Entry requirements

90 credits in information systems or the equivalent

Learning outcomes

In terms of knowledge and understanding, after completed course the student should be able to:

- explain the philosophy and historical context of agile methods,

- explain common agile principles and practices,

- explain the research method action design science,

- explain how empirical research methods can be used to support the management of system development projects.

In terms of skills and abilities, after completed course the student should be able to:

- plan agile projects,

- apply agile principles and practices in an actual project,

- document and assess agile projects,

- apply a scientific approach in the form of action design science research to structure and evaluate an agile project.

In terms of judgement and approach, after completed course the student should be able to:

- analyse the strengths and weaknesses of an agile approach given a particular development context,

- evaluate and critique agile practices and principles based based upon empirical data.

Content

This course introduces students to modern agile development methods for systems development. First, the basic philosophy of agile methods is presented, after which the student will receive a historical overview of agile methods as well as an overview of contemporary agile methods, including XP (eXtreme Programming) and Scrum.

The student will get a thorough review of principles and practices for managing agile projects and agile development. Context-specific application of agile methods is also discussed, as well as evaluation and reporting of projects. The student will get practical experience of agile systsems development using XP and Scrum during the course.

The student will also gain experience in the use of the research method action design science through applying it as part of a project. Furthermore, the student will be exposed to the use of empirical research methods to manage development projects.

Instruction

Lectures, seminars, and supervision.

Assessment

Seminars, essay, and assignments. Compulsory attendance is required for some elements.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator or a decision by the department's working group for study matters.