ACS and ACS Accreditation

ACS and ACS Accreditation. Australian Computer Society (ACS): the recognized professional association representing Australia’s ICT sector. ACS Accreditation : A compliance process against criteria designed to assure graduate outcomes ACS Accreditation is awarded to an institution and its programs after a rigorous evaluation of their capacity to produce graduates who have the knowledge and skills required of an ICT professional.

2. Accreditation enquiry Preliminary appraisal For first accreditations (Optional program design workshops on request) A. Digital accreditation review Conducted by ACS Case Manager B. Main campus review (Plus secondary campus reviews if applicable) Case Mana er with Volunta Panel C. Accreditation outcomes ACS Accreditation Committee determination No conditions Conditions ACS accreditation process • Recommend planning 6 to 9 months ahead D. Resolution of Conditions ACS Case Manager checks any conditions are met E. Accreditation Certificate If step D applies. a temporary Conditional Certificate is issued.

Preparing an Application for Accreditation. 3. The panel will need access to: Institutional Context Information: Records of ICT Industry Advisory Board meetings, internal program reviews etc Copies of recent internal reviews of the ICT School and programs Program Information: Approved program objectives, content and structure design documents, current advertising material and student information Subject Information: For all subjects designated as meeting Requirements B to E of ACS Accreditation Manual: Volume 2: Accreditation Criteria, and for subjects that assess pre-requisite knowledge for these subjects subject outline documents as distributed to students examples of teaching materials and resources specifications for assignments, projects and laboratory activity, examples of formative and summative assessment materials including examination papers and scripts, graded student work including assignments portfolios, project reports, laboratory reports, professional practice log books. Of particular interest are examples of assignments which achieved the lowest pass mark, and examples of assessments low, medium and high achievement..

ACS Accreditation. ACS accreditation criteria include ICT discipline-specific AQF criteria ICT discipline-specific HESF criteria.

The Graduate Attributes. The graduate attributes are exemplars of the attributes expected of a graduate from an accredited program. Each attribute is a discrete statement of an expected capability, qualified, if necessary, by a range of indicators appropriate to the type of program..

ICT Graduate Attributes. 6. Graduates will have broad and coherent knowledge and skills for ICT professional work and/or further learning in a global economy . Graduates will have broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice in ICT. Graduates will have well-developed cognitive, technical and communication skills to select and apply methods and technologies to: analyse and evaluate information to complete a range of activities in their ICT area of expertise analyse , generate and transmit solutions to unpredictable and complex ICT problems transmit knowledge, skills and ideas to others 4. Graduates at this level will apply knowledge and skills to demonstrate autonomy, well-developed judgement and responsibility: in contexts that require self-directed work and learning within broad parameters to provide specialist advice and functions.

Essential ICT knowledge ICT Professional Knowledge Ethics Professional expectations Teamwork concepts and issues Interpersonal communication Societal issues/legal issues/privacy Understanding the ICT profession ICT Problem Solving Abstraction Modelling All persons seeking ICT professional should have an in-depth understanding of the Essential ICT Knowledge Areas.

Linkage between SFIA and the ICT Body of Knowledge.

9. SHA Skill IT Infrastructure (ITOP) Information governance (IRMG) Data managernent (DATM) Network Support (NTAS) Skill Descri The operation and control Of the IT infrastructure (typically hardware, software. data stored varbus media, md equipment within and Ixal area required to and IT servkes and to meet the needs of a Iruludes for changed ærvices. of ttæ the maintenance of regulatory, legal and professÜval and rnanagement of systems and in Wtualised cornputing and the of of systems servkes in to their to business nce. their sec and their sustaina The overall governance of how all types of structured and unstructured. whett•ær internally externally. are used to busemess and digital services. and promotion of strategy and covering the structures taxonomies. the of for the maintenance the data content, developrnent of prutkes and training to with au as of hold- use and discbsureofdata. The management of and to ensure the *Curity, integrity, safety and availability of all forms of data and data structures that make up tte The of data and in ail its forms and the analysis of informatim structure (includit' 1%icaI analysis of data and rrætadata). The development of ways of rnanaging assets of the nisatim. The provision of network maintenarxe and may provided to users systems to service delivery functions. Support typicaUv takes form investigating and resolving problerns the systems. it may also their may bv to users about the network's correct or constraints. devising faults, making general CBOK A1 Hardware and software fundamentals Data and Data and information.

10. nfluence Business Skins SEIA Level 3 under general direction. Uses in identifying and to complex issues and assi"ments. usually receives and has reviewed at milestones. when issues escalated to a with and influences Has working with qopliers and partners. Mav supervise make whkh impact the work assigned to or phases Of projects- understands on the analysis and this in the" work. Performs a range of work. sornetimes complex and in a variety Of to issue Has a sound generic. and specialst necessary to effectiww in the organSation typically from rec.cwtised Of and cyganisational information. effectiw asw»lication Of knowledge. Has an appreciation Of the wider context. action to deveop eff«tive commuticaton skilB_ mans. schedules and monitors own work (and that Of others where Within limited Ecording to relevant CCMtrib:utes fully to the Of how Own role relates to roles to the business Of the employer client. an analytical and systematk approach to is-S'æ resolution. Takes initiative in identify*ng and negotiating agoropriate understands how Own and dernonst rates routine security practice requred for Own work. SHA Level 5 Works under direction. Work iS Often self• initiated. Is funy resp«tsible for meeting technical and/or Estabåshe•s and has a assignment Of tasks Innuet:ees organisation. and Of specialism. and Makes whkh impxt the SuCCBS Of assigræd i_e_ deadines Has significant influence owr the marugerrænt Of resources to given assignments. Leads all Of wo". Ensures are met Perforrns an extnsive range and of cornplex technical work which requires the of in a and often ur-predictable rmge Of contexts. the relationstup and IS fulW familiar with bodes generk Activew seeks Out own mentorir* or a wider c" across Ot Applies to help to the stanords which appw. formally Facilnates stakeholde•rs who have diverse obÉctiveS. Analyses. designs. plans. and to cost and qualny targets. Analyses requiren*-nts advises for improvernent_ T when making creativity. and ethical in for the t*nefit Of the Custc*ner 'stakehdder the standards. to own can choices from an deve•bpments industry. Takes initiative to keep skins up to date. W•ntorS Assesses and evaluates risk. proactively ensures s«uritv is their area bv self and others. or works with security specialists as n«essarv. wcuritv c•Atwe Of orgmisatbn..

It is expected that Professional Knowledge topics will need to be addressed at multiple levels in different stages of professional development. The very nature of professional work means that some knowledge and skills are best developed through experience and that understanding of complex issues such as ethics grows with maturity. The goals for developing professional knowledge will be different at entry-level.

Ethics Topics covered should include. Fundamental ethical notions (virtues, duty, responsibility, harm, benefit, rights, respect and consequences); Basic ethics theories; Integrity systems (including, the ACS Code of Ethics, the ACS Code of Conduct, ethics committees and whistle blowing); Methods of ethical analysis; Methods of ethical reflection Methods and procedures of ethical repair and recovery ICT specific ethical issues (professional – e.g. compromising quality and conflict of interest, and societal – e.g. phishing and privacy)..

Professional expectations Topics covered should include: expertise, certification, competence, autonomy, excellence, reflection, responsibility and accountability. Teamwork concepts and issues Topics covered should include: collaboration, group dynamics, leadership styles, conflict resolution, team development and groupware. Communication Topics covered should include: oral and written presentations, technical report writing, writing user documentation and the development of effective interpersonal skills. Societal issues Topics covered should include: history of computing and the ICT discipline, privacy and civil liberties, cyber crime, intellectual property and legal issues. Understanding of ICT profession Professionals Professionals should have some knowledge of where and when their discipline began and how it has evolved, in addition to understanding of ongoing issues in the discipline..

This requires knowledge of how to use modelling methods and processes to understand problems, handle abstraction and design solutions. The methods and tools that are used for handling abstraction could vary a great deal with the branch of ICT, from circuit diagrams to data modelling tools to business process modelling..

General ICT Knowledge- Technology Resources. Hardware and software fundamentals: An understanding of the basic components of computer systems is required, including: Computer architecture and organization - including processors, memory, storage systems and input/output devices Systems software – Operating systems and application system software Data and information management: An understanding is required of how data is captured, represented, organised and retrieved from files and databases. Topics include: Data modelling and abstraction Database Management Systems (DBMS) Information assurance and security in a shared environment Acquisition, custodianship and eventual disposition of information Nature of data, information and knowledge transformation through technologies. Networking: This area requires an understanding of data communications and networking fundamentals. Topics include: Network concepts, protocols and standards Network security Wireless and mobile computing Distributed systems..

Human factors Requires an understanding of the importance of the user in developing ICT applications and systems, and involves developing a mindset that recognises the importance of users, their work practices and organizational contexts. Programming Requires an understanding of the fundamental concepts of a programming language. It is expected that the requisite knowledge of programming fundamentals would be best developed by engaging students in software developments tasks (programming). Systems development Requires an understanding of how to develop or acquire software (information) systems that satisfy the requirements of users and customers. Systems acquisition Requires an understanding of how to develop or acquire software (information) systems that satisfy the requirements of users and customers..

IT governance and organisational issues-Topics covered should include: Fundamental governance principles (e.g. structures to encourage moral behaviour within organisations and corporations, and moral behaviour by organisations and corporations); Organisational context, including business processes, organisational culture, change and risk management. IT project management involves an understanding of the factors required to successfully manage systems development projects. Topics include: team management, estimation techniques, cost/benefit analysis, risk analysis, risk management, project scheduling, quality assurance, software configuration management, project management tools, reporting and presentation techniques. Service management involves an understanding of ongoing operation of ICT in an organisational context and includes frameworks for structuring the interactions of ICT technical personnel with business customers and users. Many frameworks exist to guide ICT service management, for example, the Information Technology Infrastructure Library (ITIL) , and COBIT. Cyber security Data Security, Software Security, Component Security, Connection Security, System Security, Human Security, Organizational Security, Societal Security.

Accreditation Criteria Accreditation Criteria, specifies the criteria against which the ACS will evaluate ICT education programs.

19. HESF Standards Domain I: Student Participation and Attainment Sections 1.1 — 1.5 Domain 2: Learning Environment 2.1 — 2.4 Domain 3: Teaching Sections 3.1 — 3.4 Domain 4: Research and Research Training Sections 4.1 — 4.2 Domain 5: Institutional Quality Assurance Sections 5.1 — 5.4 Domain 6: Governance and Accountability Sections 6.1 — 6.3 Domain 7: Representation, Information management Sections 7.1 — 7.3 ACS Institutional Criteria 2.1 Technological resources for ICT education 3.2 ICT academic leadership, staffing & staff qualifications 5.3 ICT Industry Monitoring & review 6.1 Institutional commitment to ICT education.

20. ICT Program A. Program Coherence ICT Skills B. ICT Job Role & SFIA Skills AQF Categories ICT Knowledge C. ICT Knowledge: - Essential CBoK - General (breadth) - Specific D. Advanced ICT Knowledge addressing Complex Computing ACS Program Criteria Application of ICT Knowledge and Skills E. Integrated & Applied ICT Knowledge & Skills F. Preparation for Professional Practice.

ICT Program Specification. A: Program Design In order to generate an ICT professional, an accredited ICT program needs to have been designed as a coherent and integrated whole. Program Title- the title of the degree will accurately represent ICT profession Program Objective and Outcomes- t he objective needs to be appropriate within ICT - a profession for conceiving, designing, implementing, maintaining, managing and disposing of ICT infrastructure, products, processes and services within broad professional context Program Components and Structure- The curriculum will comprise an integrated set of tasks and structured learning experiences that lead to the delivery of the specified ICT educational outcomes, and satisfactory attainment of the graduate attributes. Justification of Program- There will be a justification for the program founded on the needs of stakeholders, including employers, graduates and the student intake.

B: Professional ICT Roles and Skills to ensure that an accredited ICT program will aim to produce graduates with capabilities appropriate to a coherent and identifiable part of the ICT profession and a specific professional job role within it. The SFIA skills required to fulfil the ICT professional role.

Examples of ICT Career Opportunities. Information Systems Analyst/Designer Business Analyst Business Process Modeller Supply Chain Modeller Digital Transformation Analyst Data Modeller.

ICT Program Specification. C: Coverage of ICT Knowledge to ensure that an accredited ICT program will equip graduates with the broad knowledge required to fulfil the identified professional role. To demonstrate how the program develops the coverage of professional knowledge required by the CBoK Knowledge Areas, a grid can be used to map CBoK knowledge areas the most significant mandatory subjects that assess those areas. Identify only 1 or 2 of the most significant subjects, perhaps one that assesses the topic in depth and one that assess its application..

ICT Program Specification. D: Advanced ICT Knowledge Addressing Complex Computing to ensure that graduates of an accredited ICT program will have the advanced knowledge required to undertake their professional role. The program will contain subjects (have at least 4 Advanced ICT subjects)at advanced level addressing complex computing topics that clearly provide depth related to the ICT objectives of the program. require pre-requisite knowledge (Criterion A) from at least one other subject which itself normally requires pre-requisite knowledge - address knowledge required for one of the primary SFIA skills required for the nominated ICT professional role(s) (Criterion B) - use assessments that demonstrate a depth of knowledge at least at analyse level (Level 4) or higher in Bloom's Taxonomy - address a complex computing problem..

SFIA. SFIA describes the skills and competencies required by professionals in roles involved in information and communication technologies, digital transformation and software engineering. It provides a framework consisting of professional skills on one axis and seven levels of responsibility on the other. It describes the professional skills at various levels of competence. It describes the levels of responsibility, in terms of generic attributes of Autonomy, Influence, Complexity, Knowledge and Business Skills. SFIA is updated frequently to remain relevant and aligned with the needs of industry and business and current thinking..

7 levels of responsibility. The backbone of SFIA is a common language to describe levels of responsibility across roles in all the professional disciplines represented in SFIA. The SFIA Framework consists of seven levels of responsibility from Level 1, the lowest, to Level 7, the highest. SFIA levels The levels describe the behaviors, values, knowledge and characteristics that an individual should have in order to be identified as competent at the level. The levels are precisely written to be progressive, distinct and consistently described..

Generic attributes underpin the levels of responsibility.

29. Example Business analysis: Level 6 Takes full responsibility for business analysis within a significant segment of an organisation where the advice given, and decisions made will have a measurable impact on the profitability or effectiveness of the organisation . Leads the selection of appropriate business analysis methods, tools, techniques; selecting appropriately from plan-driven/predictive approaches or more adaptive (iterative and agile) approaches. Establishes the contribution that technology can make to business objectives, defining strategies, validating and justifying business needs, conducting feasibility studies, producing high-level and detailed business models, preparing business cases, overseeing development and implementation of solutions, taking into account the implications of change on the organisation and all stakeholders. Guides senior management towards accepting change brought about through process and organisational change. Business analysis: Level 5 Takes responsibility for investigative work to determine business requirements and specify effective business processes, through improvements in information systems, information management, practices, procedures, and organisation change. Selects, adopts and adapts appropriate business analysis methods, tools and techniques; selecting appropriately from predictive (plan-driven) approaches or adaptive (iterative/agile) approaches. Collaborates with stakeholders at all levels, in the conduct of investigations for strategy studies, business requirements specifications and feasibility studies. Prepares business cases which define potential benefits, options for achieving these benefits through development of new or changed processes, and associated business risks. Business analysis: Level 4 Investigates operational requirements, problems, and opportunities, seeking effective business solutions through improvements in automated and non-automated components of new or changed processes. Assists in the analysis of stakeholder objectives, and the underlying issues arising from investigations into business requirements and problems, and identifies options for consideration. Works with stakeholders, to identify potential benefits and available options for consideration, and in defining acceptance tests. Contributes to selection of the business analysis methods, tools and techniques for projects; selecting appropriately from predictive (plan-driven) approaches or adaptive (iterative/agile) approaches. Business analysis: Level 3 Investigates operational needs and problems, and opportunities, contributing to the recommendation of improvements in automated and non-automated components of new or changed processes and organisation . Assists in defining acceptance tests for these recommendations..