This unit describes the skills and knowledge required to evaluate e-business models and strategies, as well as incorporate the results of these evaluations into the design of an e-business solution.  It applies to individuals who possess skills and knowledge in a specialist business area, as well as knowledge of software and other technologies. They apply these skills and knowledge in the evaluation, selection and implementation of new strategies for business, which incorporate e-business solutions. They may be responsible for overseeing these tasks along with technical or other knowledge experts.

Unit details

Location:
Study level:
Vocational and further education (TAFE)
Unit code:
BSBEBU501

Assessment

Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each unit's learning outcomes and performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills: - analyse and evaluate e-business opportunities involving new business models and not simply electronic versions of existing businesses; - provide supporting evidence for choice of e-business solution, and; - implement, monitor and evaluate an e-business solution.Students will also be expected to demonstrate the following knowledge: - explain the role of a value chain analysis when assessing potential e-business solutions; - identify relevant legislation, regulations, standards and codes of practice that may affect the implementation of the e-business solution; - list key features of a range of e-business models, and; - outline the policies and guidelines relating to the implementation of the e-business solution.

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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