Systems Development Skills for Business Students, Theory and Practice.
Roanne Birch
School of Information Technology
Faculty of Business
Auckland University of Technology
Email: roanne.birch@aut.ac.nz
Gwyn Claxton
School of Information Technology
Faculty of Business
Auckland University of Technology
Email: gwyn.claxton@aut.ac.nz
Key Words
Database, spreadsheet, web pages, student learning, systems development, IT fluency
Abstract
It has long been recognised that there is a requirement to develop a high level of
Information Technology (IT) skills when preparing business students for the workplace.
Specifically, employers expect a level of Microsoft (MS) Office skills that in the past
may have belonged only to IT professionals.
In 1998, Claxton and Torabi discussed the development of the Applied Computing
module in the New Zealand Diploma in Business qualification. Four years later we take
another look at this module and consider the impact that a major prescription change has
had.
When the Applied Computing module was originally developed the prescription included
a high percentage of systems development theory based around the Systems Development
Life Cycle (SDLC). In 1999, during a round of prescription rewrites, the theory
component was removed and placed in a new module called Systems Development
Project. Applied Computing was focused even more on the development of practical
skills using software such as MS Excel and MS Access. This paper considers the impact
this redevelopment has had and presents some feedback from students.
1.0 Introduction
Teaching software development skills, alongside software package skills, to business
students is a real challenge, particularly in the area of balancing theory with practice.
How much theory and how much practice? The business students may not have the
benefit of many topic areas which specialist information technology (IT) students may
have covered. In addition, “the improved functionality of end-user computing tools
means that they can now be employed in situations which were formerly the domain of
computing professionals using traditional programming languages” (McLennan and
Churcher, 1999). How do you bridge the gap between advanced software package skills
and the application of systems theory? The two modules discussed in this paper are both
centered around this challenge. Furthermore the redevelopment of the Applied
Computing module and the introduction of the Systems Development Project module
directly address this issue.
2.0 Literature review
Recent work has motivated the move away from “IT literacy” and towards “IT fluency”,
a broader concept describing effectiveness with IT. IT fluency components are specified
as follows: contemporary skills, foundation concepts, and intellectual capabilities.
(Dougherty et al, 2002). In terms of the Applied Computing and Systems Development
Project modules being discussed here, these IT fluency components are directly relevant.
We can interpret contemporary skills to software package skills, foundation concepts to
the theory of the SDLC and software development methodologies, and intellectual
capabilities to the ability to think, analyse, problem solve and apply both theory and
practice in a business situation.
Another aspect that we focus on in these modules is ‘readiness for the workplace’. Our
business students may in fact end up playing a key role in database design and
development within their chosen workplaces, rather than purely the role of users of
existing database systems. This idea is supported by Beccue and Chrisman who state
“There are mainframe databases which are typically controlled and maintained by staff
within the MIS (Management Information Systems) function. In addition, there are many
personal computer databases which may or may not come under the auspices of a formal
MIS structure. In fact, these databases are frequently controlled and maintained by endusers” (Beccue and Chrisman, 1991). The quality of these databases may be
compromised by end-users’ lack of experience and training (McGill, 2002). For end-users
to develop and maintain these systems they need the background knowledge and theory
of database concepts. Beccue and Chrisman (1991) also reported on the results of a
Business Questionnaire where the findings confirmed that employers perceive database
courses that include introductory concepts in database design as necessary.
Probably the most important and most effective components of both the Applied
Computing module and the Systems Development Project module are the carefully
designed business case studies. A carefully designed database project can facilitate
deeper student understanding of important database concepts, while at the same time
helping them to relate the textbook concepts to a simplified but realistic business
environment (Rollier, 1993). It seems to be well recognised that just teaching database
theory is not adequate; the students need the hands-on experience of the project to make
sense of the textbook and the lectures (Rollier, 1993). Rollier proposes that it is the
combination of lecture and hands-on experience that produces real learning, and this is
certainly reinforced by our experience.
Finally, although today’s users are more sophisticated in their practical use of computers,
there are many other aspects of IT that they should be conversant with. End-user
computing, the development of computer applications by users who are not IT
professionals, is growing at a tremendous rate (Rothi and Yen, 1989). The user needs to
understand the importance of such things as data security, backup policies, and
documentation in order to reduce the risk to the organisation. If this type of planning is
implemented, the benefits to the organization can be substantial (Rothi and Yen, 1989).
This understanding therefore needs to be considered when educating students in readiness
for the workplace.
3.0 The Applied Computing Prescription.
The National prescription for 250 Applied Computing was introduced in 1992. In June
1995 the module was redeveloped at the Auckland University of Technology (AUT),
taking into account industry needs and the level at which the module should be taught. A
major problem facing Management Information Systems as an academic discipline is
adaptation to the demands of industry and changes in the work force (Amini, 1993). The
focus was on the practical and problem solving aspects of the module, and on building on
the knowledge students had acquired in the introductory Computer Concepts module. The
students needed more hands-on practice of advanced software concepts and also more
application of some basic theory.
The module curriculum progressed from developing user requirements using data and
process modeling techniques and presenting requirements to the client in the form of a
report and presentation, to development of a database application in the form of a
prototype. The same theme continued with spreadsheet development, utilizing
information from the database, and consolidating data from different sources.
The major issue in redeveloping the module was being able to include the wide range of
topics needed in the available 60 class contact hours. For students to effectively
participate in a software development project requires them to understand all components
of the Systems Development Life Cycle (SDLC). To understand and apply these concepts
requires more than 60 hours study. Therefore the topics had to be presented at a pace that
would promote understanding through application of theory (Claxton, Torabi 1998). Our
strategy was to have each session commence with theory followed by practical exercises.
Cornford (1997) proposes that teaching of theory with exercises to demonstrate the
underlying principles promotes effective practice and better performance. In view of this
time constraint, the level of each topic was addressed by giving the students an overview
and sufficient knowledge to be able to proceed to the next phase of the SDLC. Learning
in these small digestible chunks aimed to produce a student who would be able to
understand and apply analytical principles and to be able to map business needs with
computing technology.
The number of students enrolling in Applied Computing increased from one class per
semester in 1995 to three classes by 1998. The students perceived the module as being
useful, challenging and could see many areas in future situations where what they had
learned could be put to use. They realized that they were not experts, but had sufficient
basic knowledge to be able to understand the effective application of information
technology.
4.0 The New Prescriptions
Revisions to Applied Computing were again proposed nationally in 1998, and after
submissions from teaching bodies to the New Zealand Qualifications Authority, the new
prescription was introduced at AUT in Semester 2, 1999. The rationale for this change
was the perception that it was difficult to cover the very full original prescription in one
semester. The new prescription changed the focus from one of systems development
following the SDLC to the use of information technology software tools to develop
computer based solutions for business problems. Much of the theory relating to systems
development, the SDLC and data modeling moved from Applied Computing to a new
module, Systems Development Project.
The aim in redeveloping Applied Computing and in introducing Systems Development
Project was to present the topics by use of theory and practical exercises and graduated
assignments that employed the practice and gave feedback for the next assignment. Each
assignment was designed to build on the previous one, gradually revealing the
relationship between each component, and making the student's learning more
meaningful. Cornford (1997) cites Fitt's (1968) first of three phases of learning individual
skills, the cognitive phase, as being important in integrating new learning with past
learning. In the second, the practice fixation phase, the skill is consolidated through
practice and feedback and is important in the meaningful integration of individual tasks
into a comprehensible whole.
Although the majority of the SDLC theory was to be removed from the original module,
we aimed to retain the necessary process and problem solving theory in the new Applied
Computing module. This allowed us to teach relevant background theory alongside the
use of the software application. In the following section we will discuss the
redevelopment of the two modules, Applied Computing and Systems Development
Project.
Redevelopment of Applied Computing
The focus for the new Applied Computing module was on three topics; advanced IT
software toolkit, designing and building solutions for business problems and
manipulation of data for decision support. The compulsory component, spreadsheet
software, together with the optional components, database and web page development,
were chosen as relevant applications that students would eventually encounter in the
workplace.
Three assignments were developed, each with emphasis on defining requirements to
solve business problems, and employing design techniques to develop, test and
implement a solution using the three software applications. Data modeling techniques
were introduced as a necessary part of the database design process to reinforce the
foundation concepts, alongside practical exercises using database software. This aligns
with our previous experience that when teaching database software such as MS Access, if
sufficient database design theory is not included then students will not have enough
understanding of key concepts such as data and referential integrity. The end result can be
users who are experienced in the use of the database package but lacking in database
design skills. They need the theory and the practice in applying it before they can
successfully design and implement databases.
To cover the integration of information using different software tools,
importing and exporting data between spreadsheets, database and
Spreadsheets were used to consolidate and report on business problems.
acknowledged that errors in spreadsheet formula are common” (Claxton,
we included
web pages.
“It is widely
Torabi, 1998
p73); therefore sound spreadsheet development capabilities were emphasized through the
use of audit checking and comparison of results from all source documents.
Development of Systems Development Project
The topics that focused on the SDLC, that had been transferred from the Applied
Computing module to the Systems Development Project module, included project
inception, data management concepts, user requirements documentation, and systems
development and implementation. We took Fitt's cognitive and practice fixation phases
into account (Cornford, 1997) when developing the new module by presenting topics in
the order in which such a project would commonly be managed. We were also concerned
with the integration of database management (DBMS) skills, theory and the ability to
analyse and solve problems. This relates closely to Dougherty’s (2002) IT fluency
components.
A case study, with three integrated assessments, was developed. Each assessment built
on the previous one. Corrections were made to student work, providing feedback to
enable students to continue without faulty designs. Business problems were introduced
through this case study and teaching was separated into delivery of the theory and
practical exercises. This allowed the student to apply their learning to each stage of the
case study. The aim was for students to work on the case study as the topics were
covered.
Data and process modeling skills were taught early in the course. This enabled students to
understand why these skills are important for determining user requirements, and how
they are used as a basis for design and implementation. The importance of this is
emphasized by Rob and Semaan (2002) “Learning Microsoft Access database
applications development without first building a solid foundation of database
vocabulary, design concepts, and implementation principles seems to be only marginally
useful and potentially dangerous”.
The last assessment was carried out in teams. The teams used project planning software,
and risk management techniques while developing and implementing their application.
5.0 Outcomes
The two new modules, Applied Computing and Systems Development Project have been
offered at Auckland University of Technology (AUT) since semester 2, 1999 and
semester 1, 2000 respectively. In this section we discuss what impact this redevelopment
has had and look at pass rates and student feedback collected from module evaluations.
Applied Computing
The new Applied Computing module now focuses on decision support, solving business
problems using spreadsheets, internet web pages, and database applications and stresses
the importance of informed decision making. The change in the prescription has given
more time to teach problem solving concepts and for the students to understand and
realize the importance of audit checking their solutions. The students gain more in-depth
knowledge of integration of data using a range of application software. Although the
complete picture for systems development is covered in the new Systems Development
Project module, sufficient theory is incorporated into the Applied Computing module to
enable students to apply the process of developing solutions to business problems.
Student response to the redeveloped module has been positive, with the average rating on
a likert scale of 1 (low) to 5 (high) of between 3.82 and 3.9 (refer figure 1).
Applied Computing Average Student Rating
3.89
3.82
Sem 2, 1999
Sem 1, 2001
3.91
4
3.5
3
2.5
2
1.5
1
0.5
0
Sem 2, 2001
Figure 1. Average student rating of the Applied Computing Module.
Pass rates have continued to reflect the students’ capabilities with the majority of classes
scoring B, B+ and A grades (refer to figure 2).
Applied Computing; Pass Rates - B Grade and Higher
90.00%
85.45%
82.43%
82.14%
80.00%
74.47%
71.74%
69.81%
70.00%
63.64%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Sem 2, 1999
Sem 1, 2000
Sem 2, 2000
Sem 1, 2001
Sem 2, 2001
Summer School
Sem 1, 2002
Figure 2. Applied Computing Pass rates showing percentage of students with passes at
B Grade or higher.
Among the many positive comments students have made in module surveys are the
following:
"This paper teaches excellent IT skills"; "Essential skills to have for those
working in the field".
Systems Development Project
The new Systems Development Project module allows more time to be devoted to the
theory and application of the SDLC and database design utilizing data and process
modeling techniques. The benefit of this is that we are able to teach the SDLC, data
modeling, and both conceptual and final logical relational database design in more depth.
This, in turn, has given students more in-depth knowledge and understanding of the
importance of the process of system development and the importance of data integrity
and how these relate to database application development. In addition, following the
process further down the SDLC, students are able to implement their data and process
design with the intelligent use of fourth generation software. They also use project
planning software to plan and track their project, as well as a Computer Aided Software
Engineering (CASE) tool to develop their data and process models. This has resulted in
students having more time to absorb the theory through practice and to understand the
importance of planning, data integrity, testing, risk management, and monitoring.
Student response to the Systems Development Project module has been positive, with the
average rating on a likert scale of 1 (low) to 5 (high) of between 3.25 and 4.5 (refer figure
3). A smaller sample in Semester 2, 2001 (the more capable students were not present on
the day of this survey) has produced a lower result.
Figure 3. Average student rating of the Systems Development Project Module
Pass rates have varied with a smaller number of students attaining higher grades than in
Applied Computing (refer to figure 4). Semester 2, 2001 pass rates and student ratings
were due to a smaller sample and students with poorer application skills.
Systems Development Project; Pass Rates B Grade and
Higher
80.00%
75.00%
70.00%
66.67%
60.00%
54.55%
50.00%
42.86%
40.00%
30.00%
20.00%
10.00%
0.00%
Sem 2, 2000
Sem 1, 2001
Sem 2, 2001
Sem 1, 2002
Figure 4. Systems Development Project Pass rates showing percentage of students with
passes at B Grade or higher.
Student feedback has been very positive. For example, a student comment from semester
1, 2002 was "I have achieved more after completing this paper, for example designing a
database, time line for project development and what is involved, and more importantly
what it means".
6.0 Conclusion
In redeveloping the two modules, our aim was to build on the basic skills students acquire
in previous business and computing modules. We needed to maintain the cohesion of the
new modules to allow students to apply sound problem solving skills, to have a good
understanding of the theory and to be able to intelligently use software in developing
their solutions for the business environment.
Some evidence of the successful implementation of these papers is provided by the
student feedback and continued popularity of both modules. We believe the change to the
two modules has been successful for several reasons:




In the Applied Computing module, students gain more in-depth knowledge of
problem solving and integration of data from different applications
In the Systems Development Project module, students gain a better understanding of
how to model data and processes and how to implement their design, following the
SDLC in their given project.
Students are better able to use the software in an intelligent way.
Students have more time to assimilate the topics.


Students gain more in-depth knowledge and more understanding of how to apply the
theory.
Two modules are offered instead of one, each complementing the understanding of
the other.
As a final point, both modules require theory and practice to aid the student's
understanding and intelligent use of the software. This contributes to meeting industry
needs in providing students who have sound IT literacy and IT fluency incorporating
foundation concepts (theory), contemporary skills (practice) and intellectual capabilities
(problem solving skills).
7.0 References
Amini, Dr Minoo S. (1993) Assessing Computing literacy of Business students in a
regional university. The Journal of IS Education 9/93, 5(3).
Beccue, B., Chrisman, C. (1991) What should universities be teaching future end user
liaisons about databases. The Journal of IS Education 9/91, 3(2).
Claxton, G., Torabi, T. (1998) Issues and Solutions in Developing an Applied Computing
Module for Business Students. National Advisory Committee on Computing
Qualifications Annual Conference, July 1998, 71-79.
Cornford, I.R., (1997) Ensuring Effective Learning from Modular Courses: A Cognitive
Psychology-Skill Learning Perspective. Journal of Vocational Education and Training
49(2).
Dougherty, J.P., Clear, T., Cooper, S., Dececchi, T., Richards, B., Wilusz, T. (2002)
Information Technology Fluency in Practice. In The 7th Annual Conference on Innovation
and Technology in Computer Science Education. 2002. Aarhus, Denmark.
McGill, T.J. (2002) User-developed applications: can end users assess quality? Journal of
End User Computing July-Sept 2002 14(3).
McLennan, T., Churcher, C. (1999) Use of End-User Computing Skills by Computing
Professionals: A Survey of Former Students in the Workplace. New Zealand Journal of
Computing April 1999, 7(1) 5-11.
Rob, P., Semaan, E. (2000) Databases, Design, Development, & Deployment Using
Microsoft Access. Irwin McGraw-Hill.
Rothi, J.A., Yen, D. (1989) System Analysis and Design in end user developed
applications. The Journal of IS Education 9/89, 2 (1).
Rollier, B. (1993) The database project, maximizing its value. The journal of IS
Education 6/93, 5(2).