The University of Newcastle, Australia was founded in 1965 in Newcastle, NSW, and now has campuses in Newcastle (Callaghan), Central Coast NSW (Ourimbah), Sydney, Port Macquarie and Singapore. It has over 38,000 students from 120 countries studying a full range of disciplines from five faculties Health & Medicine, Business & Law, Engineering & Built Environment, Science and Education & Arts. The university is in the top 10 for research funding in Australia and is the top 250 universities in the Times and QS rankings.
The School of Electrical Engineering and Computing offers undergraduate and postgraduate study in Computer Science, Computer Systems Engineering, Cyber Security, Electrical and Electronic Engineering, Information Technology, Medical Engineering and Software Engineering. The programs are underpinned by some of the most exciting research in Australia.
The Bachelor of IT equips students for careers in the ICT sector, particularly in the development and implementation of commercial applications. There is a core of courses that provide a base of skills including fundamentals of information systems, database design, programming, project management, plus others. There are three majors of which students must complete one and may complete two. One major is focussed on applications development, another focussed on business systems and the final major is about the production and use of digtial media.
The Master of Information Technology will have you study Internet communications, strategic business systems, database management, systems analysis and information systems implementation. As well as providing foundation IT skills for entrants with limited IT experience, the MIT program provides opportunities for experienced IT professionals to enhance and apply their skills within emerging technology driven growth areas including business, data analytics, and entrepreneurship.
This course introduces students to the principles and techniques behind hardware and software systems. This includes the technical skills required to model and develop working software solutions and identify related ethical issues. This course also develops the career-long skills required to work and manage tasks in a team environment. Discrete mathematics is an important part of the basic knowledge of any professional in the ICT sector and this course will introduce the student to some of its key concepts.
Business intelligence (BI) refers to the technologies, applications and practices needed for the collection, integration, analysis, and presentation of business information. This course provides an overview of BI and demonstrates how it facilitates effective implementation of organisational strategies through better business decision making. Compulsory in the Business Technology major.
Information Technology is changing business fundamentally. This course overviews the nature of these changes in four distinct, but integrated parts.
1. Development of IT solutions during the 20th century.
2. Contemporary ICT applications and practices.
3. Future opportunities and implications relating to ICT.
4. ICT Infrastructure and governance in the contemporary organisation
On successful completion of the course students will be able to:
1. Understand data modelling and normalization
2. Evaluate the role of database management systems
3. Recognise and use contemporary logical design methods and tools for databases
4. Comprehend database languages (e.g. SQL)
5. Implement a database solution to a computing problem
6. Develop sophisticated queries to extract information from large datasets.
7. Understand data security and data quality management
This course introduces the skills and techniques which the contemporary manager and ICT professional need if they are to effectively utilise Information and Communication Technologies (ICT) within their business. The course draws upon the business analyst's body of knowledge (BOK) defined by the international institute of Business Analysts.
Three major ares are covered:
- business analysis, including problem-solving techniques
-defining and documenting business requirements
-business system design and implementation
This course provides the foundational knowledge of database systems and their implementation with elementary programming skills. The course covers both the theoretical content and the practical implementation of database requirements for organisations. It presents the basics of information storage and management, from the conceptual modelling of an organisation’s data requirements using the relational model, through to the implementation of these requirements with tools such as SQL and techniques such as normalisation. It also addresses the practical issues of security and concurrency in data transactions. It introduces elementary programming techniques.
The focus of this course is on Cloud and Mobile Applications and their use in the enterprise. It will provide the knowledge and skills required to use, design, and implement such applications and recognise their utility to an organisation.
The course covers the development of information systems and of their software components. Whilst the course introduces students to the whole systems development process, it focuses on the elicitation and initial modelling of information systems requirements that enable identification of information problems and the subsequent analysis and modelling of an efficient solution to those problems.
The approach follows the object-oriented (OO) methods expressed by the Unified Process software development life-cycle. The course addresses the complete methodology of the Unified Process, including its methodological deliverables and models and tools, with exposure to manual and automated diagramming and modelling techniques. It critically examines the issues and professional responsibilities that need to be considered at different phases in the development of information systems for an organization; including the impact of the systems on intended users and maintenance of quality.
Students gain experience in requirements elicitation and modelling and systems analysis and feasibility estimation within a system development project setting aimed at developing an event-driven information system. They also gain practical experience in the use of a CASE tool to produce object and class definitions and to create models.
This course introduces tools and techniques used to observe, understand and describe workflows and processes within organisations. Students then utilise traditional and emerging techniques to identify problems and opportunities for improvement within these workflows and processes.
Professionals, whether they are working in the sciences, business, engineering, information technology, health or education, typically work in teams to complete projects. This course introduces and examines the technical and socio-cultural dimensions of Project Management. Students experience all aspects of the Project Life Cycle through the completion of integrated unifying exercises.
A conceptual framework underpinning Project Management is presented in the context of the Project Management Body of Knowledge (PMBOK). These professional standards are supported by the Australian Institute of Project Managers (AIPM) and their international counterparts.
Students will develop an advanced understanding of methodological issues applied within the context of information technology.
The course develops the student’s capability to think independently and critically whilst increasing competency in addressing research questions, applying research methods, and selecting and presenting findings from theoretical or empirical research in a scholarly manner.
The Project represents the culmination of study within the Master of Information Technology. The project course provides students the opportunity to apply and extend material learned throughout the remainder of the program. Assessment is by submission of project final report and a piece of applied work.
Projects are undertaken in groups. This emphasises the dimension of team work within the program and highlights the real world nature of project work within the ICT industry. Working in teams enables completion of a large, relatively unstructured “assignment” over the course of the trimester.
The projects undertaken span a diverse range of topics, including theoretical, simulation and software development, and vary from year to year. The emphasis is necessarily on facilitating student learning in technical and project management spheres.