S1 History of Digital Product Development
• Brief history of Software Development
• The Product Manager and their role
• Introduction to the project and no-code and AI tools
S2 Market, Users, and Personas
• Defining the specific audience
• Defining User Personas and Value Proposition Canvas
• Business Models and Lean Canvas
S3 Opportunities, Prioritisation, and Assumption Validation
• Opportunity Solution Tree (OST)
• Methods for prioritising ideas and opportunities
• Mapping and validating assumptions
S4 Agile Methodologies and Success Metrics
• Agile Manifesto and Scrum Guide
• Now-Next-Later Roadmap and Backlog Management
• Defining Success Metrics – AARRR Funnel, OKRs
S5 Prototyping and Product Iteration
• Initial development of the MVP prototype
• Product refinement based on continuous feedback
• Psychological safety in product development
S6 Product Launch
• Go-to-market strategies
• Final prototype presentation

This curricular unit, due to its eminently practical and applied nature, follows the project-based ALS – Assessment Throughout the Semester model, as provided for in the RGACC – Iscte General Regulations for the Assessment of Knowledge and Competences, and does not include assessment by examination.
Assessment in the curricular unit combines several components: student participation in discussion forums (10%), timely submission of partial project deliverables (45% in total), timely submission of case-study analyses and/or problem-solving activities (15%), multiple-choice questions (10%), and the presentation of the final applied project for the curricular unit (20%), which in this case is carried out in groups.
The final project is always presented synchronously to a panel that includes the Curricular Unit Coordinator, followed by a question-andanswer session. The weighted average of the different components must be 9.5/20 or higher.
The First Assessment Period and the Second Assessment Period may be used to carry out assessment activities.
Use of artificial intelligence. The Guidelines for the Responsible Use of Artificial Intelligence in Academic Work (Scientific Council,
21/04/2026) apply, under the following specific rules: the use of AI in project deliverables is permitted and must be declared in accordance with point 4 of the Guidelines, including the attached form; its use is prohibited in tests and practical assessments carried out in class, including any repeat assessment.
For any assessment component, the lecturer or Curricular Unit Coordinator may, at any time during the semester, request an individual oral discussion to confirm authorship of the work submitted and/or assess the knowledge and competences demonstrated by the student.
Assessment includes individual oral verification components, in which the student is required to explain and modify the work submitted.
In addition to the RGACC, students are advised to consult other reference documents relevant to the assessment process, including the Regulations for Students with Special Status (REEE), the Academic Code of Conduct (CCA), and the Student Disciplinary Regulations (RDD).

Mandatory

Cagan, Marty. Inspired: How To Create Products Customers Love. Torres, Teresa. Continuous Discovery Habits: Discover Products that Create Customer Value and Business Value. Perri, Melissa. Escaping the Build Trap: How Effective Product Management Creates Real Value. Fitzpatrick, Rob. The Mom Test: How to talk to customers & learn if your business is a good idea when everyone is lying to you. Ries, Eric. Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses. Eyal, Nir. Hooked: How to Build Habit-Forming Products. Beck, Kent et al. Manifesto for Agile Software Development - https://agilemanifesto.org

Optional

Scrum Institute (2020) , The Scrum Framework 3rd Edition www.scrum-institute.org/contents/The_Scrum_Framework_by_International_Scrum_Institute.pdf Scrum Institute (2020) , The Kanban Framework 3rd Edition www.scrum-institute.org/contents/The_Kanban_Framework_by_International_Scrum_Institute.pdf ArtigosJeff Sutherland, J.J. Sutherland (2014) , Scrum: The Art of Doing Twice the Work in Half the Time Darrell Rigby, Sarah Elk, Steve Berez, (2020) Doing Agile Right: Transformation Without Chaos Hardcover

S1 Introduction to Entrepreneurship. Macro Context. Examples of businesses and triple-sustainable entrepreneurship initiatives
S2 Definition, types, and dimensions of Innovation. The innovation dilemma with case studies: innovation framework, innovation funnel, open innovation. Innovation in triple-sustainable products
S3 Methodologies: from the business plan to Lean Startup. What is a business idea? How do we find business ideas?
S4 Market and competitor benchmarking techniques (Ansoff matrix)
S5 Creativity generation techniques
S6 Innovation cycle management: strategy/core idea; opportunity; innovation idea; development; testing; introduction; diffusion
S7 Business Model Canvas methodology (BMC)
S8 Product promotion and scalability analysis
S9 Internationalisation and commercialisation plans
S10 Funding sources, intellectual property, and patents
S11 Public and stakeholder communication of a business idea.

This curricular unit, due to its eminently practical and applied nature, follows the project-based ALS – Assessment Throughout the Semester model, as provided for in the RGACC – Iscte General Regulations for the Assessment of Knowledge and Competences, and does not include assessment by examination.
Assessment in the curricular unit combines several components: student participation in discussion forums (10%), timely submission of partial project deliverables (45% in total), timely submission of case-study analyses and/or problem-solving activities (15%), multiple-choice questions (10%), and the presentation of the final applied project for the curricular unit (20%), which in this case is carried out in groups.
The final project is always presented synchronously to a panel that includes the Curricular Unit Coordinator, followed by a question-andanswer session. The weighted average of the different components must be 9.5/20 or higher. The First Assessment Period and the Second Assessment Period may be used to carry out assessment activities.
Use of artificial intelligence. The Guidelines for the Responsible Use of Artificial Intelligence in Academic Work (Scientific Council,
21/04/2026) apply, under the following specific rules: the use of AI in project deliverables is permitted and must be declared in accordance with point 4 of the Guidelines, including the attached form; its use is prohibited in tests and practical assessments carried out in class, including any repeat assessment.
For any assessment component, the lecturer or Curricular Unit Coordinator may, at any time during the semester, request an individual oral discussion to confirm authorship of the work submitted and/or assess the knowledge and competences demonstrated by the student.
Assessment includes individual oral verification components, in which the student is required to explain and modify the work submitted.
In addition to the RGACC, students are advised to consult other reference documents relevant to the assessment process, including the Regulations for Students with Special Status (REEE), the Academic Code of Conduct (CCA), and the Student Disciplinary Regulations (RDD).

Mandatory

Trott, Paul, Innovation Management and New Product Development, 7th Edition, 2022, Pearson Education Kotler, P., Kartajaya, H., & Setiawan, I. (2021). Marketing 5.0: Technology for humanity. Wiley. Mariotti, S., Glackin, C. (2015). Entrepreneurship: Starting and Operating A Small Business, Global Edition. Pearson; Ries, E. (2017), “The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses”, capítulos 3 e 4, Penguin Group Burns, P. (2016). Entrepreneurship and Small Business. Palgrave Macmillan; Osterwalder, A., & Pigneur, Y. (2014). Value Proposition Design: How to Create Products and Services Customers Want. John Wiley & Sons. Alex Osterwalder, A., Pigneau, Y. (2010), “Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers”, primeiras 72 páginas, Wiley, https://canvanizer.com/book/business-model-generation

Optional

Mariotti, S., Glackin, C. (2015). Entrepreneurship: Starting and Operating A Small Business, Global Edition. Pearson; Dorf. R., Byers, T. Nelson, A. (2014). Technology Ventures: From Idea to Enterprise. McGraw-Hill Education; Dorf. R., Byers, T. Nelson, A. (2014). Technology Ventures: From Idea to Enterprise. McGraw-Hill Education; Ames, M., & Runco, M. A. (2005). “Predicting entrepreneurship from ideation and divergent thinking”, Creativity and Innovation Management, 14(3), 311-315. Blank, S., “Four Steps to Epiphany” (2013), primeiros 3 capítulos, K & S Ranch. Videos: Steve Blank on “Customer Development” http://www.youtube.com/watch?v=6t0t-CXPpyM&feature=related Alex Osterwalder on “From Business Plan to Business Model” http://www.youtube.com/watch?v=jMxHApgcmoU&feature=related Blogs: Paul Graham (2012) blog: http://paulgraham.com/startupideas.html

S1 Introduction, methodology, and initial definitions of Digital Transformation
S2 The Digital Revolution and its impacts
S3 Digital Technologies and Business Models
S4 Two Case Studies on Digital Transformation
S5 Digital Transformation Management
S6 Third Case Study on Digital Transformation
S7 Conclusions and Final Considerations
S8 Individual Development of a Digital Transformation Case Study

This curricular unit follows the project-based ALS – Assessment Throughout the Semester model, as provided for in the RGACC – Iscte General Regulations for the Assessment of Knowledge and Competences, and does not include assessment by examination.
Assessment in the curricular unit comprises several components, valuing student participation in discussion forums, the timely submission of group case-study analyses (30%, with 10% assigned to each case), the submission and presentation of an individual case study (30%), and a final individual test (40%). The individual case study is always presented synchronously to a panel that includes the Curricular Unit Coordinator, with the participation of co-supervisors from partner organisations, where applicable, followed by a question-and-answer session. The weighted average of the different components must be 9.5/20 or higher. A minimum grade of 9.5/20 is required in the test.
Students are expected to participate actively in the discussion forums, with a minimum participation requirement of 6 forums per student.
Failure to participate in this minimum number of forums will result in a 5% penalty on the final grade obtained.
The First Assessment Period and the Second Assessment Period may be used to carry out assessment activities.
Use of artificial intelligence. The Guidelines for the Responsible Use of Artificial Intelligence in Academic Work (Scientific Council,
21/04/2026) apply, under the following specific rules: the use of AI in project deliverables is permitted and must be declared in accordance with point 4 of the Guidelines, including the attached form; its use is prohibited in tests and practical assessments carried out in class, including any repeat assessment.
For any assessment component, the lecturer or Curricular Unit Coordinator may, at any time during the semester, request an individual oral discussion to confirm authorship of the work submitted and/or assess the knowledge and competences demonstrated by the student.
Assessment includes individual oral verification components, in which the student is required to explain and modify the work submitted.
In addition to the RGACC, students are advised to consult other reference documents relevant to the assessment process, including the Regulations for Students with Special Status (REEE), the Academic Code of Conduct (CCA), and the Student Disciplinary Regulations (RDD).

Mandatory

Carapuça,R.,Revolução Digital: Quando Tudo é Possível.Glaciar/Fundação Luso-Americana para o Desenvolvimento,2018 M.Wade,D.Bonnet,T.Yokoi,N.Obwegeser,H.Digital,Best Practices to Implement and Accelerate your Business Transformation,McGraw- Hill,2021 J.Loucks,J.Macauley,Andy Noronha,and Michael Wade,Digital Vortex: How Today's Market Leaders Can Beat Disruptive Competitors at Their Own Game; IMD - International Institute for Management Development,2016 S.Marshall,The Story of the Computer,a Technical and Business History,2015 G.G.Parker,M.W.Van Alstyne,Sangeet Paul Choudary,Platform Revolution - How Networked Markets are Transforming The Economy - and How to Make Them Work for You.WW Norton & Company,2016 E.Schaeffer,D.Sovie,Reinventing the Product: How to Transform your Business and Create Value in the Digital Age,Kogan Page,2019 A.Oliveira,The Digital Mind,How Science is Redefining Humanity,MIT Press,2017 Measuring the Digital Transformation.A Roadmap for the Future,OECD,2019

Optional

Yuval Noah Harari, Sapiens, A Brief History of Mankind, First Harper Perennial Edition, 2018 Autor Mikolaj Jan Piskorski, Social Strategy at Nike – reference 9-712-484 Harvard Business Publishing Hadiya Faheem, Digital Transformation at Startbucks – reference 922-0003-1, IBS

S1 HCI: History, principles, state of the art, and applications. User-centered design. User experience, UX
S2. We, the humans
S3 User and task analysis. Empathy map. Personas. User scenarios and journeys. Prioritize user requirements
S4 Principles and golden rules of interface design. Usability and accessibility
S5 Principles of screen visual design
S6 Sketching techniques and visual thinking. Storyboards
S7 Low-fidelity (lo-fi) paper solution prototypes
S8 Heuristic evaluation of lo-fi with experts and iterate to hi-fi (high-fidelity prototype)
S9 Design the hi-fi prototype based on interfaces/UX for emerging technologies: Web, Metaverse, mobility, Generative AI
S10 Hi-fi evaluation with users. Statistical analysis of evaluation data. Calculate usability metrics and user satisfaction and reiterate the design
S11 Prepare a design case and an Elevator Pitch for end-users

This curricular unit, due to its eminently practical and applied nature, follows the project-based ALS – Assessment Throughout the Semester model, as provided for in the RGACC – Iscte General Regulations for the Assessment of Knowledge and Competences, and does not include assessment by examination.
Assessment in the curricular unit combines several components: student participation in discussion forums (10%), timely submission of partial work deliverables (45% in total), timely submission of case-study analyses and/or problem-solving activities (15%), multiple-choice questions (10%), and presentation of the final applied project for the curricular unit (20%), which in this case is carried out in groups. The final project is always presented synchronously to a panel that includes the Curricular Unit Coordinator, followed by a question-and-answer session. The weighted average of the different components must be 9.5/20 or higher. The First Assessment Period and the Second Assessment Period may be used to carry out assessment activities.
Use of artificial intelligence. The Guidelines for the Responsible Use of Artificial Intelligence in Academic Work (Scientific Council,
21/04/2026) apply, under the following specific rules: the use of AI in project deliverables is permitted and must be declared in accordance with point 4 of the Guidelines, including the attached form; its use is prohibited in tests and practical assessments carried out in class, including any repeat assessment.
For any assessment component, the lecturer or Curricular Unit Coordinator may, at any time during the semester, request an individual oral discussion to confirm authorship of the work submitted and/or assess the knowledge and competences demonstrated by the student.
Assessment includes individual oral verification components, in which the student is required to explain and modify the work submitted.
In addition to the RGACC, students are advised to consult other reference documents relevant to the assessment process, including the Regulations for Students with Special Status (REEE), the Academic Code of Conduct (CCA), and the Student Disciplinary Regulations (RDD).

Mandatory

Lewrick, M, Link, P., Leifer, L. (2020). The Design Thinking Toolbox, Wiley, ISBN 9781119629191 Shneiderman, B., Plaisant, C., Cohen, M., Jacobs, S., Elmqvist, N., Nicholas Diakopoulos, N. (2017). Designing the User Interface: Strategies for Effective Human-Computer Interaction (6th edition), Pearson, ISBN-13: 978-0134380384 Manuel J. Fonseca, Pedro Campos, Daniel Gonçalves (2017), Introdução ao Design de Interfaces, FCA, Portugal, 2017, 3ª Edição Knapp, J., Zeratsky, J., & Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just five days. Simon & Schuster Schmalstieg, D., & Hollerer, T. (2016). Augmented Reality: Principles and Practice. Addison-Wesley Professional, 978-0133153217 Norman, D. (2013). The Design of Everyday Things, Revised and Expanded Edition. MIT Press. ISBN: 9780262525671 Brown, T (2009), Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation, HarperCollins, 2009, ISBN- 13: 978-0062856623

Optional

Text books: Joseph J. LaViola Jr., Ernst Kruijff, Ryan P. McMahan, Doug Bowman, Ivan P. Poupyrev (2017), 3D User Interfaces: Theory and Practice (2nd Edition), Addison-Wesley Professional, ISBN-10: 0134034325. Yvonne Rogers, Helen Sharp, Jenny Preece (2011), Interaction Design: Beyond Human-Computer Interaction, 3rd edition, Wiley, ISBN-13: 978-0470665763 Sellen, A., Rogers, Y., Harper, R. and Rodden, T. (2009) Reflecting human values in the digital age. Communications of the ACM, 52 (3), 58-66. Snyder, C. (2003). Paper Prototyping: the fast and easy way to design and refine user interfaces. Morgan Kaufmann Publishers. Johnson, J. & Henderson, A. (2002). Conceptual models: begin by designing what to design. Interactions. 9, 1: 25-32. https://dl.acm.org/doi/10.1145/503355.503366 Johnson, J. & Henderson, A. (2002). Conceptual models: begin by designing what to design. Interactions. 9, 1: 25-32. https://dl.acm.org/doi/10.1145/503355.503366 Sherman, W. R., & Craig, A. B. (2002). Understanding Virtual Reality: Interface, Application, and Design. Morgan Kaufmann Publishers,978-008052009 Nielsen, J., Mack, R. (1994). Usability Inspection Methods 1st Edition. John Wiley & Sons. The Basics of User Experience Design by Interaction Design Foundation, https://www.interaction-design.org/ Papers: Nielsen, J. (1994) Enhancing the explanatory power of usability heuristics. Proc. ACM CHI'94 Conf. (Boston, MA, April 24-28), pp. 152-158. Rettig M. (1994), Prototyping for Tiny Fingers, Communications of The ACM, 1994 The Basics of User Experience Design by Interaction Design Foundation, https://www.interaction-design.org/

S1 Introduction, syllabus and assessment. Initial definitions: the Mixed Reality continuum, Extended Reality and the Metaverse. Current topics and trends
S2 3D Computer Graphics: Definitions and concepts. 3D geometric modelling. 3D visualisation. Virtual camera. Hierarchy of graphical objects. Scene graph. Light and colour. Lighting and shading. Texture mapping
S3 Virtual Reality (VR): Definition. Model. Immersive and non-immersive VR. Historical evolution. Applications. Key technologies: Output channel: projection, displays, stereoscopy, 3D audio and auralisation, new channels. Input channel: tracking, multimodal interfaces, haptic and vestibular interfaces
S4 Augmented Reality (AR): Definition. Model. Historical evolution. Applications. Key technologies: real-world environment data acquisition and interpretation, visualisation of 3D-registered virtual objects, human-computer interaction
S5 Metaverse Laboratory: Design a VR or AR laboratory experience.
S6 Future trends in VR/AR/XR

This curricular unit, due to its eminently practical and applied nature, follows the project-based ALS – Assessment Throughout the Semester model, as provided for in the RGACC – Iscte General Regulations for the Assessment of Knowledge and Competences, and does not include assessment by examination.
Assessment in the curricular unit comprises the following components:
• 40% continuous individual activities, namely participation in forums, completion of practical exercises, completion of quiz-based lessons, and participation in synchronous classes;
• 60% group laboratory project work + final presentation and discussion.
Participation in both components is mandatory. The final project is always presented synchronously to a panel that includes the Curricular Unit Coordinator, followed by a question-and-answer session. The weighted average of the different components must be 9.5/20 or higher.
The First Assessment Period and the Second Assessment Period may be used to carry out assessment activities.
Use of artificial intelligence. The Guidelines for the Responsible Use of Artificial Intelligence in Academic Work (Scientific Council,
21/04/2026) apply, under the following specific rules: the use of AI in project deliverables is permitted and must be declared in accordance with point 4 of the Guidelines, including the attached form; its use is prohibited in tests and practical assessments carried out in class, including any repeat assessment.
For any assessment component, the lecturer or Curricular Unit Coordinator may, at any time during the semester, request an individual oral discussion to confirm authorship of the work submitted and/or assess the knowledge and competences demonstrated by the student.
Assessment includes individual oral verification components, in which the student is required to explain and modify the work submitted.
In addition to the RGACC, students are advised to consult other reference documents relevant to the assessment process, including the Regulations for Students with Special Status (REEE), the Academic Code of Conduct (CCA), and the Student Disciplinary Regulations (RDD).

Mandatory

Hughes, John, van Dam, Andries, McGuire, Morgan, Sklar, David, Foley, James D., Feiner, Steven K., Akeley, Kurt (2014). Computer Graphics: Principles and Practice (3rd Edition). Addison-Wesley. ISBN-13: 978-0133511079. Joseph J. LaViola Jr., Ernst Kruijff, Ryan P. McMahan, Doug Bowman, Ivan P. Poupyrev (2017), 3D User Interfaces: Theory and Practice (2nd Edition), Addison-Wesley Professional, ISBN-10: 0134034325. Slater, M., Steed, A., Chrysanthou, Y., ”Computer Graphics and Virtual Environments: From Realism to Real-Time”, Mel Slater, 2002, Addison Wesley, ISBN: 0-201-62420-6 Jesse Glover, Jonathan Linowes (2019). Complete Virtual Reality and Augmented Reality Development with Unity: Leverage the power of Unity and become a pro at creating mixed reality applications ISBN-10: 1838648186

Optional

Azuma, R. T (1997). “A survey of augmented reality”. Presence, 6(4):355–385, 1997 Bastos, P. & Dias, M. S., 2008., “Experiência de Realidade Virtual Imersiva no Ambiente CaveHollowspace do Lousal”, Actas do Interacção 2008 – 3ª Conferência Interacção Pessoa-Máquina, Universidade de Évora, 15 - 17 Oct 2008 HEIM, M. (1993), The Metaphysics of Virtual Reality, Oxford University Press, 208 pages. Lopes, M., Silva, J., Dias, M. S., Eloy, S., Gaspar, F., Miguel, R., Mendonça, N. (2014), “Sistema de Realidade Aumentada para Apoio ao Projeto de Arquitetura”. in Atas da EPCG 2014, 21º Encontro Português de Computação Gráfica, 13 e 14 de novembro de 2014, Leiria, Portugal. Mazuryk, T. & Gervautz, M., (1996). “Virtual Reality: History, Applications, Technology and Future”. Viena, Áustria : Institute of Computer Graphics and Algorithms, Vienna University of Technology. S. Cawood and M. Fiala (2007), Augmented reality: a practical guide from Pragmatic Bookshelf, ISBN 1934356034. Shneiderman, B., Plaisant, C., Cohen, M., Jacobs, S., Elmqvist, N., Nicholas Diakopoulos, N. (2017). Designing the User Interface: Strategies for Effective Human-Computer Interaction (6th edition), Pearson, ISBN-13: 978-0134380384.

The applied project will be personalized and includes:
S1 Analysis of the organisational context and literature review
S2 Define the user problem, his/her requirements, and formulate objectives for the development of a digital solution
S3 Interacting with the development team, plan the project execution using an agile project management methodology (SCRUM), utilising all roles, events, and artefacts of the methodology
S4 Adopting User-Centred Design, design the solution, and conduct iterations of prototyping and evaluation (heuristic and with end users) of the artefacts that constitute the digital solution, using emerging technologies, including its delivery to the client
S5 Prepare the final project report, including the problem, design and prototyping of the solution, triple-sustainable business model, ethical, privacy, and intellectual property issues, a conclusive summary addressing the objectives of the applied project, as well as suggestions for further development

This curricular unit, due to its eminently practical and applied nature, follows the project-based ALS – Assessment Throughout the Semester model, as provided for in the RGACC – Iscte General Regulations for the Assessment of Knowledge and Competences, and does not include assessment by examination. It comprises the following assessment components:
Submission and individual discussion of a digital product innovation project, following a structure previously defined by the curricular unit coordination team (100% of the final grade), distributed as follows:
- Rationale and problem definition (15%)
- Planning (5%)
- Ideation and prototyping (25%)
- Testing (20%)
- Discussion and conclusions (15%)
- Presentation and discussion of the project work, held in a synchronous session attended by the student, the supervisor(s), and the Curricular Unit Coordinator (20%)
The average grade for the components Rationale and problem definition, Planning, Ideation and prototyping, Testing, and Discussion and conclusions must be 9.5/20 or higher. The Presentation and discussion component also requires a minimum grade of 9.5/20.
Use of artificial intelligence. The Guidelines for the Responsible Use of Artificial Intelligence in Academic Work (Scientific Council,
21/04/2026) apply, under the following specific rules: the use of AI in project deliverables is permitted and must be declared in accordance with point 4 of the Guidelines, including the attached form; its use is prohibited in tests and practical assessments carried out in class, including any repeat assessment.
For any assessment component, the lecturer or Curricular Unit Coordinator may, at any time during the semester, request an individual oral discussion to confirm authorship of the work submitted and/or assess the knowledge and competences demonstrated by the student.
Assessment includes individual oral verification components, in which the student is required to explain and modify the work submitted. In addition to the RGACC, students are advised to consult other reference documents relevant to the assessment process, including the Regulations for Students with Special Status (REEE), the Academic Code of Conduct (CCA), and the Student Disciplinary Regulations (RDD).

Mandatory

Lewrick, M, Link, P., Leifer, L. (2020). The Design Thinking Toolbox, Wiley Knapp, J., Zeratsky, J., & Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just five days. Simon & Schuster. Sutherland, J., & Sutherland, J. J. (2014). Scrum: The Art of Doing Twice the Work in Half the Time. Crown Business. Shneiderman, B., Plaisant, C., Cohen, M., Jacobs, S., Elmqvist, N., Nicholas Diakopoulos, N. (2017). Designing the User Interface: Strategies for Effective Human-Computer Interaction (6th edition), Pearson, ISBN-13: 978-0134380384 Adkins, L. (2010). Coaching Agile Teams: A Companion for ScrumMasters, Agile Coaches, and Project Managers in Transition. Addison- Wesley Professional. Schwaber, K. (2004). Agile Project Management with Scrum. Microsoft Press. Moher, D.; Liberati, A.; Tetzlaff, J.; Altman, D.G. (2009), The PRISMA Group. Preferred reporting items for systematic reviews and metaanalyses: The PRISMA statement. PLoS Med. 2009, 6, e1000097

Optional

Evans, D., Gruba, P., & Zobel, J., How to write a better thesis, 20014, Melbourne Univ. Publishing
Dodig, G., Theory of Science, 2003, Maelardaen University Sweden
Jackson, S.L., Research Methods, a modular approach, 2008, Wadsworth
A practical guide to dissertation and thesis writing