Master of Business Information Systems

Designed to develop your cognitive, technical and creative skills to operate as an effective Business Analyst in a global context, the Master of Business Information Systems (MBIS) develops graduate Business Analysts who are ready to participate in business as all-rounders.

This course prepares you to be an effective conduit between both the information technology specialists and the key decision makers in the business.

Immerse yourself in theory to meet the changing business environment in which you aspire to work and manage.

Take advantage of our trimester based system and flexible learning options, and enter or exit the degree via the Graduate Diploma of Business Information Systems (CRICOS 098258G).


Key Study Outcomes:

About the School

This course is provided by Chifley Business School and delivered by Torrens University Australia Ltd CRICOS Provider Code: 03389E.

Read more about Chifley Business School

Chifley Business School

Course Delivery

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Workload and Assessment

No. of timetabled hours per week:

Torrens University Australia operates on a trimester system comprising of 3 study periods per year.

It is expected that each subject, whether studied online or on-campus, will involve a combined total of 150 hours of structured and self-directed learning, which equates to approximately 12 hours a week per subject over a 12-week trimester.

Contact a Course and Career Advisor for more information on full-time and part-time workload.

Typical assessment includes:

Subjects have a range of assessments options to suit the students’ requirements and circumstance. Methods of assessment may include time constrained, written examinations, individual assignments based on live briefs, group assignments, project reports, presentations, research reports, work integrated learning, scenarios and case studies, and reflexive logs.

Subject Information

This subject introduces students to activities, techniques, and methodologies a systems analyst uses to design information systems that, when built, enhance the organisation’s ability to meet its business goals via available technology. These include define requirements for system, model high-level behaviours of system, and design blueprint, that is, planning and implementation and will move through object-oriented approaches to analysis and design, the transformation of user requirements to system design. User empathy is promoted in this subject, using the unified modelling language (UML).

Requirements management is a method of defining, using, modelling, documenting, maintaining, and measuring requirements throughout the software process. This helps developers explore requirements management and how it supports systems engineering and software engineering life cycles. Develop techniques for eliciting requirements and identifying good requirements. Represent requirements graphically by utilising powerful unified modelling language (UML) diagramming techniques. Develop skills to effectively manage requirements changes and techniques for measuring requirement quality through quantitative metrics.

In this subject students learn the fundamentals and core concepts of Service Oriented Architecture and characteristics of microservices. They compare microservice architecture with monolithic style, emphasising why the former is better for continuous delivery. They also deal with operational complexities that are created while managing, monitoring, logging and updating microservices, and learn about the tools used to successfully manage, deploy and monitor applications based on microservice.

Students will learn the importance of data to an organisation and the problems inherent in creating, storing, and managing that data. This subject will explore relational database design and modelling and students will learn how to handle data anomalies and the process of data integration. During this unit you will explore an organisation’s need for a data warehouse, learn about data visualisation and evaluate dashboard designs to view data. Students will examine the need for distributed data in today’s business environment.

This subject is designed to introduce students to programming as a tool for developing systems and addressing business need. Students will be introduced to and employ an integrated development environment (IDE) to create, compile, test and run programs, applying object-oriented concepts to construct classes and methods. This unit will be tailored to student levels of expertise and expose students to a variety of programming languages to equip them with an understanding of the requirements in business. Illustrate the design of an application using universal modelling language (UML) diagrams.

This unit is designed to prepare students for a career in a business information systems field as a Business Analyst (BA). They will gain insight into organisation and functions of a modern computer and communication and software components that support it. Through awareness of potential and limitations of systems and technologies students will work with testing and verifying data, develop confidence and competence in ability to understand, analyse, and apply information technology. The principles and importance of the agile methodology will be applied to the BA space.

In this subject, students explore a variety of business process management theories and systems, including quality control, IT, and management theories. Promising technologies for next generation e-business and enterprise systems will be particularly discussed and practical tools used in enterprises, e.g., SAP, Oracle applications, will be demonstrated. This subject also emphasises the integration of software techniques and relationship to building an interface that business managers can use.

In this course, students implement a project plan and manage progress by applying performance reporting, analysis, and measurement techniques to ensure that activities are executed as planned. This will include responding to risk events and issues; managing scope changes; communicating with team members and stakeholders; acceptance of deliverables, and administrative and financial closure.

The process of creation, from conception through distribution, is complicated and requires a diverse set of management skills. Students in this course are introduced to the knowledge, tools, and techniques needed to manage projects successfully throughout a project life cycle, and to the language used by practitioners in conjunction with the terminology recognised by the Project Management Institute (PMI). Students explore the project management knowledge areas and process groups of the Project Management Body of Knowledge (PMBOK) guide. Students also examine the ways these two dimensions of project management interact in initiating (scoping), planning, executing (launching), monitoring and controlling, and closing a project.

This subject examines the operation of a business in its environments including an analysis of the macro and micro influences on a business’ strategy, operations and decision making. Includes development of knowledge of the Australian legal framework and regulatory compliance; global economic, social and ethical principles that influence modern organisational decision making; and sources of competitive advantage.

The Business Communications subject provides a dynamic focus on managerial communication and professional development.  It will assist students to develop the interpersonal and written communication skills required for success in business. Students will be immersed in a series of skill-based activities, simulations, and individualized coaching designed to build their strategic thinking and communication skills. Additionally students will gain confidence in their communication through application and feedback. Emphasis is placed on writing skills, reports, and presentations, and using technology to communicate.

This subject includes the development of the students own voice through exploring and experimenting with new ideas in making and/or interpreting work. The student will develop acquired skills, develop conceptual skills and ideas, evaluate their own work and research work opportunities. The student consolidates their knowledge of the design industry, design as a profession and the relationship between design and other industries.
The student applies industry knowledge to work activities, maximising effective performance and also gains knowledge of ways to maintain currency in design industry trends and practice.

This course introduces program participants to the nature and importance of concepts that go beyond the twin imperatives of time and (financial) cost. Specific topics include sustainability in terms of social equity, economic efficiency, and environmental performance; project management life cycles; resource management; and change management. Students learn how to assess and evaluate the performance of multiple projects, and how to apply a range of tools and techniques when managing product portfolios, along with the nature of sustainability in project management in terms of how project management processes align with the three fundamentals of sustainable development: social equity, economic efficiency, and environmental performance.

This subject sets the tone for managing business operations in the 21st century. While the focus is operations management, this subject builds on strategic management concepts and introduces the student to business process management, value stream mapping and supply chain management with an emphasis on technology. Through an enterprise context the student will practice and reflect on systems thinking, thereby developing their leadership skills.

In this subject, students explore the interrelationship between technological change and the strategic role that technology plays in sustaining a successful business. Students will analyse professional, technological and organisational challenges – including ethical issues and risks – that impinge on the management of complex technology projects across small, medium and global business environments. They also examine various approaches to planning and delivering IS/IT projects, including Information System Development Methodologies (ISDM), outsourcing, and custom versus off the shelf products.

Leadership is an essential ingredient in every organisation, whether large or small, private or public or local or global. Leaders can inspire colleagues, help chart the course of a project or an organisation, build value for stakeholders or revive the fortunes of a company that has lost its way. This subject presents project management leadership through real-world examples that illustrate the value of effective leadership in turbulent economic times and provides students with a foundation of leadership theory, styles and approaches.

Procurement and contracts are integral to successful project management. In this course, students learn about planning for purchases and acquisitions, requests for proposal, vendor selection, contract administration, and contract closure.  Students learn how to approach key issues with regard to short and long-term contracts, and small and large contracts. Topics covered include the examination of procurement strategies, responsiveness, and supplier-client relationships. Students will also examine tendering, bidding and order management processes, relevant legal and commercial implications, as well as managing the relationship between buyer and seller, assessing vendor performance, contract change control, and conflict resolution.

In this course, students consider the iterative nature of project management processes and how project management processes and process groups intersect. Students develop a comprehensive project plan that comprises the project management knowledge areas with specific emphasis on scope, time, cost, and quality management. They also assess the importance of project communications management in managing stakeholder expectations.

To be effective, project managers must understand relationships between operational factors such as business processes, product design, and revenue expenditure. Students in this course learn about these relationships, including the issues involved in planning and evaluating revenue expenditure. Topics will include project goal attainment, positive operating cash flow, risk mitigation strategy, and operational alignment. Students also explore analysing risks, time and cost estimates, developing an appropriate work breakdown structure (WBS), understanding the importance of managing project change, establishing effective communication systems, and management of operations in an organisational environment. They engage in practical exercises designed to help them develop budget and operational plans based on an organisation’s accounting and financial data, project plans, and goals. Students also examine planning considerations associated with global operations.

In today’s business environment there is a plethora of information available—too much information! Paradoxically, decisions have to be made quickly with what often appears to be ambiguous or not enough information. How do leaders collect the most pertinent and important information to make decisions that will impact tomorrow’s firms and communities? This subject engages students in the nuances of data collection, how to filter data and how to use it most effectively in decision-making. The subject develops the student’s quantitative research skills, and digital literacy.

This subject sets the tone for managing business operations in the 21st century. While the focus is operations management, this subject builds on strategic management concepts and introduces the student to business process management, value stream mapping and supply chain management with an emphasis on technology. Through an enterprise context the student will practice and reflect on systems thinking, thereby developing their leadership skills.

This subject examines the key issues currently facing all organisations when creating products and services for highly competitive and rapidly changing markets. Outperforming competitors requires careful management of business processes, fostering corporate competencies, and aligning the firm to its environment. The student will learn and then practice strategising through a number of theories and practical settings.

This subject challenges students to engage with a diverse range of educational technologies, with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.

In this subject students will analyse a variety of examples of innovative educational practice (including, for example, practices relating to the support of students with additional educational needs), critically examine the meaning of innovation and debate whether innovation can be quantified and measured. Students will be supported to identify problems/issues within education practice and will utilise tools and thinking processes designed to assist in the generation of innovative solutions. Finally, students will explore evaluation methodology as a means of analysing innovation outcomes relevant to their professional context in a systematic way.

Design thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, considering those who have a stake in these problems/issues, and designing a range of possible solutions that are then tested and refined in practice. In this subject, students will explore the concepts and processes of design thinking, including the origins of design thinking and its use across a range of disciplines and contexts. Following these general processes, students will then engage in a design thinking process to identify and address an issue within their own professional context. Through this design thinking process, students will engage in reflection and analysis of their professional skills, knowledge, and judgement, and ultimately arrive at an advanced understanding of their roles as innovators and leaders in education.

One role of the project manager is to lead teams in complex and diverse organisational settings while concurrently communicating with all stakeholders. In this subject, students examine how to support and motivate team members to perform to the best of their ability, producing quality results within the required time and cost limits, and how individual and group behaviour impacts organisational effectiveness. Students learn ways to design projects to support organisational goals and how to build and engage organisational capital (intellectual, human, physical, financial, and structural). They also assess communications management as a tool to manage internal and external relationships with stakeholders, partners, vendors, and customers.

The theoretical base of this subject focuses on developing the students’ understanding of the fundamental contemporary theories of social entrepreneurship and a variety of applicable business models. The course will explore cross discipline material encompassing design, business and technology and how to acquire and combine knowledge and skills in all 3 areas to amplify the potential for success in 21st century society. At the core of this subject will be a focus on customer experience design, both theory and skill, and why user centric principles are increasingly used in business today.

Students will explore the application of entrepreneurship business strategies and apply this knowledge in a philanthropic context and come up with solution to a real world problem they can execute to the pitch ready stage for investment. The project will entail some type of ‘design for good’ aspect in either a profit or non- for-profit business model.

Students will be expected to think critically as they evaluate complex ideas and learn the patterns, frameworks and mechanics or storytelling, behavior design, game design and platform design.

Students will be expected to:

  • Students will banalyse a social problem that needs to be solved
  • Plan and progress an idea through a business development lifecycle
  • Plan and progress an idea through a buutilising a self-constructed questionnaire
  • sSynthesise and visualise quantitative and qualitative data in order to communicate the patterns they discover in the data collected
  • learning the basics of using a business model and value proposition canvas as tools for design
  • Create, present, and communicate a professional-level business deck along with a functional prototype in order to demonstrate their understanding of theoretical and practical concepts
  • Learn and practice lean start-up and design thinking principles in the validation of their business idea along with validation of the prototype for the product or service they create.

The subject focuses on risk management, risk assessment and risk mitigation plans, including the necessary communication plans and skills to ensure that incidents and risks are managed as safely as possible in a controlled manner.  The value of such activities is critically analysed to ensure that the effort expended is appropriate to the size of the risk.

This subject will enable students to apply their research skills to solving a managerial problem in their work context to utilise a work related project opportunity that has arisen from their progress on the MBA in their workplace. In an applied research project, students will analyse a real-world management problem of which he or she has experience or has been able to observe, such as poor financial performance, resistance to organisational change and loss of market share. The students are expected to analyse the problem in terms of relevant concepts and develop feasible options for solving the problem. The subject will contain a research methods component.

Alternatively, students may use an organisational development opportunity being afforded to them by their organisation through some form of corporate training as the basis for this unit report. In this instance the assessment will be the application of the additional training to their work and an impact analysis of the training on their practice.

Both options require elements of research methodology to be applied in the context of their workplace.

Prerequisite: At least 32 units of MBA subjects.

As business becomes increasingly global with the use of the internet making all goods available everywhere, the better prepared an organisation is for international markets, the more successful it is likely to be. This subject focuses on the risks, strategies, and implementation of international business plans, requiring students to both evaluate current practice and develop an international strategy for their own organisation or organisation of their choice.

Technology impacts on most everything that we do in organisations, how we do deliver and perform, and how efficiently we manage our operations. Technology strategy therefore focuses on making the right decisions about the deployment of technology in line with business strategy and the risks associated with making the wrong technology decisions. The subject employs a range of research methods to draw up scenarios for decision making, and requires the students to present the case for a technology innovation strategy to a board of stakeholders.

Prerequisite: Management Information Systems

This subject is underpinned by notions that are measured by the triple bottom line: economic, social and environmental costs and benefits. The subject explores the competitive advantage to be gained through sustainable practices and requires students to develop a sustainability strategy for an organisation of their choice. This subject explores the issues of social justice and human rights more fundamentally than other subjects as sustainability issues for the future.

Benchmarking and the ability to collect, analyse and present benchmarking data to influence organisational decision making is a core competence for many organisations. This subject develops students’ analytical skills and understanding of benchmarking processes and procedures before supporting them in a benchmarking exercise of their own.

This subject introduces students to the law, the role of the law and the impact the law has in its operation on managerial and business practice. Contract, tort, intellectual property, agency and employment law are considered, as well as means and methods of considering dispute resolution. How these are contextualised internationally is explored.

This subject is focused on how to utilise financial information for internal decision-making purposes. It is designed for the leader who will be using, rather than producing financial information. This subject also addresses the various types of financial decisions that leaders must make, and the strategies necessary to anticipate the alternatives, evaluate the advantages and disadvantages of each and recognise the trade-offs inherent in each alternative. The objective of this subject is for students to learn how to apply finance theory and principles to the analysis of important business problems. Specific topics will include capital budgeting, cost of capital, risk, capital structure, payout policy, and enterprise valuation.

Business leaders are expected to make considered and rational decisions that take cognisance of the complex competitive and often volatile environment in which they operate. This subject explains the micro and macroeconomic context needed for making these decisions. It also outlines how institutions, particularly the government and regulatory authorities, shape and constrain that environment. By the end of the subject, students will be able to use economic theories to help them make decisions about the optimal allocation of business resources and to understand the potential impact of regulatory and economy-wide changes on their business environments.

Understanding organisational behaviour, politics, dynamics and environments and how they impact on the role and legitimacy of the management function is the core of this subject. This subject helps individuals understand the constraints they face as managers and emerging leaders and how they can develop strategies to leverage advantages and overcome constraints and barriers in their organisations. The subject also focuses on developing some of the advanced communication skills necessary in management and leadership roles, and the ability of the individual to influence others. The subject introduces students to the concept of naturally occurring data and qualitative analysis.

Being an effective and genuine leader in a dynamic era requires an understanding of leadership concepts, how leaders think and act, and how various management styles impact situations and relationships within an organisation. Being a dynamic leader also demands a strong set of competencies such as motivating self and others, leading creativity in an organisation, cultural intelligence, and navigating ambiguity. This subject provides students with a foundation of leadership theory, styles, and approaches, and an opportunity for students to assess and build on their own leadership styles throughout the course.

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