Copenhagen School of Design and Technology


Working as a Business Analyst (EN)

Danish title
Working as a Business Analyst (EN)
Study programme
Business Economics & Information Technology
Type of education
Full time education
Level of education
Bachelor Programme
5. semester
Duration of the subject/module
1 semester
Programme elements
Start time
Guldbergsgade 29 N, København N
Subject number
Responsible for the subject(s)/modul(es)
Janni Høyer Thoft
Morten Pieper
  • Purpose and learning objectives

    Digitalization of business processes and workflows supported by Business Process Management (BPM) and process-aware information systems (PAIS) is being pushed forward both in public and private businesses as a means to improve both efficiency and quality of services offered to citizens and customers. BPM will in many cases support a better visibility and understanding of cross-organizational processes. It is a main focus of the course to illustrate how such processes interact. Since industry standard information systems are often used to support such cross-functional processes these systems and concept like best practice will have a significant role on the course too. The origins of BPM in process thinking will be examined before we move on to introducing business process modeling using IBM’s BPM tools like BlueworksLive and Process Designer which are based on the Business Process Model and Notation (BPMN) industry standard.

    The course will also include introduction to Robotics Process Automation (RPA).

    Learning goals made simple – a summary
    The course will introduce the student to techniques and tools for discovering, modelling and deploying business processes as well as to applications using the state-ofthe-art cloud-based design and simulation tools for BPMN process modelling IBM BlueworksLive.

    A special emphasis will be put on hands-on experience with IBM BPM tools from modeling to execution of a BPM application through cases designed in collaboration with industry partners.


    • How different context influences how to perform the
    • The semantic gap as a challenge
    • Different approaches to identify stakeholders and user
    • Models and technics to describe current situations in
    a domain (as-is)
    • Models and technics to identify gaps between current
    state and needs
    • Models and technics to describe needs in a way so
    that both the business and it understand the needs,
    to ensure the fulfillment of the business needs.


    • Can use different technics to collect and identify user
    • Can use different models and technics to describe
    current situation/domain.
    • Can use different models and technics to identify the
    gap between current situation and the user needs.
    • Can use models and technics to describe
    requirements to a new or improved it-solution.


    • Manages to choose relevant tools depending on the
    problem needed to be analyzed and described.
    • Manages to solve real life problems with the technics
    and models
    • Can interact with people from both the business and
    the IT area.

  • Type of instruction
    A mix of theory and practice. There will be lectures followed by case exercises supplied by KEA’s external partners, excursions, conferences and involvement of external partners.

    The elective will be based on different literature, some of it delivered free from our partners, however it is expected that the students acquire 2nd edition of the book “Fundamentals of Business Process Management” (
  • Exam

    The learning outcomes of the exam are identical with the learning outcomes of the subject(s)/modul(es)

    Prerequisites for access to the examination
    During the elective cases with external partners will be mandatory group case hand-ins. Each of these includes a small report and a class presentation. These cases (max. 2) will be evaluated and has to be approved before the group/student can take the final elective exam.
    Exam in one or more subjects
    Subject/module is tested standalone
    Type of exam
    Combined written and oral examination
    A hand-in in the form of a written group report which is to demonstrate the students’ ability to combine theory and practice.
    Individual exam or group exam
    Individual or group, 2-6 max participants
    Exam languages
    Type of evaluation
    7-point grading scale
    Internal censure
hours of teaching
hours of preparation
The figure shows the extent of workload related to the subject divided into different study activities.

In the subject Working as a Business Analyst (EN) you will receive 70 hours of instruction, which corresponds to 93 lessons (1 lesson = 45 min.) and 26% of your total workload for the subject.

The teaching primarily consists of the following activities: classroom teaching, cases, external lectures, interdisciplinary project-based teaching.
The preparation primarily consists of the following activities: reading the curriculum, group work, project work.

Read about KEAs Study Activity Model

*KEA can deviate from the number of hours if this is justified by special circumstances