a

NCC EDUCATION
POSTGRADUATE DIPLOMA IN
STRATEGIC BUSINESS INFORMATION
TECHNOLOGY
(PgD SBIT)

RESEARCH IN INFORMATION TECHNOLOGY

Seminars and Tutorials
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CONTENTS
Studying Effectively..................................................................................................... 4
Academic Research ..................................................................................................... 9
Literature Review ....................................................................................................... 11
Information Systems as an Emerging Discipline.................................................... 15
Organisations as Systems ........................................................................................ 16
Information Systems in an Organisational Context ................................................ 17
Supporting Business Activities IT Developments ............................................... 18
Future IT Developments ............................................................................................ 22





















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Tutorial 1

Studying Effectively

Tutorial 1(a)

Task 1
As an exercise, using the four quadrants described in the lecture, students should reflect on
their current activities and respond to the following:
Is there a balance to your activities?
Does Q1 contain a long list of activities? Can you manage this?
How does Q2 support your life goals, creativity and regeneration?
Do quadrants Q3 and Q4 contain the majority of your activities? If so, how will you
avoid being seen as irresponsible?
Consider each quadrant carefully. Do the activities add quality to your life?
Are you happy with things as they are or do you want to rebalance your activities?

Task 2
Reflecting on the previous exercise, students should draw up a schedule of activities
covering one week. The final product should contain the following:
A timetable of commitments
Occasional times that could be used for personal study time ; allowing time to reflect
on studies and gain a deeper understanding (Q2)
A pattern of activities which can be realistically achieved and will not need altering
Time for social events and exercise

Tutorial 1(b)
For this two-hour tutorial the class will be divided into three groups with the students in each
group working individually on the group task for the first hour.
During the second hour, one student from each group should be selected to share his/her
work with the remainder of the class. Tutors should encourage feedback and discussion
among the class as to the appropriateness of the form of each essay presented.
Group 1:
Students in this group should prepare for this tutorial by considering the following scenario:
Their employer is willing to sponsor them to study for the NCC Education Postgraduate
Diploma in Strategic Business IT. In order to be awarded the sponsorship, the interested
employees are required to submit a report to the Board of Directors which justifies this
expenditure in terms of the tangible and intangible benefits that will accrue to the company
upon their successful completion of the course.

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During the tutorial, students are required to develop a plan for the report adhering to the
framework shown in slides 21 and 22. The plan should be in note form only and where
numerical figures are required, it is only necessary to include appropriate headings.
Group 2:
Students should prepare for this tutorial by choosing a subject they feel strongly about,
preferably within the context of Information and Communication Technology (ICT). This may
relate to their careers, hobby or home life, but should avoid contentious issues such as
religion and politics. Taking a judgemental approach, they should construct an essay plan
which justifies their position by responding in brief note form to the following questions:
What is the issue?
What is their position on the issue?
What are their reasons for taking that position?
What are the arguments against their position?
What is their response to these arguments?
The essay, in note form only, should then be structured as shown in slide 18 of the lecture.
Group 3:
Students will practise discursive essays by choosing a subject with which they are very
familiar, preferably in the context of Information and Communication Technology (ICT), and
explore the issues in the context of their local or professional community. They should
consider both positive and negative impacts and discuss how the opportunities and
challenges may be addressed. Again, the essay should be in note form and adhere to the
structure shown in slide 18 of the lecture.


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Tutorial 2
Studying Effectively (continued)

Tutorial 2(a): Effective Presentations
The objective of this tutorial is to provide students with practice in delivering an oral
presentation to an audience and obtain tutor feedback on their performance.
Students are required to prepare a ten-minute (maximum) individual oral presentation,
supported by visual aids, on the topic: 'Why I am studying for the award of PgD Strategic
Business IT, and how I expect the course to impact on my career.'
At the end of the session, using the relevant slides as a base, tutors should provide
constructive feedback on each student's performance. This feedback session should be
undertaken in the context of reinforcing the lecture material.

Tutorial 2(b): Active and Effective Listening
For the first part of this tutorial, an internet connection and a means of relaying audio from
the computer to a loudspeaker will be required. Please ensure that the audio reproduction is
of the best possible quality. The exercise will be found at:
http://www.bbc.co.uk/skillswise/words/listening/
Use the exercises featured at the 'Listening for specific information' link. If time allows, also
use the exercises at the 'Types of listening' and 'In the news' links, but do not exceed 25
minutes for this part of the tutorial. Students should also practise these exercises at home.
For the second part of the tutorial, the class should be divided into groups of three. There
are three roles in each group: speaker, listener and observer. Every group member will
take each role once, so it will be necessary to decide who is going to take which role first.
The objective is to give each student the opportunity to learn how to use verbal and non-
verbal encouragers and become a better listener.
The speaker's task is to talk for four minutes on something that is important to them: their
job, their family, a decision, current affairs, etc., but controversial issues should be avoided.
The exercise will be more useful if the speaker is encouraged to talk about something
she/he really cares about, although role-playing is possible.
The listener will practise active listening skills: eye contact, body language, silences and
verbal encouragers.
The observer should monitor the listener's verbal and non-verbal skills, recording as many
'behaviours' (eye contact, body posture, verbal minimal encouragers, topic jumps) as they
can manage, whilst maintaining accuracy of recording.

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The first speaker will talk with the listener for three or four minutes. The listener will then
discuss the listening experience with the other two members of the subgroup.
What was comfortable?
What was difficult?
Did you stay with the speaker?
Then the speaker will share his or her feelings about the listener's listening.
Did you feel listened to?
Was it helpful?
Did the listener have any habits you found distracting?
The observer will then share his/her observations.
The exercise is repeated twice more with each group member taking each role in turn and
repeating the feedback at the end of each session.
At the conclusion of the exercises, group members may wish to share with the others at
least one thing this exercise has taught them about themselves, and tutors should discuss
the experience and remind students of the relevance of these skills to study and work. If
time allows it may be helpful for the group to reflect on other situations where these skills
may be useful.

Tutorial 2(c): Teams, Presentations and Peer Assessment
The objective of this tutorial is to provide students with practice in working together as a
team and preparing and performing group presentations. During the final part of the tutorial,
students will gain experience of providing constructive feedback on their peers'
performance.
Prior to the tutorial, teams will produce the following:
1. Their team's Policies Statement.
2. Their team's Expectations Agreement.
Both documents will then form the basis of a short presentation to be constructed on either
overhead acetates or flipcharts, as resources permit.
During the first part of the tutorial session, teams will make a presentation on their policy
statement and expectation agreement, in which, using the documents as a base, each team
member is required to convince the remainder of the class that he/she has adopted an
appropriate team role. During the presentation, each non-presenting class member will
record his/her feedback on the form provided. It is recommended that the feedback forms
be given to students at the end of the relevant lecture in order that they may familiarise
themselves with the feedback criteria.

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The second part of the tutorial will comprise a feedback session in which class members will
offer constructive feedback on each team's performance during the presentation. Comment
only on the presentation delivery and the performance of students as team members.
Comments on the subject matter will not be allowed.
At the end of the session the tutor will collect the feedback forms from each student and
pass them on to the respective teams for their information and necessary action.


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Seminar / Tutorial 3
Academic Research
Tutorial 3(a): Research Process
Students should prepare the following material. At least two students will be asked to
present their work to the class. After each presentation the tutor will lead a class discussion
on the appropriateness of the approach taken. Feedback should be of a positive nature and
should underpin learning.
Task: Within an organisation of your choice select an event/phenomenon, preferably
related to the management of ICT, which will provide a suitable topic for further research.
Prepare a paper that addresses the following in relation to the identified problem:
1. Briefly describe the problem area identifying cause and effect.
2. Formulate a research question
3. Formulate at least two hypotheses in relation to your research question
4. Classify the research in terms of its contribution to knowledge (nature). Explain why you
have chosen this classification.
5. Using Orna and Stevens' research process model describe how your research will be
defined and progressed.

Tutorial 3(b): Research philosophy and approach
Repeat the format for Tutorial 1 for the following exercise. It would be useful for all students
to have copies of the Tutorial 1 material of each student chosen to present on this occasion.
Task: Using relevant material from Tutorial 1, prepare a paper which addresses the
following:
1. Decide on whether you intend to follow an inductive or deductive approach. Explain why
you have decided on the approach chosen.
2. Discuss the risks associated with your choice of approach.
3. Select at least two alternative strategies you would adopt, explaining your choice.
4. From your choice of strategies, suggest which may be used in a multi-method approach.
5. Describe how you would ensure the reliability and validity of your results.

Seminar 3(a): Hypothesis exercise
This tutorial is designed to last for around 1 hour.
Students should complete Exercise 5.4 on page 215 of Walliman, Nicholas (2005) Your
Research Project, 2
nd
edition. (Sage, ISBN 1-4129-0132).
The group will then discuss the sample answers given, under the direction of the tutor.

Seminar 3(b)
This tutorial is designed to last for around 1 hour.

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Students should complete Exercise 7.4, questions 1 and 4, from Walliman, Nicholas
(2005) Your Research Project, 2
nd
edition. (Sage, ISBN 1-4129-0132).
The group will then discuss the answers, under the direction of the tutor.

Seminar 3(c)
This tutorial is designed to last for around 1 hour.
Students should complete Questions 4.3 and 4.4 from Saunders, M., Lewis, P. and
Thornhill, A. Research Methods for Business Students, 4
th
edition (Financial Times /
Prentice-Hall, ISBN13: 9780273701484).
The group will then discuss the answers, under the direction of the tutor.

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Seminar / Tutorial 4
Literature Review
Seminar 4:
Provide and demonstrate examples of the main categories of literature from the three
sources; primary, secondary and tertiary. Students should be guided through a discussion
in identifying the characteristics of each source and how they may be used to obtain details
of relevant literature.
As a guide, use Saunders, section 3.3, Table 3.2, and accompanying text (pp49 - 55) for
primary and secondary sources, and section 3.4, Table 3.3, for tertiary sources.
Tutorial 4:
The main focus of this session is to provide students with the experience of searching for
information using both library and internet resources. It is recognised that insufficient time
will be available to perform both tasks during one tutorial session. It is therefore suggested
that, depending on available facilities, one task may be performed in the tutorial session and
the other assigned as homework. Nevertheless, the outcomes of both tasks should be
reviewed as part of the following week's seminar session.
Guide: Saunders Section 3.5 pp60 - 72.
See: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html for an excellent
tutorial on searching the web.
Alternative guides may be found at:
http://www.december.com/web/text/index.html
http://www.netskills.ac.uk/TONIC
Internet: students should have use of a computer suite with sufficient PCs for individual use.
Library: students may use the facilities of either the college or public library.
Prior to commencing the exercise, students will be given a topic that will allow them to
define the parameters of their literature search and generate a relevant list of keywords.
For internet and electronic database searches, the use of Boolean logic should be
practised.
Suggested Topic
Search for core texts on the argument 'Information systems are social systems'.
Brainstorming: the session should start with a brainstorming session so that students can
jointly determine the most appropriate keywords. Clearly, this needs to be a relatively
controlled session without constraining creativity. Conclude by producing a Relevance Tree.

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Within the limits of available resources, as many types of search facility as possible should
be used.
On completion of both exercises students should produce a review (comparison and brief
evaluation) of each facility (library and internet). Also, students should aim to have obtained
abstracts and citations of at least four relevant articles. Students should also be advised
that they may be expected to present their work at the following week's seminar session.
In addition, students should locate the following article, which should be thoroughly read
before the following week's tutorial session.
Mowshowitz, A (1981) 'On approaches to the study of social issues in computing',
Communications of the ACM, Vol. 24, No. 3, pp. 146-155.
This paper identifies and analyses technical and non-technical biases in
research on social issues in computing. Five positions which reflect major
streams of contemporary social thought are examined; technicism,
progressive individualism, elitism, pluralism and radical criticism. The
analysis of positions documents the close relationship between research
and policy formation and reveals the misleading and dangerous character of
the presumption of scholarly objectivity in research on social issues.


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Seminar / Tutorial 5

Literature Review, continued
Seminar 5:
This seminar should be split into two one-hour sessions.
First hour: Having read Mowshowitz's article the previous week, students working in groups
of a maximum of four, should undertake the following exercise:
1. Identify any new words.
2. Identify the key ideas in the text.
3. Identify how the author has organised and developed his ideas.
One group should be asked to present their findings to the remainder of the class.
Second hour: Using the abstract and citations obtained the previous week, students should
be guided in developing a manual card file and Citation Relevance Tree for recording this
information.
See http://www.miracosta.cc.ca.us/home/gfloren/indexcards.htm for a guide to preparing
card indexes.
Time should be allowed for at least one student to present his/her work to the remainder of
the class, with a discussion to follow.

Tutorial 5:
Initially working individually, students should prepare a short review of the Mowshowitz
article which should take into account points discussed during the lecture and include their
own thoughts and referencing.
Students should then exchange their work with a colleague, each reading and commenting
on the other's work. Finally, working in pairs, a joint final review should be prepared and at
least one chosen to be presented to the rest of the class. Again, the objective is to develop
an acceptable writing format rather than debate the issues presented in the articles.
As far as is practically possible reviews should:
be written in a formal, academic style;
be clear and concise;
be able to be understood by a layperson;
include an introduction, outlining the focus of the study;
contain a structured argument rather than just the facts;

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contain a comparison of each source;
discuss the literature in the context of the given topic, 'information systems are social
systems'.
include correct citation and a bibliography.

Time should be allowed for feedback before the end of the session.

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Seminar 6

Information Systems as an Emerging Discipline
Seminars accompanying Lecture 6
Seminar sessions may comprise either a class debate or student presentation. Where a
student presentation is indicated this should be divided into two activities:
Either:
an individual or group presentation as defined below (approx. 10 -15 minutes)
Or:
Tutor-led class discussion beginning with feedback on the presentation and continue
with the objective of 'fleshing' out and underpinning the lecture material.
Allocation of topics for presentation will have been carried out during the first week of the
module. Regardless of the nature of the seminar, it is expected that all students will
undertake preparation work in order that they may contribute to the seminar topic. This
should be tested frequently by asking students for their opinions/feedback during the
discussion period.
Seminar Topic
6(a) Class debate:
The objective of this seminar is to debate the emergence of information
systems as a discipline. Students should be encouraged to offer their
own definition of information systems and argue their case in the
context of both the social and technical aspects of the discipline.
6(b) Class debate:
The objective of this seminar is to debate how the study of organisations
and organisational behaviour has influenced the emergence of
information systems as a discipline. Students should consider both the
formal and informal system that exist within organisations and the extent
to which both are reflected in IS studies.
6(c) Class debate:
The objective of this seminar to consider further the nature of the socio-
technical approach by discussing the following question:
What is meant by the socio-technical approach, and why does it not feature
in most methodologies other than ETHICS?
6(d) Class debate:
The objective of this seminar is to consider the pressures on management
to introduce IS for economic gain, which may be at the expense of the
social aspects of the organisation.

What forces in the wider environment may encourage managers to use IS
as a means of control?

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Seminar 7
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Organisations as Systems
Seminars accompanying Lecture 7
Seminar sessions may comprise either a class debate or student presentation. Where a
student presentation is indicated this should be divided into two activities:
Either:
an individual or group presentation as defined below (approx. 10 -15 minutes)
Or:
Tutor-led class discussion beginning with feedback on the presentation and continue
with the objective of 'fleshing' out and underpinning the lecture material.
Allocation of topics for presentation will have been carried out during the first week of the
module. Regardless of the nature of the seminar, it is expected that all students will
undertake preparation work in order that they may contribute to the seminar topic. This
should be tested frequently by asking students for their opinions/feedback during the
discussion period.
Seminar Topic
7(a) Individual student presentation:
For an organisation with which you are familiar, prepare a 15 minute
presentation that describes the organisation in the terms of systems
theory showing clearly how the organisation interacts with its
environment. Choose one function (e.g. marketing, production, finance,
etc.) and decompose the function into its major processes. Show inputs
and outputs between internal and immediate external processes.
Describe the 'feedback' mechanism that maintains control over the
function.
7(b) Individual student presentation:
For an organisation with which you are familiar, prepare a 15 minute
presentation that describes the organisations in terms of the value chain.
Identify each primary process and explain the linkages between each
internal process, and between each internal process and the external
environment. What are the mechanisms that support these linkages?
7(c) Individual student presentation:
For an organisation with which you are familiar, prepare a 15 minute
presentation that provides a description of a selected work system (sales
order processing, raising a supplier requisition, etc) in terms of the six
elements of work-centred analysis and a perspective of your own choice.
7(d) Class debate:
Checkland's Soft Systems Methodology has been very influential in terms of
systems development ideas. Why do you think this is?

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Seminar 8
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Information Systems in an Organisational Context
Seminars accompanying Lecture 8
Seminar sessions may comprise either a class debate or student presentation. Where a
student presentation is indicated this should be divided into two activities:
Either:
an individual or group presentation as defined below (approx. 10 -15 minutes)
Or:
Tutor-led class discussion beginning with feedback on the presentation and continue
with the objective of 'fleshing' out and underpinning the lecture material.
Allocation of topics for presentation will have been carried out during the first week of the
module. Regardless of the nature of the seminar, it is expected that all students will
undertake preparation work in order that they may contribute to the seminar topic. This
should be tested frequently by asking students for their opinions/feedback during the
discussion period.
Seminar Topic
8(a) Individual student presentation:
For an organisation with which you are familiar, prepare a 15 minute
presentation which provides a critical appraisal of the organisation's
office automation system. You should address productivity, coordination
and linkages of work across all relevant levels and functions, and how
the system connects the organisation to the external environment.
8(b) Class discussion:
Workflow management systems are designed to ensure organisational tasks
are performed 'as soon as possible by the right people and in the right
order', which should result in a consistent, uniform approach for improved
office efficiency and better customer service.
Discuss how this may be achieved within an organisation of your choice
8(c) Class debate:
Discuss the following statement: 'Enterprise resource planning software is
likely to replace packages used in a single area of the organisation, such
as accounting, logistics, production and marketing.'
8(d) Individual presentation:
For an organisation with which you are familiar prepare a 15 minute
presentation that critically evaluates the organisation's supply chain
management systems. You should assess the level of organisational
cooperation the system provides, the degree of integration, and its
impact on the organisation's value chain.

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Seminars 9, 10 and 11

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Supporting Business Activities IT Developments
Seminars accompanying Lectures 9, 10 and 11
Seminar sessions may comprise either a group discussion or student presentation. Where a
student presentation is indicated this should be divided into two activities
Either:
an individual or group presentation as defined below (approx. 10 -15 minutes)
Or:
Tutor-led class discussion beginning with feedback on the presentation and continue
with the objective of 'fleshing' out and underpinning the lecture material.
Allocation of topics for presentation will have been carried out during the first week of the
module. Regardless of the nature of the seminar, it is expected that all students will
undertake preparation work in order that they may contribute to the seminar topic. This
should be tested frequently by asking students for their opinions/feedback during the
discussion period.
Seminars accompanying Lecture 9
Seminar Topic
9(a)
Class Discussion
The objective is for students to critically assess the impact the digital economy
on business organisations, particularly in the context of an organisation with
which they are familiar.
'Digital economy has been used to describe the convergence of computing and
communications technology on the Internet, and the resulting flow of information
is stimulating electronic transactions and vast organisational change.'
9(b)
Class Discussion
The objective is for students to appreciate the distinction between the
technologies and critical appraise their role in marketing within a B2B e-
commerce organisation.
In the future the distinction between intranets, extranets and the Internet for
marketing purposes is likely to disappear.
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9(c)
Class Discussion
Future generation mobile access devices using such technologies as 3G will
supersede PCs as the main consumer access device for the Internet within 5
years.
9(d)
Group Presentation
With reference to a company with which you are familiar prepare a 15 minute
presentation that discusses the contribution to the organisation's competitive
advantages of using a virtual private network (VPN). If the company were to
move to a next generation network (NGN) what would be the impact on its
competitive advantage?
Seminars accompanying Lecture 10
10(a)
Individual Presentations
With reference to an organisation with which you are familiar, prepare a 15
minute presentation on how the organisation uses a data warehouse to gain
consumer satisfaction.
10(b)
Group Presentation
Using Internet search engines and/or other sources open to you, locate and
research at least two organisations that have successfully used GIS applications
for marketing purposes. Prepare a 15 minute presentation comparing the
approach to the use of the technology and the benefits they received.
10(c)
Class Discussion
The objective is for students to critically appraise the approaches to integrating
different applications in an e-business environment.
Selecting 'best of breed' applications from multiple systems vendors for different
e-business applications such as enterprise resource planning, customer
relationship management, transactional e-commerce and supply chain
management, is a better approach for an effective e-business infrastructure than
using a single vendor solution.

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10(d)
Group Presentation
Compare and contrast the approaches to e-commerce web site development
between a B2B organisation conducting e-commerce in a vertical marketplace to
a B2B company conducting its business in a functional marketplace. What are
the reasons for any differences you have found? Present your findings in a 15
minute presentation.
Seminars accompanying Lecture 11
11(a)
Group Presentation
With reference to an organisation you are familiar with, conduct any research
necessary to address the following tasks and present your findings in during a 15
minute presentation:
(i) describe the potential impact of infection by computer viruses and other
malware on the organisation's computer-based information systems;
(ii) consider the effectiveness of tools, methods and procedures designed to
protect computer-based information systems from computer viruses and other
malware;
(iii) evaluate the level of risk posed to the organisation by computer viruses and
other malware. Produce a set of recommendations that may assist the
organisation in reducing the risk.
11(b)
Class Discussion
In the role of a senior manager at a company that currently limits employee
access to the Internet you are considering relaxing company restrictions on the
personal use of company e-mail and Internet resources but are concerned about
issues such as staff time-wasting and the need to monitor staff use of these
facilities.
Discuss the advantages and disadvantages of enabling widespread employee
access and the actions you will need to take when proceeding with granting
wider access.
11(c)
Individual Presentation
With reference to an organisation with which you are familiar prepare a 15
minute presentation on the steps taken to prevent outsiders gaining unauthorised
access to the company's computer-based information system. What extra
measure can be taken?

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11(d)
Class Discussion
The objective is for students to critically evaluate the need for tight security on e-
commerce sites where the customer's financial details are required as part of the
transaction.
Discuss the differences in viewpoint between customer and a B2C company on
the features of a secure e-commerce site.

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Seminar 12
Future IT Developments
Seminar accompanying Lecture 12
Seminar sessions may comprise either a class debate or student presentation. Where a
student presentation is indicated this should be divided into two activities.
Either:
an individual or group presentation as defined below (approx. 10 -15 minutes)
Or:
Tutor-led class discussion beginning with feedback on the presentation and continue
with the objective of 'fleshing' out and underpinning the lecture material.
Allocation of topics for presentation will have been carried out during the first week of the
module.
Regardless of the nature of the seminar, it is expected that all students will undertake
preparation work in order that they may contribute to the seminar topic. This should be
tested frequently by asking students for their opinions/feedback during the discussion
period.
Seminar Topic
12(a) Class discussion:
List at least three activities you undertake daily at work. Take 15 minutes to
write down the process of attaining knowledge of how to perform these
activities. Explain why it would or would not be possible for an
Intelligent support systems or artificial neural network to learn how to do
perform these activities.
Team up with another member of your class, exchange your papers and
take 10 minutes to read and digest each other's answers, which you
should then discuss with your team mate to try and maximise the total
number of activities that could be performed by either technology.
Create a combined list which you should be prepared to discuss with
the remainder of the class if required to do so.
Tutor: allow a total of 60 minutes for the creation, reading and discussion of
the lists. At the end of this period select one team to present their paper to the
class and encourage debate. Conclude with a feasible list and a non-feasible
list of activities for automation with reasons why.
It would aid class discussion if the activity list and reasons prepared by the
chosen team could be either copied and distributed to the remainder of the

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class or be displayed on a board or overhead projector.
12(b) Class debate:
For an organisation with which you are familiar, debate the likely impact of
m-business. You should consider aspects of organisational structure,
organisational culture, the 'virtual office' concept, and the likely impact
on the organisations value chain.
12(c)
This seminar session is reserved for the assignment presentations
12(d)
This seminar session is reserved for the assignment presentations


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