Complete thesis - Murdoch University

issues involved in the use of computer technology.Other, practical skills include information management while more generic skills includecommunications, teamwork, numeracy, self-management and professional development.One could conclude that CC-CS acknowledges that activities in RE rely on a broader skilland capability basis than the SE5 unit would suggest.CC-ISIn late 2002, CC-IS – Model Curriculum and Guidelines for Undergraduate Degree Programsin Information Systems was approved and published (Gorgone et al, 2002a,b). As a collaborationbetween the ACM, AIS (Association for Information Systems) and AITP (Associationof Information Technology Professionals), the document provides a model curriculum andguidelines for undergraduate degree programmes in Information Systems. CC-IS is a minorrevision of IS97 (Davis et al, 1997), which had been widely accepted and become the basisfor accreditation of undergraduate programmes of Information Systems. As such CC-IS islargely based on the IS97 material: beyond the addition of an internet-based commerce unit,and the merging of two units that focused on exposure to packages and improving studentskills with these, the IS97 units have been retained with appropriate updating of scope andtopic descriptions.The curriculum comprises five presentation areas consisting of ten units. IS2002.7 Analysisand Logical Design addresses the RE area:students with information technology skills will learn to analyse and design informationsystems. Students will practice project management during team orientedanalysis and design of a departmental level system(Gorgone et al, 2002a, p 29)and is summarised in Table 2.22. The courses are based on 127 learning units derived fromelements in a Body of IS Knowledge. The set of topics within each learning unit is assigneda depth of knowledge level:1. awareness2. literacy/strong knowledge3. usage/comprehension/skill4. detailed understanding/application/ability(the highest in an undergraduate program)85