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  • "proposed solution. Relevant diagrams and techniques will also be used to analysethese requirements in further detail.6.1 Business RequirementsThe business requirements are the high level requirements associated with thegoals and objectives of the or..

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  • "proposed solution. Relevant diagrams and techniques will also be used to analysethese requirements in further detail.6.1 Business RequirementsThe business requirements are the high level requirements associated with thegoals and objectives of the organisation (IIBA & Bretman, 2009, pg. 5). Thesehigh level requirements were elicited via document analysis (IIBA & Brennan.,2009, pg. 169) of mainly Griffith University's strategic plan, Griffith 2020 planand Griffith Model report as well as supporting reports, articles and industrytrends.The elicited requirements were then prioritised based on their level ofimportance, using the Decision analysis (Refer to Appendices N) created inearlier sections and a MoSCoW analysis which was used to prioritise the mostcritical components of the solution implementation (IIBA & Brennan, 2009, pg.102). The top 4 prioritised business requirements are shown in Appendices Qalong with their priorities and were chosen, based on the business need ofproviding increased flexible enrolment options for students, future proofingagainst forecasted drop in demand and ensuring resources are effectively utilised.6.2 Stakeholder RequirementsThe stakeholder requirements are generally the needs of the specific stakeholdergroup and their level of interaction with the system as well as being animportant bridge between the business requirements and the functional/non- functional requirements defined (IIBA & Brennan., 2009, pg. 5) From theMoSCoW analysis auctioned in the previous section, the requirement that wasprioritised as the 1st most critical component, coincides with the student needs and is the stakeholder group that will be further analysed to obtain thefunctional requirements.The first priority requirement states that; "the system must provide attractiveand flexible enrolment options for all applicants to accelerate or complete theirdegree based around their employment plans and lifestyle". This must besupported by a robust enrolment system, managed by the IT support servicesdepartment, in order to facilitate the stakeholder requirement.6.3 Functional RequirementsThe corresponding functional requirements consist of the capabilities of thesystem in the management of information and operation by the solution MBA& Brennan, 2009, pg. 5). The functional requirements were generated based onwhat the student stakeholder group requires when enrolling in the trimestersystem. The solution function requires the enrolment system to facilitate theflexible degree program options that the student can choose. The functionalrequirements are that an applicant can apply to study at Griffith University andthe student can enrol in course offerings. These functional requirements werebroken further down into Fully Developed Use Case Descriptions (Refer toAppendices R) to document and observe the flow of each use case an how thestakeholder will interact with the system (Satzinger, Jackson & Burd, 2012).6.4 Non-Functional RequirementsThe Non-functional requirements of the solution involve a description of theenvironmental conditions the solution must operate under rather than thephysical functional components of the solution (IIBA & Brennan, 2009, pg. 6).The non-fictional requirements of the trimester model solution were elicited by observing the current environment of the My Griffith system and howenrolments are managed and offered to the student stakeholder group.Using Non-functional requirements analysis (Refer to Appendices S), therequirements were categorised into environmental factors and includes thereliability, performance efficiency, operability, security, compatibility,maintainability and transferability of the solution as well as their relevance (ELBA & Brennan, 2009, pg. 184-185).6.5 Requirements Analysis Diagrams and TechniquesThe Diagrams and techniques used within the requirements analysis section ofthe report, provided analysis into the requirements surrounding the trimestermodel solution. The use of the MoSCoW analysis, fully developed Use CaseDescription and Non-functional Requirements analysis (Appendices Q, R andS), provided insight into the physical and environmental factors involved infacilitating the stakeholder groups requirements, of the trimester model.7.0 ConclusionIn summary of the identification and analysis of business problem, stakeholdergroups, definition of solution scope and management as well as analysis ofrequirements, the trend observed throughout the discussion components of thereport, have pointed toward the trimester model proving to be a sustainablesolution to the issue both current and into the future.The trimester model addresses most of the direct and interfacing stakeholderrequirements as well as the business objectives of Griffith University and iscompatible with existing infrastructure, taking into account investmentrequirements. Observation of successful implementation at competitor universities has also led to the conclusion, that the trimester model would be the ideal solution to address the decline in local student enrolment demand andguides Griffith University down the path to its goal of being a university ofinfluence.ReferencesDepartment of Education and Training, (2011). Enrolments at Old State Schools, byYear Level. http://education.qld.gov.au. Retrieved 28 September 2016, fromhttp://education.q1d,gov,auischoolsistatisticsidoesienrol-yrievel-2007-2011.pdfFraser, R, (2012). I-I off Cohort, Half Truths, Nien,org,art, Retrieved 28September, from http://www,nteu,org.auimatartiele/Hall-Cohort„-Half-Truths- 13076Griffith University, (2013). Academic Phan 2013_ Griffith University. Retrieved 2September 2016, from https://www.griffith.edu.aul_Aatalassetsipdffile1000515351091academic-plan-2013.pdfGriffith University, (2014). Strategic Plan 2013-2017. Griffith University. Retrieved 26August 2016, from blips ://www.griffith,edu.aui data/assets/Offilei0003/6753181Strategi c-Plan-2013-2017- Dec2014.pdfGriffith University, (2014). Engagement Plan 2015-2018. Griffith University. Retrieved2 September 2016, from litips://www.griffith.edu.au/ dataiassetstpdffile10008/674504/engagement-plan-2015- 18.pdfGriffith University, (2014).1)" Plan 2013-2017. Griffith University. Retrieved 2September 2016.. from littps://www.griffith_edu_aul__datafassetsipdffile10010/583048/it-plan-2013-17.pdfGriffith University, (2015)_ Council Paper Griffith Model Progress. Report.GriffithUniversity_ Retrieved 2 September 2016, fromlittpsliintranersecure_griffith.edu.auivvorkistrategic, planning/griffith- modellixtfiCouncil-Paper-Griffith-Moclel-Progress Report_v11_calendar_revised_4Jun.pdfGriffith University, (2015). Vice Chancellor Council Report. Griffith University.Retrieved 26 September 2016, from https://www.griffith.edmatii dataiassets/pdffile10007/753595/ve-couneitreport-r3ctober-2015,pdfGriffith University, (2016). Griffith 2020. Retrieved 5 September 2016,from https:11www.griffith.edu_aul__datailassetsrpdffile/0008/440882fgriffith-2020_pdfGriffith University, (2016). Griffith Univfm.14, OrganisationalGriffith University_Retrieved 2 September 2016, from littps;llmnivw_griffith.edu.auf_dataiassetsipdffile10008/753398/GUOrganisation-Chart-June-2016-1 .pdfGriffith University, (2016). Infonnaii011 Services Organisational Chart. GriffithUniversity. Retrieved 2 September 2016, from https://www.griffith.edu.auldatalassetsipdf file/00091579294/ins-orgchart-15-7-2016.pdfGriffith University, (2016). GriffithModel of Education Frequently Asked Questions.Griffith University. Retrieved 2 September 2016, fromhttps:llintranet,secure,griffith,edu,auiworkisirategicplanning/griffith-modelifi- equently-asked-questionsIIBA, Brennan, K, (2009), A guide to the Business analysis body of knowledge(BABOK guide), Toronto: International Institute of Business Analysis,Kenneth, T. & Kilmann, R. (2002), Kilmann Diagnostics. Retrieved 26 September2016, fromtittp://www.kilmanndiagnostics,comisitersidefaultifilesiTKI_Sample_Report.pdfNoran, 0, (2016). Solution Scope and Business Case, Griffith Universior. Retrieved 25September 2016, from https://bblearrigriffith,edu,aufbbcswebdavipid-2243324-dt- coontent-rid8247843_1/courses/ 2511 ICT_3165/Sol ution_Scope_and_Business_Case,pdfO'Connor, I. &. Moodie, 0. (2007). Major issues facing universities. Griffith University.Retrieved 3 September 2016, from hups://bblearn,griffith,edu,auibbeswebdavipid- 2243288-dt-content-rid- 247812_1/coutses/2511.1CT_3165/M27Conn.or%20%282007%29%20major-issues- faci universities,pdfRemeikis, A, (2015), Oueensland to scrap OP system for Years 11 and 12. BrisbaneTimes, Retrieved 26 September 2016, fromIittp://www.brisbanetimes.com.aulqueenstandiqueensland-govenunent-toscrap-op- system-for-years-11-and-12-20150824-gj6q4k. ManiSatzinger, J., Jackson, R., & Baird, S. (2012). Systems analysis and design in a changingworld. Boston, MA: Course Tectmology, Cengage Learning.Trowason. k (2011). Mixed views on Deakin University's trimester vstem_ TheAustralian. Retrieved 26 August 2016, from hup;llwilvw.theaustralian,com.authigher- education/mixed-views-on-deakin-universitys-trimester-systemistory-e6frgejx "

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