| Data Warehousing and Knowledge Management |
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BIS B423
Data Warehousing and Knowledge Management
| Introduction |  |
Welcome to BIS B423 Data Warehousing and Knowledge Management,a two-term, 10-credit course.
Effective decision support systems need to provide a comprehensive evidentiary base for analysis that can be queried in real time with minimal technical training. Science fiction has long depicted protagonists querying all-knowing computers using natural language for answers buried in the data. This goal -- the possibility of human analysts transparently examining vast bodies of data far in excess of the storage capabilities of a single human mind, and discovering new patterns and relationships -- is one of the 'holy grails' of the era of computer technology.
Data warehouses provide a means by which business data, including information about the activities of the business, the business environment, products and customer behaviour over time can be integrated and queried. Data warehouses provide, for the first time, a comprehensive means to develop new business intelligence, to test business activities against customer responses, and to target marketing and promotional campaigns to the needs of small customer groups or even to individuals.
BIS B423 introduces you to the data warehouse and its architecture as well as to the relevant analytical tools and methods. It looks in detail at data mining, Web mining and customer relationship management using data warehouse technologies. It also situates and integrates data warehouses within the broader field of knowledge management.
The spread of data warehouse technology through large enterprises as a core component of organizational memory means that graduates in e-commerce and business will inevitably move into positions where they have a role in the development, management or use of data warehouse-based systems. It is essential, therefore, that you gain an understanding of the technology underlying a data warehouse, the issues involved in warehouse development and maintenance, and its various business applications.
BIS B423 supports the teaching of general theoretical material with practical hands-on activities using the OUHK SQL Server 2000 Laboratory. Using the SQL Server 2000 Lab and a specially developed teaching tool called the Teaching Data Warehouse, you will gain practical experience building essential components of the Teaching Data Warehouse as you proceed through the course. You will also get experience querying the warehouse and analysing its data using a number of analytical tools.
This Course Guide outlines BIS B423 Data Warehousing and Knowledge Management. To complete this course successfully, you should have a good understanding of the use of desktop applications and the Internet, experience in the use of a workstation in a networked environment and a solid understanding of business practices. Experience with relational databases and SQL would be an advantage. On completion of BIS B423, you will understand key issues in the design and development of a data warehouse, analytical techniques and tools, the applications of warehouse technology in customer relationship management and Web mining and be able to relate these understandings to the broader field of corporate knowledge management.
The course is structured as follows: Unit 1 Introduction to Data Warehousing provides you with an understanding of what the course is about; Unit 2 Databases and Database Design provides you with foundation knowledge in databases that you'll need to understand the workings of data warehouses, and Unit 3 Dimensional Models helps you understand data modelling for data warehouses.
Unit 4 The Back Room -- data staging outlines how data is loaded into the data warehouse from operational databases, while Unit 5 The Front Room -- OLAP and Data Mining describes how users interact with data warehouses.
Unit 6 Data Warehouse Planning and Management describes the type of organization required to help a data warehouse project succeed and
Unit 7 Data Warehouse Services and Products outlines the types of consultants, tools and products that are available to support a data warehouse project.
Unit 8 Web-Housing and Web Mining, Unit 9 Data Warehousing and CRM and Unit 10 Data Warehouses and Knowledge Management describe three key applications of data warehouses.
The following figure gives you a graphical overview of BIS B423:
| What this course helps you do | |
Course aims
BIS B423 Data Warehousing and Knowledge Management aims to:
Provide you with an introduction to databases and dimensional modelling.
Provide you with a detailed understanding of the architecture of a data warehouse and the tools and processes required to make it work.
Provide you with an appreciation of key factors in managing a data warehouse project.
Provide you with an understanding of three applications of data warehouse technology, in the areas of customer relationship management, the World Wide Web and knowledge management.
Provide you with experience of implementing a data warehouse in a popular relational database management system.
Course learning outcomes
At the successful completion of BIS B423 you should be able to:
Analyse the fundamentals of relational database theory.
llustrate the business benefits of a data warehouse and compare alternative models of data warehouse architecture.
Construct a dimensional model and discuss the use of various data models in the data warehouse
Review a data warehouse development project, and identify key factors in the success or failure of such projects.
Analyse the application of data warehouses in the areas of customer relationship management, the World Wide Web and knowledge management.
Identify key data warehousing products, services, tools and consultancy requirements.
Implement the key features of a data warehouse within Microsoft SQL Server 2000 and the Teaching Data Warehouse.
| Working through this course | |
Materials
In addition to this Course Guide, the course has the following important components. Please ensure that you have all of these materials available.
Study units
Each study unit in BIS B423 contains a discussion of the relevant portion of the course material. You are provided with direction to readings in the reader or other references, practical activities and self-assessment exercises. The units also give you direction as to the appropriate times to work on TMA components. In some cases it is recommended that you complete a part of a TMA before proceeding to the next section of the unit.
Readings
You may be instructed in the study units to read articles or other supplementary materials. These will be available online or provided as hard copies at the backs of the study units.
E-Library E-Reserve readings
You may be instructed to read articles in the E-Library E-Reserve. To read these items, go to the OUHK E-Library and click on 'E-Reserve'. Log in, click 'Accept/Agree' on the Copyright Restrictions page, fill in the 'Course Code' box, and click 'Search'.
Set textbook
There is one compulsory textbook required for BIS B423:
Kimball, R and Ross, M (2002) The Data Warehouse Toolkit: the complete guide to dimensional modelling, 2nd edn, John Wiley and Sons.
This textbook is also available in the OUHK's E-Library E-Reserve. See the section above on 'Readings' for more information.
Teaching Data Warehouse Learners' Guide
The Teaching Data Warehouse Learners' Guide leads you through the tutorial pre-reading and hands-on sessions. It provides practical exercises in data warehouse development that will be used in tutorial sessions.
Teaching Data Warehouse
Surgeries in BIS B423 will be based on the use of Microsoft SQL Server Laboratory and a purpose-built Teaching Data Warehouse.
The Teaching Data Warehouse (TDW) is a teaching tool specifically designed for BIS B423 by Uni-U International. The TDW is a functioning warehouse implemented in SQL Server and containing all the key elements of a data warehouse system including:
OLTP Source Systems
Realistic OLTP Source Data
ETL scripts
Data staging databases
Dimensional models and data marts
Customized analytical tools
The Teaching Data Warehouse is structured and packaged with documentation to enable you to practice the implementation of key aspects of warehouse construction. For example, you will practice the implementation of a normalized OLTP source database as part of the practical exercises using the Teaching Data Warehouse associated with Unit 2 Database Foundations. In Unit 3 Dimensional Models, you will be able to construct a dimensional model like those in the warehouse.
The Teaching Data Warehouse contains authentic data, you can get a feel for various analytical techniques and the experiences of the business user.
The Teaching Data Warehouse will be installed on an OUHK machine running the SQL Server. You'll be given instructions in how to access this crucial learning tool once you've begun your study of BIS B423.
Software
To use the Teaching Data Warehouse, you'll need a PC that meets the following specifications. More than likely you will access the TDW from an OUHK laboratory machine. You will be provided with details on accessing the TDW from a location outside the University:
Hardware:
Processor: Pentium 300 MHz minimum)
Memory: 64 Mb (minimum)
Hard Drive: 3 Gb (minimum)
Software:
Microsoft Access
Microsoft Excel
Microsoft Query (available with MS Office),
Microsoft Internet Explorer 5 (or higher).
Microsoft Windows NT 4.0, Windows 2000 (all versions), Windows Me, Windows 98, and Windows XP.
Note: Microsoft Access 2000 requires the installation of either Microsoft Office 2000 Service Release 1 (SR1) or Access 2000 SR1 to operate correctly with SQL Server 2000.
Assignment File
All assessment details for BIS B423's TMAs are found in the Assignment File. It contains detailed specifications for each of the tutor-marked assignments as well as due dates, suggested readings and tips for producing a quality assignment.
Presentation Schedule
The Presentation Schedule for BIS B423 Data Warehousing and Knowledge Management outlines your course schedule and is available on the Online Learning Environment (OLE). It specifies due dates for assignments, times that tutors are available and tutorial times. Use your Presentation Schedule to ensure that your assessments are completed on time and to make the best use of teaching and tutorial resources.
Assessment
BIS B423 is designed with three different types of assessment. There are a range of self-assessment exercises within each study unit, tutor-marked assignments (TMAs) and a final written examination.
BIS B423 uses a blend of complementary hands-on practical exercises and general material. As a result, wherever possible, the tutor-marked assignments (TMAs) require you to apply understandings developed from both the practical and theoretical dimensions of the course.
While the self-assessment exercises you encounter as you work through a unit are not submitted for grading, it is important that you do not skip over them. The self-assessments teach and reinforce skills that you will need to complete the TMAs. Likewise, the TMAs develop the types of skills you will need when sitting the final exam.
Tutor-marked assignments
This course includes three tutor-marked assignments (TMAs). Some TMAs are single projects that you work on throughout the period of one or two units. Other TMAs are comprised of smaller separate components that you complete as you work your way through a unit. All assignments will be counted towards your overall continuous assessment.
How to submit assignments
You must use word processing software (such as Microsoft Word) to prepare the TMAs, and submit the TMAs via the Online Learning Environment (OLE). All assignments must be uploaded to the OLE by the due date.
Failure to upload a TMA in the required format to the OLE may result in the score of the TMA being adjusted to zero.
TMA extension policy
The assignment policy of the University as stated in the Student Handbook should be observed. Students are required to submit assignments for a course in accordance with the dates communicated by the course coordinator. Except for the assignment question with the online discussion component, students may apply for a submission extension on the grounds of illness, accident, disability, bereavement or other compassionate circumstances (with good justifications and documented proof).
Applications for extensions of up to seven days should be submitted to the tutor. The tutor shall consider valid and unexpected emergencies on an individual basis. Normally, documented proof of the extenuating circumstances is not required for extensions of up to seven days. The tutor shall decide and advise the student of the revised date for submission.
For extensions of over seven days, students should note the following:
If students require an extension of more than seven days on the grounds of illness, accident, disability, bereavement or other compassionate circumstances, they are required to complete an 'Application Form for Assignment Extension over seven days' and submit it to the Course Coordinator.
Supporting documents must be submitted along with the application for extension of over seven days to justify the claim.
Applications for extension should normally be lodged before or on the due date.
Applications are considered by:
the Course Coordinator for extensions of 8 to 21 days; and
- the Dean for extensions of over 21 days.
After an assignment is submitted via the OLE, it is your responsibility to check that the assignment has been successfully submitted. Extension applications due to any problem with uploading will not be accepted. The University cannot accept any responsibility for assignments that are not received by your tutor due to any problem with submission via the OLE. As a precaution, you are advised to keep a copy of each assignment you submit.
According to the University's policy, no extension of the due date will be allowed for the final TMA. This policy will be strictly enforced. Any late submission of the final TMA will result in the score of the TMA being adjusted to zero.
Self-assessment
The self-assessment exercises come in a number of different formats:
Short answer review questions
Multiple-choice quizzes
Checklists
Short practical exercises
Within a typical unit you are provided with two opportunities for self-assessment, in the middle of the unit and at the end.
Final examination and grading
Sixty percent of assessment requirements are met through a final written examination. Like the TMAs, the exam will focus on testing your ability to apply your understanding from both the practical and general portions of the course to business problems.
Course marking scheme
Assessment
Percentage of marks
Assignment 1
12%
Assignment 2
14%
Assignment 3
14%
Final examination
60%
Total
100% of course marks
Use of case studies
Case studies are a useful and increasingly popular form of learning and assessment in the OUHK's School of Business and Administration. In this section we will look at why case studies are used and then suggest some learning strategies that you can use to approach case studies. We will also briefly discuss some problems that you may encounter as you learn from case studies.
What is a case study approach to learning?
One main purpose of a case study is to explore an issue or a number of issues in relation to an organization. The intention is to get you to carefully diagnose an organization; to focus on key problems, and to suggest how these might be resolved. Often the case is a real-life account of an organization which you are required to analyse in order to focus on a problem. Usually, the information that is provided is incomplete and you are often expected to observe developments in the organization over a period of time. The case study approach is an excellent opportunity to actively apply material that you have read and conceptual knowledge to the reality of an organization.
At the OUHK, case studies may be used as part of TMAs, exams, study units, or day-school exercises. You normally are given some information about a company (this could be both text and graphical information, such as figures and tables). You are then asked to think about some problems related to the company and to use concepts and apply theories that you have learned in your course to propose possible solutions for the company.
Let's have a look at two kinds of case study questions that you might be asked to work through in your courses. The first example is quite structured, while the second is much more open-ended.
Two examples of case study questions
- Read the case study entitled 'ABC Consultants' and consider the following issues:
Using your understanding of the resource-based model, what measures could be taken to improve ABC's returns?
Drawing on your broad understanding of the consultancy industry, assess ABC's relative competitiveness and its profit potential.
To what extent do internal factors account for ABC's financial weaknesses?
Based on your assessment of ABC's financial weaknesses, formulate a new strategic intent and develop a mission statement for ABC.
- Read the case study entitled 'XYZ Industries'.
Identify the key problems that are currently faced by XYZ's management.
- Propose viable solutions to these problems.
Why case studies?
As you can see from the above examples, a case study approach to learning requires a great deal of thinking and often will not easily yield a quick 'wrong' or 'right' answer. However, case studies are also good preparation for dealing with real-life business problems. Cases may be short and relatively simple, or longer and complex. The purpose is the same for both types: to give you an opportunity to develop your skills in analysing the strengths and weaknesses of the organization under examination, to consider the processes at work within the organization, and to make decisions about future actions.
Case studies are not meant to replace textbooks, but rather to ask you to draw connections between theories and practice and to apply abstract ideas, concepts, and principles to specific concrete situations. Consequently, case analysis develops a number of skills that are crucial in business. In particular, they help you to:
analyse complex, unstructured, sometimes ambiguous situations;
identify critical issues and problems;
question your own and others' assumptions;
improve your problem-solving skills;
develop your ability to find alternatives and make informed decisions;
make decisions with incomplete information and think strategically;
self-educate yourself and draw on a broad range of resources and knowledge; and
- present and justify recommendations in writing.
You may find that there are many possible 'right' answers to the questions in a case study. This illustrates that there is often no single best way to responsibly manage and solve real-life business problems.
Some guidelines for analysing case studies
The following strategies should help you to successfully analyse case studies:
1 Read the case and become familiar with the facts
First, skim read the case to obtain a general understanding of the main point(s). Highlight or underline the pertinent points as you read.
Read the case again, and this time note down critical facts (such as names, time sequences, and where events occurred). Try to understand how events have influenced decisions. Identify the important individuals or stakeholders, and try to assess the importance of supporting information in the case. How reliable is this supporting information? Are there any gaps in the information that is given?
Make a note of any questions that you have as you read the case.
2 Assess the context of the case
Try to understand the environment of the organization and the wider context of the case.
Ask yourself questions about:
The state of the organization: What is the state of this organization: good, bad or in-between? Usually this involves thinking about interpersonal relationships, and assessing production or financial problems.
Key players and systems: How do systems and people operate in this organization? Why do they operate like this? Are the systems undergoing change? How successful are the changes? Is there someone who could sabotage any future strategy? Is there someone who can ensure the success of a future strategy?
Significant trends: How does this industry operate? What are the main or unique characteristics of the industry? What were they five or ten years ago, and what are they likely to be in the future? What impact are trends likely to have on the organization under investigation? How does this organization's performance compare with that of competitors?
- Constraints: Clearly identify all constraints in the case. A constraint may be viewed as anything (usually beyond the control of the organization) that may prevent an otherwise feasible course of action from becoming a success. What is outside the control of individuals in the case study? For example, it is unlikely that any company or individual in Hong Kong could prevent a foreign government from imposing tariff barriers on imports.
A SWOT analysis is a good way to get a better understanding of the organization and the context or environment in which it is operating.A SWOT analysis considers the Strengths and Weaknesses of the organization, and the Opportunities and Threats which the organization faces in the external environment.
3 Recognize the case's symptoms
Read the case again and as you read, try listing all the symptoms of the case. The symptoms of a case are not the problems, but they may help you to identify the problems. Symptoms are all the things that are undesirable or that are not as expected. For example, falling sales could be a symptom of several problems such as poor market segmentation, poor product quality, or problems in a supply chain. At this stage of your analysis, you should just try to observe all the symptoms, and avoid prematurely identifying problems or suggesting solutions. Like a doctor who consults a patient, you first need to observe and note all the symptoms before you can give a definite diagnosis of the problem. Think about how the symptoms may be interrelated. Relationship diagrams, like the one below, may help you to see the relationships between symptoms.
4 Diagnose the case's problems
After you have a good sense of the symptoms, you're ready to determine key issues that need to be analysed more closely. You are now diagnosing the situation, like a doctor diagnosing a patient's symptoms. Ask yourself 'what seems to be the trouble in this organization?' and make a list of what you now perceive to be the key problem(s). You will probably need to go back to the details of the case and as you do this, you may add to or refine your list of potential problems.
If there are several problems, you need to order and prioritize them. You might want to number problems according to how you perceive their importance, or make a matrix, like the one below, which shows relationships between various criteria and each problem.
Criteria Problem #1 Problem #2 Problem #3 Importance: what will happen if the problem is not addressed? Urgency: how quickly must this problem be solved? Centrality: To what extent does this problem cause others? Solvability: Can this problem actually be solved? Also try to establish if there are relationships or themes in common among the various problems. Perhaps different problems in your list are actually variations of a broader central problem.
Ask yourself what assumptions you have made about the case. Are these assumptions reasonable, and are they supported by the facts? Would other people objectively suggest the same problems, based on the facts that you have? Are you suggesting problems that are not supported by the facts of the case?
After you have considered and put into order the possible problems and questioned your assumptions relating to these problems, you should write a statement of the problems as you perceive them. Avoid suggesting solutions at this stage.
Once you have a problem statement, you need to find evidence in the case to support your problem diagnosis. Also, try to identify ideas, concepts and theories from your textbook and course units which help to explain what is happening in the case.
5 Formulate criteria for a 'good' solution and identify possible constraints to solutions
Before you propose a solution, you need to consider the characteristics of a 'good' solution. Obviously, your solution should bring benefits such as improved productivity, reduced costs or greater profits. However, it also needs to be viable and to accommodate the constraints that you have already identified, i.e. Is the solution legal? Is there a budget for this solution? Does it conflict with the organization's culture?
Try to brainstorm alternative solutions. Aim to generate a broad and creative range of options and then try to rate each according to various criteria.
The following matrix demonstrates how this can be done.
Cost Ease of implementation Impact on organization culture Impact on profits Option 1 *** * * ** Option 2 * *** *** ** Option 3 ** * * *** Also refer to ideas, concepts and theories from your course materials as you consider and assess each possible solution.
It's often wise to propose a solution that allows for plausible alternatives if it should fail. Managers use the term satisfice when they are considering acceptable alternative solutions, that is, the solution is able to satisfy the situation while also making some realistic sacrifices to existing constraints. Therefore, it is a satisficing rather than a maximizing solution.
Finally, don't forget to consider the possibility of taking no action. What will actually happen if no action is taken? Are any (or all) of the solutions less viable than taking no action at all?
6 Recommend a viable solution
After you have assessed the merits and pitfalls of each alternative solution, select the best solution for the situation.
Remember that the solution needs to be viable. Can the recommended solution be introduced? Are there the resources and the willingness to implement it? Be realistic about what may work. Explain why it is the best solution within the constraints of the existing context and explain how it can be applied to the organization. Suggest a time-frame for the solution's implementation.
Outline possible strategies for implementing your solution, either partially or completely. As many feasible courses of action as possible should be considered before you choose the one that seems the most likely to succeed. The more ideas you have, the greater your chance will be of finding a solution that will work well. The complexity of most organizational problems means that it is highly unlikely that one idea alone will correct the situation. Usually a combination of actions is required, and these need to be funded differently, timed carefully and staffed as necessary.
7 Present your solution as a written recommendation
Review your final solutions and then prepare a set of written recommendations. These should clearly outline your proposed solution in relation to the problems that you have identified. Your recommendations should also include details of why these solutions are the most appropriate given the circumstances and constraints of the case. Finally, you need to clearly state how and when your proposals will be implemented.
Your tutor and your course Assignment File can provide some guidelines on how to present your recommendations.
Some mistakes to avoid as you analyse cases
When you first tackle case studies, you should be careful to guard against the following mistakes:
One of the most common mistakes made in case analysis is repeating or simply summarizing the facts of the case. Your tutor is already very familiar with the case details, so you do not have to restate them. You are required to use and analyse the facts, not repeat them. Your analysis should contain only enough case material to support your arguments. Therefore, be analytical!
You may often be tempted to just deal with symptoms and ignore the causes of the problem. It is very important to analyse the background of the case (and the climate in which the events of the case unfold).
Avoid discussing problems in isolation and do not overlook their interrelatedness. If you try to think in terms of 'systems' rather than in terms of individual problems, you are more likely to avoid this pitfall.
Students often fail to state the assumptions underlying their analysis. If any important assumptions have been made, have you questioned them and are they reasonable and appropriate? Avoid selectively using and interpreting case material in order to justify a preconceived solution.
Practical limitations and constraints may sometimes be overlooked. For example, a recommendation that a whole team be fired is probably unrealistic.
A very common mistake is poor integration of the facts in the case with the concepts, principles, and theories in the textbook. Such integration is vital. Ask yourself if relevant theories from your course have been fully and constructively applied.
- Finally, recommendations are too often not spelled out in detail or are unrealistic. A timetable for implementing them is also often not given.
Analysing cases poses many challenges, and this is one reason the case study method is so rewarding. It is a very active form of learning. It offers you a risk-free opportunity to gain managerial and organizational experience and should greatly increase your confidence to make informed decisions in the real world.
Good luck and we hope you enjoy working through the cases that you encounter!
| Course overview | |
Unit
Title
Weeks
Assessment activity
(end of unit)1
Introduction to data warehousing
3
2
Database foundations
3
Assignment 1
3
Dimensional models
3
4
The back room – data staging
4
5
The front room – OLAP and data mining
3
Assignment 2
6
Data warehouse planning and management
3
7
Data warehouse services and products
3
8
Web-housing and Web mining
3
Assignment 3
9
Warehousing and CRM
3
10
Data warehouses and knowledge management
3
Revision
1
Total
32
| How to get the most from this course | |
One of the most difficult things for students of data warehousing is to gain practical experience of the use of a warehouse. Without this practical experience, the topic can be very theoretical and dry. We hope that the inclusion of the Teaching Data Warehouse in this course will limit this problem and we recommend that you make your way through as many of the hands-on exercises as possible to provide the theoretical side of the course with a practical grounding.
Many of you taking this course will already have some background in developing and designing relational databases. While this background is not considered a pre-requisite for this course, some knowledge in this area will certainly be of great use in understanding many of the readings. Unit 2 Database Foundations aims to provide you with an understanding of many of the critical concepts that you will need in the remainder of the course. Relational database theory, however, it is a large and complex area, and Unit 2 cannot hope to cover all the aspects that you may need for a full understanding. Therefore, if you have limited experience of databases you are advised to read as widely as you can on database foundations.
Finally, the field of data warehousing is rapidly developing. Many 'out-of-the-box' data warehousing tools are appearing as the field matures and standards emerge. No doubt there will be new and valuable innovations in data warehousing in the time between development and delivery of this course. Therefore, to get the most from this course you will need to read widely and pursue your own avenues of research as part of your TMAs to augment and expand on the content presented in the course materials.
Tutors and tutorial sessions
The role of an OUHK tutor is to provide services to students of this course. A tutor not only guides your work in tutorials, but is also available for telephone tutoring and gives extensive feedback on assignments.
Your tutor will also mark and comment on your assignments, keep a close watch on your progress, and help you with any difficulties you might encounter during the course. Submit your TMAs via OLE in accordance with the schedule provided on the OLE. Your tutor will mark and return them to you as soon as possible.
Do not hesitate to contact your tutor by telephone for help, if, for example:
You do not understand any part of the study units or the assigned readings.
You have a difficulty with self-tests.
You have a question or problem with an assignment, with your tutor's comments or with the marking of an assignment.
Supplementary lectures, tutorials and surgeries
Supplementary lectures, tutorials and hands-on sessions with a scheduled duration of two hours each are provided for BIS B423 Data Warehousing and Knowledge Management.
These sessions will be organized around exercises and activities associated with the Teaching Data Warehouse. You will be guided through the implementation of key elements of a data warehouse system in SQL Server 2000.
Tutorials are not compulsory, but you are strongly encouraged to attend.
Online support
The course is delivered in mixed mode: printed mode as well as online mode, using the OLE.
| Deferment of studies | |
If you wish to defer your studies of this course until a later date, you should apply for deferment of studies. For the regulations governing deferment of studies, please refer to Section 14, 'Regulations for Admission, Registration and Maintenance of Status', in your Student Handbook. If you have applied for deferment of studies you should continue with your studies of this course and submit the required assignments until formal approval is given by the University. Should you have difficulties in submitting an assignment, you are advised to liaise with your Course Coordinator and apply for a TMA extension. Students who have been granted deferment of studies will not be allowed to submit TMAs due before the date that their application for deferment of studies is received by Registry.
| About the Lee Shau Kee School of Business and Administration | |
Click here and view the Lee Shau Kee School of Business and Administration.
| Summary | |
At the completion of this course you will have a thorough understanding of the field of data warehousing. As we noted in the introduction, this knowledge is becoming increasingly usefulfor managers as data warehouses become a common feature of business intelligence systems.
You will gain this knowledge through a combination of theoretical study and readings as well as hands-on activities in the tutorial sessions. You will be able to make your own assessment concerning how close we have come to the science fiction vision of vast query-able repositories of knowledge. Good luck with your studies!
| A note about the developer of this course | |
Uni-U International is an education company, located in Perth, Western Australia, that specializes in the development of online technology curricula for universities around the world. Uni-U works across a range of disciplines (e.g. Instructional Design, Learning Theory) and skill areas (e.g. Project Management, IT, telecommunications and change management). Uni-U operates with a small core team of functional managers who are supported by a larger virtual team of academic research and technical associates.
The people developing this course are:
Matthew Wrigley is a Course Developer with Uni-U International. Matthew holds an Honours degree from the University of Western Australia and a Post-Graduate Diploma in Telecommunications Management from Murdoch University. He has lectured in technology related courses at the University of Notre Dame, Australia, and has held a number of system administration positions, including at the University of Notre Dame, Australia. Matthew is an MCP, CCNA and CCAI. He is currently completing a Cisco CCNP certification and a Masters in Telecommunications Management at Murdoch University.
Dr Peter Marshall is a Senior Fellow in e-Business at the Mt Eliza Business School in Melbourne. He has taught postgraduate IT management for more than 15 years and has held a range of professional IT positions, working in Australia and Britain, including IT manager. He has authored or co-authored more than 80 refereed journals and conference papers on IT management. His current research interests are in information management and e-business/e-commerce. He holds a PhD from Monash University, a BSc (WA), Dip. Ed (WA), and Dip Operational Research (Liverpool).
