Assessing Theoretical Concepts in Systems Analysis and Design:: A Scaffolded Case Study Approach

Joy Garfield

Assessing Theoretical Concepts in Systems Analysis and Design: A Scaffolded Case Study Approach

Research output: Chapter in Book/Published conference output › Conference publication

Abstract

Systems Analysis and Design as a taught subject at undergraduate level can be challenging for both the lecturer and student. The large number of theoretical concepts that need to be taught and assessed and the difficulty of simulating these within the classroom environment can result in dull teaching sessions and disengaged students. This paper puts forward a scaffolded case study approach for assessing undergraduate level Systems Analysis and Design. Student module evaluation feedback and grades are presented to show its effectiveness for engaging students in the Systems Analysis and Design discipline.

Original language	English
Title of host publication	Americas Conference on Information Systems (AMCIS) 2017
Publisher	Association for Information Systems
ISBN (Electronic)	978-0-996683142
Publication status	Published - 17 May 2017
Event	AMCIS 2017 - Boston, United States Duration: 10 Aug 2017 → 12 Aug 2017 https://archives.aisconferences.org/amcis2017/index.html

Conference

Conference	AMCIS 2017
Country/Territory	United States
City	Boston
Period	10/08/17 → 12/08/17
Internet address	https://archives.aisconferences.org/amcis2017/index.html

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Cite this

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title = "Assessing Theoretical Concepts in Systems Analysis and Design:: A Scaffolded Case Study Approach",

abstract = "Systems Analysis and Design as a taught subject at undergraduate level can be challenging for both the lecturer and student. The large number of theoretical concepts that need to be taught and assessed and the difficulty of simulating these within the classroom environment can result in dull teaching sessions and disengaged students. This paper puts forward a scaffolded case study approach for assessing undergraduate level Systems Analysis and Design. Student module evaluation feedback and grades are presented to show its effectiveness for engaging students in the Systems Analysis and Design discipline.",

author = "Joy Garfield",

year = "2017",

month = may,

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language = "English",

booktitle = "Americas Conference on Information Systems (AMCIS) 2017",

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note = "AMCIS 2017 ; Conference date: 10-08-2017 Through 12-08-2017",

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T1 - Assessing Theoretical Concepts in Systems Analysis and Design:

T2 - AMCIS 2017

AU - Garfield, Joy

PY - 2017/5/17

Y1 - 2017/5/17

N2 - Systems Analysis and Design as a taught subject at undergraduate level can be challenging for both the lecturer and student. The large number of theoretical concepts that need to be taught and assessed and the difficulty of simulating these within the classroom environment can result in dull teaching sessions and disengaged students. This paper puts forward a scaffolded case study approach for assessing undergraduate level Systems Analysis and Design. Student module evaluation feedback and grades are presented to show its effectiveness for engaging students in the Systems Analysis and Design discipline.

AB - Systems Analysis and Design as a taught subject at undergraduate level can be challenging for both the lecturer and student. The large number of theoretical concepts that need to be taught and assessed and the difficulty of simulating these within the classroom environment can result in dull teaching sessions and disengaged students. This paper puts forward a scaffolded case study approach for assessing undergraduate level Systems Analysis and Design. Student module evaluation feedback and grades are presented to show its effectiveness for engaging students in the Systems Analysis and Design discipline.

UR - http://eprints.worc.ac.uk/5524/

M3 - Conference publication

BT - Americas Conference on Information Systems (AMCIS) 2017

PB - Association for Information Systems

Y2 - 10 August 2017 through 12 August 2017

ER -

Assessing Theoretical Concepts in Systems Analysis and Design: A Scaffolded Case Study Approach

Abstract

Conference

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