GE IS210SAMBH1A IS210SAMBH2AA Assembly of composite plate

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It is essential to understand at this point that the required resources (physical and faculty), credit

IS210SAMBH1A hour requirements, and implications of educating core and elective competencies require careful

thought and balance. As such, increasing interest in IS as a major or minor subject, together with

the diversity of technologies and competencies to be addressed, make resource considerations

IS210SAMBH1A critical for IS subjects. Therefore, the curriculum guidelines shared in this report constitute

important considerations for resource planning at multiple levels, from executives through to

faculty planning. Correctly planning for these requirements will be important evaluation criteria for

accreditation bodies.

For IS faculty, these guidelines will assist in curriculum and course design and are of interest to

IS210SAMBH1A academic leaders and administrators responsible for IS programs. As IS competency needs are

becoming more diverse, the need to make conscious choices in curriculum design is evident. This

model facilitates evaluative dimensions that program decision makers and leaders can use to

confirm their program profile and design appropriate curriculum units that promote competencies.

The competency realms and areas prescribed in section 5.1.3 provide concepts that may assist

in making the high-level profiling choices and selections in curriculum design.

These guidelines make deliberate and effective recommendations for designing the IS program

core. For example, as noted in section 4.2, whereas the previous IS2010 curriculum model did

not specify sufficient technical skills to satisfy the needs of industry and academic investigation,

this document has attempted to do so here. However, this will not be without important

consideration for resources and curriculum design and constitute, for some, a significant

challenge. Moreover, as this curriculum model indicates the selection of core competencies

IS210SAMBH1A across four different pillars, program designers must select the appropriate competencies to

weave together as content to be presented in learning units, that, when amalgamated, lead to

elective specializations and courses. Careful consideration is required to balance the capabilities

of faculty, the need for continuous improvement, and upskilling. This should place the burden,

appropriately, on the program, but it is believed the competency-based model provides the acuity

IS210SAMBH1A and flexibility of articulation to accommodate this challenge.

IS faculty responsible for individual course design may use the framework outlined in these

recommendations to incorporate competency-based thinking in individual courses. For this

purpose, more detailed accounts have been included of each competency area, detailing more

specific competencies, and further breaking them down to required knowledge areas, skills, and

dispositions (see section 4.2 and Appendix 3). It is believed that these materials will assist

educators to define learning goals and course content descriptions that explicitly address

knowledge-skill levels. Doing so will assist to better define the role of a given course in the overall

curriculum of a module or program.

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