- Section A Introduction
Organisation of the Portfolio
Professional Autobiographies & Teaching Experience:
Dr. F. Adam
Dr. M. Healy
Ms. K. Neville
Statement of Teaching Beliefs
Teaching Plan
Notes:
This section presents biographies and statements of teaching philosophy for the three
lecturers involved with AIS531. It also serves as an introduction and describes the
structure of this portfolio.
S.A Page 1 of 35
Introduction
Organizations face enormous difficulty in trying to achieve successful training
programmes to facilitate the transition from the classroom to the boardroom. As a
result, industry and academia must collaborate to a greater extent to produce graduates
with increased practical skills in Information Technology (IT), Accounting (ACC) and
project management (PM) as well as the more theoretical sides of traditional IT and
managerial topics. The meaningful integration of theoretical knowledge and industrial
practice in Masters level programmes is now more than ever vital to ensure that
graduates have the required competence in IT and more traditional subjects such as
Accounting and that they are ready to contribute to the organizations that hired them
within a short timeframe. It is also crucial in ensuring ongoing industrial support for
academia because both IT and management accounting are regarded as fundamental
components in the success of organizations. This has led to a growing demand for IT
and ACC specialists, with these hybrid skills, to design, develop, implement, and
support IT infrastructures in both the public and private sectors. However, in recent
years there has been a shortfall of graduates, with both hybrid skills and essential
experience entering the job market. In order to keep up with demand, educational
institutions must adopt innovative programmes to increase the skill-set and knowledge
base of their IT graduates.
One such programme, under the auspices of University College Cork, is a Masters
course in Management Information and Managerial Accounting Systems (MIMAS).
The programme focuses equally on IT and Management Accounting to suit the needs
of industry while also combining theoretical subjects like managerial accounting,
programming and the design of management control systems. One key element of the
teaching experience is a business simulation (the HANs Project) where students create
software companies and bid for a large-scale development project. As part of this,
they experience of broad range of tasks and problems inherent in commercial software
development. The business game is designed to encourage students to make use of as
much of the theoretical elements taught in the degree as possible and is mediated by
the teaching staff through the intermediary of purpose-designed workshops and online
support (a Web-based Support System, Shared Folders and E-mail). Our experience
indicates the immense value of such practical components in an IT and ACC oriented
degree programme. It also shows that the application of new technology in training
and education will only truly benefit students when it is associated with high quality
material and a high degree of student motivation.
Portfolio
This portfolio is organised to illustrate the value of the HANs teaching case, which is
the core pedagogical feature of the MIMAS (Management Information and
Managerial Accounting Systems) programme. The case is a year long group project in
which students are expected to form software companies and develop a system to
solve the IT requirements of a fictitious company (HANS Limited). Due to the
importance of the group project it is worth two units of the fourteen awarded in the
first year of the two year programme and named in the UCC Calendar as the AIS
531: Joint Project. In some of the other subjects of the degree, students are taught
S.A Page 2 of 35
the concepts they require to perform in the business game. They are specifically
taught systems analysis and design, programming (with Visual Basic, ASP and MS
Access), project management (using MS Project), data modelling, database design and
a variety of other relevant topics (such as SQL and an introduction to Oracle). During
the year, the teaching of these topics is scheduled so as to fit with the project’s
timeline so that students can apply skills that are freshest in their minds. This ensures
that the linkage between the theoretical and practical elements of the degree is strong
and that knowledge is positively re-enforced within a short time frame.
The portfolio is organised in 6 different sections providing a complete picture of the
goals of this course, the material made available to the students, the techniques used
in teaching the course in the academic year 2003 - 2004.
Section A contains the profiles of the three lecturers who created AIS531.
Section B describes the objectives of the HANs case study and the process whereby
students’ learning is amplified through the application to the problems raised by the
case study of the material taught during the year in three courses of the degree:
MIS533, MIS534 and ACC532.
Section B.1 presents sample review comments following the series of workshops.
Section C presents some feedback from the students who took the course in
2003/2004 and includes key submissions from students which describe their
perception of their contribution to their group and their impressions on how well their
group operated.
Section D contains a sample of the electronic communication exchanged between the
parties involved in the course, namely, the students, the teaching staff and the
technical staff who maintain the lab.
Section E presents the course pack and some sample solutions to the problems raised
by the case (in the form of screen shots of the applications developed by this year’s
students). The MIMAS degree brochure is also included for information.
Section F lists out some additional material made available to students in their search
for relevant information about the tasks they must perform.
S.A Page 3 of 35
Professional Autobiographies & Teaching Beliefs:
Dr. Frédéric Adam
Frédéric Adam is a Statutory Lecturer in the Business
Information Systems group at University College Cork in
Ireland, where he has been teaching since 1992. He holds a
PhD awarded jointly by the National University of Ireland
and Université Paris VI (France), which focused on the
application of Social Network Analysis techniques to the
analysis of the role of IT in organisations.
In the last 12 years, he has been associated with many of the
changes and new courses introduced in the BSc. in Business
Information Systems. In 1997, he was part of the team that
designed the MBS in Management Information and
Managerial Accounting Systems, of which he then became the co-Director (position
held until 2003). In 2002, he was appointed for 3 academic years as an external
examiner in the BSc in commercial software development by Waterford Institute of
Technology. He also acts as an extern for MSc theses in WIT. In 2003, he designed
the MBS in elogistics (due to begin in October 2004) in collaboration with two other
colleagues. This is a radically new degree aimed at managers in employment and
taught in extensive collaboration with industrial partners who bring special expertise
to the programme.
His research in the domains of research methodologies, managerial decision-making,
systems development and enterprise wide systems, has been published in the Journal
of Strategic Information Systems, Decision Support Systems, the Journal of
Information Technology, the Informing Science Journal, Information Research,
Systèmes d'Information et Management and the Journal of Decision Systems. He has
also presented his work at more than 30 refereed international conferences in
information systems and is the founder of the IFIP 8.3 task force on learning from
case studies in decision making and decision making systems. In 2002, he was
chairman of the organising committee of the DSIage2002 conference, the biyearly
meeting of the IFIP 8.3 working group. The conference attracted more than 110
participants from 16 countries.
He is the co-author of the "Manager's Guide to Current Issues in IT" (1999) and
"Postgraduate Research" (2000) – both published by Blackhall Publishing, Dublin,
Ireland. His latest book (with David Sammon) “The Enterprise Resource Planning
Decade” has just been published by Idea Group Publishing (Hershey, PA, USA).
A specialist in Decision Making Support Systems, he has been appointed in 2002
Editor-in-Chief of the Journal of Decision Systems, a leading DMSS journal which
has been in existence for over ten years. He has also been appointed on the scientific
committees of a number of other journals – including the Journal of ECommerce in
Organisations, Systèmes d’Information et Management and many conferences,
S.A Page 4 of 35
including the European Conference on Information Systems (1997, 1998, 1999), the
2004 IFIP 8.3 conference, the first international conference on Enterprise systems and
accounting and the congrès de l’Association Information et Management (2004).
He is also a senior researcher with the Executive Systems Research Centre (ESRC)
where he is regularly involved in consultancy projects in the area of information
systems. Lately, he has advised a large pharmaceutical company in their
implementation of an Enterprise Resource Planning system and has run an awareness
seminar for the UCC staff involved in the implementation of ERP in UCC.
Address for correspondence:
Dr. Frederic Adam
Dept. of Accounting, Finance and Information Systems
O'Rahilly Building
University College Cork,
Ireland.
353 - 21 - 490 33 43
fadam@afis.ucc.ie
S.A Page 5 of 35
1999 – 2000
(45 Credits)
2000 – 2001
(40 Credits)
MIS 533 : IS Organisational Issues
and databases (10 credits)
MIMAS 1
10 credits
IS3315 Manufacturing Systems (10
credits)
IS 4401: Research project (10 credits)
BIS3
5 credits
Lecturing:
MIMAS 1
10 credits
2001 – 2002
(45 Credits)
BIS 4
5 credits
MIMAS 1
10 credits
2002 – 2003
(40 Credits)
BIS 4
5 credits
MIMAS 1
10 credits
2003 – 2004
(35 Credits)*
BIS 4
10 credits
MIMAS 1
10 credits
BIS3
5 credits
BIS4
5 credits
BIS3
5 credits
BIS4
5 credits
BIS3
5 credits
BIS4
5 credits
Dip SCM
5 credits
BIS4
5 credits
Dip SCM
5 credits
IS4424 Enterprise Database development (10
credits)
IS1813 IT in the Supply Chain 5
credits
IS 3317: Electronic Commerce
BComm
5 credits
IS 4407: IS strategy and management
IS 1808: Management Information
Systems
IS 1701: Information Management 5
credits
IS4406 – Information Technology for
Business (10 credits)
IS4402: IS Strategy & ECommerce
(10 credits)
AIS531:
Joint Project
Dip in HRM
10 credits
BIS4
5 credits
Dip in HRM
10 credits
Dip in HRM
10 credits
BSc Credit Union
5 credits
BComm
10 credits
BComm
5 credits
MBS MIMAS
(5 Credits)
MBS MIMAS
(5 Credits)
MBS MIMAS
(5 Credits)
MBS MIMAS
(5 Credits)
MBS MIMAS
(5 Credits)
Table 1: Teaching Experience 1999 – 2004 (F. Adam) * other miscellaneous teaching not included.
S.A Page 6 of 35
MONDAY
TUESDAY
9 – 10
10 – 11
11 – 12
WEDNESDAY
MIS533 (TP1 & TP2)
F. Adam
ABL_3.03
MIS533 (TP1 & TP2)
F. Adam
ABL_3.03
THURSDAY
IS4401 (TP1 & TP2)
F. Adam
ABL_2.124
FRIDAY
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
12 - 1
1–2
2–3
3–4
4–5
5–6
MSc Seminar Series
20 / 11 / 2003
IS4424 (TP1 & TP2)
F. Adam
W9
IS4424 (TP1 & TP2)
F. Adam
W9
MSc Seminar Series
20 / 11 / 2003
Table 2: Teaching Time Table 03-04 (F.Adam) * other miscellaneous teaching not included.
S.A Page 7 of 35
Statement of Teaching Beliefs
Over the years, my teaching philosophy has evolved to reflect my increasing
experience and my greater exposure to varied teaching conditions involving,
undergraduate students, postgraduate students, adult learners, small groups, large
groups, distance learning groups etc… One element that has not changed has been my
undivided attention to students and their needs. My first principle has always been to
maintain an open door policy rather than a set number of office hours per week. This
does not mean that I am available all the time for students’ queries, but that most of
the time, they can at least flag that they need to see me and identify the nearest time
when they can come and talk. I have extended this policy to include email which I
endeavour to respond to within 12 hours. As co-director of the MIMAS programme
from 1997 to 2003, I have developed my contact role to a greater extent acting as an
information / advice hub for students with regards to a broad range of academic
issues. This policy has been very successful in avoiding problems before they
occurred (although clearly also time consuming).
In terms of class room interaction, I have come to rely on an open style of lecturing
where I invite and sometimes provoke interaction with students. Wise use of
technology (I have moved all my lectures on a pocket PC which I carry around and
connect into a projector and all my notes are available to students on the web before
each lecture so their note taking concentrates on my explanations rather than the base
line material) and good relations with classes, enables this interaction and promotes
better exchange of ideas in the class room. This ensure that students truly understand
what is being discussed rather than being pushed into a “firefighting” approach to
their note taking. It also enable me to validate that their feedback corresponds to my
expectations more or less in real time. Sometimes, I have finished lectures with an
accurate assessment of the low level of understanding of substantial number of
students for a particular concept and can correct their misconception at the earliest
opportunity by inserting additional material in my notes. Email alerts to the class
ensure that they access the additional material as it is needed.
However, I am now a firm believer that teaching quality comes primarily from being
totally prepared and from greater attention to detail in shaping courses and their
assessment. Many problems that occur at exam time or when students get their results
for course work originate in ill designed courses, assessment or exam papers. Fit
between the nature of the material taught and the knowledge that students must retain
and the methods used for teaching and assessing is a critical factor in third level
education, particularly in a field such as ours where many parameters (eg
technologies, programming environments…) are changing rapidly. As far as both the
content of lectures and the type of assessment are concerned, certain elements of our
curriculum change following cycles that are shorter than one year. This is case with
new releases of key software or applications that are part of the curriculum. Thus,
lecturers in our areas must find the right balance between artificial and superficial
meandering around the vagrancies of the software markets and efforts at staying up to
date. In the near future, new programming techniques and development platforms
such as VB.net and key web technologies are going to stretch our ability to move the
syllabus in our core degrees (e.g.: BSc in BIS, MBS MIMAS or MBS in E Business
and Commerce). Responding to these challenges will prove a test for all of us.
S.A Page 8 of 35
Dr. Margaret Healy
I am a college lecturer in the Department of Accounting, Finance
& Information Systems. Subsequent to obtaining my primary
degree (B. Commerce, UCC, 1990), I worked for a number of
years as a Management Accountant with Kerry Group Plc, a major
Irish international food ingredients company. During this time, I
qualified as a Chartered Management Accountant (ACMA –
1994). In the course of my work, I was involved in a diverse
range of accounting functions, of both a financial and nonfinancial nature. These included the preparation of monthly yield
and variance figures, monthly management accounts, payroll
functions, cash management, annual budgeting, maintaining fixed asset registers, planning
for and implementing a computerised factory floor tracking system.
I returned to UCC in 1994 and submitted a MBS thesis on Business Process Reengineering in 1995. Based on field work at Pepsi Ireland and L.M. Ericsson, this research
examined whether BPR represented a concept for innovative change as had been suggested
in the relevant literature on the topic. In so doing, possible barriers to and enablers of
successful re-engineering, including a consideration of the impact of management
accounting, were identified in the organizations studied. In 2003 I completed doctoral
research (PhD) on capital budgeting practices and dynamic capabilities in advanced
technology organisations. My dissertation concerned the role of capital budgeting practices
in a major telecommunications firm (Nokia). I argued that management accounting, via
capital budgeting practices, has a key enabling role as being that implicated in the design of
mechanisms for monitoring the conditions of profitability surrounding the construction of
dynamic systems of assets and sustainable competitive advantage.
Since 1995 I have worked as a lecturer in the Department of Accounting, Finance &
Information Systems. I have taught across all levels from under-graduate (all years), postgraduate, higher diploma students, night students and part-time entry programmes (e.g.
MBS Health Services Management). I have also lectured on a variety of topics and subject
areas as listed below:
 Issues in Cost Management;
 Design of Managerial Accounting Systems;
 Introductory and Advanced Managerial Accounting;
 Manufacturing Information Systems;
 Qualitative Research Methodologies;
 Introduction to Accounting in Organisational and Regulatory Settings;
 Organisational Information Systems;
 Financial Accounting Systems, Analysis & Control;
 Accounting for Health Services;
 Business Finance.
S.A Page 9 of 35
Education & Professional Qualifications
1990
B. Commerce (2.1)
University College Cork
1994
ACMA
Chartered Institute of Management Accountants
1995
MBS
University College Cork
2003
PhD
Work Experience
University College Cork
1990 – 1994
Management Accountant, Kerry Group Plc
1994 – 1995
Post-graduate Tutor, UCC
1995 – 1996
Part-time Lecturer, UCC; Research Assistant, Professor E. Cahill
1996 – Date
College Lecturer, UCC
Feb – Dec 1999
CIMA nominated member
Accountancy Bodies - Ireland
to
Consultative
Committee
Jan – Mar. 2001
of
Visiting Scholar, Anderson Schools of Management, University of
New Mexico, Albuquerque, New Mexico, USA.
Administrative Responsibilities
 Exams Co-ordinator (Accounting & Finance) 2002 / 2003; 2003 / 2004.
 Joint Co-ordinator: MBS (Management Information & Managerial Accounting
Systems), July 1997 – August 2002.
 Member of Family Business Forum.
 Mentoring of First Year Accounting & Finance Students (on-going)
 Active promotion of UCC, particularly programmes of the Commerce Faculty, via
Sceim na Scoile, Ionad na Gaeilge Labhartha
Course Development / Teaching Initiatives
Some examples:
 One of three member team (with Dr. Fred Adam and Dr Pat Finnegan) responsible
for the design and development of MBS (Management Information & Managerial
Accounting Systems)
 On-going course development: e.g. AIS 531 Research Project (as described in later
sections of this portfolio document); AIS 530 research methodology.
 Member of Planning Group – Diploma in Family Business – as convened by
President Wrixon. First intake into the programme in Jan 2003.
 Introducing the use of Blackboard on a phased basis across the courses I teach.
Research
 Details of papers presented / publications are available on request. I have presented
papers at conferences in both Ireland and Europe. I have also presented my work at
the University of Albuquerque whilst there as Visiting Scholar.
Address for correspondence:
Dr. Margaret Healy
Dept. of Accounting, Finance and Information Systems
O'Rahilly Building
University College Cork,
Ireland.
353 - 21 - 490 2966
mhealy@afis.ucc.ie
S.A Page 10 of 35
Statement of Teaching Beliefs
My objective in teaching is to promote the development of managerial accounting, in
an environment where the subject is seen in its practical context and as an element of
the overall functioning of business, financial, commercial or other such entities. With
this in mind, I seek to approach the discipline from a number of levels:
 Initially students need to gain an understanding of the fundamental principles
and quantitative techniques of the discipline;
 Such technical knowledge is augmented and complemented by a broader
understanding and realisation of the practical applications of the contexts
within which it can be applied.
I begin each series of lectures / seminars with a clear statement (both oral and written)
as to the overall objectives of that module and of the specific requirements and
demands it will place on the student. Issues of immediate importance to the student
are clearly identified from the outset: course work and assignments are specified, as
are the key delivery dates and associated weighting of marks. The need to consider
accounting as more than simply its technical constructs is stressed and initially
illustrated through reference to additional course readings and other materials.
I seek to maintain on-going interest and motivation to learn and understand amongst
students by:
 Liaison with class representatives to obtain a general sense of how the class
views the subject matter and lecture materials;
 Liaison with tutors regarding the general progress and understanding apparent
from tutorial attendance and participation;
 Placing myself in the form of academic discussant, rather than lecturer, where
appropriate;
 Encouraging students to ask questions in class and to offer alternative views;
 Implementing an open-door policy whereby students can approach me with
any difficulties they are experiencing.
Students are provided with detailed course outlines, explaining the overall objectives
of the lecture series, the sub-headings under which these objectives will be
considered, and associated study materials, split into core and additional
recommended readings. Tutorial materials are also made available in advance, and
clearly linked to the relevant course materials. At the end of each lecture / seminar
time is set aside for questions and discussion of the materials covered. I also operate
an ‘open door’ policy regarding student queries, which seems to be of benefit to and
appreciated by students who avail of the opportunity for informal discussion of
performance, lecture materials or examination techniques / preparation. Students are
encouraged to attempt solving problems on their own initially and to then approach
me with more focused questions, thus maximising the benefits of the meeting and
thereby encouraging students to take cognisance of their state of knowledge of a
particular topic or area.
Over the past year, I have begun to supplement lecture materials and other course
materials with the use of Blackboard. I have taken AC 2220 – an introductory
management accounting course – and have used the Blackboard system to give
S.A Page 11 of 35
students access to lecture slides in advance of each weeks classes. My initial reaction
to the taking of this approach is one of mixed outcome. It certainly benefits those
students who are diligent in preparing and attending classes and tutorials; however it
also seems to provide an easy route to those who wish to simply gather outlines of the
class materials and then choose to not attend. Further thought is needed on my behalf,
to maximise the benefits whilst minimising the opportunities of this approach.
For smaller groups, particular at Postgraduate and Final year levels, the use of student
presentation and debate constitutes a valuable learning tool, both at the level of
knowledge acquisition and understanding, but also in relation to its distribution,
consideration and delivery in a concise and relevant manner by the student. In some
instances however recourse to traditional ‘chalk-and-blackboard’ presentation is the
most appropriate, for example, when illustrating the detailed breakdown of steps
involved in the process of accounting calculations.
In as far as possible, I endeavour to develop linkages and associations across courses
towards providing a more integrated approach to the study of managerial accounting.
As a discipline and practice, the temptation is to approach the subject matter from a
very strong functional bias. However students need to recognise and appreciate how
technical knowledge links to practical business application, across a wide range of
circumstances and contexts. This is not something that can be learnt, but rather
emerges as part of a growing awareness of how managerial accounting links to and
with other organisational information systems. Insofar as possible, topics covered in
class are illustrated with ‘real’ examples and case studies – See ACC 532 course
outline. Where logistics allow, industrial site visits and guest speaker presentations,
from both academics and practitioners, are used to supplement lecture materials and
add depth and richness to the student learning experience.
I view research activity as also offering a fundamental contribution to the overall
learning process – both my own personal research activity and that done by individual
students. Research activity instils a spirit of practicality and general overall business
purpose into course materials. In addition, it enables me as lecturer / seminar leader
to maintain a general enthusiasm for the subject matter at hand and to gain access to
the practical workings and context of the managerial accounting discipline generally.
For the student, the use of such ‘real world’ experiences provides greater context to
the materials studied.
I use a number of different assessment methods, chosen for their suitability to a given
course, the type of student involved and the nature of the materials to be examined.
These include the following:
 Interim examinations – these enable students to monitor their progress, and in
particular at the Introductory levels, allow students coming to an subject for
the first time the chance to experience its assessment in an exams-based
context prior to the summer examination period. I feel this is of particular
importance where questions are of a quantitative nature and good time
management skills are essential to good performance on the part of the
student.
 Joint (Group) assignments, for example descriptive or analytical essay
materials, to be completed with other students on the same course.
S.A Page 12 of 35



Joint assignments, with other lecturers – such projects deepen the level of
understanding taking for the materials used and encourage students to think
from more than simply a functional, discipline-based point of view.
Self-assessment materials and associated solutions – usually provided via
course packs / Blackboard.
Student presentation and case discussion during lectures.
Use of ‘hidden learning’ opportunities via cross-course assessment – most notably
AIS 531 Research Project, MBS (MIMAS) 1 – forms an important element in my
approach to teaching. Following all assessments feedback is made available to
students. General mistakes are discussed in class or tutorial times, with recommended
solutions made available. In addition, students can approach me on an individual
basis, during office hours (open door policy operated), to discuss their performance.
Concluding Comments:
I joined UCC and commenced upon a teaching career following four years of working
in the managerial accounting function of Kerry Group Plc; practical experience which
I believe serves me well in my current position and to a large degree influences my
outlook and approach to teaching practice. I enjoy the teaching experience and have
always sought to maintain a balanced approach to the area of managerial accounting,
as between the technical, academic and practical aspects of the discipline, appropriate
to the particular ‘student’ groupings concerned, rather than strive for excellence in any
one facet in particular.
I believe that it is important to enable students to come to a sense of purpose
regarding the study of managerial accounting and of the practical nature of the
discipline in relation to business and commerce.
S.A Page 13 of 35
Lecturing:
ACC 532
Design of Managerial Accounting Systems
ACC 531
Issues in Cost Management
1999 – 2000
( Credits)
MBS MIMAS
1
(5 credits)
MBS MIMAS
1
(5 credits)
2000– 2001
( Credits)
2001 – 2002
( Credits)
MBS MIMAS 1
(5 credits)
MBS MIMAS 1
(5 credits)
MBS MIMAS 1
(5 credits)
ACC 307 /AC 3112 Management Accounting II
AC 2220
AC 1114
Introductory Management Accounting
AC 222 / AC1112
Management Accounting 1
AC 2200
Management Accounting
AC 6001
Accounting for Health Services
ACC 615 / ACC 618
Research Methodology
AIS 630
Research Position Paper
AIS 530
Research Methodology
AIS531:
Joint Project
Comm 2 / Law 3
(5 credits)
BIS 1
(5 credits)
ACC 1 / FIN
1(5 credits)
Comm (Euro)
2
(5 credits)
2002–2003
( Credits)
MBS MIMAS 1
(10 credits)
2003 2004
( Credits)
MBS
MIMAS 1
(9 credits)
ACC 3/ BIS 4/
Comm 4
(5 credits)
ACC 3/BIS 4 /
Comm 4 / Fin
4/VSEU
(5 credits)
Comm 2 / Law 3
(5 credits)
Comm 3 / Law 3
(5 credits)
ACC 3
(5 credits)
BIS 4/FIN 4/
Comm 4
(5 credits)
Comm 2
(5 credits)
ACC 1/FIN 1
(5 credits)
MBS CFA
(1 ¾ credit)
MBS MIMAS 2
(2 ½ credit)
MBS MIMAS
1(5 credits)
MBS MIMAS 1
(5 credits)
MBS HSM
(2 ½ credit)
MBS CFA
(2 credits)
MBS MIMAS 1
(5 credits)
MBS MIMAS 1
(3.3 Credits)
MBS
MIMAS 1
(3.3 Credits)
Table 3: Experience 1999 – 2004 (M.Healy) * other miscellaneous teaching not included.
S.A Page 14 of 35
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
9 – 10
10 – 11
11 – 12
AC 618 (TP1)
M. Healy
WW6
(from 19th Nov)
AC 618 (TP1)
M. Healy
WW6
(from 19th Nov)
12 - 1
1–2
2–3
3–4
4–5
AC2220 (TP2)
M. Healy
Boole_LL2
ACC532 (TP1 & TP2)
M. Healy
ABL_1.01
ACC532 (TP1 & TP2)
M. Healy
ABL_1.01
FRIDAY
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
AC3112 (TP1)
M. Healy
Elect. Eng_L1
AC3112 (TP1)
M. Healy
Elect. Eng_L1
AC2220 (TP2)
Boole_LL2
AC 3112 (TP2)
M. Healy
ORB 1.56
Table 4: Teaching Time Table 03-04 (M.Healy) * other miscellaneous teaching not included.
S.A Page 15 of 35
Ms. Karen Neville
Karen Neville holds both a Masters of Science in Management
Information Systems and a Bachelor of Science in Business
Information Systems from University College Cork, where she
is employed as a College Lecturer since 1999. She has also
recently become the Co- Director of the MBS in Management
Information & Managerial Accounting Systems.
Over the past five years she has been an active member of the
BIS research team, focusing on three areas of significance,
within the IS field, to both Academia and Industry; that of Elearning, Security and Knowledge Management. The focus of
her research in educational issues (and the basis for her Masters thesis) was in the use
of the World Wide Web as a teaching facilitation resource, not simply as a repository
for information but as an interactive education delivery system. She has developed,
implemented and evaluated Web-based training systems (WBT) both internally within
University College Cork and externally in large organisational environments. The
WBT systems proved very successful as support systems to the training needs of
students and employees alike. She is currently registered as a PhD student, under the
supervision of Professor Philip Powell, at the University of Bath, UK undertaking
research into the areas of Security and Knowledge Management. Having previously,
as discussed, researched Web-based training and education she became interested in
learning management systems and as a result the development of knowledge
repositories/bases. However through teaching and researching for such courses as
Enterprise Payment and Security Technologies and more specifically Business Data
Communications and Networks she became additionally and more interested in
researching Security within and between organisations and the methods/technologies
employed to protect and manage the knowledge enterprise, thus effectively combining
both areas to examine the increasingly evident interdependent relationship.
Her publications to date include papers focussing on ICT initiatives, E-Learning and
Educational Systems, Security and Knowledge Management that have been published
in some of the top information systems conferences and journals. She has been
published in conferences such as Americas Conference on Information Systems,
Informing Science and IT Education Joint Conference, European Conference on
Information Systems, the Global Information Technology Management World
Conference and IFIP 2004. Her journal publications include the Informing Science
Journal, the Journal of Information Technology Education, the Electronic Journal of
E-Learning and the International Journal of Information Technology and
Management.
Address for correspondence:
Ms Karen Neville
Dept. of Accounting, Finance and Information Systems
O'Rahilly Building
University College Cork,
Ireland.
353 - 21 - 4903668
kneville@afis.ucc.ie
S.A Page 16 of 35
Statement of Teaching Beliefs
I have four years teaching experience with the Business Information Systems (BIS)
Group at both undergraduate and postgraduates levels. At an undergraduate level I
have taught Business Data Communications to BIS 3 and Enterprise Database
Development to BIS 4 and Introduction to Corporate Information Systems to 1st
Finance and 2nd Food Business. I have also been involved in supervising the 4th year
BIS Research Project in Information Systems. At a postgraduate level I have taught
Network Systems and Applications to the Diploma in BFIS, IT Architectures to the
Diploma in Applied Business Computing, E-Payments and Security Technologies to
the MBS in E-Business and Commerce and Visual Basic to the MBS in Management
Information and Managerial Accounting Systems (MIMAS). All of these courses have
been delivered to groups ranging in size from 15 to 132 students (under/post
graduates, and adult learners). This diversification of groups, topics and sizes requires
the adoption of various lecturing styles, teaching aids, presentation skills and
assessment techniques. Table 5 outlines my teaching experience from 1999 to the
present. I enjoy teaching all courses and I have strived to maintain a balance between
technical and theoretical subjects. There is no one particular area in which I excel; I
can adapt my presentation style to suit the requirements of the audience be they
postgraduate, undergraduate, conversion programmes or mainstream. However I
enjoy teaching technical subjects like networking and security technologies and in
making them more real than theoretical, problem-solving techniques in programming
and supervision. I particularly enjoy the opportunity to challenge students in
defending their theories / research in both presentations and on a one-to-one basis.
The majority of my lectures have been, depending on the subject being taught,
presented in a traditional fashion, using typed notes presented via an overhead
projector, Laptop (or Pocket PC) and data projector. The use of a data projector
allows me to demonstrate working examples of the topics under discussion, for
example demonstrating information systems, programming examples and showing
video clips to demonstrate technical illustrations such as networking topologies. I also
use an interactive online support system to extend and expand the material covered in
lectures. Students can avail of a totally interactive system allowing them to add to the
system, evaluate their knowledge of the course material and to take part in
discussions. Wherever appropriate I avail of new educational technologies such as
multimedia displays and computer based training (CBT) to aid student learning. I
have evaluated and consulted colleagues (as well as students) regarding alternative
methods to the traditional teaching approach, and as my main concern is optimising
lecturing effectiveness and student motivation, they are only selected for
incorporation into courses after careful appraisal of their value as a learning tool. I
have found that in class questions and discussions, MCQs and presentations help
strengthen student understanding. I have also brought in computer hardware and
simulations when discussing related topics, which I find maintains interest. I
constantly strive to motivate students to learn through incorporating new technology
such as Web-based support and by making the material and course work relevant to
the working environment. Additionally, whenever possible I participate in courserelated practicals to ensure that my students understand and gain practical experience
of the material taught in my lectures.
S.A Page 17 of 35
I continually strive to improve my teaching to ensure that students receive the highest
standard possible and that the many different learning styles are supported through my
approaches to teaching, written materials, teaching aids and assessment methods. My
teaching approaches help my students not only to understand the topics under
discussion but to think, and to demonstrate this knowledge in their assessments and
additionally to apply the knowledge in their chosen careers. I have used the standard
university lecture questionnaire provided and an online anonymous feedback facility
to evaluate my efforts (in both teaching and support), and have consistently been rated
very highly by students. Whenever possible I have spoken to students and graduates
individually to get feedback on their learning and work experiences, providing me
with a greater insight into what they themselves find useful.
My research interests are also vital to my development as a lecturer. My masters was
focused in educational technologies and it directly benefits my teaching as different
approaches can, when properly appraised, aid learning. I have incorporated my
research into Web-based training systems into my courses and have successfully
increased the effectiveness of the lectures. My research into security and knowledge
management has also added to the technical subjects that I teach providing my classes
with ‘real life’ examples from the cases that I have investigated. Meeting lecturers
from other universities at national and international conferences is also an important
source of teaching ideas and suggestions on problems that I may have encountered or
vice versa. Overall my efforts at improvement have had a positive effect on the
classes that I teach. I also have an open door policy and this is appreciated by students
who are made aware that they can drop in, at anytime, to discuss course related topics
(both theoretical and technical). Students regard me as approachable and genuinely
interested in helping them, which is evident in the number of students that have
approached me to act as a referee for job applications or postgraduate research,
project ideas and interview preparation.
To summarise I have always and will continue to play a significant role in research
within BIS to not only aid in the generation of funding but to increase my skills as a
lecturer and provide students with current and real-life examples of the topics that I
teach. Teaching forces divisions that are somewhat artificial when compared to the
work environment, wherever feasible I attempt to co-operate with other lecturers, this
can take the form of joint projects. I feel linking the different units helps the students
to understand the value of all of the units and not just to view them in isolation. AIS
531 is an example of such a joint project through which students are given the
opportunity to link diversified subjects together and participate in a simulated
business game (see Section C – Student Feedback).
.
S.A Page 18 of 35
Lecturing:
IS3311:
Business Data
Communications
IS4401:
Research Project in IS
IS4424:
Enterprise DB Development
IS1104
Introduction to MIS
MIS534:
Visual Basic
1999 – 2000
(45 Credits)
BIS3
(5 Credits)
2001 – 2002
(40 Credits)
BIS3
(10 Credits)
BIS4
(10 Credits)
2002 – 2003
(40 Credits)
BIS3
(10 Credits)
2003 – 2004
(35 Credits)
BIS3
(10 Credits)
BIS4
(10 Credits)
BIS4
(5 Credits)
1st Fin/ 2nd
Food Bus.
(10 Credits)
MBS
MIMAS
(5 Credits)
EE5250:
E-Payments and Security
Technologies
IT Architectures
MIS504:
Network Systems and
Applications
AIS531:
Joint Project
2000 – 2001
(45 Credits)
BIS3
(10 Credits)
MBS
MIMAS
(10 Credits)
MBS ECommerce
(10 Credits)
Dip. Applied
Business
Computing
(10 Credits)
MBS
MIMAS
(10 Credits)
MBS ECommerce
(10 Credits)
MBS
MIMAS
(10 Credits)
MBS ECommerce
(5 Credits)
Dip. BFIS
(5 Credits)
MBS
MIMAS
(5 Credits)
MBS
MIMAS
(10 Credits)
Dip. BFIS
(10 Credits)
MBS
MIMAS
(5 Credits)
MBS
MIMAS
(5 Credits)
MBS
MIMAS
(5 Credits)
MBS
MIMAS
(5 Credits)
Table 5:Teaching Experience 1999 – 2004 (K.Neville)
S.A Page 19 of 35
9 – 10
10 – 11
MONDAY
MIS 534 (TP1 & TP2)
K Neville
ORB_B.O4
MIS 534 (TP1 & TP2)
K Neville
ORB_B.O4
11 – 12
TUESDAY
WEDNESDAY
THURSDAY
MIS 504 (TP1 & TP2)
K. Neville
ORB_3.03
MIS504 (TP1 & TP2)
K. Neville
ORB_3.03
FRIDAY
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
*AIS 530 (TP1 & TP2)
FA/KN/MH
ORB_B.O4
12 - 1
1–2
2–3
IS3311 (TP1 & TP2)
K. Neville
KANE_G2
IS3311 (TP1 & TP2)
K. Neville
KANE_G2
3–4
4–5
5–6
Table 6: Teaching Time Table 03-04 (K.Neville) * other miscellaneous teaching not included.
S.A Page 20 of 35
Statement of Teaching Beliefs
-Islands of Knowledge
We, if we are to believe the Government, live in a Knowledge Economy where
knowledge has replaced assets such as land and capital. Organisations are eagerly
trying to capture and manage this virtual asset and examine the knowledge it has
within. However most regard knowledge management (KM) as a technological issue
as opposed to a people issue. Recently the HR Manager of Fujitsu John Pierce
presented at a series of seminars here in UCC. The title of his presentation was ‘Hire a
Bunch of Smart People’ as a solution to organisations KM issues. The core message
of his and other practitioners is that ‘knowledge implies a knower’. Teachers strive to
facilitate learning and produce ‘knowers’. However it is extremely difficult to
transform knowledge and not only share explicit knowledge with students but to
convert explicit to tacit knowledge so that students can fully understand a topic and
apply the knowledge gained in the classroom to the ‘real world’. We use tools such as
case studies and business games to aid learning, however students find it difficult to
tie all of their individual subjects together and to see their value until they begin
working or placement. Every course is made up of islands of knowledge placed
together to meet the requirements of perspective students and different sectors. The
MIMAS programme combines both IT and managerial accounting to meet the
demand for graduates with these hybrid skills. However it is the group development
project (albeit a business game) that was specifically designed to tie these ‘islands’
together to provide students with not only with fundamental skills (explicit
knowledge) but experience (tacit knowledge).
S.A Page 21 of 35
UNIVERSITY COLLEGE CORK
BUSINESS INFORMATION SYSTEMS
MBS in Management Information and Managerial Accounting Systems (MIMAS)
Course:
MIS 533 – Organisational Information Systems and Databases
(10 credits)
Lectures:
Wednesday 9.00 a.m. to 11.00 a.m.
ABL 303
Lecturer:
Frédéric Adam
ABL 2.129
Ext. 3343
Fadam@afis.ucc.ie
Course
Objective:
This course deals specifically with planning, managing and
investing in information systems technology, a critical area for
many organisations nowadays. It will highlight the important
issues in selecting investments in IT and emphasise the strategic
dimension of IS.
Some fundamental aspects of the course will be demonstrated
with practical sessions in the computer lab. MS Access is the
environment selected to demonstrate the application of data
storage and retrieval devices and in particular databases to the
management of organisations. Oracle will be used to learn the
SQL language. MFG/PRO, the ERP package selected for training
by the BIS department will be used to demonstrate ERP
functionality in the second term.
Course Outline:
1 – Introduction Current trends of IS in modern organisations
2 - File-based data processing And Database data processing
3 - The Relational DataBase Model
4 - Standard Query Language (SQL)
5 - Database Design Issues
6 – Project Management
7 – Defining the requirements of an information systems and
managing the development of IS
8 – Critical Success Factor Analysis and the dashboard approach
9 – Enterprise-wide systems
10 – Electronic Commerce and the Internet
11 – Justifying IT investments
S.A Page 22 of 35
Marking:
Textbook:
Students will be expected to attend practical sessions
demonstrating some aspects of the course. MS Access will be
used to illustrate database design issues. A practical exam
scheduled for the end of November (worth 10% of the marks)
will test students’ knowledge of SQL. MFG/Pro, the ERP
package selected for demonstration purposes will be taught in the
second term. Multiple choice questionnaires will also be given at
the beginning of December and at the end of February. They will
be worth 10% each. A business report on the issue of Enterprisewide systems implementation will be due for the end of March
(worth 10%).
The final examination will account for the remaining 60% of the
marks.
No textbook is required strictly speaking – Readings will be
given at regular intervals in the form of handouts or reference to
specific articles or chapters in books.
S.A Page 23 of 35
UNIVERSITY COLLEGE CORK
DEPARTMENT OF ACCOUNTING, FINANCE & INFORMATION
SYSTEMS
Course:
ACC 532: Design of Managerial Accounting Systems
Programme:
MBS (Management Info.& Managerial Accounting Systems) 1
2003 – 2004
Lecturers:
Dr. Margaret Healy
Course objectives:
To analyze the roles of managerial accounting systems in
organizations; to offer advanced-level proficiency in designing
managerial accounting systems; to demonstrate how managers can
take full advantage of newly available concepts and technologies, in
monitoring and simulating the key factors in their organizations.
Time & Venue:
Tuesdays, 10 – 12 noon; ABL 1.01
Required Text:
“Advanced Management Accounting”, Kaplan & Atkinson (KA)
Third Edition, Prentice Hall, 1998
mhealy@afis.ucc.ie
Students are also referred to:
“Cost Accounting”, Horngren, Foster & Datar, 1997, (HFD)
“Management Accounting”, Upchurch, 1998, (U)
These need not be purchased as there are several copies of
each held in the library.
Class Sessions:
These will combine lectures with discussion and analysis of cases
and readings. It is essential to prepare cases and / or readings in
advance of the relevant course session.
Extensive student
participation will be a key feature of most sessions.
Assessment:
Marks will be determined based on coursework and final
examination, as per the details given below. Please note that all late
submissions will be penalized.
Assignment 1: Group
Assignment 2: Individual
Site Visit / guest speaker write-up
Summer Examination
Teaching Period 1
Teaching Period 2
Teaching Period 2
May 2004
Total Available marks
Worth 30 marks
Worth 30 marks
Worth 20 marks
Worth 120 marks
200 marks
Details of Assignments will be made available in class.
S.A Page 24 of 35

Introduction: Design of Managerial Accounting Systems in Organizations
KA – Introduction.
Read:

Strategy Implementation Systems for Business units: An Introduction to
the Balanced Scorecard; strategy implementation and control systems.
Read:
KA - chap. 8
“The Balanced Scorecard Translating Strategy into Action”, Kaplan,
R. & Norton, D., 1996, HBS Press [658.4 KAPL]
“Levers of Control: how managers use innovative control systems to
drive strategic renewal”, Simons, R., 1994, HBS Press [658.4 SIMO]
“The Balanced Scorecard – Measures That Drive Performance”,
Kaplan, R. & Norton, D., 1992, HBR, p. 71-79.
“Putting the Balanced Scorecard to Work”, Kaplan, R. & Norton, D.,
1993, HBR, p. 134-142.
“Using the Balanced Scorecard as a Strategic Management System”,
Kaplan, R. & Norton, D., 1996, HBR, p. 75-85.
Prepare:
Chadwick Inc. (p.380); Chemical Bank (p.383) - questions in handout.

Activity-based Infrastructures: Long term marketing and process
improvement decisions: Introduction to ABC / ABM.
Read:
KA, chaps 4; 5; 6; HFD, chaps 2; 5; 12
“The Hidden Factory”, Miller, J. & Vollmann, T.
“Measure Costs Right: Make the Right Decisions”, Cooper, R. &
Kaplan, R., 1988, HBR, p.96-103
“A Framework for Assessing Cost Management System Changes: The
Case of Activity Based Costing Implementation at General Motors,
1986-1993”, Anderson, S., 1995, JMAR, p.1-51
Prepare:
Handout Q1, Q2; Q3. John Deere (p.135); Stream (p.254); Anderson
article - See questions in handout.

Strategic Management Accounting
Further details available in class

Read:
Design decisions, marketing decisions and costing practices.
KA, chaps 4; 5; 6; HFD chaps 2; 5; 12
“The Role of Target Costing”, Brabazon, T., 1998, MA, p. 22-23.
S.A Page 25 of 35
“Control Tomorrow’s Costs Through Today’s Designs”, Cooper, R. &
Chew, B., 1996, HBR, p. 88-97.
“Marketing, Cost Management and Management Accounting”, Foster,
G. & Gupta, M., 1994, JMAR, p.43-77.
Prepare:

Handout: Semiconductor; Electronics; Components. MosCo Inc.
(p.284).
Managing Customer Profitability.
Read:
KA, chap. 11; Foster & Gupta (as above)
Prepare:
Spring Distribution Limited; Bled Ltd; Kanthal (p.179).

Value-maximizing systems of investment in modern manufacturing &
service organizations: An overview of the accounting issues; Results when
investment is not centered on asset systems; investment bundles.
KA, chap. 12
“Strategic Investment Decision Appraisal Techniques: The Old and the
New”, Adler, R., 2000, Business Horizons, p.15-22.
“Developing Products on Internet Time”, Iansiti, M. & McCormack, A., 1997,
Read:
HBR, p. 108-117.
“Technology Integration: Turning Great Research into Great
Products”, Iansiti, M. & West, J., 1997, HBR, p.69-79.
“Capital Budgeting Practices and Complementarity Relations in the
Transition to Modern Manufacture: A Field-based Analysis”, Miller, P.
& O’Leary, T., 1997, JAR, p.257-271.
“The Economics of Modern Manufacturing: Technology, Strategy,
and Organization”, Milgrom, P. & Roberts, J., 1990, AER, p.511-528.
Prepare:

Questions in handout; Q12-1; Q12-2; Willmington – questions in
handout.
Review of Past Examination papers
S.A Page 26 of 35
Business Information Systems
MIS534
Introduction to Programming
COURSE OBJECTIVE:
The objective of this course is to give students an understanding of programming
concepts and a working knowledge of one programming language. Topics covered
include: Instructing a computer, Introduction to computer programming, Types of
programming languages, Visual Basic, Programming paradigms and Good
programming practice, Principles of object oriented programming, Active server
pages, Java script and Linking to a database environment.
LECTURES:
Monday
9am to 11am
LECTURER:
Karen Neville
Web Sites:
Ext. 3668 (kneville@afis.ucc.ie)
http://afis.ucc.ie/kneville
http://afis.ucc.ie/mimas
VB ASSESSMENT:
Continuous Assessment - 100 marks:
Final Exam - 100 marks
ORB B.O4
VB COURSE OUTLINE
On the completion of this component of the course, students will have an in-depth
understanding of programming and practical experience in Visual Basic. The
following check list outlines the topics to be covered:
 Problem Solving: Understanding Programming
 Using Visual Basic to Create a First Project
 Variables, Assignments and Arithmetic
 The Selection Process in Visual Basic
 Working with Arrays in Visual Basic
 Using Functions, Subs and Modules
 Security Menus & Files
 Introduction to Working with Databases in VB
 Advanced Database Operations
 Data Types, Direct Access Files & Object Classes
 Principles of Object Oriented Programming
TEXT:
Programming in Visual Basic 6.0, Bradley & Millspaugh
S.A Page 27 of 35
MIS534 Computer Programming
Overall Objective:
The objective of this course is to give students an understanding of programming
concepts and a working knowledge of one programming language. Topics covered
include: Instructing a computer, Introduction to computer programming, Types of
programming languages, Visual Basic, Programming paradigms and Good
programming practice, Principles of object oriented programming, Active server
pages, Java script and Linking to a database environment.
Visual Basic (200 marks)
Learning Objectives & Outcomes for Visual Basic:
On the completion of this component of the course, students will have an in-depth
understanding of programming and practical experience in Visual Basic. The
following check list outlines the topics to be covered:
 Problem Solving: Understanding Programming
 Using Visual Basic to Create a First Project
 Variables, Assignments and Arithmetic
 The Selection Process in Visual Basic
 Working with Arrays in Visual Basic
 Using Functions, Subs and Modules
 Security Menus & Files
 Introduction to Working with Databases in VB
 Advanced Database Operations
 Data Types, Direct Access Files & Object Classes
 Principles of Object Oriented Programming
Assessment:
Continuous Assessment (50% or 100 marks)
Continuous assessment of the students accounts for 50% of the final grade. It is
effectively split up into three methods of testing their knowledge:
1. Two MCQs exams, worth 10% of the final grade, are used to examine lecture
material and additionally to determine their understanding of the topics
covered in class.
2. The second type of assessment used is a practical exam, worth 10% of the
final exam, to test their practical understanding of visual basic.
3. The third type of assessment is project work: one individual project worth
10% and 20% for a group project.
Final Exam (50% or 100 marks)
The final exam examines each of the learning objectives of the course.
S.A Page 28 of 35
Teaching Plan
MBS (MIMAS) 1
AIS 531: Joint Project
Module Lecturers: Dr. F. Adam; Dr. M. Healy; Ms. K. Neville
Friday 10th October 2003
Venue: Lab B.04
Time: 9 a.m. – 12 noon.
Company documents stating the group Friday 7th November 2003
identity, structure, methodologies and Venue: Lab B.04
team roles
Time: 9 a.m. – 12 noon.
5 minute presentation required of each F.A
group; be prepared to answer questions
Introduction to the Joint Project
 Forming of groups
Preliminary Tender Document,
include:
 Database structures
 Entity-Relationship Diagrams
 Report Templates
 GIRaFE Pictures
to Friday, 28th November 2003.
Venue: Lab B.04
Time: 9 a.m. – 12 noon.
F.A
Working Prototype
Progress Report 1 [Written + Group
Presentation]
Project Management Update
Progress Report 2 [Written + Group
Presentation]
Project Management Update
Commercial Presentation of Prototype to
HANS Limited
 Invited ‘guests’ from AFIS to be
present
 Functional
and
contextual
documentation, including printout of code.
 User Documentation
 Final Tender Document
 Individual Contribution Document
Friday, 12th December 2003.
Venue: Lab B.04
Time: 9 a.m. – 12 noon.
K.N
Presentation: Friday 9th January 2004
Venue: Lab B.04
Time: 9 a.m. – 12 noon.
Written report to be submitted by 4 p.m.
M.H
Presentation: Friday 6th February
2004
Venue: Lab B.04
Time: 9 a.m. – 12 noon.
Written report to be submitted by 4 p.m.
M.H
Friday 12th March 2004
Venue: Lab B.04
Time: 9 a.m. – 12 noon.
Written report to be submitted by 4 p.m.
K.N
Monday 15th March 2004
Venue: Lab B.04
Time: 9 a.m. – 12 noon.
Written report to be submitted by 4 p.m.
S.A Page 29 of 35
MBS (Management Information & Managerial Accounting Systems) 1
AIS531 – Applied Development Project
Statement of Learning Objectives
Lecturers:
Dr. Frederic Adam
Dr. Margaret Healy
Ms. Karen Neville
R: 2.129
R: 3.21
R: 3.88
Ext.: 3340
Ext.: 2966
Ext.: 3668
fadam@afis.ucc.ie
healy@afis.ucc.ie
kneville@afis.ucc.ie
Time & Venue:
See Schedule in ‘HANS Limited’ Joint Project Handout pack.
Overall Objective:
This module seeks to give students a realistic hands-on experience of the problems
involved in the management and execution of an Applied Development project, based
upon the materials covered in the other modules of Year 1 of the MBS programme.
In particular, this involves consideration of aspects of MIS 533, MIS 534 and ACC
532.
The project involves students creating software companies and bidding for the
development of a computer-based application for Hans Corporation Limited, a
fictitious company represented by the lecturers co-ordinating the module.
Learning Objectives & Outcomes:
On completion of this module, each student will have experienced:
Tendering Process in the Software Industry:
 Pre-tender meeting – Workshop #3
 Understanding the project brief
 Methodological awareness
 Writing the tender document
 Presentation of tender documents
 Costing the elements of the tender proposal
 Organisation of a software house – structure; management; running; balance
of skills required
Evidence:
 On-going presentations
Presentation Skills:
 Preparation of slides
 Joint Application Development
 Demonstrating a prototype system – Workshop #4
 Consideration of the visual / audio-visual / inter-personal nature of
presentations
S.A Page 30 of 35

Ability to answer questions / recovery strategies when fielding questions
Evidence:
 Growing confidence in public speaking ability
 Better quality slides
 Awareness of key (and conflicting) requirements from diverse stakeholders
Group Dynamics:
 Interplay between individual and group learning
 Role of the individual within the group
 Specialism vs. division of labour vs. group taking responsibility for the
learning of each individual within the team
 Bridging the gap between new and ‘old’ knowledge; availing of self-learning
possibilities
Evidence:
 Use of Microsoft Project package
 Minutes of meetings
 Individual contribution statements (carry no marks, but provide a means of
self-reflection for students)
 Intra and inter group learning from both successes and failures
Project Management:
 Ability to set deadlines and prioritise workloads
 Ability to meet deadlines and balance workloads
 Ability to evaluate negative (and positive) feedback
 Workshop #8 - Documentation
Evidence:
 Integration of feedback from previous sessions
 Ability to handle (and resolve) inter- and intra- group conflict
 Ability to manage differing individual skills sets across all aspects of the
project
Technical Skills:
 Language skills: English, Visual Basic, Microsoft Access / Word / PowerPoint
/ Project / Excel; SQL; Visio
Evidence:
 A functioning system from Workshop #4 onwards
 Ability to generate code
 On-going presentation content / improved presentation slides
 Ability to confidently handle assessor’s questions
Application of Theory to Practice:
 SDLC: Systems Development Lifecycle; Development methodologies
(Extreme Programming)
 Accounting Theory: Attributes of useful information; application of same to
determining the requirements of the system; avoidance of ‘bells and whistles’
S.A Page 31 of 35



Diagramming techniques / medium and modelling: ERD’s / DFD’s / Data
dictionary / Flow charts / pseudo code
User Interface design
Discovery learning: integration of materials from site visits; materials not
specifically dealt with in class
Evidence:
 Ability to propose specific solutions, both technical and organisational, to
problems raised in the case description / by the assessors during presentations
Delivering the Computer Application:
 Documentation
 Use of Open Source Components
 Links to Business Processes: Accounting requirements and technical solutions;
“Fit” with underlying business processes (has to be seen!) – i.e. what
assumptions are the groups making in terms of business processes used or
implied by their systems
 Workshops #7, 8, 9
Evidence:
 A functional system
 System requirements have been met
 Awareness of the trade-offs made between systems design and business
process ‘fit’
S.A Page 32 of 35
MIMAS Initiation Week (Mon. 29th Sept – Fri 3rd Oct 2003)
10-11
Monday
Mimas –
Introduction to the
programme
(B.04)
Tuesday
Introduction to
ACC532
(ORB 3.03)
11-12
Wednesday
Introduction to Word
for Windows 2000
(B.02)
Thursday
Introduction to MS
Project (cont.d)
(B.02)
Friday
Advanced Word
features And
productivity Tools
(B.02)
Re-enforcing Excel
Concepts with
accounting examples
(B.02)
A. Meeting with BIS
Technical Support
Staff
B. More Views and
Graphs.
C. ‘Bring it all
Together’ Exercise
(B.02)
12-1
Advanced Excel
Features
(B.02)
1-2
2-3
3-4
Introduction to the
Windows Environment
Introduction to the
internet
Introduction to MS
Project
Introduction to Excel
(B.02)
Working with
Spreadsheets
MIMAS registration
Introduction to
PowerPoint 2000
(B.02)
Creating and Modifying
Charts
(B.02)
Using Outlook 2000
(B.02)
S.A Page 33 of 35
MBS (Management Information & Managerial Accounting Systems) 1
9 – 10
10 – 11
Monday
MIS 534
K Neville
ORB B.O4
MIS 534
K Neville
ORB B.O4
11 – 12
12 - 1
1–2
MIS534 – VB
ORB B.O4
MIS534 – VB
ORB B.O4
3–4
5–6
ACCC 532
M. Healy/Prof Cahill
ORB 1.01
ACC 532
M. Healy/Prof Cahill
ORB 1.O1
MIS532 – 2000
ORB B.O4
Wednesday
MIS 533
F. Adam
ORB 3.03
MIS 533
F. Adam
ORB 3.03
MIS533 – Oracle
ORB B.O4
MIS534 – ASP
ORB B.O4
MIS533 – Access
MFG PRO – T2
2–3
4–5
Tuesday
MIS 534
D Mawe
ORB 3.26
Thursday
MIS 532
T. Butler
ORB 3.26
MIS 532
T. Butler
ORB 3.26
*MS Project
ORB B.O4
(not every week)
*MS Project
ORB B.O4
(not every week)
2003 – 2004
Friday
AIS 530 - ORB B.O4
FA/KN/MH
(not every week)
AIS 530 - ORB B.O4
FA/KN/MH
(not every week)
AIS 530 - ORB B.O4
FA/KN/MH
(not every week)
*ACC 534 (term 1 only)
V O’Connell, Oct 10
venue to be confirmed
LL 5 Oct 17 onward
*ACC 534 (term 1 only)
V O’ Connell (as above)
LL5. Oct 17onward
ACC 531
P Cleary/D Cotter/ JDoran
ORB 3.26
ACC 531
P Cleary/D Cotter/ JDoran
ORB 3.26
S.A Page 34 of 35
S.A Page 35 of 35