Journal of Information Systems Education (JISE)

Volume 27

Volume 27 Number 1, Pages 37-50

Winter 2016


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


Brian R. von Konsky
Curtin University
Perth, Western Australia 6845, Australia

Charlynn Miller
Federation University
Ballarat, Victoria 3353, Australia

Asheley Jones
Australian Technical and Management College (ATMC)
Melbourne, Victoria 3000, Australia

Abstract: 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.

Keywords: Advisory boards, Bloom’s taxonomy, Careers, Certifications, Curriculum design & development, Computing skills

Download this article: JISE - Volume 27 Number 1, Page 37.pdf


Recommended Citation: von Konsky, B. R., Miller, C., & Jones, A. (2016). The Skills Framework for the Information Age: Engaging Stakeholders in Curriculum Design. Journal of Information Systems Education, 27(1), pp. 37-50.