32559 Business Systems Design
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 32557 Enabling Enterprise Information Systems
These requisites may not apply to students in certain courses. See access conditions.
Description
This subject describes the tools, processes and practices used to design information systems in today's complex business environments. By definition, these environments are characterised by a large variety of stakeholders with continually emerging and changing needs. The main challenge is to collaboratively develop creative solutions to address such needs by providing value to stakeholders. Students work in teams adopting methods and tools that foster the design of innovative and creative solutions. Students combine critical analysis into development processes. The emphasis is on human-centered design. The Design Thinking approach supports the proper analysis of the problem space from multiple perspectives (empathy). The resulting knowledge can be used to formulate value propositions that address problems and issues, and that satisfy stakeholders. Projects that address social value are encouraged. The subject also addresses the conceptual description of the value proposition, as well as its analysis from a business perspective and the development of a basic prototype.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Identify wicked challenges in complex business environments. (B.1) |
|---|---|
| 2. | Apply research and design thinking to develop value propositions for stakeholder(s). (C.1) |
| 3. | Develop high level system requirements. (C.1) |
| 4. | Organize teams to share their knowledge and expertise in addressing problems in complex environments. (E.1) |
| 5. | Reflect on the value of teamwork in developing innovative solutions under challenging conditions. (F.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
- Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)
Teaching and learning strategies
In Business Systems Design students will analyse the complexities in business and social settings, will identify problems using case studies and will deliver proposals for solutions.
Classes are organised as a collaborative environment in which students work in teams. Each group chooses its project at the time as the result of a brainstorming session in which all members of the group are expected to suggest potential topics based on their previous/current experience and interests. The group will finally decide the topic to work on in a democratic way and will need to provide a rationale for the choice.
Continuous feedback is integral to the collaborative team and is provided to students regularly to inform and evaluate their current progress. There are different checkpoints corresponding to the most critical steps. Additional feedback is given as part of the assessment of reports and presentations.
Finally, students conclude their experience as system designer by reflecting on a number of topics, including social responsibility, value of teamwork and working in challenging conditions.
The studio approach and its key principles, including the continuous development of projects, assessment and feedback, have been adapted to the current delivery mode. Students will self-organise their group activities and will interact with the instructor(s) during classes and/or online sessions.
Content (topics)
Introduction to BSD
In this introductory part the subject is presented in context with an emphasis on key concepts, methodological aspects and underlying theories.
Module 1: Problem Space
This first module aims at the definition and the consequent analysis of problems characterized by some softness in complex environments. It will provide the theoretical background and practical tools to properly specify your case study and the issues associated.
According to the process proposed, first of all, the context of the problem will be constructed by identifying the key stakeholders and the main relationships existing among them. A small research will provide information and insight as a consolidation. Then, stakeholder analysis will be performed by adopting tools (e.g. empathy maps and journey maps) which facilitate an analysis of the target scenario from multiple perspectives. Finally, issues and problems related to the different stakeholders will be identified.
Module 2: Decision Space
This module is the natural continuation of the previous and focuses on the formulation of a Joint Value Proposition (JVP) as a response to a problem previously identified. A JVP has to provide a clear value for stakeholder(s) and has to be formulated according to a SMART approach, meaning it has to be specific, measurable, assignable, realistic and time-related.
Each student will define a JVP in the context of the problem space defined in the previous phase.
Module 3: Solution Space
This module focuses on a further development of the Joint Value Proposition which is described more in detail at a conceptual level. Such a conceptualization is related to the technology adopted and to the business (according to the Osterwalder's model), as well as it is materialized in a simple visual prototype.
Assessment
Assessment task 1: Problem Space
| Intent: | Definition and analysis of the problem space. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, E.1 and F.1 |
| Type: | Project |
| Groupwork: | Group, group and individually assessed |
| Weight: | 35% |
Assessment task 2: Value Proposition
| Intent: | Value Creation to stakeholder(s) as a response to problems previously identified |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 2 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and F.1 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 35% |
Assessment task 3: Solution Development
| Intent: | The target value proposition is further developed by specifying high-level requirements. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 3 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and F.1 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 30% |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Recommended texts
References to readings will be provided during the semester.
References
Hawryszkiewycz, I.T. (2016): "Designing Creative Organizations: Tools, Processes and Practice" Emerald Books
Martin, R.L. (2009): "The Design of Business" Harvard Business Press
Liedka, J., King, A., Bennet, K. (2013): “Solving Problems with Design Thinking” Columbia Business School
Osterwalder, Alexander; Pigneur, Yves; Tucci, Christopher L. (2005): "Clarifying business models: origins, present, and future of the concept". Communications of the Association for Information Systems. 16 (1): 1.
Shamiyeh, M. (2012): "Creating desired futures: solving complex business problems with design thinking". Birkhauser.
P.Baltzan, “M: Information Systems”, 5th Edition, McGraw-Hill Education.
Osterwalder, A., Pigneur, Y., Bernarda, G., Smith, A. (2014): Value Proposition Design: How to Create Products and Services Customers Want, John Wiley & Sons.