COURSE SPECIFICATION: Student Learning Experience

COURSE SPECIFICATION:
Student Learning Experience

Master of Science [MSc] Information Technology

STUDENT LEARNING EXPERIENCE

The Purpose of the University is:
To be an innovative, inclusive and professionally focused University that has a positive
impact on those we serve.
The Mission of the University is:
To transform people and communities by providing excellent teaching, research and
enterprise opportunities to contribute to economic, social and cultural and environmental
sustainability.
The Culture of the University is:
To recognise and celebrate the values of curiosity, authenticity, approachability,
collaboration, enterprise, ambition, respectfulness, and equality.
Driven by the spirit of curiosity to continually improve, our values and principles will guide us. Our
partnerships with other organisations and the communities we serve are also a mechanism to
develop and grow our diversity. We have a strong commitment to widening and extending access
to our courses, regardless of an individual's background.

At the core of the University's significant achievements is the commitment and dedication of our
people. The sense of partnership between our staff and students is strong and supporting our
students to succeed in their studies and beyond is deeply ingrained in our culture. These features
are reflected in the University's student satisfaction rates, which in recent years have consistently
placed RGU in the top 10 of universities in the UK.

RGU has a long history of inspiring highly employable graduates. This is achieved through close,
collaborative contact with employers in the design and delivery of our curriculum; the range and
breadth of accreditations with professional and statutory bodies; the significant role work
placements and work-based learning play within our courses; and the embedding of enterprise
across all our activity. In a changing society, we will ensure the continued evolution of our
curriculum so that our graduates can continue to succeed in their ambitions and make a positive
impact within society well into the future.

To achieve our ambitions, our curriculum must be global in outlook, and we must maximise the
international reach of our course portfolio. The University's research activities must have
international impact and our enterprise activities must reflect the global reach of the economic
sectors we work with and the ambitions of the region.

This course offers students the opportunity to master core I.T. skills along with a choice of
specialisation in software development, business intelligence or cyber security.

The extent of the course syllabus demands a relatively rapid pace of delivery. Consequently,
student-centred learning strategies play an important role in most subjects and throughout all
stages, reinforcing and supplementing more traditional methods of subject delivery. Directed
reading, independent progress through computer-based exercises, independent reading, analysis of
case studies and directed searches of on-line information resources (e.g. the World Wide Web) are
all commonplace.

The preferred strategy for any module within the course depends on the nature and extent of the
syllabus content, on its subject-specific learning outcomes and its contribution to the overall course
aims. In the sections that follow, a more detailed description of the learning experience is given,
Master of Science [MSc] Information Technology 1
 COURSE SPECIFICATION: Student Learning Experience

aims. In the sections that follow, a more detailed description of the learning experience is given,
which distinguishes between:
core technological units (i.e. modules CMM024 Object-Oriented Programming, CMM022 Data
Management, CMM020 Data Visualisation and Analysis, CMM007 Intranet Systems
Development and CMM008 IT Infrastructure and Service Management);
specialist technological units (i.e. two modules representing a specialism associated with
the student's choice of degree award)
professional skills units (i.e. modules CMM004 Software Project Engineering, and CMM008
IT Infrastructure and Service Management);
integrative course unit (i.e. modules CMM512 MSc Project Investigation or CMM540
Workplace Project Investigation and CMM513 MSc Project).

N.B. Teaching and learning are reviewed through an annual appraisal mechanism and strategies
are liable to change for the sake of continuing improvement and to reflect best practice.

Core Technological Modules

These modules impart specialist technical knowledge through the medium of lectures and tutorials,
supplemented as necessary by student-centred material and tasks. All core modules have a
supporting practical element, which is delivered through laboratory work. In practical sessions
students are expected to progress through a series of graded exercises that are designed to foster
analytical skills and to illustrate the synthesis of fundamental knowledge and problem solving
techniques in a structured problem domain.

Specialist Technological Modules

The specialist modules taken depend on the student's choice of award title.

On the Information Technology course the two modules CM3100 (Computer Ethics and
Law) and CM3114 (User Centred Design) cover, in more detail than on the other course
choices, topics relevant to students wishing to focus primarily on software development.

On the Information Technology with Business Intelligence course the two modules CMM531 (Data
Warehousing) and CMM535 (Data Science Development) cover content relevant to students
wishing to specialise in IT applied to data analytics and business intelligence.

On the Information Technology with Cyber Security course the two modules CMM517 (Information
and Security Management) and CMM523 (Database and Web Security) cover content relevant to
students wishing to specialise in IT with a focus on security of data and secure access to networks
and systems.

Professional Skills Module

Technical report writing skills are exercised in all modules.

Organisation and management skills are covered in the IT Infrastructure and Service Management
module (CMM008).

The Software Project Engineering module (CMM004) also plays a pre-eminent role in fostering a
broad range of professional and transferable skills including team-working, communication and
presentation skills. This course module visits all aspects of the software development process and
animates the subject with a group design exercise incorporating role-playing exercises and group
presentations.

The course addresses project planning skills that are vocationally relevant and that also directly
underpin the planning and management of the MSc Project. Student feedback in this course takes
the form of critical self-appraisal, peer appraisal, and commentary from academic staff. Through
directed reading and by listening to invited external speakers, students are also encouraged to
develop a broader perspective of Information Technology and to sharpen their awareness of the
need for professional standards and ethics in the workplace.

Integrative Course Modules

The MSc Project modules (CMM512 or CMM540 and CMM513) serve the primary purpose of
integrating technological and professional strands, which are developed in the preceding PgD stage,
and do so in the context of a substantial software development project.

The project investigation modules (CMM512 or CMM540) typically involves an investigation of a

technical problem and its domain, examining relevant methods and tools, enabling the student to
gain understanding of the problem and its domain and develop a specification for a substantial

Master of Science [MSc] Information Technology 2

 COURSE SPECIFICATION: Student Learning Experience

professional (or equivalent) information technology project. Students may choose to undertake the
Project Investigation module within the School (by choosing module CMM512 Project Investigation)
or as part of a business or industrial placement (by choosing module CMM540 Workplace Project
Investigation).

The project module (CMM513) typically involves the development and evaluation of the solution to
a problem, which occurs within a relatively unstructured domain. The problem is original to the
student and its solution, therefore, requires the innovative application of knowledge and techniques
either studied in the previous PgD stage or acquired through independent research of recent and
relevant literature.

The MSc Project provides a vehicle for integrating specialist knowledge with analytic, problem
solving, managerial and communication skills. All of these are exercised and evidenced through the
execution and outcomes of the project, which include a project plan, dissertation, final oral
presentation and project "viva" (demonstration).

Research Skills

The course framework underpins the MSc Project in a number of ways:

· PgC / PgD taught modules provide support in specific subject areas;

· the Software Project Engineering module (CMM004) is designed to foster understanding and
competence in project management and planning issues.

During the project investigation (CMM512 or CMM540) students gain both theoretical (via lectures)
and practical experience of the research skills required in order to conduct a successful and critical
appraisal of the literature, including emerging techniques and technologies, with respect to their
project topic.

Because of the novel nature of the project and the rapid evolution of information technology,
students also require competence in research skills. These skills are intended to assist the student
in the investigation of emerging techniques and technologies that may be relevant to the
achievement of the project goals. (Beyond the confines of the MSc Project, these same research
skills are useful for continuing professional development and act as a safeguard against
technological obsolescence.)

All students who are about to embark on the MSc Project are required to attend an Information
Retrieval Workshop. This is presented by staff from the Library Service and is intended to
familiarise students with available information sources (journals, monographs and on-line
resources) and to inform them of systematic and effective methods to review current literature in
the field of computing. The Workshop is not assessed directly but evidence of independent research
and a review of the project context are elements of the overall assessment of the MSc Project.

Extracurricular Activities and Transferrable Skills

Students are encouraged to participate in several School organised events and student societies:
The School organises Hackathon events where students work over a 24 hour period solving
unseen real-world coding and development problems in teams;
The School organises a Computing Show where students can demonstrate project,
coursework or personal projects to industry visitors and staff and potential employers;
The School hosts regular BCS talks which students are encouraged to attend;
Students have the opportunity to attend coding and cyber security competitions and
challenges;
Students from the School run a Computing Society that organises talks, events and social
events.

TEACHING AND LEARNING STRATEGY

The course curriculum is designed to enable the student to acquire and develop their subject
knowledge and understanding, and to gain practical and key transferable skills at Masters level.
Specifically to practice and apply their knowledge skills and understanding, crtitically
apply cognitive skills, develop and practice a wide range of communications skills, and exercise
autonomy and accountability when working with others, consistent with the corresponding Scottish
Credit and Qualifications Framework level 11 guidelines.

As the students progress through the course they are encouraged to expand their understanding
and critical appreciation of advanced computing, and develop skills in programming through
techniques and tools with the application of this knowledge.
Master of Science [MSc] Information Technology 3
 COURSE SPECIFICATION: Student Learning Experience

techniques and tools with the application of this knowledge.

The overall philosophy and strategy for the course is to provide a sound knowledge and
understanding of advanced computing in the broader context.

The vocationally orientated nature of the course requires the student to achieve general and
specific skills, which are addressed through a combination of teaching and learning methods,
including lectures, lab sessions, tutorials, seminars, student-centred learning and private study
(directed reading of textbooks and WWW−based material) and structured laboratory sessions.

The broad nature of the programme including common and specialist elements necessitates the use
of a broad range of teaching techniques. These include lectures, seminars, tutorials, computer
laboratories, open and distance learning and group work on a large project.
Directed guest lectures are used to encourage and emphasise professional skills. Course induction
and directed study promote development and enhancement of skills in subject context throughout
course. A handbook on basic study skills is provided to all students. Learning skills are developed
through tutorials, directed reading and projects. Tutorials, case studies and graded problem
assignments e.g. in laboratory sessions are employed to provide practial and theoretical
underpinning of subject matter provided by lectures. Students meet regularly with project
supervisors during MSc project modules.

Lecture

This is usually a formal discourse for the purposes of dissemination of information, the
demonstration of techniques and the discussion of supporting ideas and consequences. The lecture
is supported by a full range of dissemination equipment including whiteboard, video and computer
projection facilities where appropriate. Although this type of presentation is suitable for a one-sided
discourse ample opportunity exists for questions, interaction and discussion.

Seminar and Tutorials

In the School, these two titles are used for a wide range of activities, each suited to the particular
subject. On the one hand, some tutorials will consist of the staff supporting students engaged in
problem solving. On the other hand, some tutorials may involve group exercises or
discussions. Generally, this type of teaching is used to support the lecture, clarify the material and
experiment with the techniques and skills required.

Laboratory

The nature of the computing elements of all courses requires students to gain practical skills in the
use of a personal computer or workstation. This activity takes place in one of the School's twelve
computer laboratories and consists of the student, supported by a staff member, practicing skills in
the use of sophisticated software applications and including software development and systems
analysis and design tools.

Project

The MSc Project serves the primary purpose of integrating technological and research strands,
which are developed in the preceding PgD stage, and does so in the context of a substantial
research or information systems development project.

The project typically involves the development and evaluation of the solution to a problem, which
occurs within a relatively unstructured domain. The problem is original to the student and its
solution, therefore, requires the innovative application of knowledge and techniques, either studied
in the previous PgD stage or acquired through independent research of recent and relevant
literature.

The project is spread over two modules CMM512 or CMM540 and CMM513, where the first module
is a choice between a School-based academic investigation via CMM512, or a work-based
placement and investigation via CMM540, both covering an initial investigation into the subject
area of the project, and the clarification of a problem to be solved, and the second module
CMM513 covers the design and implementation of a solution to this problem.

The MSc Project provides a vehicle for integrating specialist knowledge with analytic, problem
solving, managerial and communication skills. The first (investigation) module CMM512 or CMM540
exercise and evidence skills in information gathering, analysis and communication. The second
module CMM513 requires, in addition, problem solving and managerial skills which are exercised
and evidenced through the execution and outcome of the project, which includes a project plan,
dissertation, final oral presentation and project ‘viva' (demonstration).
Master of Science [MSc] Information Technology 4
 COURSE SPECIFICATION: Student Learning Experience

dissertation, final oral presentation and project ‘viva' (demonstration).

ASSESSMENT

A wide range of assessment methods are utilised within the course.

A variety of technical reports are used to document software development assignments; structured
project documents are used to manage project conduct, establish quality guidelines and archive
project deliverables; WWW resources are used to present interim MSc Project progress; live
presentation in the form of formal presentations and software demonstrations are used to
assess MSc Project outcomes; written technical reports reflect on problem identification, alternative
solution strategies, evaluation of solution performance; particularly in the the MSc Project.

Assessment of use of IT tools in all coursework assignments is used (i.e. use of tools to plan, aid
design, collate results and document coursework). Demonstration of IT competence is mandatory in
production of documentation to support all coursework submissions. Assessment of proficiency in
the use of collaborative IT tools for team working is required for the group-based software
engineering project in CMM004. Assessment of interaction between student and project supervisor
throughout the project is assessed by means of a conduct grade, and presentation and question
handling are assessed my means of a presentation and software demonstration at the end of
the MSc Project.

Written examinations will be used to assess the students' understanding of technical modules.
Coursework deliverables will be used to assess problem identification, problem analysis with
evaluation of alternative solution strategies, solution design, evaluation of solution performance
and documentation. In some cases, courseworks will take the form of an assessed lab, where
students undertake a coursework in a computer laboratory under exam conditions. During
assessed labs, students normally have access to a range of reference materials.

The following sections detail the teaching and assessment of various skills including: (i) knowledge
and understanding skills; (ii) practice: knowledge and understanding; (iii) generic cognitive skills;
(iv) communication, ICT and numeracy skills and; (v) autonomy, accountability and working with
others.

Knowledge and understanding skills

A range of methods are used to assess knowledge and understanding, with particular emphasis on
coursework assignments, including design exercises (ranging from design studies to fully
implemented solutions), comparative studies, investigative reports and unseen written
examinations.

Practice: knowledge and understanding

Practical skills are assessed by means of coursework assignments which involve the use of a
variety of computing tools and packages. Evaluation skills are key to demonstrating knowledge and
understanding of information technology practice. A variety of practical skills are assessed in the
MSc Project (CMM513) which involves the demonstration of the practical skills required to complete
a substantial practical software development or information technology task.

Generic cognitive skills

Assessment generally involves the production of technical report content which reflects on problem
identification, critical appraisal of alternative solution strategies and evaluation of solution
performance. The assessment of generic cognitive skills is particularly evident in the two MSc
Project modules (CMM512 MSc Project Investigation or CMM540 Workplace Project
Investigation and CMM513 MSc Project).

Communication, ICT and numeracy skills

Communication: Technical reports are used to document design and implementation assignments;
structured project documents are used to manage project conduct, establish quality guidelines,
archive project deliverables; web resources are used to present interim MSc Project progress; live
presentations are used to demonstrate MSc Project outcomes. Team communication tasks are
implicitly assessed in group work tasks which involve both oral/written communication between
team members and well as document sharing.

ICT: State-of-the-art IT tools are used in all coursework assignments (i.e. use of tools to plan, aid
design, collate results and document coursework). Demonstration of IT competence is mandatory in
production of documentation to support all coursework submissions including development of
support materials for the project oral presentation.

Master of Science [MSc] Information Technology 5

 COURSE SPECIFICATION: Student Learning Experience

Numeracy skills: these skills are essential for the successful completion of most course modules
and are implicitly assessed in courseworks and unseen written examinations. Numeracy skills are
particularly key to data analysis tasks and the evaluation of project results.

Autonomy, accountability and working with others

These skills are assessed implicitly in all modules. Assessment of these skills is evident in the
conduct mark of the project, which reflects the students interaction with their supervisor and
includes demonstration of own-initiative and ability to work independently. Team-working skills are
mainly assessed in the Software Project Engineering module (CMM004) which includes group work
for the design and implementation of a software solution.

It is important to note that any grades indicated to students within feedback during the course of
the academic session remain provisional until the deliberations of the Assessment Board for the
Course. Provisional grades are presented to this Board, which consists of academic staff involved in
course delivery as well as External Examiners, and a final decision is confirmed on the performance
of every student for each Module undertaken by them. This is subsequently confirmed to each
student in a published transcript, and may be accessed electronically on the Student Portal.

SUPPORT FOR TEACHING, LEARNING AND ASSESSMENT

The University provides a number of means of supporting teaching and learning:
student induction organised on a course or School basis;
an ongoing scheme of personal/pastoral support for students, including online support,
provided by the Inclusion Centre;
an extensive programme of student study skills delivered through Student Life and
the Library;
an extensive library of learning resources;
close collaboration with industry and professional, statutory and regulatory bodies;
the University's active participation in the Quality Assurance Agency's Quality Enhancement
Themes, www.enhancementthemes.ac.uk;
support for staff from the Department for the Enhancement of Learning, Teaching and
Assessment (DELTA), including credit rated teaching, learning and assessment provision;
extensive opportunities for student placements with companies or organisations, academic
overseas exchange programmes, and support for entrepreneurial activity and community
engagement opportunities;
access to a range of professionally qualified, quality assured careers professionals to
support individual students and graduates career planning and opportunity search,
supported by a range of bespoke and contemporary online advice and information including
the extensive RGU eHub;
CampusMoodle, http://campusmoodle.rgu.ac.uk/, the University's dedicated virtual learning
environment;
a commitment to knowledge exchange and technology transfer through focused research
activity, which contributes to the critical underpinning for all taught courses;
the expanding provision of state-of-the-art, purpose-built facilities and buildings.

The School's computing facilities comprise 9 labs in total housed with over 335 state-of-the-art PCs
and 30 Macs, each updated over a 3 year cycle to ensure they deliver high performance and
support the latest software. School facilities include the School's Mac Suite, a soundproof booth
used for podcasting, a Green Screen Suite used in multimedia video production and a high
performance computer cluster used to create computer generated imagery.

The School offers 100% wireless network coverage for laptops and other handheld devices. There's
also a comprehensive range of software on-site - some developed by staff to support coursework
and making wide use of open source and public domain technologies. Established relationships with
major software suppliers mean access to the latest software.

Access to labs is by electronic key fob at any time during University opening hours.
Students have access to the University's wireless network for laptops and other handheld devices.
All students are given access to the Student handbook, which contains a wide variety of
information about the School and University. All students have a personal tutor who is responsible
for their pastoral care. The weekly induction sessions during the first semester of study cover a
wide variety of topics such as library facilities, extenuating circumstances, exam preparation,
careers services, placement opportunities, etc.
All students are assigned a supervisor for their project work. In addition, they receive extensive
guidelines on how to undertake a project.

The School believes the academic success of the students is founded in the desire to develop and
Master of Science [MSc] Information Technology 6
 COURSE SPECIFICATION: Student Learning Experience

maintain close links with industry and to actively seek state-of the-art technologies and integrate
these into course modules.

MONITORING OF QUALITY AND STANDARDS

The University employs several mechanisms for evaluating and improving the quality and standards
of teaching, learning and assessment, including:
Annual Course Appraisal Reports are prepared for each course and reviewed and approved
by Course/Programme Management Teams and School Academic Boards which consider,
amongst other things, feedback generated from student questionnaires;
Institution-Led Subject Review, involving external panel members, on a six-yearly basis to
formally review its major subject provision, followed by a three year interim review to
monitor progress against actions/issues raised through the review process;
External Examiner Annual Reports;
Ongoing liaison with industrial/professional liaison groups.
Formal Committees with responsibility for monitoring and evaluating quality and standards:
Staff/Student Liaison Committees, or equivalent;
Course/Programme Management Teams;
School Academic Boards;
Assessment Boards;
Quality Assurance and Enhancement Committee and associated Sub-Committees.

The School of Computing Science and Digital Media is committed to the highest standards of quality
and best pedagogy and research within an environment which values all associated stakeholders.
Formal feedback is gathered from Student Questionnaires which are issued on completion of the
PgDip stage of the course. It offers the students the opportunity to comment in detail on all
aspects of the course as well as the general environment, support services and facilities.
Responses to, and actions resulting from, these comments are addressed fully in an Annual
Course/Programme Appraisal and widely discussed by the Postgraduate Management Team.

The Programme Team also runs a series of informal focus groups in order to gather both positive
and negative comments on the course. Where problems are highlighted, these are discussed fully
and potential solutions are considered. In addition, the students have an opportunity to discuss
with their Course and/or Programme Leader any course or management issues at any time. Less
formally, the students have an opportunity to discuss with their Course Leader any course or
management issues at weekly Academic Support sessions.

FEEDBACK FROM STUDENTS

The University and RGU:Union work in partnership to create an environment which stimulates:
the participation of students, by empowering them to proactively provide views and
opinions;
a supportive learning community where students and staff engage in meaningful dialogue;
and
the engagement of students in the design of solutions and enhancements.
This approach is underpinned by the Student Partnership Agreement which promotes the ethos of
partnership at all levels of the University. Further information can be found at the Student
Representation and Partnership CampusMoodle Area: www.rgu.ac.uk/studentpartnership.

There are a variety of opportunities for students to provide feedback to the University, and
to become actively involved in shaping their learning experience. These opportunities are integral
to the University's approach to the quality assurance and enhancement of teaching and learning,
and the holistic student experience. Mechanisms through which students are engaged and
supported include:
participation in student evaluation questionnaires and where relevant the National Student
Survey (NSS);
staff/student liaison arrangements at course/programme level;
support for Student Representatives;
student representation on Institution-Led Subject Review Panels and Validations;
student representation on key University committees.

A single Staff/ Student Liaison Committee exists for all computing courses including postgraduate
courses. The Committee comprises the Head of School, Course Leaders, teaching staff and class
Master of Science [MSc] Information Technology 7
 COURSE SPECIFICATION: Student Learning Experience

courses. The Committee comprises the Head of School, Course Leaders, teaching staff and class
representatives from each course intake and meets at least once per semester to exchange
information and discuss issues.

The course team also runs a series of informal focus groups in order to gather both positive and
negative comments on the course. Where problems are highlighted, these are discussed fully and
potential solutions are considered. In addition, the students have an opportunity to discuss with
their Course and/or Programme Leader any course or management issues during sessions in the
Computer Academic Support Centre, or by arranging an individual appointment. Class
representatives are also used by students to communicate issues or requests to the course team.

DATE OF PRODUCTION / REVISION

30 June 2022

NOTE
This document constitutes one of two course documents that should be read together:
Course Specification: Core Award Data
Course Specification: Student Learning Experience
CONTACT DETAILS
Robert Gordon University
Garthdee House
Aberdeen
AB10 7QB
Scotland, UK
A Scottish Charity, Registration No. SC013781
Telephone: +44 (0)1224 262000
Web: http://www.rgu.ac.uk
In compiling this information the University has taken every care to be as accurate as possible,
though it must be read as subject to change at any time and without notice. The University
reserves the right to make variations to the contents or methods of delivery of courses, to
discontinue, merge or combine courses, and to introduce new courses.
Printed: 29 Jun 2023
Record Number: 0548
Version Number: 7

Master of Science [MSc] Information Technology 8