Entry requirements

General entry requirements and English 6, Mathematics 3b/3c, Social Studies 1b/1a1+1a2 or English B, Mathematics C, Civics A

Learning outcomes

Regarding knowledge and understanding, on completion of the course the student will be able:

• to describe the role the subject information systems has in academia and society,
• to explain basic principles of business development and development of information systems and its included parts,
• account at a general level for the relation between software engineering and knowledge development in the subject information systems.

Regarding skills and abilities, on completion of the course, the student will be able to:

• plan, carry out and interpret interviews in order to understand organisational needs in connection with development of information systems,
• formulate requirements of digital information systems,
• create basic conceptual models of activities and digital information systems,
• plan for goal-based and criteria-based evolution of IT-systems.

Regarding judgment and approach, on the completion of the course the student will be able to:

• search and evaluate sources in the area of information systems critically,
• argue orally and in writing with a clear traceability to literature and collect data.

Content

The course introduces central concepts in the area of Information Systems business, and systems development including conceptual models and design research. The roll of the system developer and the importance of methods are introduced. How knowledge development evolves in the area of Information Systems and where the research results are published are also discussed. During the course, students carry out interviews to investigate organisational needs and based on the results and literature plan an evaluation of an IT system based on business objectives and criteria for evaluation.

Instruction

The course is given in form of lectures, seminars, group work and laboratory work

Assessment

The course is assessed through assignments.

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.