ACS CBOK ICT Building Blocks

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1 Assessing the work readiness skills of ICT graduates: Developing a SFIA-based ICT Curriculum Brian von Konsky PhD(Curtin) FACS CP Charlynn Miller PhD MACS (Senior) CP Asheley Jones DBA Candidate MACS CP Case Study Contributors: Nicole Herbert BSc(Hons) GradCert (Uni Learning & Teaching) Joan Richardson BAppSci, DipEd, MEd. Phd (La Trobe) Kathy Henschke Bsc, DipEd, MIT, DEd (MelbUni) Funded by a grant from the Australian Council of Deans of ICT (ACDICT) ACDICT Learning and Teaching Academy (ALTA) ACS CBOK ICT Building Blocks SKILL - Graduate/Career Skill Sets (e.g. as defined in SFIA) CORE Core Body of Knowledge Technology Building Technology Recourses Outcomes Management ICT Problem Solving and Professional Knowledge Services Management SPEC ICT Role Specific Knowledge Additional knowledge building on one or more of the CORE knowledge areas COMP Complementary Knowledge Could include knowledge from: Business Science Engineering Mathematics Health Psychology Education Government Economics Statistics Humanities Arts Activity 1 SFIA Assessment Green IT Focus Groups Transcription and Thematic Analysis Best practice? Stakeholder interaction? Common nomenclature and framework? Activity 2 SFIA Role Description from PD Case Studies and Resources ACS (2012). The ICT Profession Body of Knowledge. Adapted from Gregor, S., von Konsky B.R., Hart, R., and Wilson D. (2008) The ICT Profession and the ICT Body of Knowledge, Australian Computer Society.

2 Findings SFIA to define ICT Career Roles - Good examples in Industry - Academic examples largely aspirational or limited to mapping exercises Cognition, Experience and Authentic Learning - SFIA skill sets readily identified for given role - Assumptions necessary to identifying higher levels - Practicum, WILL, Industry-placements important - Various factors can lead to varying outcomes Findings Closing the Loop - Case studies a common approach taken in relation to Green IT example - E-Portfolios to collect and reflect on evidence of SFIA skill attainment Findings Soft Skills - Focus on technical skills over soft skills - Experienced SFIA practitioners able to identify soft skills in context of technical skills - Less experienced struggled to develop shared meaning regarding the implicit connection Processes and Related Frameworks- - Mappings to other frameworks needed - Available but not widely disseminated SFIA-Bloom s-aqf Mappings SFIA Level SFIA Automony Bloom s Level Bloom s Cognition AQF Skills 1 Follow 1 Remembering Remember 2 Assist 2 Understanding Understand 3 Apply 3 Applying Apply 4 Analysing 4 Enable 5 Evaluating Investigate, analyse Critical reflection, evaluate 5 Ensure, advise 6 Creating Create 6 7 Instantiate, Influence Set strategy, inspire,mobilse These SFIA skills are generally achievable through experience in the ICT industry Richardson, J., and Henschke, K., RMIT

3 The ICT Profession Body of Knowledge Identify roles, skills, level of autonomy & responsibility Identify role-specific knowledge Identify complementary knowledge Design course structure as part of a holistic program Collect artefacts to demonstrate skill attainment Queensland Government SFIA-based position descriptions Software Designer (Programming/software Development (PROG) (Level 4 - Enable) Designs, codes, tests, corrects and documents large and/or complex programs... Consultancy (CNSL) (Level 5 - Ensure, advise) Takes responsibility for understanding client requirements, collecting data, delivering analysis and problem resolution. Identifies, evaluates, and recommends options, implementing if required... Technical Specialism (TECH) (Level 5 - Ensure, advise) Maintains an in-depth knowledge of specific technical specialisms, and provides expert advice regarding their application... ACS (2012) The ICT Profession Body of Knowledge, Adapted from Gregor, S., von Konsky, B.R., Hart, R., and Wilson, D. (2008). The ICT Profession and the ICT Body of Knowledge (Vers. 5.0), Australian Computer Society, Sydney, Australia. Queensland Government (2013) ICT Career Streams, products/ict-workforce-capability/careers-and-programs/ict-career-streams ACS survey of SFIA skills reported by members in various job roles ACS Data Skills ACS (2013) Common ICT job profiles & indicators of skills mobility: ICT Skills White Paper, based on degree

4 ACS Data Job Roles ACS Data Job Roles Case Case based on betweeness Case based on betweeness Case Studies RMIT - BBIS University of Tasmania Bachelor of ICT RMIT Bachelor of Business ACS Computer Professional Education Program (CPeP) Hypothetical Data Science Position

5 UTas - BICT Recommendations Use published sources to inform discussions with Industry Advisor Boards regarding ICT career roles Use network analysis to consider related skills and roles based on real data, not opinion and personal views Use SFIA Skill descriptors to inform assessment design Visualise SFIA skills and responsibilities for benchmarking and documentation purposes Don t reinvent the wheel and leverage existing mappings and case studies(e.g. SFIA-Bloom s AQF Mappings) Focus Groups: Brisbane, Melbourne, Perth, Sydney Workshops: Melbourne Conventicle, ACSW ACE Conference Workshop Published Papers: von Konsky, B. R., Jones, A., Miller, C. (2013). Embedding professional skills in the ICT curriculum. ascilite 2012, Auckland, New Zealand, Australian Society for Computers in Learning in Tertiary Education. von Konsky, B. R., Jones, A., Miller, C. (2014). Visualising Career Progression for ICT Professionals and the implications for ICT Curriculum Design in Higher Education. Sixteenth Australasian Computing Education Conference (ACE2014), Auckland, New Zealand, ACS. Papers in Preparation: von Konsky, B. R., Jones, A., Miller, C., (in preparation) SFIA: Engaging Stakeholders in ICT Curriculum Design and Management von Konsky, B.R., Jones, A., Miller, C. (in preparation) SFIA Case Studies: Reflective conversations in ICT higher education von Konsky, B. R. (in preparation) Network Analysis of ICT career roles