MN507 - Overview of Software Engineering
Credit Points: 20
Workload: 60 contact hours
Campus: Melbourne, Sydney
Aims & Objectives
This is an elective unit out of a total of 12 units in the Master of Networking (MNet). This unit addresses the MNet course learning outcomes and complements other courses in a related field by developing students’ specialised knowledge in software engineering and applying critical skills in software: enterprise architecture. For further course information refer to: http://www.mit.edu.au/study-with-us/programs/master-networking. This unit is part of the AQF level 9 (MNet) course.
This unit provides an overview of the field of software engineering, with emphasis on key aspects of the system development lifecycle (SDLC) such as requirements engineering, analysis, design, and testing. Object oriented and service oriented architectures are introduced, along with information systems design. There is also an introduction to estimation for software projects, process and project metrics, and the use of CASE tools.
The unit will introduce students to the most common concepts, processes, techniques, and theories essential in software development, and analyse and discuss the common issues that software engineers and developers often face and methods to overcome them.
This unit will cover the following topics:
- Software Engineering Overview
- Software Process
- Software Planning and Specification
- Software Requirements Analysis and Specification
- Software Prototyping
- Software Design Techniques
- Database Design
- Object Oriented and Service Oriented Design
- Implementation – Software Building, Testing, Documentation and Maintenance
- Software Quality Assurance
- Software Configuration Management
On successful completion of this unit, students should be able to:
- Determine system requirements through requirements elicitation and workshops.
- Design processes for verification and validation of system requirements.
- Use appropriate modelling techniques to specify system requirements.
- Produce and communicate to others the functional specifications of a system.
- Compare and contrast different Software Engineering process models: waterfall, evolutionary, spiral, prototyping.
- Produce a system implementation, and design and implement integration and testing plans.
- Investigate state of the art software engineering techniques and technologies, and their scope of applicability for software Engineering, specifically related to service orientation: e.g. XML, SaaS, SOA.
Laboratory: 2 hours
Learning Outcomes Assessed
|Assignment 2||a-d, f-g*||25%|
|Laboratory and Problem Based Learning participation & submission||a-g*||10%|
|Final Examination (2 hours)||a-g*||40%|
*refer to learning outcomes above.
- Pressman, Roger S.,. Software Engineering – A Practitioner’s Approach. McGraw-Hill Inc. New York, USA, 8th Edition. 2014
- I. Sommerville, Software Engineering 10th ed.. Addison Wesley, Wokingham, England: 2015.
- J. W. Satzinger, R. B. Jackson, and S. D. Burd, 7th ed. System Analysis and Design in a Changing World Cambridge. 2015.
- K. E. Kendall and J. E. Kendall, Systems Analysis and Design. 9th ed Pearson Education Inc. 2015.
MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:
|Ability to communicate||Independent and Lifelong Learning||Ethics||Analytical and Problem Solving||Cultural and Global Awareness||Teamwork Cooperation, Participation and Leadership||Specialist knowledge of a field of study|
|The standard is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations|
|The standard is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations|
|The standard is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations|
|The standard is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by activities such as lectures or tutorials|
|The standard is not considered, there is no theory or practice or activities associated with this standard|