(Note: This is a reply to Mr. G.'s thread in USeP-IC Web Forum - Assignment 5: Consider your school, how do you know that the life cycle was developed specifically for the university. How do we know it meets our needs?)
Our school, the University of Southeastern Philippines, is a state university envisioning to become a premier university in the ASEAN region by producing world-class graduates through quality education. This institution of higher education primarily caters services to students. The business of most colleges and universities, as we are all aware of, is to offer programs beyond the high school level providing necessary training for individuals who wish to enter professional careers. Producing competitive graduates and highly-trained faculty and staff, quality instruction and better facilities are considered assets and good return on investment on the university’s part. So as to earn better if not best business results, the institution has to empower its resources and give full services to satisfy its clients. There are various systems which comprise the school in making the business processes. And to make business grow and prosper, these systems should also be developed and maintained to serve its purposes.
Just like any other things, a system has a life cycle. Wikipedia defines a system development life cycle as “the process of creating or altering systems, and the models and methodologies that people use to develop these systems. The concept generally refers to computer or information systems.” USEP involves many business transactions as it also has a big information system composed of subsystems. The enrolment system, to name an example, is constantly highlighted as it is an important structure in the university business. Of the large number of students that the university caters (and increases every year), the database should be robust enough to hold vital information about students profile and update it every semester. Here we can have a perspective of a system development life cycle if we could just imagine how a certain enrolment process goes in a university or college.
So you can just imagine how a system analyst uses these systematic approaches in taking analysis and design of information systems as the enrolment process in a university. You may that he / she needs to have better understanding and keen study on these principles. Well these systematic approaches are embodied in the system or software development life cycles.
Since software development life cycle involves many organized, methodical sequence of tasks and activities, I think we need to mention just the general phases that are highly essential to most developers. First and foremost, you identify problems, opportunities and objectives. You need to determine the requirements and possible risks. These are involved in planning and analysis stages. Then based on these requirements and analysis decisions, a solution shall be defined detailing the design of the system. Development and construction of the design into a software (creating databases, coding programs, etc) follows which will then be implemented through system installation and/or integration. Testing and maintenance will is pursued to provide support and keep the system running.
So how do we know that the life cycle was developed specifically for the university? Basically, by just following these steps, an analyst can make out a definite system to be used in the university. A thorough analysis is needed in order to recognize the precise solution to any problem. I believe the initial phases of the life cycle must be well-determined and undertaken so to have a well-built foundation of the system. Most schools, in universities and colleges, have almost similar requirements. The analyst just has to fully understand how these processes (like in enrolment, grading, renewal, testing, and many more) take place in the campus environment considering the distinct properties of the entities involved. Most importantly, the system to be developed must not just be made for the sake of modernity but it actually has to address the needs of the students and other users. It is because it is developed for the purpose of serving its functions.
How do we know it meets our needs? I must say that no analyst will pursue to develop a software or system for a university without thinking of how it can be of good use to the institution. If then, it just leads to costly substance! Take note that feasibility analysis is included in the development process. I bet our system analysts would not jump into conclusion that a certain system needs to be built up without taking into account the detailed requirements. For the top objectives are, to alleviate the difficulties, lessen the risks, and improve the status of the university processes. How do I know it meets my needs? As simply as I am one who benefits it – the most.
Many thanks to the following resources I used as references:
System Development Life Cycle (SDLC)
From wikipedia.org
Satzinger, Jackson, Burd. Chapter 2 Approaches to Systems Development, Systems Analysis and Design in a Changing World
Assuming the Role of the System Analyst, System Analysis and Fundamentals
http://www.prenhall.com/behindthebook/0132240858/pdf/Kendall_Feature1_Why_We_Wrote_This_Book.pdf
Just like any other things, a system has a life cycle. Wikipedia defines a system development life cycle as “the process of creating or altering systems, and the models and methodologies that people use to develop these systems. The concept generally refers to computer or information systems.” USEP involves many business transactions as it also has a big information system composed of subsystems. The enrolment system, to name an example, is constantly highlighted as it is an important structure in the university business. Of the large number of students that the university caters (and increases every year), the database should be robust enough to hold vital information about students profile and update it every semester. Here we can have a perspective of a system development life cycle if we could just imagine how a certain enrolment process goes in a university or college.
So you can just imagine how a system analyst uses these systematic approaches in taking analysis and design of information systems as the enrolment process in a university. You may that he / she needs to have better understanding and keen study on these principles. Well these systematic approaches are embodied in the system or software development life cycles.
Since software development life cycle involves many organized, methodical sequence of tasks and activities, I think we need to mention just the general phases that are highly essential to most developers. First and foremost, you identify problems, opportunities and objectives. You need to determine the requirements and possible risks. These are involved in planning and analysis stages. Then based on these requirements and analysis decisions, a solution shall be defined detailing the design of the system. Development and construction of the design into a software (creating databases, coding programs, etc) follows which will then be implemented through system installation and/or integration. Testing and maintenance will is pursued to provide support and keep the system running.
So how do we know that the life cycle was developed specifically for the university? Basically, by just following these steps, an analyst can make out a definite system to be used in the university. A thorough analysis is needed in order to recognize the precise solution to any problem. I believe the initial phases of the life cycle must be well-determined and undertaken so to have a well-built foundation of the system. Most schools, in universities and colleges, have almost similar requirements. The analyst just has to fully understand how these processes (like in enrolment, grading, renewal, testing, and many more) take place in the campus environment considering the distinct properties of the entities involved. Most importantly, the system to be developed must not just be made for the sake of modernity but it actually has to address the needs of the students and other users. It is because it is developed for the purpose of serving its functions.
How do we know it meets our needs? I must say that no analyst will pursue to develop a software or system for a university without thinking of how it can be of good use to the institution. If then, it just leads to costly substance! Take note that feasibility analysis is included in the development process. I bet our system analysts would not jump into conclusion that a certain system needs to be built up without taking into account the detailed requirements. For the top objectives are, to alleviate the difficulties, lessen the risks, and improve the status of the university processes. How do I know it meets my needs? As simply as I am one who benefits it – the most.
Many thanks to the following resources I used as references:
System Development Life Cycle (SDLC)
From wikipedia.org
Satzinger, Jackson, Burd. Chapter 2 Approaches to Systems Development, Systems Analysis and Design in a Changing World
Assuming the Role of the System Analyst, System Analysis and Fundamentals
http://www.prenhall.com/behindthebook/0132240858/pdf/Kendall_Feature1_Why_We_Wrote_This_Book.pdf
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