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Coventry University

Information Technology for Business

UCAS Code: GN51

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


A level

B,B,C-B,B,B

to include one from Mathematics, Physics, Chemistry, Design Technology, Computer Science or Computing. Excludes General Studies.

The Access to HE Diploma to include 30 Level 3 credits in either Maths, Physics, Computer Science or Statistics units. Plus GCSE English and Mathematics at grade 4 or above.

GCSE/National 4/National 5

5 GCSEs at grade 4 / C or above to include English and Mathematics.

International Baccalaureate Diploma Programme

29

to include one from Mathematics, Physics, Chemistry, Design Technology or Information Technology in a Global Society at Higher level.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

DDM-DMM

in IT, Business or a technical subject.

UCAS Tariff

112-120

We've calculated how many Ucas points you'll need for this course.

91%
Applicants receiving offers

About this course


This course has alternative study modes. Contact the university to find out how the information below might vary.

Course option

3.0years

Full-time | 2020

Other options

4.0 years | Sandwich | 2020

Subject

Business information technology

This professionally accredited course helps to prepare you to meet the challenges of working in a global marketplace and adapt to technological change. Learning fundamental elements of business and IT, you should be able to deliver effective and competitive business solutions within diverse organisational global contexts.

We passionately believe that learning is much more than studying theory. The course is underpinned by practical work and industry engagement – through professional training opportunities, expert lectures and industry visits.

Course content is adaptive and responds to the demands of business, exploring topical areas such as modern web development, business intelligence, programming, big data, cloud computing and simulation.

Our aim is to provide you with the practical knowledge and experience necessary for a career in industry or commerce in roles as software developers, enterprise architects, IT managers, consultants or business analysts.

We focus on developing your technical skills, with the aim to help you to practice and experience programming, virtualisation and cloud technologies within our specialist and general labs. You should also develop key competencies in critical analysis, application of software development, communication with technical and non-technical audiences, intercultural competences and digital literacy.

The teaching team within the School have substantial academic and industrial experience. For example, the former Country Project Director for IT for Shell international and ITV, former heads of IT, managing directors of software development houses and database specialists.

Key Course Benefits:

* Access to teaching rooms built to support our student-centred pedagogy.

* Chance to showcase your final portfolio of work to potential employers at our annual New Wizards Showcase event.

* Opportunity to apply and take part in our IBM mentoring scheme or spend an industrial placement year working with companies nationally or overseas.

* Fully accredited by the British Computer Society (BCS), fully meeting the academic requirement for registration as a Chartered IT Professional; partially meeting the Academic Requirement for registration as a Chartered Scientist; and, on behalf of the Engineering Council, partially meeting the academic requirement for registration as a Chartered Engineer.

This course is accredited and recognised by the British Computing Society (BCS).

Modules

Our main study themes are:

* **Computing**: Our aim is to help you develop core skills in programming by learning and applying syntax, problem-solving strategies and theory common to most programming languages. You should make use of core algorithms, libraries of code and interface with databases and graphical user interfaces (GUIs). We simultaneously cover professional practices associated with the industry, including key software development concepts, such as testing code, version control, functional decomposition; and interacting with non-technical colleagues and clients.

* **Business systems**: We look at information systems, people, software, hardware, data and communication technologies and how these components can be integrated and managed to create a competitive advantage for business. You will be introduced to the methodology and techniques of IS/IT strategy, together with modelling tools and techniques used in the information systems development process. We also consider the nature of a service in the service economy and the role of IT service provision in terms of strategy, design, transition, operation and improvement.

* **Computer simulation**: We cover the theory of computer simulation and process modelling, how it is used, the tools and techniques for logic modelling. You should be able to develop a computer simulation model, identify inputs, verification and validation, running experiments and results analysis. You will have the chance to use specialist software and develop the understanding required to transfer the knowledge to other software, models and contexts.

* **Technology and its social, legal and ethical context**: We will explore the social, legal and ethical contexts surrounding contemporary digital technology. We examine the laws governing use of computers from many perspectives including: crime; contracts; data protection; freedom of information; copyright; and audit.

* **Current technologies**: We explore some of the latest technological developments, which impact on businesses. We will cover agile and rapid approaches to developing information systems and software and, acknowledging the increasing tendency for businesses to link their systems to the ‘cloud’, you will investigate how cloud systems are designed, configured, secured and updated to effectively support modern business practices. We will also study the ‘Modern Web’ to enable you to develop both static and interactive, dynamic websites. You will get the chance to learn about relevant server technologies, the use of HTML5 and CSS3 to develop accessible web pages, the application of JavaScript client frameworks to add advanced interactions, relational database application and the use of Python and Python-based web frameworks to generate data-driven website.

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,250
per year
EU
£9,250
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Coventry University

Department:

School of Computing, Electronics and Maths

TEF rating:

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What students say


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Computing

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

70%
UK students
30%
International students
88%
Male students
12%
Female students
72%
2:1 or above
8%
Drop out rate

Most popular A-Levels studied (and grade achieved)

D
D
D

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Computing

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£25,000
med
Average annual salary
96%
high
Employed or in further education
86%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

56%
Information technology and telecommunications professionals
12%
Information technology technicians
5%
Sales assistants and retail cashiers
What do graduate employment figures really tell you?

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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