The Skills Framework for the Information Age: Engaging Stakeholders in Curriculum Design

This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

The Skills Framework for the Information Age: Engaging Stakeholders in ICT Curriculum Design

This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

Análisis de la adopción y uso de las revisiones de software

Incluye bibliografía.El trabajo aborda un tema de indudable relevancia científica, tanto teórica como práctica: el análisis de la adopción y el uso de las revisiones de software