Enterprise Architecture Strategy driven Enterprise Architecture
Enterprise Architecture Management (EAM) · EAM” (in the Frame of Course “Enterprise...
Transcript of Enterprise Architecture Management (EAM) · EAM” (in the Frame of Course “Enterprise...
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Establishing Modern Master-level Studies in Information Systems
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WP3
3.1. Pilot teaching MSc
Piloting Report of the MASTIS course
Enterprise Architecture Management (EAM)
KSU
1. Please provide shot description
The MASTIS course Enterprise Architecture Management (EAM) was
prepared in problem based learning. This format was based on modernized
curriculum, real business cases and combination of the lectures, lab works,
and team working.
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All participant were divided into 4 groups which received the task to
describe, develop and adapt real business process to market environmental
using both economic knowledge and IT tools. The process of enterprise
architecture management was built on Zachman Framework, ArchiMate
Modelling and Bizagi Modeler. Each team solved the following real-life tasks:
1. To describe real life problem of existing enterprise (case study) using
IT tools and Zachman Framework.
2. To create hierarchy of firm’s division, channel of communications and
connections between them using ArchiMate Modelling.
3. To use UML to describe sequences and interdependence between
internal and external environment of enterprise.
4. To develop business process for different scenario of affordable
parameters of internal and external variables of described firms using Bizagi
Modeler.
5. To estimate efficiency indexes for different architecture structures of
enterprise based on experimental results.
6. Data analysis of experimental result using experimental results or
data base of real enterprises in RStudio.
7. To compare pro and contra of different architecture model using
SWOT analysis to estimate effectiveness of developed models of team
members for its implementation.
8. To develop problem based learning reporting documentation and
implementation of most effective enterprises’ architecture.
Each students’ team took responsibility for analysing of enterprise
architecture requirements, designing a archimate model, UML model,
business model, data analysis and discussion within the team using real life
case study, presenting the finished enterprise architecture strategy the
customer for different parameters of internal and external environmental.
Despite the fact that the most of students did not have practical
experience in real life problem based learning and lack of time, each team has
shown great results both in the creation of enterprise architecture system and
in adaptation of these systems to change of market environmental.
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24 students passed this course using materials developed by
ERASMUS+ MASTIS consortium and by teachers of Kherson State
University.
2. How were the courses delivered?
Who led the Piloting of the course Vitaliy Kobets (KSU)
Natalia Osipova (KSU)
Who were the lecturers who
delivered the course
Vitaliy Kobets (KSU)
Natalia Osipova (KSU)
What was the Piloting period 02/02/2018 – 25/05/2018
How many students were enrolled
and who were they
24 Master students
of MBA Software Engineering
and MBA Computer Sciences and Information
Technologies (1st year students)
3. Please provide a table which containing the names of the
students who were involved in the piloting of the IDP courses
# Name Result of evaluation
1. Kasparov Aram B
2. Baranovsky Anton B
3. Bakhmach Anna B
4. Mazur Anastasia A
5. Ivanov Alexei A
6. Zubry Nikita B
7. Zaporozhchenko Artem B
8. Nakonechny Alexander B
9. Melnyk Denis C
10. Heinz Georgy B
11. Matveev Vladislav C
12. Galutsky Ruslan A
13. Korotaev A
14. Mykolyuk Igor B
15. Savchenko Evgen C
16. Avlasenko Leonid D
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17. Bazanova Tetiana A
18. Drozd Dmytro C
19. Karanda Anastasia C
20. Kutsevol Anastasia B
21. Lubchuk Andrey C
22. Manuylenko Aleksand A
23. Martynets Vladislav C
24. Snigoviy Alexander B
4. What were the E-learning materials used?
- Provide links to the Platform used to pilot the IDP courses
http://ksuonline.kspu.edu/course/view.php?id=1175
Figure 1 - E-learning Materials for Module “Objectives and principles of
EAM” (in the Frame of Course “Enterprise Architecture Management”)
4.1. Please explain very briefly how these were made available to
students
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The course was posted at the e-learning portal of Kherson State University
KSUONLINE (http://ksuonline.kspu.edu/). This portal is available for all KSU
students (to get access students use their personal logins and passwords).
5. How was delivery organised?
Level of course unit Masters level
Number of ECTS
credits allocated
Credit weighting: 5 ECTS
Lecture hours: 18
Workshop hours: 20
Independent study hours: 110
Examination (final test): 2
Total Student Effort: 150 hours
What kind of the
training methods and
activities were used
A set of techniques were used within training which includes
lab works, case study, presentations of pro and contra within
a team, problem based learning, individual tasks, inviting of
expert in the field of real life business case, experimental
modelling for real data initial conditions. These training
methods aimed to develop both general and specific subject
competences
5.1. Course content
List of the main topics of the course.
Topic 1. Objectives and principles of EAM
1.1 The need for enterprise architecture management (EAM)
Background: The turbulent and complex business environment. The
idea of enterprise architecture management
1.2 Enterprise architecture management
History of enterprise architecture management. A working definition of
enterprise architecture. Enterprise architecture models and their layers.
Managing the enterprise architecture.
1.3 Objectives and methodology
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Qualitative research. Cases analysis
Practical component: Using Zachman Framework to describe real life
problem of existing enterprise (case study) using routines of business
process.
Topic 2. An EAM stakeholders
2.1 Key blocks of successful EAM
The EAM agenda for the chief executive officer. EAM governance and
organization. Embedding EAM into strategic planning. Embedding EAM
into the project life cycle. Embedding EAM into operations and
monitoring. EA frameworks, modeling and tools. People, adoption and
introduction of EAM.
Practical component: Using ArchiMate Modelling to create hierarchy of
firm’s division, channel of communications and connections between
them.
Topic 3. The EAM agenda
3.1 EAM motivations and objectives
Integration and alignment.
3.2 The architecture impact
Balancing standards and versatility. Embedding the strategic and
business imperatives.
Practical component: Create sequences and interdependence between
internal and external environment of enterprise using UML.
Topic 4. EAM governance and organization
4.1 Challenges and current state assessment of existing EAM activities
and assets
4.2 The EA governance model
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Governance bodies, roles, responsibilities and decision rights.
Enterprise architecture council (EAC). Architecture review board (ARB).
Architecture forum. Decision processes and rights. Decision protocols.
Exception or escalation process. Guidelines, standards and reference
architectures.
4.3 EAM organization models
Centralized organization model. Decentralized organization model.
Centers of excellence model. Hybrid or federated model. Architecture
archetypes.
Practical component: Analysis and discussion of acceptable types of
enterprise architecture management using SWOT analysis
Topic 5. Embedding EAM into strategic planning
5.1 Approaching EAM from a strategic perspective
EAM’s role in guiding organizational development. Anchoring EAM in
the strategy cycle.
5.2 Leveraging EAM for strategic planning
Analyzing the situation: Achieving transparency concerning the as-is
state. Elaborating on strategic options through EAM. Strategic business
and IT options. Strategic architecture initiatives. Developing the
architecture vision. Roadmapping: Migrating from the current to the
target architecture. Assessing and prioritizing the project portfolio
through EAM. Evaluating architecture development: Steering strategy
implementation.
5.3 Management implications
EAM practices in strategy processes. Checklist of strategic EAM
integration
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Practical component: Development of business structure for different
scenario of affordable parameters of internal and external variables of
described enterprise using Bizagi Modeler.
Topic 6. Embedding EAM into the project life cycle
6.1 The relevance of embedding EAM in the project life cycle
Bridging the gap between the right strategies and better results. How the
project life cycle fits into the overall planning and control cycle
6.2 Project set-up: Preparing EA-compliant project execution
Definition of approval gates. Provision of EA-relevant information. EA-
specific project staffing.
6.3 Solution design and implementation.
The nature of architectural work in projects. EA reviews. Escalation
handling. EA implementation progress reporting
6.4 Piloting and roll-out: implementation
EA documentation. Updating the EA information.
Practical component: Using experimental results to estimate efficiency
of strategies for different architecture structures of enterprise based on
generation of different behaviour scenario.
Topic 7. Embedding EAM into operation and monitoring
7.1 How to run the EA: The challenges in daily business
Stable EA target state. The operational control cycle and how it differs
from strategic planning and the project life cycle.
7.2 Managing operational changes
Why even small changes are relevant in EAM. Managing operational
changes to the enterprise architecture. Collect changes. Assess
changes. Implement change
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7.3 Monitoring the EA
Practical examples. EA quality and impact: Measuring the application
landscape’s effectiveness. EA status: Measuring EA complexity by
means of the point costing concept. EAM adoption: Monitoring
architecture documentation.
7.4 Using EA documentation
Using EA documentation in business continuity and risk management.
Using EA documentation in compliance management.
Practical component: Using experimental results to estimate efficiency
indexes for different architecture structures of enterprise based on
experimental results through RStudio.
Topic 8. EA frameworks, modeling and tools
8.1 Frameworks, modeling, and tools.
How they are intertwined. Main facts about EA frameworks. A brief
history of EA framework development. Framework usage of study
participants. How to find the right EA framework. Notes on EA modeling
8.2 EA tools: How to find adequate software support
Important qualities of an EA tool. EA tool market and trends. How to find
the right EA tool. Relevance of frameworks for EAM. EA modeling best
practices. Typical pitfalls of EA tool selection and implementation.
Success criteria for EA tool selection
Practical component: Estimation of enterprise’s architecture reliability
to changes of initial conditions in Bizagi Modeler using data analysis of
experimental result in RStudio.
Topic 9. People, adoption and introduction of EAM
9.1 The relevance of the human dimension of EAM
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How EAM practices can produce resistance.
9.2 A methodological perspective of stakeholders’ cooperation
A psychological perspective on EAM adoption. The usefulness of the
psychological lens. What are the reasons for applying EAM practices?
Benefits – make EAM useful to people. Incentives – Reward people who
apply EAM. Information – Convince people that EAM is great.
Demonstrate authority through management commitment. Provide all
the support that is needed to apply EAM.
9.3 Introduction of EAM process perspective
Step 1: Identify a project sponsor and define EAM targets. Step 2: As-is
analysis. Step 3: Stakeholder analysis. Step 4: Set up an organizational
anchoring of the EAM team. Step 5: Defining architecture principles and
standards. Step 6: Defining the EAM scope. Step 7: Design and
implement EAM practices and services. Step 8: Change management.
Step 9: Piloting and evaluation. Step 10: Roll-out and continuous
improvement
Practical component: Using SWOT analysis to compare pro and contra
of different architecture model to estimate effectiveness of developed
EA-models of team members for its implementation.
Topic 10. EAM 2020 – the future of the discipline
10.1 The shaping factors
10.2 The future of the EAM discipline
Practical component: Using machine learning to predict future
development of enterprise architecture model.
6. Online support offered by teachers during piloting
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During the piloting of the course Enterprise Architecture Management,
particular attention was paid to the interactive communication of the teacher and
students in e-learning portal KSU, which is realized by creating a chat and forum
for convenient and fast exchange of messages between users. In addition, the
teacher has the opportunity to monitor the work of students, not only offering
assignments and tests, but also determining the deadline for the assignment, the
possibility of repeated access for correcting errors.
The forum module of e-learning portal KSU allows participants to communicate in
asynchronous mode. There are several types of forums, such as a standard forum where
everyone can start a new discussion at any time; A forum where each student can start
one discussion, or a "Question-Answer" forum where students must first respond to
messages, and then they will be able to see the answers of other students. The teacher
can allow attaching files to a message on the forum. Attached images are displayed in a
forum message.
The forum activity allows students and teachers to exchange ideas by posting
comments. Files such as images and media maybe included in forum posts. The teacher
can choose to rate forum posts and it is also possible to give students permission to rate
each others' posts.
Figure 2 - News Forum
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1. Discussions & questions forum. It was used for encouraging
discussion of cases analysis.
Figure 3 – Discussions & Questions Forum
The chat activity module allows participants of e-learning course to have
synchronous written communication in real time. This was a useful way to get
a different understanding of each other and the topic being discussed. Chat
can be a one-time event or can be repeated at the same time every day or
weekly. Chat sessions are stored and may be available for viewing by all
users during piloting period.
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Figure 4 – The Chat Activity Module
The task activity module of online course allows teachers to add
communication tasks, collect student assignments, evaluate them and provide
feedback.
Students can send any digital content (files) such as Word documents,
spreadsheets, images, audio or video files.
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Figure 5 – The Task Module
The module of test allows the teacher to create tests that consist of
various types: Multiple choice, True / False, Match, Short Answer, Numeric.
You can create a test with multiple attempts, with mixed questions or random
questions, to choose questions from the bank. Time limit can be set. Each
attempt is evaluated automatically.
7. Evaluation of student knowledge and competences
An assessment regime allows students to develop skills and knowledge
and apply them through a whole coursework assessment. All learning
outcomes and students’ grades are assessed in relation to different industries
in both individual and team work. The assessment checks class participation,
lab works and project throughout the entire course and final project.
1. Class participation (at least 3 case studies and their presentations) –
30%
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2. Lab works (at least 4 lab works) – 30%
3. Project (team work) – 40% (final project report (10–15 pages) with
presentation)
Students’ results:
ECTS Percentage
A 25,0%
B 41,7%
C 28,2%
D 4,1%
E -
8. Students’ evaluation of the Piloting of the courses
The results of the anonymous questionnaire showed that the most of
students put the highest evaluation of the training. They were satisfied with
training content, learning materials, teaching methods, atmosphere.
Participants mentioned that knowledge and skills, which were obtained within
training will be used in further professional life.
An example of the questionnaire is given below:
Students’ evaluation on teaching contents, methods and tools
Course Enterprise Architecture Management (EAM)
Kherson State University
Evaluation of the quality: “A” - high; “B” - adequate; “C” - average; “D” - low
To what extent?
A
B
C
D
1 Usefulness of studying materials
2 Educational value of assignments
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3 Contribution to your knowledge in the subject area
4 Overall rating of the course
5 Knowledge of the subject
6 Methods of evaluating student performance
7 Success in communicating or explaining subject matter
8 Preparation for classes
9 Willingness to help students outside the class
10 Clarity of assignments
11 Administration of class
12 Case studies on each class theme
13 Proposed readings
14 Working in group
15 Presentation of criteria adopted for evaluating
workgroup
16 Overall rating of instructor
Very positive aspects of the course
Relevant and usefull course. ………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Negative aspects (if any) of the course
…………………………………………………………………………………………………………
Connections with other courses
o Possible useful integrations with other courses (please specify course and topics):
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…………………………………………………………………………………………………………
o Overlaps or useless duplications (if any) with other courses (please specify course and topics):
…………………………………………………………………………………………………………
Do you have any specific suggestion to improve contents, teaching method and organization of the course?
The course is compiled very well and does not require any additions, in my opinion/
…………………………………………………………………………………………………………
Any other observation or suggestion (feel free…)?
…………………………………………………………………………………………………………
Thank you for your collaboration!
9. Lessons learned from Piloting
In order to improve the content, structure and software of the MASTIS
courses we should take into consideration the following recommendations and
suggestions:
1. To revise content and curriculum of our course extracting expert
opinion through reengineering approach in each topic.
2. To enhance of cloud-based learning and data science tools for
projects’ preparation, team-work, presentation and discussion of result.
3. To use augmented material with knowledge graphs, SlideWiki Open
Education Platform to build strong logic of lectures.
4. To develop extensible symbiotic university-enterprise cooperation in
finance, economic and IT industry.
5. To form dashboard for business process indicators analysis using IT
technologies.
Based on a students' feedback and informal assessment by the
trainers, we present the following recommendations:
1. To form competences of students in course ‘Enterprise Architecture
Management’ using real life cases, expert opinion of final result and their
formalization via IT toolkit.
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2. To use formal economic and finance criteria to prove effectiveness
of different Enterprise Architecture Models for same cases.
3. To teach all non-core and supporting subjects in English to improve
working experiences with foreign colleagues in project management.
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Appendices
Photos of course piloting
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