ISYS111 Fundamentals of Business Information Systems
Teaching organisation12 weeks or equivalent.
Unit description and aim
Technological advances over the past twenty years have fundamentally changed the nature of work and communications. As technology continues to evolve at an ever-increasing pace, all employees need an appreciation of how technology impacts the way we engage in the workplace.
In this unit students will explore the impact of technology and information systems on the workplace. Students will develop their knowledge of different applications of technology including the role of information systems in organisations, big data analysis as an input to managerial decision making, the changing nature of communications and the potential impact of artificial intelligence on traditional work practices and the professions. Students will investigate the impact of technology on the way organisations engage with employees and consumers as well as technology's broader sustainability impact. Students will also develop skills in technology enhanced communication in a variety of settings and organisational contexts.
The aim of this unit is to enhance student's knowledge of technology and its impact on people, the environment, work and society and to develop their skills in using technology to contribute positively to the effective operation of the workplace.
On successful completion of this unit, students should be able to:
LO1 - Identify the importance of technology in the workplace and explain how data underpins all facets of a business and the importance of it being protected (GA2, GA5).
LO2 - Demonstrate the execution of MS Office tools in the context of communication, data analysis, and business intelligence (GA5, GA10).
LO3 - Identify and analyse the key trends in technology and assess their ability to create sustainable workplaces (GA4, GA5).
LO4 - Show knowledge of communication theory and information literacies by applying relevant knowledge, skills and judgement for business and academic audiences (GA5, GA9).
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
Topics will include:
- brief history of technology in the workplace
- digital disruption
- emerging trends in technology
- changing nature of work
- the role of information systems in organisational success
- cybersecurity and privacy issues
- big data and data analytics
- impact potential of artificial intelligence
- technology enhanced communication
- social and environmental impact of technology
- digital communication for organisations
Learning and teaching strategy and rationale
This unit takes an active learning approach to guide students in not only the practical use of technology but also how to analyse and synthesise knowledge associated with the impact of technology on work and society. Students are able to explore the knowledge base underpinning working in a technology enhanced environment in a series of workshops. These workshops are designed to support students to actively participate in the construction and synthesis of this knowledge both individually and in groups. By participating in these workshops, students will systematically develop their understanding of the critical aspects of how technology is changing the nature of work in terms of what, where and how work is undertaken along with a consideration of how these trends impact society. This unit takes an experiential approach to support students in developing the communication and technical skills required to effectively use technology in the workplace by tapping into the knowledge of other participants, sharing stories and insights and reflecting on experiences. This approach is designed to interest students who prefer to learn within a social environment and builds in expert support for skills development.
Mode of delivery: This unit is offered in different modes. These are: “Attendance” mode, “Blended” mode and “Online” mode. This unit is offered in three modes to cater to the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.
In a weekly attendance mode, students will require face-to-face attendance in specific physical location/s. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops, most students report that they spend an average of one hour preparing before the workshop and one or more hours after the workshop practicing and revising what was covered. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
In a blended mode, students will require face-to-face attendance in blocks of time determined by the School. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
This unit uses an active learning approach to support students in the exploration of the essential knowledge associated with working with technology. Students can explore the essential knowledge underpinning technological advances and develop knowledge in a series of online interactive lessons and modules. Students are given the opportunity to attend facilitated synchronous online seminar classes with other students and participate in the construction and synthesis of knowledge, while developing their knowledge of working with technology. Students are required to participate in a series of online interactive workshops which include activities, knowledge checks, discussion and interactive sessions. This approach allows flexibility for students and facilitates learning and participation for students with a preference for virtual learning.
Assessment strategy and rationale
In order to pass this unit, students are required to complete and submit three graded assessment tasks and achieve an aggregate mark of at least 50%. Marking will be in accordance with a rubric specifically developed to measure students’ level of achievement of the learning outcomes for each item of assessment. Students will also be awarded a final grade which signifies their overall achievement in the unit.
The assessment strategy for this unit encourages students to share co-creation of value. It also allows students to demonstrate achievement of the practical use of a suite of MS Office software thereby enabling fundamental technological skills needed in the workplace. Students are also required to encouraged to showcase their achievements and demonstrate a critical mindset in evaluating the impact of future technological work trends for a sustainable future. The same assessment strategy applies to all modes of delivery.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes||Graduate Attributes|
Assessment 1: This assessment focusses on the level co-creation of value by students whether on campus or online. Students will be assessed based on their contemporaneous contributions to the unit via a range of methods including, but not limited to tasks, activities, discussions and discussion boards.
Submission Type: continuous
Assessment Method: Written and verbal evidence of value co-creation
Artefact: Assessor generated summary as per rubric
LO1, LO2, LO3, LO4
GA2, GA4, GA5, GA9, GA10
Assessment 2: This assessment requires students to use MS Office tools to solve business problems and address business needs. The purpose is to develop student skills in working with fundamental software that is prominent in workplaces for digital word processing, presentation, and data organisation, analysis and manipulation.
Submission Type: Individual
Method: computer-based practical tasks
Artefacts: spreadsheet, e-presentation, word processing document, electronic communication
Assessment 3: This assessment requires students to develop a portfolio of work undertaken during the semester to showcase their achievements with an accompanying discussion paper that is a reflection of the impact on future work trends and technology for a sustainable future.
Submission Type: Individual
Assessment Method: portfolio/reflection
Artefact: portfolio of work/written reflection
GA2, GA5, GA9
Representative texts and references
Dwyer, J 2020, Communication for Business and the Professions: Strategies and Skills, 7th edn, Pearson, Melbourne.
Marr, B 2017, Data Strategy: How to profit from a world of Big Data, Analytics and the Internet of Things. Kogan Page, London.
Orlikowski, WJ, Walsham, G, Jones, MR & DeGross, J. (eds) 2016, Information Technology and Changes in Organisational Work, reprint edn, Springer, Cham.
Parsons, J 2018, New Perspectives on Computer Concepts 2018: Comprehensive. Cengage Learning, Boston
Richardson, J, Nkhoma, M, Petts, A, Smith, R, Storey, I, Tolson, J 2017, Computing for Business Success, 4th edn. Pearson Custom Books
Roos, G 2017, Technology-Driven Productivity Improvements and the Future of Work: Emerging Research and Opportunities. IGI Global, Hershey.
Rossignoli, C, Virili, F & Za, S (eds) 2018, Digital Technology and Organizational Change: Reshaping Technology, People and Organizations Towards a Global Society. Springer, Cham.
Shaw, WH, Barry, V, Issa, T, Catley, B & Muntean, D 2016, Moral issues in business, 3rd Asia Pacific edn, Cengage Learning, Australia.
Soh, A 2016, Making Science Work for All. Partridge Publishing, Singapore.
Susskind, R & Susskind, D 2015, The Future of the Professions: How Technology Will Transform the Work of Human Experts, Oxford University Press, Oxford.
Waller, S 2016, The Digital Champion: Connecting the Dots Between People, Work and Technology. Simon Waller, Melbourne.