Teaching Systems Analysis and Design in a Practical Way: A Collaborative Effort Between Computer Science and Business School by Ken Surendran-CS Chellappa Somarajan – MIS, SEMO Ike Ehie – MG, KSU

Cross -listed SA&D Facilitation: Agenda MIS & CS Curricula and SA&D Courses Course objectives and Syllabi Project-based assessment Managing Composite team Student feedback and analysis Problem avoidance Suggestions for future consideration

MIS & CS Curricula MIS Curriculum- IS2002 Model Courses 1Analysis & Logical Design 2. Physical Design & Implementation with DBMS 3. Physical Design & Implementation with in Emerging Environ. In MIS–SA&D (MG445) System Implementation & Practice (follow on) CS Curriculum-CC2001 Under CSBOK Areas 1.Human-Computer Interaction 2. Information Management 3. Software Engineering In Applied CS – ISA&D (IS445), Software Engineering (follow on)

Cross-listing MG445 and IS445 MG445 (SA&D) Pre-requisite: Business Database systems and a programming course Business focus Procedure paradigm and some introduction to Object-Orientation IS445 (ISA&D) Pre-requisite: A second level IS course (with database emphasis) IT-solution implementation focus ISA&D – procedure SE – object paradigm

Cross -listed SA&D Overview Principles and techniques used in Analysis and design aspects of system development. Uses techniques tools of procedure-centric structured methodology Some elements of OO to use Rational Rose Text: Dennis & Wixom SA&D: An Applied Approach Four areas: System planning, Requirements spec., Design spec., Implementation (GUI and prototypes)

Topics Overview: SDLC, Development paradigms, Roles and skills in SDLC activities Planning: Proposal, Feasibility (cost-benefit, operational, technical), Project Plan Analysis: Strategies, Info gathering, context, process and data models (DFD – levels of DFD & EFD) Design: Architectural design, design strategies, physical models, program design, database design, I/O deign (User Interface), Test case designs

Topics - Continued Implementation: Testing, implementation issues OO paradigm: UML, use-case, finding analysis classes, Interaction diagrams, class design, relationships and operations

Business plus IT-Solution Focus Plan Analysis & Design Implementation. Business FocusIT-Solution Focus

Assessment 50% tests and exams 50% group project Composite team (at least one CS and one MIS) of four / five. Instructor simulates a real-life case study (Transport company; educational software unit within University; Conference Registration system)

Project Four phases: 1.Proposal plus feasibility (10%) 2.Requirements Spec (15%) 3.Design Spec. (15%) 4.Implementation – prototype (10%) Interview, questions used for info gathering List of deliverables for each phase (e.g. for Phase-1: current situation, system objectives, solution description, resources needed, cost-benefit – NPV, technical and operational feasibility, schedule, conclusion- risks,if any)

Team Management Team leader for each phase Overall workload balance Plan - Who does what Project meetings (outside class) Project review (in class) Collaboration (Business & technical aspects) Integration of all outputs Work on mini cases – in class Tests and exams – have questions relating to project

Course Facilitation Evaluation Instruments Questionnaire – Primary Exit interview - Secondary Individual reflection – Secondary (part of last phase delivery) MIS exit interview: Very positive; compete in national A&D competition; experience actual implementation Individual: work as a team; tasks best suited, learned time management, active involvement ‘I know I want to be business analyst’

Questionnaire Twelve questions: project phasing, team composition, roles played, workload balance, skill balance, functioning of team, learning aspects, real-world experience, overall experience. 80% liked the idea of working in teams and 90% considered a positive experience, overall. 75% considered it offered real-world experience (real requirements, stress and strain of working with people of different personalities, background) All liked the idea of working on a single project with phased delivery. Several roles: each played at least 3 of the 8 roles

Problem avoidance (Role of the instructor) Provide realistic cases in stages Give feedback after each phase Alter requirements / situations slightly in the second and third phase Bring all the teams to same level at the start of each phase Liaise with team leader Observe and take corrective action. Direct team for conflict resolution.

Suggestions Let the teams learn through experience Provide additional examples (from past class work) Provide customized review for each team and also discuss common problems in class Insist on quality & meeting deadlines Ensure deadlines are met Encourage innovative solution Plan for in-class team meetings