A Digital Gaming Strategy for Malta Appendices

A Digital Gaming Strategy for Malta

Appendices

Appendices for Digital Gaming Strategy for Malta Report Version 2.01

Date: 1st February 2012

1 “A Digital Gaming Strategy for Malta” is an independent Report prepared by Games Audit UK Ltd. The Report does not necessarily reflect the views of Malta Enterprise, the University of Malta and the Malta Council for Science and Technology, on whose behalf it was prepared. Extracts from the document have been removed due to confidentiality and data protection issues. © 2012. All rights reserved.

Appendix 1: Chapter 1

Appendix 2: Chapter 2

No appendices for this chapter

Appendix 3: Chapter 3

No appendices for this chapter

Appendix 4: Chapter 4

4.2 Games Development Roles, Skills Requirements, and courses available in Malta’s Education Institutions.

Management & Example Qualification Business Roles Variations and notes or Possible Background Skills, activities, responsibilities Business vision, company leadership, shareholder communications, PR, General Manager CEO, Studio Manager Management, MBA, finance financial models Executive aka EP, sometimes Game Management, Marketing, Industrial product vision, business case owner, team leadership, PR, customer Producer Director Design champion Development budget and schedule owner, team operational management, project Director Management, MBA, Project Management management schedule management, team communications, milestone process, product Project Manager sometimes called "producer" Project Management review, dashboard reporting, operational meetings Senior Producer, Associate product management, customer understanding, links to Producer Producer Project Management dev/mktg/biz/ops/legal/localisation, PR, team communications product accounting, business accounting, business model planning, Business Manager, budgeting process, payroll/tax responsibilities, cashflow, invoicing, Finance Director Accountant Accountancy, Maths, Economics expense tracking ramp up/down of QA team, test planning, bug database, reporting, QA manager QA leads, QA contractors Project Management, Engineering milestone approval Customer phone support, FAQ/website/forums maintenance, escalation process, Relations "Game masters" Sociology, Business Studies billing support, in-game-policing, community communications Operations running live team, billing oversight, infrastructure & scalability, hosting Manager sometimes "producers" Engineering, Management contracts, budgetting, telemetry monitoring & review, roll-out of updates design metrics, monitor customer gameplay, manage database of metrics, Operations Facebook guru, Telemetry Psychology, Economics, Statistics, data-mining for value, business modelling, optimising retention/ARPU, Analyst analyst Databases statistical skills

Management & Example Qualification Business Roles Variations and notes or Possible Background Skills, activities, responsibilities HR generalist, recruitment hiring, firing, payroll, bonus/performance process, company culture, team HR manager manager Human Resources and management development integrating advertising to game, selling adspace, advertising platform Advertising sales often outsource/agency Economics, Marketing, Sales relationship, evolving business models, localisation/per-territory-deals PR/Marketing marketing message, communications, press-relations, publicity & Directors often outsource/agency Marketing, PR conference events website operational management, updates, community support, web Web master often outsource/agency Webdesign, Computing, IT design & outsourcing

Table 4.2a-i. Management & Business Roles Descriptions

Management & Holistic Institute MCAST Art STC University of Malta St Martins Business Roles of Technologies and Design Training

Business Administration (E- MSc International Business; None Available None Available Business Information Systems General Manager Business) (Master) MBA management

Economics and Marketing MBA; BSc Business None Available None Available Business Information Systems Executive Producer (Bachelor of Commerce) Administration in Marketing management

Business Administration (E- None Available None Available Business Information Systems Development Director Business) (Master) MBA; BSc Business management

None Available None Available Project Manager Management Studies (Diploma) BSc Management PRINCE2

None Available Producer Management Studies (Diploma) BSc IS and Management Games Designer (Diploma) PRINCE2

Maths (BA, MA None Available None Available Business Information Systems Finance Director Economics (BA, MA, PhD) BSc Accounting and Finance management

Management & Holistic Institute MCAST Art STC University of Malta St Martins Business Roles of Technologies and Design Training

Integrated Product Development None Available Games QA Tester None Available Business Information Systems QA manager (M.Sc.) (Diploma) management

Social Studies (BA), Sociology BSc Business Administration in None Available None Available International Advanced Customer Relations (BA) Marketing Diploma in Computer Studies Business Information Systems Integrated Product Development BSc Business Administration in None Available None Available management Operations Manager (M.Sc.) HRM

BSc Business, BSc Economics None Available None Available and Management International Advanced Operations Analyst Psychology (BA), Diploma in Computer Studies

Business Administration (E- BSc Business Administration in None Available None Available Business Information Systems HR manager Business) (Master) HRM management

Economics and Marketing None Available None Available Advertising sales (Bachelor of Commerce) BSc Management Web Marketing

Economics and Marketing BSc Business Administration in None Available None Available PR/Marketing Directors (Bachelor of Commerce) International Business Web Marketing BSC Computing & IS, BSc HND in Graphic Design (Level 5), Information Technology Creative Computing Games Artist & Animator HND in Interactive Media (Level Internet Application Web master (Master) (Diploma) 5) Development

Table 4.2a-ii. Management & Business Roles against Courses

Programmers & IT Example Qualification / Possible Variations and notes Skills, activities, responsibilities Roles Background Computer Science, Electronic programming leadership, process and schedule responsibility, Lead programmer Technical Director Engineering relationships to other disciplines, owns build stability desktop support, server maintenance, equipment purchase and IT administration IT director, helpdesk contractors Computing, IT administration setup, application install/config/maintain, backups, networking Programming, Computer Science, Database programmers aka "DB admin" SQL, webforms, transaction processing, Databases user interface rich applications in many technologies, e.g. MFC, Tools programmers also middleware sourced Programming, Computer Science C#/.NET, Java Web Design, Programming, Computer halfway between art and programming, should understand GUI User Interface designers Science design and implementation – often become web-based client server models, performance, bandwidth optimization, Network programming also middleware sourced Programming, Computer Science realtime synchronisation knowledge of 3D, animation, hardware rendering – e.g. military Graphics programming also middleware sourced Programming, Computer Science work Programming, AI, Games Simulation programming aka Gameplay Programmer scientific, business simulation, gameplay scripting, physics Development

Mobile programming Programming, Computer Science native applications for iPhone/Android : C++, Java, Objective C

Embedded system Programming, Computer Science, expertise would translate directly to many game-console programmers Engineering environments. C++/assembler/memory management typically have some mix of Java, Javascript, HTML(5), Flash, SQL, Web programmers often outsource/agency Web Design, Computer Science PHP, AJAX, VB aka C++ programmer, Game Programming, Computer Science, C++ or Java (main languages used in games development). Systems programmer Systems programmer Engineering Computer science training. Process and Testing expertise. Programming, Computer Science, senior systems designers, analysts, capable of dealing with Systems architect systems analyst Engineering customers and business cases

Programmers & IT Example Qualification / Possible Variations and notes Skills, activities, responsibilities Roles Background Customer Support gameplay scripting, game players, customer communications, sometimes outsourced for volume Design courses, Programming Technicians debugging menus/tweakers

Table 4.2a-iii. Programmers and IT Roles Description

Holistic Institute MCAST Art STC Programmers & IT Roles University of Malta St Martins of Technologies and Design Training

BSC Computing Integrated Product & IS, Games Developer Internet Application Lead programmer None Available Development (M.Sc.) BSc Creative (Diploma) Development Computing

Information and BSC Computing Information Technology and IT administration Communication Technology None Available None Available & IS Networking (Telecommunications) (M.Sc.)

BSC Computing ICT (Communications and & IS, BSc Games Developer Database programmers None Available SQL Programming Computer Engineering) (BA) Creative (Diploma) Computing

BSC Computing ICT (Computer Science and & IS, BSc Artificial Intelligence with Games Developer Internet Application Tools programmers Creative None Available Computer Information (Diploma) Development, C#, VB, C++ Systems) (BA) Computing

Holistic Institute MCAST Art STC Programmers & IT Roles University of Malta St Martins of Technologies and Design Training BSC Computing & IS, BSc ICT (Communications and Games Developer Internet Application User Interface designers Creative None Available Computer Engineering) (BA) (Diploma) Development, C#, VB, C++ Computing

BSC Computing Information Technology & IS, BSc Information Technology and Network programming None Available None Available (Master) Creative Networking Computing

ICT (Computer Science and BSc Creative Artificial Intelligence with Games Developer Internet Application Graphics programming Computing None Available Computer Information (Diploma) Development, C#, VB, C++ Systems) (BA)

ICT (Computer Science and BSC Computing Artificial Intelligence with & IS, BSc Games Developer Internet Application Simulation programming None Available Computer Information Creative (Diploma) Development, C#, VB, C++ Systems) (BA) Computing

Information Technology Games Developer Internet Application Mobile programming None Available None Available (Master) (Diploma) Development, C#, VB, C++ Integrated Product Games Developer Internet Application Embedded system programmers None Available None Available Development (M.Sc.) (Diploma) Development, C#, VB, C++ BSC Computing & IS, BSc Information Technology Games Developer Internet Application Web programmers Creative None Available (Master) (Diploma) Development, C#, VB, C++ Computing

Holistic Institute MCAST Art STC Programmers & IT Roles University of Malta St Martins of Technologies and Design Training BSC Computing ICT (Computer Science and & IS, BSc Artificial Intelligence with Games Developer Internet Application Systems programmer Creative None Available Computer Information (Diploma) Development, C#, VB, C++ Systems) (BA) Computing

BSC Computing ICT (Computer Science and & IS, BSc Artificial Intelligence with Games Developer Internet Application Systems architect Creative None Available Computer Information (Diploma) Development, C#, VB, C++ Systems) (BA) Computing

BSC Computing & IS, BSc ICT (Communications and Games Developer International Advanced Customer Support Technicians Creative None Available Computer Engineering) (BA) (Diploma) Diploma in Computer Studies Computing

Table 4.2a-1v. Programmers and IT Roles against Courses

Example Qualification / Possible Artists Roles Variations and notes Skills, activities, responsibilities Background art vision, quality bar, discipline leadership, scheduling, art reviews & Lead Artist Art Director Art & Design, Management critique & direction, relationships with other disciplines

2D/Texture artist some inhouse, volume outsourced Art & Design, Graphic Design photoshop, illustrator, ability to apply textures in 3D tools

GUI / HUD artist Art & Design, Graphic Design 2D animation, simple scripting abilities, tools: flash, silverlight, illustrator

implement 3D models, work from concept art, apply textures, tools : 3D- 3D Modeller some inhouse, volume outsourced Art & Design, CAD Modelling Studio-Max, Maya, Z-brush specialist skills for characters, clothing, creatures, often overlapping with Character Modeller some inhouse, volume outsourced Art & Design, CAD Modelling modellers and animators block-out animation, keyframing, motion-curve editing, motion-graph Animator usually inhouse, difficult to outsrc Art & Design, CAD Modelling integration/preview, tools: 3D-Studio-Max, Maya, Motion-Builder, Motion- graphs e.g. Morpheme own art performance, shader creation, character rigging, memory aka "TD", "TAD", character-rigger, Art & Design, Programming, Technical artists budgets, create art pipeline process, monitor and fix workflow, export Engineering technical animator and publish assets to game 2D concept art, tools: physical media, photoshop, paint-overs, video- Concept artist often outsource contract Art & Design, Industrial Design capture Outsourcing outsource selection & process, briefing, review, approval, budget Art, Engineering, Management Manager ownership, product scoping, design iterations, schedule reporting

Table 4.2a-v. Artist Roles Description

St Holistic Institute MCAST Art STC Artists Roles University of Malta Martins of Technologies and Design Training Technical Design and None Technology (BA), Art and Available Games Artist & Animator None Available Business Information Lead Artist English (Bachelor of Education) (Diploma) Systems management Higher National Diploma in 3D Design (Level 5), Higher National Diploma in Interactive Media (Level 5), Higher National Diploma in Media None Available (Moving Image) (Level 5), Bachelor of Arts Technical Design and (Honours) in 3D Design and Interiors (Level 6), Technology (BA), Art and Games Artist & Animator Bachelor of Arts (Honours) in Graphic Design and 2D/Texture artist English (Bachelor of Education) (Diploma) Interactive Media (Level 6), Adobe Photoshop Higher National Diploma in 3D Design (Level 5), Higher National Diploma in Interactive Media (Level 5), Higher National Diploma in Media None Available (Moving Image) (Level 5), Bachelor of Arts Technical Design and (Honours) in 3D Design and Interiors (Level 6), Technology (BA), Art and Games Artist & Animator Bachelor of Arts (Honours) in Graphic Design and GUI / HUD artist English (Bachelor of Education) (Diploma) Interactive Media (Level 6), Adobe Photoshop Higher National Diploma in 3D Design (Level 5), Higher National Diploma in Interactive Media (Level 5), Higher National Diploma in Media None Available (Moving Image) (Level 5), Bachelor of Arts Engineering and Architecture (Honours) in 3D Design and Interiors (Level 6), (BA), Design Foundation Studies Games Artist & Animator Bachelor of Arts (Honours) in Graphic Design and 3D Modeller (Diploma) (Diploma) Interactive Media (Level 6), Adobe Photoshop Higher National Diploma in 3D Design (Level 5), Higher National Diploma in Interactive Media (Level 5), Higher National Diploma in Media None Available (Moving Image) (Level 5), Bachelor of Arts Engineering and Architecture (Honours) in 3D Design and Interiors (Level 6), (BA), Design Foundation Studies Games Artist & Animator Bachelor of Arts (Honours) in Graphic Design and Character Modeller (Diploma) (Diploma) Interactive Media (Level 6), Adobe Photoshop

St Holistic Institute MCAST Art STC Artists Roles University of Malta Martins of Technologies and Design Training Higher National Diploma in Graphic Design (Level Engineering and Architecture None 5), Bachelor of Arts (Honours) in Graphic Design (BA), Design Foundation Studies Available Games Artist & Animator and Interactive Media (Level 6) Animator (Diploma) (Diploma) Adobe Photoshop Art and English (Bachelor of Education), Electrical and None None Available Electronic Engineering (Bachelor Available Games Artist & Animator Adobe Photoshop, Web Technical artists in Engineering) (Diploma) Design Higher National Diploma in Graphic Design (Level Art and English Art and English (Bachelor of 5), Bachelor of Arts (Honours) in Graphic Design (Bachelor of Education), None Education), Technical Design Available and Interactive Media (Level 6) Technical Design and and Technology (Bachelor of Games Artist & Animator Technology (Bachelor of Concept artist Education) (Diploma) Education) Art and English (Bachelor of Education), Technical Design None None Available and Technology (Bachelor of Available Games Artist & Animator Outsourcing Manager Education) (Diploma) ITIL

Table 4.2a-vi. Artist Roles against Courses

Example Qualification / Possible Designers Roles Variations and notes Background Skills, activities, responsibilities Creative Degrees, Industrial Design, gameplay vision, story-arc, level overviews, character creation, integration Game Director Lead Game Designer Programming, Psychology of art/audio/gameplay styles, playtest feedback, steering/directing team Creative Degrees, Story-Telling, detailed design creation, design docs & implementation, tools: level Game Designer Industrial Design design/layout tools, custom gameplay tweaking tools (per game) often permanent leads + contribute to design, implement levels, iterate designs with test-cycle, Level Designer temporary contractors Creative Degrees, Games-Development review telemetry, bug fix details can be programming skillset operate level editor, game scripting (custom languages/LUA/python etc), Mission Scripter based Creative Degrees, Games-Development visual scripting (e.g. Kismet), add detail to narrative writing words, storyline development, character narratives, branching- Writer usually outsourced Language/Literature Degree conversations, standard responses

Table 4.2a-vii. Designers Roles Description

St Holistic Institute MCAST Art STC Designers Roles University of Malta Martins of Technologies and Design Training Creativity and Innovation Games Designer Business Information (Master), ICT (Computer Science (Diploma) Systems management None and AI with Creativity, Available None Available Innovation and Game Director Entrepreneurship) (B.Sc.) Creativity and Innovation Games Designer Internet Application (Master), ICT (Computer Science (Diploma) Development None and AI with Creativity, Available None Available Innovation and Game Designer Entrepreneurship) (B.Sc.) Creativity and Innovation Games Designer International Advanced (Master), ICT (Computer Science (Diploma) Diploma in Computer and AI with Creativity, Studies Innovation and None None Available Entrepreneurship) (B.Sc.), ICT Available (Computer Science and Artificial Intelligence with Computer Level Designer Information Systems) (B.Sc.) Creativity and Innovation Games Designer Higher National Diploma in Media (Moving International Advanced (Master), ICT (Computer Science (Diploma) Image) (Level 5), Batchelor of Arts (Honours) in Diploma in Computer and AI with Creativity, Media (Moving Image) (Level 6) Studies Innovation and None Entrepreneurship) (B.Sc.), ICT Available (Computer Science and Artificial Intelligence with Computer Mission Scripter Information Systems) (B.Sc.) Theatre Studies (BA) Higher National Diploma in Media (Moving International Diploma in None Available Image) (Level 5), Batchelor of Arts (Honours) in Computer Studies Writer Media (Moving Image) (Level 6) None Available Table 4.2a-viii. Designers Roles against Courses

Example Qualification / Possible Audio Roles Variations and notes Background Skills, activities, responsibilities Sound Design, Audio Engineering, audio vision, discipline leadership, outsourcing selection and management, Audio Lead Audio Director Management setting quality-bar, relationships with other disciplines sound effects, foley work, recording sessions (dialogue etc), tools: protools, Sound Designer in house/sometimes contract Sound Design, Audio Engineering soundforge, synths, mixing desk usually outsourced to selected compose themes, arrange for instruments, sequence to preview/final, Composer/Arranger composer Music, Audio Engineering, Composition rehearse/perform live musicians Sound studio often outsourced to studio for manager hire Audio Engineering run sound studio, schedules, equipment updates, run recording sessions,

Table 4.2a-ix. Audio Roles Description

St Holistic Institute MCAST Art STC Audio Roles University of Malta Martins of Technologies and Design Training Music Studies (BA), Integrated None Business Information Product Development (M.Sc.) Systems management Audio Lead Available Music Studies (BA), Integrated Games Designer Batchelor of Arts (Honours) in Media (Moving International Advanced None None Available None Available Product Development (M.Sc.) Available (Diploma) Image) (Level 6) Diploma in Computer Sound Designer Studies Music Studies (BA), Integrated International Advanced None Product Development (M.Sc.) Available Diploma in Computer Composer/Arranger Studies Music Studies (BA), Integrated None Available None Available International Advanced None Product Development (M.Sc.) Available Diploma in Computer Sound studio manager Studies None Available None Available Table 4.2a-x. Audio Roles against Courses

4.2: Overview of the Local Educational Institutions in Relation to the Video Game Industry

Course Course Name Course Content Comments Level Bachelor of Arts in Human Communication, BA Focus on various medias, but Communication Film Language, Media no videogames – valuable Studies Aesthetics, Scripting Video film studies and media (elective), Mass Media research Research (elective) Bachelor of Arts Italian and Maltese art, BA (Hons) Theoretical studies, no (Honours) in History Architectural History, practical work of Art Aesthetics (elective) Bachelor of Arts Applied instrument (brass, BA (Hons) Applied studies, connection (Honours) in Music voice, piano, etc.); music with digital technoolgy. No Studies technology, digital proper sound design composition, keyboard proficiency Bachelor of Art in Research methods in BA Strictly based on the core Psychology psychology, topic, no cross-studies psychopathologies, work psychology Bachelor of Arts Research methods in social BA Probably not enough (Honours) in Social sciences, principles of empirical research for our Studies economics purposes

Bachelor of Arts Research methods in social BA Shares most of the program (Honours) in sciences, principles of with Social Studies Sociology economics Bachelor of Arts Lighting Design in BA (Hons) Could be connected - relates (Honours) in Theatre Performance, Aspects of to a cultural product Studies Arts and Cultural Management: New Trends in Managing Theatre and Performance Bachelor of Arts Architectural Science, BA (Hons) Some architectural design - (Honours) in Mathematics for Engineers, no modelling Engineering and Design Workshops Architecture

Diploma in Design Digital Documentation and BA A game program mixed with Foundation Studies Space, Introduction to some visual design - useful Game Programming, programming notions, basic Introduction to Game design Design and Theory

Course Course Name Course Content Comments Level Executive Master of Introduction to e-Business, MBA Provides skills relevant for Business Aspects of Web commercial placement, as Administration (E- Development and well as project management Business) Programming, Consumer Behaviour, Human Resource Management Diploma in Fundamentals of Diploma Basic management Management Studies Management, Business Communication, Report Methods for Managers Bachelor of Behavioural Studies, BA Marketing, with a media and Commerce in Foundations of Marketing, cultural studies angle Economics and Creative Marketing Marketing Thinking, Media, Society and Culture Bachelor of Education Drawing Skills, Art Theory, BA Hands on art. All analogue, (Honours) with Art Mixed Media no digital tools and English

Bachelor of Education Introduction to BA AI and object oriented (Honours) with Programming, Education programming, plus some Computing Policy And Law, Artificial educational content Intelligence, Object Oriented Programming Postgraduate Technology-Enhanced Post Could be interesting for Certificate in Learning, Parental graduate educational game apps Education in Involvement in Schools, Computing Democracy and Citizenship Education Bachelor of Education Harmony, Basic Music BA Basic music program, with (Honours) with Art Technology, Music and the some relevant digital and Music Studies World Wide Web application

Bachelor of Education Technology and Graphics, BA (Hons) Technology and graphic (Honours) with Graphic Design, design, plus plenty of Technical Design and Technology Education educational content Technology Design

Bachelor of Computer Aided Geometric Bachelor of Mostly about electronics, with Engineering Modelling, Object Oriented Engineering some OOP and modelling (Honours) in Programming (Honours) Electrical and Electronic Engineering

Course Course Name Course Content Comments Level Master of Science in Fundamentals of Product M.Sc. Advanced managing skills, Integrated Product Development, Technology even if somehow focused on Development Entrepreneurship, Product industrial production Quality, Reliability and Safety Engineering Bachelor of Science Computer Programming, B.Sc. (Hons) Programming – no languages (Honours) in ICT Probability, Sampling and or specific tools useful for (Communications and Estimation, Object Oriented games straight away Computer Programming Engineering)

Diploma in Computer Logic and Diploma Some programming, with Information and Organisation, Principles of databases Communication Structured Development Technology

Master in Information Mathematical and Master Advanced programming with Technology Programming Skills, software developmnet Computer Systems and Networks, Web Science Technology, Professional Software Development Master of Science in Students are requested to M.Sc. Students are requested to Computer submit a research proposal submit a research proposal Information Systems

Bachelor of Science Computer Programming, B.Sc. (Hons) Basic programming (Honours) in ICT Object Oriented (Communications and Programming, Computer Engineering)

Diploma in Introduction to Diploma introduction to programming Information and Programming, Basic Communication Mathematics of Discrete Technology Structures

Bachelor of Science Imperative and Object B.Sc. (Hons) Programming, with good (Honours) in ICT Oriented Programming, electives such as intro to (Computer Science Principles of Structured game dev and computer and Artificial Development, Introduction graphics Intelligence with to Game Design and Computer Development (elective), Information Systems) Computer Graphics (elective)

Course Course Name Course Content Comments Level Master of Science in Students are requested to M.Sc. Students are requested to Computer submit a research proposal submit a research proposal Information Systems

Master of Science in Students are requested to M.Sc. Students are requested to Microelectronics and submit a research proposal submit a research proposal Nanoelectronics

Master of Science in Digital Communications, M.Sc. Telecommunication, with Information and Digital Image Processing, relevant content related with Communication Broadband digital visualization Technology Communications Systems (Telecommunications)

Bachelor of Science Artificial Intelligence, B.Sc. (Hons) AI and OOP, introduction and (Honours) in ICT Introduction to advanced programming. Lots (Computer Programming, Business of business and office-related Information Systems Modelling and Office content with Computer Automation Software, Science and Artificial Advanced Programming Intelligence) Master of Science in Students are requested to M.Sc. Students are requested to Computer Science submit a research proposal submit a research proposal and Artificial Intelligence

Bachelor of Science An Introduction to B.Sc. (Hons) Matches computer science (Honours) in ICT Creativity, Design and with design and creativity, (Computer Science Innovation, The Role of alongside entrepreneurship and AI with Imagination in Design, Creativity, Innovation Innovation and and Entrepreneurship Entrepreneurship) Master in Creativity Qualitative and M.A. and Innovation Quantitative Research Methods, Creativity: Idea Generation, Methods and Applications, Creativity, Innovation and New Digital Technologies, Creativity and Innovation in the Media

Table 4.2b-i University of Malta Course Listing

Course Course Name Course Content Comments Level Extended Diploma in Creative Media Production Diploma This course is the best Creative Media Management Project, launching pad for prospective Production (Level 4) Critical Approaches to students interested in the Creative Media Projects, 2D games industry Animation Production, Motion Graphics and Composition Video Higher National 3D Composition Modelling Higher All level 5 courses offer the Diploma in 3D Design and Animation, Specialist National same core credits (mainly (Level 5) 3D Technology and Diploma theory), then each course Processes, Properties of 3D offers specialised credits Materials Higher National Animation Techniques for Higher All level 5 courses offer the Diploma in Graphic Interactivity in Art and National same core credits (mainly Design (Level 5) Design, Digital Image Diploma theory), then each course Creation and Development, offers specialised credits Design and Media Practice within the Digital Environment Higher National 3D Composition Modelling Higher All level 5 courses offer the Diploma in and Design, Computer National same core credits (mainly Interactive Media Interface Design and Diploma theory), then each course (Level 5) Principles, technologies and offers specialised credits Interactive media. Higher National Script Writing for Moving Higher All level 5 courses offer the Diploma in Media Image Fiction, Sound National same core credits (mainly (Moving Image) Design for Moving Image Diploma theory), then each course (Level 5) Production, Development offers specialised credits and Design of Film and video Editing. Bachelor of Arts Architectural and Interior BA (hons) This course is a 1 year (Honours) in 3D Design, Managing Design, specialisation course that Design and Interiors Production Processes follows Higher National Dip. in (Level 6) 3D Design

Bachelor of Arts Sound Design and BA (hons) This course is a 1 year (Honours) in Graphic Production, Managing specialisation course that Design and Design and Production follows Higher National Dip. Interactive Media In Graphic Design & the (Level 6) Higher National Dip. In Interactive Media

Table 4.2b-ii Course Listing – MCAST Art and Design Course Listing

Course Course Name Course Content Comments Level Extended Diploma in Object Oriented Diploma First year credits are the IT -Software Programming, Digital same for both extended Development (Level Graphics, 2D Animation, diplomas, specialised units 4) Software Design and are offered in the second Development, Oracle year of the course. Database Design

Extended Diploma in Object Oriented Diploma First year credits are the IT -Network and Programming, Digital same for both extended Systems Graphics, 2D Animation, diplomas, specialised units Development (Level Managing Networks, are offered in the second 4) Computer Systems year of the course. Architecture Higher National Java Programming, Event Higher The course is very intensive Diploma in Driven Programming, National and requires previous Computing -Software Database Design Concepts. Diploma knowledge of Java &.Net and Development (Level also expects a lot of 5) individual work from the students.

Higher National Network Infrastructure, Higher The course is very intensive Diploma in Management of Projects, National and requires previous Computing -ICT Project Design. Diploma knowledge of Java &.Net and Systems Support also expects a lot of (Level 5) individual work from the students.

Batchelor of Science Software Engineering, BSc (hons) This is a top up course for (hons) in Software Internet and Mobile the Higher National Diplomas Development (Level Software, Project in Computing 6) Management.

Batchelor of Science Network and Digital BSc (hons) This is a top up course for (hons) in Computer Forensics, Network the Higher National Diplomas Networks (Level 6) Operating Systems, in Computing Advanced Networking Infrastructure.

Table 4.2b-iii Courses offered at MCAST pertinent to the game industry:

Course Course Content Course Level Name B.Sc Software Engineering, Data Structures and Algorithms, Java, B.Sc Computer Object oriented programming, Security, E-Commerce, Information Information Systems, Databases, HCI, Compression, AI, Neural Systems Networks, Final Year Project

B.Sc Creative Software Engineering, Data Structures and Algorithms, Object B.Sc Computing oriented programming, Creative Computing (image, sound, motion, interactive multimedia, DSP, filters, sound & music, computing art & image effects), Information Systems, Databases, HCI, Compression, AI, Neural Networks, Final Year Project

MSc International accounting and finance. International marketing. M.Sc International International strategy. Leadership and organizations. Business International operations management. Corporate finance. Investment management.

BSc Business International accounting and finance. International marketing. B.Sc Administration International strategy. Leadership and organizations. in Marketing International operations management. Corporate finance. Investment management. Knowledge management. Global finance markets.

BSc Business Project management. International marketing. International B.Sc strategy. Leadership and organizations. International operations management. Corporate finance. Investment management. Knowledge management. Global finance markets.

BSc Introduction to economics. Maths and statistics. Principles of B.Sc Management sociology. Principles of accounting. Human resource management. Organization theory. Corporate finance. Principles of marketing. Strategy.

BSc IS and Introduction to economics. Maths and Statistics. Principles of B.Sc Management sociology. Principles of accounting. Human resource management. Organization theory. Corporate finance. Principles of marketing. Software engineering. Introduction to information systems. Introduction to computer systems.

BSc Introduction to economics. Maths and statistics. Principles of B.Sc Accounting sociology. Principles of accounting. Human resource and Finance management. Organization theory. Corporate finance. Financial reporting. Management accounting. Auditing and assurance.

Course Course Content Course Level Name MBA International accounting and finance. International marketing. MBA International strategy. Leadership and organizations. International operations management. Corporate finance. Investment management.

BSc Business Management and the modern corporation. Accounting for B.Sc Administration management. Business analysis decision making. Strategic in management. Marketing management. Human resource International management. Modern business in comparative perspective. Business European business. Multinational enterprise. BSc Business Management and the modern corporation. Accounting for B.Sc Administration management. Business analysis decision making. Strategic in HRM management. Marketing management. Human resource management. Modern business in comparative perspective. Managing organizational change. The individual at work.

BSc Introduction to economics. Managerial economics. B.Sc Economics Macroeconomics. Maths and statistics. Principles of sociology. and Principles of accounting. Human resource management. Management Organization theory. Corporate finance. Principles of marketing. Strategy. Diploma Introduction to business and management. Principles of Diploma Social Science sociology. Statistics. Mathematics. Diploma Introduction to economics. Principles of accounting. Principles Diploma Economics of sociology. Mathematics. Statistics.

Table 4.2b-iv: Courses offered by St Martin’s Institute of IT

Course Course Content Course Level Name Diploma - Principles of Game Design, Paper Design, Level Design etc Diploma Games Designer Diploma - C++, Prototyping, Graphics Compression and Animation, State Diploma Games Machines Developer Diploma - 3D Max, Textures, Character Modelling, Photoshop etc. Diploma Games Artist & Animator Diploma - Competitive Game Analysis, Pre-Production Testing, Bug Diploma Games QA Tracking, Functionality Testing Tester

Table 4.2b-v Courses offered by Holistic Courses

Course Course Content Course Level Comments Name STC Training / Business Quality Management, IS Masters Middlesex Information Management, Law and legislation, University Systems strategy and entrepreneurship management

STC Training / Internet Development using web Bachelors Middlesex Application technologies such as XML, HTML, University Development CSS, JS, SQL and PHP, security, networking, business intelligence, mobile phone development

STC Training / Information Networking, security, systems Bachelors Middlesex Technology and infrastructure, databases, University Networking connectivity, wireless, network testing and optimizations.

STC Training Web Design Web design using HTML, CSS, Certificate CMS systems and web tools such as flash, dreamweaver and photoshop STC Training Web Marketing Web marketing using latest trends Certificate in SEO, social marketing, advertising campaigns.

STC Training Adobe Photoshop Adobe photoshop at expert levels Certificate using latest tools from Adobe.

STC Training / CISCO CCNA In-depth internet networking Certificate Cisco starting from foundations. TCP/IP, Academy routing, addressing and security.

STC Training / CISCO CCNP Network professional course that Certificate Cisco follows from CCNA includes Academy wireless modules. STC Training / Advanced C# C# programming using the .NET Certificate Microsoft Programming framework. GUI and graphics are Academy covered as well as databases and web applications.

STC Training Advanced C++ C++ programming from the start, Certificate Programming requires some programming experience. Classes, pointers, OO programming, graphics, libraries and high-performance applications.

Course Course Content Course Level Comments Name STC Training / Advanced Java Java programming from beginning Certificate NCC Programming to advanced level. Databases, Education networking, graphics, algorithms, framework features, interoperability and testing.

STC Training Advanced ASP.NET ASP.NET programming using C# Certificate Programming and VB.NET. Requires previous programming knowledge, preferably on the .NET framework. Databases, web forms, styles and master pages, web controls. STC Training / PRINCE2 Project PRINCE2 Project management Certificate APM Group Management techniques for practitioners.

STC Training / ITIL Service Management of incidents Certificate OGC Management management, change, configuration and release of software projects. STC Training / Redhat Linux Administration of Redhat Linux Certificate Redhat Administration systems STC Training / IT Essentials Fundamentals of hardware, Certificate Cisco software and operating systems. Academy STC Training / Ethical Hacking Security principles applied to Certificate ISS hosts and networks. Hacking of internet, bluetooth and games using viruses, backdoors, network scanners and social engineering methods.

STC Training / Advanced VB Visual Basic programming on the Certificate NCC programming .NET framework. GUI, graphics, Education databases and program control and flow. STC Training SQL Database Structured Query Language for Certificate Programming relational database systems. Database design and optimization for several platforms.

STC Training / IDCS Networking, Programming, International Diploma in NCC System design, databases, Computer Studies Education fundamentals of hardware and operating systems.

Course Course Content Course Level Comments Name STC Training / ICCS Programming, report writing, Foundation for Diploma NCC study skills, computing in Computer Studies Education fundamentals.

STC Training / IAD Security, Forensics, Databases, International Advanced NCC Programming, System Analysis, Diploma in Computer Education System Design, Networking. Studies

Table 4.2b-vi Courses offered by STC Training and Middlesex University

4.5 Logistics and Finance: Transport, Business Support, Office Space and Fiscal Incentives

The following table outlines the number of direct flights per day, price of a typical flight and length of journey to key game development hubs worldwide:

Direct Flight Typical Price Destination Length of Journey Frequency Per Week (return)

London 35 to 56 Eur300 3hrs 20mins

Paris 7 to 21 Eur350 2hrs 45mins

2 (via Munich or other Hamburg German connections) Eur600 3hrs 5mins

Connecting flights through Montreal London Eur850 13hrs 30mins

Connecting flights through Vancouver London Eur850 12hrs 30mins

Connecting flights through California London Eur1000 20hrs

Connecting flights through Austin (Texas) London Eur1000 18hrs

Connecting flights through Tokyo Dubai Eur1500 20hrs

Connecting flights through Singapore Dubai Eur1000 18hrs

Connecting flights through Shanghai Dubai Eur1000 16hrs

Table 4.5-i: Flight Connectivity

Location Size in Square Rental Price Per Rental Price Per Square Metres Month (€) Metre Per Month (€) Sliema/St Julians - Small 50 1000 20

Sliema/St Julians - Medium 100 1800 18

Sliema/St Julians - Large 250 2750 11

Gzira - Small 50 300 6

Gzira - Large 150 2000 13

Gzira - Very Large 200 3500 18

Valletta - Small 50 350 7

Valletta - Medium 100 450 5

Serviced Non-Central 50 500 10 (Mosta, Bkara etc) - Small Serviced Non-Central 150 2000 13 (Mosta, Bkara etc) – Large Serviced Offices Central 10 600 60 (Sliema, St Julians, Gzira, Msida etc) - Micro Serviced Offices Central 35 2317 66 (Sliema, St Julians, Gzira, Msida etc) - Small Serviced Offices Central 270 3625 13 (Sliema, St Julians, Gzira, Msida etc) - Very Large

Smart City 100 2160 22

Table 4.5-ii: Office Space Prices as at the time of writing (August 2011)

4.5 Business Support - Malta Enterprise

As a means of offering business support to new incoming businesses and to help in the development of local businesses, in 2003 the Government of Malta set up the Malta Enterprise that operates under the Malta Enterprise Act (Chapter 463 of the Laws of Malta).

Malta Enterprise is the agency responsible for the promotion of foreign investment and industrial development in Malta. Its mission is to sustain Malta’s overall competitiveness to create the right environment for successful enterprise in Malta. It offers assistance and advice to those who seek to learn more about the multitude of business and investment opportunities available on the island. Likewise, Malta Enterprise offers investors the best possible service before, during and after they decide to do business in Malta.

The various incentives offered by ME range from tax credit returns (see section 4.5.4) to advisory services offered by the ME guidance office. The schemes assist local companies to tap into new industries or to upgrade their services and products to be more competitive on the local and foreign market. Tax credits and other forms of financial incentives are of great help to SMEs (Small and Medium Enterprises) because they do not have access to the large capitals that large enterprises and corporations do.

ME also offers a range consultancy services to companies interested in expanding their business or accessing new markets or funds. ME employs advisors who meet with companies to assess their needs and plan a strategy for the individual company. Advisory services are offered in the following business aspects;

Enterprise Support Trade Promotion Participation at International trade fairs, and trade missions are a unique and rewarding experience. Participation will undoubtedly allow enterprises to reap a number of benefits since they will be able to experience the market on a first hand basis, discover new insights, and establish potential business partners.

This incentive will support:  enterprises participating in trade events coordinated by Malta Enterprise  enterprises forming part of a contingent participating together in a particular trade fair.

Malta Enterprise may part finance, up to 60% of costs incurred for:  Rental of exhibition space / stand  Stand construction services,  Freight expenses incurred for shipping materials / exhibits required to setup and run the stand.  Travel and Per Diem

Business Advisory Services Malta Enterprise provides business advisory services in the below areas:  Marketing & Business Management  Research, Technological Development & Innovation  Business Advisory & Enterprise Support

Enterprises may benefit from the expertise of the advisors that will support them in their particular needs for development. Business Advisory Services are charged at €40 per hour, part of which is part

financed by Malta Enterprise. The Corporation may also allocate up to ten hours of free advisory services to help the enterprises and the assigned advisor to carry out preliminary assessments.

Network Support, Business & Development Networks Collaborating in a network will enable enterprises to build synergies and attract business deals which would otherwise be difficult to conclude as individual enterprises.

Business Networks Business Networks are made up of between 3 and 10 independent enterprises working together to achieve a specific business objective. Through the sharing of resources, enterprises forming part of the network can benefit from transfer of knowledge, combined capacity, improved business prospects and achieve higher competitiveness.

ME will support approved network projects with a cash grant which shall not exceed €60,000. This grant may be used to part finance approved costs up to 60%. Eligible costs include:

 the engagement of a Network Manager  the participation in trade fairs and trade events  studies, consultancy services and certifications required for the target market  promotional material including brochures, multilingual websites and CD-ROMs

Development Networks Development networks bring together enterprises operating within the same sector or having complimentary activities for the purpose of achieving collaborative and collective development. Development networks should be operated on the principles of not-for-profit organisations, must have an established secretariat and the necessary statutory mechanisms to accept and process membership applications and ensure democratic leadership.

This incentive supports development network by part financing their operation in their first 3 years.

4.6 Legal and Regulatory Frameworks

Visas and work permits Every EU and EEA citizen enjoys the right to free movement which entitles him/her to travel freely around the Member States of the European Union, and to settle anywhere within its territory. No special formalities are therefore required for an EU/EEA citizen to enter Malta. This right extends to members of the EU/EEA citizen's family, and applies regardless of their situation or the reason for travel or residence.

Third-country nationals (“TCN”) may enter Malta and travel within the territory of the Member States applying the Schengen provisions for a period not exceeding three months (90 days) in any six-month period (180 days) provided they fulfil the entry conditions laid down below.

Admission into Malta for third country nationals through its external border is permitted provided the person is:

(i) In possession of a valid passport or equivalent recognized travel document; (ii) In possession of documents substantiating the purpose and the conditions of the planned visit and have sufficient means of support, both for the period of the planned visit and to return to their country of origin (or to travel in transit to a third state). A third country national that already holds a residence permit issued by one of the Schengen Member States is exempt from this requirement; (iii) In possession of a valid entry or transit visa, if required; (iv) Has not been prohibited to enter through an alert in the Schengen Information System; and (v) Is not considered to be a threat to public policy, national security or the international relations of any of the Schengen States, under the Laws of Malta or of the law of another Schengen State2.

If any of these conditions are not met, the third-country national may be denied entry by the border authorities even if in possession of a valid entry or transit visa.

Special rules apply to non-EU national family members of EU citizens, with differing travel rights according to whether they are travelling with the EU citizen or travelling alone. In addition, a valid residence permit issued by an EU Member State applying the Schengen provisions can permit a non- EU national to travel to Malta without a visa3.

In terms of Regulation (EC) No 539/2001 as subsequently amended, it is not all third country nationals that require a visa when travelling to Malta. Nationals of certain third countries may enter the Schengen area merely on presentation of their passports, provided they fulfil the entry conditions specified above.

A list of third-countries whose nationals are subject to the visa requirement, when travelling to Malta is provided below.

2 Regulation (EC) No 562/2006 of the European Parliament and of the Council of 15 March 2006 establishing a Community Code on the rules governing the movement of persons across borders (Schengen Borders Code), O.J. 13.4.2006, L105/1 [hereinafter, the “Schengen Borders Code”], Article 5. 3 Ibid, Article 5(4).

AFGHANISTAN GEORGIA PALAU ALBANIA GHANA PAPUA NEW GUINEA ALGERIA GRENADA PERU ANGOLA GUINEA PHILIPPINES ARMENIA GUINEA-BISSAU QATAR AZERBAIJAN GUYANA RUSSIA BAHRAIN HAITI RWANDA BANGLADESH INDIA SAMOA BELARUS INDONESIA SAO TOME &PRINCIPE BELIZE IRAN SAUDI ARABIA BENIN IRAQ SENEGAL BHUTAN JAMAICA SERBIA (excluding holders of Serbian passports issued by the Serbian Coordination Directorate (in Serbian: Koordinaciona uprava) BOLIVIA JORDAN SIERRA LEONE BOSNIA-HERZEGOVINA KAZAKHSTAN SOLOMON ISLANDS BOTSWANA KENYA SOMALIA BURKINA FASO KIRIBATI SOUTH AFRICA BURMA/MYANMAR KUWAIT SRI LANKA BURUNDI KYRGYZSTAN ST LUCIA CAMBODIA LAOS ST VINCENT and THE GRENADINES CAMEROON LEBANON SUDAN CAPE VERDE LESOTHO SURINAME CENTRAL AFRICAN REP LIBERIA SWAZILAND CHAD LIBYA SYRIA CHINA MADAGASCAR TAJIKISTAN COLOMBIA MALAWI TANZANIA COMOROS MALDIVES THAILAND CONGO MALI TIMOR-LESTE COTE D’IVOIRE MARSHALL ISLANDS TOGO CUBA MAURITANIA TONGA DEM REP OF CONGO MICRONESIA TRINDAD & TOBAGO DJIBOUTI MOLDOVA TUNISIA DOMINICA MONGOLIA TURKEY DOMINICAN REPUBLIC MONTENEGRO TURKMENISTAN ECUADOR MOROCCO TUVALU EGYPT MOZAMBIQUE UGANDA EQUATORIAL GUINEA NAMIBIA UKRAINE ERITREA NAURU UNITED ARAB EMIRATES ETHIOPIA NEPAL UZBEKISTAN FIJI NIGER VANUATU FYROM NIGERIA VIETNAM GABON NORTH KOREA YEMEN GAMBIA OMAN ZAMBIA PAKISTAN ZIMBABWE

Type of Visas As an EU Member State applying the Schengen Borders Code, Malta issues uniform short-stay visas valid for travelling in the whole Schengen area.

Visas types are divided into three main categories: 1. Schengen Visas: valid for the territories of all the Schengen Member States. A Schengen Visa may be of two types:

 Airport Transit Visa (Type A);  Short-Stay Visa (Type C), valid for up to 90 days and for single or multiple entries.

Exceptionally, the Schengen Borders Code enables important or well-known persons who frequently require a visa and who can provide the necessary guarantees, to be issued with C-type visas which permit a visit of up to 90 days in any half-year and are valid for one, two, three or five years.

2. Limited Territorial Validity visas (LTV): LTV’s are only valid for entry into Malta (or in particular cases for other Schengen states where specifically named), without any possibility of access to or transit through the territory of any other Schengen States. They are issued solely for humanitarian reasons, or in the national interest, or under international obligations as an exception to the common system. An alien may not directly apply for these visas, which are issued in a few specific cases by the diplomatic or consular representative when it deems it appropriate to issue the visa for the reasons as stated even though not all the conditions are met for the issue of a Schengen Visa, or when the applicant does not hold a validly recognised travel document, in particular in case of emergencies or in case of need.

3. Long Stay Visas: Long Stay Visas are only valid for visits that are longer than 90 days (Type D), with one or more entries in Malta, and to transit through the territory of other Schengen States for a period of not more than five days. Regulations on stays exceeding 90 days fall within the competence of Malta’s national authorities and third-country nationals requesting to enter Malta with a purpose of a long stay, will at first be granted a “national” visa in order to receive a residence permit.

Residence Permits Residence permits are issued to Third Country Nationals who have been authorised to reside in Malta for a specific purpose. This purpose could be: employment; self-employment; health reasons; economic self-sufficiency; retirement; study; family reunification; long-term residence; partner; or exemption under national legislation.

Applications for residence permits have to be made on specific forms designed for such a purpose. Form CEA/20 entitled: Application for a Residence Permit for Non-EU/EEA Nationals, is the appropriate form that has to be completed by a third country national when applying for a residence permit or a long-term resident residence permit.

On the basis of the Schengen Borders Code4, a valid residence permit from a Schengen State, together with a travel document, can act as a valid substitute for a visa. Thus, a third-country national presenting his/her passport and a valid residence permit issued by a Schengen Member State can be allowed to enter Malta (or any other Schengen State), for a short-stay without needing a visa. This rule does not, however, apply to residence permits issued by the United Kingdom and Ireland, since they do not apply the Schengen acquis.

4 Schengen Borders Code, op cit., Article 5(4)(a).

Registration Certificates EEA nationals have the right to reside in Malta if they are exercising any of their so-called “Treaty rights” as workers, self-employed persons, economically self-sufficient persons or students. A registration certificate is a document issued to an EEA national that confirms that person's right of residence under European law.

Residence cards are issued to family members of an EEA national who are third country nationals. The card confirms such persons’ right of residence in Malta. It is mandatory for EEA nationals and their family members to be in possession of the said documents if their residence in Malta is for a period exceeding three months. They are required to fill in application Form CEA/21 and to present it personally to the Department for Citizenship and Expatriate Affairs together with the required documents.

Employment Licences At present, with the exception of citizens from the EEA and Switzerland and their TCN family members or other family members, all foreign nationals seeking to work in Malta require an employment licence. Employment licences are also needed in respect of persons who enjoy long-term residence status (in terms of Legal Notice 278 of 2006). These licences are not subject to labour market considerations.

A “family member” is defined in LN 191 of 2007, as last amended by LN 329 of 2011, as including the following:

a. The spouse, provided it does not include a party to a marriage of convenience; b. The direct descendants who are under the age of 21 or are dependents, and those of the spouse; c. The dependent direct relatives in the ascending line and those of the spouse.

In turn, “other family member” includes the following:

a. A person who, irrespective of his nationality, in the country from which he has come, is a dependant or a member of the household of the Union citizen having the primary right of residence; or b. A person who, for serious health reasons, strictly requires personal care by the Union citizen.

In the case of citizens from outside the EEA/Switzerland, applications for an employment licence are subject to labour market considerations, as explained further below. They are not automatic, and are only granted where EEA/Swiss nationals cannot be identified for the position in question.

Until 31st December 2011, applications for an employment licence in respect of citizens from Bulgaria and Romania are subject to transitional arrangements. Employment licences are also needed in respect of Asylum Seekers, and for persons with Subsidiary Protection/Temporary Humanitarian Protection Status and Refugee Status.

In all the above cases, an application for an employment licence is made by the employer, except in the case of persons with Subsidiary Protection/Temporary Humanitarian Protection Status and Refugee Status, who are granted a licence in their own name.

Exempt Persons Posted workers, that is, workers who are usually based in another EEA country or in Switzerland and who have an employment relationship with an employer in that country, but who are posted for a

stipulated period to Malta, do not need an employment licence. Although no employment licence is necessary, the firm in Malta to which the employee will be posted must notify the Department of Industrial and Employment Relations of this posting, within twenty-four hours of commencement of work.

Employment licences are not issued in respect of workers who will not normally or habitually be carrying out work in Malta. Employers wishing to employ a worker to carry out work primarily in another country need not apply for an employment licence. At present, for the purpose of employment licence considerations, the phrase “normally and habitually working and residing in Malta” means, half the requested duration of the licence.

Foreign national non-resident and non-executive directors do not require an employment licence. Non-resident and non-executive directors are directors of a company that do not ordinarily reside in Malta, who do not have an employment relationship with the company and who may be in receipt of a director’s remuneration but are not in receipt of a salary.

Duration All employment licences are for a maximum duration of one year except in the case of Asylum Seekers where employment licences are issued for six months and in the case of Failed Asylum Seekers where employment licences are issued for three months.

Process Applications for an employment licence for a Bulgarian or Romanian national: The employer or the Bulgarian/Romanian national concerned must obtain an employment licence application from the Employment and Training Corporation (“ETC”) Job Centres in Valletta, Mosta, Birgu and Victoria, Gozo or the Corporation’s Offices in Hal Far or the ETC website (www.etc.gov.mt). Applications and supporting documents must be sent or hand delivered to the Employment Licence Unit, ETC, Hal Far.

Applications for a licence for a third country national: In the case of an application for a new employment licence for a third country national, the employer must fill in an application form and submit it to the Employment Licences Unit by hand or by mail.

The following documentation needs to be provided at application stage: i. Application form; ii. Curriculum vitae; iii. Position description; iv. References/testimonials; v. One passport photo; vi. Copy of travel document; vii. Copy of valid visa (if third country national is in Malta); viii. Copy of qualification certificates and accreditation/recognition; ix. Covering letter by employer indicating site of work; x. The fee; xi. Evidence of search for EEA/Swiss/Maltese nationals;

The following documents must also be supplied, depending on the case as indicated: xii. A valid police certificate (if the foreign national is an asylum seeker or a person enjoying Subsidiary Protection/Temporary Humanitarian Protection Status and Refugee Status; xiii. A Valid certificate issued by the Refugee Commissioner in the case of persons enjoying Subsidiary Protection/Temporary Humanitarian Protection; Refugees and Asylum Seekers; xiv. Proof of long-term residence status, or of relation to long-term resident, where applicable; xv. Evidence from a medical specialist in the case of a home-based foreign carer;

xvi. Birth certificates of children, if not born in Malta, if application is for nanny; xvii. Proof of relationship to diplomat, if application is for family member of diplomat; xviii. Approval of the regulatory body, in the case of applications for third country nationals to perform a regulated profession; xix. Health clearance form in the case of third country nationals already in Malta; xx. Proof of study in Malta, in the case of students; xxi. Proof of relationship with EEA/Swiss national in the case of TCN dependent on EEA/Swiss national.

In respect of (d) above (references and testimonials), if a third country national lacks formal qualifications in the occupation for which s/he will be engaged, s/he requires at least three years of experience, to which these original references must testify, stipulating start and end dates, and details of work carried out. References must be signed in original with clear contact details of the referee. If repeated attempts on ETC’s part to contact the referee prove futile, the application will be rejected.

In respect of (h) above (copy of qualification certificates and accreditation or recognition), relevant qualification certificates may assist in achieving a favourable consideration of the application, but they do not in themselves guarantee a positive outcome. In any case, qualification certificates must be relevant to the post to which the application refers. The employer is not to submit original certificates to the ETC but only certified true copies of originals. The applicant organization must obtain recognition of foreign qualification certificates from the Malta Qualifications Recognition and Information Centre (MQRIC). It is the responsibility of the applicant organization to submit to the ETC translated and legalized documents from Maltese Embassies/Consulates abroad.

In respect of (i) above (covering letter issued by the employer), the covering letter by the employer is to state in as much detail as possible why this position is necessary and why it cannot be filled by an EEA/Swiss/Maltese national. Efforts of the search for candidates must be illustrated and proved. Any supporting documentation such as contracts or evidence of relevant commercial activity should be provided to substantiate the application. Read in conjunction with (k) above (evidence of search for EEA/Swiss/Maltese nationals), the employer must submit evidence of his/her active efforts to locate EEA/Swiss/Maltese candidates, providing details of methods and outcomes, such as copies of adverts and responses to these adverts; efforts to use ETC matching services and outcome thereof, also placing the advert on EURES.

Processing of application

When the application is received, the Employment Licences Unit verifies that all documentation is present and the fee has been paid. If incomplete, the application is returned to the applicant. If all the documentation is complete, the application moves on for processing. Preliminary verifications include checks as to the existence and operations of the company concerned, and its staff lists as registered with ETC.

The application is then considered from a labour market perspective. If the application is not accepted, the applicant is informed as soon as possible. Key stakeholders are asked for their clearance, including health and immigration authorities, as well as other sector-specific authorities as the case may be. If clearance is withheld from any of these stakeholders, the application will be rejected and the applicant informed accordingly. If no stakeholder presents an objection, then the employment licence is issued to the employer, and the third country national may take up employment with that employer on the terms indicated in the application.

Applications will be considered more favourably if employers indicate in their application that the wage to be granted, reflects the average wages in the relevant occupation or sector.

Labour Market Considerations There are many aspects to labour market consideration, including the national situation in respect of surpluses or shortages in the given occupation and sector; the employer’s history and situation in terms of inter alia recruitment and redundancy patterns; business investments; and contractual commitments. The third country national’s skill level, relevant experience and overall suitability for the position in question are also taken into account. Applications for third country nationals above pensionable age are not considered. Applications for third country nationals from firms that have affected redundancies in the post in question, or in similar positions to that applied for, in the preceding twelve months are not entertained.

Moreover, the ETC applies a number of specific occupational/sectoral considerations, as follows: In the case of applications for highly qualified employment, applications will generally be considered favourably, in line however with the labour market situation. In order to be treated as highly qualified employment, applications must illustrate clearly that certain conditions will be met, which include the following: i. The TCN concerned must hold qualifications at ISCED levels 5a, 6 or above and which must be validated by the Malta Qualifications Council; ii. The TCN must hold any documents necessary in the case of regulated professions; iii. The TCN must have an offer of a job which may be considered highly qualified employment and which involves the payment of at least 1.5 times the average gross annual salary as defined in the most recent Labour Force Survey issued by the National Statistics Office but without prejudice to any applicable collective agreements in the area concerned.

In respect of culture and entertainment, the employer does not need to provide evidence of a search for EEA/Swiss/Maltese candidates. He or she does however have to elaborate in the covering letter on the reasons for the choice of the third country nationals concerned.

In respect of family members of diplomats stationed in Malta, applications are referred to the Ministry of Foreign Affairs in view of the possible existence of reciprocity agreements. Where no such agreements are in place, applications are subject to labour market considerations. In respect of home-based carers, applications are at present not subject to a labour market test. However, a medical certificate declaring that the applicant requires a full-time carer to meet his or her daily needs must be submitted with the application. In respect of carers for children, a clear case must be made for the need to recruit foreign nationals, and if born outside Malta copies of the birth certificates of children (aged under 16) must be submitted with the application. If the children were born in Malta details on their date of birth need to be submitted for the Corporation to be able to retrieve a copy of the birth certificate from the Public Registry.

Employers may be required to actively participate in Open Days held by ETC and to interview suitable EEA/Swiss/Maltese candidates on request. Employers may also be required to actively participate in recruitment drives held by ETC and to interview suitable EEA/Swiss/Maltese candidates on request. Failure to do so may result in non-issue of employment licences and/or revocation of current ones.

Health Requirements There are no health requirements in terms of EEA/Swiss nationals. In the case of third country nationals coming from High Risk TB countries, health clearance is necessary. On receiving an application, the ETC will send a Health Form to the employer, so that clearance is obtained from the

Health Centre. In the case of third country nationals already in Malta at the time of application, health clearance is to be obtained before the Employment Licence can be issued. In the case of third country nationals that are still abroad when the application is submitted, health clearance is to be presented to ETC within three months of the issue of the Employment Licence. If such clearance is not presented, the Licence will be revoked and the immigration authorities will be alerted accordingly. It is also necessary for an employer to take out a private health insurance for the TCN concerned, to cover the full duration of employment. The employer is to provide a copy of the receipt for the insurance premium within three months from the date the Licence is issued, failing which, the licence will be revoked. Such health insurance is not required for home-based carers, for persons working with persons with disability and persons needing constant care; or for third country nationals working in the public service.

Time Frames Involved In the case of applications for a new licence in respect of Bulgarian or Romanian nationals and family members or other family members (as defined above), the application is first considered from a labour market perspective. If the application is not accepted, a rejection letter is issued within fifteen working days.

In respect of third country nationals, the application is first considered from a labour market perspective. If the application is not accepted, a rejection letter is issued within fifteen working days. If the application is accepted from a labour market perspective, it will be referred to other stakeholders for views. If no objections are received from the stakeholders concerned, the ETC will proceed to issue the licence.

A renewal of an employment licence for a Bulgarian or Romanian national and family members or other family members, is issued within five working days. In respect of third country nationals, an application for renewal, accompanied by the relevant fee, must be received at least eight weeks prior to the expiry of the prevailing Employment Licence, and a receipt of payment will be issued. If applications are made late, and the prevailing Employment Licence expires, the third country national concerned is not permitted to continue to work beyond the expiry date of his or her licence.

Applications for renewal for third country nationals must be accompanied by evidence of payment of national insurance and income tax, upon the prescribed ETC forms (Tax Declaration Form).

The application for a TCN is re-considered from a labour market perspective. Such an application is normally favourably considered. It is, however, conditional upon the applicant’s further training and the continued absence of an EEA/Swiss/Maltese national being able to fulfil the position applied for. If this is not done, not only will the issue of the licence be jeopardised but the renewal of the licence will not be at all possible.

If the applicant is applying for a renewal of an employment licence, there is no need to re-submit the Curriculum Vitae or the Position Description if the third country national is to be doing the same work. This should however be clearly declared in the covering letter. Neither is there need to resubmit any qualifications in such instances.

When the new licence is picked up more than four weeks before its commencement date, the original copy of the old licence is to be returned at the same time.

Fees In respect of new applications, and in line with Legal Notice 254 of 2009, the fees as at the time of publication are as follows:

a. Bulgarian/Romanian nationals and their family members who are third country nationals and who are entitled to work, payable on issue = € 58 b. Third country national Long-term Residents, payable on issue = € 58 c. Asylum seekers; recognized refugees; beneficiaries of subsidiary protection and persons granted analogous forms of protection, payable on issue = € 58 d. All other third country nationals, payable on application = € 150; Payable on issue = € 80.

The application fee is waived in respect of employers of persons exempt from providing private health insurance in respect of their third country national employee. This provision is not applicable for the employment of third country nationals in the public service.

In respect of applications to extend an employment licence, the renewal fees are as follows:

a. Bulgarian/Romanian nationals and their family members who are third country nationals and who are entitled to work, payable on issue = € 34 b. Third country national Long-term Residents, payable on issue = € 58 c. Asylum seekers; recognized refugees; beneficiaries of subsidiary protection and persons granted analogous forms of protection, payable on issue = € 34 d. All other third country nationals, payable on application € 150, payable on issue € 80.

Self-Employment Bulgarian and Romanian nationals and their TCN family members or other family members (as defined above), may take up self-employment in Malta without the need for an employment licence, although they must still send an Engagement Form to ETC (in line with Legal Notice 110 of 1993).

In respect of third country nationals, an employment licence is required and is only granted in exceptional cases. In order to qualify for self-employed status, a third country national must meet one or more of the following criteria:

a. Investment of at least € 100,000 without an EEA/Swiss/Maltese partner; or an investment or shareholding equivalent to € 40,000 with a Maltese partner. The investment must consist of fixed assets (such as immovable property and machinery) and/or capital used for the business purposes. Rental contracts do not qualify; b. Highly skilled innovators with a sound business plan who commit to recruiting at least three EEA/Swiss/Maltese nationals within eighteen months of establishment; c. Sole representative of an overseas company (with a sound reputation and established for at least three years abroad) wishing to open a branch in Malta; d. Directors forming part of a project that has been formally approved by Malta Enterprise and formally notified by the latter to the ETC.

Applications containing a firm commitment re the engagement of EEA/Swiss/Maltese nationals as part of their staff complement will assist in the favourable consideration of an application.

Long-term residents, Asylum Seekers, and persons enjoying Subsidiary Protection/Temporary Humanitarian Protection Status and Refugee Status require an employment licence to work as self- employed in Malta. However, they are exempt from meeting the above criteria.

In the case of (a) above, a Business Plan is required, indicating clearly when such investment is to occur, within twelve months from application. In the case of (b) above, the Business Plan must be submitted with the application. In the case of (c), evidence of such representation is required on application. In the case of (d), formal notification by Malta Enterprise is required on application.

After an Employment Licence is Issued When the employment licence is issued, the applicant is immediately informed. At ETC, an automatic Engagement Form is generated, which signals the start of employment on the date when the licence was issued. Should the actual employment not start on the date of the licence, the employer is to advise ETC by sending an Engagement Form with the correct date of commencement.

Compliance with social security, income tax and employment conditions regulations must be ensured from the date of commencement of employment. The employee, in respect of whom an employment licence is issued, must go to the Department for Citizenship and Expatriate Affairs in order to obtain a residence permit. This must be done within three months from the date of the employment licence or three months from date of entry into Malta, if the third country national is abroad on the date of issue of Licence.

Employment

Upon employment of a new employee, whether part-time or full-time or otherwise, under a definite or indefinite contract, the employer is obliged to notify the Employment and Training Corporation (ETC) in Malta of such new employment. The notification of employment is to be made not later that the same day of the commencement of employment by means of a specific engagement form.

Furthermore, in order to commence employing employees in Malta, an employer is also generally required to obtain an employer’s number (a “PE Number”) which is necessary for purposes of filing/returning tax and social security forms with the Inland Revenue Department. In order to obtain such a PE Number the employer is required to complete an Employer Registration Form. This obligation applies for full-time and part-time employment equally.

In Malta, employment and industrial relations are primarily regulated by the Employment and Industrial Relations Act (“the EIRA” – Chapter 452 of the Laws of Malta). The EIRA is complemented by numerous subsidiary laws, regulations and orders– some of which have general application whilst others have a more sector-specific application. Therefore, in respect of certain conditions relevant to a specific employment it often is necessary to understand what the nature of the employment and duties to be carried out shall be on a case-by-case basis.

In addition to the above, in virtue of the EIRA other frameworks of law are deemed to form part of the recognised conditions of employment to be complied with by employers, including:

a. The Occupational Health and Safety Authority Act (Chapter 424 of the Laws of Malta – the “OHSA”), as well as such other health and safety regulations issued thereunder; b. The Equal Treatment in Employment Regulations (S.L. 452.95) and other laws regulating equal treatment and anti-discrimination rules.

With respect to employment contracts, although generally entering into a signed written agreement is not obligatory, Maltese law (mainly L.N.431 of 2002) does oblige employers to provide certain minimum information to employees. In fact, if the period of an employment exceeds one (1) month and the employee’s working hours exceed eight (8) hours per week, the employer is bound to give the employee within eight (8) working days from the commencement of employment, either (i) a

written contract of employment, or (ii) a written statement of minimum conditions, which must be furnished to the employee.

Generally, it is advisable to enter into a written, signed employment contract irrespective of whether the employee is a Maltese national or otherwise. Indeed, foreign employees working in Malta are likely to require a valid work permit entitling them to work in Malta and the ease of obtaining same will depend on the country of residence of the employee.

Maltese law does make a distinction primarily between:

a. indefinite-term contracts for undefined periods and b. fixed-term contracts for a definite period. Although not commonly applied in practice, the EIRA also provides that a person may also bind himself to give his services in respect of a specified task, undertaking, work or service (which incidentally are deemed to constitute fixed-term contracts and are therefore regulated by the rules governing fixed-term contracts).

Special rules apply to employees required to work in a country other than Malta for a period exceeding one (1) month. Details about the conditions of employment should be in the employee’s possession before the departure from Malta and is to include also the duration of the employment abroad, the currency to be used for the payment of remuneration, where appropriate, the benefits in cash or kind attendant on the employment abroad and the conditions governing the employee’s repatriation.

Certain industries and categories of employment have sector-specific regulations governing the respective conditions of employment. Therefore, minimum conditions and entitlements related to a particular employment may vary depending on the nature of employment. Otherwise, where no specific regulation applies one may refer to applicable general minimum standards.

Such minimum conditions generally refer to (i) working time & rest periods, (ii) vacation, sick and other special leave entitlements, (iii) minimum and overtime pay. a. In Malta the standard working time for employees should not exceed 48 hours per week – provided that the employee may agree (by specific consent) that he is willing to work beyond 48 hours per week. (NB such consent may later be revoked by the employee subject to giving prior notice of not more than 3 months, as agreed).

Specific working time rules apply to rest periods and night work – whereas some other rules are exempted with respect to certain types of employment such as managing executives, persons with autonomous decision-taking powers, family workers and mobile workers. b. Unless otherwise regulated, employees are entitled per year to vacation leave on full pay during national and public holidays and as a standard rule (which may vary depending on the nature of the employment) to an additional 24 days of vacation leave per year also on full pay.

The Public Holidays and National Holidays(*) for 2011 comprise:

1st January New Year's Day 10th February Feast of St. Paul's Shipwreck 19th March Feast of St. Joseph 31st March* Freedom Day Good Friday Good Friday 1st May Workers' Day 7th June* Sette Giugno 29th June Feast of St. Peter and St. Paul 15th August Feast of the Assumption 8th September* Feast of Our Lady of Victories 21st September* Independence Day 8th December Feast of the Immaculate Conception 13th December* Republic Day 25th December Christmas Day

With respect to sick leave, where the employment is not specifically regulated, the employee is generally entitled to a minimum 10 days sick leave on full pay per year.

Employees may also be entitled to other special leave including, maternity leave, jury leave, parental leave, bereavement leave, birth leave and injury leave. c. The standard effective minimum wage for full-time employees of 18years and over is currently of €153.45 per week (effective from 1st January, 2011). Different rates apply for persons of 17 years of age and under.

Some industries have an imposed rate of overtime pay stipulated in law. For other types of employment which are not specifically regulated this remains subject to negotiation though typically, except in professional employment, overtime rates are calculated at ‘one and a half’ times the normal hourly rates on weekdays (150%) and at twice the normal hourly rate on Sundays and public holidays (200%).

Part-time employees are generally entitled to a pro-rata proportion entitlement of that to which a comparable full-time employee is entitled to.

Probationary Periods Maltese law provides that generally a probationary period for a new employment shall be of six (6) months, unless a lesser period is agreed. For technical, executive and managerial posts this period is increased to one (1) year or less as also may be agreed between the parties. In fact, where a contract fails to mention a probationary period the employment is assumed to include the standard probationary period as applicable.

During the probationary period, either party may terminate the employment without giving any reason whatsoever (in fact in such cases it is recommended not to quote a reason for termination). The only condition is that if the employee has been in employment for more than one (1) month but is still on probation, then the terminating party must give the other a one (1) week notice prior to termination.

Fixed-Term Contracts Fixed-Term Contracts are regulated by the EIRA and by specific Contracts of Service for a Fixed-Term Regulations (L.N. 51 of 2007 as amended).

These regulations define a "contract of service for a fixed term" to include a contract of service entered into between an employer and an employee where the end of the contract is determined by reaching a specific date, or by completing a specific task, or through the occurrence of a specific event.

By way of general rule, the EIRA provides that the conditions of employment in a fixed term contract shall not be less favourable than those which would have been applicable had the same contract of employment at the same place of work been for an indefinite time, unless different treatment is justified on objective grounds. (Such provision is however inapplicable in respect of contracts of employees on initial vocational training and/or on apprenticeship schemes.) Therefore, employees under a fixed term contract of service are not to be treated in a less favourable manner than comparable permanent employees solely because they are employed under a contract of service for a fixed term. However, the law provides that an employer may differentiate between employees in view of the recognition of length of service, experience of qualifications, as well as in view of the fact that the task for which the employee has been employed is specific, and includes considerations justifying such differentiation.

The Regulations furthermore provide that the employer shall be duty bound to inform employees on a contract of services for a fixed time, about vacancies which become available in the place of work and to give such employees the same opportunity as other employees to secure work on a contract of service for an indefinite time.

Maltese law provides two essential rules with respect to fixed-term employment contracts: a. The 4-year rule: Where an employee under a contract of employment of definite duration has been employed ‘continuously’ for a fixed term exceeding four (4) years, and the employer cannot objectively justify the limitation of a renewal for a fixed term, the said contract of employment shall be deemed to be automatically converted to a contract of indefinite duration.

An employee will be deemed to be ‘continuously’ employed if successive contracts (having tasks that are substantially the same) are signed with the same employee within six (6) months from the expiry of the last contract and any period between each such contract shall be included in determining the 4 year period. Proving that a contract is not substantially the same is quite burdensome since the law provides that tasks are to be deemed “substantially the same” even though they encompass changes related to technical progress or changes in work practices or in the way the tasks are carried out or the contract includes a promotion related to work assigned in any previous contract.

As a side-note, a continuous employment is not deemed to be a new employment and therefore, understandably, such continuous employment cannot be made subject to a probationary period.

The only manner by which such automatic transformation may be avoided is if the contract includes pre-established “objective reasons” which justify the reason for the contract remaining on a fixed- term basis – in which case, provided such grounds are truly objective, the law provides no limit as to how many renewals are effectively allowed.

According to law, these “objective reasons” are to be based on precise and concrete circumstances characterizing a given activity, which circumstances may result, in particular from the specific nature or from inherent characteristics of the tasks performed.

The law does not limit what these objective reasons are though rather provides a non-exhaustive list which includes where an employee: (i) was employed as a casual substitute or similar employee on a back to back basis or as a temporary substitute employee; (ii) occupies - (a) a top management position, or (b) a position where the maintenance of a higher level of trust is necessary by virtue of the nature of the position or where a higher level of trust is objectively an essential element of the employment relationship; or (iii) was employed on temporary assignments in missions or postings abroad for a duration not exceeding six years.

Indeed, other objective reasons may be referred to in the contract on a case-by-case basis. b. The 12-day rule Maltese law provides an additional rule whereby, if the definite term of a fixed-term contract expires but the employee is retained in employment and is not given a new contract for a fixed-term within the first 12 working days following the expiry of the previous contract, such employment will be deemed to have automatically transformed into an indefinite-term contract – even if the four years are not yet over.

This is an important rule which should not be underestimated in practice.

Termination of Contracts The rules on terminating a contract during probation are explained above. Otherwise, the rules on termination of a contract not on probation differ depending on the nature of the contract: (I) Termination of Indefinite Term Contracts With respect to indefinite term contracts, an employee may terminate his employment either: (i) without giving any reason, provided that the employee gives sufficient notice to the employer, OR (ii) without notice, but on the basis of a “good and sufficient cause”

When the employee chooses to terminate by giving notice, the standard amount of notice to be given is regulated by law and therefore where the employee has been employed continuously for: a. more than 1 month but less than 6 months, notice must be of 1 week b. more than 6 months but less than 2 years, notice must be of 2 weeks c. more than 2 years but less than 4 years, notice must be of 4 weeks d. more than 4 years but less than 7 years, notice must be of 8 weeks e. more than 7 years, notice includes an additional week for every subsequent year up to a maximum of 12 weeks.

The law also provides that longer notice periods may be agreed between the employer and the employee in the case of technical, administrative, executive or managerial posts.

On receiving notice from the employee, the employer has the option either to allow the employee to continue to perform work until the period of notice expires or at any time during the currency of the period of notice to pay the employee a sum equal to the wages that would have been payable in respect of the unexpired period of notice.

If an employee under a contract of service for an indefinite time fails to give notice as aforesaid, he shall be liable to pay to the employer a sum, equal to 50% of the wages that would be payable in respect of the period of notice.

On the other hand, an employer may terminate an indefinite term contract only on the grounds of: (i) “redundancy” OR (ii) a “good and sufficient cause”

Otherwise any termination not on such grounds (or not resulting from the employee having reached retirement age) is likely to be deemed unfair.

Redundancy:- With respect to terminating on the basis of “redundancy” Maltese law provides several rules which are to be complied with by the employer. These include that:- (a) The employer is obliged to give prior written notice to the employee of the termination on the basis of redundancy (in accordance with the notice periods above mentioned); (b) The cause for redundancy must be material and objective. The burden of proof rests on the employer to show that such a cause did exist and warranted a termination; (c) LIFO – the employer is always obliged to make redundant the last person to have been employed in a given class/category of employment and cannot pick and choose (e.g. by age) who to make redundant from a class/category; (d) 1 year rule – in the event that a post which has been made redundant is reinstated and thus opens as a vacancy within one (1) year from the redundancy, the employer is obliged to first offer the vacancy to the employee who was first rendered redundant. Such obligation ceases when 1 year lapses from the date of redundancy. In such a case re-employment should occur on conditions not less favourable than those to which he would have been entitled to had his contract not been terminated; (e) In some cases where a number of employees are to be made redundant specific rules on “collective redundancies” may become applicable – obliging the employer to (i) consult with the employees and (ii) to notify the Director of Labour & Industrial relations, amongst other things; (f) Notice of termination of employment may not be given during maternity leave or during a period of incapacity for work.

On receiving notice from the employer in the case of redundancy the employee under an indefinite- term contract has an option either of continuing to perform the work until the period of notice expires or, at any time during the currency of the period of notice, of requiring the employer to pay him a sum equal 50% of the wages that would be payable in respect of the unexpired period of notice. This is the employee’s choice.

If the employer fails to give the said notice, he shall be liable to pay to such employee a sum equal to the full wages that would be payable in respect of the period of notice.

Good and sufficient cause:- Apart from the above instances, an employer or an employee may terminate an employment without giving notice AND without liability to make payment in the event that a “good and sufficient cause” for such dismissal or abandonment exists.

In such cases the following rules are to be observed:

a. The good and sufficient cause must be material and objectively proven;

b. It must be proven that the cause warranted a dismissal as a last resort (and not, for instance, a mere warning); c. The terminating party must prove that the other party was given sufficient opportunity to consider the cause giving rise to his dismissal and to rebut such claim – that is, the terminating party is to be given a fair trial by the employer; d. Any company policies relating to grievance procedures and dismissals are to be abided by in full – otherwise even if there is a good cause for termination a Tribunal is likely to decide against the terminating party if the latter did not abide by such procedures.

The law does not stipulate what constitutes a “good and sufficient cause” however it does provide that an employer may not set up as a good and sufficient cause that:

a. The employee was a member of a trade union; b. That employee no longer enjoys the employer’s confidence (except in the case of a private domestic employee); c. That the employee contracted marriage, is pregnant or is absent from work during maternity leave; d. That the employee disclosed information to a designated public regulating body regarding alleged illegal or corrupt activities of the employer; e. That the employee filed a complaint against the employer; f. That the business in which the employee is engaged has undergone a transfer of ownership, unless he proves that the termination is necessary for economic, technical, or organisational reasons entailing changes to the workforce.

In addition to the above, Maltese Courts have held that an employer cannot quote “redundancy” as being a good and sufficient cause, and therefore in the case of redundancy the employer is always obliged to give notice and abide by the rules of redundancy.

(II) Termination of a Fixed-Term Contracts The rules relating to the termination of a fixed-term contract differ from those of an indefinite contract in the sense that neither the employer nor the employee can terminate without having to pay compensation to the other party (even if they gave prior notice) except in the case of a good and sufficient cause.

The compensation to be paid for the termination of a fixed-term contract applies as follows: a. An employee who abandons the service of his employer before the time definitely specified by the contract of service is obliged to pay to his employer a sum equal to 50% of the full wages to which he would have been entitled to had he continued in the service for the remainder of the time specifically agreed upon. b. Similarly, an employer who dismisses an employee before the expiration of the time definitely specified by a contract of service, is obliged to pay to the employee a sum equal to 50% of the full wages that would have accrued to the employee in respect of the remainder of the time agreed upon.

Maltese Courts have also held that notwithstanding that an employer terminates a fixed-term contract on the basis of redundancy (which cause for redundancy is materially and objectively proven) the employer is still liable to pay the said compensation.

Appendix 5: Chapter 5

Education Selected Curriculum Examples

Michigan State University - BA, with specialization in Game Design Location: East Lansing, MI Students must already be getting a BA in one of the following in order to complete the game design specialization: Telecommunications, Information Studies and Media, Computer Science, or Studio Art. Courses Required for Specialization: TC 339 (3 credits) Digital Games and Society TC 445 (4 credits) Digital Game Design TC 455 (4 credits) 3D Game and Simulation Design TC 498 (4 credits) Collaborative Game Design

University of Southern California - BA or MFA Interactive Studies - USC Location: Los Angeles, CA Course Content:- Fundamentals of Computer Programming Designing Online Multiplayer Game Introduction to Cinema Environments Introduction to Interactive Entertainment Advanced Game Development Programming for Interactivity Film and/or Television Genres Intermediate Game Development (taken Culture, Technology and Communications concurrently w/CTIN 489) Critical Theory and Analysis of Games Game Design Workshop Anatomy of a Game Intermediate Game Design Workshop Character Development and Storytelling for Fundamentals of Cinema Technique Games Data Structures Game Industry Workshop Object Oriented Programming Advanced Game Project Animation Fundamentals Experimental Game Topics Survey of Interactive Media 3-D Animation Interactive Media Seminar Introduction to 3-D Computer Animation Experiments in Interactivity I Interface Design for Games Design for Interactive Media Advanced Visual Design for Games Interactive Media Seminar Usability Testing for Games Experiments in Interactivity II Design and Technology for Mobile Experiences Introduction to Interactive Writing Sound Design for Games Interactive Experience and World Design Business and Management of Games Interactive Design and Production Game Studies Seminar Preparing the Interactive Project Business of Interactive Media

Champlain College - BA, Game Design Location: Burlington, VT Course Content:- Concepts of the Self Survey of Drama Rhetoric I 3D Modeling I College Algebra Advanced Programming Game History & Development Management & Organizational Behavior Visual Digital Fundamentals Global Studies I: Technology & Development Concepts of Community Global Studies II: Human Rights Rhetoric II Game Technology II Cognitive Psychology Interactive Storytelling Introduction to Game Design Conceptual Game Design Introduction to Computer Theory Project Management & Team Leadership Scientific Revolutions Graphics Programming I Aesthetic Expressions International Cultural Studies Introduction to 3D Art Production II Game Technology I College Capstone Principles of Game Design Natural Science Elective with Lab The Secular & the Sacred Small Group Communications Capitalism & Democracy Senior Portfolio: Game Design Production I Senior Production Level Design Ethics & Communication

Champlain College - BA, Game Art and Animation Location: Burlington, VT Concepts of the Self Rhetoric I Game Production I College Algebra 3D Modeling I Foundations of Math Foundations of Concept Painting Visual Digital Fundamentals Global Studies I: Technology & Development Game History & Development Global Studies II: Human Rights Concepts of Community 3D Animation Rhetoric II 3D Modeling II Art History Digital 2D Motion Graphics Introduction to Game Art & Animation International Cultural Studies Anatomy & Perspective Drawing Game Production II Scientific Revolutions College Capstone (Game Development Aesthetic Expressions Capstone) Drawing for Game Development Natural Science Elective with Lab Introduction to 3D Art Small Group Communications Digital Interactive Design Senior Production The Secular & the Sacred Senior Portfolio: Art & Animation Capitalism & Democracy Ethics & Communication

Wake Technical Community College Courses Location: Raleigh, NC Game Programming and Design - Diploma Modeling and Animation - Diploma Modeling and Animation - Certificate Production - Certificate Course Content:- Physiology/Kinesis Online Introduction to Simulation & Game Development Ethics Design Mobile SG Programming I Programming Flash SG Programming 3-D Modeling Level Design Physically-Based Modeling Design II Graphic Design Tools Programming II Art for Games 3-D Modeling II Quality Assurance 3-D Modeling III Business Management Mobile SG Programming II Production Management Advanced Flash Programming Animation Level Design II Documentation Software Engineering Audio/Video Project Character Development Portfolio Design for SGD Physiology/Kinesis 3DS Max for Non-Beginners

Full Sail - BS, Game Development Location: Orlando, FL

Course Content:- Operating Systems English Composition I Structure of Game Production II Design Fundamentals Open GL Programming I (Basic C++) Software Engineering Calculus and Trigonometry Engine Development I Programming II Machine Architecture I Linear Algebra Optimization Programming III Machine Architecture II Physics Artificial Intelligence Data Structures Real Time Animation Ethics and Psychology Engine Development II Windows Programming I (Win32 API) Game Networking Historical Archetypes and Mythology Public Speaking Windows Programming II Game Preproduction 3D Content Creation Game Planning and Architecture DirectX Interpersonal Communications Software Architecture Game Project I Structure of Game Design Game Project II Rules of the Game Game Structure of Game Production I Project III

Full Sail - BS, Game Art Location: Orlando, FL Course Content:- English Composition I Character Rigging Ethics and Psychology Character Animation 3D Foundations Art Creation for Games Fundamentals of Art I Motion Capture Model Creation Level Assembly and Lighting Fundamentals of Art II Texture Painting and Sculpting Shading and Lighting Game Animation College Mathematics Advanced Game Characters Methods of Design Game Production Historical Archetypes and Mythology Public Speaking Character Design and Creation Game PreProduction Geometry and Measurement Asset Production 2D Animation Interpersonal Communication Fundamentals of Physics Game Project 1 Compositing Fundamentals Game Project II Fundamentals of Animation Game Cinematic Assets Production Modeling Game Project III Rigging Basics Demo Reel Creation

Full Sail - MS, Game Design Location: Orlando, FL Course Content:- Production Leadership Game Production Tools Research Design Production Methodologies Quality Assurance Game Capstone: Project PreProduction Marketing and Media Relations Production Management Principles Game Capstone: Project Producion Leadership and Team Dynamics Thesis: Presentation of Game Capstone Asset Management Development

Art Institute Online - BA, Game Art and Design Location: Online ( with option to attend in Pittsburgh) Course Content:- Character and Object Design for Animation Drawing & Anatomy for GAD Drawing Digital Storytelling Color Theory Game Production Pipeline Fundamentals of Design Hard Surface & Organic Modeling Perspective Texture Mapping for Games Digital Image Manipulation 3D Animation Introduction to Game Development Sculpture and Drawing for GAD Material & Lighting Observational Drawing for GAD Game Modeling Life Drawing & Gesture for GAD Principles of 3D Modeling 2D Animation for Game Art Sculptural Modeling

Game Design and Game Play Team Production III Programming for GAD Intermediate 2D Animation Project Management for Game Art Advanced Software Interface Design Internship Designing Interior Spaces and Worlds Special Projects Level Design Advanced Illustration for Game Art Team Production I Advergames Advanced Game Prototyping Character Modeling Advanced Level Design 3D Scripting Portfolio Preparation for Game Art Motion Capture Interactive Game Prototyping Game Animation Portfolio GAD432 Computer Simulations Team Production II

Digipen - BA, Game Design Location: Seattle, WA Foundational Fine Arts and Core Academic Coursework Drawing 2D and 3D environment and background art Tone, color, and composition Character design Animation techniques Humanities and Social Sciences Mathematics, physics, and computer science Psychology Game Design and Development Sociology and law Game mechanics and history English Design documentation Economics Scripting and programming Art history 2D and 3D level design World history

Digipen - BS, Game Design Location: Seattle, WA Course Content:- Core Academics and Foundational Coursework Mathematics Graphics and animation for designers Physics Game mechanics and game implementation Computer science (C, C++, and scripting techniques languages) Additional Required Coursework Fundamentals of drawing World history Game Design and Development English composition Game design theory and history Psychology Artificial intelligence for games Product management

Vancouver Film School - Game Design Degree (1 yr) Location: Vancouver, Canada

Course Content:- Game Theory (analog) Cinematics Game Production Level Design 1 Pre-Production Techniques Storyboarding Visual Design Principles Visual Storytelling 3D Modeling 1 (3DS Max) Critical Analysis Video Game Art Game Theory (Digital) Level Design 2 Scripting 1 Storytelling Team Management Roleplaying Lab (optional) Level Design / Scripting Lab (optional) 3D Modeling 2 Creative Writing Detailed Design Docs Game Audio 1 Game Interface Design Game Mechanics Level Design 3 Online / Multiplayer Design Scripting 2 Flash Game Audio 2 Machinima / Cut Scenes Motion Capture Project Design Project Management Project Pipeline Quality Assurance for Games The Business of Games Interactive Narrative Project Development Advanced Flash (Elective) Employment Preperation Mobile/Handheld Design Portfolio Development Post-Mortem Analysis Video Production

Appendix 6: Chapter 6

Industry Interview – Questions Framework

Consultations with the games industry covered the issues most directly relevant to that company. Some interviews were chosen because of an individual’s particular role or company specialism and focus in that area. The following questions were used as a general framework for the interviews:

 Contact details : Company, Person, Role, (email) .

 Where do you feel is the future of games is?

 What do you see as the future of digital versus retail?

 What do you feel will be the predominant business model going forward?

 What will be the predominant gaming device going forward

 Finally where do you see the emerging territories? If a company like yours was going to open a new branch where would they do it? What would it take to attract your company to Malta?

Appendix 7: Chapter 7

No appendices for this chapter

Appendix 8: Chapter 8

Recommended changes to Maltese games education

How can the successful international education and training programmes identified be adapted successfully for the Maltese scenario?

Overall Recommendations  Focus on adding general short courses on game development to augment the current non-game related art, design, computer science, and management majors.  Augment the existing art degree courses with some specialized games courses that focus on game tools and technology, level building, creating 3D characters.  Augment the existing Computer Science Degrees with cutting edge short courses on game platforms, game software engineering, game middleware.  Establish a new BSc Computing Degree focussed on computer games. Establish a new BA Games, Animation and Game Design degree focussed on computer games.

As discussed in Chapter 4, the game education programs in North America and Europe offer degrees in Game Art, Game Design, and Game Development (ie, Programming). The courses focused on Game Art and Design are the most predominant and offer more specialized courses. Because game design is more specialized, and is closely tied to game art, it is not surprising that these two areas are the most dominant areas of study in game specific programs.

As discussed, the principles of programming are similar across a broad category of media, so a computer science or engineering major is well-prepared for an entry-level job at a game development studio.

An evaluation of Malta’s current course offerings and how they can apply to game specific jobs and degrees shows that the programming and management areas have good coverage in the Malta educational system and would require only a few game specific classes in order to prepare the graduates for working at a game development company. The area of Art is also well-covered, specifically in the basic principles of 2D and 3D art, animations, and cinematics. One area of weakness with the Art education is an lack on instruction on how to work within the technical limitations imposed by platforms and game engines and also how to push the envelope with technology in order to achieve AAA quality art with these tools and programs. Game design is the most under-represented in the current course offerings.

There are also few classes that are focused on providing some type of team game development experience where a playable game prototoype is created. This experience is valuable for educating students on what it is like to work on a team, and provides students with a potential portfolio piece they can show to potential employers.

From reviewing the course offerings at the North American schools, there are several key areas where Malta can improve their course offerings in order to better prepare students for working at a game development studio. The main categories of classes to consider are the following:

General Game Education: these are courses that can be beneficial to anyone interesting in a career in game development. These courses provide a basic understanding of how to make games and provide students with the basic concepts and terminologies so they can communicate on a basic level about games.

Game Design: These courses focus specifically on the principles of game design and are geared towards students who are interested in being game designers. These would need to cover introductory, intermediate, and advanced concepts of game design.

Game Art: These courses would augment the current art course offerings. They would focus on creating art with game tools and technology and creating characters, environments, and level that are suitable for interactive media.

Game Programming: These courses would augment the current programming classes. The course would provide a specialized look at particular game platforms and game specific programming tools. These courses would not take the place of the existing course work, but would rather be taken in addition. These would be viewed more as a specialization or concentration in games, rather than a major.

Game Management: Similar to the programming classes, the game management classes would augment existing offerings in the field of project management, team management, and leadership. The game management courses would be more of a specialization or concentration as opposed to a major.

General Game Education Course Offerings

Recommendations for General Games Courses: The courses listed below are applicable to all art, design, engineering, and management disciplines. These courses teach the students the basics of game development and allow the student to major in something more traditional but have a concentration in game development within their major.

See table 8.11b for full information (course name, course description, duration).

 Game Development Overview  Team Based Game Development Project  Creating Prototypes  3D Editors  Agile Game Development

Table 8.11a shows the course offerings of some of the key schools in North American that have game education programs – University of Southern California, Michigan State University, Champlain College, and Full Sail University. They key courses that these schools offer (including MSU) are one, a general overview of game development and two, a team based course where the students create a digital prototype. At a minimum, these are two areas that Malta should consider adding as new courses to their schools. Another general course that would be useful for the majority of game development students would be one that discusses some type of 3D level editor and provides the student with hands-on level building and editing experience.

An introduction to game development course would need to cover the basic elements of the game production cycle, game genres, the basic types of game technologies, basic game design principles, the terminology and concepts of game development, and a basic understanding of art, production, and QA. As a culmination of the knowledge the student acquires in the class, they would complete a final concept document and pitch their idea to the class/instructor.

The team project can happen later in the course and may be tied to the student’s final project or thesis. Ideally, the teams are small (5-6 people), cross-discipline (art, design, engineering, and management majors), and will result in a creation of a polished game prototype that can become the focal point of the student’s portfolio. The team project should allow the student to experience what is it like to develop a game from concept to finished product. The students would be responsible for planning the game, creating the assets, testing, and iterating on it until the project was final.

A Level Editor class would teach the student the basics of working with some type of 3D game editor such as Unreal. The students would focus on how to use the editor to create playable game play levels. In and advanced course, the art students could focus on creating new assets for the level editor and the design students could focus on more advanced principles of level design. The engineering students could learn about the basics of compiling a game in the editor and then altering or creating additional code to add or change features in the final game. The level editor would also be used a the main tool in the team project to create the final level. There are a few level editors to choose from and it is likely the engine maker will offer educational discounts and may even have course materials that can be used to create the class.

A course on Agile Game Development methods, while mainly a benefit for producers or project managers, could also be something offered as general course to anyone who is interesting. Since agile depends on each member of the team being active in determining what work is to be done having this as a general course makes sense. After the students learn the basics of game development, they can take this course that shows them how to organize the time and tasks in the development pipeline. Agile (in particular Scrum) is becoming a very popular method for managing game development projects, and knowledge of this method is highly valued by potential employers.

Game Design Course Offerings

Recommendations for Game Design Courses: These courses (in conjunction with the general game courses listed above) would be geared towards students who want to study game design. They would prepare the student for designing 2D and 3D games. Emphasis would be on practical applications of game design theory and how to utilize game tools to build prototypes.

See table 8.11b for full information (course name, course description, duration).

 Introduction to Game Design  Game Prototyping  Level Design and Scripting  Gamplay Theory and Game Mechanics  Usabilitiy and UI Design  Game Documentation

As discussed above, Game Design is the one specialized area that Malta needs to have more course offerings for. Specifically game design students need to learn the basics of scripting a level, creating and testing game play mechanics and features, Usability / UI Design, analyzing game designs, documentation, and prototyping. However, as discussed in section 4, having a specialized degree in game design does not necessarily put you at the top of the game design pile. The key thing that employers look for is someone who is well-rounded and understands games. The game design courses (like engineering) could be some area of specialization for something with a more traditional major.

Introduction to Game design would be a course that discussed basic game design theories and how they are applied to interactive games. It would also include a discussion of basic principles of good game design, and offer students hands on game design experience by having them creating prototypes (digital or analog) to test out their ideas. Students would learn how to analyze games and determine what works and what doesn’t within a game.

Prototyping would be a specialized course offering that focused on how to creating playable prototypes to flesh out game play mechanics. The student would learn about the various applications of prototypes and spend a lot of hands on time creating various gameplay prototypes. This course could also be built around creating protoypes in some type of 3D level editor, or a flash based program like Game Maker.

Scripting and Level Design are two other areas that need to be considered for Malta’s educational offerings. Scripting is an integral part of creating game play and students who are familiar with Lua or Unreal Script are likely to be more attractive to employers. Scripting involves some low level programming, so you could cross-pollinate this course with designers and engineers. In addition, you could have other sections that cross-pollinate with art and design and focus on how to build a fun gameplay level from a design and art standpoint, and then how to script this level with interactive encounters.

User Interface Design and Usability are two other areas that design and art students can be educated in. These things would also apply to things other than games, so you could have a course that focuses specifically on how to design good game UI and make it open to a wide range of majors.

Game Art Course Offerings

Recommendations for Game Art Courses: These courses (in conjunction with the general game courses listed above and the classes required for a digital art major) would be geared towards students who want to study game art. They would prepare the students for creating 2D and 3D game assets with a variety of tools and techniques.

See table 8.11b for full information (course name, course description, duration).

 Introduction to Game Art  Level Design and Scripting  Usability and UI Design  Portfolio Creation

The current art offerings at Malta cover the basics principles of 2D and 3D art. Students in these programs would benefit from taking some classes that focus on creating good game UI (as discussed above), working in level editors (also discussed above), and how to utilize the available art tools (Maya, Max, Photoshop) to work within the technical limitations of game hardware. As with engineering, it would be useful to considering offering game art as concentration within a traditional art major so that students will learn skills that can be utilized in many different industries, but will also prepare them for working at a game development studio.

As discussed in Chapter 4, a strong portfolio is the most important thing in getting a employer to notice someone’s work and call them in for an interview. With this in mind, it would be helpful to

offer a course in how to create a game specific art portfolio that shows off the skills a student has with creating game assets. Many schools in North America have some type of class that focuses on this. This class becomes the basis of the student’s final art portfolio. The course would help the student focus in on an area of game art and create a portfolio that caters to those areas. This course would also help the student indentify areas of strength so that the student could make an informed decision as to what area of art they are best suited for. If this portfolio class were taken mid-way through the program, the student would have a clearer plan on what to focus on in future classes.

Game Engineering Course Offerings

Recommendations for Game Engineering Courses: These courses (in conjunction with the general game courses listed above and the classes required for a computer science major) would be geared towards students who want to study game programming.

See table 8.11b for full information (course name, course description, duration).

 Developing for Mobile Platforms  3D Engines  Game Middleware  Networking and AI

As discussed earlier, the current offerings in Malta adequately cover the engineering needs for entry level game positions. Taking Michigan State University as an example, Malta should consider adding some type of game engineering specialization to their computer sciences major. This specialization would entail taking some of the general game classes discussed in section 8.2.1 and participating in a team that creates a playable prototype.

Other courses to consider adding would be more specialized game courses that focused on specific areas of game programming such as mobile platforms (Android, and iOS, Flash). A course focused on game tools would be useful – the students would study common game middleware (for example 3D engines, asset management solutions, AI, networking, and MMOs) and learn how to utilize it in the game development pipeline. These specializations would make the engineering graduates more attractive to game companies.

Recommended Changes to the Maltese Educational Profile

For the courses outlined in 8.2.1 to be implemented we suggest that Malta investigates certain structural challenges the current configuration of educational institutions.

Malta’s small size means that the country has a limited selection of educational institutions, each providing input at different levels and different aspects of the overall educational system. This means that for a successful game education that caters for different needs in the game industry at varying levels of expertise, the existing institutions have to work together towards a concerted strategy. Each institution has its strengths and weaknesses along with existing faculty and courses that need to be recruited, where possible, towards the goal of providing a successful game education.

Artistic Courses As outlined in chapter 4, Malta has a significant lack of an experienced work-pool of digital artists that would be essential to an incoming game industry. This lack needs to be addressed with the suggestions for specific courses outlined in 8.2.1. But for such courses to be delivered, there needs to be experienced instructors to teach them and an artistically vibrant institution to house them. Lacking a dedicated Fine Arts College, MCAST Art and Design would be the best candidate for such courses in digital arts. The current work carried out by students there is already of good quality and the environment has the creative spark that is so important to such learning environments.

The major challenge faced by MCAST Art and Design is, however, the lack of available experienced teaching staff at its disposal, especially when one takes into consideration the explosion of students the institution has experienced in the last years. Although current staff are doing a great job, the institution needs more digital arts specialists with the relevant experience and qualifications. With the lack of such people in Malta, Art and Design needs to import these instructors. Now the biggest problem faced by Art and Design is the lack of competitiveness in its salary scales. As discussed in Chapter 4, salaries start from €19,000 for assistant lecturers and go to €28,000 for senior lecturers holding a PhD. These salary scales are fixed by the collective agreement which MCAST operates under. The issue is that with a number of other institutes under the MCAST umbrella there is an adequate supply of local instructors. But when it comes to Art and Design, and specifically instruction of a highly sought after skill-set such as digital art production, MCAST Art and Design is going to be challenged to attract foreign professionals in the area. As we saw in Chapter 4, the average salary of such instructors in Western Europe and North America is considerably higher than that offered at Art and Design. When one considered the costs and tribulations of re-locating and adjusting to a new country and culture, Malta’s proposition for such professionals becomes particularly unattractive. We thus recommend that MCAST Art and Design raises its salaries to become competitive with international art institutions and thus be able to attract and retain quality instructors that will address the existing gap in digital arts skills in Malta.

We understand that issues such as salary scales will take time to resolve, especially with Malta’s worker unions being as strong as they are and with Art and Design operating under the MCAST umbrella that includes several institutes, and thus propose a more immediate solution to the challenge. As recruitment of staff, students and eventual output of graduates takes a number of years we suggest Malta acts immediately to attract artistic instructors by offering a number of limited time (3 years or so) fellowships with attractive salaries in order to attract high-end staff from elsewhere. These instructors would both educate students as well as existing instructors through teacher-shadowing, train the trainer workshops and similar methods of disseminating knowledge not only to students but also their instructors.

Game Design and Development The University of Malta is already engaged in a number of educational programs which are beneficial to students and could contribute to a game development team. The faculty of ICT offers game- specific programming courses at undergraduate level. These can be improved by employing lecturers with game-specific experience in AI, game engines, graphics and related subjects.

A gap that currently exists with regards to game education is the existence of a Masters level course giving courses such as Game Design, Game Development, where students with complementing educations such as art, literature, media production and programming are educated in game design principles and concepts. These would then form teams and develop prototypes and games of various genres.

We believe that the breadth of courses already offered at the University of Malta, the availability of highly qualified faculty and internationally competitive salary scales make the university the ideal place to host such a programme.

We also recommend that the University of Malta continues to bolster its existing digital arts programs, such as those delivered by the Faculty of Media and Knowledge Sciences and the Faculty of Built Environment. In this regard it would be advisable for the University and MCAST Art and Design to work together in providing complementary educations and ensure a better flow of students from Art and Design to University than currently exists.

Table 8.11a Course Descriptions for Games Courses in North America

University of Southern California, Los Angeles, CA Course Name Course Content Course Level Length Major Introduction to Interactive Critical vocabulary and historical perspective to analyze and understand experiences with interactive BA One Semester Game Design Entertainment entertainment; students imagine and articulate their own ideas. (15 weeks) Fundamentals of Procedural Introduction to the procedural nature of interactive media. Developing proficiency in procedural literacy BA One Semester Game Design Media and reading computational media. (15 weeks) Interface Design for Games Introduction to the aesthetics, terminology and common trends of interface design for games. Topics BA One Semester Game Design include 2-D and 3-D spaces and user/camera perspectives. (15 weeks) Advanced Visual Design for The scope of visual game design, including the role of characters, architecture, indoor and outdoor BA One Semester Game Design Ga me s spaces, and environmental effects and sounds. (15 weeks) Usability Testing for Games Concepts and methods of usability assessment. The emphasis will be on understanding the issues BA One Semester Game Design surrounding game interfaces, and utilizing usability assessment methods. (15 weeks) Design and Technology for Critical and pragmatic insights into designing mobile experiences and technology. Design groups will BA One Semester Game Design Mobile Experiences develop a mobile project using principles from readings and class discussions. (15 weeks) Sound Design for Games Introduction to the techniques, terminology, and implementation of sounds in games, including BA One Semester Game Design establishing a sense of place and concepts of realistic sound. (15 weeks) Game Design for Business Designed to provide the business professional with effective communication skills in working with the BA One Semester Game Design designers of games and game related venues. Not open to CTIN majors. (15 weeks) Business and Management Overview of current business models in games and interactive media, methods for pitching and getting BA One Semester Game Design of Games products funded; copyright and intellectual property. (15 weeks) Game Industry Workshop Exploration of industry-related game play research questions. Student teams will develop concepts and BA One Semester Game Design materials to solve a research problem posed by an industry partner (15 weeks) Critical Theory and Analysis Formal, aesthetic, and cultural aspects of digital games, critical discourse around gameplay, and the BA One Semester Game Design of Games relationship of digital games to other media. (15 weeks) Anatomy of a Game Examine two game products from concept to delivery; introduce students to each of the professional BA One Semester Game Design disciplines involved in making digital games. (15 weeks) Game Studies Seminar Rigorous examination of interactive entertainment: genres, history, aesthetics, cultural context, and BA One Semester Game Design social significance. Topics vary by semester. (15 weeks) Designing Online Multiplayer Grouped into teams, students will study and design an original multiplayer game environment suitable BA One Semester Game Design Ga me Env ir onme nt s for online usage. (15 weeks)

Introduction to Game Introduction to technical and creative aspects of game development, including the art of creating the BA One Semester Game Design Development digital game prototype and development of 2D games. (15 weeks) Int ermediat e Game Advanced topics in game programming and implementation such as using game engines, creating digital BA One Semester Game Design Development prototypes, player controls and level design. (15 weeks) Advanced Game Advanced concepts in 3-D game development: story and character progression, emergent game-play, BA One Semester Game Design Development comprehensive game mechanics, and artificial intelligence. (15 weeks) Imme r s iv e De s ign Design of game projects using immersive input devices. Development of play mechanics, feedback BA One Semester Game Design Workshop systems and game design for immersive environments. (15 weeks) Ga me De s ign Wo r ks ho p Theory and evaluation of interactive game experiences and principles of game design utilizing the BA One Semester Game Design leading software approaches and related technologies. (15 weeks) Int er mediat e Game Design A follow-up to the introductory game design class, this course will introduce more advanced concepts in BA One Semester Game Design Workshop game design and game theories, including ideation, digital prototyping and level design. (15 weeks) Advanced Game Project Students work in teams to produce a functional digital game suitable for distribution via the web and/or BA One Semester Game Design submission into independent games festivals. (15 weeks) Experiment al Game Topics Development of a game around a custom-made physical interface; various technologies and techniques BA One Semester Game Design involved in a software/hardware integration; peripheral design. (15 weeks) Business of Interactive In-depth investigation of publication, distribution, business and legal aspects of the inter active BA One Semester Game Design Media entertainment business. (15 weeks)

Michigan State University, E. Lansing, MI Course Name Course Content Course Level Length Major Digial Game Design The course blends high-level concepts with hands-on instruction and activities. The course focuses on BA One Semester General Game game design, architecture, and creation concepts related to the development of interactive digital (15 Weeks) Concentration games. Topics covered will include Anatomy of a Game, Types of games, Game design theory and concepts, Game algorithms, Game delivery environments, and the game industry. Hands-on activities include game testing, creation of several small games, and the creation of a sizeable game. Game design teams are formed based on complementary skill sets to work on game creation. We use Unity 3D as our primary game engine for many of the projects in the course. We also discuss a variety of other game engines and development tools. 3D Game Simulation and The course blends high-level concepts with hands-on instruction and activities. The course focuses on BA One Semester General Game Design advanced design, architecture, and creation concepts related to the development of real-time interaction (15 Weeks) Concentration 3D game, simulations, and immersive virtual environments. Collaborative Game Design Design and development of comprehensive digital games in a team setting working with a client. BA One Semester General Game Participation in a design cycle including specification, design, prototyping, implementation, testing, and (15 Weeks) Concentration documentation. Issues of professionalism, ethics, and communication. Digital Games and Society Cultural, technological, and design evolution of interactive entertainment. Current and historical digital BA One Semester General Game game genres, content, audience, and industries for commercial and non-commercial games. Critical (15 Weeks) Concentration examination of empirical research concerning social impacts of digital games.

Champlain College, Burlington, VT Course Name Course Content Course Level Length Major Ga me His t o r y a nd How did the game industry evolve into the eye-popping, genre-driven, electronic industry it is today? We BA One Semester Game Design Development examine the history of electronic games, the evolution of the computer and console market, and a host (15 Weeks) of today's most influential and significant games. Then we turn a critical eye toward testing games, learning to tune gameplay designs for increased playability and fun. As we play-test Beta versions of games to uncover and fix as many defects as possible, we'll also learn how to design effective tests, use bug database software, and interpret player feedback. Firsthand experience is invaluable when it comes to evaluating and tuning the strength of your own game designs. Introduction to Game What's the difference between an FPS and an RPG? Are discovery and exploration important in every BA One Semester Game Design Design style of game, or can they detract from a cool game concept? We answer these questions by examining (15 Weeks) genres in games and analyzing some of the gameplay styles associated with them. Then, once we've discovered strengths and weaknesses inherent to particular game styles, we'll develop skills necessary to formulate and evaluate our own original gameplay ideas. Introduction to Game Art Introduction to Game Art and Animation is an exploration of the world of game art, the technologies in BA One Semester Game Art and A nimation use and what it takes to become a game artist. Students study the history, aesthetics, technology, (15 Weeks) practices and workflow used in all facets of game art creation. This class prepares Game Art and Animation students for their academic professional program and the game industry. Game Technology I Game designers need an essential skill set that allows them to realize their concepts through working BA One Semester Game Design prototypes. In Game Technology I students learn how to develop and manipulate game mechanics and (15 Weeks) environments through visual and traditional scripting tools. This class is the first in a series that supports skills needed for level editing and design, prototyping, and working in game engines. Introduction to 3D Art This course is an introduction to the process of creating digital art using 30 graphics software. With an BA One Semester Game Art emphasis on foundational 3D concepts and aesthetics, the practices of modeling, texturing and (15 Weeks) animation will be explored. Students will learn about and work within the limitations of graphics production for realtime gaming environments but much work and skills at the introductory level are transferable to film and video production. This course also introduces students to rigorous personal production habits and the process of constructive critique. Ga me Pr oduc t io n I Learn to function as a productive member of a game design team. As we work through the phases of BA One Semester General Game game development-- exploring the collaborative responsibilities of artists and designers along the way-- (15 Weeks) Concentration we'll learn to document game ideas and bring them to fruition as solid, playable, 2D game prototypes.

Drawing for Game Drawing for Game Development is your opportunity to discover the magic of absorbing environments BA One Semester Game Art Development and convincing figures by applying the time tested principles of perspective, anatomy, light and (15 Weeks) composition to the challenge of creating effective art for games. The result will be the disciplined drawing skills that you will need to realize the dynamic characters and environments of your imagination. Level Design A level designer controls moment by moment what a player sees, hears and feels during the game BA One Semester Game Design experience. Following the broader direction of the game designer, the level designer creates the setting (15 Weeks) and crafts the challenges for each individual level. The style and content of individual game levels must establish the right mood, support the anticipated functionality, advance the storyline, and satisfy the idiosyncratic requirements of the players. Building on the design foundation of Conceptual Design, this course teaches students how to successfully design, draft, document, and implement successful game levels. 3D Modeling This course focuses on the modeling and texturing of non-deformable assets for use in real-time 3D BA One Semester Game Art engines. Students will design and build 30 meshes that consist of functional and descriptive geometry (15 Weeks) that is capable of performing in polygon-restrictive real-time engines. Students will implement complimentary and efficient texture mapping workflows that allow for the presentation of dynamic and vibrant game assets. All work is presented in a constructive group critique. Game Technology II Acquire the integration skills needed to successfully build a 3D game. In Game Engine I we explore both BA One Semester General Game the technical construction and practical design of games in a 3D game engine. The technical skills (15 Weeks) Concentration required to use the game engine software are combined with knowing how and when to use spaces in a level, construct an interface, establish moods, and direct a player's attention through sound effects, lighting, camera angles, and text to create a complete working game. Int er act ive St or y t elling Telling stories in games is not like telling stories in movies or books: the addition of interactivity robs BA One Semester Game Design writers of many of the tools used to create emotion, develop character arcs, and even maintain a (15 Weeks) consistent plot line. This class examines the conflicting demands of gameplay and story, and then discusses alternate story-telling methods that can transform stories in games from simplistic, clunky add- ons into mature and compelling art forms. 3D Modeling II 3D Modeling II builds on the subjects covered in 3D Modeling I with a focus on modeling organic forms BA One Semester Game Art using digital sculpting software and techniques. Although the course focuses on organic forms, digital (15 Weeks) sculpting technology and related workflows are prevalent in the modeling of solid surface objects as well. We will also focus on using 3D painting, mesh topology and hi-poly to low-poly baking.

Game Pr oduct ion II Collaborate with other development team members to create a playable 3D game level. We introduce BA One Semester General Game you to the tools your favorite game companies utilize, then help you use them to document, schedule, (15 Weeks) Concentration and ship a successful 3D game on time. Through completion of the main class assignment, students gain a portfolio piece to impress hiring managers. 3D A nimat ion This course focuses on the aesthetics of motion with emphasis on the principles of traditional animation. BA One Semester Game Art Students begin with the basics of putting 3D models in motion and work through the tools, techniques, (15 Weeks) and principles required to animate fully articulated characters using skeletal deformation and control rigs. This course emphasizes the realization of the principles of animation through group critique.

Ga me Sy s t e ms a nd At the core of every game experience are the systems that generate that experience. In this advanced BA One Semester Game Design Experience Design game design course, we will examine a full spectrum of game experiences and deconstruct their (15 Weeks) systems. We will look at the many facets of creating a player-centric game experience from the cultural significance of games and play to conceptualizing and proving concepts for a broad range of game media target markets and purposes. 3D Character Development In this course students work to create believable, dynamic and ultimately hyper-realistic characters BA One Semester Game Art through the reference and understanding of existing anatomical structures. Students utilize digital (15 Weeks) sculpting tools and techniques that mimic those of traditional sculpture to achieve highly detailed character models. A strong emphasis is put on anatomy, design and detail. Ga me Env ir onme nt s The artist plays an important role in the development of the immersive 3D environments that games are BA One Semester Game Art played in. The successful environment artist understands how to control mood and atmosphere through (15 Weeks) spatial definition, lighting, coloring and effects all in support of game-play and design. This course puts emphasis on the artistic side of level design and students work with both proprietary and custom- created game-art assets to build an in-game environment that is both beautiful and immersive.

Senior Portfolio Animation or Game Design major to enroll in this course. The culmination of your art degree is your BA One Semester Game Art portfolio. As a game artist this includes a demo-reel, complimentary website, print materials and some (15 Weeks) final preparations for transitioning into the job market. In Senior Portfolio you will finalize your portfolio work and compile your visual portfolio work into a dynamic and marketable combination of materials. To successfully complete you course you are required to have an approved body of work. Senior Production What will games be like in the future? How might technological advancements, governmental BA One Semester General Game regulations, and unforeseen economic,social, or cultural factors impact the way games are made? This (15 Weeks) Concentration advanced seminar course helps students answer those questions, even as it picks up where EGD 400 (Senior Team Project I) left off--by affording students the opportunity to collaboratively bring the original game concepts developed in that prerequisite class into fully realized, marketable game Page LXV products. Copyright Games Audit (c) 2012 APPENDIX 8

Full Sail, Orlando, FL Course Course Name Course Content Length Major Level GA ME HISTORY The Game History Course examines the history of game development, the changes in game systems, and the BA 4 weeks Game Design evolution of genres and interactivity elements. The course explores why people play games and which games revolutionized the various game genres. Important milestones in the industry’s history have resulted in changes to the way people create and play games, and designers need to understand these. Students will learn about influential and innovative titles and what impact they had or continue to have on the games of today. GA ME DESIGN 1 The Game Design I Course examines the common design approaches used in the game industry and examines the BA 4 weeks Game Design purpose and function of written documentation. Providing a memorable experience for a player in any given game requires a thorough design, and for a design to be effectively communicated and adhered to during the development process, it must be well documented. Students will design and document an original game concept, beginning with traditional and creative brainstorming techniques, concept mapping, and outlining. They will further hone their descriptive and technical writing skills through composition, revision, and editing of their design documentation. DESIGN AND DEVELOPMENT The Design and Development Analysis Course teaches the student techniques used to deconstruct, reproduce, and BA 4 weeks Game Design ANALYSIS improve existing games based on a thorough analytical process. The ability to critically analyze other’s work is essential to the design phase of any project, and the video game industry is no exception to this. By playing and deconstructing games, students will learn the complicated design systems running behind the scenes in games and will compose documents to support their findings. USA BILITY The Usability Course explores the theoretical and practical methods used to improve game interfaces. Usability BA 4 weeks Game Design inspection is aimed at finding usability problems and providing design relevant information to designers and engineers in the effort of making products easier to interact with and more efficient to use. In this course, students will understand usability and its considerations defining the usability trade-offs involved in the game design world. Some of the topics will include generations of user interfaces, the usability engineering lifecycle, design process, usability heuristics, usability testing methodologies, four fun keys, and design of a game controller. DESIGN PROJECT The Design Project Course challenges students to apply what they have learned in the first half of this program in BA 4 weeks Game Design design classes such as Game Design I and Storytelling, personal development courses like Team Building and Leadership, and critical and analytical classes such as Economics and Usability. In student-led teams, participants take on various design roles to generate ideas, design playable components around those ideas, and document their decisions through a collaborative analytical process. Focus is placed on the mechanics, flow, and fun factors of their analog game prototype. The goal of the project is for students to appreciate the complexity of collaborative game design, to fine-tune their technical design skills, and to ensure their design is well-suited to an intended market and meets milestones. GA ME MECHA NICS The Game Mechanics Course explores the theories and principles employed in game rulebased systems. Students BA 4 weeks Game Design will learn how pacing and thematic structures incorporate conflict resolution and generate a plausible challenge and reward system. Students will understand the use of feedback mechanisms by employing a heuristic testing process to determine which of the design elements may or may not be fun or unbalanced during actual play. Students leaving this course will have a better idea about how to better sync gameplay decisions to a specified target audience. DESIGN TOOLS I In the Design Tools I Course, students examine the various development tools used to create games. Students BA 4 weeks Game Design explore game engines, asset libraries, graphic art tools, and level editing tools. The intention of the course is not to fine-tune the use of all the game creation tools discussed; it is to provide a working knowledge of the tools so that designers can bring their designs to life as well as create a single level in an actual game engine. DESIGN TOOLS II In the Design Tools II Course, students take a much closer look at the tools employed in the creation of game levels. BA 4 weeks Game Design Specifically, students are instructed in the use of state-of-the-art level editors employed by the game industry. Level editors are some of the most important tools a designer will encounter in the industry. Depending on the robustness of the editor, a designer can create entire environments—complete with audio and visual content, AI entities, and complex game objectives—from within the one tool. By learning these editors, students are better prepared to apply the concepts they will learn in future level design courses. LEVEL DESIGN I The Level Design I Course teaches students how to analyze game levels and break them down into their basic BA 4 weeks Game Design components. Students will learn to ask the right questions when designing a level. What purpose does a particular object in a level serve? Is it functional, or is it there for purely aesthetic reasons? What sort of guidance (if any) should a player receive? Does this level have any ties to previous or future levels? Students will also learn about such concepts as level pacing and flow, setting clear goals for a player, and the importance of visuals. The ever-elusive fun factor will also be covered, as a way of tying the individual components together. LEVEL DESIGN II The Level Design II Course teaches students how to create a level based on game interactions and features. BA 4 weeks Game Design Designing a level by interaction allows the game designer to map out the perfect game scenarios to give to the player. Since games allow a degree of free will, it is the designer’s responsibility to present the player with optimal situations to utilize and master game features. This is achieved by linking well thought out interactive scenarios. Using the tools learned in Level Design 1, students follow simple steps to creating an interaction-driven level. Advanced concepts such as modularity and combat scenarios are also covered in this class. PROTOTYPING I The Prototyping I Course provides students with the theory and practices used to design and execute a testing BA 4 weeks General Game process to both validate and improve a game during the preproduction phase of development. Simplified versions of Concentration the final product called prototypes allow for the proving and refinement of a game as well as reducing both costs and risks associated with the actual development cycle. Students will ultimately propose their own product in this course to be tested in the following course, Prototyping II. PROTOTYPING II The Prototyping II Course demonstrates the testing of viability and variation of the game concept, employing a BA 4 weeks General Game heuristic process that provides personal insight for each student. This course utilizes the game concept proposed in Concentration the previous course (Prototyping I) to experience a testing and revision process that will improve the overall quality of a game. A range of testing methods will be employed to improve iterations of the game product. GA ME DESIGN II The Game Design II Course teaches students how to prioritize game features and develop successful plans of BA 4 weeks Game Design implementation. Design is not only creating what is in a game but also deciding how and when certain features will be implemented and accomplished. The goal is to create a complete gaming experience for the player, and students will learn to appreciate this through a deeper examination of core aspects such as point of view, feedback, player challenge, and player choices. AESTHETICS and IMMERSION The Aesthetics and Immersion Course examines the latest research in immersion, addiction, and basic learning BA 4 weeks Game Design theories as they apply to game design. These techniques are a growing discipline within the game design world as they can influence sales and game enjoyment through paradigms such as the aesthetic usability effect. This course outlines the constructs of aesthetics and immersion as separate yet intertwined disciplines. In this course, the psychology of aesthetic design is traced back to its historic roots while also giving the student a current understanding of the field. THE GA ME INDUSTRY The Game Industry Course is an opportunity to expose students to some external and related influences on the BA 4 weeks General Game design process that are outside of the scope of gameplay and entertainment. Primary topics include the development Concentration of games for education, health, and military training, social network games, cellphone applications, handling community relations and events, and methods for deriving income from the game through retail, subscription, advertising revenue, and fremium models. This class helps broaden the student's understanding of the game industry and other external influences on design and development that they will encounter in a production environment. RESEARCH AND MARKETING The Research and Marketing Course examines the research and documentation process and helps students develop BA 4 weeks General Game the skills required to gather information, organize data, and deliver a concise and credible product. The billion-dollar Concentration video game industry is fueled by successful marketing campaigns that engage loyal enthusiasts as well as capture new customers. Topics of study will include technical and player documentation, consumer research, advertising, product planning, culture and language, and media relationships. The materials and process in this course apply directly to final project development in this program. Copyright Games Audit (c) 2012 Page LXVI A DIGITAL STRATEGY FOR MALTA

University of Southern California, Los Angeles, CA Course Course Name Course Content Length Major Level Fundamentals of Computer Introduction to the design of solutions to computer solvable problems. Algorithm design, solution implementation BA One Semester Game Programming using a high-level programming language, program correctness and verification. (15 Weeks) Programming Data Structures Linear lists, strings, arrays, and orthogonal lists; graphs, trees, binary trees, multilinked structures, sorting BA One Semester Game techniques; dynamic storage allocation; applications. Prerequisite: CSCI 101L. (15 Weeks) Programming Object-Oriented The principles of object-oriented programming are examined using Java. Topics include graphics, graphical user BA One Semester Game Programming interfaces and multi-threaded programming. (Duplicates credit in the former CSCI 105.) Prerequisite: CSCI 102. (15 Weeks) Programming Principles of Software The object-oriented paradigm for programming-in-the-large (using the C++); UNIX tools for software development; BA One Semester Game Development developing window-based applications under X-windows. Prerequisite: CSCI 200. (15 Weeks) Programming Discrete Methods in Models for discrete structures; finite state automata, regular sets. Selected applications of logic and combinatorics to BA One Semester Game Computer Science program correctness, algorithms and complexity, programming language semantics and databases. Prerequisite: (15 Weeks) Programming CSCI 200. Design and A nalysis of Upper and lower bounds on sorting and order median. Deterministic and random computation, data structures, NP- BA One Semester Game Algorithms completeness, cryptography, Turing machines and undecidability. Prerequisite: CSCI 102 and CSCI 271. (15 Weeks) Programming Introduction to Software Introduction of principles, methods, techniques and tools for multi-person construction of multi-version software BA One Semester Game Engineering systems. Prerequisite: CSCI 102. (15 Weeks) Programming Operating Systems Basic issues in concurrency, deadlock control, synchronization scheduling, memory management, protection and BA One Semester Game access control, inter-process communication, and structured design. Laboratory experiences with Unix-like operating (15 Weeks) Programming system. Prerequisite: CSCI 201L or CSCI 455x; EE 357 or EE 352L. Introduction to Artificial Concepts and algorithms underlying the understanding and construction of intelligent systems. Agents, problem BA One Semester Game Intelligence solving, search, representation, reasoning, planning, communication, perception, robotics, neural networks. Junior (15 Weeks) Programming standing. Prerequisite: CSCI 102L or CSCI 455x. Computer Graphics Hardware for interactive graphic systems; picture representations; data structures for graphics; picture processing BA One Semester Game techniques; languages for graphics; survey of applications such as animation and simulation. Prerequisite: CSCI 102. (15 Weeks) Programming

Computer Organization and Concepts include: computer evolution and performance, system busses, cache memory, internal and external BA One Semester Game Architecture memory, input/output, operating system support, computer arithmetic. Prerequisite: CSCI 102. (15 Weeks) Programming Introduction to Computer Network architectures; layered protocols, network service interface; local networks; long-haul networks; internal BA One Semester Game Ne t wo r ks protocols; link protocols; addressing; routing; flow control; higher level protocols. Prerequisite: junior standing. (15 Weeks) Programming Survey of Digital Games and Historical, technical, and critical approach to the evolution of computer and video game architectures and game BA One Semester Game Their Technologies design, from its beginnings to the present day. (15 Weeks) Programming Pipelines for Games and Explores the aesthetic development/technical implementation necessary to achieve unique, compelling, intuitive BA One Semester Game Int eract iv es visual design in games. Students will develop group visual game design portfolios. (15 Weeks) Programming Serious Games Develop applications of interactive technology that extend beyond the traditional videogame market: education, BA One Semester Game Development health, training, policy exploration, analytics, visualization, simulation, the arts and therapy. Prerequisite: CTIN 488; (15 Weeks) Programming corequisite: ITP 485. Game Hardware Architectural principles underlying modern game console hardware design; introduction to the programming BA One Semester Game Architectures techniques, optimization strategies, and hardware insights to create powerful games. Prerequisite: EE 352L. (15 Weeks) Programming Video Game Production History of video games; overview of game genres; phases of video game development (concept, preproduction, BA One Semester Game production, post-production); roles of artists, programmers, designers, and producers. (15 Weeks) Programming Video Game Programming Underlying concepts and principles required for programming video games (topics include vectors, transformations, 3-BA One Semester Game D math, geometric primitives, matrices). Prerequisite: CSCI 102L or ITP 165x. (15 Weeks) Programming Programming Game Engines Techniques for building the core components of a game engine; 2-D/3-D graphics, collision detection, artificial BA One Semester Game intelligence algorithms, shading, programming input devices. Prerequisite: CSCI 102L, ITP 380. (15 Weeks) Programming

Michigan State University, East Lansing, MI Course Name Course Content Course Length Major Introduction to Introduction to programming using Python. Design, implementation and testing of programs to solve problems such BA One Semester Game Programming I as those in engineering, mathematics and science. Programming fundamentals, functions, objects, and use of (15 Weeks) Programming libraries of functions. Introduction to Continuation of object-centered design and implementation in C++. Building programs from modules. Data BA One Semester Game Programming II abstraction and classes to implement abstract data types. Static and dynamic memory allocation. Data structure (15 Weeks) Programming implementation and algorithm efficiency. Lists, tables, stacks, and queues. Templates and generic programming.

Discrete Structures in Propositional and first order logic. Equivalence and methods of proof. Basics of counting. Set operations, relations, BA One Semester Game Computer Science functions. Grammars and finite state automata. Discrete probability. Applications to computer science and (15 Weeks) Programming engineering. Computer Organization and Boolean algebra and digital logic. Combinational and sequential circuits. Representations of data and instructions. BA One Semester Game Architecture Architecture and major components of computer systems. Assembly language programming and interfacing to high (15 Weeks) Programming level languages. Assembler and linker processing. Algorithms and Data Linear data structures, trees, graphs and algorithms which operate on them. Fundamental algorithms for searching, BA One Semester Game Structures sorting, string matching, graph problems. Design and analysis of algorithms. (15 Weeks) Programming

Object-oriented Software Development of large software products, libraries, and product families. Object-oriented programming using BA One Semester Game Design inheritance and polymorphism. Design methods. Specification and the use of contracts to design reliable software. (15 Weeks) Programming Configuration management and life-cycle issues. Operating Systems Principles and evolution of operating systems. Process and processor management. Concurrent processes and BA One Semester Game threads. Primary and secondary storage management. Case studies of modern operating systems. (15 Weeks) Programming

Computer Architecture Organization and architecture of computer systems. Arithmetic Logic Unit and control unit implementations. BA One Semester Game Hardwired and microprogrammed control. Pipelined processors; data and branch hazards. Memory hierarchy and (15 Weeks) Programming storage devices. Input-output and peripheral devices. Advanced architectures.

Computer Networks Computer network architectures and models. Physical media and signaling. Data link protocols. Medium access BA One Semester Game control. Routing and IP. Transport services including TCP/UDP. Network applications. Local-area and wide-area (15 Weeks) Programming networks. Software Engineering Software lifecycle including specification, design, coding, testing, and verification of a software product. Stepwise BA One Semester Game refinement and traceability. Software maintenance and documentation. (15 Weeks) Programming

Introduction to Artificial Fundamental issues in intelligent systems. Knowledge representation and mechanisms of reasoning. Search and BA One Semester Game Intelligence constraint satisfaction. Agents. Application areas of AI and current topics. (15 Weeks) Programming

Translation of Programming Theory and practice of programming language translation. Languages, grammars and parsing. Lexical, syntactic and BA One Semester Game Languages semantic analysis. Compile-time error handling. Code optimization and code generation. (15 Weeks) Programming

Organization of Organization of programming languages. Type systems. Alternative execution models. Comparison of language BA One Semester Game Programming Languages features: functional, imperative, logical and object-oriented. (15 Weeks) Programming

Computability and Formal Formal models of computation such as finite state automata, pushdown automata and Turing machines. Formal BA One Semester Game Language Theory definitions of languages, problems, and language classes including recursive, recursively enumerable, regular, and (15 Weeks) Programming context free languages. The relationships among various models of computation, language classes, and problems. Church's thesis and the limits of computability. Proofs of program properties including correctness.

Computer Graphics Graphics systems. Two- and three-dimensional imaging geometry and transformations. Curve and surface design. BA One Semester Game Rendering, shading, color, and animation. Graphics programming. (15 Weeks) Programming

Database Systems Storage of and access to physical databases including indexing, hashing, and range accesses. Relational data BA One Semester Game models, database design principles, query languages, query optimization, transaction processing and recovery (15 Weeks) Programming techniques. Object-oriented and distributed databases.

Champlain College, Burlington, VT Course Name Course Content Course Length Major A pplied Calculus This course teaches the common application of calculus theories. You will investigate basic topics of differential and BA One Semester Game integral calculus with a specific emphasis on applications. You will perform differentiation and integration of algebraic (15 Weeks) Programming and transcendental functions, apply optimization techniques, and learn to formulate and solve differential equations.

Introduction to Students will learn the history and basis of computing as well as the fundamentals of programming. Topics include: BA One Semester Game Programming the history of computing, binary and hexadecimal number systems and mathematics, Boolean logic, algorithm design (15 Weeks) Programming and implementation and modern computer organization. Programming topics include: memory and variables, mathematical operations, basic file I/O, decision making, repetitions and subroutine.

Math for 3D Graphics Math for 3D Graphics teaches you about the mathematical basis that underlies software development in the field of BA One Semester Game 3D graphics and game programming. You will apply mathematics and physics concepts to developing simulations of (15 Weeks) Programming real world objects moving through 3 dimensional spaces. You will also learn how to apply underlying concepts via programming techniques and algorithms. Advanced Programming This course continues the material from Introduction to Programming that includes array, structure and dynamic BA One Semester Game memory allocation. Then, the focus of this course moves toward Object-Oriented Programming (OOP) that includes (15 Weeks) Programming topics such as objects, classes, encapsulation, abstraction, modularity, inheritance, and polymorphism.

Discrete Mathematics This course serves as an introduction to some of the most important concepts, techniques, and structures of discrete BA One Semester Game mathematics that are necessary for the software engineer. Topics include: sets, functions, relations, Boolean (15 Weeks) Programming algebra, and matrix algebra. Gr a phic s Pr o gr a mming I Learn to function as a productive member of a game design team. As we work through the phases of game BA One Semester Game development-- exploring the collaborative responsibilities of artists and designers along the way--we'll learn to (15 Weeks) Programming document game ideas and bring them to fruition as solid, playable, 2D game prototypes.

Data Structures & This course will introduce the student to the methods of data storage in computer memory and on media. It will also BA One Semester Game Algorithms introduce students to many of the foundation algorithms that are a key to well-written code. (15 Weeks) Programming

Ga me A r c hit e c t ur e Game Architecture explores components and subsystems of electronic games and their associated architectures. BA One Semester Game Topics include game state representation, time management, the main game loop and game subsystems. Game (15 Weeks) Programming design and planning from first concept to start of development are explored in detail. In addition to game architecture, we will also look into the issues of game design, team building, and management. The focus will be on those implementations that work well, and will include situations to avoid and how to fix errors.

Introduction to Networking This course provides an introductory understanding of the myriad of topics related to networking, ranging from local BA One Semester Game & Security and wide area networks to the Internet, web servers and services, TCP/IP and network security. Topics will focus on (15 Weeks) Programming relevant issues, while providing a historical context and a glimpse into emerging/future technologies. The broad survey coverage of this course teaches basic concepts and terminology that will prepare students to gain in-depth understanding in later courses, professional experiences, and outside reading and activities.

TCP/IP This course is a thorough review of the Transmission Control Protocol/Internet Protocol (TCP/IP) which is used BA One Semester Game extensively in corporate enterprise networks and the Internet. The course will cover the structure of TCP/IP, its (15 Weeks) Programming application to data networks, and security issues. Computer Systems for This course will provide a basic knowledge of the representation of information in the computer and how information BA One Semester Game Software Engineering I is processed at the machine level. Students will also be introduced to the operation of hardware in a computer (15 Weeks) Programming system and the role played by the individual units of a hardware system. Console Programming Console Programming focuses on console video game system development using contemporary architectures and BA One Semester Game development tools. Students will assimilate and implement techniques for efficient game console programming. (15 Weeks) Programming Implemented programs will also incorporate techniques for effective use of 2D graphics, 3D graphics, controllers, memory management and the audio system. Int ro t o OS, Linux/ Unix Students will learn about the structure and functions of current Linux operating systems and their components such BA One Semester Game as process management, memory management, and file systems. The concept of scripting will be addressed and (15 Weeks) Programming students will learn how to create scripts to automate redundant tasks. Using C programming, students will write simple applications to learn various Linux/Unix system calls.

Gr a phic s / Ga me Engine This course uses the technical foundations of knowledge attained in Graphics Programming I and expands these skills BA One Semester Game Programming II to include new tecniques and technologies. Students get an introduction to advanced graphics topics including (15 Weeks) Programming skeletal animation, ray tracing, lighting and surfaces. Projects are introduced to implement these important visual effects. The knowledge obtained will be assimilated and applied to a wide range of usages and application. Linear Algebra algorithms will be refreshed and/or introduced specific to the topic at hand.

Networking for Online Students learn the architectural, design and implementation strategies used to develop online games. They develop BA One Semester Game Ga me s and stress test reliable and efficient protocols to address network latency (game lag), security and scalability (15 Weeks) Programming requirements. Students will utilize distributed object caching along with these protocols to implement registration, authentication, server discovery and game lobby systems.

Artificial Intelligence for This course provides a technical introduction to the core concepts of artifical intelligence (AI). Students will be BA One Semester Game Ga me s introduced to the history of AI, agents (agent architecture and multi-agent behavior), search (search space, (15 Weeks) Programming uninformed and informed search, constraint satisfaction, game playing), knowledge representation (logical encoding of domain knowledge, logical reeasoning systems), planning (search over plan space, partial-order planning, practical planning), uncertainty and probability, learning (inductive learning, linear separators, decision trees, boosting, reinforcement learning), and perception and cognition (natural language, machine vision, robotics).

Physics I with Lab This physics course is an algebra based investigation of classical Newtonian mechanics. As almost everything we BA One Semester Game encounter or do on a daily basis involves physics, whether it is obvious or not, this course is particularly useful for (15 Weeks) Programming any future career. Many of the examples studied are very practical, and theory is used as an adjunct to the real- world problems investigated. Topics include measurement and error, vector quantities, translational and rotational motion, Newton?s laws, work energy and power, and properties of materials. Laboratory sessions are designed to re- enforce material presented in class as well as introduce students to laboratory procedures and the scientific method. In addition to Newtonian mechanics, we will investigate basic electronics and robotics and their connection to physics.

Ga me Phy s ic s Students learn the theory and practical application of techniques used in games to simulate real-world physical BA One Semester Game interactions. Implementation of 2D and 3D algorithms to effect movement, particle systems, collision detection, (15 Weeks) Programming gravitational forces, kinematics, and spring systems are covered. Implementations trade-offs of efficiency for accuracy are adapted for real time games. Operating Systems (no description available) BA One Semester Game Architecture (15 Weeks) Programming

Full Sail, Orlando, FL Course Course Name Course Content Length Major Level Programming I (Basic C++) This course teaches the C++ programming language as a foundation for creating games. Students will learn basic C++ coding BA 4 Weeks Game syntax as well as fundamental skills such as designing and building programs. Programming Calculus and Trigonometry Calculus and Trigonometry is the first of two pure math courses in the program. During this course, the concepts of limits, BA 4 Weeks Game tangents, derivatives and integrals are covered, as they have direct applications in the optimization of physics formulas. Programming Students are also introduced to multi-variable calculus. This course is a prerequisite for the Linear Algebra and Physics courses. Programming II The Programming II Course continues teaching the C ++ pr ogramming language, focusing on its object-oriented structure as a BA 4 Weeks Game tool for creating games. Students in this course learn class-based C++ coding syntax as well as additional skills for designing Programming and building programs. Students are also shown more advanced concepts such as data structures and key algorithms.

Linear Algebra The Linear Algebra Course is the second of two pure math courses in this program. The course starts with a quick review of BA 4 Weeks Game selected topics in geometry, algebra II, and trigonometry. Students then build on that foundation for applications in collision Programming detection and motion of objects. Vectors, matrices and quaternion are introduced to control the way objects move and interact on screen using C++/DirectX, and students create libraries of code functions that can be used in future courses. This course is a prerequisite for the Physics, AI, Game Engine courses. Pr ogra mming III The Programming III Course finishes teaching the essentials of C++ and introduces some new items such as the Standard BA 4 Weeks Game Template Library plus file input and output. During this time students are also able to review some critical topics from Programming previous months such as debugging, dynamic memory, classes and linked lists. With the addition of persistent storage, parameterized types and preexisting code libraries, creating more complex projects is both easier and quicker, preparing the students for the larger applications developed in following courses. Physics This course teaches students how to understand the world through physics. Real world phenomena such as motion and BA 4 Weeks Game collisions are described in terms of physical formulas, which can then be translated into computer code. The development of Programming problem solving skills is emphasized. Students learn the techniques of identifying behaviors, breaking them down into component parts, and creating computer models to handle particular behaviors using DirectX/C++. Data Structures The Data Structures Course provides students with a programmer’s arsenal of code and techniques by introducing a variety of BA 4 Weeks Game ways to manage data and organize programs. Students are reintroduced to core C++ concepts, and extensively examine Programming memory and algorithms dealing with arrays. More complex programming constructs are also explored by looking at the linear, dynamic types, such as Linked Lists, Stacks, Queues, and Heaps. Non-linear dynamic methods such as Hash Tables, Graphs, and Trees are studied in both concept and implementation. The course also looks at software engineering and code organization for large-scale projects in C++, focusing on utilizing Polymorphism and object-based design patterns. The concept of data-driven design is studied through the various projects assigned during the course. Windows Programming I The Windows Programming I Course is a comprehensive survey of Windows programming through the use of the C-style BA 4 Weeks Game (Win32 API) Win32 API. The Win32 API is examined in order to gain a full understanding of its nature and scope, with particular attention Programming paid to message-driven architecture and how programming with the Win32 API is different from console techniques. Students also explore dialog boxes, Windows common controls, the Win32 GDI, dynamic link libraries, and multitasking.

Windows Programming II The Windows Programming II Course is a comprehensive survey of Windows programming through the use of the object- BA 4 Weeks Game oriented .NET Framework in conjunction with the C# programming language. The .NET Class Library is examined in detail to Programming gain a full understanding of its nature and scope as related to creating stand-alone Windows applications. Particular attention is paid to the Form and Control classes along with event handling, resource management, and graphic output via the GDI+ graphics language. 3D Content Creation The 3D Content Creation Course explores techniques used in the professional game industry to create and render content for BA 4 Weeks Game state-of-the-art real time 3D games. Topics covered include geometry, lighting, shading, texturing, the rendering pipeline, the Programming content creation pipeline, animation, and level editors. Student assignments include creating and animating content with a major 3D modeling software package, as well as using a level editor to create environments for use in a commercial game engine. DirectX DirectX covers the Microsoft DirectX API for the PC and the Xbox360. The DirectX API encompasses 2D and 3D graphical BA 4 Weeks Game rendering and user input. The class focuses a majority of its time on the graphical portion of DirectX. Programming Software Architecture In the Software Architecture Course the student learns to communicate ideas involved in the process of constructing software BA 4 Weeks Game using the Unified Modeling Language. Exposure to common design patterns and development lifecycles help the student to Programming learn how a robust software architecture can remain flexible and facilitate change. Structure of Game Design The Structure of Game Design Course is designed to communicate the important techniques used by game programmers and BA 4 Weeks Game designers during a typical production cycle. Student assignments include, but are not limited to, implementation of reusable Programming game technology, algorithm analysis, usage of game industry tools and platforms, and game projects. Structure of Game The Structure of Game Production I Course immerses students in the initial stages of an eight-week game development BA 4 Weeks Game Production I project with heavy emphasis on teamwork as well as project planning and documentation. Students are also introduced to Programming Agile Production Methodologies and Best Practices of Game Production. Student assignments include creation and maintenance of technical design documentation, implementation of game technology, and project planning details designed to provide a strong foundation for delivering milestones in subsequent courses. Operat ing Syst ems In the Operating Systems Course, students learn the concepts of modern operating systems and how they impact the code BA 4 Weeks Game we create. The students also learn how to construct multi-threaded applications that are critical for utilizing modern multi- Programming core processors to their fullest extent. Students can use this knowledge to better design their code to efficiently use the operating systems and CPU hardware on almost any system that they need to use in their career. Various API for multithreading are examined after the concepts have been used with a more “learning” friendly API. Structure of Game The Structure of Game Production II Course concludes an eight-week game development project with heavy emphasis on BA 4 Weeks Game Production II teamwork as well as project planning and documentation. Students are also introduced to a Software Quality Assurance cycle Programming with an emphasis on peer review and proper defect reporting mechanisms. Student assignments include Milestone planning, implementation of game technologies and features, and design and implementation of a quality assurance cycle, designed to provide a strong foundation for delivering milestones in subsequent courses. Open GL In this course, students are instructed in the use of OpenGL, a high performance cross-platform real time 3D graphics library BA 4 Weeks Game that is widely used in both the game and simulation industries. Beginning with the basic fixed pipeline functionality, including Programming lighting, texture mapping, and other special effects, students progress to using programmable pipeline features for the highest performance and ultimate flexibility in graphics special effects. Advanced applications of matrices for 3D object and camera transformations are also covered within the context of OpenGL. Software Engineering The Software Engineering Course emphasizes good design practices, debugging, software testing, and team collaboration. BA 4 Weeks Game Specific topics covered include requirements analysis, design documentation, design patterns, coding standards, common Programming coding errors, debugging strategies, testing methods, test case design, and source control. To put these concepts into practice, the students work in small teams and port an existing game to an arcade platform. In short, skills that are indispensable to success to the game development industry, but that are often skipped in a traditional computer science curriculum. Engine Development I The Engine Development I Course teaches students techniques used to integrate complex systems. In this course, students BA 4 Weeks Game explore limitations of game engines with particular emphasis on the architectural engine design and feature integration. Programming Students also study and exercise production methodologies and practices utilized by development studios to create stand- alone gaming applications. The course also covers the limitations of implementing cross-platform technology for console and PC-based systems.

Continued....Full Sail, Orlando, FL Machine Architecture I This class emphasizes the relationship between high level programming languages and the hardware they compile and run BA 4 Weeks Game upon. We take a closer look at how code actually runs on the processor in terms of clock cycles, the assembly produced, and Programming the trade-offs between memory versus CPU overhead. Close attention is given to memory operations and bitwise manipulation. Time is also spent learning how to navigate around a command-line Unix-based environment as an introduction to a non-Windows based operating system. Opt imization The Optimization Course focuses on the techniques required for increasing the frame rate of video game applications. By BA 4 Weeks Game examining the relationship between the CPU, GPU, and their architectures, students better understand how code and art Programming affects their platform. Students are introduced to the process of detecting optimization bottlenecks and hotspots for the CPU, GPU, and other hardware resources. Students also explore methods used to solve common video game hotspots and bottlenecks. These methods increase performance through techniques that involve memory, multi-threading, shaders, drivers, and CPU/GPU processing. Machine Architecture II An embedded computer system operates differently from a desktop or laptop machine. There is generally no operating BA 4 Weeks Game system and the functionality requires closer interaction with the hardware. In this class, the students will investigate machine Programming architecture with a particular focus on how the hardware architecture influences the way the software is designed and crafting code sequences that marry with the hardware to improve performance. The class will explore the embedded development with an emphasis on how the system impacts the software design and development methodologies.

Artificial Intelligence In the Artificial Intelligence Course, students learn techniques for designing intelligent behaviors and creating lifelike behaviors BA 4 Weeks Game in characters to be used in modern games in order to provide realism, and computer opponents that continue to challenge Programming players even after repeated game-play. Students learn how to give intelligence to computer characters, including techniques for searching, game-playing, decision making, and learning. Various techniques for modeling realistic behaviors are also studied. Real Time A nimation Rich and efficient real time animation has become critical in today’s 3D games. In this course, the students will examine a BA 4 Weeks Game wide scope of animation techniques that are used in traditional computer animations and in-game real time animation. Programming Course material will focus on developing executable animation components including, morphing, articulated animation, skin and bones characters, an adaptable animation playback system and exporting/importing animation data from industry standard animation creation tools. Engine Development II The Engine Development II Course focuses on the most utilized motion systems found within game engines, taking into BA 4 Weeks Game account low-level graphics libraries as well as 3D hardware issues. The course covers programming complex object and Programming character motions driven by animations or user input. Additionally, game object interaction with other objects and environments using collision detection and reaction is covered. Ga me Ne t wor king The Game Networking Course will cover the techniques and technologies required to create network-enabled games. BA 4 Weeks Game Students will learn basic networking principles, network protocols, game-specific networking techniques, and various APIs and Programming encapsulation techniques. In addition to connection-oriented and connectionless communications methods, students will also learn various network architectures (including the client/server model and peer-to-peer model) and the standard Windows/Unix Sockets API in C/C++.

Table 8.11b Course Recommendations

Table 8.11b Course Recommendations for Malta Universities General Games Courses Required Course Course Name Course Content Key Deliverables Background Length Introduction to Introduction to technical and creative aspects of game development, including the art of creating 10 hours in Basic Game Pitch n/a - Ga me De v e lopme nt the digital game prototype and development of 2D games. Critical vocabulary and historical classroom, Document (8- 10 perspective to analyze and understand experiences with interactive entertainment; students imagine Introductory 10 hours pages based on and articulate their own ideas. Course student's own idea). homework Ga me His t or y a nd How did the game industry evolve into the eye-popping, genre-driven, electronic industry it is today? None - students can We examine the history of electronic games, the evolution of the computer and console market, and n/a - Development 5 hour take a test at the a host of today's most influential and significant games. Introductory end if an assessment seminar Course of what they learned is needed. Playtesting Your Learning to tune gameplay designs for increased playability and fun. As we play-test Beta versions Students analyze Ga me of games to uncover and fix as many defects as possible, we'll also learn how to design effective each other's game tests, use bug database software, and interpret player feedback. Firsthand experience is invaluable concepts (from Intro when it comes to evaluating and tuning the strength of your own game designs. Completion of 10 hours in to Game Dev) and Introduction classroom, provide a revised to Game 10 hours version of the Development homework concept doc with additional details on the specific game play mechanics. Digital Game Design The course blends high-level concepts with hands-on instruction and activities. The course focuses Playable 3D level built on game design, architecture, and creation concepts related to the development of interactive digital in a Level edit or - 15 hours in games. Topics covered will include Anatomy of a Game, Types of games, Game design theory and n/a - focus on creating classroom, concepts, Game algorithms, Game delivery environments, and the game industry. Hands-on activities Introductory game play mechanics include game testing, creation of several small games, and the creation of a sizeable game. Game 15 hours in Course with existing art design teams are formed based on complementary skill sets to work on game creation. We use Unity homework assets. (Team-based 3D as our primary game engine for many of the projects in the course. We also discuss a variety of project) other game engines and developme nt t ools. Ga me Te c hnology I Game designers need an essential skill set that allows them to realize their concepts through working 10 hour in Students create n/a - prototypes. In Game Technology I students learn how to develop and manipulate game mechanics classroom, document out lined and environments through visual and traditional scripting tools. This class is the first in a series that Introductory 10 hours play for a 3D game supports skills needed for level editing and design, prototyping, and working in game engines. Course prototype homework Game Technology II Acquire the integration skills needed to successfully build a 3D game. Using an existing 3D game Students create engine we explore both the technical construction and practical design of games in the engine. The Completion of 10 hours in playable 3D level technical skills required to use the game engine software are combined with knowing how and when Game classroom, based on their plan to use spaces in a level, construct an interface, establish moods, and direct a player's attention Technology I 10 hours (individual w ork) through sound effects, lighting, camera angles, and text to create a complete working game. Course homework The Game Industry The Game Industry Course is an opportunity to expose students to some external and related None - students can influences on the design process that are outside of the scope of gameplay and entertainment. take a test at the Primary topics include the development of games for education, health, and military training, social n/a - end if an assessment 5 hour network games, cellphone applications, handling community relations and events, and methods for Introductory of what they learned deriving income from the game through retail, subscription, advertising revenue, and freemium seminar is needed. models. This class helps broaden the student's understanding of the game industry and other Course external influences on design and development that they will encounter in a production environment.

Research and The Research and Marketing Course examines the research and documentation process and helps None - students can students develop the skills required to gather information, organize data, and deliver a concise and take a test at the Marketing n/a - credible product. The billion-dollar video game industry is fuelled by successful marketing campaigns 5 hour end if an assessment that engage loyal enthusiasts as well as capture new customers. Topics of study will include technical Introductory seminar of what they learned and player documentation, consumer research, advertising, product planning, culture and language, Course is needed. and media relationships. The materials and process in this course apply directly to final project developme nt in t his program.

Games Programming Courses Real Time Animation Rich and efficient real time animation has become critical in today’s 3D games. In this course, the Student creates an 10 hours students will examine a wide scope of animation techniques that are used in traditional computer Completion of animated character classroom, animations and in-game real time animation. Course material will focus on developing executable Design Tools for t he level t hey animation components including, morphing, articulated animation, skin and bones characters, an 10 hours II created in Game adaptable animation playback system and exporting/importing animation data from industry standard homework Design Tools II animation creation tools. Ga me A r c hit e c t ur e Game Architecture explores components and subsystems of electronic games and their associated Basic Final Exam to assess architectures. Topics include game state representation, time management, the main game loop and Programming 10 hours knowledge. game subsystems. Game design and planning from first concept to start of development are explored Skills, classroom, in detail. In addition to game architecture, we will also look into the issues of game design, team building, and management. The focus will be on those implementations that work well, and will include Computer 10 hours situations to avoid and how to fix errors. Science homework Majors Console Console Programming focuses on console video game system development using contemporary Basic Final Exam to assess Programming architectures and development tools. Students will assimilate and implement techniques for efficient Programming 10 hours knowledge. game console programming. Implemented programs will also incorporate techniques for effective use Skills, classroom, of 2D graphics, 3D graphics, cont rolle rs, memory mana ge ment a nd t he audio sy st e m. Computer 10 hours Science homework Majors Gr a phic s / Ga me Students get an introduction to advanced graphics topics including skeletal animation, ray tracing, Basic Final Exam to assess Engine Pr ogr amming lighting and surfaces. Projects are introduced to implement these important visual effects. The Programming 10 hours knowledge. knowledge obtained will be assimilated and applied to a wide range of usages and application. Linear Skills, classroom, Algebra algorithms will be refreshed and/or introduced specific to the topic at hand. Computer 10 hours Science homework Majors This course provides a technical introduction to the core concepts of artificial intelligence (AI). A rtificial Intelligence Basic Final Exam to assess for Games Students will be introduced to the history of AI, agents (agent architecture and multi-agent knowledge. behaviour), search (search space, uninformed and informed search, constraint satisfaction, game Programming 10 hours playing), knowledge representation (logical encoding of domain knowledge, logical reasoning Skills, classroom, systems), planning (search over plan space, partial-order planning, practical planning), uncertainty Computer 10 hours and probability, learning (inductive learning, linear separators, decision trees, boosting, Science homework reinforcement learning), and perception and cognition (natural language, machine vision, robotics). Majors DirectX DirectX covers the Microsoft DirectX API for the PC and the Xbox360. The DirectX API encompasses Basic None - students can 2D and 3D graphical rendering and user input. The class focuses a majority of its time on the Programming take a test at the graphical portion of DirectX. Skills, 5 hour end if an assessment of what they learned Computer seminar is needed. Science Majors Optimization The Optimization Course focuses on the techniques required for increasing the frame rate of video Basic None - students can game applications. By examining the relationship between the CPU, GPU, and their architectures, Programming take a test at the students better understand how code and art affects their platform. Students are introduced to the Skills, 5 hour end if an assessment process of detecting optimization bottlenecks and hotspots for the CPU, GPU, and other hardware of what they learned Computer seminar resources. Students also explore methods used to solve common video game hotspots and is needed. bottlenecks. These methods increase performance through techniques that involve memory, multi- Science threading, shaders, drivers, and CPU/GPU processing. Majors Ga me Ne t wor king The Game Networking Course will cover the techniques and technologies required to create network- Basic None - students can enabled games. Students will learn basic networking principles, network protocols, game-specific Programming take a test at the networking techniques, and various APIs and encapsulation techniques. In addition to connection- Skills, 5 hour end if an assessment oriented and connectionless communications methods, students will also learn various network of what they learned Computer seminar architectures (including the client/server model and peer-to-peer model) and the standard is needed. Windows/Unix Sockets API in C/C++. Science Majors Fla s h 11 This course introduces the Flash programming environment for use in simulation and game Basic Students create development. Topics include timeline effects, extensibility layers, and features such as code snippets Programming 15 hours in playable Flash TLF Text, and ActionScript. Upon completion, students should be able to create a simple simulation or Skills, classroom, prototype. game using Flash. Computer 15 hours in Science homework Majors Introduction to Introduction to LLVM - a suite of modular and reusable compiler and toolchain technologies. None - students can Students will become familiar with LLVM and the subprojects. Computer LLVM 5 hour take a test at the Science end if an assessment seminar Majors of what they learned is needed. Introduction to This course provides an introduction to HTML5 web development software suites. Topics include the 15 hours in Students create a Computer HTML5 creation of web sites and applets using web development software. Upon completion, students classroom, playable HTML5 should be able to create entire websites and supporting applets. Science 15 hours in game Majors homework Developing for Students learn the basics of the Android Platform and how to develop games for it. 15 hours in Students create a Computer Android classroom, playable android game Science 15 hours in Majors homework Developing for iOS Students learn the basics of the iOS Platform and how to develop games for it. 15 hours in Students create a Computer classroom, playable iOS game. Science 15 hours in Majors homework

Games Design Courses Designing Social Specialized game design course that teaches students how to design Facebook games. 10 hours in Students create a Completion of Ga me s classroom, social game prototype Digital Game 10 hours in Design homework Scripting Languages -Introduction to Lua. Students learn the basic concepts of Lua and how to use it for scripting games. 15 hours in Students script a level n/a - Lua classroom, using the Lua Introductory 15 hours in scripting tools Course homework Design Tools I In the Design Tools I Course, students examine the various development tools used to create 2D/3D art Student creates a 15 hours in games. Students explore game engines, asset libraries, graphic art tools, and level editing tools. The skills, basic playable 3D level w it h intention of the course is not to fine-tune the use of all the game creation tools discussed; it is to classroom, understandin pre-existing assets provide a working knowledge of the tools so that designers can bring their designs to life as well as 15 hours in g of create a single level in an actual game engine. homework programming Design Tools II In the Design Tools II Course, students take a much closer look at the tools employed in the creation Student creates the of game levels. Specifically, students are instructed in the use of state-of-the-art level editors 15 hours in assets and uses these Completion of employed by the game industry. Level editors are some of the most important tools a designer will classroom, to create a 3D encounter in the industry. Depending on the robustness of the editor, a designer can create entire Design Tools 15 hours in playable level environments—complete with audio and visual content, AI entities, and complex game I Course objectives—from within the one tool. By learning these editors, students are better prepared to homework apply the concepts they will learn in future level design courses.

Games Art Courses Ga me Env ir onme nt s The artist plays an important role in the development of the immersive 3D environments that games Student improves 10 hours are played in. The successful environment artist understands how to control mood and atmosphere Completion of level creat ed in classroom, through spatial definition, lighting, colouring and effects all in support of game-play and design. This Design Tools Design Tools II with course puts emphasis on the artistic side of level design and students work with both proprietary and 10 hours II new art assets. custom-created game-art assets to build an in-game environment that is both beautiful and homework immersiv e.