ASSIGNMENT INSTRUCTIONS
Assessment
Group role play exercise – Presentation
Assessment code:
011
Academic Year:
2022/2023
Trimester:
2
Module Title:
Business Information Systems
Module Code:
MOD003328
Level:
5
Module Leader:
Tex Dunstan
Weighting:
40%
Time Limit:
20 minutes per group
Assessed Learning
Outcomes
• Critically analyse a range of key tools and techniques
which are employed in the development, evaluation
and implementation of information systems.
• Demonstrate the ability to evaluate the design,
implementation and operation of different software
packages to meet significant business needs for both
domestic and international organisations.
Assessment date:
Please refer to the deadline on the VLE
ADDITIONAL INFORMATION
• This is a group assignment. You must work in a group of 5 members
• No extensions are available for this assessment.
• Mitigation: The deadline for submission of mitigation in relation to this assignment is
no later than five working days after the submission date of this work. Please contact
DOS@london.aru.ac.uk See rule 6.103:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
• Each group member will have a job role and present according to that role.
• Group members’ names and SID numbers are required.
• Do not exceed the maximum time specified above; groups which do so will be
penalised. The penalty will be the deduction of marks at the marker’s judgement.
• See the detailed instructions below. You are required to comply fully with these.
BACKGROUND
You are senior managers in a successful business in one of the sectors below.
Your organisation successfully uses and benefits from Business Information
Systems (BIS) to create and deliver value. You must now make a strategic
decision about investment in and development of cloud computing services for
your products/services further to support ongoing business performance.
ROLE PLAY TASK
Your group will deliver a 20 minute roles based briefing. Each group member
will play a managerial role. You will describe and analyse your proposed cloud
investment and the supporting business information systems requirements. You
will demonstrate your knowledge of how business value is created, delivered
and measured using technology.
SECTORS
Industry sectors are the context for your business. Choose one from the list
below:
• Transportation
• Food Service/Catering
• Healthcare
GROUP REQUIREMENTS: you must address all of the following points:
Chief Executive Officer (CEO)
1. What cloud computing and business information solutions have you
selected, and why?
Chief Operating Officer (COO)
2. Apply appropriate business theory to explain the strategic plan, position
and objectives.
Business Analyst
3. Explain and justify the strategic, business and operational value created
and delivered by the proposed cloud computing and BIS solutions.
Project Manager
4. Analyse and explain specifically how your cloud computing and BIS will
measure and evaluate performance against the value claimed above. To
do this, you will apply the Balanced Scorecard as specifically as possible.
Chief Technology Officer (CTO)
5. Evaluate specifically how your proposals will integrate with the five
information system components to manage your data and information.
ASSESSMENT CRITERIA
Marks will be weighted at 80% individual contribution, 20% group quality and
coherence. The marks awarded will be a qualitative judgement of the following
five criteria:
• Evidence of knowledge, understanding and analysis of relevant tools and
techniques appropriate for the successful evaluation and implementation
of information systems that demonstrate the potential to create and
deliver business value.
• Evidence of academic and intellectual skills that evaluate appropriate
software packages, combined with relevant theory in application, that
meet business needs.
• Ability to present clearly and accurately.
• Evidence of interpersonal & team working skills.
• Professional appearance, body language, clarity and tone of voice, eye
contact and pace of delivery.
You may bring a small note card to the exercise (no bigger than A5) containing
any data or key bullet points. However, you must not read from a script when
speaking. Reading from a script will incur a penalty to your overall mark. You are
expected to demonstrate clear understanding of your role and proposals.
Each presenter will have four minutes to deliver their responses. This time limit
will apply for each presenter. If you exceed your time limit, the lecturer will stop
you, in order to keep the group assessment moving. Therefore, you should focus
on delivering concise and precise briefings on the task requirements for which
you are responsible.
This is a professional undertaking. Students are expected to arrive at least 10
minutes prior to the scheduled start time. Students who are late for the start of
the meeting will lose all 10 marks awarded for professionalism. Students who fail
to attend the meeting will fail the assessment. All meetings will take place within
scheduled teaching hours for the module, or during scheduled assessment
periods as dictated by the Faculty Office.
POINTS TO CONSIDER
Task requirements:
1. Task 1: The CEO leads the business as its principal decision maker. The
CEO’s knowledge and understanding needs to be demonstrated from the
start. Address relevant questions. What is your business? In which sector
does it operate? How is your sector structured? What products and/or
services do you provide? What do you need to grow and why? Task 1 is
not merely an introduction. The proposed solutions need to be made clear
throughout the presentation.
2. Task 2: The COO must evaluate and execute the competitive strategy in
the light of your organisation’s mission, vision, competitive position and
objectives. The COO works closely with the CEO to ensure alignment with
strategic objectives.
3. Task 3: Value in a business context is particularly important. Your value
needs to be classified in terms of level and type as explained in class.
4. Task 4: To analyse is to disaggregate, or to break down into relevant parts,
in order here to understand and explain value creation and delivery. You
should demonstrate this with application of the balanced scorecard to
manage required organisational value declared in Task 3.
5. Task 5: Apply the information system component model (hardware,
software, data, telecommunications and human resources) to show your
understanding of how data and information flow is created and managed
throughout your organisation to support strategic effectiveness and
operational rigour.
Learning materials
Lectures, tutorials and the VLE materials curate and present a range of relevant
theory and concepts to support your BIS development (e.g. value chain, virtual
value chain, IPOS model, generic strategy, modified strategic grid, five forces
analysis, system theory, three levels of strategy and data-information-knowledge
model). Please select from the theory covered in class and make sure you both
explain the theory and show how you applied it to your BIS development.
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS:
LEVEL 5
Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take
responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical
knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which
go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of
problem identification and resolution, and to develop their skill sets as required.
Mark
Bands
Outcome
Characteristics of Student Achievement by Marking Band for ARU’s Generic
Learning Outcomes (Academic Regulations, Section 2)
Knowledge &
Understanding
Intellectual (thinking), Practical, Affective and
Transferable Skills
90-
100%
Achieves
module
outcome(s)
Exceptional information base
exploring and analysing the
discipline, its theory and ethical
issues with extraordinary originality
and autonomy. With some
additional effort, work may be
considered for internal publication
Exceptional management of learning resources, with a
higher degree of autonomy/ exploration that clearly exceeds
the brief. Exceptional structure/accurate expression.
Demonstrates intellectual originality and imagination.
Exceptional team/practical/professional skills. With some
additional effort, work may be considered for internal
publication
80-
89%
Outstanding information base
exploring and analysing the
discipline, its theory and ethical
issues with clear originality and
autonomy
Outstanding management of learning resources, with a
degree of autonomy/exploration that clearly exceeds the brief.
An exemplar of structured/accurate expression. Demonstrates
intellectual originality and imagination. Outstanding
team/practical/professional skills
70-
79%
Excellent knowledge base,
exploring and analysing the
discipline, its theory and ethical
issues with considerable originality
and autonomy
Excellent management of learning resources, with a degree
of autonomy/exploration that may exceed the brief.
Structured/accurate expression. Excellent academic/
intellectual skills and team/practical/professional skills
60-
69%
Good knowledge base; explores
and analyses the discipline, its
theory and ethical issues with some
originality, detail and autonomy
Good management of learning with consistent self-direction.
Structured and mainly accurate expression. Good
academic/intellectual skills and team/practical/ professional
skills
50-
59%
Sound knowledge base that begins
to explore and analyse the theory
and ethical issues of the discipline
Sound use of learning resources. Acceptable
structure/accuracy in expression. Sound level of
academic/intellectual skills, going beyond description at times.
Sound team/practical/professional skills. Inconsistent self
direction
40-
49%
A marginal
pass in
module
outcome(s)
Adequate knowledge base with
some omissions and/or lack of
theory of discipline and its ethical
dimension
Adequate use of learning resources with little self-direction.
Some input to teamwork. Some difficulties with
academic/intellectual skills. Largely imitative and descriptive.
Some difficulty with structure and accuracy in expression, but
developing practical/professional skills
30-
39%
A marginal
fail in module
outcome(s).
Satisfies
default
qualifying
mark
Limited knowledge base; limited
understanding of discipline and its
ethical dimension
Limited use of learning resources, working towards self
direction. General difficulty with structure and accuracy in
expression. Limited academic/ intellectual skills. Still mainly
imitative and descriptive. Team/practical/ professional skills
that are not yet secure
20-
29%
Fails to
achieve
module
outcome(s)
Qualifying
mark not
satisfied.
Little evidence of an information
base. Little evidence of
understanding of discipline and its
ethical dimension
Little evidence of use of learning resources. No self
direction, with little evidence of contribution to teamwork.
Little evidence of academic/intellectual skills and significant
difficulties with structure/expression. Very imitative and
descriptive. Little evidence of practical/professional skills
10-
19%
Deficient information base.
Deficient understanding of
discipline and its ethical dimension
Deficient use of learning resources. No attempt at self
direction with inadequate contribution to teamwork. Deficient
academic/intellectual skills and major difficulty with
structure/expression. Wholly imitative and descriptive.
Deficient practical/professional skills
1-
9%
No evidence of any information
base. No understanding of
discipline and its ethical dimension
No evidence of use of learning resources of understanding of
self-direction with no evidence of contribution to teamwork.
No evidence academic/ intellectual skills and incoherent
structure/ expression. No evidence of practical/professional
skills
0%
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails
to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes
