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Programme at a glance


In today’s competitive business world, IT plays a major role in exploiting commercial potential. Your graduate destination from this programme is likely to be at a management level within an IT department, developing IT systems and servicing the needs of a number of business departments. You may take up a career in IT system development, IT systems analysis and design or IT network management.

During the first year you will be introduced to business and computing concepts, tools and techniques, Year 2 covers the development of IT systems for business, analysis, design and development of web based solutions, networks and professional issues in computing.

In the final year, you will concentrate on the strategic role of IT, including critical problems in using IT and the use of IT for innovation and entrepreneurship. You will also undertake a major project that will allow you to simulate the application of IT in a business situation.

IT plays a major role in exploiting commercial potential within today’s competitive business world. This course will prepare you for IT department management where you could be responsible for developing IT systems as well as supporting a number of different departments. You could also pursue a career in IT system development, IT systems analysis and design or IT network management.

Admission requirements

All students must demonstrate that they have met the equivalent of IELTS 6 either through formal English language assessment or through success in prior study at “A” level or equivalent in English

Programme Outline

Year 1

Year 2

Year 3

In addition to the above, all students are also required to successfully complete four (4) General Studies modules as stipulated by the Malaysian Qualifications Agency, as well as fulfill credit requirements for Co-Curricular Activities

Teaching and Learning

The teaching, learning and assessment strategies explicitly address the award’s educational aims. The development of the learning outcomes of the modules was guided by the need to ensure that where a module is core to an award title the learning outcomes of the module are designed so that completion of the module learning outcomes (at threshold level) manifests the achievement of the relevant award learning outcomes (at threshold level). Educational development between levels respects the growth of the students along a continuum of increasing self-management of their learning, this can be observed in the final year project where students are encouraged to undertake an independent study which they feel will enhance their own career ambitions, facilitated by a project supervisor

Teaching Methods Include

Modules are normally presented through a mixture of lecture, tutorial and/or practical contact hours, these will vary depending upon the learning outcomes of the specific module, for example, more theoretical modules such as Information Systems Organisation and Management will have more lectures than tutorials. Thus it can be seen that the aim is to utilise whichever teaching and learning strategies are most appropriate to facilitate the development of the requisite knowledge, skills and abilities within the students. Each student is a partner in the learning experience, and is expected to take responsibility for his/her study. As a result the Faculty sees the role of lecturer as a learning facilitator. A resource based approach to facilitating student learning is enhanced by the availability of on-line learning facilities such as VLEs or websites. Students are encouraged to undertake independent learning to extend the material presented. The value of self-gained knowledge and understanding is emphasised, both as an essential skill/practice for life (lifelong learning) and as an expectation on computing professionals (continuing professional development). Students are given regular feedback throughout modules and are encouraged to reflect critically in order to understand their own strengths and weaknesses


The aim is to use the most appropriate assessment strategy for testing the achievement of the learning outcomes. Broadly, the learning outcomes consist of those that are more theoretical/conceptual and knowledge based and those that are more practical and skills oriented. Evidence of the achievement of the first type of learning outcome takes the form of verbalised description, explanation, discussion, critical evaluation, etc. (depending upon level of study) of some concept, theory, principle or technique/methodology. Assessment thus typically takes the form of an opportunity to verbalise the knowledge and understanding e.g. written reports, answers to exam questions, etc. Evidence of achievement of the second type of learning outcome normally takes the form of the expression of the skill concerned through the completion of some of the stages in the process of the solution of a given problem

Assessment thus typically takes the form of an opportunity to construct a (possibly partial) problem solution e.g. programming assignment, production of analysis and design documentation, etc. Module learning outcomes often require both types of learning outcome and thus adopt assessments that in general respect this division of learning with the most appropriate assessment strategy being used for testing the achievement of the relevant learning outcomes. Due consideration is given to student workload when defining assessments. Modules may have 100% examination, 100% in course assessment or a mixture of the different assessment types appropriately weighted. In course assessment might include class tests, reflective portfolios, presentations and/or written or practical assignments. All modules within the Scheme conform to the Faculty policy. Overall, the assessment strategies of the awards contain a mixture of different types of assessment method, as appropriate to assessing the module learning outcomes

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