to mode of
attendance. Your Course Leader will be available thereafter for meetings by
appointment to discuss leave of absence, withdrawal, transferring to another
course (internal and external), changes to mode of attendance, returning after
leave of absence and direct entrants.
Subject
support:
Tutorials, workshops, seminars and meetings -
provide the primary opportunities for students to interact with staff on topics
relating to modules. All modules provide at least one of these forms of face-to-face
support.
Formative feedback - tutors provide personalised
written feedback on most summative assessments. The mechanism for feedback from
purely formative tasks varies between assessments, but will always be provided
in some form. Online formative tasks often provide feedback straight away. On
occasions tutors may provide generalised verbal feedback to the whole class on
points relating to an assessment
Assessment and subject-based surgeries provide
additional student support for subjects that students often need extra help
with. They are often concentrated around the times when assessments take place.
Revision sessions are provided for many modules that have exam-like tests and
enable you to interact with tutors to review parts of the course. Mock exams
and tests may provide opportunities to experience an examination environment
before the final summative test and give you feedback on your understanding.
Skills for Learning:
In addition to the subject knowledge that you will gain
from studying on your course, there are opportunities available to develop a
range of skills that will help with your academic work. Such academic skills
include: giving presentations, group work, academic writing,
referencing and time management (specific help for maths is also
available).
The Learning and Skills
Team in LIS offer year-round academic skills support and guidance to all
students. Students who are new to
academic study and unsure of how to get started, or any student who wants to
improve on their academic performance can attend drop-in sessions and
workshops, or obtain advice via email or Skype.
More details about how
the Learning and Skills Team can help you are available at http://www.wlv.ac.uk/skills
International
Students:
The International Centre will provide pre and post
entry visa and immigration support and advice on and arrange for the necessary
paperwork to be submitted to UKBA. They will also provide appropriate
University Induction support on arrival and be a point of contact for
international students throughout their stay here. A range of social and
cultural activities arranged by the International Centre will also promote the
integration of international students into the whole of the University's learning
community. English language support is also available through the international
language centre in the University.
Distinctive Features of the course
This
course will appeal to experienced IT professional looking to develop their
skills using practical exercises with a real-world emphasis of the application
of the knowledge gained. Students are encouraged to develop their knowledge
through extensive reading, with guidance by experienced practitioners from all
types of organisations and staff experience in facilitating learning in this
subject area. The course has run for a
number of years with many successful graduates. The completion of a
dissertation demonstrates the range of academic and professional skills gained
at the University of Wolverhampton. Work related dissertation titles are
encouraged. You will have support within
classroom time and dedicated workshops, small working groups, and personal
tutors to help attain a higher level of achievement.
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PG Regulations
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Students will study:
Standard Full-time: modules worth 180 credits (a
full masters course may be completed over one calendar year), taught over the
4 Postgraduate Blocks.
Part-time: normally modules worth no more than 80 credits each
academic year taught over 3
Postgraduate Blocks.
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Below is the proposed
structure for the course. The shaded blocks indicate when students will
undertake the Masters dissertation.
Full-time
structure Semester 1 start
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Block 1
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Block 2
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Block 3
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Block 4
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7CI017
IS/IT Management
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7CI016
Innovation and Emerging Technologies
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7CI013
Business Process Improvement
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7ET022
Research Methods and Professional
Skills
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7CI006
Data Management
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7CI007
Applied IT Strategic Planning
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7ET023
Dissertation
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7ET023
Dissertation
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Full-time
structure – Semester 2 start
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Block
2
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Block
3
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Block
4
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Block
1
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Block
2
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7CI016
Innovation
and Emerging Technologies
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7CI013
Business Process Improvement
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7CI006
Data
Management
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7ET022
Research
Methods and Professional Skills
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7CI007
Applied IT Strategic Planning
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7CI017
IS/IT
Management
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7ET023
Dissertation
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7ET023
Dissertation
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Part-time
structure – Year 1
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Block 1
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Block 2
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Block 3
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Block 4
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77ET022
Research Methods and Professional
Skills
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7CI006
Data Management
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7CI007
Applied IT Strategic Planning
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Part-time
structure – Year 2
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Block 1
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Block 2
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Block 3
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Block 4
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7CI017
IS/IT Management
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7CI016
Innovation and Emerging Technologies
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7CI013
Business Process Improvement
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7ET023
Dissertation
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7ET023
Dissertation
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7ET023
Dissertation
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Module Descriptions
Module Code: 7CI017 Module Title: IS/IT
Management
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Credit value
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20
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Pre-requisites
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None
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Co-requisites
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None
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Prohibited
combinations
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None
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Module Leader
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Rose Hunt
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Telephone
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01902 321833
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Email
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Staff Room Number
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MI 123
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Module description
This module aims to provide you with critical awareness
of, and skills in strategic and operational management of IS/IT as a strategic
resource.
Assessment
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Description
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Weighting or Pass/Fail
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1
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Portfolio
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100%
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Module Code: 7CI016 Module
Title: Innovation and
Emerging Technologies
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Credit value
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20
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Pre-requisites
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None
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Co-requisites
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None
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Prohibited
combinations
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None
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Module Leader
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Sheri Sankey
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Telephone
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01902 321857
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Email
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Staff Room Number
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MI 122
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Module description
The aim of the module is to provide a comprehensive
introduction to innovation in organisations and to enable you to identify,
measure, track and realise benefits from emerging technologies. You will
consider the ethical social and legal implications surrounding emerging
technologies.
Assessment
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Description
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Weighting or Pass/Fail
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1
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Portfolio
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100%
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Module Code: 7CI013 Module Title: Business Process Improvement
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Credit value
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20
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Pre-requisites
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None
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Co-requisites
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None
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Prohibited
combinations
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None
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Module Leader
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Ken Rabey
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Telephone
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01902 321474
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Email
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Staff Room Number
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MI 121
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Module description
Efficient and effective business processes are
fundamental to business success. IT is a strategic enabler for improvement in
business process. This module examines methods and techniques available for
analysis of current processes and the design of IT-enabled new processes. The
module will also consider techniques to assess the contribution that current
and emerging IS/IT can make in transforming a business and assess how
innovative use of technology may improve business processes.
Assessment
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Description
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Weighting or Pass/Fail
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1
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Portfolio
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100%
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Module Code: 7CI006 Module
Title: Data Management
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Credit value
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20
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Pre-requisites
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None
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Co-requisites
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None
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Prohibited
combinations
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None
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Module Leader
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Mary Garvey
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Telephone
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01902 321483
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Email
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Staff Room Number
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MI 124
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Module description
The manipulation and management of data is fundamental to
an organisation. This module aims to equip you with the skills necessary to
design and implement appropriate database systems to support a range of
applications. The module will also provide an understanding of the objectives
and principles of databases and give you an understanding of the role of data
and how it is managed within an organisation.
Assessment
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Description
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Weighting or Pass/Fail
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1
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Portfolio
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100%
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Module Code: 7CI007 Module Title: Applied IT Strategic Planning
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Credit value
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20
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Pre-requisites
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None
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Co-requisites
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None
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Prohibited
combinations
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None
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Module Leader
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Timothy Hipkiss
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Telephone
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01902 321809
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Email
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Staff Room Number
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MI 125
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Module description
This module aims to enable you to understand a range of
appropriate methods and techniques and apply them in the practical development
of an IS/IT strategic plan to meet current and future needs of a business
organisation. Practical application will be supported by underpinning academic
theory.
Assessment
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Description
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Weighting or Pass/Fail
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1
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Portfolio
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100%
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Module Code: 7ET022 Module Title: Research Methods and Professional skills
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Credit value
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20
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Pre-requisites
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None
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Co-requisites
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None
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Prohibited
combinations
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None
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Module Leader
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Philip Harris
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Telephone
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01902 322279
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Email
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Staff Room Number
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MI 319
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Module description
By studying this module you will develop the personal and
professional skills required to design and undertake research in your chosen
subject area at post graduate level.
Assessment
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Description
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Weighting or Pass/Fail
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|
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1
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Portfolio
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100%
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Module Code: 7ET023 Module
Title: Dissertation
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Credit value
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60
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Pre-requisites
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None
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Co-requisites
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None
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Prohibited
combinations
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None
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Module Leader
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Philip Harris
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Telephone
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01902 322279
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Email
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Staff Room Number
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MI 319
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Module description
The MSc Dissertation enables you to undertake an in-depth
individual research project in an area directly linked to your subject area and
interests. This will ensure that you undertake scholarly work that further
develops an aspect of the taught material and thereby contributes to your
personal development and training towards professional practice. This module
evidences your transformation from undergraduate to master’s level achievement
through the process and production of a recognised research output in your
subject area.
Assessment
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Description
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Weighting or Pass/Fail
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1
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Proposal
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15%
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2
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Portfolio
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85%
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University
Academic Calendar 2012/2013
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Academic Year 2012/13
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UG
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PG
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Uni Weeks
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Teaching weeks
Sem long |
Teaching Weeks
Year Long |
PG Blocks
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2012
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1
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03-Sep
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Grad
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Diss block 4
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2012/13 Graduations
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2
|
10-Sep
|
Grad
|
|
|
"
|
2012/13 Graduations
|
|
|
|
|
3
|
17-Sep
|
WW
|
|
|
"
|
UG Welcome Week
|
ü
|
|
|
|
4
|
24-Sep
|
|
1
|
1
|
"
|
Resit
Assessment PG Block3
|
|
|
|
|
5
|
01-Oct
|
|
2
|
2
|
Hand in
|
|
|
|
|
|
6
|
08-Oct
|
|
3
|
3
|
|
|
|
|
|
|
7
|
15-Oct
|
|
4
|
4
|
|
PG Induction week
|
|
ü
|
|
|
8
|
22-Oct
|
|
5
|
5
|
Block 1
|
|
|
|
|
|
9
|
29-Oct
|
|
6
|
6
|
"
|
|
|
|
|
|
10
|
05-Nov
|
|
7
|
7
|
"
|
|
|
|
|
|
11
|
12-Nov
|
|
8
|
8
|
"
|
|
|
|
|
|
12
|
19-Nov
|
|
9
|
9
|
"
|
|
|
|
|
|
13
|
26-Nov
|
|
10
|
10
|
"
|
|
|
|
|
|
14
|
03-Dec
|
|
11
|
11
|
"
|
|
|
|
|
|
15
|
10-Dec
|
|
12
|
12
|
"
|
|
|
|
|
|
16
|
17-Dec
|
|
Assess
|
|
"
|
UG Sem 1 Assessment
|
ü
|
|
|
|
17
|
24-Dec
|
vac
|
|
|
|
Christmas Holiday
|
ü
|
ü
|
|
|
18
|
31-Dec
|
vac
|
|
|
|
Christmas Holiday
|
ü
|
ü
|
|
|
19
|
07-Jan
|
vac
|
|
|
Revision
|
2013
|
Christmas Holiday
|
ü
|
|
|
20
|
14-Jan
|
|
|
Assess
|
Assess
|
Assessment UG (mid)
Year long, PG block 1
|
ü
|
ü
|
|
|
21
|
21-Jan
|
|
|
1
|
Block 2
|
UG Welcome(S2) UG Feedback(S1)
|
ü
|
|
|
|
22
|
28-Jan
|
|
1
|
2
|
"
|
|
|
|
|
|
23
|
04-Feb
|
|
2
|
3
|
"
|
|
|
|
|
|
24
|
11-Feb
|
|
3
|
4
|
"
|
|
|
|
|
|
25
|
18-Feb
|
|
4
|
5
|
"
|
|
|
|
|
|
26
|
25-Feb
|
|
5
|
6
|
"
|
|
|
|
|
|
27
|
04-Mar
|
|
6
|
7
|
"
|
|
|
|
|
|
28
|
11-Mar
|
|
7
|
8
|
"
|
|
|
|
|
|
29
|
18-Mar
|
|
8
|
9
|
"
|
|
|
|
|
|
30
|
25-Mar
|
vac
|
|
|
|
Easter Holiday
|
|
|
|
|
31
|
01-Apr
|
vac
|
|
|
|
Easter Holiday
|
|
ü
|
|
|
32
|
08-Apr
|
|
9
|
10
|
Revision
|
|
ü
|
ü
|
|
|
33
|
15-Apr
|
|
10
|
11
|
Assess
|
Assessment PG Block
2
|
ü
|
ü
|
|
|
34
|
22-Apr
|
|
11
|
12
|
Block 3
|
|
|
|
|
|
35
|
29-Apr
|
|
|
Assess
|
"
|
Assessment UG Year
long
|
ü
|
|
|
|
36
|
06-May *
|
|
12
|
|
"
|
|
|
|
|
|
37
|
13-May
|
|
Assess
|
|
"
|
Assessment UG Sem 2
|
ü
|
|
|
|
38
|
20-May
|
|
|
|
"
|
|
|
|
|
|
39
|
27-May *
|
|
|
|
"
|
|
|
|
|
|
40
|
03-Jun
|
|
|
|
"
|
UG Assessment
Boards tbc
|
ü
|
|
|
|
41
|
10-Jun
|
|
|
|
"
|
UG Assessment
Boards tbc
|
ü
|
|
|
|
42
|
17-Jun
|
|
|
|
"
|
UG Publication of
Results tbc
|
ü
|
|
|
|
43
|
24-Jun
|
|
|
|
Revision
|
|
|
|
|
|
44
|
01-Jul
|
|
|
|
Assess
|
Assessment PG Block
3
|
|
ü
|
|
|
45
|
08-Jul
|
|
Assess
|
Assess
|
Diss blk 4
|
Resit
Assessment UG and PG Blocks 1 and 2
|
ü
|
|
|
|
46
|
15-Jul
|
|
|
|
"
|
|
|
|
|
|
47
|
22-Jul
|
|
|
|
"
|
UG Resit Boards tbc
|
ü
|
|
|
|
48
|
29-Jul
|
|
|
|
"
|
UG Publication of
Results tbc
|
ü
|
|
|
|
49
|
05-Aug
|
|
|
|
"
|
|
|
|
|
|
50
|
12-Aug
|
|
|
|
"
|
|
|
|
|
|
51
|
19-Aug
|
|
|
|
"
|
|
|
|
|
|
52
|
26-Aug *
|
|
|
|
"
|
|
|
|
|
|
|
* = bank hol Mon
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
PG taught blocks
|
|
ü
|
|
|
|
|
|
|
|
|
PG Dissertation
Block
|
|
ü
|
|
|
|
|
|
|
|
|
UG Semester Taught
|
ü
|
|
|
|
|
|
|
|
|
|
UG Year long Taught
|
ü
|
|
|
|
|
|
|
|
|
|
Assessment Week
|
ü
|
ü
|
|
|
|
|
|
|
|
|
PG Self Study week
|
|
ü
|
|
|
|
|
|
|
|
|
|
|
|
Course
Leader: Rose
Hunt
Informatics
Department Academic Staff List:
|
Surname
|
Forename
|
Outer Door
|
Room No
|
Ext No.
|
Email
|
|
Clark
|
Pat
|
MI120
|
MI124
|
1874
|
P.Clark@wlv.ac.uk
|
|
Costello
|
Pat
|
MI120
|
MI125
|
1829
|
P.Costello@wlv.ac.uk
|
|
Fairclough
|
Ruth
|
MI217
|
MI219
|
1429
|
r.fairclough@wlv.ac.uk
|
|
Garfield
|
Joy
|
MI120
|
MI122
|
1465
|
|
|
Gill
|
Sue
|
MI120
|
MI123
|
1416
|
S.E.Gill@wlv.ac.uk
|
|
Hipkiss
|
Tim
|
MI120
|
MI125
|
1809
|
t.hipkiss@wlv.ac.uk
|
|
Holland
|
Lynda
|
MI120
|
MI124
|
1441
|
Lynda.Holland@wlv.ac.uk
|
|
Hunt
|
Rose
|
MI120
|
MI123
|
1833
|
R.Hunt2@wlv.ac.uk
|
|
Jones
|
Gill
|
MI120
|
MI122
|
1475
|
Gill.Jones@wlv.ac.uk
|
|
Maflahi
|
Nabeil
|
MI217
|
MI219
|
1449
|
N.Maflahi@wlv.ac.uk
|
|
Nevill
|
Tamara
|
MI217
|
Mi219
|
1859
|
T.Nevill@wlv.ac.uk
|
|
Priest
|
Adrian
|
MI120
|
MI122
|
8575
|
A.Priest@wlv.ac.uk
|
|
Rabey
|
Ken
|
MI120
|
MI121
|
1474
|
K.Rabey@wlv.ac.uk
|
|
Sankey
|
Sheri
|
MI120
|
MI122
|
1857
|
sankeys@wlv.ac.uk
|
|
Sud
|
Pardeep
|
MI217
|
MI219
|
8549
|
p.sud@wlv.ac.uk
|
|
Thelwall
|
Michael
|
MI217
|
MI218
|
1470
|
M.Thelwall@wlv.ac.uk
|
|
Wilkinson
|
David
|
MI217
|
MI218
|
1452
|
D.Wilkinson@wlv.ac.uk
|
|
Wood
|
Katie
|
MI120
|
MI122
|
1845
|
|
|
Zhou
|
Diwei
|
MI217
|
MI218
|
1444
|
D.Zhou@wlv.ac.uk
|
Student Representatives
can contact Lynne Pennells, Student Liaison Officer, MI155, 01902 321408, L.Pennells@wlv.ac.uk
For information regarding
Employment and Placements contact the Placements Unit, MI 128 on 01902 321457
Students may use “STech Student Noticeboard students” WOLF topic as a
central resource for news, information and support.
For programme advice and help with University procedures, please
contact Simon Rose, Student Support Officer, MI158, MI Building, Simon.Rose2@wlv.ac.uk.
STech has a team
dedicated to assisting students with additional support requirements:
Lynne Pennells, Special
Needs Administrator, Mi155, MI Building, 01902 321408, L.Pennells@wlv.ac.uk.
Ruth Fairclough, Special
Needs Tutor, Mi217 (Mi219), MI Building, 01902 321429, r.fairclough@wlv.ac.uk
Derek Beardsmore,
Special Needs Tutor, Mi136 (Mi140), MI Building, 01902 321479, D.I.Beardsmore@wlv.ac.uk
Student
Support
If you encounter any issues (personal
or academic) the following diagram directs you to the appropriate department or
staff member.
What is
‘Employability’?
‘Employability’ is concerned with the
development of skills aimed at enhancing your employment prospects throughout
your time here at the University of Wolverhampton. Developing specialist subject and academic
knowledge is important for employers but they also want to employ individuals
who are able to:
·
Communicate
effectively,
·
Work
in a team and have good interpersonal skills.
·
Solve
problems
·
Work
on their own using their own initiative and are able to adapt to changing
situations
·
Be
self-confident
How Will You
Develop Your Employment Skills?
At the School of Technology we aim to provide you with the opportunity
to develop these through the modules you will be studying. The assessments you do for your modules are
designed to help you develop Subject specific skills through the research you
undertake for the assignments. In
addition, they are also designed to help you develop other key skills such as
your written communication skills. Where
you have formal presentations, this will build your self-confidence in addition
to helping you develop your skills of verbal communication. Working as part of
a team will develop vital group-work skills.
Attending your classes regularly will further ensure that you have the
opportunity to develop other skills.
Throughout your time at the University, you
will develop and be able to demonstrate a number of skills, some of which are
listed below:
·
Working
as part of a group
·
Demonstrating
teamwork skills and leadership skills
·
Effective
communication
·
Written
(via reports etc.)
·
Oral
(through formal presentations)
·
Problem-solving
·
IT
skills (which include use of basic packages for word processing, spreadsheets,
use of email etc.)
·
Time
management – attending classes, handing in of assignments, planning study time
You may also be working part-time. The experience you gain within a work
environment is a very worthwhile one and also helps you to develop transferable
skills which are valued by employers.
The
opportunities for the graduate of Strategic IT Management courses include but
are not limited to:
- Business
analyst
- IT manager
- E-business
manager
- Strategic
business advisor
- Change Manager
(specific to technology)
- Chief
Information Officer
- Consultant
This MSc contributes substantially to your career
development as an IS/IT professional by enabling you to work at high level in a
management capacity. If you are from an
IS/IT or general management background, the depth of understanding from this
course will contribute to your ability as a manager to develop and implement
IT/IS strategies for organisations at a very high level, taking into
consideration the human resource factors and ethics required of a governance
practitioner. While the academic level is masters, there is a strong practical
and professional orientation to the curriculum.
School Charter for Students
School of Technology - Charter for Students
Students who come to
the School of Technology (STech) at the University of Wolverhampton are
entitled to have high expectations. Studying at the University can offer the
chance for a new beginning, the development of new skills, and can give you
greater opportunities for future employment.
In order to help you to achieve your objectives with us, we will strive
to provide:
- Effective
impartial advice and guidance to help you choose the right course.
- An effective
introduction to the University, to the School and to your course.
- A welcoming
environment with quiet places to study.
- Qualified,
experienced and professional tutors and lecturers.
- Friendly,
helpful staff.
- Stimulating and
well-planned learning opportunities.
- Dedicated
Technology Centre to support academic excellence.
- Up-to-date
resources including books and online journals.
- Well-defined and
appropriate programmes of study.
- Opportunities to
plan and review progress.
- Access to
learning support.
- Access to
confidential counselling, careers advice, and financial advice.
We will aim to ensure
that:
- Feedback will be
provided on all assessments within 3 working weeks.
- You have a
personal tutor. There is also a Student Support Officer as the first point
of contact with clearly advertised surgery times.
- Your tutor’s
availability will be clearly advertised.
- There are
opportunities for you to comment on and influence your University
experience, e.g. via Student-Staff liaison meetings, module questionnaires
and School/University Quality Committees.
- You will have
access to the information you need to progress on the course, e.g. each
module will issue a module guide; each course will issue a course guide.
- You will be
informed of electronic resources available for each module via the module
guide.
- You will find
information about all of the above in your “Guide to your Course”
Handbook, available on the Current Students page of the University website
We expect you to:
- Have read and
abide by the code on using University IT resources.
- Attend classes
regularly and punctually.
- Show courtesy
and respect to staff and other students.
- Ensure you
understand the requirements of your course
- Ensure you
understand the requirements of each module you are studying (sessions to
attend, assessment procedures, exam procedures)
- Respect and
abide by the University Regulations, e.g. Equal Opportunities Policy, ID
Cards, quiet areas.
- Bring all
necessary equipment to classes/workshops and tests.
- Submit
assessments on time (or they will not be marked) and keep copies of all
assessments submitted.
- Switch off
mobile electronic devices before entering learning environments.
- Behave
considerately in lectures, tutorials, workshops and other classes, listen
attentively and participate in class activities.
- Not
record teaching sessions, either by audio, video or photographically,
without permission from the lecturer and authorisation from the Student
Enabling Centre
- Respect the
quiet areas and make as little noise as possible in all areas.
- Note that no food or drink (other than water) is allowed into
teaching areas and especially laboratories.
- Keep the Student
Support Officer informed if you have personal problems that affect your
work; if these problems make it necessary to seek extensions, to do so
before the deadline.
- Use the
advertised times (or make an appointment by email or through the School
Office) to seek advice from your tutors/lecturers.
- Confirm your
programme of study when asked to do so.
- Seek approval for and record any change of programme within the
deadlines.
- Inform the
Student Office (Here to Help) and Finance if your address or other contact
details change.
- Check E-Vision
frequently to keep informed of University communications.
- Check the STech
Student Noticeboard WOLF topics frequently.
- Attend student
support surgeries when requested to do so by personal tutors.
Email Charter
1.
Students
can normally expect a response to a query from staff within 3 working
days. However, staff may have other
commitments including being on business which takes them outside of the
University. Students are advised to
contact the School Administrative staff in the event of failing to receive a
response from a member of academic staff.
2.
Students
are expected to observe an ethical and professional approach to the use of
email and therefore students are expected to observe the normal requirements of
courtesy and professionalism expected of all students in their dealings with
staff and fellow students.
3.
Any
inappropriate use of email to staff or fellow students, for example by sending
illegal, discriminatory, defamatory, obscene, abusive or threatening material,
will be treated as a disciplinary matter by the University.
4.
Originating
or knowingly distributing any virus, worm or any chain mail or junk mail is
prohibited.
5.
Students
should note that information concerning grades for their summative assessments
will not normally be given by email.
6.
The
email system cannot guarantee privacy in respect of email messages sent to
staff. Students are advised that any
confidential matters are discussed using other means of communication.
7.
In
using the University computer facilities for email, students must not attempt
to disable, defeat or circumvent any security facilities.
8.
Staff
and students should always use the official University email account. No response can be guaranteed to emails from
non-University accounts.
Academic Misconduct
The
University considers seriously all acts of academic misconduct, which by
definition are dishonest and in direct opposition to the values of a learning
community. Academic misconduct, if not
challenged, will ultimately devalue academic standards and honest effort on the
part of students.
Defining
Academic Misconduct
Cheating
Cheating
is defined as any attempt to gain unfair advantage in an assessment by
dishonest means, and includes, for example, all breaches of examination room
rules, impersonating another student, falsifying data, and obtaining an
examination paper in advance of its authorised release.
This
is not an exhaustive list and other common examples of cheating would include –
·
Being
in possession of “crib notes” during an examination
·
Copying
from the work of another student
·
Prohibited
communication during an examination
·
Acts
of plagiarism or collusion as defined below
Collusion
Collusion
is when two or more people combine to produce a piece of work for assessment
that is passed off as the work of one student alone. The work may be so alike in content, wording
and structure that the similarity goes beyond what might have been coincidence. For example – where one student has copied the
work of another, or where a joint effort has taken place in producing what
should have been an individual effort.
Collusion should not be confused with the
normal situation in which students learn from one another, sharing ideas and
group work to complete assignments (where this is specifically authorised).
Plagiarism
Plagiarism
is the act of taking someone else’s work and passing it off as your own. This includes incorporating either
unattributed direct quotation(s) or substantial paraphrasing from the work of
another/others. It is important to cite all sources whose work has been drawn
on and reference them fully in accordance with the referencing standard used in
each academic school.
The
most common forms of plagiarism are –
·
Cut
or copied and pasted materials from websites
·
Copying
the work of another student (past or present) including essays available
through “essay bank” websites – or other data.
·
Copying
material from a text book or journal
Students
may go to great lengths to disguise the source reference they have been
consulting in contributing to an assignment – without understanding that with
proper referencing this is entirely acceptable.
Support
for Students
The
University, through its academic staff, will be both sympathetic and supportive
in preventing plagiarism and other forms of academic misconduct.
A
variety of support mechanisms are in place to help students succeed and avoid
academic misconduct.
·
Visit
our study skills support website at www.wlv.ac.uk/skills See the section on tackling
academic misconduct.
·
Download
the Students' Union guide to Avoiding Academic Misconduct ("Read, Write,
Pass") - available from the same webpages.
·
Book
an appointment to see a study skills adviser - through the Learning
Centres.
·
Speak
to your personal tutor or module leader.
·
There
is help available if you need it. The University caught and prosecuted
500 cases of Academic Misconduct last year - it is better to do the work than
think you can get away with cheating - the penalties are severe...
Penalties
Where an offence is admitted, or a panel decides that cheating,
plagiarism or collusion has occurred, a penalty will be imposed. The severity of the penalty will vary
according to the nature of the offence and the level of study. Penalties will range from failure of the
assignment under investigation to a restriction of the award a student may
ultimately achieve or a requirement to leave the University.
Full details about the University's policy on Academic Misconduct
and regulations and procedures for the investigation of academic misconduct are
available at our website: www.wlv.ac.uk/polsregs
For more theory and case studies on: http://expertresearchers.blogspot.com
For Premium Academic and Professional Research: jumachris85@gmail.com
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