On completion of the course the students will be able to:

1. demonstrate an understanding of the systems thinking and design-driven approaches to information systems management, design, and development.
2. discuss and implement a process for the (re)design and development of an information system.

3. identify and investigate problems and issues associated with the project and connect these to possible solutions.
4. identify actors, constraints and opportunities and evaluate their impact on the system being developed and on the possible future outcomes.
5. formally document processes and phases through identified deliverables.

6. evaluate a project's boundaries, goals, and constraints with a systemic approach.
7. assess and critically interpret the process and its outcomes.

The course provides students with a practice-oriented approach to designing, developing, and managing the design or redesign of an information system, and for assessing its possible outcomes, its results, and its impact on society. Theories and models presented in the previous courses in the program will also be applied throughout the course.

The contents and organization of the project work must be approved by the course manager before the project starts.

Lectures, seminars, supervision, and workshops.

The teaching is conducted in English.

Bachelor's degree in Informatics (or the equivalent).

The course is graded A, B, C, D, E, FX or F.

ILOs 3, 4, 5, 6, and 7 will be assessed through the group work of the assigned project.
ILOs 1, 2, 6, and 7 will be assessed through the written individual exam.

Name of the Test	Value	Grading
Presentation	3 credits	A/B/C/D/E/FX/F
Project group work	4.5 credits	A/B/C/D/E/FX/F

It is the responsibility of the examiner to ensure that each course is evaluated. At the outset of the course, evaluators must be identified (elected) among the students. The course evaluation is carried out continuously as well as at the end of the course. On the completion of the course the course evaluators and course examiner discuss the course evaluation and possible improvements. A summary report is created and archived. The reports are followed up by program directors and discussed in program groups and with relevant others (depending on issue e.g. Associate Dean of Education, Associate Dean of faculty, Director of PhD Candidates, Dean and Director of Studies). The next time the course runs, students should be informed of any measures taken to improve the course based on the previous course evaluation.

Academic integrity
JIBS students are expected to maintain a strong academic integrity. This implies to behave within the boundaries of academic rules and expectations relating to all types of teaching and examination.
Copying someone else’s work is a particularly serious offence and can lead to disciplinary action. When you copy someone else’s work, you are plagiarizing. You must not copy sections of work (such as paragraphs, diagrams, tables and words) from any other person, including another student or any other author. Cutting and pasting is a clear example of plagiarism. There is a workshop and online resources to assist you in not plagiarizing called the Interactive Anti-Plagiarism Guide.
Other forms of breaking academic integrity include (but are not limited to) adding your name to a project you did not work on (or allowing someone to add their name), cheating on an examination, helping other students to cheat and submitting other students work as your own, and using non-allowed electronic equipment during an examination. All of these make you liable to disciplinary action.

Unger, R. & Chandler, C. (2012). A Project Guide to UX Design. New Riders.

Resmini, A. & Rosati, L. (2011). Pervasive Information Architecture – Designing Cross-channel User Experiences. Morgan Kaufmann.

Stickdorn, M. & Schneider, J. (2012). This is Service Design Thinking. Wiley.

Armson, R. (2011). Growing Wings on the Way – Systems Thinking for Messy Situations. Triarchy Press.