enterprise architecture management (eam) · eam” (in the frame of course “enterprise...

Establishing Modern Master-level Studies in Information Systems

561592-EPP-1-2015-1- FR-EPPKA2-CBHE-JP

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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

http://ksuonline.kspu.edu/course/view.php?id=1175



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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

http://ksuonline.kspu.edu/



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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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enterprise architecture management (eam) · eam” (in the frame of course “enterprise...

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