In early days, ‘Computer Science’ was used as a common term for computing. With the passage of time, the nature of basic principles, methods, techniques and concepts evolved. Even some new concepts refuted the old ones. Before 1990s, computing was limited to three disciplines – Computer Science (CS), Computer Engineering (CE), and Information Systems (ISs). By 1990s, the global community realized that the field of computing had grown in many dimensions. Different academic institutions started offering different degree programs in Software Engineering (SE).
The inventions of personal computers revolutionized the conventional concepts of calculation and changed the way data was stored, retrieved and controlled. Computers became essential tools at every level and networked computer systems became the information backbone of organizations. It also expedited the pace of inventions, resulting many innovations in communication and computation technologies which brought a paradigm shift in the business world – from data processing to information processing; converting industrial society into an information society. While this paradigm shifts improved productivity, it also brought new challenges regarding the development, operation, maintenance, and up-gradation of organizational information management infrastructure.
By the end of 1990s, the academia realized that the existing computing degree programs were not producing graduates who had the right mix of knowledge and skills to meet organizational challenges. Consequently, universities developed new degree programs in Information Technology (IT) to fill this crucial void; Hence IT was introduced as a new family member of computing disciplines.
According to ACM Curricula 2005: The Overview Report: “Information technology is a label that has two meanings. In the broadest sense, the term information technology is often used to refer to all of computing. In academia, it refers to undergraduate degree programs that prepare students to meet the computer technology needs of business, government, healthcare, schools, and other kinds of organizations”. Curriculum Guidelines for Undergraduate Degree Programs in Information Technology (2008) explains that “Information Technology (IT) in its broadest sense encompasses all aspects of computing technology. IT, as an academic discipline, is concerned with issues related to advocating for users and meeting their needs within an organizational and societal context through the selection, creation, application, integration and administration of computing technologies.” Figure 1 , depicts the key pillars of academic discipline of Information Technology
Information Technology as an academic discipline, as defined by The Information Technology Association of America (ITAA), is “the study, design, development, application, implementation, support or management of computer-based information systems, particularly software applications and computer hardware”. It deals with the use of electronic computers and computer software to securely convert, store, protect, process, transmit, input, output, and retrieve information.
Vision of IT Education
As defined in cc2008 “Information Technology is very much an integrative discipline; it pulls together the IT pillars of databases, human-computer interaction, networking, programming, and web systems and uses a solid background in each of them to enable graduates to solve all types of computing and informational problems, regardless of their origin. As a discipline, IT emphasizes the pervasive themes of user centeredness and advocacy, information assurance and security, and the management of complexity through abstraction and modeling, best practices, patterns, standards, and the use of appropriate tools.” In the light of this explanation, the curriculum committee formalized the Vision Statement for IT education in Pakistan as follows:
The IT education in Pakistan will focus on imparting the knowledge and training which enable students
Curriculum Guidelines for Undergraduate Degree Programs in Information Technology (2008)
- to understand and contribute to the scientific, mathematical and theoretical foundations on which information technologies are built;
- to use and apply current technical concepts, techniques, skills, tools and practices to analyse the local and global impact of IT on individuals, organizations, and society and to identify their computing needs, and select, design, create, implement, administer and evaluate a computer-based system, process, component, or program to meet the desired needs and integrate them into the user environment;
- to develop students’ interpersonal and organizational skills to communicate effectively with a range of audience, create operative project plans and work in a collaborative environment;
- to strengthen students’ understanding of professional, ethical, legal and social issues and responsibilities;
- to develop students’ capacity for innovation and passion for lifelong learning.
IT curriculum thus aims to achieve the targets set in the vision statement. It should strive to meet the professional demands of the industry and academia both in terms of immediate needs and the capacity for longer term development to avail the opportunities and face the challenges of the modern world. The committee is of the view that the curriculum must focus on building a solid foundation in the early stages of learning. Thus, Information Technology concepts should be taken up as early as the start of 1st year. These should gradually be strengthened through developing the core competencies and desired skill-sets during the second, third and fourth years. The students must also be provided opportunities to bring together the knowledge gained in a wide variety of courses to solve realistic problems in a team-based environment through lab sessions, practical assignments, course projects and a capstone design project.
Curriculum is an important component of any education system. It outlines the plans and structured learning experiences that an academic program provides. An effective curriculum:
- Be a broad based and provides students with the flexibility to work across many disciplines & professions.
- Prepare graduates to succeed in a rapidly changing field.
- Provide guidance for the expected level of mastery of topics by graduates.
- Be flexible, realistic and adoptable recommendations that track recent developments in the field.
- Must identify the fundamental skills and knowledge that all graduates should possess.
- Must be relevant and compatible with a variety of institutions and accreditation bodies.
The latest developments of ICTs have removed the identity of place, time, and community which have created knowledge intensive technology driven complex work places. These changing patterns of 21st century have introduced new challenges to universities’ education. As a result each profession demands a specific skill set, experiences, thoughts, beliefs, assumptions, attitudes, practical experiences and associated mindset. Unfortunately, the existing curriculum fails to appreciate these challenges.
To meet these challenges, the University has revised its curriculum. The revised curriculum has developed using top-down curriculum development approach. It has adopted a balanced and multidisciplinary approach and presents a blend of study areas which spread across the boundaries of fundamental knowledge of traditional disciplines to advanced knowledge of the emerging disciplines. For developing an appropriate mindset the revised curriculum mainly focuses on following six (6) key areas:
- Knowledge: Theoretical learning of concepts and principles regarding a particular subject(s).
- Skills: Capability of using learnt knowledge and applying it according to the context
- Competencies: The ability to do things satisfactory- not necessarily outstandingly or even well, but rather to a minimum level of acceptable performance.
- Expertise: Level of proficiency and innovative ways of applying learnt knowledge. (Competitive edge)
- Dispositions: Habits of mind or tendencies to respond to certain situations in certain ways. The role of dispositions in computing education is very important. For example, having the disposition to be a programmer is much better that just having programming skills.
- Values: Moral, ethical and professional practices.
To strengthen the curriculum further, specialization tracks have also been integrated within the curriculum’s body of knowledge. These specialization tracks are designed according to what the industry is looking for in an employee and the learning interests of students. Furthermore, life skills including desired dispositions, soft skills, public speaking, critical thinking & reasoning, entrepreneurship, attitude towards lifelong learning, professional practices, citizenship and other social responsibilities have threaded into the entire fabric of the curriculum. The curriculum also covers knowledge areas which are required for the program’s accreditation from the Accreditation Council and knowledge area which are required for professional certification and professional development.
The digital revolution not only reshaped the way scientists conduct their research but also expedite the pace of inventions. Consequently, the latest advancements in technologies for communication, computation, and delivery of information brought a paradigm shift in the business world – from data processing to information processing – converting computer technology into information technology (IT) and industrial society into an “information society”.
While this paradigm shift improves productivity, it also created new work place challenges regarding the development, operation, maintenance, and up-gradation of organizational IT infrastructure. Inventions like the Internet, the World Wide Web, email, bulletin board systems, virtual communities, E-business and other online technologies forced organizations to find IT based solutions to all kinds of business challenges. For this, organizations need appropriate systems that work properly and professionals who make these systems secured, upgraded, and maintained. In parallel, employees require support from these professionals to make technology effective for enhancing organizational productivity. This has created a huge demand of IT professionals both locally and globally. Meeting this demand is the key rationale behind the IT programs.
The BSIT programs offer a curriculum structure that can produce graduates who can meet above discussed challenges of the 21st century’s knowledge driven complex work places. The curriculum structure will create, expand, disseminate and teach the information technology body of knowledge through academics, applications and research which positively impact society (locally, nationally, and internationally). It will also provide an integration of all components that allow accessing all of the new knowledge and technologies for meeting the above discussed challenges.
Program’s Aims & Objectives
The aim of the BS (IT) program is to produce entrepreneurs of great character, competence, vision and drive equip with up-to-date knowledge, marketable skills, valuable competencies, unique expertise, globally compatible dispositions and culturally and professionally acceptable values to take on appropriate professional roles in information technology domain or proceed to further or higher education or training. One of the key objectives of the program is to equip students with skills and knowledge that enable them to take on appropriate professional positions in IT and grow into leading roles. The goals of the program are to produce, in coordination with organizational management, IT graduates who have ability to:
- Apply knowledge of computing and mathematics appropriate to the discipline.
- Analyse a problem and identify and define the computing requirements appropriate to its solution.
- Design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.
- Function effectively on teams to accomplish a common goal.
- Understand the professional, ethical, legal, security and social issues and responsibilities.
- Communicate effectively with a range of audiences.
- Analyse the local and global impact of computing on individuals, organizations, and society.
- Recognize the need for and an ability to engage in continuing professional development.
- Use the current techniques, skills, and tools necessary for computing practice.
- Use and apply the latest technical concepts and practices in the core information technologies.
- Identify and analyse user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems.
- Integrate IT-based solutions into the user environment.
- Understand the best practices and standards and their application.
- Assist in the creation of an effective project plan.
The program will produce Computer Scientists of great character, competence, vision and drive equipped with up-to-date knowledge, marketable skills, valuable competencies, unique expertise, globally compatible dispositions and culturally and professionally acceptable values to take on appropriate professional roles in the IT domain or proceed to further or higher education or training. The successful graduates:
- Will be able to apply knowledge of computing and IT in real life situations.
- Will be able to analyse problems and identify and define its computing requirements appropriate to their solution.
- Will be able to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.
- Will be able to work in teams to accomplish a common goal.
- Will be able to understand the professional, ethical, legal, security and social issues and responsibilities.
- Will be able to communicate effectively with a range of audiences.
- Will be able to analyse the local and global impact of computing on individuals, organizations, and society.
- Will be able to recognize the need for and an ability to engage in continuing professional development.
- Will be able to use the current techniques, skills, and tools necessary for computing practice.
- Will be able to use and apply the latest technical concepts and practices in the core information technologies.
- Will be able to identify and analyse user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems.
- Will be able to integrate IT-based solutions into the user environment.
- Will be able to understand the best practices and standards and their application.
- Will be able to assist in the creation of an effective project plan.
|Course Matrix BSIT|
|Semester 1 18 Cr. Hrs||Semester 2 18 Cr. Hrs||Semester 3 18 Cr. Hrs||Semester 4 19 Cr. Hrs||Semester 5 18 Cr. Hrs||Semester 6 18 Cr. Hrs||Semester 7 15 Cr. Hrs||Semester 8 15 Cr. Hrs|
|CMP 2211||CMP 2221||CMP 3231||IT 3321||IT 3362||IT 3442||IT 3322||GE 2411|
|Programming Fundamentals (Comp. Core)||Object Oriented Programming (Comp. Core)||Data Structure and Algorithms (Comp. Core)||Web Systems and Technologies (Uni. Brand)||Systems and Network Administration (IT Core)||System Integration and Architecture (IT Core)||Cloud Computing (IT Core)||Global Professional Practices (Gen. Edu.)|
|4 (3 + 1)||4 (3 + 1)||3 (2 + 1)||3 (2 + 1)||3 (2 + 1)||3 (3 + 0)||3 (3 + 0)||3 (3 + 0)|
|CS 2101||GE 2110||CMP 2711||CMP 2411||SE 3422||MATH 3310||MATH 3410||GE 2511|
|Basic Electronics (Comp. Supp.)||Pakistan Studies (Gen. Edu)||Discrete Structures (Comp. Core)||Software Engineering (Comp. Core)||Object Oriented Analysis & Desgn (IT Supp.)||Linear Algebra (Comp. Sup)||Numerical Computing (CS. Core)||Citizenship and Social Responsibility (Comp. Core)|
|3 (2 + 1)||2 (2 + 0)||3 (3 + 0)||3 (2 + 1)||3 (3 + 0)||3 (3 + 0)||3 (2 + 1)||3 (3 + 0)|
|GE 2210||CMP 2111||CS 2121||CMP 3811||IT 3361||XXX xxxx||CMP 4901||CMP 4902|
|Islamic Studies/Ethics (Gen. Edu)||Digital Logic Design (Comp. Core.)||Computer Architecture (CS. Core.)||Operating System (Comp. Core.)||Technology Management (IT Core)||Specialization Elective 1||Campstone Project I (Comp. Core.)||Campstone Project II (Comp. Core.)|
|2 (2 + 0)||3 (2 + 1)||3 (3 + 0)||3 (2 + 1)||3 (3 + 0)||3 (3 + 0)||3 (0 + 3)||3 (0 + 3)|
|MATH 2111||IT 2511||STAT 2110||CMP 2311||IT 2312||XXX xxxx||XXX xxxx||XXX xxxx|
|Calculus & Analytical Geometry (comp. suporting)||Information Systems (IT Supp.)||Probability and Statistics (Comp. Supp.)||Data Communications and Computer Networks (Comp. Core)||Internet Architecture and Protocols (IT Supp.)||Specialization Elective 2||Specialization Elective 3||Specialization Elective 6|
|3 (3 + 0)||3 (3 + 0)||3 (3 + 0)||3 (2 + 1)||3 (3 + 0)||3 (3 + 0)||3 (3 + 0)||3 (3 + 0)|
|ENG 2011||ENG 2210||ENG 2310||MNG 2210||GE 2311||CMP 3621||XXX xxxx||XXX xxxx|
|English Composition & Comprehension (Gen. Edu.)||Communication and Interpersonal Skills (Gen. Edu.)||Technical and Business Writing (Gen. Edu.)||Entrepreneurship (Uni. Elec.)||Principles of Psychology (Uni. Elec.)||Human Computer Interaction (Comp. Core)||Specialization Elective 4||Specialization Elective 7|
|3 (3 + 0)||3 (3 + 0)||3 (3 + 0)||3 (3 + 0)||3 (3 + 0)||3 (2 + 1)||3 (3 + 0)||3 (3 + 0)|
|GE 2011||MNG 2110||IT 3611||CMP 3521||IT 3532||MATH 3310|
|Intro to IC & Social Media Technologies (Gen. Edu.)||Principles of Accounting (Uni.Elec)||Multimeida Systems and Design (Uni. Brand)||Database Systems (Comp. Core)||Database Administration & Management (IT Supp.)||Linear Algebra (Comp. Supp.)|
|3 ( 2 + 1)||3 ( 3+0)||3 (2 + 1)||4 (3 + 1)||3 (2 + 1)||3 ( 3 + 0)|
The program structure is dynamic and provides basis for various options including Breadth-Based, Depth-Based, and Integrated Breadth & Depth-Based specializations. The students will get formal computing experience and develop relevant skills through getting theoretical and practical understanding of the entire field of Computer Science. The distribution of credit hours is given below:
|Distribution of Credit Hours|
|Major Areas||Credit Hours||Percentage|
|Computing General Education||16||11%|
|Computing Core Courses (40 Cr. Hrs.)|
|CMP2211||Programming Fundamentals||4 (3+1)|
|CMP2711||Discrete Structures||3 (3+0)|
|CMP2221||Object Oriented Programming||4 (3+1)|
|CMP2111||Digital Logic Design||3 (2+1)|
|CMP3231||Data Structure and Algorithms||3 (2+1)|
|CMP3811||Operating Systems||4 (3+1)|
|CMP3621||Human Computer Interaction||3 (3+0)|
|CMP2311||Data Communications and Computer Networks||3 (3+0)|
|CMP3521||Database Systems||4 (3+1)|
|CMP2411||Software Engineering||3 (3+0)|
|CMP4901||Capstone Project I||3 (0+3)|
|CMP4902||Capstone Project II||3 (0+3)|
|Computing Supporting Elective Courses (12 Cr. Hrs.)|
|CS2101||Basic Electronics||3 (2+1)|
|MATH2111||Calculus and Analytical Geometry||3 (3+0)|
|STAT2110||Probability and Statistics||3 (3+0)|
|MATH3310||Linear Algebra||3 (3+0)|
|Computing General Education (19 Cr. Hrs.)|
|ENG2110||English Composition and Comprehension||3 (3+0)|
|ENG2210||Communication & Interpersonal Skills||3 (3+0)|
|GE2110||Pakistan Studies||2 (2+0)|
|GE2210||Islamic Studies/Ethics||2 (2+0)|
|ENG2310||Technical and Business Writing||3 (3+0)|
|GE2411||Global Professional Practices||3 (3+0)|
|GE2011||Introduction to Information, Communication & Social Media Technologies||3(2+1)|
|IT Core (21 Cr. Hrs.)|
|IT3611||Multimedia Systems and Design||3 (2+1)|
|IT3321||Web Systems and Technologies||3 (2+1)|
|IT3362||Systems and Network Administration||3 (2+1)|
|IT3322||Cloud Computing||3 (3+0)|
|IT3442||System Integration and Architecture||3 (3+0)|
|IT4371||Network Security||3 (3+0)|
|IT3361||Technology Management||3 (3+0)|
|IT Supporting (15 Cr. Hrs.)|
|IT2511||Information Systems||3 (3+0)|
|SE3422||Object Oriented Analysis & Design||3 (3+0)|
|IT3532||Database Administration & Management||3 (2+1)|
|IT2312||Internet Architecture and Protocols||3 (3+0)|
|IT4473||IT Project Management||3 (3+0)|
|CS2121||Computer Organization and Architecture||3 (3+0)|
|University Electives (9 Cr. Hrs.)|
|MNG2110||Principles of Accounting||3 (3+0)|
|GE2311||Principles of Psychology||3 (3+0)|
|MNG-2212||Principles of Management||3 (3+0)|
|MNG-2217||Organizational Behaviour||3 (3+0)|
|GE2411||Principles of Philosophy||3 (3+0)|
|MNG2310||Human Resource Management||3 (3+0)|
|GE2511||Citizenship & Social Responsibilities||3 (3+0)|
|IT Specialization Electives (18 Cr. Hrs.)|
|CS4746||E-Commerce Applications Development||3 (3+0)|
|CS4461||Enterprise Resource Planning Systems||3 (3+0)|
|CS4547||Mobile Application Development||3 (3+0)|
|CS4745||Enterprise Application Development||3 (3+0)|
|CS3811||Artificial Intelligence||3 (3+0)|
|CS4544||Cloud Computing||3 (3+0)|
|CS4513||Web Engineering||3 (3+0)|
|CS4747||Semantic Web Techniques||3 (3+0)|
|CS4545||Mobile Computing||3 (3+0)|
|CS4441||Data Warehousing||3 (3+0)|
|CS4442||Data Mining||3 (3+0)|
|CS-4443||Business Intelligence and Analytics||3 (3+0)|
|CS3441||Database Administration & Management||3 (3+0)|
|CS4444||Advance Database Management||3 (3+0)|
|SE4476||Business Process Engineering||3 (3+0)|
|SE4861||Knowledge Management||3 (3+0)|
|IT4541||Information Technology Infrastructure||3 (3+0)|
|IT3542||Network Programming||3 (3+0)|
|IT3541||Network Design and Management||3 (3+0)|
|CS4631||Computer Game Development||3 (3+0)|
|CS4641||3D Modeling & Animation||3 (3+0)|
|IT3513||Internet Architecture and Protocols||3 (3+0)|
|IT4569||Routing & Switching||3 (3+0)|
|IT4547||Introduction to Broadband Communication Systems||3 (3+0)|
|IT4747||Semantic Web Techniques||3 (3+0)|
|IT4462||Information Systems Auditing and Assurance||3 (3+0)|
|CS3641||System Programming||3 (3+0)|
|CS4723||Digital Image Processing||3 (3+0)|
|CS4323||Distributed Computing||3 (3+0)|
|CS4517||Social Computing||3 (3+0)|
|CS4815||Expert Systems||3 (3+0)|
|CS3722||Machine Learning||3 (3+0)|
|CS3324||Distributed System||3 (3+0)|
|CS3761||Introduction to Bioinformatics||3 (3+0)|
For all Bachelor Programs in Computer Sciences
- Eligibility Criteria:
- 50% marks or 2nd division in F.Sc./FA/I.Com./A level* or equivalent.
- A semester is a sixteen weeks of continuous studies.
- As per HEC requirement, fifty minutes of class lecture or 100 minutes of supervised lab work done during sixteen weeks of a semester is called a credit hour.
- Grade Point Average (GPA) is a number that indicates a student’s average grade.
- Cumulative grade point average (CGPA) is the overall GPA earned by the student during the entire tenure of studies. Bachelors (Hons) students are required to obtain a CGPA of 2.0 to graduate.
- The total number of 40 to 42 courses with a total of 132 credit hours are required to complete a 4-year Bachelor degree program. Additionally, 6 to 12 credit hours of project work is required.
- Students have to repeat courses with lower GPA to reach a CGPA of 2.0.
- There are two exams conducted during each semester: mid-term and final-term.
- No supplementary tests are conducted. Students failing in a subject are required to repeat the entire course.
- Students found guilty of cheating are fined Rs. 10,000 and are required to repeat the course.
- Student can freeze their semesters by submitting an application to the Director of Student Affairs. A maximum of three semesters can be frozen.
- Students must report back within the given time failing which their admission will be cancelled.
- The fee to freeze a semester is Rs. 2,500.
- Fee deposited for a particular semester cannot be ‘carry-forward’ for another semester even if the student opts to use the freeze option.
There are bright career prospects for BSIT professionals in recent scenario. With the opening of huge software and IT companies, the job opportunities for trained professionals have increased considerably.
BSIT graduates may find the job opportunities in a variety of environments such as
- Network system analyst
- Data communications analyst
- Software engineer
- Computer system administrator
- Web hosting
- Web Developer
- Teaching to BS-IT
- Cellular Companies
They are involved in analyzing problems for solutions, formulating and testing, using advanced communications or multi-media equipment, or working in teams for product development.