Complete thesis - Murdoch University

2. skills identified in IS97 as ‘Exit Curriculum Areas’ match expectations of the computingindustry as well as IS faculty3. skill areas produced by programmes of Information Technology match expectation ofInformation Systems faculty4. the model courses of IS97 are acceptable to both IS and IT faculty. Interestingly, bothCS and SE faculty also feel IS97 courses are relevant.Table 2.23: Analytical and critical thinkingOrganisational Ethics and CreativityProblem Solving ProfessionalismProblem solving models,Codes of conduct Creativity conceptstechniques, and ap-proachesPersonal decision making Ethical theory Creativity techniquesCritical thinkingMethods to collect,summarise, and interpretdataStatistical and mathematicalmethodsLeadershipLegal and regulatorystandardsProfessionalism: selfdirected, leadership,time managementProfessionalism: commitmentto and completionof workThe systems approachWhat is fundamental to the approach initially taken in IS97 and subsequently in CC-IS isthat while Bloom level 1 is mapped to CC-IS levels 1 and 2, Bloom levels 4, 5, and 6 aremapped to IS97/CC-IS level 5 (and therefore outside the scope of undergraduate education).Appendix 4 (Depth of Knowledge Metrics and Related Pedagogy) of Gorgone et al (2002a)describes the rationale for this. Expectations of the depth of knowledge to be attained isbased on the view that graduates should be able to accept direction and complete tasksassigned as well as be able to apply their knowledge without direction (Davis et al, 1997).Classroom activity or participative learning strategies are seen as sufficient in transferring lowlevels (1 and 2) of knowledge, although a level 2 activity can be enhanced in the laboratory.The more complex CC-IS level 3 requires considerable practice and creative repetition, whilelevel 4 requires unsupervised practice. Team work, project work, and other participativelearning facilitate the achievement of these levels (Gorgone et al, 2002a).87