Software Development for Business BSc (Hons) - 2017/8

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 6

Final award and programme/pathway title

BSc (Hons) Software Development for Business

Subsidary award(s)

Award Title
Ord Software Development for Business
DipHE Software Development for Business
CertHE Computing

Professional recognition

BCS, the Chartered Institute for IT

Modes of study

Route code Credits and ECTS Credits
Full-time UGA10010 360 credits and 180 ECTS credits
Full-time with PTY UGA10010 480 credits and 240 ECTS credits

JACs code

I100, I300

QAA Subject benchmark statement (if applicable)

Computing (Bachelor)

Other internal and / or external reference points

N/A

Faculty and Department / School

Faculty of Engineering and Physical Sciences - Computer Science

Programme Leader

GILLAM L Dr (Computer Sci)

Date of production/revision of spec

21/11/2017

Educational aims of the programme

The key educational aim of the programme is to prepare students for a variety of leading roles in software development. These range from helping to keep society running smoothly – since hospitals, public transport, governments and banks all rely heavily on computers – to retaining business advantage, to organising our lives and supporting our leisure activities.

Provide a programme endorsed by top graduate employers through e-skills UK to demonstrate relevance to graduate roles.

Furnish students with a range of opportunities to learn the core technical and business skills required to thrive in such an industry, with specific focus on software development.

Extend learning opportunities towards analytical and problem-solving skills that will be useful in almost any graduate career path.

Combine academic study with industrial experience through co-curricular activities of real value that offer a potential head-start in graduate recruitment.

Programme learning outcomes

Attributes Developed Awards Ref.
Show competence in custom software development processes, including the knowledge, skills, and professional competences necessary to begin practice as a software engineer in a business environment: Students, through learning, regular reinforcement and practice, and exposure to real world software development paradigms need to gain confidence in their ability to perform software development practice. Through a structured program of study, the knowledge, understanding and skills are acquired through a staged approach with increasing levels of competence being achieved as the degree progresses. Graduates need to develop an understanding and appreciation of professional issues in software development related to ethics and professional conduct, economics, and the needs of employers.
Be able to confidently work as an individual and as part of a team to develop and deliver quality software deliverables: Students need to develop the ability to perform software development tasks that involve work both as an individual and also working in a team. Developing an appreciation and experience of effective team working is essential to operating effectively in a business environment. The degree programme must include an emphasis on the importance of team working as a disciplined approach, the need to adhere to deadlines, communication, and team as well as individual performance evaluation.
Design appropriate solutions in a range of application contexts/domains using software development approaches that deliver business value: Students need to be exposed to a variety of software design contexts, including desktop applications, internet and mobile device software and apps. They need to understand and develop appropriate approaches to software design in the general sense, and to problem solving for specific application domains. They need to be able to understand the strengths and the weaknesses of the various options available and the implications of the selection of appropriate approaches for a given context. They must develop competence in designing solutions within business constraints of time, cost and quality as well as addressing security. Also having a thorough understanding of business requirements for software that are testable (including non-functional requirements), and how to interpret and prioritise requirements.
Build and test software solutions for a range of application contexts/domains: Students need to be able to apply software development to a wide range of contexts and environments. These include operating systems, internet and fixed platforms, apps, games, business solutions etc. They need to be able to understand how to transfer development principles to new and different technologies. They need to be able to assure the functionality and the verification of requirements of their solutions through testing and embed secure development principles to all stages of development. Students also need to understand that a significant amount of software development work, involves updating, maintaining and refactoring existing solutions. They need to develop and demonstrate confidence in reading and reviewing existing software and the need to increase efficiency through refactoring.
Reconcile conflicting project objectives, finding acceptable compromises recognising the limitations of capability, capacity, cost, and time: Students should develop a professional approach to managing their contribution to project deliverables. In the business environment they will need to understand how to estimate activities and balance meeting the specification, but delivering on time and to the right quality level. Students need to understand how to approach conflicting demands and engage in exercises that expose them to conflicting and changing requirements. There should be a strong real world emphasis in the study. Students should appreciate when to question deliverables – e.g. is an activity to fix an error (bug) to achieve the stated quality, or is it an enhancement request that needs to be considered as an additional requirement with impact assessment, planning, resourcing and costing decisions to be made on if and when to consider the additional request. The degree programme should address these issues, with the aim of ensuring high quality requirements and a feasible software design.
Demonstrate an understanding of and apply current theories, models, and techniques that provide a basis for problem identification and analysis, software design, development, implementation, verification, and documentation: The students focus should be on development and at the end of a software development program of study, should have developed competence across the individual elements bringing this together to enable the student to tackle a software project and demonstrate their ability to bring together learning and competence from a variety of topics and apply them effectively. This mechanism allows students to demonstrate their appreciation of the broad range of software development topics and their ability to apply their skills to genuine effect. This should also include the ability to offer reflections on their achievements.
Demonstrate an understanding and appreciation for the importance of negotiation, effective work habits, leadership, and good communication with stakeholders in a typical software development business environment: It is important that students gain an insight and understanding of range of professional interpersonal skills required to be effective in business when producing a solution for a problem domain (requirements, design, solution development etc). Software engineers must recognise that effective software development is achieved as a result of a dynamic and interactive team based approach. Employer visits, guest lectures from practicing software engineers etc will aid students in better comprehending the business team environment, and the importance of professionalism.
Learn new models, techniques, and technologies as they emerge and appreciate the necessity of such continuing professional development: On graduating, students should clearly demonstrate that they are self-motivated life-long learners. They should understand the continuous nature of emerging technologies, and how and when is best to harness and exploit their benefits for business gain. Students should be capable of identifying, selecting and applying new technologies, tools and methods and be able to assess their contribution to software development. The final year project allows students to apply critical thinking and use context driven software development to plan and complete a significant project (not simply software deliverable.
Embedding security in the software development life cycle: Security has become a widespread and significant issue in the development and ongoing safeguarding of software systems. Students should have a robust understanding of software security issues, and the principle models of security in relation to information systems. They should understand the nature of risk, threats and vulnerabilities and be able to incorporate preventative measures into software design. They should be aware of current approaches to safeguarding the systems that they are involved in developing, including security testing. Throughout the degree they should be thinking about security implications and adopt secure architecture, design and development practices.

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Bachelor's Degree (Honours) programme is studied full-time over three academic years, consisting of 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Full-time with PTY

This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of 480 credits (120 credits at FHEQ levels 4, 5, 6 and the optional professional training year). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Programme Adjustments (if applicable)

N/A

Modules

Professional Training Year (PTY) - Professional Training Year

Module code Module title Status Credits Semester
COMP009 PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR WORK) Optional 120 Year-long

Optional modules for Professional Training Year (PTY) - Professional Training Year

N/A

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guess Speakers / Visiting Academics Y
Professional Training Year (PTY) Y
Placement(s) (study or work that are not part of PTY) N
Clinical Placement(s) (that are not part of the PTY scheme) N
ERASMUS Study (that is not taken during Level P) N
Study exhange(s) (that are not part of the ERASMUS scheme) N
Dual degree N

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.