August 2007

Syllabuses of Subjects offered by COMP, AMA, CBS, ELC

C O N T E N T S

*The most updated syllabuses are available on web.

Subject Code/Title Page AMA2101 Quantitative Methods for Business 1

CBS2015 Putonghua for Business and Administration 4

COMP311 Foundations of Database Systems 9

COMP316 Object-oriented Methods for Information Systems Development

12

COMP431 Business Process and Workflow Management 15

ELC2203 University English for Business Students 18

ELC3203 Workplace English for Business Students 21

August 2007 1

Subject Code : AMA2101

Subject Title : Quantitative Methods for Business

Level : 2

Credits : 3

Mode of Study : Lectures 28 hours Seminars 14 hours

Pre-requisites : None

Assessment : Continuous Assessment 50% Examination 50%

Minimum Pass Grade : Continuous Assessment D Examination D ROLE AND PURPOSE This subject provides students with basic statistics and the ability to take a numerate approach to a wide range of modules in Levels 3 and 4 of the course. It also develops their ability to think analytically, critically and creatively, while contributing to the development of their IT skills. LEARNING OUTCOMES Upon successful completion of this subject, students will be able to: - use a variety of basic techniques in understanding and interpreting data. - understand elementary quantitative methods and their applications in business,

analyzing business scenarios and problems by applying statistics. - think critically and creatively about the uses and limitations of quantitative methods in

business. - use statistical package and interpret the output, appreciating the applications of

information technology for quantitative analysis in business. INDICATIVE CONTENT Descriptive Statistics Presentation of business data in tabular, diagrammatic and graphic forms; misleading presentations. Summary measures of location and spread. Probability Concepts of probability. Axioms of probability. Bayes Theorem. Random variables and expected values; uses and limitations in decision making. Common probability distributions: Binomial, Poisson and Normal.

August 2007 2

Estimation Simple random samples. Sampling distributions: mean, proportion and differences. Confidence intervals: mean, proportion and differences. Hypothesis Testing Hypothesis testing: mean, proportion and differences. Chi-square Test Test of Goodness of Fit. Test of Independence. Relationships between Variables Exploratory Data Analysis. Linear relationships: ordinary least squares. Correlation coefficients. Multiple Regression Multiple Regression Equation. Inferences about Parameters. Modelling Techniques. Financial Mathematics Fundamentals of compound interest. Discounted and Compounded Value. Annuities. Amortization and Sinking Funds TEACHING/LEARNING APPROACH Lectures will be used to present the basic technical material and illustrate its use. Seminars will be used for problem classes where students can check their solutions to exercises and resolve problems with their understanding of the topics. Mini cases illustrating the use of the basic statistical techniques, and computer packages will be used when appropriate. INDICATIVE READING Study Guide Quantitative Methods for Business, Department of Applied Mathematics, The Hong Kong Polytechnic University, 2005

August 2007 3

Reference Books Aczel, A.D., Complete Business Statistics, 5th ed., McGraw-Hill, 2002. Hamburg, Morris, Statistical Analysis for Decision Making, 5th ed., Harcourt Brace

Jovanovich, 1991. Levin, Richard I. and Rubin, David S., Statistics for Management, 7th ed., Prentice-Hall,

1998. Moore, David S. and McCabe, G., Introduction to the practice of Statistics, 4th ed., W H

Freeman, 2003. McClave, J. T., Benson, P. George and Sincich, Terry., A First Course in Business

Statistics, 8 ed., Prentice Hall, 2001.

August 2007 4

Subject Title : Putonghua for Business & Administration

Semester : Either semester 1 or 2

Prerequisite : Students should possess basic Putonghua Proficiency Level

Subject Code : CBS2015

Hours Assigned : 28 hours (Seminar)

Status : Compulsory

Credits : 2

Duration : 1 Semester

Method of Assessment : 100% Continuous assessment AIMS Built on the students Putonghua foundation, this subject aims to enhance students communication skills in Putonghua in the business context. OUTCOMES Students are expected to be able to:- 1. master the key features of Putonghua in terms of pronunciation and common ways of

expression; 2. communicate efficiently in Putonghua with accuracy and fluency; 3. perform a series of communicative tasks in the business context; 4. adopt appropriate pragmatic devices underlying business communication in China; 5. understand the social and cultural background of China as reflected in business

communications in China. CONTENT 1. Comprehensive revision on Putonghua communication skills

pronunciation vocabularies and grammar colloquial expressions speaking skills and social norms

August 2007 5

2. In-depth practice on Putonghua listening comprehension skills speed and accent casual speech vs. speech on specialized topics quantity and structure of information pragmatics rules and implications

3. Business communication

principles and rules in conversation common pragmatic devices in business communications stylistic and rhetorical variations in spoken communications in accordance to

contextual changes communicative tasks in the business setting: inquiry, introduction, presentation,

promotion, question & answer, negotiation etc. commonly used jargons for business and administration

TEACHING & LEARNING METHODS

interactive seminars with listening exercises, presentation drills, group discussion, pair conversation and role play;

after-class self-learning hours will be required with resources provided; consultation hours will be available depending on individual students needs.

MODE OF STUDY

Activity Hrs/wk No. of wks Group Size Total Hours Seminar 2 14 20 28 Self study 2 14 28 Total number of hours: 56

ASSESSMENT The subject assessment may include criterion-referenced based quizzes, presentations and tests. It will evaluate students listening skills, pronunciation, vocabulary, colloquial expression vs. formal expression and speaking achievement. The major assessment items include:

listening (assessing ability to understand different situational conversations) presentation (assessing accuracy, fluency and intonation)

situational conversation in business settings (assessing overall Putonghua communication skills including pragmatic devices)

August 2007 6

READING LIST Required 2005 Reference 2003 1999 1998 1994 9000 2002 5 2005

1. ; 2. 3. 4. 5.

: : 1 2 : : CBS2015 : 28 : : 2 : : 100%

August 2007 7

1.

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3.

/ 2 14 20 28 2 14 28 : 56

() () () ()

August 2007 8

2005 2003 1999 1998 1994 9000 2002 5 2005

August 2007 9

Subject Code : COMP311

Subject Title : Foundations of Database Systems

Level : 3

Credits : 3

Mode of Study : Seminar 28 hours Laboratory 14 hours

Pre-requisites : COMP201 and (COMP305 or COMP210)

Assessment : Continuous Assessment 55% Examination 45% ROLE AND PURPOSE This subject provides students knowledge on: design, develop, implement, and administrate a database system of considerable

complexity. possess enough background to evaluate various DBMSs of different data models and

make the appropriate selection for an organization. LEARNING OUTCOMES After taking this subject, the students should be able to: Professional/academic knowledge and skills (a) acquire a good understanding of the architecture and functioning of database

management systems, as well as to be able to use the associated tools and techniques;

(b) understand and apply the principles and practices of good database design and analysis;

(c) recognize the direction of database technology and their implication so as to manage and plan database system developments.

Attributes for all-roundedness (a) appreciate development of database technologies for lifelong learning, e.g., web

databases; (b) build up on team spirit, presentation and technical writing skills.

* Subject to change

August 2007 10

INDICATIVE CONTENT Basic concepts of database system (2 hours) Database and its applications DBMS design objectives and its components ANSI/SPARC three-level system architecture Data independence Database design (6 hours) Entity-relationship model Functional dependencies Normalization Relational data model (6 hours) Relational structure Relational languages: relational algebra, relational calculus, SQL Relational constraints: entity constraints, referential integrity constraints and foreign

keys File structures and physical database design (4 hours) File organization Indexing and hashing Application designs and query processing (6 hours) Relational view definition and management Equivalence of expressions, estimation of query-processing cost, join strategies Database and the World Wide Web Embedded SQL and ODBC Implementation issues (4 hours) Buffer management Transaction processing Concurrency control Crash and recovery Security and integrity

* Subject to change

August 2007 11

TEACHING/LEARNING APPROACH Laboratory Experiment There are two types of laboratory/tutorial sessions: Practice of technical skills such as database CASE tools, SQL and application

programming. Reinforce design and analysis skills through group interactions, presentations and

prototype demonstrations. Case Study Real-life/industrial database application development examples will be discussed in classes and/or tutorials when appropriate. INDICATIVE READING Textbook Michael Manning. Database Design, Application Development, & Administration, 2nd

edition, McGraw-Hill, 2004. Reference Books David Kroenke. Database Processing: Fundamentals, Design and Implementation, 8th

edition, Prentice Hall, 2002. A Silberschatz, H.F. Korth, S. Sudarshan. Database System Concepts 4th Edition. McGraw

Hill, 2002. Hector Garcia-Molina, Jeffrey D. Ullman & Jennifer Widom. Database System

Implementation, Prentice Hall, 2000. C. J. Date. An Introduction to Database Systems, Addison-Wesley Longman, 1999.

* Subject to change

August 2007 12

Subject Code : COMP316

Subject Title : Object-oriented Methods for Information Systems Development

Level : 3 Credits : 3 Mode of Study : Lecture 28 hours Tutorial 14 hours Pre-requisites : COMP201, COMP302 Assessment : Continuous Assessment 60% Examination 40% ROLE AND PURPOSE To introduce students to the concepts and practices of the object-oriented approach to

software development. To familiarize students with the tools and languages for object-oriented analysis,

design and implementation. To expose students to the applications of object-oriented technologies. LEARNING OUTCOMES After taking this subject, the students should be able to: Professional/academic knowledge and skills (a) analyze a problem using an object-oriented approach; (b) design an object-oriented model for a problem, and implement the design using

appropriate object-oriented tools and techniques; (c) document the analysis and design of an information system using UML; (d) determine the degree to which a technology conforms to the object-oriented

paradigm; Attributes for all-roundedness (a) analyze and solve information system problems in a systematic manner; (b) cooperate with team members in problem solving; (c) report and present the solution to an information system problem clearly.

* Subject to change

August 2007 13

INDICATIVE CONTENT Information systems analysis and design (4 hours) System Development Life Cycle: requirement definition and specification Analysis and design Implementation Testing Object-oriented Paradigm (4 hours) Rationale for the OO approach OO software development life cycle Objects and classes Abstraction, aggregation, messages, services, encapsulation, association,

generalization, inheritance hierarchy, polymorphism, metaclass Object-oriented analysis and design (12 hours) Object behaviour analysis Identification of classes and objects in a problem domain Object relationships Identification of structures, attributes instance connection, services and message

connections Design issues in problem domain: data management, task management and human

interface components, mapping an OO data model into a relational model Reuse, patterns, and frameworks Unified Modeling Language (UML) Object-oriented languages and systems (4 hours) Characteristics of object-oriented tools such as C++, Java, Smalltalk Object-oriented Project Management (4 hours) Applications in information system analysis, design and software engineering User interfaces, system conversion, user training, user guide and operations manual,

system development planning and scheduling, software cost estimation TEACHING/LEARNING APPROACH Tutorials/Laboratories/Project presentations and seminars (14 hours) OO/UML development tools such as Rational Rose. Class exercises on OO analysis and design problems. Presentations and demonstrations of projects.

* Subject to change

August 2007 14

INDICATIVE READING Timothy C. Lethbridge and Robert Laganiere. Object-Oriented Software Engineering

Practical software development using UML and Java, McGraw-Hill, 2nd Edition, 2005.

Simon Bennett, Steve McRobb and Ray Farmer. Object-Oriented System Analysis and

Design Using UML, 2nd Edition, McGraw-Hill, 2002. Wolfgang Emmerich. Engineering Distributed Objects, John Wiley & Sons, 2000. Grady Booch, James Rumbaugh and Ivar Jacobson. The Unified Modeling Language User

Guide, Addison Wesley, 1999. Grady Booch. Object-Oriented Analysis and Design with Applications, 3rd Edition,

Benjamin/Cummings, 2005. B. Meyer. Object-Oriented Software Construction, 2nd Edition, Prentice Hall, 2002. M. Fowler and K. Scott. UML Distilled: A Brief Guide to the Standard Object Modeling

Language, 3rd Edition, Addison Wesley, 2003. B. Hughes and M. Cotterell. Software Project Management, 3rd Edition, McGraw-Hill,

2002. Deitel & Deitel. Java: How to Program, 6th Ed., Prentice Hall, 2004. Deitel & Deitel. C++: How to Program, 5th Ed., Prentice Hall, 2005.

* Subject to change

August 2007 15

Subject Code : COMP431

Subject Title : Business Process and Workflow Management

Level : 4

Credits : 3

Mode of Study : Lecture 28 hours Tutorial 14 hours

Pre-requisite : None

Assessment : Continuous Assessment 55% Examination 45% ROLE AND PURPOSE To present a process-oriented view to business modeling and the application of

workflow technologies to business process engineering. To equip students with the fundamental knowledge of workflow management systems. LEARNING OUTCOMES After taking this subject, the students should be able to: Professional/academic knowledge and skills (a) understand the role of business processes in modern enterprises; (b) understand the basic steps in business process engineering/re-engineering; (c) understand the application of workflow technologies to process modeling and

implementation; (d) understand the building blocks of a workflow management system; (e) understand the existing industrial workflow standards; (f) apply workflow technologies to solve business problems; Attributes for all-roundedness (a) improve presentation and communication skills (through case study presentations); (b) learn independently and to find/integrate information from different sources required in

solving real-life problems INDICATIVE CONTENT Introduction to business process (2 hours) Modern business environment Process-oriented view to organizations Examples of business processes

* Subject to change

August 2007 16

Business process engineering (4 hours) Process analysis Process re-engineering Business engineering and workflow Fundamental concepts of workflow (6 hours) Major components of a workflow management system Buildtime metamodel: process data, activities, control flow, data flow Runtime system structure Workflows and objects Advanced functions of workflow (8 hours) Events Dynamic modification of workflows Advanced join conditions Container materialization Context management Performance spheres Compile spheres Transactions Workflow systems architecture (4 hours) Application structure Middleware Internet and mobile workflow Emergent technologies. Workflow standards (4 hours) OMGs Workflow Management Facility Workflow Management Coalition standards TEACHING/LEARNING APPROACH Case Study Presentations will be held during the seminars, where the students will form groups to read and present real-life cases related to the subject's topics.

* Subject to change

August 2007 17

INDICATIVE READING L. Ficher (ed.), Workflow Handbook 2004, Future Strategies Inc., 2004. F. Leymann, D. Roller, Production Workflow: Concepts and Techniques, Prentice-Hall,

2000. T. Schael, T. Schal, T. and T.W. Schaller, Workflow Management Systems for Process

Organisations, Springer, 1998. Articles from journals, magazines, and conference proceedings, including ACM TOCS,

ACM TODS, IEEE TKDE, IEEE TSE, IEEE TOC, CACM, IEEE Computer, ICDE, CIKM.

* Subject to change

August 2007 18

Subject Code : ELC2203

Subject Title : University English for Business Students

Level : 2

Credits : 3

Mode of Study : Seminars 42 hours

Pre-requisites : None

Assessment : Continuous Assessment of Coursework 100%

Minimum Pass Grade : D

ROLE AND PURPOSE This course aims to help students study effectively in the Universitys English-medium learning environment. More specifically, it aims to help students improve and develop their English-language proficiency within a framework of academic contexts. In working towards the achievement of the two interrelated objectives, attention will be given to helping students develop the core competencies identified by the University as vital to the development of effective life-long learning strategies and skills. LEARNING OUTCOMES At the end of the subject, students should be able to: (a) Take part in an English seminar discussion (b) Write problem-solution and academic essays (c) Deliver oral presentations Students will also improve and extend their grammar, vocabulary and pronunciation on this course. THIS SYLLABUS IS INDICATIVE. THE BALANCE OF THE COMPONENTS, AND THE WEIGHTING ACCORDED TO EACH WILL BE BASED ON THE SPECIFIC NEEDS OF THE STUDENTS. TO WORK TOWARDS THE ACCOMPLISHMENT OF ITS OBJECTIVES, THE SYLLABUS IS SPECIFIED UNDER A SINGLE HEADING CONSISTING OF FOUR INTERRELATED STRANDS.

August 2007 19

INDICATIVE CONTENT Spoken academic communication: Recognising the purposes of and differences between spoken and written communication in English in academic contexts; identifying and practising interactional and linguistic aspects of participation in seminar discussions; discussing issues requiring the development and application of critical thinking; and preparing and delivering oral presentations. Written academic communication: Identifying and writing functions common in written academic discourse; note-taking from reading and listening inputs; understanding and applying principles of academic text structure; developing paraphrasing, summarising and referencing skills; improving editing and proofreading skills; achieving appropriate tone and style in academic writing. Reading and listening in academic contexts: Understanding the content and structure of information delivered both orally and in print form; reading and listening for different purposes e.g. as input to tasks, and for developing specific reading or listening skills; using a dictionary to obtain lexical, phonological and orthographical information. Language development: Improving and extending relevant features of students' grammar, vocabulary and pronunciation. TEACHING/LEARNING APPROACH The study method is primarily based on seminars and these will include interactive learning techniques such as discussions and role-plays. Use will also be made of video and audio recordings, relevant Web-based materials and our Centre for Independent Language Learning.

August 2007 20

INDICATIVE READING Recommended Textbook English Language Centre. (2007). University English for Business Students. Hong Kong:

English Language Centre, HKPU. References 1. Spoken academic communication

a. Jay, A. & Jay, R. (2000). Effective presentations. London: Prentice Hall. b. Madden, C.G. and T.N. Rohlck (1997). Discussion and interaction in the

academic community. Ann Arbor, MI: University of Michigan Press. 2. Written academic communication

a. Gelfand, H. (2001). Mastering APA style: Student's workbook and training guide. Washington, D.C.: American Psychological Association.

b. Leki, I. (1998). Academic writing: Exploring processes and strategies. Cambridge: Cambridge University Press.

3. Reading and listening in academic contexts

a. Lebauer, S. (1999). Learn to listen, listen to learn: Academic listening and note-taking. New York, NY: Pearson ESL.

b. Waters, M. and A. Waters (1995). Study tasks in English. Cambridge: Cambridge University Press.

4. Language development

a. Carter, R. & R. Hughes and M. McCarthy (2000). Exploring grammar in context: Upper-intermediate and advanced. Cambridge: Cambridge University Press.

b. Collins COBUILD English dictionary for advanced learners (2001). Glasgow: Collins.

c. McCarthy, M. and F. O'Dell (2001). English vocabulary in use: Upper-intermediate. Cambridge: Cambridge University Press.

STAFF RESPONSIBLE Andrew Morrall, David Wong and other ELC staff

August 2007 21

Subject Code : ELC3203

Subject Title : Workplace English for Business Students

Level : 3

Credits : 3

Pre-requisites : ELC2203 University English for Business Students

Mode of Study : Seminars 42 hours

Assessment : Continuous Assessment of Coursework 100%

Minimum Pass Grade : D ROLE AND PURPOSE To develop those English language skills required of students to communicate effectively in their future professional careers and in the context of the business profession. LEARNING OUTCOMES At the end of the subject, students should be able to: (a) take part in an English job interview (b) write business correspondence (c) write short reports Students will also improve and extend their grammar, vocabulary and pronunciation on this course. INDICATIVE CONTENT Language Appropriacy: The use of context-sensitive language use in spoken and written English: for example, in the writing of e-mails, job application documents and workplace reports; and in oral appropriacy with regard to such activities as job interviews and workplace discussions. Seeking and supplying information: Practice in the oral skills required in job-seeking interviews, and writing instructions.

August 2007 22

Workplace writing: Selecting and using relevant content, appropriate format and style, and structure and layout, in instructions, letters, memos, emails and reports. TEACHING/LEARNING APPROACH The study method is primarily based on seminars and these will include interactive learning techniques such as discussions and role-plays. Video and tape recordings, relevant Web-based materials and our Centre for Independent Language Learning will also be used. INDICATIVE READING Recommended Textbooks English Language Centre. (2007). Workplace English for Business Students. References Ashley, A. (1992) A handbook of commercial correspondence. 2nd ed. Oxford: Oxford

University Press. Baugh, L.S., Fryar, M. & Thomas, D.A. (1995). How to write first-class business

correspondence. Lincolnwood, Illinois: NTC Publishing Group. Bilbow, G.T. (2004). Business writing for Hong Kong. Hong Kong: Longman. Guffey, M.E. (1999). Business English. 6th ed. Cincinnati, OH: South-Western College. Guffey, M.E. (2001). Essentials of business communication. 5th ed. Mason, OH:

South-Western College Pub. Lehman, C.M. (1999). Business communication. 12th ed. Cincinnati, OH: South-Western

College Pub. Murphy, H.A. & Hilderbrandt, H.W. (1997). Effective business communications. 7th ed. New

York, NY: McGraw-Hill, Inc. Potter, J. (1992). Common business English errors in Hong Kong. Hong Kong: Longman.

August 2007 23

STAFF RESPONSIBLE Andrew Morrall, David Wong and other ELC staff

ContentsQuantitative Methods for Business (AMA2101)Putonghua for Business and Administration (CBS2015)Foundations of Database Systems (COMP311)Object-oriented Methods for Information Systems Development (COMP316)Business Process and Workflow Management (COMP431)University English for Business Students (ELC2203)Workplace English for Business Students (ELC3203)