Interleaving Modeling and Writing Activities in Systems Analysis and Design

Journal of Information Systems Education, Fall 2006 by Pomykalski, James J

ABSTRACT

A Systems Analysis and Design course should develop both the technical as well as interpersonal skills of each student. Each student must be able to develop and use the various lifecycle models and be able to communicate with end users through these models. By creating interleaved modeling and writing assignments within the Systems Analysis and Design course both objectives can be met. This paper presents a series of integrated modeling and writing assignments-used in a Systems Analysis and Design course-that have been developed to enhance both the technical and interpersonal skills of an IS student.

Keywords: Systems Analysis and Design, Integrated Modeling and Writing Assignments, Interpersonal/Communication Skill Development, Communication with End Users

1. INTRODUCTION

The Systems Analysis and Design course within Information Systems curriculum provides the student with the skills necessary to analyze and design information systems (Gorgone, Davis et al. 2003). One of the major objectives of this course is to have the student develop and use each of the models-either structured or OO-in the Systems Development Life Cycle (SDLC) (Hasan 2002). A second objective is to make each student aware of the interpersonal skills necessary for successful systems development (Guinan and Bostrom 1986; Gorgone, Davis et al. 2003). In particular, the Systems Analysis and Design course should emphasize "the factors for effective communication and integration with users" (Gorgone, Davis et al. 2003, pg. 29). In fact, the models developed in the SDLC are rendered useless unless "effective communication patterns are used by developers and users" (Guinan and Bostrom 1986, pg. 3).

These two objectives-model development and interpersonal/communication skills-are met simultaneously through series of assignments developed for a Systems Analysis and Design course. In the course, the student is required-individually and then as part of a group-to develop a series of SDLC models and write a corresponding memo that explains the purpose, use, and their understanding of each model. This article describes how these assignments are used to meet these two learning objectives simultaneously.

2. SYSTEMS ANALYSIS AND DESIGN COURSE AND ASSIGNMENTS

In a typical Systems Analysis and Design course, topics range from planning to design and development activities, including the implementation of a database or other information system. However, this course is taught over a seven week period so only the activities within the planning, analysis, and design stages are addressed. The focus of the course is on the first objective-the development and use of the models in the structured approach-however, the course is regarded as a writing intensive course by the University; therefore a significant writing component must be incorporated into the course (Pomykalski 2005). Since this course, like nearly 75% of other Systems Analysis and Design courses, focuses on the structured approach, it should be useful to many instructors (Mahapatra, et al., 2005).

Each student is given a series of four models to develop throughout the course. The models are for economic feasibility (return on investment, breakeven analysis, and net present value), data modeling (an entity-relationship diagram), process modeling (a dataflow diagram), and database design (a database schema). As part of each modeling assignment, the student creates a two page memo that explains the purpose, use, and specifics of the corresponding model in their own words. These individual modeling and memo-writing assignments are done using a straightforward case adapted from a textbook (Satzinger, Jackson et al. 2004). Each assignment is then graded and returned to the student.

In order to assess the learning from the initial assignment, the same assignment, using a more complex case study (similar to ABC Church (Cappel 2001)), is completed by student groups; typically 2-3 students per group. Each student group develops the model, and writes a corresponding memo, for economic feasibility, data modeling, process modeling, and database design. In this way, concept learning is assessed.

2.1 Assignment 1: Economic Feasibility

The initial assignment on economic feasibility involvesgiven a set of annual costs and benefits for a seven year project-the calculation of the return on investment (ROI), net present value (NPV), and breakeven analysis (BEA). After performing the calculations, by mimicking a textbook spreadsheet model (Valacich, George et al. 2004), a memo, addressed to a "CEO-level" client about their findings for the economic feasibility analysis is created. Each student is given the following directions concerning the memo's content.

1. The opening paragraph of the memo should state-in one to two sentences maximum-the recommendation on proceeding with the project. This recommendation needs to be clearly stated and include a statement on the number of years that the project should remain feasible; it may be less than the seven years.