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This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Big Data and associated data analytics are emerging as important technology resources that management and executives are attempting to utilise to facilitate their decision-making, especially when identifying trends or patterns in large amounts of data is required to resolve strategic or operational directions. Nevertheless, surveys by industry researchers report that, while enterprises and SMEs are eager to use these resources, they struggle to understand what tangible benefits they might bring for their specific business and how to implement them to deliver those benefits. This unit aims to develop and enhance students’ conceptual and practical understanding of Big Data and Data Analytics in a business context, and tackle the many issues that are associated with deploying these resources such as information governance, privacy, security, ethical considerations, understanding the value of a company’s data and developing a business case to implement these resources.
The unit shall be offered in the following modes/locations External (online). Delivery of the unit through an external delivery pattern will occur across traditional semesters. Block (weekend) – Block delivery involves online delivery of material (TEL), coupled with two complete weekends that are separated by a number of weeks. The material delivered via TEL will occur prior to the first block weekend and between the two weekend blocks of face to face teaching. Intensive (week long day classes) – Intensive delivery of material will occur over a number of consecutive days (normally five or six) of teaching. The student will be supported through appropriate TEL.
On completion of this unit students should be able to:
Students will engage in learning experiences through ECUs LMS as well as additional ECU l
This unit will be delivered in Block, Intensive, and External modes which will enable the use of a blended learning approach to delivery of the content and enhancement of the learning experience. Pre-readings and selected videos will be required to prepare for the unit, then case studies will be utilised for in-class activities as well as assignments. Activities such as debates on topical issues and a hypothetical on a theme related to the unit’s content will be organised. Also guest speaker(s) with Big Data and Data Analytics experience will present or relevant topics. The use of the Blackboard Discussion Board will be encouraged, especially for students to share their opinions of controversial privacy and ethical issues. Generic skill development includes critical thinking, teamwork skills, national and global perspectives, research skills, digital literacy, as well as taking responsibility for own learning.
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Case Study | Review of a Case Study | 20% |
| Assignment | Small Group Assignment | 30% |
| Presentation | Individual Presentation | 10% |
| Research Paper | Research and Creation of a Business Justification/Case | 40% |
| Type | Description | Value |
|---|---|---|
| Case Study | Review of a Case Study | 20% |
| Assignment | Small Group Assignment | 30% |
| Presentation | Individual Presentation | 10% |
| Research Paper | Research and Creation of a Business Justification/Case | 40% |
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
SBL6055|1|1
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Big Data and associated data analytics are emerging as important technology resources that management and executives are attempting to utilise to facilitate their decision-making, especially when identifying trends or patterns in large amounts of data is required to resolve strategic or operational directions. Nevertheless, surveys by industry researchers report that, while enterprises and SMEs are eager to use these resources, they struggle to understand what tangible benefits they might bring for their specific business and how to implement them to deliver those benefits. This unit aims to develop and enhance students’ conceptual and practical understanding of Big Data and Data Analytics in a business context, and tackle the many issues that are associated with deploying these resources such as information governance, privacy, security, ethical considerations, understanding the value of a company’s data and developing a business case to implement these resources.
The unit shall be offered in the following modes/locations External (online). Delivery of the unit through an external delivery pattern will occur across traditional semesters. Block (weekend) – Block delivery involves online delivery of material (TEL), coupled with two complete weekends that are separated by a number of weeks. The material delivered via TEL will occur prior to the first block weekend and between the two weekend blocks of face to face teaching. Intensive (week long day classes) – Intensive delivery of material will occur over a number of consecutive days (normally five or six) of teaching. The student will be supported through appropriate TEL.
On completion of this unit students should be able to:
Students will engage in learning experiences through ECUs LMS as well as additional ECU l
This unit will be delivered in Block, Intensive, and External modes which will enable the use of a blended learning approach to delivery of the content and enhancement of the learning experience. Pre-readings and selected videos will be required to prepare for the unit, then case studies will be utilised for in-class activities as well as assignments. Activities such as debates on topical issues and a hypothetical on a theme related to the unit’s content will be organised. Also guest speaker(s) with Big Data and Data Analytics experience will present or relevant topics. The use of the Blackboard Discussion Board will be encouraged, especially for students to share their opinions of controversial privacy and ethical issues. Generic skill development includes critical thinking, teamwork skills, national and global perspectives, research skills, digital literacy, as well as taking responsibility for own learning.
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Case Study | Review of a Case Study | 20% |
| Assignment | Small Group Assignment | 30% |
| Research Paper | Research and Creation of a Business Justification/Case | 50% |
| Type | Description | Value |
|---|---|---|
| Case Study | Review of a Case Study | 20% |
| Assignment | Small Group Assignment | 30% |
| Research Paper | Research and Creation of a Business Justification/Case | 50% |
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
SBL6055|1|2