MSC/Postgraduate Diploma/

Postgraduate Certificate

INFORMATION TECHNOLOGY
WITH PATHWAYS IN:

-Business Information Systems

- The Learning Society
- Software Development
- Health Informatics

INFORMATION FOR 2007 ENTRY

CONTENTS
Introduction

Pg 3

CEMS Graduate School

Pg 3

Structure of the course

Pg 4

Description of specialist Pathways

Pg 6

Programme of study

Pg 7

Assessment Criteria

Pg 10

Core modules

Pg 11

Pathway-Specific modules:
Business Information Systems
The Learning Society
Software Development
Health Informatics

Pg 14
Pg 14
Pg 15
Pg 15

Option modules

Pg 18

Fees

Pg 22

Pre-sessional IT course for International students

Pg 23

Entry requirements and contact details

Pg 24

Other frequently asked questions

Pg 25

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INTRODUCTION
The MSc Information Technology is designed to respond to the demands of a wide
range of private and public organisations for qualified information technologists to
advise on all stages of information systems design, development and use. The
course prepares students for the intellectual, analytical and practical challenges of a
career in Information Technology. Graduates will gain the knowledge and skills
necessary to specify, design and build, or select appropriate IT solutions within a
range of professional contexts. The flexible nature of this course is suited to those
wishing to study on a part-time basis whilst remaining in full-time employment.
The purpose of this handbook is to provide some general information about the
course and to address some frequently asked questions. It includes:

An outline of the structure of the course and what is taught when

Descriptions of the modules
Some notes on marking and assessment
Information on fees

CEMS GRADUATE SCHOOL

The CEMS Graduate School represents all postgraduate study and students within
CEMS Faculty. It captures the idea of a distinctive multicultural and vibrant
postgraduate community. It includes the five Schools in the Faculty, the research
centres, as well as the support services bringing all elements of the postgraduate
student experience together. The Faculty has a large postgraduate community
around 280 taught and over 100 research students who study a range of courses
and disciplines on both a full-time and part-time basis. Students come from all
backgrounds, nationalities and faiths. We believe that by integrating postgraduate
taught and research students in the Graduate School, greater co-operation and
closer working between these two groups is encouraged. The School aims to
improve the quality of postgraduate education and thus the postgraduate student
experience. It currently provides a range of student events each year, including
social activities, poster presentation sessions and an annual student conference.
Additionally training and workshops are provided, some through UWEs Graduate
Studies Office.
All postgraduate taught students have access to a dedicated Student Advisor who
offers a range of support and information services to help students settle in and
address any needs they might have. The Student Advisor has expertise on the
structure of all MSc courses as well as experience in some of the financial and
personal worries often faced by students. Students will also work very closely with
their MSc Programme Leaders on academic matters.

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STRUCTURE OF THE COURSE

Students will qualify for the awards of MSc, PG Diploma and PG Certificate by
accumulating credits on completion of modules, as follows:
The MSc in Information Technology requires 180 credits, including 60 credits for
the dissertation;
The PG Diploma in Information Technology requires 120 credits, all from the
taught part of the course i.e. no dissertation is completed;
The PG Certificate in Information Technology requires 60 credits, again all from
the taught part of the course.
Each taught module is worth 15 credits, (with the exception of the Software
Development pathway which comprises a single 30 credit module), and runs over
one semester of twelve weeks. To gain the MSc you will complete eight such
modules. Full-time students take four modules in each semester, and complete the
taught component of the programme in two semesters. They normally attend two
days a week. Students also have the opportunity to gain placement experience
whilst completing their dissertation (see page 14 for the description of the relevant
module).
For part-time students, there is considerable flexibility in the number of modules
taken at any time, as well as the time required to complete the programme.
However, we offer a recommended part-time route which allows the taught
component of the programme to be completed in four semesters, over two academic
years. If you follow the recommended route, you will attend taught classes on only
one day per week, between the hours of 15.30 and 20.30.
Modules are delivered by means of taught classes supported by independent study,
and you should expect to carry out a significant volume of work in your own time.
For many modules this will be supported by UWEOnline, the universitys Virtual
Learning Environment. Information about UWEOnline is available at
http://info.uwe.ac.uk/online/blackboard/.
The different study patterns are summarised as follows:
NORMAL FULL-TIME STUDY PATTERN
SEMESTER 1
September to February
Modules worth 60 credits

SEMESTER 2
February to June
Modules worth 60 credits

SUMMER
June to November
Dissertation worth 60
credits

NORMAL FULL-TIME STUDY PATTERN (WITH PLACEMENT EXPERIENCE)

YEAR 1
YEAR 2

SEMESTER 1
September to February
60 CREDITS

SEMESTER 2
February to June
60 CREDITS

COMPLETE PLACEMENT AND DISSERTATION

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RECOMMENDED PART-TIME PATTERN

YEAR 1
YEAR 2
YEAR 3

SEMESTER 1
SEMESTER 2
September to
February to June
February
Modules worth 30
Modules worth 30
credits
credits
Modules worth 30
Modules worth 30
credits
credits
Complete dissertation

SUMMER
June to November*

Write dissertation

Whilst the majority of students start their course in September of a given year, it is
possible for part-time students to join the MSc at the start of Semester 2 in February.
Please contact us if you are interested in this option.

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SPECIALIST PATHWAYS
The MSc IT is structured so that one third of the course provides a grounding for the
specialist pathways, and all students complete this. Approximately two thirds of the
course may be pathway-related, including the dissertation. Students are not
required to select a specialist pathway before they start, but they would finally
choose their specialism part way through the first semester.
All graduates of the MSc IT, irrespective of the pathway chosen, should be able to:
- Design and implement programs to specification
- Use systems development techniques in a variety of contexts
- Apply appropriate skills for the management of a typical IT-based project
- Identify IT-based solutions to problems, drawing on multidisciplinary perspectives
- Prepare a research proposal in your area of interest
- Use data collection techniques appropriate for an IT research project.
Students who dont wish to specialise in a pathway, may take any second semester
option offered, subject to timetabling constraints.

BUSINESS INFORMATION SYSTEMS

This pathway considers the key economic, social and management implications of
information systems in business. The e-business and the strategic issues involved
in a movement from traditional commerce to the electronic marketplace are
addressed. It provides an introduction to the technologies and applications
associated with electronic commerce and to web-based information systems more
generally. It also considers a range of issues in the planning, organising and
managing of information systems including the structure of the information systems
organisation, outsourcing, organisational learning and management education and
development.
Graduates of this pathway should be able to:
- Explain the potential impact of information systems on organisational efficiency,
effectiveness and strategic advantage
- Contribute to decisions on information systems strategy in their own working lives
- Recognise business opportunities arising from developments in e-commerce
- Assess e-commerce strategy and implementation

SOFTWARE DEVELOPMENT
All students are introduced to software engineering and concepts, programming,
database design, and different approaches to software development. This pathway
develops further skills and knowledge in these areas. Graduates should be able to:
- Explore, evaluate and use software development technology
- Implement critically a variety of software development strategies and techniques
within a large group context

THE LEARNING SOCIETY

Those interested in the role of IT in education in a broad sense, including education
professionals, may chose this pathway. It provides the opportunity to consider, for
example ITs contribution to the learning society, the impact of IT on learning and
assessment in different contexts, and the varied ways in which IT may change of the
role of the teacher. Graduates of this pathway should be able to:
- Evaluate specific computer-assisted learning resources
- Assess information systems designed to support administrative and management
in education
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Integrate ICT into learning contexts

Appraise specific ICT policy initiatives

HEALTH INFORMATICS
This pathway is aimed at those working professionally in health care informatics,
whether in the NHS or in the private sector. It is now widely recognized that the
future of health care critically depends on use of appropriate information technology:
- There is increasing emphasis among professionals on evidence-based
medicine.
- Investment in health and health care systems has grown considerably but
inefficiencies of poor management persist and lead to poor returns.
- Governments declare that health care should be information driven, but
encounters great resistance to modernization.
There is therefore both need and demand for health informaticians capable of
adopting a strategic approach to their work.
Much of the work on this course requires practical exploration of issues in the
workplace, and so current or very recent employment in a health care setting is
essential. Permission by the line manager to apply theories and methods from the
course to the practical work setting will be needed sooner rather than later and
ideally should have been obtained before starting out on the course.

PROGRAMME OF STUDY
SEMESTER 1 - FULL-TIME STUDY
In the first semester all full-time students, irrespective of the pathway they have
chosen, will take four 15-credit modules:

Information Technology Infrastructure

Application Domains of Information Technology
Software Development Principles
Integrative Case Studies

SEMESTER 1 PART-TIME STUDY

In the first Semester all part-time students will take the two 15-credit modules:

Information Technology Infrastructure

Application Domains of Information Technology

(Please note that part-time students will take the modules Software Development
Principles and Integrative Case Studies in their second year of study).
SEMESTER 2 - FULL-TIME STUDY
In the second Semester full-time students will take the 15-credit module Research
Methods. Students will also take the following pathway specific modules as well as
one option module, as follows
Business Information Systems
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E-business
IS Strategy and Management
Research Methods
IS Dissertation
One option module from Program Development, Human Computer Interaction,
Information Design, Project Management, Data Management, IS in Society, Webbased Information Systems

Software Development
Group Work in a Large Scale Software Development Process (30-credit module)
Research Methods
IS Dissertation
One option module from Program Development, Human Computer Interaction,
Information Design, IS in Society, Project Management, Data Management, IS
Strategy and Management, Web-based Information Systems
The Learning Society
ICT in Learning
Policy and Practice in ICT in Education
Research Methods
IS Dissertation
One option module from Program Development, Human Computer Interaction,
Information Design, IS in Society, IS Strategy and Management, Project
Management, Data Management, Web-based Information Systems
Health Informatics

Health Care Information Management

Health Care Informatics Strategy and the Management of Change
Independent Study in Information Systems (subject to approval)
Research Methods
IS Dissertation
Options include Human Computer Interaction, Information Design, Data
Management, Web Based Information Systems, Statistics for Research (B),
Special Libraries with Medical and Health Information Services

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OPPORTUNITIES FOR GAINING CREDIT FOR RELEVANT WORK EXPERIENCE

It might be that you already have some experience that relates directly to one of the
taught modules. This could mean that, rather than take that specific module, you
could gain credit by demonstrating that you have relevant experience. For example,
if you have a technical background and have some experience in programming, you
may be eligible for accredited prior experiential learning with respect to the
compulsory module Information Technology Infrastructure. Please contact the
Programme Director, Chris Perry, for further information on this.
PART-TIME STUDY
In the second semester of the first year, part-time students will take their pathway
specific modules, accumulating a further 30 credits.
In the second Semester of their second year of study, part-time students will take the
module Research Methods and choose from the option modules offered, to gain a
further 30 credits in total. This is in addition to the two modules Software
Development Principles and Integrative Case Studies which would normally be
taken during the first Semester of the second year. It is also expected that part-time
students will start their dissertation during their second year of study.
MODULE AVAILABILTY
We cannot guarantee that each pathway, or option module, will run in each academic year, but we will
determine in good time which pathways will be running. The decision will be dependent on the
number of students wishing to take a pathway and whether appropriate physical and staff resources
are available.

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ASSESSMENT CRITERIA
To pass a module you must obtain an overall mark of at least 50%. Most
taught modules have two assessed components, namely a written piece of
coursework and an exam. These components are usually equally weighted
when it comes to calculating the overall module mark. The minimum pass
mark for each component of a module is 40%. So, for example, if you got 40%
for your coursework you will have to get at least 60% in the exam in order to
pass the module (assuming the two components are equally weighted).
Unfortunately, students sometimes fail part of a module or, rarely, the whole module.
Hopefully, this wont happen to you but if it does then the following regulations will
apply:
Should you fail a module component then you will be given another
opportunity to pass it, either by submitting a different piece of
coursework, which will be specified, or by taking a referral exam in the
autumn. In both of these cases your component mark will be capped at
50%.
Should you unfortunately fail a whole module then you will usually be
able to attempt it again in the following year. If this happens then
further attendance at the taught classes will not normally be required. It
is important to note that a second attempt at a module will be subject
to the standard module fee.
In the case of a failed dissertation, you will not be able to have a
second attempt at it by submitting a different piece of research.
However, if you are advised that the original dissertation can be
repaired (i.e. by doing some more work on it) then you will be
allowed to submit a revised version of it for a second assessment.
MERITS AND DISTINCTIONS
Each of the three awards (Postgraduate Certificate, Postgraduate Diploma and the
MSc) can be obtained with merit (average mark at least 65%) or distinction (average
mark at least 75%). The average marks are calculated from a selection of your
individual level M marks, as follows:
Postgraduate Certificate

The best three modules

Postgraduate Diploma

The best six modules

MSc

The best four taught modules plus the dissertation

All the modules contributing towards merits or distinctions must have been
passed at your first attempt at those modules.
A more detailed description of the regulations can be found in the UWE
student handbook. They can also be downloaded in PDF format by
following the Modular Assessment Regulations (MAR) 3.0 link at
http://info.uwe.ac.uk/acsec (Sections 4 and 10 being relevant to M level
assessments).

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CORE MODULES
These modules are compulsory for anyone studying MSc Information Technology
and must all be successfully passed. There are 6 core modules (including the
dissertation) to be completed, as follows:
APPLICATION DOMAINS OF INFORMATION TECHNOLOGY (UFIE88-15-M)
Syllabus outline:
Information. Data, information, and knowledge; information and communication;
representation, expression and interpretation. Types and general uses of information.
Conveying meaning and coordinating action. Information as resource or process.
Information technology and the digitization of information. Information/communication
structured and mediated through IT systems.
Information in organization and society. Information and action in social settings. Uses of
information in organizations: communication, control, decision making, planning, operations,
invention. Information levels and channels in organizations. Moral and political dimensions
of information use. Growing scope, volume, and salience of information. Information
overload and anxiety: responses.
Information Systems. Systems perspectives as a way of thinking about, modelling, and
intervening in complex sociotechnical environments. The range and variety of information
systems. Typologies and evolutionary frameworks. Evolution of computer/network-based
information systems. Interrelations between technical systems and contexts of use.
Complexity, creativity and variety in the interface. Diversity of systems, contexts and users.
Models and methods for developing information systems (overview). Emergence of
applications ahead of theory and methodology.
Application Domains. Exploration of a range of domains, eg: commercial, industrial,
educational, medical, library, financial, governmental, scientific, professional, domestic,
artistic, personal, entertainment, information services Regular characteristics of selected
domains; the role of information systems in supporting and extending activities in these
domains; typical applications. Trends in the development of technologies, organizational
and social contexts, and applications. Information appliances. Emerging application
domains.

INTEGRATIVE CASE STUDIES (UFIE8A-15-M)

Syllabus outline:
This module is aimed at providing the students with a combination of generic teamwork and
self-management skills and knowledge and specific IT focused skills and knowledge. It
integrates and applies materials from the other core modules in IT infrastructure, system
development, and applications. Students work in teams on a small number of case studies
from different parts of the IT spectrum, in order to produce system designs for a range of
typical small-scale applications. In suitable instances, the designs may be taken through to
implementation.
The case studies are generally chosen to include examples from business, manufacturing,
and public sector areas such as health or education. Student groups need to address issues
in requirements determination, analysis and design, and project management in finding
appropriate sociotechnical solutions for the case study domain. On the technical side,
specific studies may include consideration, for instance, of intranet or Internet systems
provision, database development, or network security. On the social side, work structures
and flows, improved information provision, and ethical and deskilling/reskilling issues may be
among the matters of interest.

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SOFTWARE DEVELOPMENT PRINCIPLES (UFCE3L-15-M)

Syllabus outline:
Categories of system
Approaches to systems development and definition of Software Engineering
Concepts: Modelling, abstraction, hierarchy, partitioning, modularisation, control
The Software Engineering Process: Software Crisis, lifecycle models
Development Methods: Review and overview, notations
Human-Computer Interface issues
Software Quality: Definition, issues, standards
Software project issues: Metrics, cost estimation, risk
Testing: Verification and validation
Professional practice: Legal issues, ethics

IT INFRASTRUCTURE (UFSEHU-15-M)
Syllabus outline:
Computer systems architecture: CPU, peripherals, memory
Operating systems: managing resources, processes, peripherals, memory and filestore
Assembly languages; general-purpose high level languages; scripting languages
Basic language processing: Assemblers, compilers
Computer communication systems and networks: layered architectures, transmission
media, error control, local area networks - topologies and protocols, LAN components.
Wide area networks - circuit and packet switching.
The Internet Protocol (IP) - addressing, ARP, ICMP, routing in IP. Broadband ISDN.
Transport protocols.
Application protocols.
Semantics and syntax of functional, rule based and object-orientated computer
languages.
Java Programming: Data types, statements, expressions, control and loop structures,
simple data structures.
Fundamental principles of object-orientated programming - inheritance, encapsulation
and polymorphism.

RESEARCH METHODS (UFPEEV-15-M)

Syllabus outline:
Scientific and ethnographic models for research
The Research Process; theory and practical implications
Selection and Identification of the Research Topic, Definition of Research Objectives,
Formulation of Research Questions and Hypotheses
Review of Relevant Literature and Existing Research: Literature Searches; Effective
Use of the Internet and library materials, and organisation of material.
Deciding the Research Strategy and Design
The Research Proposal and Plan
Ethical considerations for researchers
Issues of reliability, validity and generalisability for researchers
Features of Qualitative and Quantitative Data
Collection of Primary Data: Experimental Design, Survey Methods, Sampling Design
and Procedure.
Use of secondary data in the research process
Collection and Analysis of Qualitative Data; Interviewing and Observation Methods.
Communicating your Results Effectively: Dissertation Structure and Presentation

DISSERTATION (INFORMATION SYSTEMS) (UFIE8F-60-M)

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The nature of the research for the dissertation varies according to the subject which is being
addressed. Dissertation topics should focus on some aspect(s) of information technology as
it is or may be applied in particular contexts. Students are encouraged to carry out research
that extends their interests in the role of information technology in the context of their
specialist pathway. The core module in Research Methods requires students to develop an
initial research proposal and students are expected to evaluate this proposal and determine
how to take it forward in their dissertation. This may involve writing a fresh proposal, in
agreement with their supervisor.
Students are expected to carry out an in-depth survey of relevant literature and to undertake
some primary research to ensure that their investigation contributes to existing research in
the field. The primary research may involve a wide range of activities such as: carrying out
a quantitative survey, an evaluative case study or action research study, or developing an
experimental piece of software. The written dissertation should make clear how the primary
research was designed and conducted, and discussion of the outcomes of primary research
should be clearly related to existing literature. The body of the dissertation should be
supplemented by a critical review of all aspects of the research process, including the design
and production of the report itself.

DISSERTATION WITH PLACEMENT EXPERIENCE (UFIEMW-60-M)

An alternative to the standard dissertation is the dissertation with placement experience
module. This provides the opportunity for experience during the period when students are
working on their dissertations. Taking this option involves spending longer on the
dissertation stage of the MSc, generally completing the programme by the June of the
second year of study. Students are required to devote at least 200 hours to placement work,
and, in addition to the dissertation itself, to prepare a review of the placement. Placements
are likely to be unpaid and are based in a wide range of organisations.
The CEMS Placement Office assists students in finding and applying for placements, which,
where possible, reflect the research interests and/or the career aspirations of individuals.
Benefits of undertaking a placement include valuable and relevant work experience, the
opportunity to apply new skills gained in the taught part of the programme, and access to
people who can help with primary research.

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PATHWAY SPECIFIC MODULES

The remainder of the taught part of the course is made up of pathway specific and
option modules, allowing students to focus on subjects or areas that are relevant to
their interests or career prospects. The following option modules are offered:
BUSINESS INFORMATION SYSTEMS PATHWAY-SPECIFIC MODULES
E-BUSINESS (UFIE8H-15-M)
SYLLABUS OUTLINE:
This module combines taught material with teamwork and independent research to give students the
opportunity to understand the key business, economic, social, and technical implications of ebusiness, and to investigate and report on a particular topic within the general area of e-business by
working in Special Interest Groups (SIGs). Business is understood broadly, to include not-for-profit
enterprises.
The taught component of the module focuses on emerging areas of interest and development in ebusiness technologies, application, uptake and innovation in organisations. Some treatment of online
learning and SIG working methods is included.
Students are invited to suggest SIG topics at the beginning of the module, and through a process of
on-line negotiation the module leader agrees and publishes a list of topics and allocates students to
the appropriate SIGs according to their choices. Topics can come from a broad area, but must be
approachable from an e-business angle. They might be in such areas as: e-retailing, e-advertising,
Internet security, XML, education, supply chain management, auctions, mobile commerce
Students explore their chosen topic area together, but within the group choose and agree specific
individual assignment titles within the topic area, and then submit separate individual pieces of work
for assessment. The exploration of the topic and subject areas should focus on how organisations
might discover and apply e-business models and technologies for particular business purposes.

IS STRATEGY AND MANAGEMENT (UFIE87-15-M)

SYLLABUS OUTLINE:
The module is organised in two main parts. The first part explores the concepts of data, information
and knowledge in organisations and their relationship with the development and use of information
systems. The strategic role of information systems in organisations is examined and the module uses
a range of models and frameworks to help develop understanding of how a range of computing and
telecommunication technologies are being developed for strategic advantage and strategic
restructuring. The module looks at global policies and practice for managing information systems
including supply chain logistic and management and electronic commerce. The module also looks at
the issues facing information systems development, use and management in small enterprises. The
second parts looks at good practice in information systems planning. The various management
processes by which organisations can attempt to align their information systems with their business
are examined. This specifically examines and distinguishes the processes of Information Technology,
Information Management and Information Systems strategy formulation as set out by Earl (1989). The
human resource dimension is specifically examined including issues such as the role of the IT
function, the role of the IT professional, IT leadership, business process redesign, training and
management development, end-user computing, outsourcing, and organisational learning.

THE LEARNING SOCIETY PATHWAY-SPECIFIC MODULE

ICT IN LEARNING (UFIE8D-15-M)
SYLLABUS OUTLINE:
The role of ICT in Lifelong Learning: definitions of lifelong learning, new trends in learning, ICT and
social inclusion, learning and identity and the impact of ICT
ICT and the individual learning experience: styles of learning and modes of delivery; computer-based
learning, computer-assisted learning, distance learning, web-based learning, virtual learning
environments; issues of computer-mediated communication; social and cultural considerations; the
role of ICT in assessment
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Evaluation and Design issues: determining criteria for evaluation of on-line material; approaches to
evaluation; purposes and methods of evaluation; human-computer interaction issues, approaches to
design, for example rapid prototyping

SOFTWARE DEVELOPMENT PATHWAY-SPECIFIC MODULE

GROUP WORK IN A LARGE SCALE SOFTWARE DEVELOPMENT PROCESS
(UFCE3M-30-M)
SYLLABUS OUTLINE:
Students will explore and gain practice of real software development by group work. It will be tutor led,
with the tutor acting in the roles of Managing Director, Client and User to provide guidance. In
particular, the following aspects will be emphasised:
Software development as a coherent process
Selection evaluation and use of CASE tools
Critical reflection on current software development practices
Organisation and management of a team
System/software techniques:
Modelling
Project management
Project monitoring and control
Computer supported collaborative work
Application of system/software construction techniques to a group project
Issues related to software development:
Quality: Documentation, Review process: walkthroughs, buddy checks, audit
Risk
Analysis and management:
Ethical, legal, professional issues; usability issues; task allocation and resourcing

HEALTH INFORMATICS PATHWAY-SPECIFIC MODULES

HEALTH CARE INFORMATION MANAGEMENT (UFIERH-15-M)
SYLLABUS OUTLINE
The management of quality information is a critical asset. Information is central to the process of
decision-making within the delivery and management of health care. The provision of quality
information is a complex management process underpinned with requisite knowledge and skills. To
this end, information should be relevant, timely, accurate, complete, verifiable and clear.
Information management is not an arbitrary process and requires the IM&T specialist to be logical and
analytical, to use methods and techniques, to understand coding classifications and data definitions,
to act as an interpreter of information and to bridge functions.
Information management requires effective intelligence and data administration services to organize,
store, validate and maintain access to soft and hard information.
Information and Information Quality
Organizational levels operational, tactical and strategic; information needs at different levels.
Interpretation of the six qualities (relevance, timeliness, accuracy, completeness, verifiability and
clarity) at the different levels.
Data and Information
Information gathering, organization, interpretation and presentation.
Methodologies for information gathering.
Methods and techniques for organizing information.
Factors affecting interpretation of information.
Methods and techniques of presentation.
Sources of Information
Library services; classification and technology.
Literature search and literature review; healthcare case studies.
Accredited sources of information and knowledge.
Health Records and Registers
Reasons why health records and registers are kept legal, communication, record of
management plans, identification of specific diseases; the role and function of record keeping.
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Examples of health records, their use and maintenance, including hospital records, community
care records and primary care records.
Examples of registers, including GP age/sex, cancer, at-risk, mental health, learning difficulties
and transplant registers.
Data Validity and Data Security
Standardized coding and data validation; examples of codes (OPCS4; ICD9; ICD10; READ).
The problem of data validation; the coding process, languages and standards.
Ethical issues around sharing of data.
Data protection, confidentiality and security; official guidance and compliance.
TEACHING AND LEARNING METHODS:
The generic content of this module is best presented in tutor led seminars; however, specialist topics,
especially from health care, will be presented through guest lectures. The module provides an
opportunity also to engage students in small scale action research the results of which can be
presented to everyone taking the module through standard format briefing notes. The aim could be
the construction of a portfolio of such notes to be maintained and extended by students over time.
Critical evaluation of contributions will also be used to refine writing and editorial skills.
Students will also be expected to undertake deeper study of a specialized topic and produce an
extended piece of work on that subject. These will be presented to the module group for discussion.
Apart from traditional forms, such as essays and reports, students will be encouraged to present
through, say, a web site, an interactive demonstration on CD ROM, or a training package.

HEALTH CARE INFORMATICS STRATEGY (UFIERJ-15-M)

SYLLABUS OUTLINE:
All organisations experience change. Changes in the environment influence an organisations control
over its activities and the nature of its relationship with other organisations. To remain successful, an
organisation in such a changing environment therefore has constantly to review its own modus
operandi to ensure it can be responsive and flexible as required. Consequently, over a period of time
an organisation will evolve the way it manages its people, finances, operations and information to
remain in control.
The relationship between IM&T and the business is symbiotic. On the one hand, IM&T needs to be
reactive to deliver the information needs of the business which are constantly evolving and changing.
On the other hand, advances in technology mean that IM&T can be proactive and innovative, initiating
change and enhancing clinical and organisational effectiveness.
To ensure that an organisation maximises the potential of IM&T, it needs constantly to review its IM&T
strategy to ensure that the appropriate information, systems and technology are available to meet its
objectives. To facilitate the implementation of the IM&T strategy and other aspects of organisational
change, a number of methodologies and standards may be employed related to project management,
procurement and investment appraisal.
IM&T professionals need to be aware of their role within the organisation in terms of being part of the
change management process and, through the IM&T strategy, actively contribute to managing change
within the organisation.
IM&T Strategy
From policy to strategy; the case of the NHS.
Elements of IM&T strategy; methodologies for strategy development.
IM&T strategy and business objectives.
Business Plans and IM&T Strategy
Identification of key objectives; the business planning cycle and business plan development.
From business plan to IM&T strategy; defining links from objectives to elements of IM&T strategy.
Information Strategy
From business requirements to associated information requirements.
Description and evaluation of existing information systems; the information users need and the
information systems provide.
Development of alternative proposals; evaluation, justification and recommendation of preferred
options.
Techniques for the analysis of internal factors: SWOT; resources and priorities; monitoring and
review.
Techniques for the analysis of external factors: PEST; other organizations and initiatives, both
local and national.
Project Plan and Project Management
Implementation of a selected option: the project plan; key issues and constraints.
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Organizational factors: IM&T projects as team projects; management of change; organizational

development.
Project management: products; organization; activities, timescales and resources; control.
Analysis of resource implications, including human, finance, accommodation and technological.
Management of Change
Why change occurs, internal and external forces for change.
Differentiation between and arguments for and against hard and soft methods of change
management.
Systems intervention and organizational development through change; hybrid approaches.
TEACHING AND LEARNING METHODS:
The choice of learning approaches in this module reflects the need to combine a certain amount of
theory with its practical application both in case studies and in the students work place:
Guided reading and discussion of strategy and organizational development theory, especially in
relation to the management of change; analysis of public and private sector case studies.
Practical analysis of projects in which students are significant participants; contribution of minicase studies in seminar settings.
Maintenance of a personal log of a major work project; analysis of errors, failures and lessons
from these.

INDEPENDENT STUDY IN INFORMATION SYSTEMS (UFIERK-15-M)

SYLLABUS OUTLINE
This module provides an opportunity for independent study. This may be undertaken on a topic which
is not offered as a taught module or to deepen a students knowledge of a specialist area prior to his
or her undertaking a project.
Tutorial support is provided in the selection of topic and material, in the conduct of the literature
review and in writing an essay or report on the chosen subject.
Selection of subject matter
In conjunction with tutor, select a subject for independent study.
Literature
Agree an initial bibliography
Conduct a deeper literature search
Document the results with an assessment of the sources
Selection of topic(s) within the subject
Agree on one or two topics for deeper study
Agree on one or two essay topics for assessment.
Defend the essay in a short presentation and viva voce examination
Agree on a short presentation topic
Discuss with examiners
TEACHING AND LEARNING METHODS
Three meetings will be arranged and made available at the very beginning of independent study:
the first to agree a subject for study;
the second to check progress following the literature review and agree essay topics; and
the third to provide support in the essay writing process.
At all other times, support will be offered via email and telephone tutorial help.

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OPTION MODULES
Choices from the following option modules are available to all students on the MSc
IT see programme of study as shown on page 7. Students will be given advice on
which modules are most appropriate for given pathways.
ACADEMIC AND PROFESSIONAL PERSPECTIVES ON TECHNOLOGY
(UFPEMP-15-M)
SYLLABUS OUTLINE:
This module is concerned with cultural and linguistic difference that is relevant to students of
technology related disciplines. This includes consideration of academic and workplace
cultures, and of global, common and digital cultures. It reflects on theories of culture,
different approaches to classifying culture, and language as an expression of culture.

Culture theories and classification

Language genre analysis, discourse analysis, critical language awareness,
Intercultural communication
Academic and workplace cultures
Academic and professional literacies
Globalisation, multiculturalism and common cultures
Views of knowledge different ways of knowing
The internet and digital cultures, impact of technological change
Computer mediated communication and computer supported co-operative work

PROGRAM DEVELOPMENT (UFCE44-15-M)

SYLLABUS OUTLINE:
This module explores object-oriented concepts through Java. The contents include the
following topics:
Review of java syntax and introduction of simple input/output
Basic object-oriented concepts including object, object reference, class, attribute,
method, encapsulation/information hiding, message passing, static members
Inheritance, abstract class, interface, polymorphism
Advanced control flow on exception handling and thread
Event-driven GUI programming

HUMAN-COMPUTER INTERACTION (UFIE8J15-M)

SYLLABUS OUTLINE:
Nature of Human Computer Interaction: Human Centred Perspective, HCI for
Communication, Tool Paradigm, Supervisory Control, Virtual Reality, Ubiquitous
Computing
Human Characteristics Physiological and Psychological Attributes: Sensory and Motor
Systems, Ergonomics, Memory, Thinking Problem Solving and Reasoning, Skills
Acquisition, Implications of limitations for interface design and development, Human
Diversity
Usability: Principles and Concepts, Guidelines and Standards
Input and Output devices: Traditional and Emerging Technologies
Interaction Methods and Concepts: Conceptual Models, Metaphors, Dialogue type and
techniques, Navigation, Adaptive Interfaces, Multimedia and Non-graphical Dialogues,
Virtual Reality
Design Process, Methodologies and Cognitive Engineering: User Centred Lifecycle
models, Usability engineering, Iterative prototyping, Task Analysis, Cognitive Models,
Socio-technical Models, Participatory Design
Implementation support: User Interface Management/Development Systems, Toolkits
Evaluation: Goals and Methods of Evaluation, Evaluation Framework, Data Interpretation
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Application Areas and Related Social Issues: Medical/Health Care, Business, Critical
Systems, Mobile Technology, Groupware, Entertainment, Web Interfaces, Accessibility,
Education, Social and Ethical Issues of technological change.

INFORMATION DESIGN (UFIE8E-15-M)

SYLLABUS OUTLINE:
Introduction. Focus on information content and architecture. Ingredients of information
design: graphic design, technical communication. Information design as an emerging
profession.
Information and communication. Nature of information and communication (reprise).
Syntactic, semantic and pragmatic dimensions of information. Codes and meaning.
Sign systems and sign processes: reference and interpretation; action and narration.
Texts and contexts. Digitization of information. Incorporation of sounds and pictures.
Organising information spaces. Idea of an information space. Information architecture.
Types and collections of documents and information objects. Categorization,
classification and classification systems. Ordering and sorting. Search and retrieval.
Social context and consequences of organizing information.
Graphical representations of information. Types of graphical representation: icons,
charts, tables, graphs, diagrams, cartoons. Depicting quantities. Graphic tools for
thinking and problem solving. Visual metaphors. Visual explanations. Visual languages.
Introduction to graphic design. Designing interactivity. Introduction to 3D and animation.
Hypertext. Hypertext implementations of information spaces. Selection and design of
information nodes. Types and design of links. Nature of hypertext documents and
authoring. Digital narratives. WWW as a hypertext system.
Web design.. WWW as a significant contemporary arena for information design.
Creating information content for the Web. Designing information displays and interaction.
Making content usable and accessible. Incorporating text, graphic, and multimedia
elements. Making links. Navigation and navigability. Page and site design, using a web
authoring tool.

INFORMATION SYSTEMS STRATEGY AND MANAGEMENT (UFIE87-15-M)

SYLLABUS OUTLINE:
The module is organised in two main parts. The first part explores the concepts of data,
information and knowledge in organisations and their relationship with the development and
use of information systems. The strategic role of information systems in organisations is
examined and the module uses a range of models and frameworks to help develop
understanding of how a range of computing and telecommunication technologies are being
developed for strategic advantage and strategic restructuring. The module looks at global
policies and practice for managing information systems including supply chain logistic and
management and electronic commerce. The module also looks at the issues facing
information systems development, use and management in small enterprises.
The second part looks at good practice in information systems planning. The various
management processes by which organisations can attempt to align their information
systems with their business are examined. This specifically examines and distinguishes the
processes of Information Technology, Information Management and Information Systems
strategy formulation as set out by Earl (1989). The human resource dimension is specifically
examined including issues such as the role of the IT function, the role of the IT professional,
IT leadership, business process redesign, training and management development, end-user
computing, outsourcing, and organisational learning.

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PROJECT MANAGEMENT (UFIE8C-15-M)

SYLLABUS OUTLINE:
General. Manipulation of mathematical formulae on a calculator including exponential
and logarithmic functions; use of the same formulae in spreadsheets. Understanding
how linear regression theory is used to produce parametric models by measuring
performance on past projects.

Project Development. System life cycle models including traditional, evolutionary,

prototyping and DSDM Project Team. The role of the project manager; typical group and
team structures; qualities and skills of managers; team dynamics; leadership and
management qualities.

Project Planning. Planning criteria, work breakdown structures (WBS), milestones,

deliverables, activity planning, team size.
Estimating. Contents of an estimate; effort, time, manpower and appropriate units.
Using data from past projects in parametric cost modelling (e.g. COCOMO, Putnam and
Mk II Function Point Analysis).
Organising and Controlling Projects. Tools and techniques including; activity lists, bar
charts, arrow and precedence diagrams. Aids to visibility and management such as
cascade activity numbering and cascade bar charts. Software tools including
spreadsheets (particularly Excel), drawing packages (e.g. Visio) and project
management software (e.g. MS Project). A checkable project management program for
research and student use is under development.
Resources and Time. Using activity lists and bar charts for allocating resources
efficiently. Levelling resources by taking up float on non-critical paths. Dealing with
single and multiple critical paths. Resource productivity. Calculating float from start and
finish times and the critical path.
Project finance. Treating finance as a resource to calculate cumulative cost; using
earned value and cost-to-complete as measures of cash flow.
Risk. Introduce risk assessment techniques; control and contingent risks; triggers and
modifications to the precedence diagram; analysis by risk zones and action plans.
Quality Control. Measuring quality, planning for quality, quality assurance reviews,
design walkthroughs and inspections. Contents of a quality plan and factors that affect
quality.
Project Administration. Project documentation, reviews and configuration
management with change control.
Report Writing. The role and contents of appendices in a project plan and project
review, and the links between them. The main report and executive summary.

DATA MANAGEMENT (UFIER8K-15-M)

SYLLABUS OUTLINE:

Overview of data management. Methods of data organisation and access. From files to
databases. Database architectures. Database Management Systems (DBMS). Distributed
databases and distributed DBMS.
Database design methods and methodology. Fact finding and requirements determination prior
to design. Conceptual, logical, and physical design. Data analysis and design within systems
analysis and design. Database design within a system development methodology.
Entity Modelling. Entities, attributes and relationships. E-R diagramming. UML notation for ER
diagrams.
Relational modelling. Tables, relations, attributes, and normalisation. Relational algebra and
calculus.
SQL: the Structured Query Language. Syntax and application.
Object-oriented approaches. Classes and instances; association and aggregation. Generalisation
and inheritance. Object-relational DBMSs.
Data management in the organisational context. Database administration and management.
Overview of database application areas. Introduction to, and uses and characteristics of:

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knowledge bases and knowledge management systems (KBS/KMS); online analytical processing
(OLAP); data warehouses; data mining.
Developments in database systems. WWW as an emerging platform for database applications.
XML and query languages for XML. Multimedia databases. Document management systems and
digital libraries. Spatial and temporal databases. Active databases. Mobile databases.

WEB BASED INFORMATION SYSTEMS (UFIE8B-15-M)

SYLLABUS OUTLINE:

The background and development of the WWW from a sociotechnical perspective; its significance
from an operational perspective.
The development of client-server computing architectures and the parallel developments in wide
area networking. Current and ongoing developments; e.g. the 'Wireless Web', MBone (Multicast
Backbone)
Protocols and languages including tcp/ip, http, https, html, xml, xhtml.
Appreciation of the role of Open DataBase Connect and Java DataBase Connect drivers;
Common Object Request Broker Architecture.
The variety of processing styles available: Common Gateway Interface, Active Server Pages,
Client- and Server-side processing.
The three-tier paradigm: Data, Business and User services.
Mapping Information System requirements onto WBIS. Appropriate object oriented development
methodologies. Web-page and Web-site development tools.
Third party enhancements to WBIS: e-commerce, cybercarts.

INFORMATION SYSTEMS IN SOCIETY (UFIE7Y-15-M)

SYLLABUS OUTLINE:

Overall focus is on the emergence of a so-called information society and the role of ICTs in
sustaining or reconfiguring social institutions and relations.
Social informatics and the information society:
introduction to analytical frameworks; theories of the information society; evidence and
issue-based approaches; technological and social determinism.
Pervasive or ubiquitous computing in society:
surveillance; ICTs and autonomy, agency and responsibility; impact of ICTs on body,
cyborgs, digital presence, bioinformatics.
Emerging issues of the information society:
ownership of information, intellectual property and copyright; community and commodity
models, and the information commons concept; knowledge and learning in the
networked society.

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FEES AND PAYMENT TERMS

Fees for 2007 are as follows:
Full-time home and
EU students:
Part-time home and
EU students:
International (non-EU)
students:
Students from
overseas partner
institutions:

4,013 includes all modules plus dissertation.

Year 1 - 1,338. Year 2 2,675.
Year 2 fees will be subject to increase, normally in line with
inflation.
8,694 includes all modules plus dissertation.
A deposit of 50% is payable on acceptance of the offer of
a place to study.
Fee details available on request.

WAYS TO PAY HOME AND EU STUDENTS

UWE provides you with a wide range of payment options. Fees can either be paid at
the start of your course in full or you can choose to pay in instalments by direct
debits. Full details will be sent to you in your Welcome Pack during the summer.
WAYS TO PAY INTERNATIONAL (NON-EU) STUDENTS
International students who accept their offer of a place to study at UWE will be
required to pay 50% of the tuition fee for the year which must be paid by 31st August
2007. Paying the deposit has a number of benefits, it reduces the amount of tuition
fees payable on arrival and it may help you secure your visa for study in the UK, as
you have demonstrated your commitment to the programme through the payment.
On receipt of successful payment of the deposit you will be issued with your
Certificate of Acceptance which you will need to apply for your visa. The Certificate
of Acceptance will indicate that you have paid towards your tuition fees. Payment
must be made by credit card such as Visa, Master Card or Euro Card. Please note
that to secure your University accommodation you are required to pay a 150
deposit.
THE UWE LOYALTY SCHOLARSHIP
If you are a full-time or a sandwich student and are liable to pay the full international
tuition fee for your programme and pay your tuition fees in full by the 31st August
2007, you will receive a loyalty scholarship of 1000. The scholarship will be in the
form of a reduction in your tuition fees and will be applied at the time you pay your
tuition fees.
UWE SCHOLARSHIP PROGRAMME 2007/8
UWE offers more than 100,000 worth of scholarships for international students
undertaking undergraduate, postgraduate and research degree programmes each
year. The majority of the scholarships awarded take the form of a partial tuition fee
waiver. Full details of the programme can be found on the Universitys website at
www.uwe.ac.uk/international/scholProg.shtml

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PRE-SESSIONAL IT COURSE FOR INTERNATIONAL

STUDENTS
Designed for International students who do not quite meet the English language
requirements for the MSc IT, this course provides eight weeks' intensive
preparatory tuition prior to starting MSc IT. It will familiarise you with the skills
needed for studying in the UK, develop your research expertise in information
technology, and increase your competence and confidence in using academic
English.
Content
The course offers intensive preparation for academic study in the UK and
particularly in IT. It will cover such areas as study skills, essays and reports,
suggested reading of books and journals, lectures, research skills,
presentations and seminars. You will also be expected to carry out an IT
project, under the guidance of an academic supervisor.
Assessment
Students complete a number of assignments, an IT project, and an assessed
presentation. You may also be required to take the UWE English Language
Placement Test at the end of the course. On successfully completing the IT
project and, if appropriate, the UWE English Language Placement Test at the
end of the course, you will be able to proceed to the MSc IT.
Duration
The course lasts eight weeks and will take place before the MSc IT course
starts at the end of September.
Fees
Please contact us for the latest fee information on the pre-sessional course.
Entry requirements
You should have an IELTS score of at least 6.0, or an equivalent English
qualification. You will be expected to be able to achieve an IELTS score of 6.5
by the end of the pre-sessional course.
Enquiries and applications
These should be directed to the Graduate School Office, as follows:
Tel:
+44 (0)117 32 83580
Fax:
+44 (0)117 32 83680
Email: CEMSGraduateSchool@uwe.ac.uk
Address:
CEMS Graduate School Room 2P50
Faculty of Computing, Engineering and Mathematical Sciences
University of the West of England
Frenchay Campus, Bristol, BS16 1QY

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ENTRY REQUIREMENTS
General requirements
To be successful on this course you will need good communication skills and a high
level of general analytical skills the sort of analytical skills that you would expect to
be demonstrated in professional, managerial roles. No particular experience or
knowledge of computing is required.
English language requirements
A recognised English language qualification is required for entry to all programmes.
If the medium of instruction of your undergraduate study was not English, you are
required to pass tests such as the British Councils International English Language
Test (IELTS). All applications for graduate entry programmes, postgraduate
certificates, postgraduate diplomas, Masters and doctorate programmes must
achieve a minimum grade of 6.5. Those who have achieved a grade of 6 may attend
a pre-sessional English language course to bring their language skills up to the
required level.
Education or work experience
The equivalent of a first degree in a discipline other than Information Technology or
Computing is normally required. If your first degree combines computing and
another discipline, this might also be appropriate. However, if your first degree
includes a significant component of computing, then one of our other programmes
may be more suited to your needs. More specifically you may:

Be a UK graduate with a good honours degree or an international graduate with

equivalent qualifications;
Have a lower degree classification, but be able to provide evidence that you are
strongly motivated to study IT. This evidence may be relevant work experience;
Be over 25 years of age and have two years of accredited study in higher
education in addition to relevant professional work experience. In this case you
should have held a responsible or professional role for a minimum of two years;
Be a very experienced professional with none of the above qualifications. For
example, you may have been working in a management role for many years. In
this case it is likely that we would invite you for an informal interview.

If you would like to receive an application form or you have questions which you feel
have not been fully answered in this handbook, please contact the CEMS Graduate
School.
Tel: +44 (0) 117 32 83580
Fax: +44 (0) 117 32 83680
E-mail: CEMSGraduateSchool@uwe.ac.uk
Alternatively, a downloadable application form can be found on the UWE website at:
http://info.uwe.ac.uk/courses/viewcourse.asp?URN=9623. Please also visit our
website at www.uwe.ac.uk/cems.

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OTHER FREQUENTLY ASKED QUESTIONS

How much additional time and independent study will this course require?
A 15-credit module typically involves 2 hours per week over a 12-week period in
structured activities, although this may vary. You should reckon on devoting
approximately a further 7 hours per week to each module.
This means that a full-time student will need to spend up to 40 hours per week on
his/her studies. In practice, of course, students spread this load over the holiday
period, and there may be times of particularly intensive activity, when deadlines need
to be met.
What programming languages are used?
Programme languages are not specified in the module descriptions. However, Java
is currently the main programming language used. Depending on your option
choices you may also learn to program in C, Perl and Visual Basic.
Will I require any specialised computing equipment at home?
A minority of optional modules require the use of systems that you may not have at
home and you would be expected to make use of the universitys facilities. If you are
a part-time student living far from the university and do not have other access, you
may decide to choose options that do not involve such equipment.
How much time and effort will I be expected to put into the dissertation?
You should view your dissertation as a full-time activity over a period of about 12
weeks. Writing the dissertation is demanding, not so much because of its length,
which is about 15000 words, but because you are expected to identify a research
question that is important and interesting to you, and then think analytically and
creatively about this question. This will involve extensive, critical reading of relevant
literature.
I am 38 years old and have a psychology degree. I am currently working in HR
and am looking to move into IT. Would I be accepted onto this MSc?
Yes, you would be well suited to the course, providing your degree was of an
appropriate standard and that you had references to support your application.
I am in the final year of my undergraduate degree. Why should I do a
postgraduate degree and what better career prospects can this give me?
By doing a Masters degree in IT, you would be gaining skills and knowledge valued
by employers - making yourself much more attractive to employers - and much more
likely to be invited to interview.

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Where can I find help financing my post-graduate degree?

Career Development Loans of up to 8000 can be applied for through Barclays,
Clydesdale, Co-operative Bank and the Royal Bank of Scotland. This can be used
to pay for course fees, living costs and other related expenses, such as childcare,
textbooks, etc. Further information can be obtained from UWEs Students Financial
Advice and Welfare Office on +44 (0)117 32 82852 or by e-mail saws@uwe.ac.uk,
your local Job Centre, or by telephoning +44 (0) 800 585505.
Disabled Students Allowances are available for postgraduate students, provided no
other funding support applies. Please contact the Disability Resource Centre for
details on +44 (0) 117 32 82564, or by e-mail drc@uwe.ac.uk.
Finally, many postgraduate students are encouraged by the employer to work for a
degree by research or a taught programme, and are normally willing to pay some or
all of the students tuition fees.

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