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CISB594 – Business Intelligence

CISB594 – Business Intelligence. Assignment Briefing. Assessment. Group Assignments (35%) – with individual portion Test (15%) – tentatively the week before your semester break Final Exam (50%). The assignment.

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CISB594 – Business Intelligence

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  1. CISB594 – Business Intelligence Assignment Briefing

  2. Assessment • Group Assignments (35%) – with individual portion • Test (15%) – tentatively the week before your semester break • Final Exam (50%)

  3. The assignment • You are to complete two pieces of intensive course work for Business Intelligence which is worth 35% of the module overall marks. One section is to be completed as a piece of cooperative and collaborative group work (a discussion and recommendation based on a case study). You need to work in a team of 3-4 members. There is also a section in which you are expected to work individually (research writing on Business Intelligence)

  4. Section A • Individual task (40%) • A research on Business Intelligence in general. The outcome of this research should be presented in a form of an academic paper, of not less than 1500 words (not inclusive of the list of references) in length. • The scope of the research may cover the emergence of Business Intelligence, its’ importance, challenges and opportunities and planning, from the perspectives of today’s businesses.

  5. Section A • The paper is to be written complete with evidence of research and referencing. Students are advised to apply the correct use of suitable academic writing format and style throughout the paper. • It is important that at this level, students do not just regurgitate the points from their reading materials. It is expected that students show overall understanding of what has been written and also to demonstrate a good level of critical thinking.

  6. Section A Marking Scheme Submission • This individual referenced research paper is to be submitted to your lecturer by 5 PM on 27th August 2010. • Printed and spiral bound

  7. Section B • Your group work is to conduct investigation/information gathering in your college to determine how data warehousing, data mining, OLAP, and visualization business intelligence/DSS tools could assist the executives/management team in their work. • Write up a proposal describing your findings. Include cost estimates and benefits as well as diagrams in your report. • Assume that your group has been commissioned by the college to produce a presentation to the board showing how Business Intelligence can be beneficial. Prepare a presentation for this.

  8. Section B • Your proposal should be in the form of a report, describing the background of the college, problem faced (from the context of business intelligence only), recommendation for solution and a conceptual system overview (supported by architectural diagram and other necessary details) • Screen mock-ups to demonstrate the end users’ side will also be useful. You are not required to produce any working software. Screen mock-ups can be originated in any technology of your choice. • In addition to the report you are expected to deliver a presentation on your findings and proposals. This presentation should last no more than 20 minutes (including a few minutes of questions and answers) and should be supported by no more than ten PowerPoint slides

  9. Section B • Marking Scheme

  10. Section B Workload Matrix • You should include with your work a statement regarding the division of work by your group, signed by all group members. Submission • A hardcopy and softcopy of the slides – printed & spiral bound • The group report (together with the power point slides intended for the presentation) is to be handed in to your lecturer by 5:00 PM, 20 September 2010. The presentation will take place in week 14 and 15.

  11. Academic Writing – Research and Referencing

  12. Characteristics of a Graduate KNOWLEDGE COMMUNICATION SKILLS CRITICALANALYSIS

  13. The Nature Of Higher Education • Learning Skills Not just taking notes and remembering • Requires independent learning and research • Learning to learn, learning to think, learning to evaluate, apply and find new ways of doing things • Communication Skills • Able to present, able to justify choices and demonstrate knowledge, able to write • Working with others • Group works, project management, time management

  14. Plagiarism and Referencing • What is plagiarism? • the use of the ideas and/or words of others without due acknowledgement. • copying material from the Internet, library books and the work of others without the use of quotation marks and/or acknowledgement of the source. • summarising or paraphrasing another person's work by simply changing a few words without acknowledgement • an assessment offence, and carries major penalties

  15. Avoiding Plagiarism : Differences between References & Citations Citations According to Thomas and Watzman (2005), teenagers seem the most vulnerable to potential negative effects as they use the Internet for more hours than do adults. Reference Thomas, T.S & Watzman, A (2005) Computers and kids: Pulling the plug can protect the planet, Phi Delta Volume 84 Number 8. Retrieved May 10, 2003 from http://buddy.lib.unimelb.edu.au/cgi-bin

  16. Avoiding Plagiarism – some samples of citations This is your statement Technology, though useful is never problem free. According to Teicher (1999), “no technology is fail-safe”. In addition, Emmans (2000) has pointed out that students must be made aware of the cyber responsibilities as the solutions designed to address the problems can only do so much as “no software and no policy can be foolproof”. Reference List at the end of the document • Emmans, C. (2000). Internet Ethics. Technos: Quarterly for Education and Technology. Volume 9, Number 1. Retrieved May 10, 2003 from http://buddy.lib.unimelb.edu.au/cgi-bin/buddy/erc • Teicher, J (1999) An Action Plan For Smart Internet Use. Educational Leadership. Volume 56 Number 5. Retrieved May 7, 2003 from Buddy http://buddy.lib.unimelb.edu.au/cgi-bin/buddy/erc The green texts are your citations – to support your statement

  17. Avoiding Plagiarism - paraphrasing • Paraphrasing • Change text into your own words • Must also include citation e.g. …as stated by Kotler, 2000 According to Hoyer and MacInnis (2001), satisfied customers form the foundation of any successful business. They said that customer satisfaction is critical and it leads to repeat purchase, brand loyalty, and positive word of mouth. Reference List at the end of the document Hoyer, W. D. & MacInnis, D. J., 2001, Consumer Behaviour. 2nd ed., Boston, Houghton Mifflin Company.

  18. Avoiding Plagiarism – copying word for word • Copying word for word from a source • Only copy a small amount “Today’s companies are finding it increasingly unrewarding to practice mass marketing or product-variety marketing. Mass markets are becoming ‘demassified’. They are dissolving into hundreds of micromarkets characterised by different buyers pursuing different products in different distribution channels and attending to different communication channels” (Kotler, 2000) Reference List at the end of the document Kotler, P., 2000, Marketing Management. 10th ed., New Jersey, Prentice-Hall.

  19. Avoiding Plagiarism & Demonstrating Critical Thinking The majority of literatures viewed for this research agree that the Internet in particular is reputed to be one of the reasons for social and ethical problems among school’s students. (Affonso, 1999; Davies, 2001; Piercey, 2000). On the other hand, Rahman (2002), brings up a valid point by stating that the blame for teenagers social and ethical misconducts should not be put on the technology alone, other factors like the family background and the children's upbringing should also be considered.

  20. Avoiding Plagiarism & Demonstrating Critical Thinking Reference List at the end of the document Affonso, B (1999). Is the Internet Affecting the Social Skills of Our Children? Retrieved May 7, 2003 from http://www.sierrasource.com/cep612/internet.html Davis, R. (1999). Is internet addiction real? Victoria Point Multimedia. Retrieved May 7, 2003 from http://www.victoriapoint.com/ Piercey, D. (2000) Students' psychological well-being and the Internet .WWWise Retrieved May 7, 2003 http://dtp.epsb.net/projects/wwwise2.htm Rahman, A. S. (2002) Blaming the Internet Unjustly.Computimes Malaysia, Jan 28, 2002. Retrieved May 7, 2003 from http://buddy.lib.unimelb.edu.au/cgi- bin/buddy/erc

  21. The Groups

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