The aim of the programme is to meet the increasing need for Enterprise Architects who combine technical knowledge (e.g. technology, software and infrastructure related knowledge within an enterprise context) with an advanced understanding of business technology strategy and human dynamics.

The MSc in Enterprise Architecture offers several optional and self-contained modules in the field of Enterprise Architecture. Different areas, such as Enterprise Modelling, Business Strategy, Security Management, IT Law, International Finance, HR Management, etc., are covered through the core and optional modules of this programme. The dissertation module will provide the opportunity of performing a supervised research dissertation acquiring and developing original knowledge in a specific area of Enterprise Architecture.

This new programme, running from September 2012, is the first of its kind in the UK and Europe and taps on UEL expertise around Enterprise Architecture and Modelling as well as Business Strategy Management. With UEL proximity to the City and Canary Wharf, and the flexible delivery model of the programme, this could be an ideal opportunity for aspiring architects as well as business analysts who want to progress their careers to become Enterprise Architects.

a) 2 years relevant work experience in addition to

b) BSc (Hons) in Computer Science, Business or a relevant discipline with an award classification typically of (2:1) but of no less than a lower second class honours (2:2).

c) A degree qualification of a standard equivalent to (b) obtained after a course of full-time study extending over a period of not less than three years in a recognised university outside the UK

d) Applicants having other qualifications and/or appropriate professional experience will be considered

e) In the case of applicants whose first language is not English, then IELTS 6.0  (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.

Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption.

The academic year at UEL is organized in three semesters: Semester A (from September to January), Semester B (from February to May) and Semester C (from June to September). The 30-credit modules are taught in semesters A and B. Every 30-credit module is taught in one of these two teaching semesters (semesters A or B). The 60-credit dissertation can be taken over any of the semesters A, B and C.

The programme is designed in such a way that full-time students can study it over one calendar year (only for those that start the studies in semester A and take the dissertation over the summer period). Students who start in February will require 16 months to finish the programme. Full-time students will take two modules per teaching semester (A and B) and the dissertation module will be taken either over the consecutive teaching semester (A or B) or, in advance to semester A, over the summer period (semester C). Completion will be expected one year after initial enrolment.

Part time students will take the programme over two years (February starts 2.5 years), taking one 30-credit module per semester and the dissertation module over two semesters. Completion will be expected two and a half years after initial enrolment.

The common schedules for MSc students are included below:

Full-time student starting in semester A:

Semester A (1st year): two 30-credit modules (1 core + 1 option)

Semester B (1st year): two 30-credit modules (1 core + 1 option)

Semester C (1st year) or in Semester A (2nd year): 60-credit dissertation

Full-time student starting in semester B:

Semester B (1st year): two 30-credit modules (1 core + 1 option)

Semester A (1st year): two 30-credit modules (1 core + 1 option)

Semester B (2nd year): 60-credit dissertation

Part-time student starting in semester A:

Semester A (1st year): one core 30-credit module

Semester B (1st year): one core 30-credit module

Semester A (2nd year): one option 30-credit module

Semester B (2nd year): one option 30-credit module

Semester C (2nd year) and Semester A (3rd year), or Semesters A and B (3rd year): 60-credit dissertation

Part-time student starting in semester B:

Semester B (1st year): one core 30-credit module

Semester A (1st year): one core 30-credit module

Semester B (2nd year): one option 30-credit module

Semester A (2nd year): one option 30-credit module

Semesters B and C (3rd year), or Semesters B and A (3rd year): 60-credit dissertation

The MSc Degree requires four modules at 30 M credit points each and the dissertation module at 60 M credit points.  A PGDip can be awarded for four modules at 30 M credit points each, a PGCert for two modules at 30 M credit points each, and a PGAssCert for one module at 30 M credit

Teaching methods include lectures, tutorials, seminars and laboratory work. Web based learning is also employed for the research dissertation and work-based learning for Work-based optional modules.

Half of the modules have an end of semester examination in addition to coursework. Both assessment components in general bare the same weighting. On the other hand, some modules are purely assessed based on essay, group portfolio or research assignments. The aggregate pass mark for a module is 50% with minimum module component mark of 40%.

The programme offers students the opportunity to select work-based modules which empower the student with sophisticated planning tools and techniques specifically tailored for work-based projects. In addition, the research dissertation may be wholly or partly based at the student’s place of employment.

This gives the student an opportunity to work independently making his own critical appraisal of a chosen subject. This may include literature survey, systematic review, evaluation of best practices, Enterprise Modelling, and computer programming.

The programme has been designed based on the requirements of the Iasa (The Global IT Architect Association) Associate examination. Further, after completion of the two taught modules, students will be encouraged to take the Iasa Associate examination. In addition, students with the required level of experience (set by Iasa), can align their dissertation work with the CITA-P certification. Upon finishing their dissertation, they might be in a position to sit the CITA-P Board Review.

The programme will allow Business Architects, Infrastructure Architects and Solution Architects to progress their careers and become Enterprise Architects. The programme would allow software architects to widen their scope and understand the projects they work on and how they fit within the organization. It would equally allow Business Architects the opportunity to understand the technical aspects of architecture when coming from business backgrounds. The programme content is aligned with the Iasa Body of Knowledge and currently prepares students to undertake the Iasa Associate exam, and with the right experience, achieve the CITA-P status.

Students may approach staff for help with personal or academic problems either in person or by e-mail. A programme handbook provides all relevant information on the programme and the teaching resources. The research dissertation is carried out with the help of a web-based guidance notes and a project supervisor.

• Gain an in depth knowledge and understanding of the different EA frameworks and be able to select the right framework for the right job
• Gain an in depth knowledge and understanding of foundational concepts, issues, and best practices in the field of enterprise architecture
• Understand the different enterprise modelling approaches
• Understand approaches for measuring and communicating value
• Gain an in depth knowledge and understanding of how to align projects with the overall corporate strategy
• Develop an understanding of the different layers of the enterprise information technology landscape
• Understand best practices and approaches to manage costs and value of enterprise projects
• Understand how to deliver a clear advantage in today’s highly competitive and dynamic environments

Knowledge

• Understand and apply foundational concepts and best practices in Enterprise Architecture
• Explore Enterprise Architecture framework evaluation and development
• Understand strategic management and entrepreneurship literature
• Understand how strategic management and entrepreneurship fits into the range of managerial responsibilities.

Thinking skills

• Intelligently and critically discuss concepts of strategic management and entrepreneurship
• Critically reflect on theoretical models and understand their practical relevance
• Understand a number of approaches for measuring and communicating value

Subject-Based Practical skills

• Identify tools which can be used to help in strategic management and entrepreneurship tasks.
• Analyse and investigate strategic issues within organisations and propose effective solutions.
• Develop an in depthf understanding of the different layers of the enterprise information technology landscape
• Developing cogent professional and significant reports on issues relevant to Enterprise Architecture

Skills for life and work (general skills)

• Write and present more clearly
• Be able to conduct M level research both individually and as part of a group

The typical duration of this programme is 1 year full-time (September start) or 2 years part-time.  For February start, the programme duration is 1.5 years full-time or 2.5 years part-time. It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments.  Many of our students make use of this flexibility and this may impact on the overall duration of their study period.

The teaching year is divided into two semesters of roughly equal length.  A typical student registered in a full-time attendance mode will study two 30 credit modules per semester and a typical student registered in a part-time attendance mode will study one or two modules per semester.  The advanced independent research module may occur during the summer period.

List here the key teaching and learning methods used.  In order to demonstrate that you have covered the learning outcomes it may be useful to sub-divide this as follows:

Knowledge is developed through

• Lectures
• Tutorials
• Seminars
• Site Visits (for Work-based modules)

Thinking skills are developed through

• Coursework
• Mini projects
• Research dissertation

Practical skills are developed through

• Laboratory experiments
• Design projects
• Planning of work required for the research dissertation

Skills for life and work (general skills) are developed through

• Seminars
• Presentation of research
• Research dissertation

Knowledge is assessed by

• Coursework
• Examinations
• Research dissertation

Thinking skills are assessed by

• Solutions to practical problems
• Evaluation of literature
• Evaluation of experimental data
• Research dissertation

Practical skills are assessed by

• Use of Computer Aided Software Engineering (CASE) tools
• Laboratory experiments
• Preparation of research dissertation

Skills for life (general skills) are assessed by

• Seminars
• Coursework
• Research dissertation
• Oral examination

Before this programme started, the following was checked:

• there would be enough qualified staff to teach the programme;
• adequate resources would be in place;
• the overall aims and objectives were appropriate;
• the content of the programme met national benchmark requirements;
• the programme met any professional/statutory body requirements;
• the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning  and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

The quality of this programme is monitored each year through evaluating:

• external examiner reports (considering quality and standards);
• statistical information (considering issues such as the pass rate);
• student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation.  The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists.  The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions.  The result is a report highlighting good practice and identifying areas where action is needed.

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff).  The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality.  The programme committee plays a critical role in the  quality assurance procedures.

The standard of this programme is monitored by at least one external examiner.  External examiners have two primary responsibilities:

• To ensure the standard of the programme;
• To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

• Approving exam papers/assignments;
• Attending assessment boards;
• Reviewing samples of student work and moderating marks;
• Ensuring that regulations are followed;
• Providing feedback through an annual report that enables us to make improvements for the future

The following methods for gaining student feedback are used on this programme:

• Module evaluations
• Student representation on programme committees
• Student/Staff consultative committee

Students are notified of the action taken through:

• circulating the minutes of the programme committee
• providing details on the programme through the Virtual Learning Environment

The following methods are used for gaining the views of other interested parties:

• Questionnaires to former students
• Annual student satisfaction questionnaire
• Industrial advisory board
• Placements Officer