Establishing Modern Master-level Studies in Information Systems. WP Pilot teaching MSc

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1 Establishing Modern Master-level Studies in Information Systems WP Pilot teaching MSc Piloting Report of the MASTIS course Enterprise Architecture Management (EAM) KSU 1. Please provide shot description The MASTIS course Enterprise Architecture Management (EAM) was prepared in problem based learning. This format was based on modernized curriculum, real business cases and combination of the lectures, lab works, and team working. 1

2 All participant were divided into 4 groups which received the task to describe, develop and adapt real business process to market environmental using both economic knowledge and IT tools. The process of enterprise architecture management was built on Zachman Framework, ArchiMate Modelling and Bizagi Modeler. Each team solved the following real-life tasks: 1. To describe real life problem of existing enterprise (case study) using IT tools and Zachman Framework. 2. To create hierarchy of firm s division, channel of communications and connections between them using ArchiMate Modelling. 3. To use UML to describe sequences and interdependence between internal and external environment of enterprise. 4. To develop business process for different scenario of affordable parameters of internal and external variables of described firms using Bizagi Modeler. 5. To estimate efficiency indexes for different architecture structures of enterprise based on experimental results. 6. Data analysis of experimental result using experimental results or data base of real enterprises in RStudio. 7. To compare pro and contra of different architecture model using SWOT analysis to estimate effectiveness of developed models of team members for its implementation. 8. To develop problem based learning reporting documentation and implementation of most effective enterprises architecture. Each students team took responsibility for analysing of enterprise architecture requirements, designing a archimate model, UML model, business model, data analysis and discussion within the team using real life case study, presenting the finished enterprise architecture strategy the customer for different parameters of internal and external environmental. Despite the fact that the most of students did not have practical experience in real life problem based learning and lack of time, each team has shown great results both in the creation of enterprise architecture system and in adaptation of these systems to change of market environmental. 2

3 24 students passed this course using materials developed by ERASMUS+ MASTIS consortium and by teachers of Kherson State University. 2. How were the courses delivered? Who led the Piloting of the course Who were the lecturers who delivered the course Vitaliy Kobets (KSU) Natalia Osipova (KSU) Vitaliy Kobets (KSU) Natalia Osipova (KSU) What was the Piloting period 02/02/ /05/2018 How many students were enrolled and who were they 24 Master students of MBA Software Engineering and MBA Computer Sciences and Information Technologies (1st year students) 3. Please provide a table which containing the names of the students who were involved in the piloting of the IDP courses # Name Result of evaluation 1. Kasparov Aram B 2. Baranovsky Anton B 3. Bakhmach Anna B 4. Mazur Anastasia A 5. Ivanov Alexei A 6. Zubry Nikita B 7. Zaporozhchenko Artem B 8. Nakonechny Alexander B 9. Melnyk Denis C 10. Heinz Georgy B 11. Matveev Vladislav C 12. Galutsky Ruslan A 13. Korotaev A 14. Mykolyuk Igor B 15. Savchenko Evgen C 16. Avlasenko Leonid D 3

4 17. Bazanova Tetiana A 18. Drozd Dmytro C 19. Karanda Anastasia C 20. Kutsevol Anastasia B 21. Lubchuk Andrey C 22. Manuylenko Aleksand A 23. Martynets Vladislav C 24. Snigoviy Alexander B 4. What were the E-learning materials used? - Provide links to the Platform used to pilot the IDP courses Figure 1 - E-learning Materials for Module Objectives and principles of EAM (in the Frame of Course Enterprise Architecture Management ) 4.1. Please explain very briefly how these were made available to students 4

5 The course was posted at the e-learning portal of Kherson State University KSUONLINE ( This portal is available for all KSU students (to get access students use their personal logins and passwords). 5. How was delivery organised? Level of course unit Number of ECTS credits allocated What kind of the training methods and activities were used Masters level Credit weighting: 5 ECTS Lecture hours: 18 Workshop hours: 20 Independent study hours: 110 Examination (final test): 2 Total Student Effort: 150 hours A set of techniques were used within training which includes lab works, case study, presentations of pro and contra within a team, problem based learning, individual tasks, inviting of expert in the field of real life business case, experimental modelling for real data initial conditions. These training methods aimed to develop both general and specific subject competences 5.1. Course content List of the main topics of the course. Topic 1. Objectives and principles of EAM 1.1 The need for enterprise architecture management (EAM) Background: The turbulent and complex business environment. The idea of enterprise architecture management 1.2 Enterprise architecture management History of enterprise architecture management. A working definition of enterprise architecture. Enterprise architecture models and their layers. Managing the enterprise architecture. 1.3 Objectives and methodology 5

6 Qualitative research. Cases analysis Practical component: Using Zachman Framework to describe real life problem of existing enterprise (case study) using routines of business process. Topic 2. An EAM stakeholders 2.1 Key blocks of successful EAM The EAM agenda for the chief executive officer. EAM governance and organization. Embedding EAM into strategic planning. Embedding EAM into the project life cycle. Embedding EAM into operations and monitoring. EA frameworks, modeling and tools. People, adoption and introduction of EAM. Practical component: Using ArchiMate Modelling to create hierarchy of firm s division, channel of communications and connections between them. Topic 3. The EAM agenda 3.1 EAM motivations and objectives Integration and alignment. 3.2 The architecture impact Balancing standards and versatility. Embedding the strategic and business imperatives. Practical component: Create sequences and interdependence between internal and external environment of enterprise using UML. Topic 4. EAM governance and organization 4.1 Challenges and current state assessment of existing EAM activities and assets 4.2 The EA governance model 6

7 Governance bodies, roles, responsibilities and decision rights. Enterprise architecture council (EAC). Architecture review board (ARB). Architecture forum. Decision processes and rights. Decision protocols. Exception or escalation process. Guidelines, standards and reference architectures. 4.3 EAM organization models Centralized organization model. Decentralized organization model. Centers of excellence model. Hybrid or federated model. Architecture archetypes. Practical component: Analysis and discussion of acceptable types of enterprise architecture management using SWOT analysis Topic 5. Embedding EAM into strategic planning 5.1 Approaching EAM from a strategic perspective EAM s role in guiding organizational development. Anchoring EAM in the strategy cycle. 5.2 Leveraging EAM for strategic planning Analyzing the situation: Achieving transparency concerning the as-is state. Elaborating on strategic options through EAM. Strategic business and IT options. Strategic architecture initiatives. Developing the architecture vision. Roadmapping: Migrating from the current to the target architecture. Assessing and prioritizing the project portfolio through EAM. Evaluating architecture development: Steering strategy implementation. 5.3 Management implications EAM practices in strategy processes. Checklist of strategic EAM integration 7

8 Practical component: Development of business structure for different scenario of affordable parameters of internal and external variables of described enterprise using Bizagi Modeler. Topic 6. Embedding EAM into the project life cycle 6.1 The relevance of embedding EAM in the project life cycle Bridging the gap between the right strategies and better results. How the project life cycle fits into the overall planning and control cycle 6.2 Project set-up: Preparing EA-compliant project execution Definition of approval gates. Provision of EA-relevant information. EAspecific project staffing. 6.3 Solution design and implementation. The nature of architectural work in projects. EA reviews. Escalation handling. EA implementation progress reporting 6.4 Piloting and roll-out: implementation EA documentation. Updating the EA information. Practical component: Using experimental results to estimate efficiency of strategies for different architecture structures of enterprise based on generation of different behaviour scenario. Topic 7. Embedding EAM into operation and monitoring 7.1 How to run the EA: The challenges in daily business Stable EA target state. The operational control cycle and how it differs from strategic planning and the project life cycle. 7.2 Managing operational changes Why even small changes are relevant in EAM. Managing operational changes to the enterprise architecture. Collect changes. Assess changes. Implement change 8

9 7.3 Monitoring the EA Practical examples. EA quality and impact: Measuring the application landscape s effectiveness. EA status: Measuring EA complexity by means of the point costing concept. EAM adoption: Monitoring architecture documentation. 7.4 Using EA documentation Using EA documentation in business continuity and risk management. Using EA documentation in compliance management. Practical component: Using experimental results to estimate efficiency indexes for different architecture structures of enterprise based on experimental results through RStudio. Topic 8. EA frameworks, modeling and tools 8.1 Frameworks, modeling, and tools. How they are intertwined. Main facts about EA frameworks. A brief history of EA framework development. Framework usage of study participants. How to find the right EA framework. Notes on EA modeling 8.2 EA tools: How to find adequate software support Important qualities of an EA tool. EA tool market and trends. How to find the right EA tool. Relevance of frameworks for EAM. EA modeling best practices. Typical pitfalls of EA tool selection and implementation. Success criteria for EA tool selection Practical component: Estimation of enterprise s architecture reliability to changes of initial conditions in Bizagi Modeler using data analysis of experimental result in RStudio. Topic 9. People, adoption and introduction of EAM 9.1 The relevance of the human dimension of EAM 9

10 How EAM practices can produce resistance. 9.2 A methodological perspective of stakeholders cooperation A psychological perspective on EAM adoption. The usefulness of the psychological lens. What are the reasons for applying EAM practices? Benefits make EAM useful to people. Incentives Reward people who apply EAM. Information Convince people that EAM is great. Demonstrate authority through management commitment. Provide all the support that is needed to apply EAM. 9.3 Introduction of EAM process perspective Step 1: Identify a project sponsor and define EAM targets. Step 2: As-is analysis. Step 3: Stakeholder analysis. Step 4: Set up an organizational anchoring of the EAM team. Step 5: Defining architecture principles and standards. Step 6: Defining the EAM scope. Step 7: Design and implement EAM practices and services. Step 8: Change management. Step 9: Piloting and evaluation. Step 10: Roll-out and continuous improvement Practical component: Using SWOT analysis to compare pro and contra of different architecture model to estimate effectiveness of developed EA-models of team members for its implementation. Topic 10. EAM 2020 the future of the discipline 10.1 The shaping factors 10.2 The future of the EAM discipline Practical component: Using machine learning to predict future development of enterprise architecture model. 6. Online support offered by teachers during piloting 10

11 During the piloting of the course Enterprise Architecture Management, particular attention was paid to the interactive communication of the teacher and students in e-learning portal KSU, which is realized by creating a chat and forum for convenient and fast exchange of messages between users. In addition, the teacher has the opportunity to monitor the work of students, not only offering assignments and tests, but also determining the deadline for the assignment, the possibility of repeated access for correcting errors. The forum module of e-learning portal KSU allows participants to communicate in asynchronous mode. There are several types of forums, such as a standard forum where everyone can start a new discussion at any time; A forum where each student can start one discussion, or a "Question-Answer" forum where students must first respond to messages, and then they will be able to see the answers of other students. The teacher can allow attaching files to a message on the forum. Attached images are displayed in a forum message. The forum activity allows students and teachers to exchange ideas by posting comments. Files such as images and media maybe included in forum posts. The teacher can choose to rate forum posts and it is also possible to give students permission to rate each others' posts. Figure 2 - News Forum 11

12 1. Discussions & questions forum. It was used for encouraging discussion of cases analysis. Figure 3 Discussions & Questions Forum The chat activity module allows participants of e-learning course to have synchronous written communication in real time. This was a useful way to get a different understanding of each other and the topic being discussed. Chat can be a one-time event or can be repeated at the same time every day or weekly. Chat sessions are stored and may be available for viewing by all users during piloting period. 12

13 Figure 4 The Chat Activity Module The task activity module of online course allows teachers to add communication tasks, collect student assignments, evaluate them and provide feedback. Students can send any digital content (files) such as Word documents, spreadsheets, images, audio or video files. 13

14 Figure 5 The Task Module The module of test allows the teacher to create tests that consist of various types: Multiple choice, True / False, Match, Short Answer, Numeric. You can create a test with multiple attempts, with mixed questions or random questions, to choose questions from the bank. Time limit can be set. Each attempt is evaluated automatically. 7. Evaluation of student knowledge and competences An assessment regime allows students to develop skills and knowledge and apply them through a whole coursework assessment. All learning outcomes and students grades are assessed in relation to different industries in both individual and team work. The assessment checks class participation, lab works and project throughout the entire course and final project. 1. Class participation (at least 3 case studies and their presentations) 30% 14

15 2. Lab works (at least 4 lab works) 30% 3. Project (team work) 40% (final project report (10 15 pages) with presentation) Students results: ECTS Percentage A 25,0% B 41,7% C 28,2% D 4,1% E - 8. Students evaluation of the Piloting of the courses The results of the anonymous questionnaire showed that the most of students put the highest evaluation of the training. They were satisfied with training content, learning materials, teaching methods, atmosphere. Participants mentioned that knowledge and skills, which were obtained within training will be used in further professional life. An example of the questionnaire is given below: Students evaluation on teaching contents, methods and tools Course Enterprise Architecture Management (EAM) Kherson State University Evaluation of the quality: A - high; B - adequate; C - average; D - low 1 Usefulness of studying materials 2 Educational value of assignments To what extent? A B C D 15

16 3 Contribution to your knowledge in the subject area 4 Overall rating of the course 5 Knowledge of the subject 6 Methods of evaluating student performance 7 Success in communicating or explaining subject matter 8 Preparation for classes 9 Willingness to help students outside the class 10 Clarity of assignments 11 Administration of class 12 Case studies on each class theme 13 Proposed readings 14 Working in group 15 Presentation of criteria adopted for evaluating workgroup 16 Overall rating of instructor Very positive aspects of the course Relevant and usefull course. Negative aspects (if any) of the course Connections with other courses o Possible useful integrations with other courses (please specify course and topics): 16

17 o Overlaps or useless duplications (if any) with other courses (please specify course and topics): Do you have any specific suggestion to improve contents, teaching method and organization of the course? The course is compiled very well and does not require any additions, in my opinion/ Any other observation or suggestion (feel free )? Thank you for your collaboration! 9. Lessons learned from Piloting In order to improve the content, structure and software of the MASTIS courses we should take into consideration the following recommendations and suggestions: 1. To revise content and curriculum of our course extracting expert opinion through reengineering approach in each topic. 2. To enhance of cloud-based learning and data science tools for projects preparation, team-work, presentation and discussion of result. 3. To use augmented material with knowledge graphs, SlideWiki Open Education Platform to build strong logic of lectures. 4. To develop extensible symbiotic university-enterprise cooperation in finance, economic and IT industry. 5. To form dashboard for business process indicators analysis using IT technologies. Based on a students' feedback and informal assessment by the trainers, we present the following recommendations: 1. To form competences of students in course Enterprise Architecture Management using real life cases, expert opinion of final result and their formalization via IT toolkit. 17

18 2. To use formal economic and finance criteria to prove effectiveness of different Enterprise Architecture Models for same cases. 3. To teach all non-core and supporting subjects in English to improve working experiences with foreign colleagues in project management. 18

19 Appendices Photos of course piloting 19

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