Full document describing all aspects of the curriculum, release 2 (pdf)

Joint MSc curriculum in software engineeringEuropean Union TEMPUS Project CD_JEP-18035-2003Curriculumspecification- 2 nd release -Version: May 25, 2006Contents1. Declaration of the project consortium2. Goals of the Joint curriculum in software engineering3. Structure of the curriculum4. Module lists5. Principles for implementing the curriculum6. Quality assurance and control7. Module templates- Glossary- Version historyConsortium members of the European union (EU) Tempus project:Humboldt University, Berlin (Prof. Klaus Bothe, Grantholder)University of Novi Sad (Prof. Zoran Budimac, Co-ordinator)Deusto University, Bilbao (Prof. Rebeca Cortazar)De Montfort University, Leicester (Prof. Hussein Zedan)University of Belgrade (Prof. Dragan Bojić)University of Niš (Prof. Milena Stanković)University ‘Sts. Cyril and Methodius’, Skopje (Prof. Katerina Zdravkova)Individual Experts:Prof. Ioan Jurca (Timisoara, Romania)Prof. Stanimir Stoyanov (Plovdiv, Bulgaria)http://perun.im.ns.ac.yu/msc-se/ 1

1. DeclarationThe project consortium recognizes difficulties in developing a curriculum forthe joint master studies in ‘Software Engineering’ for changing anddifferent environments for four universities in two different countries inSerbia and Macedonia.Therefore we are not defining a fixed curriculum, but rather a curriculumtemplate that can be implemented in several different ways by theparticipating institutions. All of the implemented curricula share:• goals, structure, and the module list of the curriculum,• principles for implementing (adopting) the curriculum,• quality assurance and control mechanism,• pool of implemented modules (study packs) fully developedaccording to:o module templates ando principles for the development of modules.All mentioned items are described in this document.This document will be accompanied by further curriculum documents:curriculum handbook, detailed module template handbook, staff handbook,and student’s handbook. The information that will be contained in thesedocuments will not be the subject of this document (i.e., assessments,grading, detailed rules for the final project, etc…).http://perun.im.ns.ac.yu/msc-se/ 2

2. Goals of the Joint MSc curriculum in softwareengineeringMissionThe MSc curriculum in software engineering is committed to excellence inEuropean-wide software education and training of engineers to deliver highquality and trustworthy software systems that meet the local industrialneeds.General competencies of a successful MSc graduate of the jointcurriculum• Ability to work in an interdisciplinary team• Capacity for analysis and synthesis• Capacity for applying knowledge in practice• Capacity for generating new ideas (creativity)• Capacity to learn• Critical and self-critical abilities• Decision-making• Knowledge of a second language• Research skillsSpecific learning outcomes of a successful MSc graduate of thejoint curriculum• Show mastery and critical thinking of the software engineering (SE)knowledge and skills and professional issues necessary to beginpractice/research as a software engineer.• Work as individual or as part of a team to develop and deliver highquality software artefacts, being able to analyze its level of quality.• Identify, analyse, and reconcile conflicting project objectives, findingacceptable compromises within limitations of cost, time, knowledge,existing systems and organizations.• Analyze, design and document appropriate solutions in more thanone application domains using SE approaches that integrate ethical,social, legal and economic concerns• Demonstrate an understanding of and critically analyze and applycurrent theories, models and techniques that provide a basis forproblem identification and analysis, software design, development,implementation, verification and documentation.• Demonstrate an appreciation and understanding for the importanceof negotiation, effective work habits, leadership and goodcommunication with stakeholders in a typical software environment.• Learn new theories, models, techniques and technologies as theyemerge and appreciate the necessity of such continuing professionaldevelopment.http://perun.im.ns.ac.yu/msc-se/ 3

3. Structure of the curriculum• The value of master studies will be 90 European credit transfersystem (ECTS) credits.• The studies will be organized into three semesters.• One academic year consists of two semesters and is lasting for 30weeks (1 semester = 15 weeks).• The first two semesters will consist of lectures, while the third onewill be devoted to the final project/thesis.• Induction layer: a couple of introductory modules will be offeredbefore the 1 st semester for students without enough pre-knowledge• First semester: core modules (30 ECTS)• Second semester: optional modules (30 ECTS)• Third semester: final project (30 ECTS)• 1 ECTS credit is worth 20 hours of total student's workload.• There are 21 - 24 contact hours per week.http://perun.im.ns.ac.yu/msc-se/ 4

4. Module listList of induction layer modules Introduction to software engineering (SE-IN-01) Principles of programming, coding and testing (SE-IN-02) Project management (SE-IN-03) System modelling and design (SE-IN-04)Core modules1. Research methods (part 1) (SE-C-01)2. Requirements engineering (SE-C-02)3. Architecture, design, and patterns (SE-C-03)4. Software testing (SE-C-04)5. System integration (SE-C-05)6. Information system development process (SE-C-06)Optional modules1. Software evolution (SE-O-01)2. Component-based development (SE-O-02)3. Formal methods engineering (SE-O-03)4. Software engineering for critical systems (SE-O-04)5. Privacy, ethics, and social responsibilities (SE-O-05)6. Applied system thinking (SE-O-06)7. Business modelling (SE-O-07)8. E-business (SE-O-08)9. Business process re-engineering (SE-O-09)10. Service quality management (SE-O-10)11. Software engineering for database systems (SE-O-11)12. Advanced topics in software engineering (SE-O-12)Final project Detailed project descriptions are made available to students at thebeginning of the curriculum but they start working on it in 3 rd semester. At the beginning of semester a condensed module on selected topics inproject management is delivered to students. Some suggested projects are:• Electronic patient records• Electronic purse• Flight control systems• E-voting systemhttp://perun.im.ns.ac.yu/msc-se/ 5

5. Principles for implementing the curriculum1. Number of modules. All modules are one-semester long and equallyweighted. The total number of modules will be eight. However, dueto different traditions and backgrounds some universities may chooseten modules. In such a case we insist that at least eight of those tenmodules must be chosen from the list given below.2. Module weight. The weight of each module is 7.5 ECTS credits incase of four and six ECTS credits in case of five modules persemester. In the former case additional homeworks must be given tostudents in order to reach the value of 7.5 ECTS credits per everymodule.3. Contact hours. The number of contact hours per module is four perweek.4. Induction layer. Modules in this layer can be chosen from thosedescribed below. However if an institution does have equivalent (withrespect to learning outcomes) modules then it is free to use them.5. Core modules. Every institution is obliged to choose four modulesfrom the list of core modules. The institution can change its decisionevery year and have to direct students to the core modules of otherinstitutions belonging to the joint MSc studies in softwareengineering.For those institutions that decided to choose five modules persemester, four of those five must be from the core.6. Optional modules.6.1 In the 2 nd semester, students can choose four modules fromthe rest of core modules and/or optional modules, provided tohim or her by any institution belonging to the joint MScstudies in software engineering.6.2 Institutions do not have to offer all available optional modulesevery year.6.3 Institutions can include new module(s) into the set of optionalmodules, providing that they pass through the same qualityprocedures as the originally existing modules. The consortiumof institutions implementing the joint studies should agree onthe aims and learning outcomes of new modules.7. The choice of tools. Each institution implementing the curriculum willselect appropriate technologies and products to be used forimplementation and exemplification purposes, according tosuggestions given in module templates.8. Changes. If some of the institutions wishes to suggest changes itshould address the project consortium for a final decision during theduration of the project. Otherwise, the consortium will make the finaldecision.http://perun.im.ns.ac.yu/msc-se/ 6

6. Quality assurance and controlQuality assurance and control are extremely vital for the success of anyeducational and training curriculum. To this end we have established aseries of protocols that ensure the attainment of the highest level of qualityto the proposed MSc Curriculum. These protocols address five basiccomponents: curriculum validation, module development, moduleassessment, students’ selection and quality team.1. Curriculum Validation1.1 Validation is the process by which an academic institution establishesthat a new curriculum is• academically viable,• that academic standards have been appropriately defined and• that the students have the best opportunity to learn.1.2 A validation event should be organised in which a validation panel ofacademic peers scrutinise the proposed curriculum.1.3 A panel must have external members (academics and/orindustrialists).1.4 The panel reads the curriculum documentation before the event. Thedocumentation consists of Curriculum handbook (describing the wholecurriculum dealing with rationale, curriculum, costing and resourceissues, etc.), Detailed module templates handbook (requirementsspecification of all modules in the curriculum), Staff handbook(contains all CVs of teaching staff) and Student handbook (containseverything that students need to know, from the course regulation,modules, staff, libraries, etc.).1.5 Holding a face-to-face validation puts the curriculum team to the testand ensures they can justify their proposal.2. Module DevelopmentEvery fully developed module is described by the study pack that containsthe following:• detailed module template that refines and details the moduletemplate and also contains a) requirements for the lecturer (jobdescription) for every module and b) precise rules for examinationand the course work;• supporting literature for lecturers;• presentation material preferably slides in PPT format;• lecture notes, separate or attached to slides (preferably the latter),explaining the way in which slide contents can be delivered tostudents;• material for theoretical exercises (assignments, rules, solutions…);http://perun.im.ns.ac.yu/msc-se/ 7

• material for practical exercises (assignments, rules, solutions,tools…);• supporting literature for students (the reference list and/or actualreading material).2.1 The MSc curriculum will establish a number of technical editors(TEs), who are expert in particular subject(s) in the field. Each TE isresponsible for the technical direction and evolution of the module(s)in his/her subject area.2.2 The requirement specification of a module is clearly documented inwhat is known as module template. The development of a modulemust follow and satisfy its template.2.3 Any changes in the module must be approved by the TE in chargeand be reflected in the template itself.2.4 Modules go through minor and major revisions on an annual basis.2.5 Prior to its first delivery, a module goes through two releases: draftandfinal- releases. In the former, a dry-run is given to a selectedaudience (members of the teaching staff) and their feedback is takeninto account in the second release.2.6 Modules have module feedback form where students are asked tofill at the end of each module delivery. These are collated, analysedand reported to the module TE.2.7 Every module must be evaluated by the teaching team at the end ofeach delivery. The evaluation should take into considerationachievement rates, student views, external examiners comments andthe observation of the teaching team. Module evaluation should leadto action for enhancement where problems are identified.2.8 A module is retired if its objectives do not fit the purpose it wasoriginally believed.3. Module Assessment3.1 Three modes of assessment exist: unseen paper, course-work, andmixture of unseen paper and course-work. The choice depends onthe nature of the module.3.2 An internal process should exist to ensure the quality (with respect tolearning outcomes) of the assessed work. Such process should havean internal moderator who checks (and sign-off) the unseen paperand/or the course-work.3.3 An external examiner (EE) is appointed to ensure that the qualityof the assessed work is of a national and Joint studies standards. TheEE should be an experienced academic or industrialist.4. Students’ Selection4.1 Being an advanced master in software engineering, the recommendedtarget intake group is as follows:http://perun.im.ns.ac.yu/msc-se/ 8

• current practitioners with adequate relevant experience;• new graduates of computer science or software engineering;• Computer scientists or software engineers who require retraining orundertake career development;• students wishing to embark on a research curriculum, at a PhD level,in software engineeringThere are no restrictions regarding the average grade mark in previouseducation unless stated otherwise in national laws or universityregulations.4.2 We should note that new graduates of subjects such as mathematics,engineering and physics may also be considered as we have aninduction provision in the curriculum which intends to provide adequatebackground knowledge in software engineering to allow them to followthe rest of the curriculum.4.3 As the general guidelines for those who wish to attend the Joint MSccurriculum, we provide the following competencies that are expectedfrom every student. These guidelines can be also used by theinstitution to decide whether or not an induction is necessary.• fundamental knowledge in basic fields of mathematics;• ability of logical thinking, formulation of prerequisites, and derivingconclusions in a formal or formalized way;• ability to understand and formulate problem, and its modelling toenable its analysis and solving;• programming skills in at least procedural and object-orientedprogramming paradigm;• understanding of all phases in the software development cycle:requirements, analysis, design, implementation, testing,maintenance;• practical skills in using of programming environments, databasemanagement systems (DBMS), and computer-aided softwareengineering (CASE) tools;• understanding of current trends in the development of informatics• ability to adapt to new circumstances, i.e., ability to learn newmodels, techniques and technologies as they emerge and appreciatethe necessity of such continuing professional development;• appreciation of basic ethical and social responsibilities of informationtechnology (IT).5. The quality teamWe recognize the following roles and their duties in the process of thedeveloping and delivering study packs.http://perun.im.ns.ac.yu/msc-se/ 9

Roles and duties in the quality assurance of study packshttp://perun.im.ns.ac.yu/msc-se/ 10

7. Module Templateshttp://perun.im.ns.ac.yu/msc-se/ 11

INTRODUCTION TO SOFTWARE ENGINEERING (SE-IN-01)AIMS:This module gives the student foundational knowledge and concepts in software engineering. Itaims to be both a light touch introduction (essential for those who have no knowledge of thesubject) and a refresher for those who need to refresh their knowledge on the topics.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• to select an appropriate software development life cycle model;• understand the importance of and apply appropriate requirements, analysis, design, build andtesting methodologies;• discuss project-wide processes, including quality assurance, configuration management,project planning and risk management;• identify essential deployment activities;• address maintenance issues during initial project development as well as during themaintenance phase;• compare structured and object-oriented techniques;• discuss best software engineering practices and common pitfalls that cause many projects tofail;• discuss techniques that will aid an organisation in achieving ISO (International Organisation forStandardisation) or SEI CMM (Software Engineering Institute Capability Maturity Model) goals;• assess the value of various tools for CASE (Computer-Aided Software Engineering).SYLLABUS CONTENT:• Software: art or science?• Software life cycles• Capturing and managing requirements• Analysis, design and implementation• Testing, deployment and maintenance• Building in quality• Project planning and management• CASE tools• Making it happenhttp://perun.im.ns.ac.yu/msc-se/ 12

PRINCIPLES OF PROGRAMMING, CODING AND TESTING (SE-IN-02)AIMS:This module distinguishes between programming (as a principle activity, recursion, conditional,modularisation,) and coding (a practical activity realising the programming principles). Thismodule introduces two complementary topics: (1) traditional, imperative programming; and (2) theimplementation of standard linear data structures and the algorithms that manipulate them. Keyaspects of an imperative programming language are covered, including major library functionsand basic design and testing techniques. The module will be particularly suited to anyone whoneeds to understand how a computer can be controlled using software designed for a traditionalVon-Neumann architecture. It is an introductory course in computer programming.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• develop, using a text editor, compiler and linker, small-scale imperative programs involvingthe core language; select and use standard library functions; and modify pre-codedalgorithms;• design a suitable test strategy for a computer program and apply standard debuggingtechniques to identify and correct semantic errors;• design and write software that creates and maintains linear data structures along withalgorithms for searching and sorting data;• describe the performance characteristics of standard searching and sorting techniquesSYLLABUS CONTENT:• The core of procedural language: statements, types, operators, expressions, sequence,selection, iteration, arrays and strings.• Small program construction: functions, records, pointers, variable scope and lifetime,libraries, separate compilation and linking.• Linear data structures and algorithms: Linked and contiguous storage, linear structures,ordered and unordered lists, searching and sorting.• Software testing: unit, integration, system, acceptance, regression…http://perun.im.ns.ac.yu/msc-se/ 13

PROJECT MANAGEMENT (SE-IN-03)AIMS:To provide basic project management skills with a strong emphasis on issues and problemsassociated with delivering successful IT projects. The module is designed to provide anunderstanding of the particular issues encountered in handling IT projects and to offer studentsmethods, techniques and 'hands-on' experience in dealing with them. Upon completion of thismodule students will be able to undertake and be aware of aspects of project management.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• understand and practice the process of project management and its application in deliveringsuccessful IT projects;• evaluate a project to develop the scope of work, provide accurate cost estimates and to planthe various activities;• understand and use risk management analysis techniques that identify the factors that put aproject at risk and to quantify the likely effect of risk on project timescales;• identify the resources required for a project and to produce a work plan and resourceschedule;• monitor the progress of a project and to assess the risk of slippage, revising targets orcounteract drift;• distinguish between the different types of project and follow the stages needed to negotiatean appropriate contract.SYLLABUS CONTENT:• Introduction to IT project management: distinguishing between software & other types ofdevelopment projects; defining the scope of software project management; structuredapproach to project planning.• Carrying out a project evaluation against strategic, technical and economic criteria: using avariety of cost-benefit evaluation techniques; evaluating risks involved and selectingappropriate strategies for minimising potential costs; selecting an appropriate processmodel, reducing risks by implementing the projects incrementally.• Estimating project costs by bottom up approach: understanding the range of estimatingmethods that can be used to understand the COCOMO (COnstructive COst MOdel)parametric model used to develop effort methods; producing an activity plan for a projectusing a tool (e.g. MS Project); creating a critical path and a precedence network for aproject; identifying the factors that put a project at risk.• Identify the resources required for a project and producing a plan and work schedule:monitoring the progress of a project and assessing the risk of slippage; revising targets tocorrect or counteract drift; controlling changes to projects requirements; understanding theadvantages and disadvantages of using goods and services brought in from externalorganisations; distinguishing between the different types of contract: following the stagesneeded to negotiate an appropriate contract; evaluating proposal.• Identifying some of the factors that influence people's behaviour in a project environment:increasing staff motivation and improving group working; an appreciation of the various teamstructures; understanding the importance of software quality standards to ensure meetingthe project requirements.http://perun.im.ns.ac.yu/msc-se/ 14

SYSTEM MODELLING AND DESIGN (SE-IN-04)AIMS:This module provides the student with practical experience of the issues involved with softwaredevelopment. Specifically, the student will work as part of team developing software from a suppliedspecification and design document. The development will take place on an industrial-strengthplatform (e.g. .NET).The basic concepts of the object-oriented (OO) paradigm and the rapid applicationdevelopment (RAD) approach are introduced and an overview of the means by which systemsrequirements can be captured and modelled is given. The elaboration of analysis models into designmodels is covered, taking into consideration both object and systems design issues. The way inwhich test cases are used to ensure quality software production is also examined. Throughout,models are developed using the Unified modelling language (UML) which has become an industrystandard for OO modelling.The use of design patterns is introduced; a range of which are applied to the specification ofOO design models. An overview of the role of methodologies in specification is given, with anintroduction to a contemporary systems development methodology (e.g. USDP - Unified SoftwareDevelopment Process) as a framework for undertaking analysis and design activities.The module will encourage the use of software tools whenever possible in areas such as:collaborative working, product testing, version and documentation control. The student will gainexperience of software development, software testing and adaptive maintenance while gainingfamiliarity with a modern development framework. Throughout the module the student will beencouraged to reflect upon the experience gained and keep to maintain a personal set of notesLEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• map a specification and design into code;• explain the main issues involved with collaborative software development, testing andmaintenance;• explain the object-oriented paradigm and identify the significant issues that are addressed whendeveloping object-oriented systems specification models;• construct a set of system specification models using an appropriate range of object modellingtechniques that represent different perspectives of a particular systems development (e.g. buildUML models and describe them by use cases, class diagrams, activity diagrams, interactiondiagrams, state charts and package diagrams);• use a CASE tool to build and document analysis and design models in a consistent manner;• describe how analysis and design activities are organized within a leading systems developmentmethodology (e.g. Unified Software Development Process) and discuss the contribution of themethodology in the production of quality software systems;• describe the features of a modern software development framework that support access control;multi-language programming; version control and release.SYLLABUS CONTENT:• The .NET environment: structure; facilities; navigation; services.• The basic concepts of the object-oriented (OO) paradigm and RAD approach to systemsdevelopment.• Recap traditional fact-finding approaches for systems requirements capture.• An overview of the use of RAD techniques such as JAD (Joint Application Development), usecase and task-scripting.• An overview of techniques used for the analysis and modelling of logical requirements,expressed as UML models.• Systems analysis vs. systems design: moving from an analysis set of documents to a designmodel.• Introduction to systems design issues: object design (assigning responsibilities, CRC (Class-Responsibility-Collaboration) cards, visibility and designing associations, specifying constraintsand integrity); facilitating reuse (coupling and cohesion); systems design concepts; identifyingdesign goals; software architecture (layering and partitioning, packaging subsystems,deployment); interface design (persistent data management strategies, identifying concurrencyand control).http://perun.im.ns.ac.yu/msc-se/ 15

RESEARCH METHODS (SE-C-01)AIMS:The module will introduce and develop the concepts, organisational structure and deliverables of aresearch project using qualitative and quantitative methods. To extend to a postgraduate level, thestudent's appreciation and understanding of how to organise, to plan and 'execute' a technicalresearch project.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• prepare, plan and monitor a research project using tools and skills needed for critical evaluationand analyses of project results;• formulate, plan and communicate a research project;• select and appreciate the appropriate search methods for collection of information;• demonstrate knowledge and experience on procedures and methods for structuring, gatheringand handling of information and data in a technological environment.SYLLABUS CONTENT:• Project approaches: project management, quality management.• Communication skills: presentation skills, literature search & patents, technical report writing.• Methods for research: problem analyses and problem solving techniques; methods for structuringa problem; qualitative methods for system/process analyses and performance assessment;quantitative methods for data gathering and data analyses; experiment design and collection ofdata, performance analyses, variance analyses, statistical quality control, statistical processcontrol; plagiarism and referencing; health and safety aspects of researchPREREQUISITES: NoneRECOMMENDED ASSESMENT: Courseworkhttp://perun.im.ns.ac.yu/msc-se/ 16

REQUIREMENTS ENGINEERING (SE-C-02)AIMS:Software requirement engineering is the science and discipline concerned with establishing anddocumenting software requirements. It consists of software requirement elicitation, analysis,specification, verification and management. On the other hand, system requirements engineering isthe science and discipline concerned with analysing and documenting system requirements. Itinvolves transforming an operational need into a system description, system performanceparameters and a system configuration. This is accomplished through an iterative process ofanalysis, design, trade-off studies and prototyping.This module is intended to provide the student with a comprehensive understanding, criticalevaluation of requirement engineering both software and system.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically evaluate baseline management models;• critically evaluate fundamentals of requirements engineering;• appreciate the essential issues of requirement engineering and architecture design;• perform requirements engineering, including elicitation, analysis, documentation and validation;• practically implement traceability issues in system requirement engineering;• critically evaluate the role of tools and methods in requirement engineering.SYLLABUS CONTENT:• The requirement environment.• Requirements characteristics.• System and system engineering.• Requirement allocation and/or relationship assignment.• Requirement versus design implementation.• Requirement quality.• Relationships among stakeholders, i.e., users, analysts, non-user customers, sponsors,managements…• The concept of operations: the bridging from operational requirement to technical specifications• Techniques for requirement elicitation.• Requirement engineering with a tool (e.g. ViewPoints) and use casesPREREQUISITES: NoneRECOMMENDED ASSESMENT: Courseworkhttp://perun.im.ns.ac.yu/msc-se/ 17

ARCHITECTURE, DESIGN, AND PATTERNS (SE-C-03)AIMS:Software architecture is an active area with growing interest by researchers and practitioners fromthe disciplines of software engineering and software design. In the strict sense, softwarearchitecture is “a description of the subsystems and components of a software system and therelationships between them.”The increasing volatility of requirements and need to respond in timely fashion to changestaking place in the business or application domain, requires software design to produce systemsthat can be extended and modified relatively easily. There is an increasing need in industry forsoftware to support evolution of requirements, the rapid addition of services, and a wide variety ofcustomer needs.A number of architecture modelling notations and tools as well as architectural styles havebeen proposed to provide the foundation for developing robust, scalable, and reliable software.Explicit focus on architecture in conjunction with emerging best practices in analysis and design hasshown great potential to improve the current state-of-the-art in software product development.The course addresses this issue as a central design goal, and introduces the student to avariety of modelling and design techniques that address this need in the context of object-orientedsoftware development. The course covers all aspects of designing software: from architecturalissues (styles, patterns, views) to design patterns that can be described as “a common solution to acommon problem in a given context” on a lower lever of abstraction.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• clearly appreciate the impact of abstraction, modelling, architecture, and patterns in thedevelopment of a software product;• critically discuss and explore key concepts in software architectures, designs, and patterns;• critically discuss and explore architectural and design alternatives and be able to generatereasonable alternatives for a problem, and choose among them;• to recognize the appropriate pattern for a problem and to create an appropriate one;• apply practical skills to generate and deploy software architectures and designs based ontraceable requirements.SYLLABUS CONTENT:• Theory of software architecture.• Analogy with architecture in general.• Elements of software architecture: architectural styles (ABAS – Attribute Based ArchitecturalStyle); architectural patterns (event-based, layered, pipes & filters …); architecturaldescription languages.• Interaction between various types of requirements and architecture.• Master plans vs. piecemeal growths.• Architecture analysis and evaluation: SAAM (Software Architecture Analysis Model), scenariobasedevaluation.• Architecture process and organization.• Model driven development.• From architecture to design.• Reusing architectures.• Design patterns.• Framework and tools.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 18

SOFTWARE TESTING (SE-C-04)AIMS:With the growing significance of computer systems within industry and wider society, techniquesthat assist in the production of reliable software are becoming increasingly important.The complexity of many computer systems requires the application of a battery of suchtechniques.Two of the most promising approaches are formal methods and software testing.Traditionally formal methods and software testing have been seen as rivals. Thus, they largelyfailed to inform one another and there was very little interaction between the two communities. Inrecent years, however, a new consensus has developed. Under this consensus, theseapproaches are seen as complementary. This has lead to work that explores ways in which theseapproaches complement.The use of a formal specification or model eliminates ambiguity and thus reduces thechance of errors being introduced during software development. Where a formal specificationexists, both the source code and the specification may be seen as formal objects that can beanalysed and manipulated. The use of a formal specification introduces the possibility of theformal and, potentially, automatic analysis of the relationship between the specification and thesource code. This is often assumed to take the form of a proof, but such a proof cannot guaranteeoperational correctness. For this reason, even where such a proof exists, it is important to applydynamic testing.Software testing is an important and, traditionally, extremely expensive part of thesoftware development process. Studies suggest that testing often forms in the order of fiftypercent of the total development cost. Where formal specifications and models exist, these maybe used as the basis for automating parts of the testing process. This may lead to more efficientand effective testing. It may thus transpire that the automation of parts of the software testingprocess is one of the most significant benefits of using a formal specification language. The linksbetween testing and formal methods do, however, go well beyond generating tests from a formalspecification.This module aims to introduce and critically analyse current techniques for softwaretesting, in particular the importance of formal methods towards this goal.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically evaluate the importance of software testing;• appreciate the need and usefulness of formal methods for the testing process;• develop an integrated approach for software testing and formal theories;• critically evaluate testing tools.SYLLABUS CONTENT:• Introduction to testing fundamentals.• Structural testing.• Functional testing.• Foundation for combining formal methods and testing.• Assertion based testing.• Model based formal methods.• Finite state machine based testing.• Testing from a process algebra.• Testing with UML's dynamic models.• Temporal logic, model checking and their role in testing.• Tools for automatic testing and continuous integration.• The management process of software testing.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 19

SYSTEM INTEGRATION (SE-C-05)AIMS:This module provides a comprehensive understanding of the technical issues involved indesigning and implementing modern distributed systems through integration. It also introducesdifferent concepts and approaches for system integration.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically evaluate the different integration possibilities;• appreciate the need and usefulness of different models and approaches for systemintegration;• critically evaluate, design and use object-based distributed systems such are CORBA(Common Object Request Broker Architecture), Web Services Model, EJB (Enterprise Javabeans), .NET Remoting…;• implement a simple distributed system that can communicate effectively with existing andnew architecture.SYLLABUS CONTENT:• Integration: overview.• Middleware-oriented integration by (e.g.) CORBA: architecture, interfaces and IDL(Interface Description Language), clients, servers, CORBA vs. RMI & RPC (RemoteMethod Invocation & Remote Procedure Call).• Introduction to XML (eXtensible Markup Language).• Web-Services integration: model, architectures, XML-based protocols, UDDI (UniversalDescription, Discovery and Integration), WSDL (Web Services Description Language),SOAP (Simple Object Access Protocol), SWS (Simple Web-Services), servicepublication, service retrieval, service activation.• Component-oriented Integration: model and architecture, transaction components(Transaction EJB).• Semantics-oriented integration: architectures, agent-oriented approach, intelligentservices, agent-service communication.• Using a platform (e.g., .NET) to develop and test the Web service servers and clients,transactional components, and multi-component projects.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 20

INFORMATION SYSTEM DEVELOPMENT PROCESS (SE-C-06)AIMS:This module covers two important aspects of information systems development (ISD): theselection and evaluation of methodologies and the management of the systems developmentprocess.A variety of ISD paradigms and methodologies will be considered, including ‘hard’approaches, both object-oriented and structured, ‘soft’ and participative approaches, and‘heavyweight’ and ‘agile’ methodologies. A framework will be developed to compare and evaluatemethodologies to help determine their applicability to particular development projects andenvironments. The way in which methodologies are used in practice will be considered.To successfully deliver a computer-based information system to a customer, whetherinternal or external, requires proper planning: an analysis of the project, its potential as aninvestment, the benefits and risk. The manager should be convinced that the project will succeed,is controllable, that resources will be forthcoming and should carry out planning (as detailed aspossible) before accepting the brief. The importance of being able to balance the key projectrequirements of timescale, budget, quality and delivered functionality makes the projectmanager’s role challenging and satisfying.The success of a project depends on more than just technical issues; commitment fromthe users, ‘ownership’ of the system, effective communications, clear identification of benefits andmanaging the delivery of these – these and other ‘softer’ issues are often the key factors indetermining success.Various project management approaches will be examined and critically evaluated in thecontext of the methodological approach (e.g. SSADM - Structured Systems Analysis and DesignMethodology, PRINCE - PRojects IN Controlled Environments, agile development).Staffing issues (e.g. recruitment, training, motivation, team-building, leadership style) have majorimplications for project success and will be placed in the context of ISD.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• discuss the merits and drawbacks of a variety of Information systems developmentmethodologies and the issues involved in their adoption;• justify the selection of a methodology appropriate for a given information systemsdevelopment project;• identify the major planning and staffing issues involved in information systems projectmanagement and recommend appropriate techniques and methods for a given project;• discuss the need for awareness and sensitivity in managing organisational relationships andthe importance of effective reporting structures and communication;• recommend appropriate ways in which the benefits of a system can be evaluated.SYLLABUS CONTENT:• Information systems development (ISD): a review of major concepts, lifecycles, definition of a‘methodology’, the factors influencing methodology use.• Frameworks for methodology evaluation.• Object-oriented methodologies, e.g. (Rational) Unified Process.• Structured methodologies, e.g. SSADM.• The development from ‘heavyweight’ to more ‘agile’ approaches, e.g. DSDM (DynamicSystems Development Method), XP (eXtreme Programming).• ‘Soft’ methodologies, e.g. soft systems methodology.• Participative approaches, e.g. DSDM, ETHICS (Effective Technical and HumanImplementation of Computer-based Systems).• Integrated approaches, e.g. Multiview.• Specialist applications and their methodology requirements, e.g. Web information systems.• Issues concerning the introduction of and use of methodologies.• Ethical aspects of ISD.http://perun.im.ns.ac.yu/msc-se/ 21

The emphasis throughout will be on the comparison and evaluation for specific contexts of themethodologies covered.• The nature of the project, its components, risks, success factors and associated politics.• Information Systems investment justifications: approaches to investment appraisal.• Identification and management of benefits; assessing the intangibles.• Organisation of systems development: reporting structures.• Project planning and control: work breakdown structures; estimation, budgeting, planningmethods (PRINCE 2).• Project administration: tracking and reviewing; configuration management and changecontrol.• Staff management, motivation, leadership.• Quality Management, standards and accreditation.• Managing software project risks.• Managing object-oriented projects (reuse): rapid application development (e.g., DSDM, XP)• Managing large-scale projects: implementation and post-implementation review.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 22

SOFTWARE EVOLUTION (SE-O-01)AIMS:With the advent of new architectures, the need to introduce new functionalities, the improvementin design techniques and/or changing in business objectives and process, there is a strong needto evolve existing software systems maintaining their continuity of use. Such evolution requiresvarious techniques for what is known as `re-engineer'.By re-engineering, we adopt the view of examining, understanding and altering a systemwith the intent of re-designing and implementing it in a new form. The process of re-engineering asystem requires therefore• the construction of a higher level abstraction of the system, a process known as reverseengineering; and• the development of a new system starting from its higher level of requirement specification(i.e. forward engineering).Recognising the functionality of an existing code is often seen as being the most difficult aspect ofthe process of re-engineering. To successfully re-engineer a system, we need to identify designdecisions, intended use and domain specific details.This module aims to introduce and critically analyze current techniques for softwareevolution and provides students with a practical experience using industry strength tool-set (suchas FermaT).LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically evaluate the current rationales for software evolution;• appreciate reengineering techniques for software migration and abstraction;• apply transformation rules to migrate time and business critical software;• develop an integrated approach for software evolution life cycles;• gain practical experiences on using industry-strength tools (such as FermaT).SYLLABUS CONTENT:• Rationales and taxonomies for software evolution.• Evolution within development life cycles.• Lehman's laws of evolution.• Managerial aspects of software evolution.• Program comprehension.• Refactoring.• Aspect oriented software evolution.• Wide spectrum language (WSL) and software transformation.• Transformation theory and their implementation.• Tools (e.g. FermaT) and software migration and abstraction.• Open source and their evolution.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 23

COMPONENT BASED DEVELOPMENT (SE-O-02)AIMS:The development of modern, distributed enterprise-wide computing systems is a complex activity.Issues of scale and distribution have added to the general pressures of the 'software crisis' - theinability of the software industry to match expectations created by the rapid evolution of computinghardware. One approach targeted at these problems is component based development (CBD).CBD has been the 'holy grail' of software engineering since the famous NATO (NorthAtlantic Treaty Organization) conference on software engineering coined the term in 1968.Technological development over the last decade has at last resulted in the emergence of acomponent market - but CBD also changes the nature of the software development process. Thismodule provides the historical background in order to understand the issues and difficulties inherentto CBD which have held back its growth, while providing insights into the current situation throughexposure to an industrial strength CBD process. It provides a practical introduction to the keymodelling techniques used at different stages in a CBD project in order to identify and specifybusiness components as 'independent units of deployment and replacement'. It illustrates howobject-oriented principles underlay these techniques, and shows how they can be fitted together inan overall end-to-end development process.The intention of the module is to provide students with a practical, integrated overview ofCBD from requirements gathering through to the deployment of a component-based system. Alarge-scale case study, already part implemented, is used to take the student through all of theworkflows of the CBD project life-cycle.The module introduces relevant theory including, non-exhaustively, the concept of CBD; thehistory of CBD; objects versus components; business components and software architectures;design-by-contract; UML as a visual language for CBD; problem-space and solution-spacemodelling; the object constraint language for specifying pre- and post-conditions on operations andcomparing development processes that aim to support CBD.The module also lays a foundation in practical skills and understanding of CBD which willbe of potentially immediate advantage to the student in her future profession. Use case driventechniques are explored in depth, specification modelling using a subset of UML together withrelevant profiles are practiced, and implementation in the context of specific component executionenvironments are explored to give the student a balanced and in-depth base of theoretical andpractical knowledge in this area.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically discuss and explore the key concepts in component based development, and itsimpact on business computing and on the software engineering discipline;• understand the theoretical basics of CBD;• apply appropriate techniques to derive detailed and rigorous component specifications from aset of user requirements;• apply practical component development skills to implement and deploy significant businesscomponents in the context of a particular component execution environment.SYLLABUS CONTENT:• Background.• Component based software architecture.• UML for component based development.• CBD ’96: requirements, specification, and provisioning workflow.• Business objects.• Component technologies (e.g., EJB, Microsoft technologies, CORBA).• Combining components – case studies: accessing legacy code and wrappers; web services;components of the shelf (COTS).• System integration issues.• Tools.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 24

FORMAL METHODS ENGINEERING (SE-O-03)AIMS:Formal methods are those with a sound basis in mathematics. They are often used in thespecification and design of critical systems where failure can cause catastrophic effects such asdeath, damage to the environment, lose of money, etc. However, the use of these methods in alarge scale design and development still not wide spread as originally thought. What is needed ismechanisms to engineer these methods so that they can be used in industry and on large scalesystems.This module is intended to provide the student with a comprehensive understanding,critical evaluation of formal methods and gives a detail account on a particular technique that isbased on automata theory and their industry-strength tool support such is Statemate.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically evaluate the basis for the need of trustworthiness in large scale computer systems;• critically evaluate fundamentals of formal methods;• appreciate the essential issues of using formal techniques in the whole system life cycle inparticular requirement engineering and architecture design;• critically evaluate various types of large scale system from transformational to hybrid systems;• critically evaluate the role of tools and methods for the engineering formal methods.SYLLABUS CONTENT:• Large scale systems.• Taxonomy of formal methods.• Transformation vs. reactive vs. hybrid systems.• Automata theory.• State-based development methods.• State chart and activity chart.• (e.g.) Statemate semantics and development.• Real-time aspects in (e.g.) Statemate.• Case studies.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 25

SOFTWARE ENGINEERING FOR CRITICAL SYSTEMS (SE-O-04)AIMS:Critical Systems (CSs) are those whose operation poses a risk to human life, health, economy orenvironment. Typically, CSs are large and complex industrial systems or products which havebeen constructed through the effort of multi-disciplinary teams. The engineering and assessmentof modern CSs is thus complex, multi-disciplinary task, often involving mechanical, structural, andelectronic and software engineers and psychologists. The skill of economists is needed;sociologists also have a role in addressing the interaction between complex systems and teamsof operators.This module aims to introduce and critically analyse CSs. Requirements for theengineering of CSs will be introduced and the role of formal approaches in the life cycle of CSswill be explored.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically evaluate the current taxonomies of CSs including international standards;• critically evaluate the use of formal methods in the life cycle of CSs;• appreciate the essential issues of time-critical systems both at the specification and designstages, including scheduling techniques;• critically evaluate the use of temporal logic for the engineering and re-engineering of CSs.SYLLABUS CONTENT:• Classification and analysis: examples, analysis, taxonomy, standardization efforts (UK,Europe, USA).• Time-critical systems: what are they; technical issues (design and architecture, specification,scheduling, reliability and dependability).• Role of formal approaches: software in CSs (and real-time); goals and objectives; assurance;formal approaches in CSs life cycle; examples of formal approaches (model-based, logicbased,process algebras, refinement).• Refinement, abstraction, and evolution: rationale and model (why, what is needed,computational model); interval temporal logic (syntax, semantics, tool (e.g. Tempura:executable subset); refinement calculus (the temporal agent model, algebraic laws, example);abstraction calculus (abstraction rules, example); evolution (guided evolution, example, tool(e.g. Ana Tempura)).PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 26

PRIVACY, ETHICS AND SOCIAL RESPONSIBILITIES (SE-O-05)AIMS:There continues to be a growth of databases holding personal and other sensitive information inmultiple formats including text, pictures and sound. The scale of data collected, its type and thescale and speed of data exchange have all changed with the advent of information andcommunication technology (ICT). Whilst the potential to breach privacy continues to increaseorganisations are subjected to a considerable amount of legislation governing privacy and dataprotection. This module examines the balance between maintaining business effectiveness, legalcompliance and professional practice in the field of IT (Information Technology) / IS (InformationSystems).The module will address the legal, social and technological aspects of privacy and dataprotection, consider privacy enabling technologies and privacy invasive technologies identify andevaluate the role of the computer professional in providing privacy and data protection, andreview privacy and data protection legislation from different countries.Care will be taken in ensuring perspectives from different cultures and countries arehighlighted and considered in the light of global information systems.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• define the concepts of privacy and data protection within a multi-cultural and multidisciplinarycontext;• recognise and evaluate current and future threats to privacy;• outline and evaluate IS professional practice with regard to perceived professional and socialresponsibilities to employers and data subjects;• research into an area of privacy and or data protection; integrate complex and sometimesconflicting ideas into a coherent analysis that demonstrates integrative, synoptic andanalytical skills.SYLLABUS CONTENT:• Ethics: normative frameworks, values, analysis approaches.• Privacy: concepts of privacy, information privacy, information privacy legislative, privacy - theglobal perspective / privacy enhancing technologies.• Trust: concepts and classification of trust; reliability.• Security: information security, surveillance.• Access: information access, software piracy.• Property: intellectual property, ICT espionage.• Social impact: social impact audit, cultural impact and ethnography, globalization.• Conduct: professional conduct, codes of conduct, information risk management.• Case studies.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Courseworkhttp://perun.im.ns.ac.yu/msc-se/ 27

APPLIED SYSTEM THINKING (SE-O-06)AIMS:The module presents a unifying philosophical approach to the post-graduate curriculum inSoftware Engineering. Applied systems thinking is used as a practical tool to view holisticallyorganisations, information systems, and organisational change and integration.The aims of the module are:• To develop in students the knowledge of the use of systems models representing theenvironment, in order to simplify problem solving in the real world and contemplatepurposeful activity in business organisations.• To develop in students an understanding of systems practice through practical application oftools, methods and techniques.• To develop in students knowledge and skills relevant to the organisational intervention andmanagement of change.• To engender in students an understanding and appreciation of the uses of informationtechnology to improve business performance at strategic and operational levels.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• understand hard systems thinking concepts and their application to change situations inbusiness organisations;• apply soft systems methods and tools to provide a holistic approach to solving complexsocio-technical problems within organisations;• understand the key role of modern information systems in organisational integration withinthe context of global marketplaces.SYLLABUS CONTENT:• Background: pace of change, integration and need for holistic approach for business.• Systems concepts and constructs: general systems theory; hard systems thinking fororganisational change; soft systems approach and its relevance to business organisations;viable systems model; systems thinking skills; creative thinking; visualising problems; powerof team thinking.• Organisation as an information system: data, information and knowledge; organisationaldecision-making; communication models; new economics of information;• Organisational development and integration: nature of organisations and stages oforganisational growth; process of organisational transformation and integration; impact ofglobal markets and e-commerce and m-commerce on organisations.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 28

BUSINESS MODELLING (SE-O-07)AIMS:This module is motivated by the belief that it better to develop the right product than developingthe product right. Fundamental to achieving this is two-fold:• to be able to model and analyse business objectives and processes, and• to convert the business model to a requirement statement.For the former the module will utilise UML features and also introduces new features (such ascontract diagram). The second item is dealt with by developing the Gap-Navigator which is anotion based on software refinement. In this module we will be addressing various businessmodelling including B2C (Business to Customer), B2B (Business to Business), …Throughout the module real-life case studies from real small and medium sizedenterprises (SMEs) will be given.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• model businesses and business processes using UML;• assess current business practices and establish baselines for process improvement;• produce a model that accurately reflects the reality of business;• leverage established business patterns to solve commonly recurring problems;• develop effective and efficient communications strategies;• structure models to maximise organisational performance;• transfer a business model into a requirement model.SYLLABUS CONTENT:• Why model?• Assessment of business status.• Description of current business (various case studies and scenarios).• Identification of business processes.• Various business modelling including B2C, B2B, …• Business process realisation.• Interaction of use-case realisations.• Process automation.• Transition from business model to requirements model.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 29

E-BUSINESS (SE-O-08)AIMS:Current approaches to systems design and development such as the rational unified process, SSADM,Multiview or web-based approaches take a very centralised approach. There is a central database modeldefined early on, and an emphasis on centrally designed business processes. The emphasis is on fulfillingthe processing demand of the business, not meeting the task-oriented needs of the client or user. Many e-commerce systems are targeted at external users. Hence there is a need for new approaches to systemdevelopment which take a client oriented view, are much more bottom-up than top-down and seek to elicitclient-views throughout the design process.This module explores the issues around such a transition from business focussed design to clientfocused design. The issues are developed through a study of usability engineering as a client-leddevelopment process. Usability engineering is gaining acceptance as a design approach which focuses onthe customer needs and the customer view in preference to the business process demand. It is seen as amore fruitful approach to the design of ecommerce systems which are customer facing.Students explore the frameworks for alternative design approaches and critically evaluate the fit ofusability engineering to the demands of design of e-commerce systems.The module further emphasises the importance of a research-based approach to systems designand explores current research in systems design, usability engineering and related cognitive sciences.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically appraise current approaches to systems design in comparison to the requirements of e-commerce and distributed system design;• apply the techniques of usability engineering, within the process framework of ISO13407 to thedevelopment of an e-commerce application;• critically evaluate approaches to measuring usability performance objectives and identify appropriateapproaches for given situations;• apply a range of supporting techniques derived from current literature to enhance the process of elicitingusability requirements;• identify and describe technical and research trend which may influence approaches to client-led design.SYLLABUS CONTENT:• Characteristics of e-business systems and consequences for design: requirement for bottom-upapproach, focus on screens and tasks.• Critical analysis of top-down approaches to system design and development: properties of top-downapproaches such as Rational Unified Process (RUP).• Issues in distributed design.• Characteristics of an alternative design approach.• Alternative approaches which do not rely on top-down analysis and a pre-defined data structure:exploration of other techniques for eliciting usability requirements and understanding tasks; jointapplication design; focus groups.• Service-oriented human-computer interaction (HCI): applying service concepts to systems design.• Approaches to evaluating web usability: survey of the literature.• Nature of culture: effect of culture on usability.• Use of scenarios in usability engineering: construction of scenarios in e-business.• Continued evaluation of implemented e-business applications: approaches to getting feedback.• System integration and usability engineering: systems integration across e-commerce systems.• Future issues concerning web-based applications.• Dealing with change: autonomic systems and service-oriented computing; principles of self-evolvingsystems; screen evolution and tailorability.• Comparing usability engineering and the RUP.• Alternative emergent environments: complexity; synchronicity and (e.g.) StarLogo.• Aspects of security in e-business applications.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 30

BUSINESS PROCESS RE-ENGINEERING (SE-O-09)AIMS:To provide a greater understanding of effective solutions to change problems that need tocombine technological, organisational and people-orientated strategies by adopting a processbasedapproach to change management. To introduce the contingencies that affect managementand the most effective measures for dealing with them. To introduce strategic IS/IT planning andhow it must relate to business strategy. To demonstrate the use and validity of organisationaldevelopment models through current real-life case studies.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• understand the methods used to changing processes and the impact it has on companyculture, people and the integration with other information systems;• develop a strategic plan of IS/IT to support a business strategy aimed at providing anorganisation with competitive advantage;• manage information as a resource and have an understanding of systems developmentlifecycle;• implement, evaluate and analyse strategic business change processes;• understand the benefits the learning organisations strategy can bring to knowledge basedorganisations.SYLLABUS CONTENT:• Changing business processes: the importance of technology as a driver for organisationalchange.• Change and the manager: change and the human resource: the cultural web and the past:the cultural attributes of change.• The importance of communication and the resistance to change: building the culture forsuccessful strategy implementation; the influence IT will have on the internal appearance oforganisations in the future.• Business intelligence and the future of e-business.• The concept of the learning organisation and its influence on systems development:examples of organisations that have been through minor change programs and the lessonsthat have been learnt.PREREQUISITES: Business modellingRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 31

SERVICE QUALITY MANAGEMENT (SE-O-10)AIMS:The central role of software systems in an organisation is to provide applications, technology andservices to support the business functions and contribute to the organisation’s strategic goal. Thismodule takes a service view of software systems. The module explores the application of servicemanagement concepts to the delivery (of services) and to quality management. It examinesoperational issues surrounding the management of resources and computer capacity, theprovision of help desk services and the management of IT assets. It considers the development ofnew services, the management of end-user computing and the development of IT service culture.An introduction to the disciplines required for BS15000 / ISO20000 IT service standardsis provided. The subject area is considered in the context of a business environment where manyIT services are provided by third parties and managed through contracts.The strategic role of systems and service in the organisation is developed by exploringthe alignment of information systems and the organisational strategy. An understanding of thestrategy of an organisation leads to the development of a portfolio of systems and services whichmatches the objectives of the organisation and delivers competitive advantage. Frameworks andapproaches to developing such an understanding of the strategic role of information systems areconsidered.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• formulate an IS/IT strategy which aligns the provision and management of the IS portfolio withorganisational goals and strategies;• discuss the theory and practice of managing IT services within a defined framework ofdisciplines and activities;• explain the effect of context, organisational relationships and organisational structure on thedelivery of IT services.SYLLABUS CONTENT:• IT service fundamentals: what is a service; nature of services; moments of truth; front officeand back office; service components; IT service quality; IT service marketing; IT serviceinnovation.• IT service strategy: IT/IS core competences and the resource-based view of the firm;developing a service-oriented IT strategy; IT strategy process; understanding businessstrategy; tools for relating business strategy to IT strategy; managing the application portfolio;auditing, classifying, identifying new systems; role of IT in competitive strategy; findingstrategic information systems; IT procurement strategy; globalisation issue in strategy andoutsourcing.• IT service governance: organisational role of IT services; structuring the IT organisation(centralised, decentralised, federal); reporting structures and the balanced score card;justifying IT services in the organisation; CoBIT (Control Objectives for Information andRelated Technology) and IT governance.• IT service context: managing end-user computing; IT strategy and services in SMEs;organisational and service culture; effect of organisational power on strategy and services;globalisation; enterprise resource planning (ERP) systems; future trends; autonomiccomputing.• IT service operations: managing the IT helpdesk; rationing IT services; incident management;problem management; release management; information requirements for IT servicemanagement; capacity management; managing and controlling IT assets; availabilitymanagement; service level agreements – their creation and management; The IT servicecatalogue; IT service security issues; configuration management service issues; global ITservice operations.• IT service process: IT service frameworks (ITIL and BS15000); the BS15000 certificationprocess; implementing IS/IT strategy and the role of IT strategy documentsPREREQUISITES: NoneRECOMMENDED ASSESMENT: Coursework and unseen paperhttp://perun.im.ns.ac.yu/msc-se/ 32

SOFTWARE ENGINEERING FOR DATABASE SYSTEMS (SE-O-11)AIMS:The module provides theoretical basics for understanding of modern DBMS and their integrationinto information systems. It stimulates a systematic approach for practical implementation ofdatabase (DB) based applications by team work and by using of experience repository.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• critically evaluate the different DBMS and their features;• appreciate the need and different possibilities for DB integration;• complete implementation of selected case study from the Experience Repository.SYLLABUS CONTENT:• DB Taxonomy: DBMS models and architectures; DB aspects (relational, procedural, objectoriented,descriptive (XML), deductive); persistent objects; DB integrity.• DB integration: language-oriented (embedded SQL - Structured Query Language); driveroriented(ODBC - Open Database Connectivity, JDBC - Java Database Connectivity)(architectures, driver types, application scenarios); component-based; SOA (Simple ObjectAccess) integration; agent-based.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Courseworkhttp://perun.im.ns.ac.yu/msc-se/ 33

ADVANCED TOPICS IN SOFTWARE ENGINEERING (SE-O-12)AIMS:The aim of this module is to provide an insight into the freshest research directions andachievements in the field of software engineering that are not covered in the rest of the modules.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• appreciate the need to learn new theories, models, techniques and technologies as theyemerge;• appreciate the necessity of continuing professional development and application of newestresearch achievements in the practice.SYLLABUS CONTENT:Various advanced research topics will be covered by internal or external experts including agenttechnology, bio-informatics, health informatics, pervasive computing…The content of the module will vary yearly depending on current trends and advances.PREREQUISITES: NoneRECOMMENDED ASSESMENT: Courseworkhttp://perun.im.ns.ac.yu/msc-se/ 34

PROJECTAIMS:This module is intended to provide the student with the experience of developing a substantialpiece of individual work, from concept to completion. For this, the student will have to identify theskills and knowledge necessary for a successful completion, acquire them by personal study andemploy them appropriately. Time constraints will ensure that students will acquire skills in timemanagement and in scheduling and managing inter-related tasks. Good presentational skills,written and oral, will be essential for the student's description of the work undertaken.Students are encouraged to undertake projects in association with industrial, commercial orpublic service sponsors. Part-time students are particularly encouraged to undertake, wherepossible, the project at their place of work.Learning approaches: supervisory teams will provide guidance as and when necessary.However, it is to be emphasised that the student is expected to drive the project, to takeresponsibility for the acquisition of necessary skills and knowledge and to ensure that tasks arecompleted within the agreed timescales.LEARNING OUTCOMES:Upon successful completion of this module, the student will be able to:• produce terms of reference for a project to be undertaken;• construct a project from unstructured ideas through critical analysis of the problem area• identify skills which are necessary for a successful completion of the project;• identify a reasonable course of action for making good any deficiency in expertise which isidentified as necessary for the project, and pursue it effectively;• employ good time-management practice in the pursuit of the project;• schedule tasks appropriately so that the available resources are fully utilised;• conceive, design, implement and deliver a software system in an organised, repeatable way;• present written reports in a manner appropriate to the demands of the project, in particular, aformal presentation of material as demanded in an academic medium such as a journal orset of conference proceedings;• make an oral presentation describing the project, using appropriate technology, and be ableto answer questions on it from an informed audience.SYLLABUS CONTENT:• Semester 1. Students consider the subject area in which they would like to undertake aproject. If students are arranging their own project, particularly with an external agency, suchas a local company, they should start discussions about the scope and content.• Semester 2. At the beginning of semester 2, internal projects are described; studentsinvestigate the possibilities in discussions with the project co-ordinator and the projectproposer (who will often, subsequently, be the project supervisor).• Semester 3. Students complete their terms of reference, in collaboration with their projectsupervisor and then complete all outstanding work on the project.PREREQUISITES: Passed all examsRECOMMENDED ASSESMENT: Coursework, written and approved thesis, and oral publicpresentationhttp://perun.im.ns.ac.yu/msc-se/ 35

GlossaryBasic termsAssignmentA task given to students to solve, usually during the delivery of a module. Assignmentsare usually to be solved over a fixed period of time, in students teams or alone.Assignments are usually a part of an assessment strategy for the module.Bologna DeclarationThe Bologna declaration is the main guiding document of the Bologna process. It wasadopted by ministers of education of 29 European countries at their meeting in Bologna in1999. The main goal of the Bologna process is to harmonize university education inEurope, with respect to various aspects (principles, degrees, credit system,…).Contact hoursThe number of hours where the instructor(s) and the students are present and interactface-to-face (as opposed to the distance learning, student’s self-study, etc.). Contacthours usually cover lectures, seminars, tutorials, consultations, etc. They are expressedon a ‘per week’ basis.Core module(In our curriculum) is a module that presents basic knowledge of the curriculum (i.e., tothe field of study) and, thus, is obligatory for the students (as opposed to the optionalmodule).Curriculumaka “programme of studies”. The set of modules and their contents offered by aninstitution such as a school or university. For further information, see Module, Moduletemplate, and Detailed module template.Detailed module templateIt refines and details the module template (see Module template) in which therequirements of a module are defined. Besides aims, learning outcomes, and contentswhich are already part of a module template, it also contains a precise assessmentstrategy, examination criteria, prerequisites, the way to deliver the contents (lectures,tutorials, practical work, …), reading material, supporting literature, etc.ECTSEuropean Credit Transfer (and Accumulation) System is a method that is used to comparethe marks given in higher education across Europe. ECTS-credit is a unit of measure of astudent’s workload needed to complete the module. One academic year corresponds to 60ECTS-credits in all countries irrespective of standard or qualification type and is used tofacilitate transfer and progression throughout Europe. 1 ECTS-credit is equivalent to 20-30hours of the total students workload (depending on the country).Induction layerA set of modules that the institution offers to students that do not have enough preknowledgeto enrol the studies. It can be implemented as given (e.g., in this document) orby finding appropriate equivalents in existing modules within an institution.Lecture NotesNotes for the instructor (lecturer), i.e., to a person that delivers the module. It usuallycontains additional technical and methodological information on the subject, how todeliver the lecture, what are suitable topics for discussion with students, etc.http://perun.im.ns.ac.yu/msc-se/ 36

Moduleaka “course” or (in some parts of Europe) “subject”. A module specialises on a specificpart of the curriculum, has a name, usually spans over a semester (or term) and endswith an assessment of students’ achievements. A module is usually described by its aims,learning outcomes, and contents (see Module template and Detailed module template).Module templateA module template is a requirement that the development and delivery of a module mustsatisfy. It usually defines the aim, learning outcomes, and contents of the module. Seealso Detailed module template.Optional moduleAs opposed to the Core module, an optional module can be freely chosen by the studentduring her studies. It usually implements non-core subjects of the field of study andallows students to specialise in some sub-field according to their needs.Study packA set of teaching materials that fully support the delivery of the module. It containspresentation material (e.g. PPT slides), lecture notes, a set of assignments and solutions,a set of (practical and theoretical) exercises with solutions, set of possible questions forthe final exam...Terms related to quality assurance and controlCourseworkWork carried out by students while they are studying a module. Coursework contributestowards students’ overall mark, but is assessed separately from their final exams.Coursework can, for example, take the form of solving the assignments, write bookreports, write essays, etc.Curriculum handbookDocument that describes the whole curriculum in general, i.e., its rationale, set ofmodules with module templates, costing and resource issues, etc.(Detailed) Module templates handbookDocument that contains the set of all detailed module templates of the curriculum.Dry-runA delivery of the module to a selected audience, usually members of the teaching staff.The purpose of the dry-run is to collect ideas and suggestions for possible improvementsof a module.External examinerPerson outside of the home institution appointed to monitor the implementation ofassessment strategy of a module and to ensure that the quality of the assessed workcomplies with certain standards. External examiner is an experienced academic orindustrialist. To fulfil her task, external examiner must collaborate with technical editor ofthe module and possibly advise him on some aspects of the module.Instructoraka “Lecturer”. Person delivering the module to the audience.Module developerPerson that develops the teaching material of the module (i.e., the study pack). It is notnecessary that this person is also an instructor of the module.Module feedback formThe form that students are asked to fill in at the end of each module delivery. These arehttp://perun.im.ns.ac.yu/msc-se/ 37

collated, analysed and reported to the module technical editor.Staff handbookDocument that contains the CVs of all instructors of modules of the curriculum.Student handbookDocument that contains everything that students need to know, from the courseregulation, modules, staff, libraries, web sites, etc.Technical editor (of a module)Person that is responsible for the technical direction and evolution of the module(s) inhis/her subject area. Technical editor is expert in the field to which the module belongsand is not the module developer of that module.Unseen paperExamination technique in which students answer questions or solve the problem withoutany supporting literature or external help.Validation panelA group of academic peers that scrutinise the proposed curriculum in the process ofcurriculum validation. Validation panel usually works during a specially organizedvalidation event. A panel must have external members (academics and/or industrialists).http://perun.im.ns.ac.yu/msc-se/ 38

The list of abbreviationsABASB2BB2CCASECBDCMMCoBITCOCOMOCORBACOTSCRCCSCVDBDBMSDSDMECTSEEEJBERPETHICSEUHCIICTIDLISISDISOITJADJDBCMScNATOODBCOOPhDPRINCERADRUPRMIRPCSAAMSESEISMESOASOAPSQLSSADMTEUDDIUKUMLUSAUSDPWSDLWSLXMLXPAttribute Based Architectural StyleBusiness to BusinessBusiness to CustomerComputer Aided Software EngineeringComponent Based DevelopmentCapability Maturity ModelControl Objectives for Information and Related TechnologyCOnstructive COst ModelCommon Object Request Broker ArchitectureComponents Of The ShelfClass-Responsibility-CollaborationCritical SystemCurriculum VitaeDataBaseDataBase Management SystemDynamic Systems Development MethodEuropean Credit Transfer SystemExternal ExaminerEnterprise Java BeansEnterprise Resource PlanningEffective Technical and Human Implementation of Computer-based SystemsEuropean UnionHuman-Computer InteractionInformation and Communication TechnologyInterface Description LanguageInformation SystemInformation Systems DevelopmentInternational Organisation for StandardisationInformation TechnologyJoint Application DevelopmentJava DataBase ConnectivityMaster of ScienceNorth Atlantic Treaty OrganizationOpen Database ConnectivityObject-OrientedPhilosophiae Doctor (doctor of philosophy)PRojects IN Controlled EnvironmentsRapid Application DevelopmentRational Unified ProcessRemote Method InvocationRemote Procedure CallSoftware Architecture Analysis ModelSoftware EngineeringSoftware Engineering Institute (at Carnegy Mellon University)Small and Medium sized EnterprisesSimple Object AccessSimple Object Access ProtocolStructured Query LanguageStructured Systems Analysis and Design MethodologyTechnical EditorUniversal Description, Discovery and IntegrationUnited KingdomUnified Modelling LanguageUnited States of AmericaUnified Software Development ProcessWeb Services Description LanguageWide spectrum languageeXtensible Markup LanguageeXtreme Programminghttp://perun.im.ns.ac.yu/msc-se/ 39

Version historyDocument nameThis document(Curriculum specification,2 nd release)DateMay 25, 2006Accepted during the 2 nd project workshop in Skopje, April 3-6, 2006 and isbased on the review done by European Software Institute.Electronic version: http://perun.im.ns.ac.yu/msc-se/partners/work/02/MScSE-curriculum-rel2.docCurriculum Nov. 17, 2005 Accepted during the 1. project workshop in Novi Sad, Oct 17-21, 2005.Electronic version: http://perun.im.ns.ac.yu/msc-se/partners/work/02/MScSE-curriculum.docDraft curriculum Aug. 23, 2005 Working material for the 1. project workshopElectronic version: http://perun.im.ns.ac.yu/msc-se/partners/work/02/workshop/MScSE-draft-curriculum.ziphttp://perun.im.ns.ac.yu/msc-se/ 40