CURRICULUM RENEWAL IN POST-GRADUATE INFORMATION TECHNOLOGY
EDUCATION: A RESPONSE TO GROWING SERVICE SECTOR DOMINANCE
This project targets the Carrick 2006-2008 funding priority no.2 regarding curriculum
renewal, and specifically Carrick objectives a, d, and e.
The service sector forms a growing proportion of the world’s developed economies,
including Australia’s; developments in technologies, economic institutions,
demographics and globalisation driving its scale, complexity and interdependence (IFM
and IBM, 2007). The dependence of this sector on information technology (IT) in
particular, warrants revision and expansion of IT curricula in response to the sector’s
growing dominance. The following proposal addresses this need.
The primary aims of the proposal therefore are firstly, to identify, document and
disseminate the critical knowledge and skill sets needed by IT professionals, in response
to the growing dominance of the service sector in developed economies such as
Australia’s. Secondly, from this evidence, we intend to develop market-relevant,
multidisciplinary curriculum modules to assist in training a new generation of post-
graduate students. The project addresses a significant gap in IT education that needs to
be addressed in order to best position IT as a key enabler in the expansion of the services
economy in Australia.
The proposed work will be carried out in conjunction with key stakeholders by a
consortium of universities consisting of the University of Sydney, (lead institution),
University of New South Wales, University of Queensland, and the University of
Melbourne. The proposal also seeks to explore innovative ways of developing and
sharing curriculum modules, in addition to using the Carrick exchange, through a range
of strategies including workshops, an international conference, and an on-line interactive
portal that will serve as a repository of curriculum modules and teaching-learning
materials to be developed during the project. Included within the portal is a services
“foundry” for students to cooperatively create and use some of the services implemented
in the form of software, not just in software development courses, but in business-related
courses as well. The portal will enable a community of students, academics and, tutors to
collaborate in teaching, research and innovation.
The project methodology will employ a range of approaches to achieve these aims,
working in concert with industry partners to identify needs, design, pre-test and
disseminate educational resources. A Reference Group representing key stakeholders
will play a strategic role throughout the project and beyond.
1. Project Rationale
Economic drivers for education and skill development in services
Service sector growth
The service sector now plays a dominant role and is a key driver of growth in most
developed economies, including Australia’s. Among the 30 member nations of the
Organisation for Economic Development and Cooperation (OECD), services are
estimated to account for nearly 70% of the total value added (Sheehan, 2006). This
Page 1 of 23 25-May-10 10:43:10 a5/p5
sector, ranging from traditional services such as transportation, government, hospitality,
wholesale and retail, and also including finance, consulting, logistics, IT,
telecommunications, software, and health-care has also been the primary engine for
employment generation in most parts of the world in recent years. The US Bureau of
Statistics predicts that nearly 80% of the US work force will be employed in service
industries by 2010 (Chesbrough and Spohrer, 2006). Productivity growth and improved
competitive performance of firms and nations in the service sector are increasingly
predicated on innovative and effective engineering, management, and delivery of
services, largely enabled by IT (Rust and Miu, 2006). A view of services as the primary
unit of economic exchange (Lusch et al., 2008), and the increasing componentisation of
business processes (Spohrer and Riecken, 2006) for example, are reflected in new
models of business and IT as services (Hagel and Brown, 2001, Hagel and Singer,
1999). Spohrer and Maglio (2006) suggest that the need for service innovation to fuel
further economic growth and to raise quality and productivity of services has never been
Implications of this growth for teaching and research
While most industrial economies have made this transition to a services base, teaching
and research have not kept pace. In order to reap the kind of productivity gains
experienced by the agricultural and industrial sectors in the past, multi-disciplinary
education and research at the intersection of computer science, engineering, and
management, and social sciences is needed (Chesbrough and Spohrer, 2006). Legislation
passed by the US Congress in 2007 to fund projects in science, technology, research and
education in services science underscores this need (Library of Congress, 2007). The
bill, referred to by the acronym “COMPETES,” targets the need to understand and
respond strategically to the emerging discipline known as services science, management
and engineering (SSME): SSME is defined as the application of scientific engineering
and management disciplines that integrates elements of computer science, operations
research, business process engineering, management and social science. The European
Union also recognizes the importance of this emerging field and provides funding for
SSME research and education to universities in Europe.
Educational institutions in Australia and elsewhere are unable to meet the present and
predicted shortfall in IT graduates. A recent report prepared for the Office of Training
and Tertiary Education, Department of Innovation, Industry and Regional Development
in Victoria, Australia, for example, predicts a shortage of IT graduates due to a
significant drop in IT commencements over the last few years. At the same time,
demand for high-level IT skills has increased across all industry sectors; especially as IT
skills are becoming core skills necessary in most professional occupations. There is
strong demand for high-level IT skills in combination with other skills in the workforce
(e.g. business, communication, management) (Shah, 2007). Furthermore, the focus for
IT specialist skills has shifted from IT itself to the IT enabling of business services, and
from customised software development to the re-use of commoditised software in a
standardised global environment (Aspray et al., 2006). Global service providers already
report an acute shortage of IT graduates who have deep problem solving expertise, a
multidisciplinary approach, global outlook, practical experience, interpersonal and team
skills, intercultural competence and an understanding of the services paradigm (Hannon,
Page 2 of 23 25-May-10 10:43:10 a5/p5
Academic interest in services has been growing slowly with some disciplines having to
re-think university-level curricula and research agendas in light of the growth of services
(Glushko, 2008). However, most academics and government policy makers are still
operating in the traditional manufacturing paradigm rather than in the emerging services
paradigm (Spohrer and Maglio, 2006). Many university IT and related programs have
not embraced this paradigm shift, remaining instead steeped in deep specialisation in
technical areas and utilising traditional teaching methods. These are the concerns that
this project proposes to address by developing a model for service-oriented IT education
which is innovative in both its content and methods, in order to equip graduates with the
depth and breadth of skills called for in predominantly service economies.
Global initiatives in services education
In a recent report on Berkeley’s experiences in designing a services science curriculum,
Glushko (2008) analysed the SSME offerings in US universities, (including Carnegie
Mellon, Penn State, North Carolina State, the University of Arizona and the University
of California, Berkeley), finding that services teaching tended to be carried out in
traditional silos (marketing, industrial engineering, software engineering and human-
computer interaction). The report emphasises the need to take a more integrated,
multidisciplinary approach to the design of SSME curricula. Our project will take
account of this and other findings of the report. Europe
In Europe, the Universities of Lyon and Grenoble in France, the University of Trento in
Italy, the University of Munich in Germany and the Vienna Institute of Technology in
Austria (Spohrer and Riecken, 2006) are developing SSME offerings.
Recognising that developments in technologies, economic institutions, demographics
and globalisation drive the scale, complexity and interdependence of today’s service
systems, the University of Cambridge and IBM held a symposium in July 2007 for
SSME stakeholders. Specific recommendations included: innovative teaching methods
to equip graduates with practical, integrative skills and a service mindset; the
development of modular SSME curricula; and the design of services involving student
teams across disciplines in collaboration with industry and government (IFM and IBM,
Australia: the University of Sydney
In 2007, Sydney University’s School of IT took an important first step in transforming
the skill base of IT professionals by introducing a new approach to IT education,
pioneering the teaching of services science, management and engineering (SSME) in
Australia. This initial post-graduate unit of study (INFO5991) in the Masters of IT and
Masters of IT Management program introduces students to Services and the Service
Economy, Design and Engineering of Services, and the Management of Services.
Particular emphasis is placed on the importance of co-creation of value between the
client and the provider of the service. This was the first integrated course of its kind in
Australia, and the first postgraduate SSME unit of study in the Asia-Pacific Region.
IBM has been a partner in the design and teaching of this SSME unit of study.
To date, 152 postgraduate students, many already in the workplace, have enrolled in
INFO5991: “Introduction to SSME”. Their feedback has been unanimous in support of
the value of this introductory experience. On the two post-course evaluation surveys,
Page 3 of 23 25-May-10 10:43:10 a5/p5
100% of the students stated that they would recommend the course to other students.
Furthermore, feedback from students who completed the course and are currently
employed has been very positive regarding the content, approach and need for this unit
of study. The course is now being offered for the third time with more than half the
students currently employed. Piloting this introductory unit of study has served to test
the market as well as to develop a preliminary conceptual map for what a comprehensive
multidisciplinary SSME post-graduate program might include. Building on this success,
the School has made a commitment to offer a post-graduate major in SSME by 2010,
and was recently awarded a Teaching Improvement and Equipment Scheme (TIES)
grant to help accomplish this and to expand the current industry network. (For more
detail, see the section on ‘Institutional Profiles’ below.)
The proposed project
In summary, in response to major changes in world economies, this project aims to
engage in a curriculum renewal process that results in a set of multi-disciplinary learning
modules that seek to integrate IT, software engineering, social sciences and management
disciplines, using innovative teaching-learning methods. Accordingly, this project aims
to draw upon the combined expertise of four universities, the University of Sydney, the
University of New South Wales, the University of Queensland and the University of
Melbourne. Each of these institutions brings complementary strengths and capabilities,
across multiple disciplines, to the project.
2. Project Aims
The primary project aims are to:
1. Establish an educational consortium consisting of the University of Sydney, the
University of New South Wales, the University of Queensland and the University
of Melbourne to construct a model of innovative post-graduate IT education which
reflects the global diversity of the services sector as well as the multi-disciplinary
character of SSME studies. Advising the consortium will be a Reference Group of
2. Align with the needs of the IT-enabled services sector by researching and
identifying the key knowledge and skill sets needed by employers today and
anticipated in the future, incorporating findings from related investigations,
(Chicharo and Naghdy, 2007) and using this data to frame a set of distinctive
services-related graduate attribute statements with industry and professional
3. Develop market relevant curriculum modules and other educational resources
informed by information gained from industry, professional associations and
recent graduates. Content areas could include business process modelling, service
design and engineering; service oriented computing and the management of IT-
enabled services. These modules would form the basis for IT curriculum renewal
for individual institutions.
4. Establish the first concentration of postgraduate SSME coursework in Australia
and the Asia Pacific region and actively promote its adoption and adaptation
throughout the region.
5. Create an on-line SSME interactive portal that would provide universities across
Australia and the Asia Pacific Region with a wide range of multi-disciplinary
teaching-learning resources which incorporate innovative educational
technologies, including a “services foundry” (described in Section 6).
Page 4 of 23 25-May-10 10:43:10 a5/p5
6. Raise the profile of SSME in universities, industry and professional associations,
through workshops, conferences, reference groups and publications. This would
include conducting a workshop on SSME education in 2008 and an international
conference in 2010 as well as expanding the network of industry partners, which
currently includes IBM, Cisco, Commonwealth Bank of Australia, American
Express, and the IT Services Management Forum.
7. Contribute to and promote a research agenda in SSME that encourages the study of
services from diverse disciplinary perspectives, e.g. IT, Management, Marketing,
Operations Research, provides a critical link with this rapidly changing field and
will help foster the next generation of IT academics with SSME expertise and thus
on-going SSME education.
3. Project Deliverables
1. A set of services-related graduate attribute statements based on information
resulting from a survey targeting employers, industry partners and recent
graduates, and previous related work.
2. A comprehensive set of market relevant curriculum modules which will serve as
the basis for a postgraduate concentration in SSME.
3. An online SSME interactive portal with open access to universities across
Australia and the Asia Pacific region, containing a range of SSME teaching-
learning modules that include learning objectives, multi-media case studies from
industry partners, simulations, business process modelling tools, compendiums of
standardised business processes (MIT, 2008), annotated bibliographies, readings,
assignments and assessment tools. The portal will also include a services
“foundry” providing students with a virtual workshop that allows them to build,
aggregate and modify existing services as software. These modules will be piloted
and evaluated during the project by the Reference Group and participating
institutions. (See Attachment 1: Schematic Diagram of Portal)
4. A workshop “SSME Education: Looking Ahead” at the International Conference
on Service-Oriented Computing to be held in Sydney, December 1-4, 2008.
5. An international conference in 2010 (at the conclusion of the project) to highlight
and disseminate project materials developed, expand the network of universities
having access to the on-line portal, share what has been learned during the project
and identify institutions which are interested in adapting curriculum modules
developed during the project.
6. A Reference Group that links university/industry/professional bodies to support
activities relating to SSME.
7. A final report and external evaluation report at the conclusion of the project.
4. Project approach
Associate Professor Joseph Davis, School of IT, University of Sydney will serve as the
Project Lead. A project manager, reporting to Professor Davis, will be appointed to
manage the project according to the summary schedule below. Representatives from the
four participating institutions will constitute the project team. The project team will meet
at least three times each year of the project to assess progress and make any necessary
A Reference Group, including industry representatives, representatives from overseas
universities with SSME-related programs (e.g. Duncan McFarlane, Professor of Service
and Support Engineering at Cambridge University’s Institute for Manufacturing), key
service industry representatives, learning and teaching experts (e.g. Dr. Simon Barrie,
Page 5 of 23 25-May-10 10:43:10 a5/p5
Associate Director, Institute for Teaching and Learning, the University of Sydney),
among others) will also be formed at the outset. This group, with the help of an external
evaluator, will design, review and evaluate content, learning goals, strategies and
assessment methods throughout the project. The Reference Group will help ensure that
modules are relevant in addition to helping plan dissemination strategies. A further role
for the group, both during and after the project, will be to work with industry and
professional bodies (such as the Australian Computer Society) for recognition and
accreditation of the modules.
Stage 1: August- December 2008
Establish and launch project
• Convene the project team to establish modus operandi for project including
roles and responsibilities, financial management, project schedule, milestones,
and appoint a project convener at each participating institution along with a
• Establish communication strategy for project team, Reference Group, Carrick
Institute and relevant national and international audiences
• Establish Reference Group
• Meet with External Evaluator to outline evaluation strategies, plans and
Information gathering from industry to establish key knowledge and skills required.
• Design employer/industry/recent graduates survey to identify key knowledge
and skills needed in the workplace
• Conduct follow-up focus groups to validate survey findings and provide more
in- depth description of knowledge and skills set required in the workplace
• Frame information gained re: knowledge and skills into graduate attribute
• Convene Reference Group to review results.
Stage 2: January - December 2009
Develop overall educational framework, initial curriculum modules and other
• Identify target audience, learning outcomes, learning strategies, learning
materials including foundry materials, multi-media case studies, games and
simulations, assessment tools and other relevant teaching-learning materials.
• Design strategies for highlighting diversity of students and IT global workforce
• Incorporate the strategies, guidelines and recommendations from the two
Carrick projects: “Embedding development of intercultural competence in
Business Education” and “Integration and Assessment of Graduate Attributes in
Curriculum” (Barrie, 2007, Freeman, 2006).
• Design team-based learning strategies
• Develop, assemble and pre-test modules and other learning materials using the
Reference Group and consortium institutions
• Convene project team to review evaluation findings from pre-testing modules.
Initial dissemination activity
Page 6 of 23 25-May-10 10:43:10 a5/p5
• Design and conduct workshop on “SSME Education: Looking Ahead”, at the
International Conference on Service-Oriented Computing, December 1-4, 2008
Sydney, Australia (see Section 8, Dissemination Strategies).
Prepare interim progress report
Stage 3: November 2009 - February 2010
Benchmark curriculum modules
• Benchmark curriculum modules with other tertiary providers of SSME courses
internationally (in the US and Europe)
• Make any additional modifications based on benchmarking.
• Convene Reference Group to review benchmarking and modifications.
Stage 4: July 2009 - March 2010
Design, develop and launch on-line education portal including the services foundry
• Convene project team to determine target audiences, scope, scale, and functions
of on-line interactive portal
• Determine design criteria for portal and services foundry
• Develop and populate portal with curriculum modules and other materials
developed to date and obtained from benchmarking.
• Refine portal based on initial feedback and evaluations from users.
Stage 5: January - July 2010
Dissemination and final project evaluation
• Convene project team to plan International Conference
• Convene Reference Group to plan dissemination activities
• Organise and convene International Conference at conclusion of project
• Conduct external evaluation
• Prepare final report
5. Discussion of Key Project Outcomes
One of the key outcomes of this project, resulting from the first and second deliverables,
is a model which enables universities to develop market relevant curriculum modules for
post-graduate studies in SSME. This evidence-based approach provides a framework for
developing curricula that are adaptable to changes in industry.
Curriculum modules, rather than specific courses, will be developed to allow for
maximum flexibility and adaptability across a range of university disciplines and
teaching environments. The modules would include learning objectives, case studies,
simulations, business process modelling tools, catalogues of standardised business
processes, annotated bibliographies, readings, assignments, assessment tools and a
services “foundry” (described below). They will also highlight the cultural diversity
present within the global services sector and among our university IT students.
One of the unique outcomes of the project is the development of an online interactive
portal dedicated to SSME education (deliverable no. 3). The portal, and in particular the
foundry have the potential to change the way that IT is taught today. In software
engineering, for example, one of the contributing disciplines to SSME, there is growing
consensus that universities’ teaching in this field no longer congruent with the actual
Page 7 of 23 25-May-10 10:43:10 a5/p5
practice of software engineering. The software architecture paradigm has changed
dramatically during the past two decades, but IT education has lagged behind. Anecdotal
feedback from UNSW and Sydney University’s Computer Science graduates confirms
this disconnect between workplace methods and those taught in the classroom.
To simulate workplace practice, student teams will access existing software (which
performs specific services based on open standards), adapting, modifying, aggregating
and synthesising these software services to create new and more complex services.
Furthermore, students taking a business approach to services will simulate the
integration of IT and business by designing and modelling business processes using
modelling tools in the portal and implementing these models using software services
from the foundry. The ‘foundry’ aspect of the portal thus provides students with a virtual
workshop that allows them to assemble and reassemble existing software to meet new
needs. Students in a service-oriented architecture (SOA) class at the University of
Queensland, or a business process modelling class at the University of Sydney for
example, would be able to access software on the portal to complete an assignment or
even work with a team of students from UNSW on a common project using open
standards to ensure inter-operability. The portal thus will enable a community of
students, academics and professionals to collaborate in SSME-related teaching, research
Similarly, current software engineering pedagogy tends to focus on managing the
software development stage but largely ignores the other phases of the software
lifecycle. Yet industry statistics show that the cost of the development stage is only 20%
of IT budgets whereas the managing the lifecycle typically accounts for around 80% of
the budgets (Morris, 2007). Whereas industry is rapidly adopting IT service management
methodologies and international standards, university curricula do not yet mirror this
emphasis. The portal will incorporate methodologies, tools, and case studies enabling
students to develop skills in areas which are both relevant to industry and consistent with
the multidisciplinary nature of SSME.
An additional project outcome is an ongoing industry/university SSME Reference Group
that would extend beyond the life of this project (deliverable no. 6). This group would
participate in and evaluate further developments in SSME education and subsequently
provide industry-based opportunities for students to further develop their skills through
Encouraging post graduate students to conduct research in this field will help recruit and
prepare the next generation of SSME-conversant academics. A research agenda
contributed to and supported by consortium members and linked with leading
universities in Europe, Asia-Pacific, and the US is an important element for the future
evolution of SSME.
6. Evaluation Plans
During the start-up stage the project team, with input from the Reference Group and the
External Evaluator, will outline the overall evaluation framework as well as the criteria
to be used for evaluating project progress and outcomes. The evaluation framework will
aim to address both project merit and worth (Boyle and Griffiths, 2008). Both will be
important factors in determining the ultimate success of the project. Specific formative
Page 8 of 23 25-May-10 10:43:10 a5/p5
and summative strategies will be developed with the help of the External Evaluator.
Rather than waiting until the conclusion of the project to capitalize on that expertise, we
plan to engage that person from the outset and throughout the project as inevitable
changes and modifications in project plans occur. On-going evaluation of the online
portal will be particularly important since it will only be used as long as it is perceived to
be value-added, that is, up to date, innovative, dynamic and linked to industry trends and
practices and easy to use. Key stakeholders including participating universities,
employers, industry partners, professional associations and students will be included in
the final project evaluation in addition to an evaluation of project aims conducted by the
External Evaluator. Transaction data collected as the portal is being used will also
provide valuable feedback to inform ongoing improvements to the portal.
Using a milestones approach, a formative evaluation will be conducted at the conclusion
of each project phase to assess the outcomes of specific tasks. By focusing on formative
project milestones, feedback obtained will likely have impact on subsequent project
At the end of Stage 1, the knowledge and skill set identified by key stake holders will be
reviewed by the Reference Group. The evaluation questions to be addressed at this time
would include, for example:
• Is there a clear consensus among the various stakeholders sampled re: key
knowledge and skills needed?
• Can this data be framed into a coherent set of services-related graduate
• Are there important content areas or skills that have been overlooked according
to the Reference Group and project team?
• Are further steps needed to clarify and/or supplement the data collected from
During Stage 2, curriculum modules and materials will be tested with current students at
the participating universities and with the Reference Group. The evaluation questions
likely to be used at this point would focus on the perceived quality, appropriateness and
usability of the modules and materials both from students and academics point of view.
During Stage 3, the portal’s usability with stakeholders will be evaluated. The focus will
be on ease of access and the extent to which processes are user friendly. In addition, the
portal will monitor the nature and quantity of transactions to give the project team
additional data for evaluation.
At the end of the project, the following questions would be included, for example, in a
• To what degree were the project aims achieved as perceived by various
• What strategies were particularly effective in achieving the aims?
• What problems were encountered that impacted the curriculum development
process and how were they overcome?
• What barriers were encountered during the dissemination process and how were
• What are the key learnings that could be useful to other universities attempting
similar curriculum development-dissemination work in the future?
Page 9 of 23 25-May-10 10:43:10 a5/p5
• What unanticipated outcomes occurred?
• Has the project achieved any impact beyond the four participating institutions?
• What resources will be needed to sustain the work accomplished, e.g., online
interactive portal, Reference Group?
• What is the significance or relative importance of the project in terms of
emerging trends in IT education in Australia?
A participant questionnaire will be developed to evaluate both the workshop and
international conference described below.
7. Dissemination Strategies
During year 1, there is a unique opportunity to raise the profile of SSME education in
Australia (as well as this project) in conjunction with the International Conference on
Service-Oriented Computing, hosted and chaired by Boualem Benatallah, a project team
member from UNSW. The Conference will be held in Sydney, December 1-4, 2008.
Members of the project team plan to organize and conduct a workshop for conference
participants entitled “SSME Education: Looking Ahead”. The aim of the workshop is to
share initial data from employers, recent graduates and the IT industry network
regarding the SSME knowledge and skills needed today, to preview the project’s
curriculum development activities and anticipated outcomes, such as the online
interactive portal, and to identify universities interested in developing courses in SSME.
During year 2, the portal will be available to assist in pilot testing curriculum modules
and teaching-learning materials which will help set the stage for dissemination to
universities across Australia and the Asia Pacific Region. An international conference on
SSME education will be hosted by the project team in May-June 2010 to further the
dissemination process, to expand the industry network, and to identify institutions
interested in adapting the curriculum materials to fit their particular context and
educational priorities. Preliminary feedback from the four participating institutions
indicates that some universities will initially offer SSME modules to undergraduates
while others plan to develop post-graduate programs in which students can achieve a
major in this subject.
Beyond the conference, the project will provide consultation support to users and will
seek sponsorship from industry partners to provide future workshops to universities who
are interested in developing SSME educational offerings.
We recognize that the dissemination process for this kind of project is especially
challenging. All too often, workshops, symposia and conferences tend to focus on
sharing and showcasing information and generally fall short of the goal of sharing
information to enable adaptation (McKenzie et al., 2005). With this challenge in mind,
the project will attempt to weave dissemination activities throughout the life of the
project rather than wait until the end of the project. We also intend to seek out the
expertise from other Carrick projects that have effectively addressed dissemination
issues. The pilot testing of curriculum modules and materials offers the opportunity to
engage other institutions early on. The project team will enlist assistance and
consultation from educational specialists who are skilled in designing highly interactive
workshops and conferences and who have expertise in change processes.
Page 10 of 23 25-May-10 10:43:10 a5/p5
Curriculum modules and materials will be made freely available to all educational
institutions. These materials are intended to support the introduction of SSME units of
study for undergraduate and post graduate students. The will be developed and shared in
the spirit of growing a body of educational materials for this emerging field of study.
8. Institutional Profiles
As the following information illustrates, each of the four universities bring important
expertise to the project. All share an interest in developing SSME studies. Together the
project team represents the broad range of disciplines inherent in SSME. No one
institution could accomplish what can be achieved by these universities together.
The University of Sydney, as lead institution, will build upon its initial experience with
the introductory course in SSME and its current research in this area. The School of IT
has made a commitment to offer a concentration of post-graduate SSME coursework by
2010. In January 2007, the School was awarded a Teaching Improvement and
Equipment Scheme (TIES) grant for $67,320 to revise and build on the introductory
course and to expand the industry network. The School also has significant research
strengths in Knowledge Management which has intersections with SSME.
The University of New South Wales brings expertise in service-oriented computing as
well as a close collaboration with the Australian School of Business, School of
Information Systems, Technology and Management. UNSW recently awarded the
School of Computer Science funds to establish a Centre for Service Engineering and
Research. One of the aims of the Centre is to leverage research in this field to improve
teaching. UNSW does not have immediate plans to offer a post-graduate SSME degree
but does intend to introduce courses that address SSME in the Faculty of Engineering
and the Australian School of Business.
The University of Queensland brings teaching and research expertise in business
process management and service oriented computing that span the School of Information
Technology and Electrical Engineering as well as the UQ Business School. In addition,
there are several courses offered from both schools that include SSME topics. UQ plans
to formally introduce SSME units of study with the potential to lead to a post-graduate
program and/or undergraduate specialization. Given the multi-disciplinary nature of
SSME, UQ will play a significant role both in terms of teaching expertise in topics
related to SSME as well as related research.
The University of Melbourne is exploring a range of ideas regarding SSME, from a
single unit of study in 2008, to a stream within an existing masters program in 2009.
Consideration is also being given to an independently labelled program in 2010. In 2009
the University is proposing a new “career track elective” stream in the existing Master of
Information Systems (MIS) degree offered by the Department of Information Systems.
The MIS comprises eight core subjects designed to provide a strong foundation for
practicing IT professionals. The core subjects are to be followed by four “career track”
electives. Current elective tracks are: IT Project and Change Management; IT Service
Provision; and Business Analytics. The opportunity to add an SSME career track would offer an
important complement to the existing suite of options. The Graduate School of Science at
the University of Melbourne is introducing a new MSc in 2009, with one specialist
Page 11 of 23 25-May-10 10:43:10 a5/p5
theme in Management Science. The proposed SSME subjects would be very appropriate
as electives within the MSc Management Science Program as well.
Page 12 of 23 25-May-10 10:43:10 a5/p5
ASPRAY, W., MAYADAS, F. & VARDI, M. Y. (2006) Globalization and Offshoring
of Software: A Report of the ACM Job Migration Task Force. ACM Press, .
BARRIE, S. (2007) Integration and assessment of graduate attributes in curriculum:
Project Summary Sydney, The Carrick Institute for Learning and Teaching in Higher
BOYLE, P. & GRIFFITHS, M. (2008) some guidance for systematic evaluation.
Sydney, The Carrick Institute for Learning and Teaching in Higher Education.
CHESBROUGH, H. & SPOHRER, J. (2006) A research manifesto for services science.
Association for Computing Machinery. Communications of the ACM, 49, 35.
CHICHARO, J. & NAGHDY, F. (2007) Managing Educational Change in ICT
Discipline at Tertiary Education: Project Summary. Sydney, The Carrick Institute for
Learning and Teaching in Higher Education.
FREEMAN, M. (2006) Embedding development of intercultural competence in
Business Education: Project Summary. Sydney, The Carrick Institute for Learning and
Teaching in Higher Education.
GLUSHKO, R. J. (2008) Designing a service science discipline with discipline. IBM
Systems Journal, 47, 15(13).
HAGEL, J. & BROWN, J. S. (2001) Your Next IT Strategy. Harvard Business Review,
HAGEL, J. & SINGER, M. (1999) Unbundling the corporation. Harvard Business
Review, 77, 133-141.
HANNON, J. (2008) An introduction to SSME: Opening presentation for postgraduate
students in SSME University of Sydney, NSW. IBM.
IFM AND IBM (2007) Succeeding through Service Innovation: A Discussion Paper.
Cambridge, United Kingdom, University of Cambridge Institute for Manufacturing.
LIBRARY OF CONGRESS (2007) America Creating Opportunities to Meaningfully
Promote excellence in Technology, Education, and Science Act.
LUSCH, R. F., VARGO, S. L. & WESSELS, G. (2008) Toward a conceptual foundation
for service science: contributions from service-dominant logic.(Report). IBM Systems
Journal, 47, 5(10).
MCKENZIE, J., ALEXANDER, S. & HARPER, C. (2005) Dissemination, adoption and
adaptation of project innovations in higher education: A report for the Carrick Institute
for Learning and Teaching in Higher Education. Sydney, The Carrick Institute for
Learning and Teaching in Higher Education.
MIT (2008) The MIT Process Handbook Project. Cambridge, Mass, Massachusetts
Institute of Technology.
MORRIS, R. J. (2007) Services Research at IBM, IBM SSME
RUST, R. T. & MIU, C. (2006) What academic research tells us about service.
Association for Computing Machinery. Communications of the ACM, 49, 49.
SHAH, C., COOPER, L. & BURKE, G. (2007) Industry demand for higher education
graduates in Victoria 2008 to 2022 Report prepared for the Office of Training and
Tertiary Education, Department of Innovation, Industry and Regional Development.
SPOHRER, J. & MAGLIO, P. P. (2006) The Emergence of Services Science: Towards
systematic service innovations to accelerate co-creation of value. San Jose, IBM
Almaden Research Center.
SPOHRER, J. & RIECKEN, D. (2006) Introduction to the Issue. Association for
Computing Machinery. Communications of the ACM, 49, 30.
Page 13 of 23 25-May-10 10:43:10 a5/p5
ATTACHMENT 1: SCHEMATIC OF PORTAL
Univ 1 Univ Univ 3 Univ
Student self- case studies
Interactive Curriculum tools
s and Curriculum
games tools of web
(e.g. web bibliographies
services and , Business
ISO 20000,) Governance process
Page 15 of 23 25-May-10 10:43:10 a5/p5
ATTACHMENT 2: TIMETABLE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
STAGE 1: Establish and launch
Establish project guidelines and
governance, roles and responsibilities,
timeline, meeting schedule, project
Design and implement survey of
stakeholder groups to identify key
knowledge and skills
Analyse data and formulate graduate
attributes based on above data
STAGE 2: Initial curriculum
development and pilot testing
Develop educational framework,
develop educational materials and
draft initial curriculum modules
Begin dissemination activity to pilot test
Revise modules based on pilot testing
Prepare interim progress report
STAGE 3: Benchmark and review
Benchmark curriculum models
STAGE 4: Design, develop, launch
Revise portal based on initial
evaluation and feedback
STAGE 5: Dissemination and final
Convene international conference
Prepare final report
Page 16 of 23 25-May-10 10:43:10 a5/p5
ATTACHMENT 3: BUDGET
BUDGET YR 1 YR 2
Project manager/Research Associate, Level B Step 1&2 (0.5 FTE) 50600 52600 103200
Curriculum development/educational design specialist 20000 20000 40000
Technical Officer, HEO 4 (Step 1 0.2 FTE) 13100 13800 26900
Sub total 83700 86400 170100
Project team travel 2000 2000 4000
Project team accommodation, catering etc. 1200 1200 2400
Data collection and other expenses 5000 7000 12000
Sub total 8200 10200 18400
International Workshop 3000 3000
International Conference 5000 5000
External Evaluation 6000 6000 6000
Sub total 9000 11000 20000
INSTITUTIONAL OVERHEAD LEVY 5000 5000 10000
Sub Total 5000 5000 10000
Total per Stage/Year 105900 112600 218500
Carrick Other Total Carrick Other Total
TOTAL PROJECT BUDGET
Page 17 of 23 25-May-10 10:43:10 a5/p5
1. Staffing/Personnel Costs
• The Project Manager/Research Associate position will be critical to the success
of this project and will work closely with the Project Leader, Joseph Davis.
• The Educational Design position will provide curriculum development
expertise and liaise with the project team.
• The Technical Officer will be responsible for assisting with the design,
populating and ongoing maintenance of the online interactive portal and
services foundry; this work will occur mainly in year two.
2. Project Support
• We anticipate three project team meetings in Year 1 and three meetings in Year
2. Because two of the participating institutions are located in Sydney, travel and
accommodation expenses will be relatively modest
• In addition to project team meetings, there will be expenses incurred during the
initial information gathering phase (Year 1), and during the pre-testing of
modules, (Year 2).
3. Project Activities
• The role of the External Evaluator is budgeted for two years as we intend to
involve this person from the onset of the project
4. In-kind Contributions
• The University of Sydney will provide office space and administrative support
for the project manager in addition to phone, photocopying and data processing
expenses and preparation of educational materials.
• Joseph Davis (University of Sydney), Project Lead, will contribute
approximately 15% of his time over the life of the project.
• We intend to seek industry support for the December 2008 workshop to be held
in conjunction with the International Conference on Service Oriented
Computing. We also intend to seek additional funding (a total of $20,000) from
relevant industry partners and the ARC Research Network for Enterprise
Information Infrastructure (EII) for the international conference on SSME to be
held in 2010
Page 18 of 23 25-May-10 10:43:10 a5/p5
ATTACHMENT 4: PROJECT TEAM MEMBERS
Joseph Davis, Project Leader, is Associate Professor at the School of Information
Technologies, the University of Sydney, where he directs the Knowledge Management
Research Laboratory. He is also the Director of the Information Systems programme in
which capacity he has led the learning and teaching initiatives in the area of information
technology-enabled services. Joseph's research has focused on knowledge management
including ontologies and data mining, IT support for decisions, services, and
collaborative work, and the economics of information technologies. His research has
been funded through grants from the Australian Research Council under both the
Discovery and Linkage programmes, the Smart Internet Cooperative Research Centre,
Carnegie Bosch Institute, Japan Advanced Institute for Science and Technology, IBM
Research Labs, among others. He is a Senior Member of the ACM, Charter member of
the Association for Information Systems, a Member of the IEEE, and the Australian
Computer Society. He serves on the Steering Committee of the ARC Research network
on Enterprise Information Infrastructure (EII) and on the Selection Panel for DEST
Endeavour Research Fellowships.
Joseph will spend 15% of his time on the proposed Carrick project (approximately 6
hours per week). His other commitments at this time are as follows:
J. Davis and S. Gregor, Understanding and Extracting Value from Information
Technology Investments, Taskforce grant, ARC Research Network on Enterprise
Information Infrastructure, May 2008 – June 2009, $45,200
J. Davis and S. Poon, Information Technology Investments, Complementary
Organisational Mechanisms, and Business Value: A Disaggregated Approach, Australian
Research Council Discovery Project Bridging Grant, $50,000 (December 2007).
J. Davis, Y. Zhou, Metadata Acquisition and Semantic Processing, a collaborative
research project through the Smart Services Cooperative Research Centre (the industry
partner is NSW Government)
J. Davis, A Model for Innovative Postgraduate Education in Information Technology-
Enabled Services, Large Teaching Improvement and Equipment Scheme (TIES) Grant,
The University of Sydney, $67,320.
Simon Poon (University of Sydney), Lecturer in the School of Information
Technologies, University of Sydney, has a background in computer science and
engineering management with a research interest in the evaluation of the business value
impacts of IT investments. He has industry experience in the design and evaluation of
business/organisational impacts of enterprise information systems. Simon played a key
role in managing the rollout of a large-scale enterprise performance enhancement
information system for a major international airline in the late 1990s. He has presented
his research at the International Conference on Information Systems (ICIS), European
Conference on Information Systems (ECIS) and published in International Journal of
Management Science (OMEGA) and Expert Systems with Applications (ESWA).
Andrea Stern (University of Sydney) Andrea, until recently Sr. Lecturer in the
School of Information Technologies, is currently completing her Ph. D field research in
services science along with teaching the Introduction to SSME unit of study that she
developed in 2006. Andrea brings extensive industry experience, including software
development and IT services management and consulting, to the project, introduced the
Page 19 of 23 25-May-10 10:43:10 a5/p5
teaching of services to the School of IT and has led the effort to create the industry
network which is involved in teaching this unit. She manages the University of Sydney
TIES project which aims to revise the introductory course and expand the industry
network as a potential model for the Faculty of Engineering.
Ravi Seethamraju (University of Sydney), senior lecturer in the Faculty of Economics
and Business, currently teaches and researches in enterprise systems, business
process/operations management and business/IS education areas. He was awarded Kit
Dampney prize for best education paper in year 2007 by the Australasian Council of
Professors and Heads of Information Systems and the School of Business teaching
excellence award in 2005 and has over 60 refereed publications. Ravi has contributed to
the innovative curriculum design and development and lead several teaching and
learning initiatives and grants in the discipline/faculty that would enhance enterprise
integration and cross-functional perspectives to business students. Before his move into
academe, Ravi had 12 years of corporate management, training and consulting
R. Seethamraju, Interactive business simulation game to enhance student learning of
business process orientation,’ Large Teaching Improvement and Equipment Scheme
(TIES) grant, The University of Sydney ($57,000) (2008)
R. Seethamraju, Collaborative research on business process management with Loria
Institute (France), National Institute of Industrial Engineering, and Indian Institute of
Management Bangalore, The University of Sydney ($37,000) (2007).
R. Seethamraju, ‘Enhancing student learning of enterprise integration by deploying
industry-standard software solutions’ Large Teaching Improvement and Equipment
Scheme (TIES) grant, The University of Sydney ($87,000) (2006).
Boualem Benatallah (UNSW) is Professor in the School of Computer Science,
Faculty of Engineering is well known for his work in developing fundamental concepts
and techniques in Web service composition and engineering. He is one of the most cited
researchers in the field of service oriented computing with more than 1,800 citations
(source: Google Scholar). He has obtained over $2.5 million in research funding from
ARC and DEST competitive grants (excluding ARC Research Network grants) and
published more than 130 refereed papers. In addition to chairing three international
conferences, Boualem is the general chair of ICSOC 2008 to be held in Sydney in
December 2008 . He has been guest editor of five special issues for leading international
journals and is on the editorial board of several international journals. As chair of the
CSE research committee, he was member of the team (comprising multiple university,
government and industry partners) for the new Smart Services CRC, which was awarded
$30 million of federal funding in 2007. Recently Boualem was named Director of the
new Centre for Research in Service Oriented Computing established by UNSW in 2007.
Dubravka Cecez-Kecmanovic (UNSW) is Professor and Head of the School of
Information Systems, Technology and Management at the Australian School of
Business, University of New South Wales. Her research has spanned a wide domain
from technological design and applications of formal logics in information systems, to
studies of social systems of information and government information systems, to
exploring social theoretic foundations of IS. She has published in many of the top
journals, e.g. Journal of Information Systems, Information Technology and People,
Decision Support Systems, Journal of Information Technology, Journal of Knowledge
Page 20 of 23 25-May-10 10:43:10 a5/p5
Management Theory and Practice, etc. Her current teaching focus is on research
methodologies in information systems. Dubravka research interests include IS-
organisation co-emergence, the sense making approach to organizations and information
systems, and critical social approaches to understanding information systems
development and deployment Since arriving in Australia in 1993 she has held the
positions of Professor and Head of School of Information Systems and Management
Science, and Deputy Dean of the Faculty of Commerce and Administration, Griffith
University, Brisbane; Pro-Vice-Chancellor Research and Consultancy and Professor and
Founding Chair in Information Systems at the University of Western Sydney
Hye-young Helen Paik (UNSW) is a Lecturer in Computer Science in the School of
Computer Science and Engineering (CSE) at the University of New South Wales. Since
graduating from her PhD in 2004, she has worked as an academic at Queensland
University of Technology, Brisbane and the University of New South Wales where her
primary research focus has been on Web services and Service Oriented Architecture,
modeling and integration of business processes, in which she has produced over 20
publications in international conferences and journals. She also was awarded over fifty
thousand dollars in faculty research grants. During her tenure at QUT, she taught Web
services and Business Process Modelling. She received a teaching award from the
Faculty of Information of Technology in recognition for her approach to actively
engaging students. She also was invited to the panel for the first year program revision in
Information Systems degrees. Since joining the School of Computer Science and
Engineering, she played a vital role in the establishment of the new subject and its
follow-up revisions. The aim of the course is to introduce SOA and Web services to the
students as emerging and critical technologies for the future. The course is into its sixth
offering this year. She also made significant revisions for CSE’s Web application
development courses and co-authored a textbook on E-commerce enabling technologies.
Her courses consistently rate at the top of the course-based CEQ surveys run within
Fethi Rabhi (UNSW) is Associate Professor in the School of Information Systems,
Australian School of Business, University of New South Wales. His research interests
include E-Business, Business to Business (B2B) Computing, Software Design and IT
infrastructures and computing applications in Finance and Economics (Financial
Trading, Electronic Market and Banking). Fethi has over 80 refereed publications and
has led several research projects in the UK and Australia funded by both Industry and
Research Councils. Currently, he is managing a large DEST-funded research project in
the area of large-scale data analysis. He is also involved in several initiatives in services
engineering including the creation of an e-Research Centre for New South Wales funded
by the Commonwealth and NSW Governments. Fethi has taught for over 20 years,
developing and delivering courses in Information Systems, Software Engineering and
Computer Science along with several innovative multidisciplinary courses in the area of
financial market systems and architectures.
Marta Indulska (University of Queensland) is Lecturer in the Business School at the
University of Queensland, has been a member of the school's Business Information
Systems (BIS) research group since 2004. Her teaching responsibilities include
electronic commerce, information systems, business process management, and
organisational management at both the undergraduate and postgraduate levels. She has
Page 21 of 23 25-May-10 10:43:10 a5/p5
been the recipient of the school's course redevelopment enabling grants, and has also
received numerous nominations for the school's Excellence in Postgraduate Teaching
award. Marta’s research interests include conceptual modelling, evaluation of modelling
techniques, Business Process Management, as well as governance, risk and compliance
as they relate to process change and information systems design. She has published in
the top journals in her field (e.g. IEEE Transactions on Knowledge and Data
Engineering), has been an invited reviewer for leading journals (e.g. MISQ), as well as
an invited ARC reader for discovery project applications.
Shazia Sadiq (University of Queensland) is currently Senior Lecturer in the School
of Information Technology and Electrical Engineering at UQ where she is part of the
Data and Knowledge Engineering (DKE) research group and involved in teaching and
research in databases and information systems. In addition to a PhD in Information
Systems, Shazia also completed a graduate certificate in Higher Education at The
University of Queensland in 2003. Her main research interests include innovative
solutions for business information systems including business process management,
governance, risk and compliance in information systems, data quality management,
workflow systems, and service oriented computing. Shazia has taught over 20 courses
including 2000 undergraduate and postgraduate students and consistently receives
nominations for Most Effective Teacher (2000 - 2007) at UQ as well as external
recognition of her teaching through a U21 appointment as subject matter expert (2003).
Shazia is currently leading a HEESP funded project for the promotion of ICT study for
Lester Johnson (University of Melbourne) is Professor of Management (Marketing)
at the Melbourne Business School, University of Melbourne He is Editor of the
Australasian Journal of Market and Social Research, Associate Editor of International
Journal of Service Industry Management and on the Editorial Board of Journal of Services
Marketing and Australasian Marketing Journal. He was recently elected one of three
inaugural Fellows of the Australian New Zealand Marketing Academy (ANZMAC).
Professor Johnson recently completed an Australian Research Council funded project in
the SSME domain titled “An Investigation of Reasons Why Customers Adopt or Reject
Technologically Facilitated Services.” This project investigated the ways in which,
individual capacity and willingness moderated adoption or rejection of technologically
facilitated services with different types of customers in different categories of the
Simon Milton (University of Melbourne) is a Senior Lecturer, Department of Information
Systems. His research interests include Ontological Analysis of Data Modelling
Languages and Ontological Foundations of Information Systems Design Methodologies.
He is co-Director of the Master of Information Systems program and responsible for the
design of the career track electives in that program. Simon plays a leading role in the
development of innovative curricula in the new Master of Science program at the
University. This program, to be introduced in 2009, will require all students to study
“professional tools” subjects which ensure the development of their business,
communication and technical acumen. This is one of the programs where units of study
in SSME would make an important contribution.
Page 22 of 23 25-May-10 10:43:10 a5/p5
In summary, the project team has a balance of senior academics recognized as leaders in
their respective disciplines as teachers and researchers as well as a cadre of academics
who represent the future in the emerging field of Service Science Management and
Page 23 of 23 25-May-10 10:43:10 a5/p5