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PREFACE xxi

Systems analysis and design is typically taught in one or two semesters. This book may be used
in either situation. The text is appropriate for undergraduate (junior or senior) curricula at a four-
year university, graduate school, or community college. The level and length of the course can
be varied and supplemented by using real-world projects, HyperCase, The CPU Case online, or
other materials available on the Instructor Resource Center.
The text is divided into five major parts: Systems Analysis Fundamentals (Part I), Information
Requirements Analysis (Part II), The Analysis Process (Part III), The Essentials of Design (Part
IV), and Quality Assurance and Implementation (Part V).
Part I (Chapters 1–3) stresses the basics that students need to know about what an analyst
does and introduces the three main methodologies of the systems development life cycle (SDLC),
agile approaches, and object-oriented analysis with UML,
along with reasons and situations for when to use them. Begin Object-Oriented
Analysis and Design
Part I introduces the three roles of a systems analyst—
consultant, supporting expert, and agent of change— Develop and
Document the Draw Use Case
Diagrams
along with ethical issues and professional guidelines for Systems Design System Problem Identification
serving as a systems consultant. There is also material on Phase Phase
virtual teams and virtual organizations, and the concept Modify Diagrams and Write Use Case
Complete
Scenarios
of human–computer interaction (HCI) is introduced. The Specifications
use of open source software (OSS) and how analysts and
Draw Statechart Derive Activity
organizations can participate in open source communi- Diagrams Diagrams from Use
Cases
ties is also introduced. Chapter 2 includes how to initially Systems Analysis
Phase
approach an organization by drawing context-level data Create Class Develop Sequence
Diagrams
Diagrams
flow diagrams, using entity-relationship models, and de-
veloping use cases and use case scenarios. It views the
organization as a system through the description of enterprise systems (ERP). Chapter 3 focuses on
project management. It introduces new material on when to use cloud services versus purchasing
hardware and software. Expanded coverage of project management techniques is also included,
including new time estimation techniques for project management. Chapter 3 also includes new
material to help students approach projects using the work breakdown structure (WBS). Creating
a problem definition, developing a project charter, and determining feasibility are also covered.
Chapter 3 guides students in professionally writing and presenting an effective systems proposal,
one that incorporates figures and graphs to communicate with users.
Part II (Chapters 4–6) emphasizes the use of systematic and structured methodologies
for performing information requirements analysis. Attention to analysis helps analysts en-
sure that they are addressing the correct problem be-
fore designing a system. Chapter 4 introduces a group
of interactive methods, including interviewing, Joint
Observer Name
Michael Cerveris Prototype Evaluation Form
Application Design (JAD), listening to user stories, Cloud Computing Data Center Company or Location Date 1/06/2010
System or Project Name
Program Name or Number
and constructing questionnaires. Chapter 5 introduces User Name User 1 Prev. Maint. User 2 Aquarius Water Filters 1
Version
Andy H.
Period Observed 1/06/2010 Pam H. User 3 User 4
a group of unobtrusive methods for ascertaining in- User Reactions Generally Excellent!
1/06/2010
favorable,
formation requirements of users. These methods in- User Suggestions about project
got excited
Add the date
Place a form
clude sampling, investigating hard and archival data, was performed. for reference.
when maintenance number on top
and observation of decision makers’ behavior and Innovations Place word
WEEKLY in title.
their physical environment. Chapter 6 on agile mod- Revision Plans Modify on
1/08/2010
eling and prototyping is innovative in its treatment of Review with
Andy and Pam.
prototyping as another data-gathering technique that
enables the analyst to solve the right problem by get-
ting users involved from the start. Since agile approaches have their roots in prototyping,
this chapter begins with prototyping to provide a proper context for understanding, and
then takes up the agile approach. The values and principles, activities, resources, practices,
processes, and tools associated with agile methodologies are presented.
Part III (Chapters 7–10) details the analysis process. It builds on the previous two parts
to move students into analysis of data flows as well as structured and semistructured decisions.
It provides step-by-step details on how to use structured techniques to draw data flow diagrams
(DFDs). Chapter 7 provides coverage of how to create child diagrams; how to develop both logi-
cal and physical data flow diagrams; and how to partition data flow diagrams. Chapter 8 features
material on the data repository and vertical balancing of data flow diagrams. Chapter 8 also in-
cludes extensive coverage of Extensible Markup Language (XML) and demonstrates how to use