Career outcomes and SFIA as tools to design ICT curriculum

Career outcomes are one of the major influencing factors when applicants are selecting their course. While theoretically, linking curriculum design closely with career outcomes might be an ideal situation, in practice, ICT curricula are in a constant state of flux and it is unclear whether the specified career outcomes for a course were part of the curriculum (re-)design process. SFIA provides a common reference model to communicate the value and relevance of a course to potential applicants and employers. This paper reports on the application of the ACS process for designing an ICT curriculum that is directly informed by the career outcomes relevant to both the local and national ICT industry and the necessary SFIA skill sets to attain those career outcomes. Using this approach we are able to illustrate to employers the capabilities of graduates and provide evidence to applicants that the course relates to the advertised career outcomes

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