Practical Training - Information Technology and Business, 15 credits

Main field of study

Course level

Advancement level

Course offered for

• Bachelor´s programme in Information Systems Analysis

Entry requirements

General entry requirements for undergraduate studies
and
Social Studies and Mathematics corresponding to the level in Swedish upper secondary education (Samhällskunskap 1b or 1a1 and 1a2 and Matematik 2a/2b/2c or Matematik B)
and
at least 95 ECTS credits from year 1 and 2 on the Bachelor's programme in Information Systems Analysis

Intended learning outcomes

On completion of the course, the student should be able to:
- describe a nontrivial assignment with bearing on IT and activities in practice
- understand and evaluate IT and its role in activities based on theory and practice
- systematise and critically evaluate identified aspects of IT and activities
- identify, describe and evaluate roles and actors relative to a nontrivial assignment including one's own profession
- understand and evaluate in practice occurring models, methods and working methods and relate them to relevant theory in the area.

Course content

The course contains both theoretical and practical parts. The practical parts consist of that the student during a continuous period, comprising at least 50 percent of the workload of the course, participates in the work with a nontrivial assignment at an external organisation (referred to below as placement). This should be seen as a form of placement, where the student is given the opportunity to implement and test the theoretical knowledge in practice and at the same time learn from the placement and the relation between theory and practice. Aspects of the placement (documented in field notes that constitute a during the course emerging report) are covered at seminar on repeated occasions and are related to suitable theory within the subject.

The main contents of the course are:
- Attendance and participation in an external organisation's handling of IT and activities
- Document experiences and analyse these as above in a report
- To under supervision from both current placement and the higher education institution in an independent and responsible way work with documentation, analysis concerning the process and achieved results, as well as moving the process forward
- To prepare for future profession and an in practice reflecting approach

Both current activities and the nontrivial assignment that the student should participate in the solution of should be approved by the examining teacher.

Teaching and working methods

The course consists of lectures, seminars, supervision and student-controlled work, in groups and independently.

The work includes preparing for lectures, seminars and supervision by studying literature/theory and, where appropriate, reviewing other course participants' work.

Compulsory parts: Participation in seminars.

Examination

Written examination. Participation in seminars.

If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.

Students failing an exam covering either the entire course or part of the course twice are entitled to have a new examiner appointed for the reexamination.

Students who have passed an examination may not retake it in order to improve their grades.

Grades

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. 

The course is conducted in such a way that there are equal opportunities with regard to sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation and age.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

Department