SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3W226703
Module Leader Peter Barrie
School School of Computing, Engineering and Built Environment
Subject Computing
  • B (January start)

Summary of Content

The module offers students the opportunity of working through technologies and organisational issues to design and prototype a professionally viable solution to a real-world problem relevant to the student's programme of study and appropriate to the student's level of study. It will involve the utilisation of the knowledge and skills developed throughout the student's current and previous levels of study in producing an appropriate solution. The emphasis of this module is on innovation relevant to the student's chosen study pathway. The balance of activities will depend on the specific objectives of the topics covered but the problem is intended to provide challenges and learning experiences that further help develop the student's insight into their intended career pathway within a professional working environment, and develop their competence to operate successfully. It is a group-based project and the work completed within this module by an individual student will require the student to work with other students following the same module. Project groups are normally formed to be multidisciplinary and to be able to blend different professional working practices. Project groups are expected to be able to conceptualise and deliver innovative solutions to the problem challenge and apply appropriate professional practices. Students are expected to demonstrate significant exploration in planning, selection of technologies and (within set guidelines) defining the deliverables that demonstrate their concept and evaluate its viability. Project groups are expected to exercise self-governance, developing their own code of conduct that members will follow, and to document the working practices they have followed in support of evidencing the group's professionalism. As well as reflecting on their personal performance (strengths and weaknesses, professional development needs), students will also undertake peer assessment with regards to the group work. The primary assessable outcome of the project will be an artefact appropriate to the problem set, delivered through professionally coordinated practical work, together with supporting documentation and demonstration. The assessment will include an evaluation of the level of professionalism which teams and individuals have adopted within their work.


Innovation b7 Innovation and creativity theory and practice b7 Ethical and societal issues in the age of information Project management b7 Project lifecycle b7 Project planning b7 Agile Technologies b7 Risk management Teamwork b7 Effective team working b7 Team working in projects and organisations b7 Communication and collaboration

Learning Outcomes

On successful completion of the module, student should be able to:1. Use a selection of advanced skills and practices, some of which may be at the forefront of the Programme of Study. 2. Manage a targeted project of information technologies and define and implement the goals and milestones, critical evaluations of project outcomes and deliverables. 3. Demonstrate competence in defining technical and enabling soft skills to work in a professional manner to develop an innovative solution to a real-world problem relevant to the Programme of Study. 4. Demonstrate a critical understanding of the innovation processes involved in creating and providing products/services and the innovative impacts functioned by information technologies in sustaining economic growth and societal prosperity. 5. Evidence career societal readiness and professionalism. 6. Demonstrate the ability of teamwork and professionalism required in workplace and society.

Teaching / Learning Strategy

The University 'Strategy for Learning' documentation has informed the learning and teaching strategy for this module. The course material and overall project guidance approach will be introduced through seminars/workshops. Regular group meetings will be facilitated to provide project supervision, monitoring and support sessions. Full use will be made of GCU Learn to provide Lecture-based and related study materials, encouraging the development of independent learning and allowing self-reflective feedback on student performance. Staff-based feedback on student performance for submitted work will be provided in line with the University feedback policy, with summative feedback and grades on the coursework assessment utilising GCU Learn. A significant portion of the student's independent learning is expected to be spent in group based situations developing elements of the problem solution. The role of the project supervisor is to provide advice to the group and facilitate periodic independent review of the group's progress during the project period through pre-arranged regular meetings. The group is likely to have extensive meetings to achieve effective communication and collaboration throughout the course of the project. The additional interactive discussion features of GCU Learn will be utilised, as appropriate to the module, to stimulate independent and flexible student learning outwith scheduled class time. GCULearn facilitates group interaction through discussion forum, file sharing, blogs, wikis and journals. Students will also be encouraged to make appropriate use of social media and collaboration tools.

Indicative Reading

A A. Adams, R J. McCrindle (2008), Pandora's box: social and professional issues of the information age, John Wiley & Sons, 2008 J M Kizza (2017), Ethical and Social Issues in the Information Age, 6th Edition, Springer, 2017 F Bott (2014), Professional issues in information technology, BCS Learning & Development, 2nd edition, 2014 P Duquenoy, S Jones and B G. Blundell (2007), Ethical, legal and professional issues in computing, Cengage Learning; 1st edition, November 2007 L Graessle, G Gawlinski (2008), Planning Together: The Art of Effective Teamwork, July 2008 E Salas et al (2013), Developing and Enhancing Teamwork in Organizations: Evidence-based Best Practices and Guidelines, John Wiley & Sons Inc, May 2013 A Stellman, J Greene (2015), Learning agile: understanding Scrum, XP, Lean, and Kanban, O'Reilly, 1st edition, 2015 R Dre4ther, H Koschek, C Sahling (2019), Scrum - kurz & gut, dpunkt, 2nd Edition, May 2019 Burns P (2011), Entrepreneurship and Small business: start-up, growth and maturity, Palgrave MacMillan Tidd, J. and Bessant, J. (2009), Managing Innovation: integrating technological, market and organisational change, John Wiley and Sons

Transferrable Skills

-360b7 Critical thinking and problem solving. b7 Communication skills, written, oral and listening. b7 Effective Information retrieval and research skills. b7 Computer literacy. b7 Ability to prioritise tasks and time management (organising and planning work). b7 Interpersonal skills, team working and leadership. b7 Self confidence, self discipline & self reliance (independent working). b7 Awareness of strengths and weaknesses. b7 Reliability, integrity, honesty and ethical awareness b7 Entrepreneurial, independence and risk-taking b7 Knowledge of International Affairs b7 Appreciating and desiring the need for continuing professional development b7 Presentation skills. b7 Commercial awareness (Narrative)

Module Structure

Activity Total Hours
Practicals (FT) 24.00
Tutorials (FT) 6.00
Independent Learning (FT) 150.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Project Artefact wtih documentation and demonstration