Complete thesis - Murdoch University

trol and maintenance of available I-technology and I-applications. This categorycontains a large portion of lower level I-professionals, for example computer operators,network operators, application administrators, database administrators,helpdesk employees, etc. Also university-level I-professionals will be required indirecting, supervising and managing roles with respect to this area• engineering (C2) – have a thorough understanding of and well-developed skills ininformatics as a broad discipline, more specifically in the area of analysis, designand implementation of I-systems. Examples are the information systems analyst,the software engineer, the knowledge engineer, the scientific programmer, thedatabase developer, the IC designer, etc. With the expansion of I-technology andI-applications in all kinds of processes and the increasing complexity and interactionof I-systems one would expect a continuing growth of this category• researching (C3) – have a thorough understanding of and well-developed skills ininformatics as a broad discipline, more specifically in research. They are supposedto further develop the I-discipline and its concepts, both on its own and in relationwith other disciplines.(Mulder and Weert, 2000, p 26-27)implementation factors and strategies implementation factors lead to strategies for full(or partial) implementation and controlled development, taking account of cultural,institutional and regional aspectscurriculum units a set of 12 generic I-curriculum units describe a coherent area of content(knowledge and skills) to be acquired. Targeted competencies are noted, withappropriate learning approaches (eg theoretic, practical, exercises, real life etc). Sourcecurriculum references are made (eg IS97) and appropriate classifications assigned (egUCSI (Unified Classification Scheme for Informatics (1997)) and ACM’s CCS (ComputingClassification System (1998))).A curriculum specification is given that ‘fingerprints’ a graduate profile for the specific professionalcategory with respect to:• themes – content (12 core themes: representation of information; formalism in informationprocessing; information modelling; algorithmics; system design (including requirements);software development; potentials and limitations of computing and relatedtechnologies; computer systems and architectures; computer-based communication; socialand ethical implications; personal and interpersonal skills; broader perspectives and92