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  • 1. CURRICULUM RENEWAL IN POST-GRADUATE INFORMATION TECHNOLOGY EDUCATION: A RESPONSE TO GROWING SERVICE SECTOR DOMINANCE Project Summary 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
  • 2. 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 greater. 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, 2008). Page 2 of 23 25-May-10 10:43:10 a5/p5
  • 3. 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 USA 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. United Kingdom 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, 2007). 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
  • 4. 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 key stakeholders. 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 association participation 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
  • 5. 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 changes. 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
  • 6. 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 project manager • 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 timetable. 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 statements • Convene Reference Group to review results. Stage 2: January - December 2009 Develop overall educational framework, initial curriculum modules and other learning materials • 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
  • 7. • 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
  • 8. 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 and innovation. 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 internships. 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
  • 9. 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 work. 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 attributes? • 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 stakeholders? 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 summative evaluation: • To what degree were the project aims achieved as perceived by various stakeholders? • 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 they addressed? • 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
  • 10. • 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. Intellectual Property Page 10 of 23 25-May-10 10:43:10 a5/p5
  • 11. 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
  • 12. 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
  • 13. 9. References 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 Education. 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, 79, 105-113. 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
  • 14. Page 14 of 23 25-May-10 10:43:10 a5/p5
  • 15. ATTACHMENT 1: SCHEMATIC OF PORTAL Univ 1 Univ Univ 3 Univ 4 2 PORTAL INTERF Multi-media Student self- case studies assessment tools SOA Interactive Curriculum tools modules simulation Standardised s and Curriculum processes evaluation FOUNDRY games tools of web (e.g. MIT Process (e.g. services Handbook) Innov8) Standards Annotated (e.g. web bibliographies services and , Business ISO 20000,) Governance process and modelling management tools frameworks (e.g. six Page 15 of 23 25-May-10 10:43:10 a5/p5
  • 16. ATTACHMENT 2: TIMETABLE ACTIVITY MONTH 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 project Establish project guidelines and governance, roles and responsibilities, timeline, meeting schedule, project manager 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 development Develop educational framework, develop educational materials and draft initial curriculum modules Begin dissemination activity to pilot test modules Revise modules based on pilot testing evaluations Prepare interim progress report STAGE 3: Benchmark and review Benchmark curriculum models STAGE 4: Design, develop, launch portal Revise portal based on initial evaluation and feedback STAGE 5: Dissemination and final evaluation Convene international conference Prepare final report Page 16 of 23 25-May-10 10:43:10 a5/p5
  • 17. ATTACHMENT 3: BUDGET BUDGET YR 1 YR 2 PERSONEL 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 SUPPORT 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 PROJECT ACTIVITIES 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
  • 18. BUDGET NOTES 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
  • 19. 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
  • 20. 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 experience. 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
  • 21. 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 Hawkesbury. 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 CSE. 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
  • 22. 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 women. 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 services sector. 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
  • 23. 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 Engineering. Page 23 of 23 25-May-10 10:43:10 a5/p5