BOSTON CITY CAMPUS

COURSE OUTLINE

IT SYSTEMS MANAGEMENT 2

(HISM200-1)

Assessment Strategy: AS3

January – June 2023

About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.

Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za

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CONTENTS

1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 7

3. TEACHING, LEARNING AND ASSESSMENT 10

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 15

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre

5. COMMUNICATION AND SUPPORT 17

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 21

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 23

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments

8. GRADE REQUIREMENTS 25
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 26

10. PLAGIARISM 27
10.1 Copyleaks

11. CONCLUSION 29

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ANNEXURES:

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 30

B. PROPOSED STUDY PROGRAMME 31

C. ACADEMIC CALENDAR FOR 2023 38

D. PLAGIARISM INFORMATION SHEET 47

E. BREAKDOWN OF PROPOSED COURSE MATERIAL 52

F. FORMATIVE ASSESSMENT 1 53

G. SAMPLE FORMATIVE ASSESSMENT 1 57

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 61

I. SUMMATIVE ASSESSMENT 2 72

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1. COURSE INTRODUCTION

1.1 Overview

Welcome to the IT Systems Management 2 (HISM200-1) module. This Course Outline is

intended to assist students by providing a detailed support document to help you with
navigating this specific module.

Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.

The purpose of IT Systems Management 2 is to provide topics such as: Management

Information Systems: Business Driven MIS; Decisions and Processes: Value Driven Business;
E-business: Electronic Business Value and Ethics and Information Security: MIS Business
Concerns. Students are introduced to Infrastructures: Sustainable Technologies; Data:
Business Intelligence; Networks: Mobile Business; and Enterprise Applications: Business
Communications. Furthermore, students will be introduce to Systems Development:
Corporate Responsibility and Project Management: Corporate Responsibility.

1.2 The Module

This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.

• Module name: IT Systems Management 2 (HISM200-1)

• Learning type: Core
• Course level: 6
• Module credits: 20
• Notional hours: 200

1.3 Notional Hours

The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 20 credit module, the notional
hours will be 200.

Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student

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to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.

Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.

In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.

What are Quality Councils (QCs)?

Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.

The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.

1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].

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What is the National Qualifications Framework?

The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.

NQF Objectives

The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.

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2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME

The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.

The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.

This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.

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 NQF LEVEL DESCRIPTORS:

Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or practice. Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.

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ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.

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3. TEACHING, LEARNING AND ASSESSMENT

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.

Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:

• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.

3.2 Learning Methodology

Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.

Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:

• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.

Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) equipment
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
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 • Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS 2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, study plans and
sample assessments and memoranda
• Evaluation and feedback.

Learning consists of:

• Student access to information, communication and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

• Assessment Strategy C (ASC): Formative assessments (FA1 and FA2), also known as
quizzes, will count fifty percent (50%) – twenty five percent (25%) each - towards the
overall mark. A summative assessment in the form of a final exam (SA1), will count fifty
percent (50%) towards the overall mark.

• Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1) are all in the form
of practical assessments, each will count twenty five percent (25%) towards the overall
mark.

• Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an

assignment or test, will count fifty percent (50%) towards the overall mark. The
summative assessment in the form of a final exam or capstone project (SA1), will count
fifty percent (50%).

• Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an

assignment or test, will count forty percent (40%) towards the overall mark. Summative
assessments in the form of a final exam or capstone project (SA1), will count fifty percent
(50%), and a research or reflective essay (SA2) will count ten percent (10%) towards the
overall mark.

2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
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• Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards
the overall mark. Summative assessments in the form of a final exam or capstone project
(SA1), will count fifty percent (50%), and a research or reflective essay (SA2) will count ten
percent (10%) towards the overall mark.

• Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards
the overall mark. Summative assessments in the form of a final exam or capstone project
(SA1), will count sixty percent (60%), and a research or reflective essay (SA2) will count
ten percent (10%) towards the overall mark.

• Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the
form of assignments, research essays or tests will count forty percent (40%) – twenty
percent (20%) each – towards the overall mark. Summative Assessments (SA1 & SA2),
which may take the form of capstone projects, tasks, presentations, written or oral exams,
or a research proposal which will count sixty percent (60%) – thirty percent (30%) each –
towards the overall mark.

• Assessment Strategy Research Report (ASRR): Formative Assessment (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research
Report and will count twenty five percent (25%) – five percent (5%) each – towards the
overall mark. Formative Assessment 6 (FA6) includes the candidate’s original Research
Proposal carried forward from the module Research Methods, the Literature Review, the
Research Instrument, and the application for Ethical Clearance thereon, which will count
twenty five percent (25%) – towards the overall mark. Summative Assessment 1 (SA1) –
in the form of the final submitted Research Report (SA1) – will count forty percent (40%)
towards the overall mark. Summative Assessment 2 (SA2), in which the candidate
presents the findings and recommendations from the written Research Report, will count
ten percent (10%) towards the overall mark.

• Assessment Strategy W (ASW): Formative assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a practicum, will count forty percent
(40%), and a research or reflective essay (SA2) will count twenty percent (20%) towards
the overall mark.

There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990) 3.

Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.

Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:

3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
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 • To encourage students to review
• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.

Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.

3.3.1 Self-Assessment and Recommended Reading

Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.

Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.

3.3.2 Report Writing

With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.

3.3.3 True-False Test

Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.

Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
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select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.

3.3.5 Multiple-Choice Question Examination

Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.

3.4 Feedback to Students

Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.

Where the formative assessment format makes this possible, graded scrips and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.

This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.

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4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES

4.1 Distance Learners and Support Centres

Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.

As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.

In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.

In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:

• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book 4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.

4.2 Hours of Operation

Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.

4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
15 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
4.3 Head Office Resource Centre

Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.

Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
[email protected]

16 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
5. COMMUNICATION AND SUPPORT

5.1 Student Support

Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.

PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.

• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.

• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.

5.2 General and Administrative Support (Administrative – NOT Course Related)

When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected

Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.

When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.

Registrar: Administration Contact details

Ruan Venter 087-255-4290
[email protected]
Assessment Manager Contact details
Samantha Mitchell 087-255-4291
[email protected]
Student Accounts Consultant Contact details
Your selected Support Centre Available on website

17 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
5.3 Academic Support (Course Related – Not Administrative)

An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).

Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”

At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.

Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.

Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.

Registrar: Academic Contact details

Nadine Botha 087-255-4277
[email protected]
Academic & Quality Manager (AQM)
Sigmund Lombard 021-815-4813/0872554294
[email protected]
Educator Contact details
Sigmund Lombard 021-815-4813/0872554294
[email protected]

Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.

Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.

1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.

18 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.

3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.

4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.

Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.

19 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
5.4 Student Wellness

Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.

A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.

Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
[email protected]
Registrar: Academic Contact details
Nadine Botha 087-255-4277
[email protected]
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
[email protected]

5.5 Summary of Contact Procedure:

Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.

When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work

Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.

PLEASE NOTE:

There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.

20 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY

6.1 General

This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.

6.2 Comments on the Study Guide and/or Prescribed Textbook

• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
21 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
 assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.

6.3 Prescribed Course Material

• Baltzan, P. 2021. Business Driven Information Systems. 7th edition. New York:
McGraw-Hill.

6.4 Recommended Reading

• Laudon, K. and Laudon, J. 2014. Management Information Systems Managing the

Digital Firm [E-book]. Harlow: Pearson. Retrieved from
http://dinus.ac.id/repository/docs/ajar/Kenneth_C.Laudon,Jane_P_.Laudon__Mana
gement_Information_Sysrem_13th_Edition_.pdf [Accessed 30 January 2020].

• Baltzan, P. and Phillips, A. 2009. ESSENTIALS OF Business Driven Information Systems

[E-book]. New York: McGraw-Hill/Irwin. Retrieved from
https://www.academia.edu/21757162/ESSENTIALS_OF_Business_Driven_Informatio
n_Systems [Accessed 30 January 2020].

• Olszak, C. and Zurada, J. 2019. Big Data-driven Value Creation for Organizations.
Proceedings of the 52nd Hawaii International Conference on System Sciences, 6:
164173.

• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.

6.5 Additional Teaching and Learning Activities

• During the course of the semester, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’
learning experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful
to send to your Educator when you have a question related to a topic covered within
a relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.

22 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS

7.1 Module Structure

Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).

In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle 5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.

This module makes use of the: AS3 Assessment Strategy

o One (1) Formative Assessment (FA):

o This is a formal assessment for semester marks and contributes towards the
final module mark
o The Formative Assessment is in the form of an assignment

o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is an Invigilated Assessment Event in the form of a Online Exam Invigilated
Assessment Event (online multiple-choice question (MCQ) examination)
o SA2 is in the form of an assignment (research essay)

7.2 Formative Assessments

The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).

Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (see also section 7.3 below), must be submitted for marking by uploading
to the LMS (refer to Annexure C), which can be accessed at the Support Centre or from home.

To complete your formative assessment, please take note of the following:

5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
23 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
Formative Assessment (FA1)
• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.

7.3 Summative Assessments

Summative Assessment (SA1)

Students are required to sit for a final integrative summative assessment (Invigilated Assessment
Event) for the module at the end of the semester. The assessment will be completed online,
under invigilated conditions, as this is an Invigilated Assessment Event (examination).6

To prepare for the Invigilated Assessment Event, please take note of the following:
• Study all the content as outlined in the study guide and/or prescribed textbook.
• Do not take unnecessary risks, and ensure that all module content is studied
thoroughly.
• Identify themes and refer to the specific outcomes and assessment criteria of each
unit or chapter.
• Answer the five multiple-choice questions provided at the end of each unit, or
referenced self-assessment questions per chapter in the study guide and/or
prescribed textbook. This will provide an indication of the level of mastery of study
material.
• Plan your studies according to the examination dates and the due date set for your
assessments in Annexure C: Academic Calendar.

Summative Assessment 2 (SA2):

• In addition to SA1, students are required to complete and submit a final integrative
summative assessment (assignment) for the module at the end of the semester. This will be
in the form of a research essay, which will be completed and submitted no later than the
examination date of the SA1. It must be in typed format and uploaded on the LMS.

6
See inter alia HE Invigilated Assessment Event Rules
24 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
8. GRADE REQUIREMENTS

The Formative and Summative assessments are weighted according to the following
guidelines:

• Formative assessment is weighted forty percent (40%) of the final module mark

• Summative assessment is weighted sixty percent (60%) of the final module mark

8.1 General

The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.

Assessment/Type Weight
Due Date: Formative 40%
Refer: Academic Calendar Assessment 1
Due Date: Summative 50%
Refer: Academic Calendar Assessment 1
Due Date: Summative 10%
Refer: Academic Calendar Assessment 2

8.2 Summative Assessment Entry Requirements

There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).

The FA will count forty percent (40%) towards the overall mark. The two SA’s in the form of a
final exam will count fifty percent (50%) and a research or reflective essay will count ten
percent (10%) towards the overall mark.

8.3 Requirements for Promotion and Distinction

In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.

8.4 Supplementary Assessments

There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.

25 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS

• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.

26 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
10. PLAGIARISM

Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.

It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.

10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour where students
attempt to cheat or “fool” the anti-plagiarism software by making use of hidden characters
or software. Copyleaks also identifies AI-generated text.

10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and
other sources and detect plagiarism and/or academic dishonesty. After submitting your
assignment, you will receive a comprehensive report with results, an aggregate similarity
percentage, and the ability to compare results against your original text. A Copyleaks Cheat
Detection Report (see below) will also indicate possible suspected cheating whereby
Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by making
use of hidden characters or AI-generated text.

To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the levels of similarities between a student’s submitted assignment and other
original sources as well as suspected cheating (see below). With each FA1 and SA2 submission
that a student uploads onto ColCampus, a Copyleaks report will be issued, indicating a
similarity percentage. This report will serve as a plagiarism indicator to both the student, as
well as the grader. As students can submit assignments multiple times before the due date, a
Copyleaks report will be issued for the final submission.

For a Copyleaks report to be issued, students are required to take the following steps when
uploading FA1 and SA2 assignments onto ColCampus:

• No scanned PDF assignments are allowed to be submitted. Assignments MUST be directly

converted from MS Word to PDF format.

• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.

27 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
• For HISM200-1 – Formative Assessment 1 (FA1): You should be working towards a
similarity rating of 30% or less. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, a mark of zero (0) will be awarded. If the Copyleaks Report indicates
that a 30% similarity rating has been exceeded, 25% of the assessment total will be
deducted from the final grade. Where a Copyleaks Cheat Detection Report is issued,
your submission will automatically be treated as if you received a similarity rating in
excess of 30% and 25% of the assessment total will be deducted from the final grade.

• For HISM200-1 - Summative Assessment 2 (SA2): If the incorrect document is uploaded,

or if no Copyleaks Report is issued, or if the Copyleaks Report indicates that a 30%
similarity rating has been exceeded, a mark of zero (0) will be awarded. Where a
Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and a mark of zero (0) will
be awarded.

• Delays in viewing the similarity report might intermittently be experienced, especially

in the last few hours before the cut-off time. Students should allow for at least 24 hours
for a report to be generated. Time management is thus critically important - uploading
and checking similarity scores should NOT be left until the last minute.

Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.

Suspected Cheating

A Cheat Detection Report will appear in the similarly report when a scan has detected an
abnormality in a submitted document. These abnormalities are usually present due to a
student’s efforts to cheat or “fool” the plagiarism scan. Certain software when utilised may
also result in a Cheat Detection Report being issued. In order to avoid this, please ensure that
you follow the abovementioned requirement whereby assignments must be directly
converted from MS Word to PDF before being submitted. Please refer to your relevant
Induction Letter wherein details are provided how to access inter alia the Microsoft Office
Suite, which includes access to MS Word.

Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity rating in excess of 30%.

28 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
11. CONCLUSION

The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.

We wish you every success in your studies!

29 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
ANNEXURE A:

EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS

Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.

30 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
ANNEXURE B:

PROPOSED STUDY PROGRAMME

Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.

31 Course Outline-HISM200-1Jan-Jun2023-SL-V1-02023
ANNEXURE B:
PROPOSED STUDY PROGRAMME

IT Systems Management 2 (HISM200-1)

WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Management Information Systems: Business Driven MIS
• Describe the information age and the differences
among data, information, business intelligence, and
knowledge.
• Explain systems thinking and how management Complete
information systems enable business Take note of
Self-
communications. important
1 Relevant 200 Assessment
Business Strategy Chapter 1 dates in
Chapter(s) mins Activities and N/A
• Explain why competitive advantages are temporary. 300 mins your
• Identify the four key areas of a SWOT analysis. 100 mins Learning
Academic
• Describe Porter’s Five Forces Model and explain each Activities
Calendar
of the five forces 400 mins
• Compare Porter’s three generic strategies
• Demonstrate how a company can add value by using
Porter’s value chain analysis

Decisions and Processes: Value Driven Business

Decision Support Systems
Complete
• Explain the importance of decision making for
managers at each of the three primary organization Self-
levels along with the associated decision Assessment
characteristics. Activities and
• Define critical success factors (CSFs) and key Relevant 200 Learning
Chapter 2
2 performance indicators (KPIs) and explain how Chapter(s) mins Activities N/A
300 mins
managers use them to measure the success of MIS 100 mins 400 mins
projects.
• Classify the different operational support systems,
managerial support systems, and strategic support
systems and explain how managers can use these
systems to make decisions and gain competitive
advantages.

31 ProposedStudyProgramme-HISM200-1-Jan-Jun2023-SL-V.1-02022023
ANNEXURE B:
PROPOSED STUDY PROGRAMME

IT Systems Management 2 (HISM200-1)

WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
• Describe artificial intelligence and identify its five
main types.
Business Processes
• Explain the value of business processes for a
company and differentiate between customer-facing
and business-facing processes
• Demonstrate the value of business process modelling
and compare As-Is and To-Be models
• Differentiate among automation, streamlining and
reengineering

E-business: Electronic Business Value

WEB 1.0: EBusiness
• Compare disruptive and sustaining technologies and
explain how the internet and WWW caused business
disruption.
• Describe e-business and its associated advantages.
• Compare the four e-business models.
• Describe the six e-business tools for connecting and Complete
communicating. Self-
• Identify the four challenges associated with e-
Relevant 200 Assessment
3 business. Chapter 3
Chapter(s) mins Activities and N/A
WEB 2.0: Business 2.0 300 mins
• Explain Web 2.0 and identify its four characteristics
100 mins Learning
• Explain how Business 2.0 is helping communities Activities
network and collaborate 400 mins
• Describe the three Business 2.0 tools for
collaborating
• Explain the three challenges associated with Business
2.0
• Describe Web 3.0 and the next generation of online
business.

32 ProposedStudyProgramme-HISM200-1-Jan-Jun2023-SL-V.1-02022023
ANNEXURE B:
PROPOSED STUDY PROGRAMME

IT Systems Management 2 (HISM200-1)

WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Ethics and Information Security: MIS Business Concerns
Ethics
• Explain the ethical issues in the use of information
technology. Complete
• Identify the six epolicies organizations should Self-
implement to protect themselves.
Relevant Assessment
4 Information Security Chapter 4
Chapter(s) Activities and N/A
• Describe the relationships and differences between 300 mins
hackers and viruses 100 mins Learning
• Describe the relationship between information Activities
security policies and an information security plan 400 mins
• Provide an example of each of the three primary
information security areas.

N/A

Estimated
View/study preparation
Submit FA1
5&6 Sample time:6 hours
DUE: FORMATIVE ASSESSMENT 1 Review Review online on
Formative Due: Refer to
ColCampus
Assessments Academic
Calender

33 ProposedStudyProgramme-HISM200-1-Jan-Jun2023-SL-V.1-02022023
ANNEXURE B:
PROPOSED STUDY PROGRAMME

IT Systems Management 2 (HISM200-1)

WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Infrastructures: Sustainable Technologies
MIS Infrastructures
• Explain MIS infrastructure and its three primary
types.
Complete
• Identify the three primary areas associated with an
Self-
information MIS infrastructure. Chapter 5
Relevant 200 Assessment
7
• Describe the characteristics of an agile MIS Chapter(s) mins Activities and N/A
infrastructure.
Building the Sustainable MIS Infrastructures
100 mins Learning
300 mins
• Identify the environmental impacts associated with Activities
MIS. 400 mins
• Explain the three components of a sustainable MIS
infrastructure along with their business benefits

34 ProposedStudyProgramme-HISM200-1-Jan-Jun2023-SL-V.1-02022023
ANNEXURE B:
PROPOSED STUDY PROGRAMME

IT Systems Management 2 (HISM200-1)

WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Data: Business Intelligence
Data, Information and Databases
• Explain the four primary traits that determine the
value of information.
• Describe a database, a database management
system, and the relational database model.
• Identify the business advantages of a relational Complete
database. Self-
• Explain the business benefits of a data-driven
Chapter 6 Relevant 200 Assessment
website.
8 Chapter(s) mins Activities and N/A
Business Intelligence
• Describe the roles and purposes of data warehouses 300 mins 100 mins Learning
and data marts in an organisation Activities
• Identify the advantages of using business intelligence 400 mins
to support managerial decision making
• Identify the four common characteristics of big data
• Explain data mining and identify the three elements
of data mining
• Explain the importance of data analytics and data
visualization.
Complete
Networks: Mobile Business Self-
Connectivity: the business value of a network world
Chapter 7 Relevant 200 Assessment
9 • Explain the five networking elements creating a
Chapter(s) mins Activities and N/A
connected world.
• Identify the benefits and challenges of a connected
300 mins 100 mins Learning
world. Activities
400 mins

35 ProposedStudyProgramme-HISM200-1-Jan-Jun2023-SL-V.1-02022023
ANNEXURE B:
PROPOSED STUDY PROGRAMME

IT Systems Management 2 (HISM200-1)

WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Complete
Networks: Mobile Business Chapter 7 Self-
Mobility: The business value of a wireless world Relevant 200 Assessment
10
• Describe the different wireless categories. Chapter(s) mins Activities and N/A
• Explain the different wireless network business 100 mins Learning
applications. 300 mins Activities
400 mins
Enterprise Applications: Business Communications Complete
Supply Chain Management Chapter 8 Self-
• Explain integrations and the role they play in
Relevant 200 Assessment
connecting a corporation.
11 Chapter(s) mins Activities and N/A
• Describe supply chain management along with its
impact on business. 100 mins Learning
• Identify the three technologies that are reinventing 300 mins Activities
the supply chain. 400 mins
Enterprise Applications: Business Communications
Customer Relationship Management and Enterprise Complete
Resource Planning Chapter 8 Self-
• Explain operational and analytical customer Relevant 200 Assessment
12 relationship management. Chapter(s) mins Activities and N/A
• Identify the core and extended areas of enterprise 100 mins Learning
resource planning. 300 mins Activities
• Discuss the current technologies organisations are 400 mins
integrating in enterprise resource planning systems.

36 ProposedStudyProgramme-HISM200-1-Jan-Jun2023-SL-V.1-02022023
 ANNEXURE B:
PROPOSED STUDY PROGRAMME

IT Systems Management 2 (HISM200-1)

WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)

Systems Development: Project management and

Corporate Responsibility Complete
Developing Enterprise Applications Chapter 9 Self-
• Describe the seven phases of the systems
Relevant 200 Assessment
13 development life cycle.
Chapter(s) mins Activities and N/A
• Summarize the different software development
methodologies. 100 mins Learning
• Explain why a company would implement a service- 300 mins Activities
oriented architecture. 400 mins

Systems Development: Project management and Complete

Corporate Responsibility Self-
Project Management Chapter 9
Relevant 200 Assessment
14 • Explain project management and identify the primary
Chapter(s) mins Activities and N/A
reasons why projects fail.
• Identify the primary project planning diagrams 100 mins Learning
300 mins
• Identify the three types of outsourcing along with Activities
their benefits and challenges. 400 mins
View all
View/study Examination:
previous FA’s Submit SA2
Sample Refer to
15 - 17 EXAM WEEKS Review Review with online on
Summative Academic
suggested ColCampus
Assessments Calender
solutions

37 ProposedStudyProgramme-HISM200-1-Jan-Jun2023-SL-V.1-02022023
 ANNEXURE C: ACADEMIC CALENDAR FOR 2023

Academic Calendar Sem A 2023

SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 17 17:00 Applications Close
February 18 13:00 Registrations Close
1 February 20 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 February 26 23:59 26 February 2023 23:59. Feedback given in Week 2
HPRM441-1 FA 2 – Assignment Due
Submit online via ColCampus no later than
2 March 5 23:59 5 March 2023 23:59. Feedback given in Week 3
HPRM441-1 FA 3 – Assignment Due
Submit online via ColCampus no later than
3 March 12 23:59 12 March 2023 23:59. Feedback given in Week 4
HPRM441-1 FA 4 – Assignment Due
Submit online via ColCampus no later than
4 March 19 23:59 19 March 2023 23:59. Feedback given in Week 5
HPRM441-1 FA 5 – Assignment Due
Submit online via ColCampus no later than
5 March 26 23:59 26 March 2023 23:59. Feedback given in Week 6
FA 1 – Assignment Due
Submit online via ColCampus no later than
6 March 31 23:59 31 March 2023 23:59
HACP130-1, HADR1181, HADR230-1, HADV100-1,
HADV1181, HADV200-1, HADV300-1, HALL130-1,
HALP1181, HALT130-1, HANT130-1, HAPR300-1,
HAPS1181, HASD200-1, HAUD200-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBFB1181, HBLE300-1,
HBMN100-1, HBMN102-1, HBMN1181, HBMN130-1,
HBMN200-1, HBMN201-1, HBMN230-1, HBMN231-1,
HBMN232-1, HBMN233-1, HBMN300-1, HBMN301-1,
HBMN330-1, HBMN331-1, HBMN333-2, HBMN334-1,
HBMT1181, HBRD1181, HBRD300-1, HBRD330-1,
HBTB1181, HCBB1181, HCGA232-1, HCGE130-1,
HCGE231-1, HCGE232-1, HCHR1181, HCLT106-1,
HCLT107-1, HCLT108-1, HCML330-1, HCMLW230-1,
HCNM1181, HCONL330-1, HCOU1181, HCYLW230-1,
HDBP200-1, HECM1181, HECO130-1, HECO231-1,
HECO232-1, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HERL230-1, HERL330-1, HETA231-1,
HEVM100-1, HEVM1181, HEVM200-1, HEVM300-1,
HFAC130-1, HFAC131-1, HFAC132-1, HFAC201-1,
HFAC231-1, HFAC232-1, HFAC301-1, HFAC302-1,
HFAC331-1, HFAC332-1, HFAC333-1, HFAC334-1,
HFMN230-1, HFMN233-1, HFMN300-1, HFMN301-1,
HFMN302-1, HFMN330-1, HFMN331-1, HFOA100-1,
HGOP330-1, HGPLC230-1, HGPLD230-1, HHIVC1181,
HHM1181, HHMP1181, HHRD100-1, HHRD130-1,
HHRD200-1, HHRD230-1, HHRD300-1, HHRF1181,
HHRM100-1, HHRM130-1, HHRM200-1, HHRM230-1,
HHRM300-1, HHRM331-1, HHRM332-1, HHRM333-1,

38 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HHS1181, HHTD1181, HHWPT1181, HIAI1181,
HIAP1181, HICMA1181, HIMC300-1, HIND1181,
HINT1181, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HIT1181,
HLAA130-1, HLGE330-1, HLLW330-1, HLTX330-1,
HLWC1181, HLWC130-1, HLWC200-1, HLWC230-1,
HLWE230-1, HLWH1181, HLWI230-1, HLWL200-1,
HLWL300-1, HLWM200-1, HLWP130-1, HLWS130-1,
HMAC200-1, HMAC202-1, HMAC230-1, HMAC300-1,
HMAC330-1, HMKR1181, HMKT100-1, HMKT1181,
HMKT130-1, HMKT200-1, HMKT230-1, HMKT300-1,
HMKT330-1, HMLW1181, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HODV1181, HPAA200-1,
HPAD1181, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPDL230-1,
HPFM440-1, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HSAD300-1, HSAP1181,
HSCI1181, HSDJ1181, HSEC1181, HSEC200-1,
HSEM1181, HSFT300-1, HSHE1181, HSMB1181,
HSMS1181, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1, HSOS1181,
HSPM300-1, HSPS1181, HSYD100-1, HSYD201-1,
HSYD202-1, HSYD300-1, HTAX201-1, HTAX202-1,
HTAX230-1, HTAX331-1, HTAX332-1, HTCP300-1,
HTDP1181, HTDS1181, HTDSA1181, HTOP1181,
HTSS100-1, HTTM1181, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWDPR300-1, HWFM300-1,
HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 31 23:59 31 March 2023 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HPXN301-1, HPXS301-1
9 April 20 17:00 FA 1 - Results Release
10 April 26 13:00 FA 1 - Results Appeal Close
11 May 3 17:00 FA 1 - Results Appeal Release

39 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity

HPRM441-1 FA 6 – Assignment Due

Submit online via ColCampus no later than
10 April 28 23:59 28 April 2023 23:59. Feedback given in Week 12
FA 2 - Assignment Due
Submit online via ColCampus no later than
12 May 12 23:59 12 May 2023 23:59
HACP130-1, HALL130-1, HALT130-1, HANT130-1,
HAUD230-1, HAUD331-1, HAUD332-1, HBMN130-1,
HBMN233-1, HBMN330-1, HCGA232-1, HCGE130-1,
HCGE231-1, HCGE232-1, HCLT104-1, HCLT107-1,
HCLT108-1, HECO130-1, HENT130-1, HETA231-1,
HFAC130-1, HFAC131-1, HFAC132-1, HFAC231-1,
HFAC232-1, HFAC331-1, HFAC332-1, HFAC333-1,
HFAC334-1, HFMN230-1, HFMN330-1, HFMN331-1,
HGOP330-1, HHRD130-1, HHRM130-1, HHRM332-1,
HHRM333-1, HISL130-1, HLAA130-1, HLGE330-1,
HLWC130-1, HLWP130-1, HMAC230-1, HMAC330-1,
HMKT130-1, HMKT330-1, HPBM440-1, HPBM441-1,
HPBM442-1, HPBM443-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HPSY131-1, HPSY132-1, HPSY331-1,
HPSY332-1, HRMS331-1, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSYD100-1, HSYD201-1, HTAX230-1, HTAX331-1,
HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWDPR300-1
FA 2 – Online Quiz Due
Complete online via ColCampus no later than
12 May 12 23:59 12 May 2023 23:59
HADR230-1, HBMN230-1, HBMN231-1, HBMN232-1,
HBMN331-1, HBMN333-2, HBMN334-1, HBRD330-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HERL230-1, HERL330-1,
HFAC201-1, HFMN233-1, HGPLC230-1, HGPLD230-1,
HHRD230-1, HHRM230-1, HHRM331-1, HIPLW130-1,
HLLW330-1, HLTX330-1, HLWC230-1, HLWE230-1,
HLWI230-1, HLWS130-1, HMAC200-1, HMKT230-1,
HPDL230-1, HPLW230-1, HPSW230-1, HPSY231-1,
HPSY232-1, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1
40 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 May 12 23:59 ColCampus no later than 12 May 2023 23:59.
HPXS302-1 FA 1 – Online Quiz Due
Submit online via ColCampus no later than
12 May 12 23:59 12 May 2023 23:59.
13 May 19 13:00 FA 2 - Results Release
14 May 22 17:00 FA 2 - Results Appeal Close
14 May 25 17:00 FA 2 - Results Appeal Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1
FA 3 – Assignment Due. Submit online via
15 May 29 23:59 ColCampus no later than 29 May 2023 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Accompanying SA 2’s to be submitted online via
ColCampus no later than 23:59 on day that SA 1 is
15 to 17 May – June 29 - 12 written
15 May 29 09:00-12:00 HTAX332-1
09:00-11:00 HBMN201-1, HBMN200-1, HLWL300-1, HRMM330-1
12:00-14:00 HBMN230-1, HLWC200-1, HPDL230-1
15:00-17:00 HCMLW230-1, HHRM331-1, HLTX330-1
May 30 09:00-12:00 HFAC132-1, HFAC231-1, HFAC232-1, HFAC332-1
09:00-11:00 HADV300-1, HHRM200-1, HMAC300-1
12:00-14:00 HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
May 31 09:00-12:00 HAUD332-1, HFAC130-1
09:00-11:00 HBMN231-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1
15:00-17:00 HBMN300-1, HENT200-1, HFMN330-1
June 1 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1
15:00-17:00 HECO231-1, HECO232-1
June 2 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 June 5 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1, HMAC202-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1, HRMB330-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
June 6 09:00-12:00 HFAC131-1, HFAC334-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPAA200-1
12:00-14:00 HAPR300-1, HCONL330-1, HMAC200-1
15:00-17:00 HERL330-1, HPR200-1, HSEC200-1
June 7 No scheduled SA1s.
June 8 No scheduled SA1s.

41 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
16 June 9 09:00-12:00 HAUD230-1, HAUD331-1, HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1
12:00-14:00 HLLW330-1, HLWL200-1, HMKT200-1, HMKT230-1
15:00-17:00 HBMN334-1, HPSY232-1, HPSY332-1
17 June 12 09:00-12:00 HMAC230-1, HMAC330-1
09:00-11:00 HBMN232-1, HLWE230-1, HSOC231-1, HSOC232-1
12:00-14:00 HHRD230-1, HPSW230-1, HSOC331-1
15:00-17:00 HBMN301-1, HFMN300-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember to upload your SA2 via
ColCampus by the stipulated due date no later than
23:59.
16 June 5 09:00-12:00 HPBM440-1
16 June 8 09:00-12:00 HPMK440-1
17 June 12 09:00-12:00 HPBM443-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 May – June 29 - 12 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHRF1181, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HIAP1181, HICMA1181, HIND1181,
HINT1181, HIT1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HYFT1181
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENTS with SA 2’s to submit.
These exams must be completed within the exam
period. Remember to upload your SA 2 on
15 to 17 May – June 29 - 12 23:59 ColCampus by the stipulated due date.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HANT130-1, HBMN100-1, HBMN102-1, HBMN130-1,
HCGE130-1, HDBP200-1, HECO130-1, HENT100-1,
HENT130-1, HEVM100-1, HFOA100-1, HHRD100-1,
HHRD130-1, HHRM100-1, HHRM130-1, HIPLW130-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HLAA130-1, HLWP130-1, HLWS130-1,
42 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HMKT100-1, HMKT130-1, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HPSY131-1, HPSY132-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,
HSOC131-1, HSOC132-1, HSPM300-1, HSYD202-1,
HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 May – June 29 - 12 23:59 later than 12 June 2023 23:59
HASD200-1, HBMN330-1, HCGE231-1, HENT300-1,
HHRM300-1, HHRM332-1, HHRM333-1, HLGE330-1,
HMKT300-1, HMKT330-1, HPBM441-1, HPBM442-1,
HPBM444-1, HPCP440-1, HPFM440-1, HPLW440-1,
HPMK442-1, HPRM440-1, HPRM441-1, HPX100-1,
HPXN302-1, HPXS200-1, HPXS302-1, HRML330-1,
HRMS331-1, HSAD300-1, HSYD300-1, HWBAC230-1,
HWBHR330-1, HWBLW330-1, HWBMM330-1,
HWBSS330-1, HWCACP1171, HWCBMP1171,
HWCGMT1181, HWCHAP1181, HWCHCM1171,
HWCHMP1181, HWCHPR1181, HWCHRM1171,
HWCHRP1181, HWCLSP1171, HWCMDM1181,
HWCMP1171, HWCMSM1181, HWCMSP1181,
HWCMTM1181, HWCPLP1181, HWCTTMP1181,
HWDBM300-1, HWDEM300-1, HWDFA300-1,
HWDHR300-1, HWDMM300-1, HWDPR300-1
HCLT104-1, HCLT107-1, HCLT108-1, HPCPB100-1,
HPCPC100-1, HSYD100-1, HSYD201-1
SA 1 – Assignment Due. Submit online via
17 June 12 23:59 ColCampus no later than 12 June 2023 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
18 June 19 09:00-12:30 ASSESSMENT EVENTS.
19 June 27 13:00 SA 1 & 2 Results Release
19 June 30 17:00 SA 1 & 2 Results Appeal Close
20 July 4 13:00 SA 1 & 2 Results Appeal Release
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA 2).
Accompanying Supplementary SA 2’s to be
submitted online via ColCampus no later than 23:59
21 July 10 - 14 on day that SA 1 is written
21 July 10 09:00-12:00 HAUD332-1, HETA231-1, HTAX230-1, HTAX331-1
09:00-11:00 HBMN230-1, HBMN300-1, HLWC130-1, HPSY332-1
HBMN200-1, HBMN334-1, HLWC200-1, HLWC230-1,
12:00-14:00
HTAX201-1, HTAX202-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HPAA200-1
HFAC132-1, HFAC231-1, HFAC232-1, HFAC332-1,
July 11 09:00-12:00
HFAC333-1
HADV300-1, HBMN201-1, HENT200-1, HENT230-1,
09:00-11:00
HFMN330-1, HHRM230-1, HLWI230-1, HMAC300-1
43 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HBMN231-1, HCYLW230-1, HFAC201-1, HFAC301-1,
July 11 12:00-14:00
21 HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HPSW200-1
HBMN233-1, HFAC130-1, HFAC131-1, HFAC302-1,
09:00-12:00
July 12 HFAC331-1, HFAC334-1, HFMN230-1
09:00-11:00 HBMN333-2, HGOP330-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HPSW230-1, HRMB330-1
HAUD200-1, HHRM200-1, HLWE230-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
July 13 09:00-12:00 HFMN331-1, HMAC230-1, HMAC330-1
HGPLC230-1, HGPLD230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HSOC332-1
HAPR300-1, HBLE300-1, HCML330-1, HHRD200-1,
12:00-14:00
HHRD300-1, HIMC300-1, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
July 14 09:00-12:00 HAUD230-1, HAUD331-1, HCGA232-1, HTAX332-1
HADR230-1, HBMN232-1, HHRD230-1, HLTX330-1,
09:00-11:00
HSEC200-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember to
upload your Supplementary SA 2 via ColCampus by
the stipulated due date no later than 23:59.
21 July 10 09:00-12:00 HPBM440-1
21 July 12 09:00-12:00 HPMK440-1
21 July 14 09:00-12:00 HPBM443-1
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
Submit online via ColCampus no later than
21 July 10 - 14 14 July 2023 23:59
HASD200-1, HBMN330-1, HCGE231-1, HENT300-1,
HHRM300-1, HHRM332-1, HHRM333-1, HLGE330-1,
HMKT300-1, HMKT330-1, HPBM441-1, HPBM442-1,
HPBM444-1, HPCP440-1, HPFM440-1, HPLW440-1,
HPMK442-1, HPRM440-1, HPRM441-1, HPX100-1,
HPXN302-1, HPXS200-1, HPXS302-1, HRML330-1,
HRMS331-1, HSAD300-1, HSYD300-1, HWBAC230-1,
HWBHR330-1, HWBLW330-1, HWBMM330-1,
HWBSS330-1, HWCACP1171, HWCBMP1171,
HWCGMT1181, HWCHAP1181, HWCHCM1171,
HWCHMP1181, HWCHPR1181, HWCHRM1171,
HWCHRP1181, HWCLSP1171, HWCMDM1181,

44 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HWCMP1171, HWCMSM1181, HWCMSP1181,
HWCMTM1181, HWCPLP1181, HWCTTMP1181,
HWDBM300-1, HWDEM300-1, HWDFA300-1,
HWDHR300-1, HWDMM300-1, HWDPR300-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
21 July 10 - 14 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHRF1181, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HIAP1181, HICMA1181, HIND1181,
HINT1181, HIT1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HYFT1181
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember
to upload your SA 2 on ColCampus by the stipulated
21 July 10 - 14 due date.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HANT130-1, HBMN100-1, HBMN102-1, HBMN130-1,
HCGE130-1, HDBP200-1, HECO130-1, HENT100-1,
HENT130-1, HEVM100-1, HFOA100-1, HHRD100-1,
HHRD130-1, HHRM100-1, HHRM130-1, HIPLW130-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HLAA130-1, HLWP130-1, HLWS130-1,
HMKT100-1, HMKT130-1, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HPSY131-1, HPSY132-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,
HSOC131-1, HSOC132-1, HSPM300-1, HSYD202-1,
HTCP300-1, HTSS100-1, HWFM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HPCPB100-1,
HPCPC100-1, HSYD100-1, HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
21 July 10 - 14 23:59 online via ColCampus no later than 4 July 2023.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 July 19 09:00-12:30 EVENTS.
22 July 21 17:00 Supplementary SA 1 & 2 Results Release

45 AcademicCalendar2023-V6-09012023
 Academic Calendar Sem A 2023
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
23 July 24 13:00 Supplementary SA 1 & 2 Results Appeal Close
23 July 27 17:00 Supplementary SA 1 & 2 Results Appeal Release

46 AcademicCalendar2023-V6-09012023
ANNEXURE D: Plagiarism Information Sheet

INFORMATION SHEET: PLAGIARISM

This document serves as a source of information regarding the nature of plagiarism, why it is
important to avoid, and how to ensure that you do not commit plagiarism.

Definition

Plagiarism is the reproduction of somebody else’s work or ideas, and presenting it as your own
without giving recognition to that person (Larney, 2012:5). Any piece of work that you present
under your own name must indeed be your own. If you used someone else’s ideas or words
without citing that person’s work, you have committed plagiarism.

Importance

If you have used someone else’s words or ideas in your work without giving them due credit, that
amounts to you presenting that person’s ideas as your own (AAUP, 2015:6). This affects the
academic integrity of your work, and can also be considered an infringement on the copyright of
the author whose work you used. It is therefore very important to avoid plagiarism when you
present academic work.

Examples

Plagiarism comes in many forms and is not limited to the direct quotation of another person’s
work without giving him credit. The most important cases of plagiarism are set out below:

Plagiarism of Ideas

Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a

hypothesis, a metaphor) in whole or in part, or with superficial modifications, without
giving credit to its originator (Roig, 2011:4)

Example: Original text: “Customer involvement is a fairly novel phenomenon in the

marketplace. By involving customers in the service delivery process, innovation and
productivity is improved.” (Axcell et al, 2015:217)

47 Plagiarism Information Sheet-HISM200-1-Jan-Jun-SL-V.1-02022023

ANNEXURE D: Plagiarism Information Sheet

Plagiarism of idea: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a relatively
new and foreign one in the marketplace.”

This is plagiarism because the idea of Axcell et al was taken directly without providing a
reference to their work. The plagiariser only changed “novel idea” to “a relatively new
and foreign idea” to his own version – but this does not represent his own thoughts. It is
the idea of Axcell et al written in a slightly different way.

This can be corrected by adding a reference to the source into work. For example: “If one
involves customers in the process of service delivery, this generally increases innovation
and productivity – even though this idea is still a relatively new and foreign one in the
marketplace (Axcell et al, 2015:217).

Plagiarism of Text

Definition: Copying a portion of text from another source without giving credit to its
author and without enclosing the borrowed text in quotation marks (Roig, 2011:6).

Example: Original text: “The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited
trade unionism, industrialization and oppression of black workers. From 1924-1956 the
Industrial Conciliation Act was promulgated which created dispute settlement
mechanisms through establishing industrial councils.” (Thompson, 2015: 94).

Plagiarism of text: The period from 1652 to 1870 was characterized by colonial settlement
and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited trade
unionism, industrialization and oppression of black workers.

This is plagiarism because you are quoting the work of Thompson directly without putting
it in between quotation marks, and without providing a reference to his work.

This can be corrected by adding a reference to the source into the text and placing the
sentence in between quotation marks. For example: “The period from 1652 to 1870 was

48 Plagiarism Information Sheet-HISM200-1-Jan-Jun-SL-V.1-02022023

ANNEXURE D: Plagiarism Information Sheet

characterized by colonial settlement and slavery. 1870 – 1924 bought the discovery of
gold and diamonds, limited trade unionism, industrialization and oppression of black
workers” (Thompson, 2015: 94).

Plagiarism by Improper Paraphrasing

Definition: Taking portions of text from one or more sources, paraphrasing what was said,
and then adding some of your own ideas to that text to pass the entire thought off as your
own. (Roig, 2011:7).

Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for creative
ideas. It is also important that one should have clarity concerning the nature of the
problem in order to develop a creative solution. Therefore, it is of utmost importance to
define the problem clearly.” (De Beer et al., 2008, 168)

Plagiarism by improper paraphrasing: It is important for an entrepreneur to be sensitive

to opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas. Therefore it is important to
pursue the continuous generation of creative ideas.

This is plagiarism because you merely rephrasing the idea of De Beer et al. and then
adding your own sentence to that, without giving reference to the authors for the first
part of your text.

This can be corrected by adding a reference to the source after the first part of this
paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008: 168).
Therefore it is important to pursue the continuous generation of creative ideas.

49 Plagiarism Information Sheet-HISM200-1-Jan-Jun-SL-V.1-02022023

ANNEXURE D: Plagiarism Information Sheet

Tips to avoid plagiarism:

1) Ensure that you understand the source that you are using and the ideas that it is trying to
convey. A good rule of thumb is that if you can repeat what you have read in your own
words, you most likely have a good understanding of that work. And if you can do that –
you can be sure that you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own work.
This allows you to develop your own thoughts and opinions on the subject matter.
3) Be sure to cite every source that you use. When you are collecting sources, ensure that
you have all the relevant detail for the source that you need to cite it correctly – refer to
the referencing guide in this regard
4) Use quotation marks around text that you have taken directly from an original source.
5) Always include a list of references at the end of your work, with the relevant detail of all
the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it as your own
words and ideas.

Useful sources if you want more information on plagiarism

UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available at:
[http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf]
The NWU referencing guide available on COLcampus.

LIST OF REFERENCES:
AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins University Press.
Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.
De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.
Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University Library
Services.

50 Plagiarism Information Sheet-HISM200-1-Jan-Jun-SL-V.1-02022023

ANNEXURE D: Plagiarism Information Sheet

Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing Practices:
A Guide to Ethical Writing. ORI. Avaialble at: [http://ori.hhs.gov/avoiding-plagiarism-self-
plagiarism-and-other-questionable-writing-practices-guide-ethical-writing. Last accessed:
9/11/2015]
Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.

51 Plagiarism Information Sheet-HISM200-1-Jan-Jun-SL-V.1-02022023

ANNEXURE E:

BREAKDOWN OF PROPOSED COURSE MATERIAL

The prescribed book for this module is Business Driven Information Systems, 7th edition. Please
note that all the chapters are prescribed. The course material is divided into 9 Chapters. These
9 Chapters should be studied according to your proposed study programme (Annexure B).
Below, you can find a detailed breakdown of the chapters in the prescribed textbook that make
up the respective units in your study programme.

IT Systems Management 2 (HISM200-1)

Unit CHAPTERS IN PRESCRIBED TEXT BOOK

Chapter 1: Management Information Systems: Business Driven MIS

1

2 Chapter 2: Decisions and Processes: Value Driven Business

3 Chapter 3: E-business: Electronic Business Value

4 Chapter 4: Ethics and Information Security: MIS Business Concerns

Formative Assessment 1 therefore covers Chapters 1 - 4

5 Chapter 5: Infrastructures: Sustainable Technologies

6 Chapter 6: Data: Business Intelligence

7 Chapter 7: Networks: Mobile Business

8 Chapter 8: Enterprise Applications: Business Communications

9 Chapter 9: Systems Development: Corporate Responsibility

10 Chapter 9: Project Management: Corporate Responsibility

52 HISM200-1-BreakdownofProposedCourseMaterial-Jan-Jun2023-SL-V.1-02022023
ANNEXURE F: FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: January - June
Formative Assessment 1 IT Systems Management 2 (HISM200-1)
NQF Level, Credits: 6, 20
Weighting: 40%
Assessment Type: Essay questions
Educator: S. Lombard
Examiner: S. Lombard
Due Date: 31 March 2023
Total: 100 Marks
Instructions:

• This formative assessment consists of six (6) questions.

• It is based on Units 1 to 4 of your textbook.
• All questions are compulsory.
• You should be working towards a similarity rating of 30% or less. If the incorrect
document is uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be
awarded. If the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, 25% of the assessment total will be deducted from the final grade. Where
a Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and 25% of the
assessment total will be deducted from the final grade.

53 HISM200-1-Jan-Jun2023-FA1-SL-V2-15012023
Question 1 (16 marks)

Global tech is a huge company that has been around for quite some time. The organisation
has been unable to increase its company performance any further than it is right now. You
are an IT systems analyst and you have been called in to assist them in performing this task.
You will make use of a technology-driven process of analysing the companies existing data
to present actionable data to the organisations’ executives for decision-making. This will be
done with the intent of driving positive change and boosting company performance.

1.1 Briefly discuss the type of intelligence illustrated above and provide a relevant
example. (7 marks)

1.2 Referring to the above scenario, establish and explain the concept used to then
transform data gained from the intelligence, into insight for making better future
decisions? (9 marks)

Question 2 (15 marks)

Troy wants to open a barbershop in his region. His region spans 15 km and in this region,
there is only one existing barbershop. He contacts you, a business analyst asking you to
determine if his idea would be feasible or not.

Determine the feasibility of his business idea using a model that analyses the
competitiveness in a marketplace. Using the same model, formulate ways in which he can
gain a competitive advantage over his potential rival.

Question 3 (14 marks)

You are a manager at an IT gadget store. A client has walked into your store complaining
about faulty headphones that he purchased from you. As the manager, you must solve the
issue.

Briefly analyse the situation and breakdown the process you would make use of to identify
and solve the problem.

54 HISM200-1-Jan-Jun2023-FA1-SL-V2-15012023
Question 4 (10 marks)

The Covid 19 lockdown has been harsh on all businesses in South Africa. After the
lockdown, the owner of a software developing organisation noticed an increased lack of
productivity from employees as well increased amounts of obesity. He has a theory that if
he can get employees physically healthier, productivity levels will go back to normal. He has
approached you their information systems specialist, with the idea of putting in place 45
minutes of exercise per day into their work schedule to increase the overall health of
employees.

Establish what the key performance indicators of such a suggestion would be to the above
scenario.

Question 5 (15 marks)

Briefly analyse and discuss in detail the artificial intelligence (AI) you would use that imitates
the reasoning processes of experts in solving difficult problems. In your answer, be sure to
use your examples of how it is applied.

Question 6 (30 marks)

You are a network security specialist. Sable wants to open a buy-and-sell business that will
strictly operate online. You know that with online businesses, many possible security threats
could severely cripple her chances of being successful. There are all types of intelligent
people out there that use their knowledge to gain illegal access to business networks. Yahoo
told the public in September 2016 it had experienced a breach in 2014 that affected at least
500 million accounts. It followed that announcement up with another in December of that
same year that detailed a 2013 attack on its network that exposed at least one billion user
accounts. After the sale of Yahoo closed in 2017, Verizon noted that the 2013 attack affected
all three billion of Yahoo’s users. Yahoo eventually agreed to pay $117.5 million to settle a
class-action lawsuit in April 2019 over how it handled communications around the breaches
in security. (Adapted from Yahoo to pay $117.5M in latest settlement of massive breach.
2019. Available from: https://phys.org/news/2019-04-yahoo-1175m-latest-settlement-
massive.html) Accessed on 14 November 2022).

55 HISM200-1-Jan-Jun2023-FA1-SL-V2-15012023
6.1 Establish the kind of attacker mentioned in the scenario, the different types, and
determine a preemptive method that Sable can employ to remove any bugs before
they are exploited. (19 marks)

6.2 Sable decides that her business is going to operate by buying and shipping goods
from China, and selling them to both businesses and/or consumers at a higher price.

Referring to the scenario above, describe business models that apply to her type of
business and distinguish the one you think would suit her business best.
(11 marks)

56 HISM200-1-Jan-Jun2023-FA1-SL-V2-15012023
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: January - June

Sample Formative Assessment 1 IT Systems Management 2 (HISM200-1)
NQF Level, Credits: 6, 20
Weighting: 40%
Assessment Type: Essay
Educator: S. Lombard
Examiner: S. Lombard

Due Date: Sample

Total: 100 Marks

Instructions:

• This formative assessment consists of five (5) questions.

• It is based on Units 1 to 4 of your textbook.
• All questions are compulsory.
• You should be working towards a similarity rating of 30% or less. If the incorrect
document is uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be
awarded. If the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, 25% of the assessment total will be deducted from the final grade. Where
a Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and 25% of the
assessment total will be deducted from the final grade.

57 HISM200-1-Jul-Dec2022-Sample FA1-SL-V.1-02022023
QUESTION ONE (35 marks)

The adoption of artificial intelligence (AI) has helped improve organisations decision-making
capabilities. Trend analysis for stock markets and probabilistic outcomes can be achieved
based on information feed in. In addition, it has become an enabler for business process
modelling. For example, in a claim process from Employee->Supervisor->Adminstrator, the
process can be tracked and traced. The employee fills out a claim form, and the supervisor
validates the form, which is then sent to an administrator. In the light of this:

1.1 With examples in each case, reflect on the potential of intelligent systems for
commercial applications. (12 marks)

1.2 Depict a business process model and notation diagram (BPMN) for the case
provided. (8 marks)

1.3 Some situations, scenarios and variables make deep learning preferable to
machine learning and vice versa. With relevant examples, when will you use deep
learning over machine learning? (5 marks)

1.4 What challenges do the introduction of robots and use of AI pose to your future
career? (10 marks)

QUESTION TWO (20 marks)

You are taking over a large national cooperation that has been servicing customers
nationally. You have been advised to focus on preventing external threats rather than
internal threats to your business. But while studying at College years back, you were taught
that external factors play a role in formulating a sound business strategy.

2.1 Analyse FIVE (5) external forces that have an impact on business operations.

(10 marks)

2.2 Discuss the importance of Value Chain Analysis in strategic management.

(10 marks)

58 HISM200-1-Jul-Dec2022-Sample FA1-SL-V.1-02022023
QUESTION THREE (10 marks)

Amongst several definitions of business-to-business commerce (B2B), is one that highlights

the inter-industry and service provision between industrial sectors or large corporates. For
example, the services that the banking industry provides to the telecommunications industry
and banking to online shopping sites.

3.1 Provide two scenarios of business-to-business commerce in the provision of a service

rather than a good. (5 marks)

3.2 You and your cousin want to start a shopping brand where you sell your branded
merchandise online. Briefly discuss four (4) possible challenges you will face as you
set out. (5 marks)

QUESTION FOUR (20 marks)

Information security models are important to provide a fundamental understanding of the

cyber-environment

4.1 With the aid of a relevant example, explain how Authentication differ from
Authorization. (5 marks)

4.2 How do you relate Non-repudiation with Confidentiality, Integrity and Availability
(CIA) triangle. Provide relevant examples. (10 marks)

4.3 Is security a people or technology problem? Do you protect people or technology?

Briefly discuss. (5 marks)

QUESTION FIVE (15 marks)

DD is a South African premier public service broadcaster with more than 1000 transmitters
covering 90% of the country's population across an estimated 70 million homes. It has more
than 20000 employees managing its metro and regional channels. Recent years have seen
growing competition from many private channels numbering 65 and the cable and satellite
operators (C&S). The C&S network reaches nearly 30 million homes and is growing at a
very fast rate.

59 HISM200-1-Jul-Dec2022-Sample FA1-SL-V.1-02022023
DD’s business model is based on selling half-hour slots of commercial time to the
programme producers and charging them a minimum guarantee. For instance, the present
tariff for the first 20 episodes of a programme is R30 plus the cost of production of the
programme. In exchange, the procedures get 780 seconds of commercial time that they can
sell to advertisers and can generate revenue. Break-even points for procedures, at the
present rates, is R75 for a 10-second advertising slot. Beyond 20 episodes, the minimum
guarantee is R65, for which the procedure has to charge R115 for a 10-second slot in order
to break even.

It is at this point advertisers face a problem – the competitive rate for a 10-second slot is
R500. Procedures are possessive about buying commercial time on DD. As a result, DD’s
projected growth of revenue is only commercial time on DD. As a result, the DD’s projected
growth of revenue is only 6-10% as against 50-60% for a private-sector channels.

Software suppliers, advertisers and audiences are deserting DD owing to its unrealistic
pricing policy. DD has options before it. First, it should service privates. Second, it should
remain purely a public service broadcaster and third, a middle man/path. The challenge
seems to be exploiting DD’s immense potential and emerging as a formidable player in mass
media production.

Use the case study above to answer the following questions

5.1 Extract a SWOT analysis from the above case study of DD (5 marks)

5.2 Describe how you will measure the effectiveness of a management information
system (5 marks)

5.3 Why do you think the proposed alternative is the best? (5 marks)

60 HISM200-1-Jul-Dec2022-Sample FA1-SL-V.1-02022023
ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT 1-MEMO

HIGHER EDUCATION PROGRAMMES

MEMORANDUM
Academic Year 2023: January - June
Sample Formative Assessment 1 IT Systems Management 2 (HISM200-1)
NQF Level, Credits: 6, 20
Weighting: 40%
Assessment Type: Short Essay
Educator: S. Lombard
Examiner: S. Lombard

Due Date: Sample

Total: 100 Marks

Instructions:

• This formative assessment consists of five (5) questions.

• It is based on Units 1 to 4 of your textbook.
• All questions are compulsory.
• You should be working towards a similarity rating of 30% or less. If the incorrect
document is uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be
awarded. If the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, 25% of the assessment total will be deducted from the final grade. Where
a Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and 25% of the
assessment total will be deducted from the final grade.

61 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
QUESTION ONE (35 marks)

1.1 With relevant examples in each case, reflect on the potentials of intelligent
systems to commercial applications (10 marks)

Note to grader: provide a maximum of 4 marks for examples

Intelligent systems are various commercial applications of artificial intelligence.
They include sensors, software and devices that emulate (√) and enhance human
capabilities, learn or understand from experience(√), make sense of ambiggquous
or contradictory information, and even use reasoning to solve problems and make
decisions effectively(√). Intelligent systems perform such tasks as boosting
productivity in factories by monitoring equipment and signaling when preventative
maintenance is required (√). They have some analytical capabilities: (i)
Consolidation: is the aggregation of data from simple roll-ups to complex groupings
of interrelated information (√). (ii) Drill down: enables users to view details, and
details of details of information (√). The reverse of consolidation, a user can view
regional sales data and then drill down all the way to each representative data at
each office. (iii) Slice and Dice: is the ability to look at information from different
perspectives (√). (iv) Pivot: rotates data to display alternative presentations of the
data (√)

Page Reference: Business driven Information systems, Chapter 2: p 65-67

Learning Outcome: Describe artificial intelligence and identify its five main types

1.2 Depict a Business Process Model and Notation (BPMN) diagram for the case
provided (8 marks)
Note to grader: provide a maximum of 4 marks for examples

Award 3 marks for actors and a mark for each process

62 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
 Page Reference: Business driven Information systems, Chapter 2: p 76-77

Learning Outcome: Demonstrate the value of business process modelling and

compare As-Is and To-Be models

1.3 Some situations, scenario and variables make deep learning perferable to
machine learning and vice versa. With relevant examples, when will you use
deep learning over machine learning? (7 marks)

Note to grader: award a maximum of 2 marks for relevnt example

Where the size of data is large deep learning will be preferable(√). Deep learning
require high level and amount of infrastructure with time a huge factor, it takes a
lengthy amount of time to train(√). When there is a lack of domain understading for
feature introspection(√), deep learning outshines others as you have to worry less
about feature engineering(√). Deep learning is more suitable in complex problems
such as image classification, natural language processing and speech recognition.
Deep learning has more tolerance and leans towards interpretability (√).

Page Reference: Business driven information systems, Chapter 2: p 66-68

Learning Outcome: Describe artificial intelligence and identify its three main types

63 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
1.4 What challenge does the introduction of robots and use of AI pose to your
future career? (10 marks)

Essay type question students should highlight what their job title will be, how
robots will replace them, how do they hope to remain relevant if that should
happen.

Note to grader:
Maximum of 2 marks for stating or describing career path
Maximum of 4 marks for describing how the robots will replace activities in
chosen career path

Maximum 4 marks on how do they hope to remain relevant if that should happen.

Page Reference: Business driven Information systems, Chapter 2: p 66-73

Learning Outcome: Describe artificial intelligence and identify its three main types

QUESTION TWO (20 marks)

You are taking over a large national cooperation that has been servicing customers
nationally. You have been adviced to focus on preventing external threats rather than
internal threats to your business. But while studying at College years back you were
taught that external factors play a role in formulating a good business strategy.

2.1 Analyse FIVE external forces that have an impact on business operations.
(10 marks)

• Political factors (√): an unstable political landscape can affect operations of

a business. The political state of a country has an effect on how business is
run in the country. For example, war, change of government, political
system/ideology etc (√).
• Economic factors (√): from the business term of economy of scale. Market
prices fluctuate depending on the state of health of the economy.
International trade affects the economy. Production and Import of goods is
affected by economic climate a country. For example, fiscal and monetary

64 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
 policy, tariffs and customs duty, taxation, interest rates, inflation, recession
etc (√).
• Social factors (√): the social aspect focuses on the forces within the society.
Family, friends, colleagues, neighbors and the media are social factors.
These factors can affect our attitudes, opinions and interests. So, it can
impact sales of product and revenues earned. For example, education,
crime and corruption, poverty, piracy etc (√).
• Legal factors (√): Legal factors are external factors which refer to how the
law affects the way businesses operate and customers behave. Product
transportation, profit margins, and viability of certain markets are all
examples of things which may be influenced by legal factors. For example:
changes in policies and labour laws etc (√).
• Physical factors (√): The geographical landscape, the natural resouces
available e.g. availability of raw materials, landscape etc (√).

Page Reference: Business driven Information systems, Chapter 1: p 25-26

Learning Outcome: Identify the four key areas of a SWOT

2.2 Discuss the importance of Value Chain Analysis in strategic management.

(10 marks)

The Value chain groups any firms activities into two categories, primary value activities and
support value activities (√). Primary value activities acquire raw materials and manufacture,
deliver, market, sell and provide after-sales services (√). Which are: inbound logistics,
operations, outbound logistics, marketing and sales, services (√). Support value activies
include: firm infrastructure, human resources management, technology development and
procurement (√). They support the primary activities. Porter describes the business of a form
as a value chain, in which total revenues minus total costs of all activities undertaken to
develop and market a product or service yields value (√). Value chain analysis (VCA) refers
to the process whereby a form determines the costs associated with organisational activities
from purchasing raw materials to manufacturing products to marketing those products (√) .
VCA aims to identify where low-cost advantages or disadvantages exists anywhere along
the value chain from raw materials to customer service activities (√). Firms should use VCA

65 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
to develop and nurture a core competence and convert this into a distinctive competence
(√). A core competence is a value chain activity that a firm performs especially well (√).
When a core competence evolves into a major competitive advantage, this is called
distinctive competence (√).

Page Reference: Business driven Information systems, Chapter 1: p 32-34

Learning Outcome: Demonstrate how a company can add value by using Porters
value chain analysis

QUESTION THREE (10 marks)

Amongst several definitions of business-to-business commerce is one that

highlights the inter-industry and service provision between industrial sectors or large
corporates. For example, the services the banking industry provides to the
telecommunications industry. Also, banking to online shopping sites.

3.1 Provide an example of business-to-business commerce in the provision of

service rather than a good. (5 marks)

Note to grader:

maximum of 4 marks for 2 examples given of B2B commerce

maximum of 2 marks for identifying the link that joins the two industries

Must be answered with an example. Inter business or industry exchange of services.

Banking and online shopping stores: Takealot for example. Customers buy products on
takealot. Takealot provides a payment platform. This payment platform is linked to financial
& banking organisations. The customer pays online. There is an exchange between takealot,
banks and payment merchants such as visa, mastercard.

Page Reference: Business driven Information systems, Chapter 3: p 116

Learning Outcome: Compare the four ebusiness models

66 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
3.2 You and your cousin want to start a shopping brand where you sell your
branded merchandise online. Discuss four (4) possible ebusiness challenges
you will face as you set out. (5 marks)

Indentifying limited market segments: lack of growth in some sectors due to product or
service limitations (√).

Managing consumer trust (√): Trust in the ebusiness exchange deserves special attention.
The physical separation of buyer and seller, the physical separation of buyer and
merchandise, and customer perceptions about the risk of doing business online provide
unique challenges (√).

Ensuring consumer protection: An organisation wants to dominate wuth superior customer

service as a competitive advantage must not only serve but also protect its customer,
guarding them against unsolicitedf goods and communication, illegal or harmful goods
etc(√).

Adhering to taxation rules: abding to legislation governing use of personal information and
monetary requirements (√).

Page Reference: Business driven Information systems, Chapter 3: p 115-116

Learning Outcome: Identify the four challenges associated with ebusiness

QUESTION FOUR (20 marks)

Information security tenets are important to provide a fundamental understanding of

the cyber-environment.

4.1 With the aid of a a relevant example, explain how Authentication differ from
Authorization. (5 marks)

Authentication involves confirming the identity of a person or entity in order to grant the user
access to a given system (√). Authorization is process of determining whether a user
(subject) is allowed to have certain types of access to a particular resource based on a set
of rules (√). Authentication should normally precede authorization (√). You have to first
confirm who the entity is before you can go ahead to give access to a specific resource (√).

67 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
If someone knocks on your door, you first have to know who it is first (Authentication), before
you allow him/her access to your home (Authorization) (√).

Page Reference: Business driven Information systems, Chapter 4: p 164-168

Learning Outcome: Provide an example of each of the three primary information

security areas.

4.2 Discuss the concepts of Confidentiality, Integrity and Availability. In addition,

discuss how the concept of Non-repudiation fits. (10 marks)

Confidentiality ensures that only the entity can view or access the information. Very similar
to privacy (√). Information that should stay secret stays secret and only those persons
authorized to access it may receive access (√).Integrity ensures that the information sent
reaches its intended target/destination without any tampering or modification of the contents
at all states (rest or in transit) (√). It is concerned with the trustworthiness, origin,
completeness, and correctness of information as well as the prevention of improper or
unauthorized modification of information (√). Availability ensures that the information is
accessibility as any time it is required (√). These are set of rules that should limit access to
information (√). Non-repudiation provides proof of the origin and integrity of data, both in an
unforgeable relationship, which can be verified by any third party at any time (√).
Accountability may include non-repudiation, which proves the party that performs an activity,
the scope of the action and when the action took place (√). The ability to prevent a denial of
actions by a person or entity. In addition, the inability of either participant of a transaction to
deny its participation (√). In simple terms, you can trace who had access or used a
participation information and there is adequate proof for that (√).

Page Reference: Business driven Information systems, Chapter 4: p 147

Learning Outcome: Explain the ethical issues in the use of information

technology.

68 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
4.3 Is security a people or technology problem? Do you protect people or
technology? Briefly Discuss. (5 marks)

Note to grader: answers may vary use discretion based on line of argument

Both. Guaranteeing the safety of organisation information is achieved by implementing the

2 lines of defences: people and technology (√). To protect information through people, firms
should development information security policies and plans (√) that provide employees with
specific precautions they should take in creating, working with and transmitting the
organisations information assets (√). Technology-based lines of defense fall into three
categories: authentication and authorization; prevention and resistance and detection and
response (√). This can be achieved through the use of intrusion detection systems, network
vulnerability scanners and regular penetration tests (√).

Page Reference: Business driven Information systems, Chapter 4: p 165

Learning Outcome: Provide an example of each of the three primary information

security areas

QUESTION FIVE (15 marks)

DD is an South African premier public service broadcaster with more than 1000
transmitters covering 90% of the countries population across an estimated 70 million
homes. It has more than 20000 employees managing its metro and regional channels.
Recent years have seen growing competition from many private channels numbering
65, and the cable and satellite operators (C&S). The C&S network reaches nearly 30
million homes and is growing at a very fast rate.

DD’s business model is based on selling half – hour slots of commercial time to the
programme producers and charging them a minium guarantee. For instance, the
present tariff for the first 20 episodes of a programme is R30 plus the cost of
production of the programme. In exchange the procedures get 780 seconds of
commercial time that they can sell to advertisers and can generate revenue. Break-
even points for procedures, at the present rates is R75 for a 10 second advertising
slot. Beyond 20 episodes the minimum guarantee is R65 for which the procedures
has to charge R115 for a 10 second slot in order to break-even.

69 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
It is at this point advertisers face a problem – the competitive rates for a 10 second
slotis R500. Procedures are possessive about buying commercial time on DD. As a
result DD’s projected growth of revenue is only commercial time on DD. As a result
the DD’s projected growth of revenue is only 6-10% as against 50-60% for a private
sector channels.

Software suppliers, advertisers and audiences are deserting DD owing to its

unrealistic pricing policy. DD has options beforeit. First, it should service privates.
Secondly, it should remain purely public service broadcaster and third, a middle
man/path. The challenge seems to be exploiting DD’s immense potential and emerge
as a formidable player in the mass media production.

Use the case study above to answer the following questions

5.1 Extract a SWOT analysis from the above case study of DD. (5 marks)

SWOT analysis involves study of strengths, weaknesses, opportunities and threats of an

organisation. SWOT factors that are evident from DD are as follows:

S – Strength: More than 1000 transmitters(√). Covering 90% of population across 70 million
home against 30 milltion homes by C&S(√).

W – Weaknesses: Rigid pricing strategy. Low credibility with certain sections of society (√).

O – Opportunities: Infrastructure can be leased out to cable and satellite channel (√).

T – Threats: Desertion of advertisers and producers may result in loss of revenues (√).

Page Reference: Business driven Information systems, Chapter 1: p 25-26

Learning Outcome: Identify the four key areas of a SWOT

5.2 Describe how you will measure the effectiveness of a management

information system (5 marks)

A management information systems metrics could be used to measure the impact

management information systems has on business processes and activities, including
customer satisfaction and customer conversion rates(√). Usability: the ease with which
people inform transactions and/or find information(√). Customer satisfaction: measured by
satisfaction surveys, percentage of existing customers retained and increase in revenue(√).

70 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
Customer rates: The number of customers an organisation reaches for the first time and
persuades to purchase its products or services(√). Financial: Such as return on investment,
cost benefit analysis, break even analysis and net present value(√)

Page Reference: Business driven Information systems, Chapter 2: p 58

Learning Outcome: Define critical success factors (CSFs) and key

performance indicators (KPIs) and explain how managers use them to
measure the success of MIS projects.

5.3 Why do you think the proposed alternative are the best? (5 marks)

It is suggested that DD should adopt a middle path (√). It should have a mix of both the
options. It should economise on its operational aspects and ensure more productivity in
terms of revenue generation and optimisation of use of its infrastructure (√). Wherever, the
capacities are underutilised, these may be leased out to private operations. At the same
time quality and viewership of programmes should be improved (√). Bureaucacy may reduce
new strategic initiatives or make the organisation less transparent (√). Complete privatisation
could fetch a good sum and may solve many managerial and operational problems (√).

Page Reference: Business driven Information systems, Chapter 1: p 25-26

Learning Outcome: Identify the four key areas of a SWOT

71 HISM200-1-Jan-Jun2023-SampleFA1-Memo-SL-V1-02022023
ANNEXURE H: SUMMATIVE ASSESSMENT 2

HIGHER EDUCATION PROGRAMMES

Academic Year 2023: January - June

Summative Assessment 2: IT Systems Management 2 (HISM200-1)

NQF Level, Credit: 6, 20

Weighting: 10%

Assessment Type: Research Essay

Educator: S. Lombard

Examiner: S. Lombard

Due Date 12 June 2023

Total 20 Marks

Instructions

1. Summative Assessment 2 (S.A. 2) must be handed in online before or on the day of the
Summative Assessment 1 (S.A. 1) sitting.

2. The essay must be a minimum of 600 (six hundred) words, and should not exceed 750
(seven hundred and fifty) words.

72 HISM200-1-Jan-Jun2023-SA2-SL-V2-15012023
 3. The essay structure must be as follows:
• Cover Page:
o Name
o Surname
o Student Number
o Name of your Support Centre (i.e. Boston, Braamfontein)
• Introduction: Tells the reader what the essay is about.
• Body / Main Content: Is based on research and relates to the essay question or topic that
has been set.
• Conclusion: Is a summary of what has been covered in the essay, it may also include
suggestions / recommendations.
• Reference list: (not included in the word count): the Harvard Referencing Method must
be adhered to with regards to in-text citations and the reference list. Please make sure
you have read and adhere to the Boston's Harvard Method of Referencing: NWU
Referencing Guide, A Beginner's Guide when referencing, as well as The Beginners
Guide to Plagiarism, both are available in the HE Library module on ColCampus.

4. The essay must be typed, using the following type settings only:
• Font: Arial
• Font Size: 12
• Line Spacing: 1.5

5. The following must be adhered to:

• You have been provided with two (2) academic sources (see below), these sources
are compulsory and must be consulted and referenced when answering the
research question.
• It is imperative to note that the compulsory sources must be accessed using the
Library module on ColCampus.

Compulsory source to peruse:

Vandana, N. 2019. Internet of Things (IoT): A Review on Benefits and Challenges. Subodh
Journal of Recent Trends in Information Technology, 10(01):4-7.
Retreived from http://www.sjrtit.subodhpgcollege.com/pdf/2-Internet-of-Things-(IoT)-A-
Review-on-Benefits-Challenges-Vandana-Nigam.pdf [Accessed 21 November 2022].
(Google)
73 HISM200-1-Jan-Jun2023-SA2-SL-V2-15012023
 Virat, M. S. et al. 2018. Security and Privacy Challenges in Internet of Things. Proceedings of
the 2nd International Conference on Trends in Electronics and Informatics, 454–460.
Retrieved from
https://www.researchgate.net/publication/329398115_Security_and_Privacy_Challenges_in
_Internet_of_Things [Accessed 21 November 2022]. (Google)

6. You must make use of the Harvard Method of Referencing. Refer to the examples of
referencing below:
Book, single author:
Holt, D.H. 2017. Management principles and practices. Sydney: Prentice-Hall.

Book, 2 or 3 authors:
McCarthey, E.J., William, D.P. & Pascale, G.Q. 2017. Basic marketing, Cape Town: Juta.

Book, more than 3 authors:

Bond, W.R., Smith, J.T., Brown, K.L. & George, M. 2016. Management of small firms,
Sydney: McGraw-Hill.

Book, no author:
Anon. 2009. A history of Greece 1994-now. Sydney: Irwin.

eBook:
Harris, C.A. 1917. How to write music: musical orthography, edited by M. Randall. New
York, NY: H. W. Grey. http://gutenbert.org/files/37281/37281-h/37281-h.htm. Date of
access: 31 August 2017.

Academic Journal article with one author:

Allan, J. 2017. Nurturing supportive learning environment in higher education through the
teaching of study skills: to embed or not to embed? International Journal of Teaching and
Learning in Higher Education, 19(2):64-76.

Academic Journal with 2 or more authors:

Glatt, M.M., Grindstone, C.H & Hult, C.J. 2019. The geographic expansion of Mexican
immigration in the United States and its implications for local law enforcement. Law
Enforcement Executive Forum Journal, 8(1):73-82.

74 HISM200-1-Jan-Jun2023-SA2-SL-V2-15012023
 Webpage, no author:
(use first few words of the page title) Improve indigenous housing now, government told.
2007. Available from: <http://www.architecture.com.au/i-cms?page=10220>. Date of
Access, 8 February 2016.

Website:
Australian Securities Exchange. 2019. Market Information. Available from:
<http://www.asx.com.au/professionals/market_information/index.htm> Accessed on 5
July 2019.

Web based image / table / figure:

The Lunar Interior. 2000. Available from:
http://www.planetscapes.com/solar/browse/moon/moonint.jpg 2 Accessed on 8
November 2016.

Blog:
Newton, A. 2007. Newcastle toolkit. 16 January 2007. Angela Newton: Blog. Available
from: <https://elgg.leeds.ac.uk/libajn/weblog/> Accessed on 23 February 2014.

Facebook and Twitter:

Smith, P. 2012. Social networking group, (Facebook), 6 October. Available from:
http://facebook.com Accessed on 29 October 2012.

Newspaper, print:
Wolhuter, T. 2011. How to read food labels. Star. 26, 2 Mar 2011.

Newspaper, electronic database:

Hans, B. 2011. Cosatu slams Swazi loan. The mercury, 15 Aug.
http://www.iol.co.za/mercury/cosatu-slams-swazi-loan-1.1117816 Date of access: 1 Sep.
2012.

75 HISM200-1-Jan-Jun2023-SA2-SL-V2-15012023
 7. Plagiarism occurs when a writer duplicates another writer's language or ideas, and then calls
the work his or her own. Simply put, plagiarism is theft. This includes the 'copy and paste' of
work from textbooks, study guides, journal articles. The Plagiarism Declaration, included in
this brief, must be signed and attached to the front of your essay. Refer to the Plagiarism
Information Sheet in your Course Outline for further information.

8. Academic sources:
Not all sources can be classified as an academic source. To judge whether a source is an
academic source, take the following criteria into account:
• The author should be identifiable
• The source should be published by a credible publisher (In an Academic Textbook or
Academic Journal)
• A list of references should be provided

Wikipedia is not a credible academic source. There is no one author identifiable, and editing
an article on this site is very easy. Also, blog posts often provide valuable information, but this
is not academically sound.

9. To obtain maximum results, please consult the rubric included in this brief to ensure that you
adhere to and meet all the given criteria.

10. If the incorrect document is uploaded, or if no Copyleaks Report is issued, or if the

Copyleaks Report indicates that a 30% similarity rating has been exceeded, a mark of zero
(0) will be awarded. Where a Copyleaks Cheat Detection Report is issued, your submission
will automatically be treated as if you received a similarity rating in excess of 30% and a
mark of zero (0) will be awarded.

76 HISM200-1-Jan-Jun2023-SA2-SL-V2-15012023
Question (20 Marks)

"The genesis of the Internet of Things (IoT) goes back to the 1980s with the idea of ubiquitous
computing whose objective was to embed technology in everyday's life. Currently, the IoT is
envisaged both at the individual and professional levels. IoT plays a pivotal role in enhancing living
standards in e-health, smart home, and smart learning for an individual. For a professional, IoT finds
its application in automation, smart supply chain, transportation, remote monitoring, and logistics"
(Shafique and Khawaja, 2020).

Conduct research on the Internet of Things (IoT) in its fullness, and identify and discuss its benefits
and challenges. In the conclusion of the essay, furnish your thoughts about IoT's importance in
society.

Compulsory sources to peruse:

Vandana, N. 2019. Internet of Things (IoT): A Review on Benefits and Challenges. Subodh Journal
of Recent Trends in Information Technology, 10(01):4-7.
Retreived from http://www.sjrtit.subodhpgcollege.com/pdf/2-Internet-of-Things-(IoT)-A-Review-on-
Benefits-Challenges-Vandana-Nigam.pdf [Accessed 21 November 2022]. (Google)

Virat, M. S. et al. 2018. Security and Privacy Challenges in Internet of Things. Proceedings of the
2nd International Conference on Trends in Electronics and Informatics, (May), 454–460. Retrieved
from
https://www.researchgate.net/publication/329398115_Security_and_Privacy_Challenges_in_Intern
et_of_Things [Accessed 21 November 2022]. (Google)

Learning Outcomes:
Describe information technology, specifically the Internet of Things (IoT), and its associated
advantages and challenges to business and society at large.

77 HISM200-1-Jan-Jun2023-SA2-SL-V2-15012023
ANNEXURE H: SUMMATIVE ASSESSMENT 2

Criteria Exceptional Satisfactory Developing Unsatisfactory Total

Description of Internet The Internet of Things(IoT) The Internet of Things(IoT) is The Internet of Things(IoT) is merely Insufficient description of the
of Things(IoT) is comprehensively defined sufficiently defined and outlined or only one aspect described Internet of Things(IoT)
and described described

7-5 4-3 2 1-0

Identify and discuss Benefits/opportunities of Benefits/opportunities of the Benefits/opportunities of Internet of No valid benefits/opportunities
the the Internet of Things(IoT) Internet of Things(IoT) Things(IoT) are not explained well but of the Internet of Things(IoT)
benefits/opportunities mentioned are well mentioned are valid but less are valid presented
of the Internet of researched and presented informative
Things(IoT)

5 4-3 2 1-0
Identify and discuss Challenges of Internet of Challenges of Internet of Challenges of Internet of Things(IoT) No valid challenges of Internet
the challenges of Things(IoT) mentioned are Things(IoT) mentioned are are not explained well but are valid of Things(IoT) presented
Internet of Things(IoT) well researched and valid but less informative
presented

5 4-3 2 1-0
Bibliography and Exceeds the number of Minimum relevant sources Some sources were quoted, but None
References relevant sources (2+). were met. irrelevant.
Compulsory source Correct Harvard referencing Incorrect referencing
consulted
Correct Harvard
referencing

3 2 1 0 /20

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