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Module

BUS3004 : Business Information Systems

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Arturo Vega
  • Owning School: Newcastle University Business School
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0

Aims

This module aims to provide students with an advanced understanding of business information systems (IS) and its relevance for modern-day firms and societies. More specifically, it explains how to enable changes in the business context, organisational designs, business strategies, business models and innovation management.

This module will, therefore, begin by providing students with a solid understanding of core IS concepts and how developments in such systems have enabled the so-called e-business phenomenon. The module will focus on what IS are used by organisations for internal and external operations, such as the automation of business processes in the marketing or supply chain areas. These topics will be complemented by other related areas including IS development, managing IS projects as well as technical and security aspects. Where appropriate guest lectures will be given.

Outline Of Syllabus

i) Module overview/what is an IS?
ii) Business processes and IS used in organisations,
iii) Enterprise Resource Planning (ERP) systems,
iv) Customer Relationship Management (CRM) systems,
v) Supply Chain Management (SCM) systems,
vi) e-Commerce part A
vii) e-Commerce part B
viii) IS and competitive strategy,
ix) IS and Organisations
x) Business Intelligence
xi) Globalisation
xii) Technology: HW and SW platforms
xiii) Technology: Data Infrastructure
xiv) Technology: Computing Networks
xv) Technology: IS security
xvi) IS life cycle
xvii) Critical success factors
xviii) Project portfolios and investment decisions

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion160:0060:00N/A
Structured Guided LearningLecture materials61:006:00Pre-recorded lecture materials
Scheduled Learning And Teaching ActivitiesLecture121:0012:00Whole cohort - p-in-p
Guided Independent StudyDirected research and reading166:0066:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching61:006:00Small-group seminars - p-in-p
Scheduled Learning And Teaching ActivitiesWorkshops81:008:00Whole cohort - online
Guided Independent StudyIndependent study138:0038:00N/A
Scheduled Learning And Teaching ActivitiesModule talk41:004:00Whole cohort - online
Total200:00
Teaching Rationale And Relationship

1. The sessions will underpin the theoretical aspects of the module and students will be expected to undertake directed reading and independent studies before each session.
2. IS related knowledge will be developed and enhanced by demonstrations, videos, mini case studies and participative discussions in the seminars as well as the employability aspects in specific sessions.
3. The IS related knowledge and skills will be substantially improved with the empirically-based assignment.
4. The learning and performance of the students will substantially depend on the attendance to the sessions.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay2M1004,000 words
Formative Assessments
Description Semester When Set Comment
Prob solv exercises1MThrough the whole year, undertake problem-solving exercises based on a set of questions and mini case studies and demonstrations.
Case study2MGeneric and specific feedback based on the progress of their work.
Oral Presentation2MGeneric and specific feedback based on the progress of their work.
Assessment Rationale And Relationship

Formative assessment

Through the whole year, the students undertake problem-solving exercises based on a set of questions and mini case studies, videos or software demonstrations. There are discussions between peers in groups and then the whole class, all facilitated by the teacher. The discussions are related to the topic of the lectures but with a deliberate formative focus on driving and facilitating the study for the summative assessments.
There are 4 1-hour formative sessions specifically about the assessments. The first is about the challenging task of searching for information for their own cases and ultimately deciding what case to undertake in the assignment (company and systems). This is very formative since it is the first time the students have a similar assignment. Another one at the middle of the course about the content of the first part of the assignment, and another almost at the end about the content of the second part of the assignment. These sessions are largely structured on the most important feedback that the module leader has compiled from years delivering the course and marking, as well as personal questions of the students who have already started the study, data collection and development of the assignments. The students should bring the progress of their work and questions for a last assessment-focused session at the very end of the module.

Summative feedback

The assignment will enable an in-depth investigation of an IS initiative of a company, which each student must decide, for example the automation of the marketing or supply chain of an existing corporation. It is expected that the case studies will use practically all the theoretical content learnt during the year, so the assessment is integrative. All this would require substantial secondary research by the student as well as vast reading of academic literature.

Reading Lists

Timetable