31269 Business Requirements Modelling
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 18 credit points of completed study in any Bachelor's degree OR 18 credit points of completed study in any Bachelor's Honours Embedded OR 18 credit points of completed study in any Bachelor's Combined Degree OR 18 credit points of completed study in any Bachelor's Combined Honours
These requisites may not apply to students in certain courses. See access conditions.
Description
This subject introduces information system concepts and describes how these concepts can be used to model business requirements. It outlines how the ability to capture information about the system in ways understood by its eventual users improves the final quality of the system. An overview of agile and non-agile software engineering principles, methods, tools and techniques is presented and practised in small teams. The subject introduces various analysis approaches found in contemporary system development including object-oriented methods, agile methods, business process modelling and entity-relationship modelling. It explores the relationships between these techniques and their application, and how they are used to capture and model the business requirements. Students apply various requirements elicitation, analysis, modelling and specification techniques to case studies in small teams.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Identify stakeholders, understand their needs, and learn what/how to capture requirements in the system development process. (B.1) |
|---|---|
| 2. | Apply modelling and systems analysis techniques that help understand the working of a business system. (D.1) |
| 3. | Document and specify various requirements via Software Requirements Specification (SRS). (C.1) |
| 4. | Develop various models using a range of systems analysis techniques to analyse and specify system and user requirements. (C.1) |
| 5. | Work effectively in a small team. (E.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, interpret and analyse stakeholder needs and cultural perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural, legislative, environmental, economics etc.) to define the system requirements. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
- Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:
- 1.1. Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
- 1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.
- 1.6. Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
- 2.4. Application of systematic approaches to the conduct and management of engineering projects.
- 3.2. Effective oral and written communication in professional and lay domains.
- 3.6. Effective team membership and team leadership.
Teaching and learning strategies
This subject uses a lecture followed by a tutorial format. The tutorial provides collaborative and active learning workshops to support a practice-focused learning strategy. This subject is based on a practical case study and provides regular feedback. The teaching and learning approach is based on learning by doing collaborative work based on case studies.
In lectures, topics from the recommended texts are covered and additional material from other sources is introduced where necessary. After introducing the concept and topic in the lecture, students will further apply and practice these topics via interactive and collaborative exercises during the workshops in the tutorials. Additionally, students will be provided with illustrative examples, practice exercises and case studies that further reinforce the material.
The lecture followed by a tutorial format are also an extra opportunity for students to ask questions and generate a discussion based on Canvas material. Students will engage in a range of activities such as role playing,
think-pair-share, attempting quizzes, short presentations, working in groups, group discussion, critiquing other students’ work, problem solving exercises, analysing stakeholder needs, etc. During tutorials, students will apply the material and build a working relationship with other team members in a collaborative group learning environment. The collaborative and active learning environment will require students to work with other students in small groups on tutorial and assignment case study exercises.
For the assignment case study, students are required to do some pre-work and bring the work in progress (draft models) to the tutorial sessions. Regular feedback will be provided to students each week in the tutorial, for both
in-class case studies as well as the assignment case study. This will enable students to identify and correct any issues before formal submission of assignments, and consequently improve their learning and performance in the subject.
For assessable quizzes, feedback will be provided on Canvas at a specified date after students have attempted. Quizzes will be marked automatically and marks will be updated to Canvas so that students can track their progress and performance in the subject regularly and before the census date.
Please note students are expected to put in some additional study time outside of class time. The University regards a 6 credit point subject as requiring 9-12 hours of study per week, including class time. Students must read the recommended and reference books outside of class time so that they can effectively participate in group work and discussions that are integral to the understanding of the topics.
An aim of this subject is to help you develop academic and professional language and communication skills to succeed at university and in the workplace. During this subject, you will complete a milestone assessment task that will, in addition to assessing your subject-specific learning objectives, assess your English language proficiency
Content (topics)
1. Process
- System development processes (traditional and agile)
- Requirements engineering processes
2. Elicitation
- Stakeholders identification
- Understanding the application domain
- Requirements elicitation tools and techniques
3. Modelling
- Process modelling with BPMN
- Data modelling with ERD
- Object-oriented modelling with several OO models using UML
4. Specification
- Software requirements specifications
- Quality attributes of requirements specifications
Assessment
Assessment task 1: Short Quizzes
| Intent: | To foster an understanding of theoretical concepts. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and D.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 30% |
Assessment task 2: Weekly Activities
| Intent: | To produce various models and artifacts of software and business requirements via the traditional and agile approach to software development. To enhance professional skills of reflective practice. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Exercises |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
Assessment task 3: Requirements Analysis Report
| Intent: | To analyse business processes and capture data via the business process and data models. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 20% |
| Length: | The recommended word limit for this assignment is maximum 1000 words excluding diagrams, bibliography and appendices. Word limit will be regarded as recommended rather than compulsory, and no student will be disadvantaged by being under or over the recommended word limit. |
Assessment task 4: OO Requirements Analysis and Specification Report
| Intent: | To analyse and capture the functional and non-functional requirements via the SRS, agile artifacts and object-oriented models. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 30% |
| Length: | The recommended word limit for this assignment is maximum 3000 words excluding diagrams, bibliography and appendices. Word limit will be regarded as recommended rather than compulsory, and no student will be disadvantaged by being under or over the recommended word limit. |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Students are required to participate in the group forming activities in the Week 2 tutorial, and be allocated to a group by the end of the Week 2 tutorial. Students who are not in a group by the end of the Week 2 tutorial may be refused permission to attempt assessment tasks 2, 3 and 4, and a fail will be recorded for the subject. Please refer to UTS Student Rule 3.8.
Academic and professional communication: It is a requirement of this subject that you complete Assessment task 4 Should you receive an unsatisfactory language level, you may be required to complete further language support after the completion of this subject.
Recommended texts
Sommerville,I. (2019) Engineering software products, Pearson, US
Sommerville, I. (2016) Software engineering, 10th edn, Pearson, Boston Munich
Robertson, S. & Robertson, J. (2013), "Mastering the Requirements Process: getting requirements right", Addison Wesley, 3rd Edition.
IIBA (2015), "A Guide to the Business Analysis Body of Knowledge", BABOK (any version).
References
Bennett, S., McRobb S., & Farmer, R. (2010), "Object-Oriented Systems Analysis and Design Using UML", McGraw Hill, 4th Edition.
Leffingwell, D. & Widrig, D. (2003), “Managing Software Requirements – A Use Case Approach”, Addison Wesley, Second Edition.
Brown, D.W. (2002), “An Introduction to Object-Oriented Analysis – Objects and UML in Plain English” Wiley, Second Edition.
Kendall & Kendall. (2014), “Systems Analysis and Design”, Pearson Education Inc.
Blaha, M & Rumbaugh, J. (2005), “Object-oriented modeling and design with UML”, Pearson Prentice Hall, 2nd Edition.
Other resources
Students are required to login and read notices on the University's standard web-based learning management system, Canvas: https://canvas.uts.edu.au/
In particular, students are required to read at least once a week 'Announcements' on Canvas and also read the Discussion Boards. All subject material including content, tutorial activities, weekly activities and the assignment specifications will be posted on Canvas.
Plan to devote at least 1 hour a week or more to Canvas.