accreditationmanual

ACCREDITATION OF COURSES AT THE PROFESSIONAL LEVEL GUIDELINES FOR APPLICANTS Bob Hart, MACS, Manager: Professional Standards & Development © 2003 The Australian Computer Society Inc PO Box 534 Queen Victoria Building Sydney NSW 1230 Australia Telephone: Facsimile: (02) 9299 3666 (02) 9299 3997 ISBN 0909925 64 X Accreditation Manual for Universities ______________________________________________________________________________________ 1 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ Table of Contents Page The AUSTRALIAN COMPUTER SOCIETY Inc Mission Objectives Accreditation Objectives 1. Introduction 2. Application Requirements 3. Course Structure and Content 3.1 Common Requirements 3.2 The Core Body of Knowledge (CBOK) 3.3 Knowledge Requirements for Course Accreditation 4. Course Resources 4.1 Academic Staff Resources 4.2 Computing Facilities and Support Staff 4.3 Accommodation and facilities 4.4 Library Materials 4.5 External and Off-shore Campuses 5. Quality Processes 5.1 Practitioner Input and Advisory Mechanisms 6. Submission and Correspondence 7. The Accreditation Process 7.1 Appointment of Accreditation Panel 7.2 Review of Application 7.3 Accreditation Visit 7.4 Meeting with Senior Staff 7.5 Meeting with Teaching Staff 7.6 Meeting with Students and Graduates 7.7 Lunch 7.8 Final Consultation 7.9 Post Visit Events 7.10 Recommendation Options 7.11 Conditions of Accreditation 7.12 Appeals Against Recommendation 7.13 Significant Structural Changes 7.9 Comment on Policy and Procedures 8. References Attachments Attachment 1: The Application Structure Attachment 3: The Core Body of Knowledge Forms Form 1: Summary of Application Form 2: Course Outline Appendix 2A: Course Structure Form 2.1: Cross Reference (Interpersonal Communications) Form 2.2: Cross Reference (Ethics/Social Responsibility/Professional Practice) Form 2.3: Cross Reference (Project Management/Quality Assurance) Form 4: Summary of Staff Resources Form 4.1 Senior Staff Form 4.2 Staff Details Form 5: Facilities Information Form 6: Libraries and Information Resources Form 7: Campus Information Form 7.1 Partnerships Form 8: Quality Mechanisms Form 8.1 Advisory Mechanisms 52 53 56 57 58 59 60 61 62 64 65 66 67 68 69 2 ____ _________________________________________________________________________________ 4 4 4 6 8 9 9 9 10 12 12 13 13 13 14 15 15 16 17 17 17 17 19 19 19 20 20 20 20 21 21 21 22 23 24 26 Accreditation Manual for Universities ______________________________________________________________________________________ 3 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ The AUSTRALIAN COMPUTER SOCIETY Inc Mission To advance professional excellence in information and communications technology. Objectives To further the study, science and application of information and communications technology. To promote, develop and monitor competence in the practice of information and communications technology by persons and organizations. To maintain and promote the observance of a code of ethics for members of the Society. To define and promote the maintenance of standards of knowledge of information and communications technology for members. To promote the formulation of effective policies on information and communications technology and related matters. To extend the knowledge and understanding of information and communications technology in the community. To promote the benefits of membership of the Society. To promote the benefits of employing members of the Society. Accreditation To meet these objectives the Society seeks to work cooperatively with Australia's higher education institutions in the process of professional accreditation of ICT courses. These courses are assessed for the suitability of graduates as ICT professionals through:    an assessment of the content and structure of the course against the Society's core body of knowledge an assessment of the staff and educational resources utilised in the delivery of the course. an assessment of the quality assurance processes that the University has in place especially in regard to admission standards, assessment and the ability of the profession to influence the course content, structure and teaching methodology. The accreditation process is not intended to inhibit creativity and new initiatives in the education of ICT professionals, rather the Society seeks to encourage and facilitate such initiatives. 4 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 5 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 1. INTRODUCTION The Australian Computer Society has mission to advance professional excellence in information and communication technology. Accreditation provides:     A partnership between universities and the Society in establishing a professional basis for the ICT industry. A process whereby university courses are evaluated as meeting the requirements of an independent professional body, hence contributing towards the University's Performance Portfolio. A statement to governments and employers of the basic educational requirements of professional ICT practitioners and the resources necessary to meeting those requirements A basis of national and international benchmarking of ICT professional education and reciprocal recognition in other countries. These Guidelines describe the Australian Computer Society's (ACS) policies and procedures for Accreditation of courses offered by Australian and overseas universities. For the purpose of these Guidelines, the term 'information and communications technology' means: Computer Science, Information Systems, Computer Systems Engineering, Software Engineering, including directly related subjects and technologies, and their use in analysis, design, construction and application of computer and communications based systems. Levels at which accreditation may be granted are defined in the National Regulations. The Society is concerned more with accreditation at the Professional Level and would encourage Universities to aim their courses to this level. Professional Level: A Professional Level course comprises a significant major in information and communications technology designed primarily for information and communications technology professionals, and includes advanced computing topics which satisfy the requirements of the Core Body of Knowledge. Associate Level: This Level applies to courses which include an information and communications technology component, but which do not meet the requirements of the Core Body of Knowledge, are supported by more limited academic staff, computing or library resources than that required for the Professional Level. Curricula for undergraduate computer programs have been defined for many years. These programs have been developed by overseas professional associations such as ICCP, BCS, ACM, IEEE and DPMA and more recently in joint ACM/IEEE and IFIP/UNESCO curricula. Similar programs have not been defined in Australia and consequently the overseas programs, particularly the ACM recommendations, have typically been adopted and recommended by the ACS in the design of tertiary courses in Australia. A number of groups of professors and heads of schools involved in Information Systems and Computing Systems education (ACSHODS and ACPHIS) have 6 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ curriculum committees. The Society would seek to cooperate with these groups to determine a common understanding of the needs for the ICT professional. In November 1992, the ACS published a report entitled "The ACS Towards 2000". One of the Terms of Reference emerging from the study, and approved by Council, was to: "determine the Common Body of Knowledge appropriate to the overall discipline of Information and communications technology". The general term Common Body of Knowledge as applied to professionals typically includes the following:        The "core" (a standard educational set of Areas of Knowledge) A requirement to hold an approved tertiary qualification Relevant experience. A Code of Ethics. Acceptance of personal liability (refer to the current NSW Professional Standards Bill, and also the Trade Practices Act regarding liability). A commitment to continuing professional development. A licence or certificate to practice. In assessing the Level for a course, the Accreditation Panel will consider all relevant factors, including the academic institution, the course structure and information and communications technology content, practical work, assessment standards and the resources available to support effective teaching of the computing content including academic staff, computing facilities and library materials. Accreditation panels will be interested in quality assurance processes the school/faculty/department has in place to maintain standards but will not involve itself in a full review or audit of those processes, rather it will place more emphasis on outcomes and benchmarking activities associated with the processes. 7 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 2. APPLICATION REQUIREMENTS To consider a course for accreditation, the Professional StandardsBoard requires a submission to be made by the institution in the format outlined in these Guidelines. The amount of material to be supplied will vary according to the academic institution and what information has previously been provided concerning the institution and the resources available for teaching computing courses. The application is not in itself designed to be onerous and applicants are encouraged to utilise materials already available in other media. The application requirements and a guide to the information required is provided as Attachment 1: Application Structure to this document. As a starting point University and summary course information can be provided in Form 1: Application Summary. Course enrolments showing current and past year, and targets for the next three years are required as Appendix 1: Course Enrolment Data. The figures provided should indicate new and continuing enrolments by course, campus, full-fee paying, overseas full-fee paying and gender. Requests from universities for accreditation/re-accreditation may be as a result of the introduction of new courses or as a result of a major structural change such as a significant change in duration, structure, objectives, philosophy, institutional placement or reduced resources. It may also be that accreditation has lapsed. The accreditation process considers specific matters related to course content and structure, and course infrastructure, which are discussed in the remaining sections of this document. In particular, it pays attention to the following general factors:         the objectives and graduate profiles of the particular course, the methods adopted to achieve those objectives and the measures of effectiveness; the duration of the course, having regard to the standards of entry (including credits and advanced standing) and course objective; the breadth, depth and balance in the subjects involved and the amount of intellectual effort required by the course; the methods of assessment of student progress and measures of efficacy of those methods; an effective means of industry/profession input and other advisory mechanisms; the relative emphasis on the teaching of skills in relation to the study of the discipline; the teaching staff conducting the course, including numbers, professional qualifications and experience and educational expertise; and the accommodation and facilities including equipment, library, laboratories, workshops and other instructional resources, as necessary for a particular course. 8 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 3. COURSE STRUCTURE AND CONTENT The Society recognises that diversity among courses is not only inevitable but desirable. It therefore differentiates the requirements of courses variously referred to as 'Computer Science', 'Information Systems', 'Computer Systems Engineering' and 'Software Engineering' and acknowledges that there are many acceptable variations. 3.1 COMMON REQUIREMENTS It is the responsibility of an academic institution to provide sufficient details to enable a Course Accreditation Panel to assess the level of computing content. A proposal for accreditation should include:           a statement of the objectives of the course (the major objective must be clearly stated as being to educate students as professionals in ICT); a graduate attributes profile an explicit statement on credits, advanced standing or exemptions policy associated with the course; a full statement of all requirements for completion of the course; the number of units or credit points required to complete the course; a graphical model of the course structure that clearly defines paths and prerequisite study/knowledge that will give the panel an indication of the depth of content and intellectual effort required in completing the course; an overview of the ICT content, cross-referenced to appropriate curriculum material listed in the attachment to this document; code numbers, subject titles, pre-requisites and other relevant details of the subjects, units or credit points which comprise the course; detailed syllabuses of all IT subjects included in this course including how each subject contributes to the course objectives and graduate attributes profile; and, a description of the methods of assessment used. 3.2 THE CORE BODY OF KNOWLEDGE (CBOK) As far as the ACS is concerned, courses in ICT have been broadly categorised as Computer Science, Information Systems, Software Engineering and Computer Systems Engineering. It is recognised, however, that there are many hybrid courses which do not fall clearly into any one category. Also in developing the CBOK it was recognised that there are many equally effective ways for universities to organise a curriculum. The CBOK does not in itself constitute a curriculum it is more a scoping exercise of the disciplines involved in information and communications technology that should be considered in the establishment of a curriculum. As such it specifies a minimum set of areas of knowledge which is relevant to ICT generally. This set has been ordered into two groupings as follows: Group 1 - Generic Interpersonal Communications Ethics/Social Implications/Professional Practice Project Management and Quality Principles 9 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ Group 2 - ICT Specific Data Structures and Algorithms Program Design and Implementation Software Engineering and Methodologies Information Security Conceptual Modeling Systems Analysis and Design Database Management Computer Organisation and Architecture Systems Software Data Communications and Networks Discrete Mathematics The Areas of Knowledge are expanded in detail in the CBOK Manual included as Attachment 3. 3.3 KNOWLEDGE REQUIREMENTS FOR COURSE ACCREDITATION For accreditation purposes it is mandatory that all courses contain material of sufficient depth and breadth in all three areas of knowledge listed in Group 1 Generic of the CBOK and include substantial reference to areas of knowledge in Group 2 - ICT Specific. Course accreditation criteria is summarised as follows:   Coverage of Group 1 Generic is mandatory. There must be a minimum of one equivalent full time year of ICT material. Such material is to be taken predominantly from all Core Body of Knowledge areas but may include specialist topics developed from these areas. ICT material must progress through all years of the course with at least one third of the ICT material at final year level. Professional Level of Accreditation requires courses to include genuinely advanced level topics which clearly provide extra breadth and depth in information and communications technology. The submission must show how these final year subjects add depth to knowledge gained in earlier subjects, including pre-requisite knowledge for the subjects. Depth can be developed through both process (as in a project) or through in-depth study, but not through process alone.    To meet these requirements a Graduate Diploma or Masters Degree which is undergraduate in content and taken after a qualification other than an ICT degree or equivalent, would need to be a minimum of three semesters equivalent full-time study to meet the requirements for advanced level study in ICT and contain two semesters of equivalent full-time ICT content. The program would also need to be underpinned by a non-ICT degree (with little or no ICT content) or an AQF Diploma or equivalent (with a minimum of 50% ICT content). A Form 2: Course Outline is to be completed for each course subject to the accreditation process, each saved as separate files. Form 2 requires, amongst other requirements, a statement of objectives and key performance indicators 10 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ associated with the course. There is an expectation that the course has as an objective the education of professionals in ICT. Applicants are strongly encouraged to provide a graphical representation of the course structure that assists the Accreditation Panel in assessing the depth and breadth of ICT content in the course. The model provided should also demonstrate prerequisite units/subjects and/or knowledge for higher level units. This should be attached as Appendix 2A - Course Structure to each course outline. A recommended format has been included with these Guidelines. Applicants are also required to attach an electronic copy of the rules and regulations for each course as Appendix 2B - Course Rules and Regulations. The Graduate Attributes Profile should be attached as Appendix 2C. Accreditation Panels will refer to the Core Body of Knowledge as a guide when assessing the level of depth of knowledge for various topics and their content. Form 2.1 - Cross Reference (Interpersonal Communications), Form 2.2 - Cross Reference (Ethics/Social Implications/Professional Practice), and Form 2.3 Cross Reference (Project Management/Quality Assurance) provide the format for the applicant to demonstrate that these mandatory Group 1 Generic knowledge areas are covered in sufficient detail and depth in each course. These forms are required for each course. While the terms computer science, computer systems engineering, software engineering and information systems are useful to group courses into broad categories, Accreditation Panels should recognise there are a variety of acceptable course names. 11 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 4. COURSE RESOURCES 4.1 ACADEMIC STAFF The most important resource for an academic course is the quality and quantity of academic staff. Form 4 - Summary of Staff Resources requires that the applicant provide summary statistics of the numbers and levels of staff involved in the delivery of the courses subject to this accreditation. It also provides an opportunity to show external resources used in course delivery. Only one form is required regardless of the number of courses subjected to accreditation. For a Professional Level course there should be an academic leader in information and communications technology appointed at Associate Professor or above with appropriate qualifications and at least ten years professional experience in information and communications technology. Please provide a list of senior staff in Form 4.1 - Senior Staff. In addition there must be at least six equivalent full-time academic staff at the level of Lecturer and above who meet the current requirements for admission to the grade of Professional Member of the ACS, and who collectively teach at least 50% of the IT component of the course A Form 4.2 - Staff Details must be completed for all staff involved in the design, teaching and support of the courses under review. It is not essential to provide full curricula vitae for all staff; abbreviated curriculum vitae for all relevant staff should be provided on the form provided, including:       academic qualifications; recent employment record, including employees, date of employment, job titles and functions performed; areas of information and communications technology in which the staff members teaches; areas of information and communications technology in which the staff member is currently engaged in research; recent and significant publications; recent consulting and professional activities In this case the term “recent” should be interpreted by each staff member to provide information that is relevant to this accreditation process. As a general rule information should be provided for the past ten years. Where staff have full curriculum vitae available on a web-site they are encourage to provide a direct URL to that site to allow further assessment by the Panel if and when required. 12 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 4.2 COMPUTING FACILITIES AND SUPPORT STAFF The computing facilities available for practical work in computing subjects must be adequate for major studies in information and communications technology. In determining the adequacy of computing resources, it is also important that the resources available for information and communications technology teaching are not put at risk by the demands of other students or other users, particularly administration and research. It is recognised that many students will have their own computer which can also be used as a work station, however the University should be able to demonstrate that students have legal access to all software and materials that are required for the course It is important that there be adequate support staff, particularly technically qualified staff, but also in relation to administrative matters for students who are required to access the system through their own computers as well as internal access students. Form 5: Facilities Information requires the applicant to provide a small amount of statistical data about facilities and technical support. However the Accreditation Panel will concentrate more on what quality mechanisms the University has in place to ensure that the computing facilities and the necessary support are adequate in terms of the standards expressed above and those included in the Faculty/Department/School strategic plan for the courses under review. The Panel will concentrate on outcomes rather than processes, however will focus on processes should there be some concern expressed about outcomes. If a strategic plan or the equivalent does exist in regards to facilities please include the document in the appropriate section as an Appendix to the Form. 4.3 ACCOMMODATION AND FACILITIES The accommodation must be adequate, including lecture rooms, tutorial rooms, laboratories, workshops and staff offices. Teaching rooms and staff offices must be fitted with instructional and research resources appropriate for the computing units including in the course, and the research undertaken. 4.4 LIBRARY MATERIALS Form 6: Libraries and Information Resources requires the respondent to provide statistical information in relation to ICT holdings and access as well as support that is available to students. The Panel will be interested in any strategic plans in relation to ICT, expenditure and budgets as well as the quality and quantity of monographs and periodicals available. The Form also requests that information be provided on student complaints handling processes and outcome information from those processes. The holdings of, or access to, periodicals and monographs in computing must be adequate, and ongoing provision must be at a satisfactory level. A list of subscriptions or access to computing periodicals should be provided and some assessment made of the monographs available. The opportunity exists to provide electronic copies of list as Appendices to Form 6. 13 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ For a degree course, the periodicals must include major publications appropriate to the course together with a range of support publications. Details of electronic library facilities and media should also be specified. Any charges to students for access should also be provided. 4.5 EXTERNAL AND OFFSHORE CAMPUSES Because of the nature of off-campus studies the University should demonstrate how each campus is able to deliver equivalent standards of teaching and outcomes for students. The panel will, if accrediting off-campus, franchised campus or off-shore campus (or any nontraditional teaching mode such as elearning), address how the University is able deliver equivalent outcomes and standards in student support, intellectual stimulation and the development of interpersonal and group skills. Your application should also address mechanisms on how this is achieved. You are required to complete a Form 7: Campus Information for each campus for which you seek accreditation for all courses. The panel may determine to visit all campuses and meet with off-campus students to satisfy itself that standards are maintained. The panel can also determine to send one or more members to evaluate alternate campuses. In the case of hosted/joint or franchised programs the reputation and capabilities of the host organisation will also be taken into account in the accreditation process. Where such arrangement exist a Form 7.1 Partnerships is required for all organisation with which you partner. This is not necessary when the course is offered jointly with other Australian universities. 14 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 5. QUALITY PROCESSES While the accreditation process is not a formal review of quality mechanisms within the faculty the application should demonstrate that quality processes are in place to establish and maintain standards especially in relation to staff selection, entry to courses, course integrity, assessment and student/staff consultation and success in achieving course objectives and graduate attribute profiles. Form 8: Quality Mechanisms requires that the respondent supply an electronic copy of quality mechanisms in place. The form includes a number of recommended documents but room is also allowed for documents that the respondent thinks of particular relevance to the Accreditation Panel. Where information has been provided as part of a previous form please do not provide the document again. The panel will be particularly interested in outcomes and benchmarking results. To this end please provide measures of performance associated with the listed processes. 5.1 PRACTITIONER INPUT AND ADVISORY MECHANISMS The University should establish that effective advisory processes are in place to allow professional and industry input to course design and the teaching program. This will cover issues such as course advisory panels and visiting practitioners to the faculty. The panel will not necessarily review these processes rather it will satisfy itself that they exist and look to determine satisfactory outcomes from the process. Where faculties have such an advisory body they are encouraged to nominate one of its members to the accreditation panel. The University is asked to provide a Form 8.1 Advisory Mechanisms for each body established for the purposes of generating external input to faculty/department/school activities. The application should also address issues of staff or faculty membership of and participation in such bodies as ACSHODS and ACPHIS as well as professional bodies, particularly ACS and ACM. This information can be provided in Form 4.2. 15 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 6. SUBMISSION AND CORRESPONDENCE The application process is form-based with supporting appendices. The structure of the application is provided in Attachment 1: Application Structure on Page 19 of these Guidelines Forms are provided in electronic format (as RTF Files) that can be manipulated in most word processing packages. Applicants are asked to complete all forms electronically. If possible the preferred format for saving files is either RTF or HTML. All files should be saved in one directory only - with the Name of the University as the Directory name. One copy on CD and one hard copy (not stapled or bound) should be forwarded to the address below. If the University is unable to utilise the forms provided and provide an electronic copy the respondent is required to adhere to the structure and content requirements of the application. All correspondence should be addressed to: Professional Standards Board Australian Computer Society Inc The Tea House 28 Clarendon Street SOUTH MELBOURNE VIC 3205 Tel: Fax: 03 9690 8000 03 9690 0201 16 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 7. THE ACCREDITATION PROCESS The ACS has developed standard procedures for the accreditation of ICT courses in universities. The Director, Professional Standards will establish an Accreditation Panel from a panel of assessors available to the Society for these purposes. That Panel will make recommendations to the Director, Professional Standards based on its assessment of the Courses. While the primary task of an Accreditation Panel is assessment, members of a Panel are available for consultation and advice concerning any aspects that may be raised by the educational body involved. The Panel team also addresses perceived deficiencies or problems and discusses possible solutions to such deficiencies or problems. 7.1 APPOINTMENT OF ACCREDITATION PANEL The Panel comprised of at least three persons (including the Manager, Professional Standards & Development) will be formed to act as an ad hoc Accreditation Panel. The Director, Professional Standards is ex officio a member of all Accreditation Panels, and when sitting as a member will Chair the meeting. The Panel will be formed giving consideration to the types of Courses (Computing Science, Software Engineering, Information Systems or Computing Engineering) under review, the standing of the university (in that staff from similar universities in other states will be appointed, where possible, to the Panel) and, of course, availability of assessors. The University will also be invited to include the Chair (or nominee) of a course advisory committee (or equivalent) as a full member the Panel. The Director, Professional Standards will appoint the Chair of the Panel. 7.2. REVIEW OF APPLICATION All of the documentation provided by the person requesting Accreditation will be provided to Panel members at a reasonable time before the proposed on-site visit, to allow members to be well prepared for the visit. The Convenor of the Panel will also have copies of previous accreditations. Panel Members may, through the Manager: Professional Standards & Development, request that further information be provided either prior to the visit or at the visit. 7.3 ACCREDITATION VISITS Such visits are arranged by the Manager: Professional Standards & Development in consultation with the nominated person in the University. On arrival at the institution the Panel will meet in private to discuss any outstanding issues any Panel member may have. The Chair may also wish to discuss matters of procedure with members of the Panel. 17 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ The Panel will be guided by the policy and procedures for ACS Accreditation which are set out in the National Regulations, these Guidelines, and other supporting documentation. STANDARD VISIT SCHEDULE 0900 to 0930 0930 to 1000 1000 to 1045 1045 to 1100 1100 to 1200 1200 to 1300 1300 to 1430 1430 to 1500 Panel members meet in private Meet with appropriate senior staff Meet with appropriate senior academics Morning tea break Meet with teaching staff involved in the courses Meet with students/ graduates (include if appropriate) Lunch Visit to computer laboratories and meet with support staff (if required) Panel members meet in private Discuss recommendations with senior staff Depart 1500 to 1530 1530 to 1545 1600 The Chair for the visit will follow the agreed schedule as closely as practicable. Any variations will be discussed with the institutional representative. Members of the Panel would normally expect to be able to consult with various key people and groups such as heads of departments or sections, representative staff members, recent graduates and current students, senior administrative staff, course advisory members and others. The University is expected to ensure a full coverage of teaching staff and students/graduates are represented at the meetings. The Panel will also review resources including research units as appropriate, laboratories, libraries, relevant centres and so on. Managers of support units external to the faculty/department/school may also requested to meet with the Panel at short notice. It is considered that than one day should be sufficient for an accreditation visit. 18 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 7.4 MEETING WITH SENIOR STAFF The Panel will convene the evening prior to the visit. Panel members will determine:   What further information is required (this will be provided to the University contact at the start of the visit) What issues/factors of the accreditation are prima facie satisfactory. These will probably be dealt with quickly during the visit unless further information may require further examination. The Chair will advise the meeting of the satisfactory areas. What issues are of concern?  This will determine the strategy for the next day and directions the evaluation will take. The Panel will also refer to AUQA reports should they be available. The objective of this meeting is to establish the place of the IT School/Faculty/Department within the University. The panel will deal with issues such as leadership and management, research leadership, institutional level quality assurance mechanisms, especially in relation to professional/practitioner input to program design, frameworks for setting and monitoring educational outcomes and staff management and development. Panel members will also be looking at educational culture at the University level and issues of inclusiveness – gender, culture and social differences. Is there a University graduate profile? How are programs measured against University objectives? The Panel will also examine institutional requirements for course approval and any institutional mechanisms for ensuring quality of teaching and learning. 7.5 MEETING WITH TEACHING STAFF Each course will be examined in detail at this session – the Panel will examine structure, subject content, course graduate profiles, course objectives and how quality mechanisms work at the School/Faculty/Department level. The Panel will also talk to staff informally about research, teaching loads and resource availability. In the case of large Schools where a number of courses are submitted for accreditation it may suit the School to treat each course or groups of courses separately. This may also require a second day to the visit. A second session may be required after meetings with students and the examination of facilities. The Panel will notify the University if this is required. 7.6 MEETING WITH STUDENTS AND GRADUATES The Panel will wish to speak with current students (representing all years and all courses) and graduates. Attempts should be made by the University to bring in graduates that are currently in the work-force rather than post graduate students. The Panel will meet with the students in camera and all comments provided by the students will be treated with the strictest confidence. 19 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ Outcomes of the meeting will be provided in the final session and report. 7.7 LUNCH The University may determine who should lunch with the Panel – it may include staff and students or be restricted to senior staff. It is preferred that members of any external advisory panels are invited to meet with the Panel at Lunch – however the University may request that a separate (evening) meeting be held with these people. 7.8 FINAL CONSULTATION At the completion of the visit, the Panel will meet with appropriate staff members and the Dean or equivalent staff member. At this meeting the conclusions of the Panel, including the interim recommendation to the Professional Standards Board, will be presented. Discussion should encourage correction of errors of fact, and should specifically address any issues of contention and the interim recommendation. A formal decision is not announced at this time as this is for the, Professional Standards Board to determine. 7.9 POST VISIT EVENTS A draft report is prepared by the Convenor of the Accreditation Panel in conjunction with the members of the Panel. Members of the panel will be given the opportunity to ratify the report and have the option of a minority opinion in the case of a major disagreement The draft report may be referred to the Dean, or other nominated person, for comments on matters of fact and returned to the Convenor of the Panel for final modification. In most cases, however, where outstanding issues were fully resolved during the visit, this process may not be necessary. The formal report is then referred to the Professional Standards Board who will give final approval for the recommendation(s), and forward the report to the Vice Chancellor of the institution concerned. A full list of courses accredited by the ACS is published on the ACS Web site. 7.10 RECOMMENDATION OPTIONS The following options are available to Accreditation Panels: (a) Full accreditation for five years, subject to no significant structural changes in the course concerned, or a fall in standards of education and/ or resources. (b) Full accreditation may be conditional upon certain issues of concern being addressed within a period to be specified. In such circumstances the period of accreditation may be limited to less than five years. The faculty/department/school may also be required to furnish a report to the ACS at prescribed intervals outlining progress. 20 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ (c) Where the initial student cohort has not passed through the course, or in the case specified in (b) above, the accreditation will be categorised as provisional. The institution concerned should apply formally for withdrawal of the provisional status when the first cohort has entered the workforce. (d) Accreditation may be refused. In such chases, an adverse report plus full documentation will be referred to the Director, Professional Standards for attention. In such cases the Director may convene an ad hoc committee to review the case. 7.11 CONDITIONS OF ACCREDITATION 1. Accreditations are for five years from the date of accreditation. 2. Unless otherwise stated, accreditation applies only to the named courses conducted at the named campuses and locations. Where a course is offered elsewhere offshore, in other locations within Australia, by distance learning, by joint ventures or franchises, or any other variation, it will need to be the subject of a separate accreditation process to ensure that the Society’s requirements for accreditation, including resourcing are met under those arrangements. 3. Courses are accredited as structured and with the content at the date of accreditation and on the basis of the information provided by the institution which must be current at the date of accreditation. The structure is as outlined in the report of the meeting. While the Society expects and accepts some variation over time (as the course develops), where that change requires approval by University or faculty/school regulation, or otherwise results in a major structural change to the course, the details of such changes must be notified to the Society immediately. The Society will then consider the impact of the changes on the accreditation. 4. Courses are accredited as a whole course and the accreditation may not extend to when undertaken by students who are granted advanced standing, credit(s) or exemption(s) by the institution. A course undertaken by a student granted advanced standing, credit(s) or exemption(s) will only be regarded as the accredited course where, in the opinion of the Society, credit(s) or exemption(s) are given for equivalent subjects (particularly in terms of Information Technology content) taken at an equivalent educational level in an institution of equivalent academic standing. 7.12 APPEALS AGAINST THE RECOMMENDATION Should an institution disagree with the ACS accreditation level, an appeal setting out the basis for the disagreement may be sent to the Chief Executive Officer within one month after the ACS has advised the institution. The appeal will be referred to the ACS Management Committee for review and final determination of the accreditation level. 7.13 SIGNIFICANT STRUCTURAL CHANGE A significant change can be a change in the duration and structure of a course, a change in objectives, a substantial change in philosophy, emphasis or institutional placement of a course, or significant changes forced by reduced resources, particularly in staffing levels. The University should consider it a significant change 21 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ where internal regulations require formal approval of changes. The normal evolution of ICT courses in response to initiatives and content review would not be considered as a major change. In cases of major structural change, the ACS may arrange for an Accreditation Panel to be convened to visit the institution even though the period is less than the statutory five years. The procedures followed will be similar to that of an accreditation/reaccredidation visit, although the Panel may waive some requirements of a full application and the visit meetings may be undertaken by electronic means. 7.14 COMMENTS ON POLICY OR PROCEDURES Any person wishing to comment on any aspect of ACS accreditation policy or procedures is invited to communicate with the Manager: Professional Standards & Development 22 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 8. [ACS 2000] REFERENCES Report of the Task Force on the ACS Towards 2000, Australian Computer Society, November 1992. Report of the Discipline Review of Computing Studies and Information Sciences, Education, Volume 2, Australian Government Publishing Service, March 1992. The Core Body of Knowledge for Information Technology Professionals, Australian Computer Society, September 1997. [Rev. 1992] [1997] 23 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ ATTACHMENT 1 APPLICATION STRUCTURE Form 1 : Summary of Application Appendix 1 Course Enrolment Data Form 4: Staff Form 2: Course Summary Summary Form 4.1: Senior Staff Appendices 2A Course Structure 2B Course Rules/Regulations 2C Course Graduate Profile Appendices 3A - Unit/Subject Detail Form 4.2 Staff Details Form 2.1 Cross Reference Interpersonal Communications Form 2.2 Cross Reference Ethics, Social Responsibility & Professional Practice Links provided to full staff curriculum vitae where available Form 2.3 Cross Reference Project Management & Quality Assurance Form 5: Laboratories and Support Form 6: Library Resources and Access Form 7: Campus Information Form 8 Quality Mechanisms Form 7.1 Partnerships Appendices Quality Documents Form 8.1 Advisory Mechanisms 24 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ This page is deliberately blank 25 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ ATTACHMENT 3: CORE BODY OF KNOWLEDGE The Australian Computer Society Inc The ACS Core Body of Knowledge for Information Technology Professionals Alan Underwood FACS PCP Approved by Council on 20 September 1997 _________________ ©1997 The Australian Computer Society Incorporated PO Box 534 QVB, Sydney NSW 1230 AUSTRALIA Ph: (02) 9299 3666 Fax: (02) 9299 3997 26 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ Table of Contents 1. Preamble ................................................................................................................................................ 23 2. Introduction ............................................................................................................................................ 25 3. The Areas of Knowledge ....................................................................................................................... 25 4. Implementing the Areas of Knowledge ................................................................................................. 26 5. Areas of Knowledge .............................................................................................................................. 27 5.1 Computer Organisation and Architecture ................................................................................ 28 5.2 Conceptual Modelling ................................................................................................................ 29 5.3 Database Management ........................................................................................................... 30 5.4 Data Communications and Networks...................................................................................... 31 5.5 Data Structures and Algorithms ............................................................................................... 32 5.6 Discrete Mathematics ............................................................................................................... 33 5.7 Ethics/Social Implications/Professional Practice...................................................................... 34 5.8 Interpersonal Communications................................................................................................. 35 5.9 Program Design and Implementation ...................................................................................... 36 5.10 Project Management .............................................................................................................. 37 5.11 Security ................................................................................................................................... 39 5.12 Software Engineering and Methodologies ............................................................................. 41 5.13 Systems Analysis and Design ................................................................................................ 42 5.14 Systems Software ................................................................................................................... 43 6. Acknowledgments................................................................................................................................... 44 References .................................................................................................................................................. 44 Attachment 1 - A Conceptual Model of I.T. Related Groups ..................................................................... 45 27 ____ _________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ The ACS Core Body of Knowledge for Information Technology Professionals 1. Preamble Curricula for undergraduate computing programmes have been defined for many years. These programmes have been developed by overseas professional associations such as ICCP, BCS, ACM and DPMA. Similar programmes have not been defined in Australia and consequently the overseas programmes, particularly the ACM recommendations, have typically been adopted and recommended by the ACS in the design of tertiary computing courses in Australia. The report of the ACM/IEEE-CS Joint Curriculum Task Force [ACM 1991] contains recommendations for undergraduate computing related programmes typically entitled Computer Science, Computer Engineering or Computer Science and Engineering. What is noteworthy about this report is that the curriculum described was the first to be endorsed by the ACM and the Computer Society of the IEEE. The report expands on the common requirements for nine subject areas previously presented in a report entitled Computing as a Discipline [Denning et. al., 1989] with the addition of subject matter encompassing Social, Ethical and Professional Issues. Significantly, in 1995, the ACM and DPMA issued a joint curriculum recommendation for the Undergraduate IS Curriculum [ACM 1995]. That report, called IS95, recognized that prior independent curricula issued separately by the ACM and DPMA had tended to confuse both academic and practitioner communities. It begins by identifying the desired attributes of IS programme graduates, and from these, develops a recommended sequence of ten subjects in which IS programme majors are expected to achieve highest-level competencies. Two-paragraph descriptions of each recommended subject are provided in the IS95 Report, which is to be available and updated on the World Wide Web. In Australia in November 1992, the ACS published a report entitled "The ACS Towards 2000." One of the terms of reference emerging from the study was to: "determine the common body of knowledge appropriate to the overall discipline of Information Technology" [ACS2000 p.2, 1992]. The same report defined Information Technology as: "the development and application of computers and communications-based technologies for processing, presenting and managing data and information". This proposal recognises the difficulties in terminology in endeavouring to describe Information Technology caused principally by its scope. The ACS as the recognised accrediting body for computing courses in its submission to the 1992 Discipline Review of Computing Studies and Information Sciences Education [Rev. 1992, p. 9] views information technology as the application of science spanning the application of electronics to the creation, storage and dissemination of information and non-technical user involvement, that is, I.T. is a generic term spanning activity from engineering to business systems and other 1 applications . 1 The Disciplinary review Committee opted to accept the ACS definition. 29 ___________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ It is also recognised that in the relatively short period of development of I.T. related courses that a profusion of terms have been used to describe them - business data processing, electronic data processing, computing, computer science, computer systems, computer technology, information management, information systems, information science, information technology, software engineering and so on. Attachment 1 presents a representation of a model included in the ACS submission [Rev. 1992, p. 13] representing three discipline groups or subject clusters used to classify I.T. courses. The three groups identified are Computer Systems Engineering, Computer Science and Information Systems. The model illustrates the considerable overlap of subject matter as well as showing that none of the identified clusters are discrete entities. The general terms Body of Knowledge or Common Body of Knowledge as applied to the professions typically embrace for example, (i) The 'core' (a standard educational curriculum). (ii) A requirement to hold an approved tertiary qualification. (iii) Relevant experience. (iv) A Code of Ethics. (v) Acceptance of personal liability (refer to the current NSW Professional Standards Bill, and also the Trade Practices Act regards liability). (vi) A commitment to continuing professional development. (vii) A licence or certificate to practise. This report identifies the 'Core Body of Knowledge' in Information Technology which all I.T. professionals practicing in, for example, Information Systems, Computer Science and Computer Systems Engineering should be expected to have. It should be understood that the 'Core Body of Knowledge' is but one component of the set of components known as the Body of Knowledge. It is used as a guide to assist in the processes of assessing applications for membership of the Australian Computer Society, for tertiary course accreditation, for assessing applications for migration to Australia, for providing guidance for course design and implementation, and as a vital component with respect to pending legislation in professional standards. ___________________________________________________________________________________ 30 Accreditation Manual for Universities ______________________________________________________________________________________ 2. Introduction In proposing the Core Body of Knowledge it is recognised that there are many equally effective ways to organise a curriculum in I.T. This report specifies a minimum set of subject matter which is recommended should be included in all I.T. programmes. In this way it is expected that tertiary computing courses will exhibit both the recommended core material as well as achieve diversity in the overall course content. 3. The Areas of Knowledge The areas of knowledge identified as constituting the Core Body of Knowledge are shown in alphabetic order below: Computer Organisation and Architecture Conceptual Modelling Database Management Data Communications and Networks Data Structures and Algorithms Discrete Mathematics Ethics/Social Implications/Professional Practice Interpersonal Communications Program Design and Implementation Project Management and Quality Assurance Security Software Engineering and Methodologies Systems Analysis and Design Systems Software Section 5 of this report provides brief details of the suggested content for each of the above identified areas of knowledge. ___________________________________________________________________________________ 31 Accreditation Manual for Universities ______________________________________________________________________________________ 4. Implementing the Areas of Knowledge The scope of the Areas of Knowledge identified is very broad and far exceeds what could be reasonably covered in any undergraduate IT course. To facilitate a practical implementation of a course of study complying with the recommended Core Body of Knowledge the Areas of Knowledge are separated into two groups as illustrated in Table 1, one of which includes mandatory areas of expected coverage. As mentioned previously, the Core Body of Knowledge is but one component of the set of components making up the Body of Knowledge. The policy and procedures relating to the use of these components are reflected in the relevant National Regulations and Guidelines. With respect to course accreditation suffice to say that Group 1 areas of study are recommended as being mandatory for Professional Level courses. Thus, Group 1 Areas of Knowledge will be common to ALL I.T. courses while any course will deal in-depth with a percentage of the areas of knowledge included in Group 2 . Maynard and Underwood [1996] provide a more complete description of the ACS guidelines for accreditation of tertiary courses at the professional level but it should be noted that the Professional Level of accreditation requires courses to include genuinely third year degree topics which "clearly provide both extra breadth and depth in INFORMATION TECHNOLOGY". In summary, the ACS guidelines for professional level course accreditation specify the following criteria: Coverage of Group 1 is mandatory.  There must be a minimum of one equivalent full time year of IT material. Such material is to be taken predominantly from the Core Body of Knowledge areas but may include specialist topics developed from these areas.  IT material must progress through all years of the course with at least 1/3 of the IT material at third year level. GROUP 1 Mandatory Interpersonal Communications Ethics/Social Implications/Professional Practice Project Management and Quality Assurance GROUP 2 Data Structures and Algorithms Conceptual Modelling Computer Organisation and Architecture Systems Software Data Communications and Networks Discrete Mathematics Program Design and Systems Analysis and Design Implementation Software Engineering and Database Management Methodologies Security Table 1 - Group 1 and Group 2 Areas of Knowledge ___________________________________________________________________________________ 32 Accreditation Manual for Universities ______________________________________________________________________________________ 5. Areas of Knowledge As a guide this section provides brief details for each of the identified areas of knowledge. For each area, a preamble and a list of topics is identified together with the context within which the area of knowledge fits the core body of knowledge. It is emphasised that these details are included in this document for descriptive purposes only. It is expected that the various Australian IT tertiary courses would implement and emphasise different aspects of the material in accord with their academic and equipment strengths as well as any geographical imperatives. ___________________________________________________________________________________ 33 Accreditation Manual for Universities ______________________________________________________________________________________ 5.1 Computer Organisation and Architecture Preamble: This area encompass organisation of simple computer systems and the way in which hardware provides the basic facilities for the machine. It introduces techniques involved in the programming of input-output operations and the interrupt structure which underlies operating system organisation in uniprocessor systems. Table of topics : Computer Architecture and Instruction Set Design Review of Assembly Language Instructions with particular emphasis on instructions used in I/O programming Interfacing assembly language routines with a high level language (e.g., C) The Operation of Basic System Utilities - Assembler, Linker & Loader An Introduction to I/O Programming Accessing I/O devices and polled I/O Interrupt driven I/O Interrupt Controllers and the Interrupt Mechanism DMA and IO Channels Memory An overview of Memory Module Design The principles of operation of Cache Memory The principles of operation of Virtual Memory Systems The Operation of the CPU Overview of Control Unit Design - Hardwired vs Microprogrammed Arithmetic Logic Unit - Carry Prediction (at gate level) Pipelining - issues involved in Arithmetic and Instruction pipeline design CISC vs RISC Review of the Implementation of DOS and UNIX File Systems Context : Through a study of the principle of operation of the various components of a computer system, the students will gain an appreciation of how the hardware will affect the development of software systems. Students are exposed to the requirements for writing systems level software through the completing of programs which perform input - output operations involving both polled and interrupt driven input. ___________________________________________________________________________________ 34 Accreditation Manual for Universities ______________________________________________________________________________________ 5.2 Conceptual Modelling Preamble: This topic deals with practical methods for the derivation of a range of conceptual models and provides some emphasis on the relational model of data. Table of Topics: Abstraction and Modelling Abstraction and modelling - classification, classes, types and instances, generalisation, inheritance, association and aggregation. Models as partial views providing particular perspectives - data, processes, objects, events and time, locations, user and organisational structures and roles, motivations and business purposes. Semantic data modelling Entity relationship modelling - entity types, relationship types and attribute types The Relational Data Model Transforming entity relationship models into relational models Set theory Relational structures - domains, base relations, virtual relations, tuples, attributes, candidate, primary and foreign keys Relational integrity constraints - entity, referential and domain integrity Relational manipulation operations - relational algebra and calculus Normalisation Anomalies caused by redundant data in relations Functional dependency, normalisation and normal forms The Structured Query Language Data definition statements - create, drop, alter Data manipulation statements - select, update, delete and insert Access control statements - grant, revoke Context: This area introduces the role of conceptual modelling as part of the system development process and introduces the basic notions of abstraction used in all forms of conceptual modelling. It places particular emphasis on modelling the data (static) aspects of applications, using entity relationship models and relational models. Normalisation is introduced as a basis for ensuring that relations do not contain redundant data. The Structured Query Language is introduced as a commonly used language with which to deal with relational databases. ___________________________________________________________________________________ 35 Accreditation Manual for Universities ______________________________________________________________________________________ 5.3 Database Management Preamble: This topic deals with the organisation of sets of shared data for efficient query and update. It is necessary to develop an appreciation of the data resource and the issue of managing data. As well as the need to understand the technical background of computer system management of data there is also a need to define data needs, functions of data, user-oriented data languages, and the management of data and information within the organisation. Table of Topics: File Processing I/O operations physical and logical files buffer management File Structure Concepts file access performance issues indexed files B-trees indexed sequential access B+trees VSAM files hashing Schema Architecture fact based relational hierarchical network Query Languages foundations query processing and optimisation Concurrency Control Crash Recovery and Transaction Management Context : ___________________________________________________________________________________ 36 Accreditation Manual for Universities ______________________________________________________________________________________ 5.4 Data Communications and Networks Preamble: This area describes the role of data communications in a modern technological environment and examines the design, implementation and management of data communications networks. It covers basic concepts and terminology; the International Standards Organisation reference model for open systems interconnection; communications equipment, software and services; network architectures; an overview of local area networks; Telstra facilities. Table of topics : Signals, Impairments and Media Communications Techniques Link Control and Efficiency Networking Local Area Networks Wide Area Networks Network Management Network Security Network Applications Context : Telecommunications is an increasingly important aspect of information technology -local, metropolitan and wide-area networks are shrinking the business world and all companies, regardless of their size, have become aware of the need to exchange electronic data across organisational and geographic boundaries. ___________________________________________________________________________________ 37 Accreditation Manual for Universities ______________________________________________________________________________________ 5.5 Data Structures and Algorithms Preamble : This area deals with specific classes of problems and their efficient solutions. It includes algorithm design, complexity analysis, efficiency measurement and proof of correctness. Data structures should cover the storage and manipulation of data within memory and on external storage devices. There should be a coverage of simple and complex/structured data types, abstract data structures and file organisation and access methods. The area is not specific to any programming language or paradigm. Table of topics : Data Types Simple data types numeric, text Structured data types arrays, records Abstract data types stacks, queues, linked lists, trees File Organisation and Processing serial/sequential files, indexed files, hash-addressed files sequential and direct access methods Typical Operations on Data Structures construction sorting, searching, indexing updating - additions/deletions/amendments Implementation/Representation internal representation of data types file index structures treatment of collisions and overflow Context : The study of these topics should be related to the storage, manipulation and retrieval of data in typical working situations. There is no implied bias towards, for example, commercial as opposed to technical/scientific applications. The purpose of the area is to ensure that an IT professional is aware of the alternatives available for data storage, processing and retrieval and their respective advantages and disadvantages and is able to choose an appropriate solution for a given problem situation. While a detailed understanding of the algorithms associated with these procedures is essential, there is no presumption that a candidate has the knowledge of any specific programming language in which to implement them. ___________________________________________________________________________________ 38 Accreditation Manual for Universities ______________________________________________________________________________________ 5.6 Discrete Mathematics Preamble: A study of discrete mathematics is an essential complement to any studies in information technology Table of topics : Computer Arithmetic Numbering systems e.g., decimal, binary, octal and hexadecimal Set Theory Definitions and notation Venn diagrams Set operations The algebra of sets Enumeration techniques permutations and combinations Inclusion/exclusion principle Multinomial coefficients Logic Simple and compound propositions Proposotional calculus Truth tables Properties of logic Boolean Algebra Axioms Functions and their determination Switching circuits and properties Normal forms Simplification of Boolean functions and networks Graph Theory Graphs Euler and Hamiltonian graphs Isomorphisms and isomorphic graphs Planar graphs Applications Matrix Theory Definition of a matrix Basic operations and the algebra of matrices Applications Context : This area is intended to consolidate mathematical knowledge necessary in areas of computing which require mathematical skills. It introduces students to selected topics in discrete mathematics essential to computing and computing applications. ___________________________________________________________________________________ 39 Accreditation Manual for Universities ______________________________________________________________________________________ 5.7 Ethics/Social Implications/Professional Practice 2 Preamble: This area covers the body of ideas and commonly held principles that broadly apply to ethical behaviour in the IT environment. The intent is to expose students to standards of professional behaviour and to encourage a commitment to developing a personal ethical framework. The area has several purposes including: 1. An introduction to and critical review of the IT profession's Code of Ethics and Code of Conduct governing the behaviour of IT professionals; A broad understanding of the impact of IT on society; The importance of knowing one's belief system and values when reasoning confronting issues at the work place as a professional. 2. 3. Table of topics : Introduction What's Ethics got to do with me? Social Issues Culture and heritage Culture and technology Global issues Organisational issues Application of technology in Australian business Ethical issues in private and public sectors Technology Belief Systems The law and computer crime Reliability, safety in software systems Responsibility - personal and community IT Professional Codes ACS Code of Ethics ACS Code of Conduct Context : The intent of this area is to expose students to existing standards of professional behaviour and to encourage in them a feeling and personal responsibility towards a commitment to developing a personal ethical framework. It is unlikely that the topic can be treated as a theory area. Case studies and current media related articles featuring potential ethical situations/dilemmas should be used to authenticate and support the area's objectives. 2 Swinburne University of Technology unit SQ606 - Computing in the Human Context was used as the basis for this area description. 40 ___________________________________________________________________________________ Accreditation Manual for Universities ______________________________________________________________________________________ 5.8 Interpersonal Communications Preamble : This topic deals with individual behaviour and group dynamics and the application of these principles to the system development process. There has been a consistent comment from employers that a high level of interpersonal communication ability is an essential attribute of IT staff at all levels. It is important that those seeking employment in this profession appreciate that it is largely people-centred rather than technology-centred. Table of topics : Written communication effective expression logical ordering of ideas format and content of reports and formal documents technical writing and documentation proposals and procedures Verbal communication structuring material for oral presentation visual presentation of information the use of appropriate supporting technology effective speaking and audience management Interpersonal skills interview techniques managing group dynamics technical reviews formal and informal meetings negotiation skills team management and conflict resolution Context: As well as acquiring general communication skills, IT professionals should appreciate the working environment in which they are exercised. Specific areas in which these skills need to be employed include : the presentation of complex technical matters to a non-technical audience, the management of peer technical reviews or walkthroughs, the specification of procedures and structures by textual and diagrammatic means, the selection and management of multi-skilled development teams with disparate interests and backgrounds, the preparation of documents of a technical nature such as tenders and requests for proposals,presentations of technical products and systems proposals. ___________________________________________________________________________________ 41 Accreditation Manual for Universities ______________________________________________________________________________________ 5.9 Program Design and Implementation Preamble : This area deals with the ability to specify a solution to a problem in a form which is able to be converted to a machine-executable product which will produce the correct result for a specified problem. It encompasses the ability to design a solution to a problem, preferably in a form which is independent of the target programming language for its implementation, to translate that design into the syntax of a programming language and to produce an executable program which is correct, efficient and maintainable. The area also encompasses the aspects of software documentation which are essential to the effective use of the software during its lifetime. Table of topics : Program specification design of documentation to specify the requirements of a program Program design algorithm design and associated documentation program structure and logic data design Programming languages levels of languages in terms of machine vs user orientation suitability of languages for problem domains an appreciation of the operation of programs at machine level Program implementation structure and syntax of a programming language the procedures of editing, compiling, linking, etc, needed to produce an executable program internal documentation issues Program testing formal proof of correctness vs testing procedures design of test data program testing methods Program documentation internal and external program documentation differing documentation requirements for technical staff and users Programming paradigms an appreciation of the existence of and fundamental differences between procedural, functional, logic and object-oriented paradigms Context : It is expected that candidates will have a working knowledge of at least one language in one of the contemporary paradigms. They will be able to design, code, test, implement and document programs of a moderate complexity in terms of the nature of the problem and the data structures and processing techniques required for its solution. ___________________________________________________________________________________ 42 Accreditation Manual for Universities ______________________________________________________________________________________ 5.10 Project Management and Quality Assurance Preamble: This area deals with the methods and problems of managing and assuring the quality of computing system projects, particularly from the viewpoint of the practitioner as a member of the project team. The area takes a balanced approach to software quality in that there is a focus on both product and process issues. Factors that impact quality outcomes associated with all phases of development are addressed. Throughout there should be a constructive focus on quality; that is, quality requirements are planned and specified, processes are then put in place to satisfy these requirements, and these processes are supported by integral processes which ensure that the quality requirements have been satisfied. Table of topics : Concepts and Models project definition project success measuring success post-implementation reviews project size lines of code effort/duration function points project life cycle Project Management Techniques steering committees project justification project planning project development strategies methodologies risk assessment estimation scheduling project tracking and reporting Introduction to Software quality Understanding and Measuring Quality The Costs and Benefits of Quality Role of People in Producing Quality Software Factors that Impact the Quality of Software Software Quality Planning Role of Planning Software Quality Requirements Preparing a Software Quality Plan Implementing a Software Quality Plan Preparing a Quality Manual Processes for Assuring the Quality of Software Risk Management Conformance to Standards Reviews, Audits, Walkthroughs and Inspections Verification, Validation and Testing Configuration Management Product Quality Software Product Standards Quality Attributes of Software Product Characteristics of Quality Software Measuring and Evaluating Product Quality and Associated Metrics Process Quality ___________________________________________________________________________________ 43 Accreditation Manual for Universities ______________________________________________________________________________________ Software Process Standards Process Definition Process Measurement Process Assessment Process Improvement Capability Evaluation Procurement of Software Post Development Software Quality Assurance Maintenance and Evolution of Software Re-engineering of Software Software Product Quality Improvement Context: An understanding of the principles, techniques and tools of project management are essential in the management of the inherent complexities of the systems development lifecycle. The study of this area presumes there have been previous studies in systems analysis and software engineering which covers the software life-cycle and the use of associated standards. Proficiency in programming in at least one language is also expected. ___________________________________________________________________________________ 44 Accreditation Manual for Universities ______________________________________________________________________________________ 5.11 Security Preamble: Information technology professionals are increasingly responsible for the incorporation of security services and mechanisms into overall information systems under development and in operation. This responsibility is expected to increase as national and international Guidelines and legislation are developed and enforced. The I.T. Professional will need to be familiar with Social, Governmental and Legal requirements in this area and to incorporate appropriate technologies into systems during the development phase with appropriate levels of security management created for ongoing usage of the systems. Table of topics : Historical Background role of information technology professionals Societal, Governmental and Legal Imperatives for Information Systems Security and Privacy International guidelines (OECD Privacy and Information Systems Security Guidelines) Regional security requirements (European Community) Legal requirements - Australia's Privacy Act, State privacy and computer security / crime related Acts and Regulations Australian standards for information security Professional Responsibility and Information Systems Security Relationships between concepts of Quality, Safety, Reliability, and Security / Software Engineering Computer Security Hardware requirements and features Operating systems security Access control, Authentication, Integrity, Confidentiality e.g. RACF, ACF-2, etc. UNIX security (an example of techniques) Database security Personal computer/Small systems security Security Technologies Access control mechanisms Algorithms - Hash, One-way and Related Functions / SHA, ISO Cryptography Symmetric and Asymmetric techniques commonly-used ciphers: DES, RSA, RC2-4, IDEA, SAFER, etc. Key Management Modes of usage Authentication architectures third party schemes/certificates Network Security early proprietary and mainframe technologies - IBM, DEC Open Systems Interconnection security architecture (ISO 7498-2) security services and mechanisms MIT "Kerberos" ECMA model - "SESAME" security and telecommunications services computer-telephone integration Trusted Systems and Networks "Rainbow" series (USA) / National Criteria, e.g. Canada, Australia, and others ITSEC / ITSEM (Europe) concepts of security functionality and enforcement/verification Common criteria Significance of trusted systems technologies ___________________________________________________________________________________ 45 Accreditation Manual for Universities ______________________________________________________________________________________ verification techniques and software engineering Security in the Distributed Systems (Client/Server) and Object Oriented Environments Security and Specific Industry Requirements Health care industry Banking and finance industry Commercial and military government systems Security Management Responsibilities Organisation Management requirements Context : ___________________________________________________________________________________ 46 Accreditation Manual for Universities ______________________________________________________________________________________ 5.12 Software Engineering and Methodologies Preamble : This area deals with the design and implementation of programs and large software systems that meet specifications and are safe, secure, reliable, dependable and maintainable. It includes models of the software development process, requirements analysis, specification, design, implementation, validation and verification, documentation and the use of appropriate software tools. Table of topics : Fundamentals of Software Engineering requirements analysis functional and technical specifications process, data and object orientation models documentation standards software testing software maintenance software quality assurance formal specification methods software configuration management Project Management project planning, estimation and control project evaluation and control techniques team construction and management principles of software project management prototyping Context : Candidates should be exposed to the practices of "programming in the large". It is expected that software assignments will be managed along the same lines as would be used for the development and implementation of large, complex systems. The emphasis of this area is not merely the writing of programs but the team interaction and project management which is an integral part of a large software system. There must be an underlying theme of producing software which is of the quality expected by the user and which meets the user's specifications. ___________________________________________________________________________________ 47 Accreditation Manual for Universities ______________________________________________________________________________________ 5.13 Systems Analysis and Design Preamble: This area develops basic systems analysis and design skills by examining commonly used techniques and system development methodologies. A range of life-cycle models are considered including the classical waterfall approach and more recent approaches such as prototyping and evolutionary development. The aim is to present a balanced overview of the process of analysing user requirements, designing computerised information systems to meet these requirements and at the same time developing the necessary skills to apply the techniques to simple problems. Table of Topics: Role of Information Systems in an Organisation System Development Methodologies Different systems development life cycle models such as waterfall, spiral, evolutionary, prototyping Phases, stages, activities and stakeholders, deliverables, models and modelling techniques. Common system development methodologies - structured analysis and design, information engineering and object oriented approaches Fact Finding Techniques Interviews, workshops, discussions, forms and documents, observation. The role of Models and Modelling Techniques A framework for relating and understanding models - planning, analysis, design and implementation stages versus data, process, behaviour, location, organisation and motivation perspectives. Business Area Analysis Problems, participants, physical versus essential models, Typical modelling techniques based on any one development methodology or paradigm which may include data flow diagrams, functional decomposition diagrams, functional dependency diagrams, decision tables / trees, state transition diagrams, process descriptions, entity relationship diagrams, class diagrams, object diagrams, interaction diagrams, module diagrams, etc. Business Systems Design Constraints, problems and participants. Deciding on the automation boundary. Design options. Typical modelling techniques based on any one development methodology or paradigm which may include structure charts, dialog flow diagrams, module diagrams, call graphs,etc. User interface design - ergonomics, data entry and validation, input forms, windows, window objects, screens and reports. Transforming analysis models into design models. Supporting Analysis and Design The use of proformas and standards, system dictionaries and CASE tools. Project Management Team structures, project scenarios, risk assessment, monitoring and measurement, tools PERT/ CPM Quality Assurance Walkthroughs, inspects, reviews, consistency checks Context: This area introduces system development methods and a range of approaches to the system development life-cycle. It introduces the relevant fact finding techniques and provides a basis to understand the use of models and modeling techniques in systems analysis and design. It considers business area analysis and a business system design in detail and provides an introduction to the various modeling techniques used to support these activities. It provides an introduction to how these activities may be supported by the use of CASE tools and system dictionaries. It also provides an introduction to project management and quality assurance techniques. ___________________________________________________________________________________ 48 Accreditation Manual for Universities ______________________________________________________________________________________ 5.14 Systems Software Preamble: This area is intended to provide students with an understanding of the structure of operating systems (at the user and system levels) and real-time software. The area examines the process and resource management functions of such software and the nature of the hardware-software interface. Additionally, the security and administration functions of such systems are examined. Multi- processor and distributed systems are also covered. There is considerable emphasis in the area placed on practical work, involving selected programming techniques and algorithms used widely in the development of system software for both large and small computer systems. Table of Topics: An operating system at the user level command processing and scripts security and administration in a modern operating system An operating system at the systems programming level an operating system kernel low-level facilities; processes and state vectors; hardware interface via interrupt handling Process management, including: process synchronisation process scheduling models for interprocess communication (ipc) threads and thread management specification of concurrent systems Resource management, including: file system and device (i/o) management deadlock preconditions and process graphs memory management issues and algorithms Context : Students should be exposed to the same practices as would be taught in Software Engineering, i.e. a "programming in the large" methodology. It is expected that software assignments will be managed along the same lines as would be used for the development and implementation of a large, complex operating system. The emphasis of this area is not merely the writing of programs but the team interaction and project management which is an integral part of building any commercial operating system. There must be an underlying theme of producing software which is of the quality expected by the user and which meets the user's specifications. ___________________________________________________________________________________ 49 Accreditation Manual for Universities ______________________________________________________________________________________ 6. Acknowledgments A number of people contributed in the preparation of this document. Members of the ACS working group for the duration of the development who helped me in this draft included Professor Peter Juliff (Deakin University) and Professor John Hughes (University Technology Sydney. Professor Gopal Gupta (James Cook University) provided valuable assistance at the inception of the project. Input was also sought and willingly given by Professor Geoff Dromey (Griffith University) who prepared the outline for Software Quality Systems, Professor Bill Caelli (Queensland University of Technology) who prepared the outline for Information Security while Professor Phillip Steele (Monash University) prepared the outlines for Conceptual Modelling and Systems Analysis and Design. Helping me out in a last minute crisis were QUT colleagues John Holford and Tony Rhodes who provided guides for Computer Organisation and Architecture and Systems Software respectively. Useful feedback was also included from Peter Seddon (University of Melbourne) who read an early draft of the document. References [ACS 2000]. Report of the Task Force on the ACS Towards 2000, Australian Computer Society, November 1992. [ACM 1995]. J. Daniel Couger, Gordon B. Davis, David L. Feinstein, John T. Gorgone, Herbert E. Longnecker, Jr., IS'95 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems, Draft Report, 17 May 1995. [Denning et. al. 1989]. Peter J. Denning, Douglas E. Comer, David Gries, Michael C. Mulder, Allen B. Tucker, A. Joe Turner, and Paul R. Young, "Computing as a Discipline", Communications of the ACM, 32(1), pp. 9-23, January 1989. [Maynard and Underwood 1996]. Gerry B. Maynard and Alan Underwood, Guidelines for Accreditation of Courses in Universities at the Professional Level, the Australian Computer Society Incorporated, 1996. [Rev. 1992]. Report of the Discipline Review of Computing Studies and Information Sciences Education, Volume 2, Australian Government Publishing Service, March 1992. ___________________________________________________________________________________ 50 Accreditation Manual for Universities ______________________________________________________________________________________ ATTACHMENT 1 ___________________________________________________________________________________ 51 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 1 : Summary of Application University: Please provide the full name under which the University operates. If other organisations are involved in the delivery of courses included in this application details will be sought on an additional form. This should be the name of the institution conferring the award. You are also requires to provide other details about the University. Name of University Vice Chancellor: University Address: Facsimile: Web Site: Organisation Unit: This section requires you to provide details of the college/faculty/school/department offering the course(s) for accreditation. If more than one unit is involved provide only the name of the unit conferring the degree. Room is provided to allow a three level description of the organisation unit - in the first column provide the type of unit (e.g. faculty or department) and in the second column the title of the unit (e.g. Computing and Mathematical Sciences). Level 1 Level 2 Level 3 Head of Unit: Address: Web Site: Telephone: E-mail address Courses: Please provide a list of courses submitted for accreditation. Level refers to the type of award (e.g. Diploma, Bachelor, GD, PGD, Masters) and Type refers to the ACS accreditation sought (e.g. Associate or Professional). You are also required to complete a Form 2: Course Outline for each course subject to accreditation. Title of Course Level Type File Name for Form 3: Course Details University Contact: Name: Title: Address Telephone Numbers: Facsimile Number e-mail address Please provide details of the primary contact and person responsible for this application. All contact from ACS will be through this person. Two telephone number should be provided to facilitate contact, ___________________________________________________________________________________ 52 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 2 : Course Outline This form is required for all courses that are to be accredited. A new form is required for each course. The intention of this form and Forms 2.1, 2.2, 2.3 and Forms 3 with Appendices 2A and 2B is to provide the panel members with information to assess the course for subject content, depth breadth and intellectual effort required. The information in this form and associated forms and appendices and documents will be evaluated against the ACS Core Body of Knowledge for accreditation. Course Details: Please provide course code (normally used within the University) and Course Title as used on the testamur and academic transcripts. Course level refers to bachelor, graduate Diploma etc. The Course Coordinator should also appear on Form 2.1 Senior Officers. Course Code: Course Title: Course Level: EFT Years of Study: Course Coordinator: Course Objectives: Please provide any published or University approved objectives for this course. It is expected that a significant objective is to educate ICT professionals Campus: List all campuses at which you seek accreditation. Please include off-campus (in any mode) as a separate campus. Please also ensure that a Form 7: Campus Information exists for all campuses on the list. ___________________________________________________________________________________ 53 Accreditation Manual for Universities ______________________________________________________________________________________ Form 2 continued Compulsory Units: Provide a list of all units/subjects that are mandatory for completion of this course. Please provide in semester/year order commencing Semester 1/Year 1. The percentage column requires you to advise the percentage this unit is of the total course requirement. A separate Appendix 3: Unit/Subject Outline is required for each unit listed. If you have provided this information with another course please do not repeat, however it must be included on this list. The Code should be that code used within the University. The Filename is the location where the unit/subject details have been supplied. Existing format will suffice for the provision of this information, preferable format is HTML. Code Unit Title Yr Sem % Filename for Unit Detail ___________________________________________________________________________________ 54 Accreditation Manual for Universities ______________________________________________________________________________________ Form 2 Continued Elective ICT Units: Provide a list of all ITC units/subjects that are available to be taken as electives in this course. Please provide in semester/year order commencing Semester 1/Year 1. The percentage column requires you to advise the percentage this unit would constitute of the total course requirement. A separate Appendix 3: Unit/Subject Outline is required for each unit listed. If you have provided this information with another course please do not repeat, however it must be included on this list. The Code should be that code used within the University. The Filename is the location where the unit/subject details have been supplied. Existing format will suffice for the provision of this information, preferable format is HTML. Code Unit Title Yr Sem % Filename for Unit Detail ___________________________________________________________________________________ 55 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Appendix 2A : Course Structure (Recommended Format) This format allows the applicant to provide a graphical view of the course structure to assist the Accreditation Panel in its analysis of the course content, especially in terms of breadth and depth of the content. If you use this format please use the colour codes provided at the bottom of the form to indicate mandatory and elective ICT units as opposed to non ICT units. It would also assist if prerequisite subject are linked in some way (a red line is suggested). If units are not of equal weighting please indicate with the name of the unit the percentage that units constitutes of the whole course. Semester 1 YEAR 1 Semester 2 Semester 3 Semester 1 YEAR 2 Semester 2 Semester 3 Semester 1 YEAR 3 Semester 2 Semester 3 Semester 1 YEAR 4 Semester 2 Semester 3 Mandatory ICT Units Elective ICT Units Non-ICT Units ___________________________________________________________________________________ 56 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 2.1 : Cross Reference (Interpersonal Communications) Name of Course: This form requires the university to show how the mandatory knowledge area of Interpersonal Communications is covered in the Course under review. The first column refers to topics included in the CBOK guidelines within this area of knowledge. The respondent should also include whether or not the subject is mandatory, roughly what percentage of the unit/subject this constitutes and whether or not this particular topic is assessed within the subject assessment. Topic Written Communication    effective expression logical ordering of ideas Unit/Subject in which included Man? (Y/N) % Assessed? format and content of reports and formal documents technical writing and documentation proposals and procedures  Verbal Communication     structuring material for oral presentation visual presentation of information the use of appropriate supporting technology effective speaking and audience management Interpersonal Skills   interview techniques managing group dynamics o technical reviews o   meetings negotiation skills team management and conflict resolution ___________________________________________________________________________________ 57 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 2.2 : Cross Reference (Ethics/Social Implications/Professional Practice) Name of Course: This form requires the university to show how the mandatory knowledge areas of Ethics, Social Implications and Professional Practice are covered in the Course under review. The first column refers to topics included in the CBOK guidelines within this area of knowledge. The respondent should also include whether or not the subject is mandatory, roughly what percentage of the unit/subject this constitutes and whether or not this particular topic is assessed within the subject assessment. Topic Introduction to Ethics Unit/Subject in which included Man? (Y/N) % Assessed? Social Issues   culture and heritage culture and technology Global Issues Organisational Issues   application of technology in Australian business ethical issues in private and public sectors Technology Belief Systems   the law and computer crime reliability, safety in software systems Responsibility: personal and community IT Professional Codes   ACS Code of Ethics ACS Code of Conduct ___________________________________________________________________________________ 58 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 2.3 : Cross Reference (Project Management/Quality Assurance) Name of Course: This form requires the university to show how the mandatory knowledge areas of Project Management and Quality Assurance are covered in the Course under review. The first column refers to topics included in the CBOK guidelines within this area of knowledge. The respondent should also include whether or not the subject is mandatory, roughly what percentage of the unit/subject this constitutes and whether or not this particular topic is assessed within the subject assessment. Topic Concepts and Models Unit/Subject in which included Man? (Y/N) % Assessed?      project definition project success measuring success post-implementation review project size o lines of code o effort/duration o function points project life cycle  Project Management Techniques  steering committees  project justification  project planning       project development strategies methodologies risk assessment estimation scheduling project tracking and reporting Introduction to Software Quality     understanding and measuring quality the costs and benefits of quality role of people in producing quality software factors that impact the quality of software Software Quality Planning      role of planning software quality requirements preparing an software quality plan implementing the plan preparing a quality manual Processes for Assuring the Quality of Software ___________________________________________________________________________________ 59 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 4 : Summary of Staff Resources Table 1: Staff Type and Level Staff Type and Level Academic Managerial Teaching Support Development Professional/Technical Staff support Student support Development Administrative Level A Level B Level C Level D Level E Other Total Table 2: Staff Level and Gender Staff Type and Level Academic Male Female Professional/Technical Male Female Administrative Male Female Level A Level B Level C Level D Level E Other Total Table 3: Visiting/External Academic Input Activity Direct teaching Project leadership Research Development Other Visiting academics Number Hours Industry/Professionals Number Hours ___________________________________________________________________________________ 60 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 4.1 : Senior Staff Please provide a list if senior academic staff and consultants involved in the courses subject to accreditation. The list should include all academic staff at Associate Professor level and above and all course coordinators/leaders. The list should also include external people who have significant input into the delivery of the courses. Please start with the Head of School (or equivalent)and order accordingly. A Form 4.2 : Staff Details is required for all staff members including those on this list. Name Title Contribution/Role ___________________________________________________________________________________ 61 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 4.2 : Staff Details This form is required for all staff who have input into or support the academic program associated with the courses subject to accreditation. Each staff member is not required to give a full curriculum vitae although the opportunity is provided to supply such as a link to a web site or a file included with this application. The intention of this form is to provide the panel members with information to assess the qualifications (professional. academic and experiential) of staff input into the design, delivery and assessment of the courses subject to accreditation. You are asked to provide details only for the past ten years (except of course academic qualifications) unless you consider earlier information to be significant to the accreditation process. Personal Details: Name: Title: Role/Contribution: Full CV available at: Qualifications: Include all internal staff development and other short course attendance Qualification/Course Year Institution Specialisation/Topics Teaching Activities: A list of all ICT areas in which you are currently teaching in the courses under review. Please include type of activity such as coordinator, lecturer, unit leader, tutor etc. Role Unit, course or subject Membership: Provide your membership of any professional or other bodies. Please provide the number of years you have been a member. Please also include any details of positions/roles you have held in those bodies in the past ten years. Body/Organisation Years Roles or other details of activities ___________________________________________________________________________________ 62 Accreditation Manual for Universities ______________________________________________________________________________________ Form 4.2 Continued Research: Please provide in free format details of any research in the fields associated with ICT in the last ten years. You should indicate the nature of the research, any grants received and the names of any colleagues involved in the research activity . Please start with a title and list most recent activities first. Year Details of research activity. Experience: This allows each staff member to provide details of both academic and industrial/professional experience. The academic section should also include experience gained from visitor status at other tertiary institutions. Industrial experience should also include details of consulting work that is not covered in the research area. Industrial experience should be relevant to ICT. Please do not include other information. The format is free format allowing each respondent to answer in the way they see fit. Please try to list with most recent activities first. Total Years of Experience: Academic Experience: Year Organisation Academic Industry/Professional Position/Activities Industry/Professional Experience: Year Organisation Position/Activities Publications: Year Authors Please provide you most recent five publications in the ICT area.. Title/Abstract ___________________________________________________________________________________ 63 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 5 : Facilities Information Computer Facilities: This section requires information about the computer facilities available to students for their study. A student should have access to a work station, with acceptable response times, for not less than four (4) hours per week for all ICT subject in which they are enrolled. The section requires some statistical data and allows the respondent to provide additional support information as Appendices. The number of unit enrolments is the total number of students enrolled in all ICT subjects conducted by the faculty/department/school. Where students are required to provide their own computing facilities please include details of requirements as Appendix 5A : Student Owned Computing Facilities. This document should include rules, regulations, financial support, etc. Please provide the filename of this document in the area provided. If any quality assurance mechanisms are in place in relation to computing facilities for students please attach as Appendix 5B: QA - Computing Facilities and provide the filename in the area provided. Number of unit enrolments: Number of work stations: Access hours to facilities: Student ownership required?: Quality Assurance? Technical Support: This section requires information about the technical support available to students while undertaking computing type activities. It is expected that adequate technical and administrative support is available regardless of whether or not students use their own hardware. You are also required to advise that sufficient legal copies of software are available. If any quality assurance mechanisms are in place in relation to computing facilities for students please attach as Appendix 5C: QA - Technical and Software Support and provide the filename in the area provided. Number of support staff: Number of admin staff: Hours/Methods of access: Please advise of how the University assures that students have adequate and legal access to software: Student ownership required?: Quality Assurance? Quality Mechanisms: This section allows a free format description for the applicant to demonstrate how resources and standards in support and infrastructure are assured. Where appendices of existing documents are refereed to please provide a title (Starting with Appendix 5D) and the filename under which the document has been saved. The Accreditation Panel will be particularly interested in student complaints systems in relation to facilities and related support. ___________________________________________________________________________________ 64 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 6: Libraries and Information Resources Library Details: Number of ICT library staff: Number of other support staff: Hours/methods of access: Average expenditure on : Periodicals Monographs Average number of monograph purchases These details should relate to library and other information resources that are available to students. Where averages are required please provide an average for the past five years including this current year. Periodicals: Please provide details of ICT related periodicals that are on-campus and/or accessible through electronic means. If a list the ICT periodicals is available please provide an electronic copy and the Filename (As Appendix 6A) in the area provided. Access charges refers to those charges that are incurred by students when receiving a printed copy of an article. Number of ICT Periodicals: On campus Access (electronic) Access charges Filename of periodical list Monographs: Please provide details of ICT related monograph titles that are held in the library. If a list the ICT periodicals is available please provide an electronic copy and the Filename (As Appendix 6B) in the area provided. Access charges refers to those charges that are incurred by students when receiving a printed copy of an article. Number of ICT monographs: Filename of monograph list Quality Mechanisms: This section allows a free format description for the applicant to demonstrate how resources and standards in support and information are assured. Where appendices of existing documents are refereed to please provide a title (Starting with Appendix 6C) and the filename under which the document has been saved. The Accreditation Panel will be particularly interested in student complaints systems in relation to libraries and related support and budgets for library expenditure for the next 3 to 5 years. ___________________________________________________________________________________ 65 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 7 : Campus Information Campus Details: Please provide details of the name and location of each campus regardless of ownership. A form is required for all locations at which the course is delivered. If a course is delivered in off-campus/external mode or through eLearning please complete this form an only supply the relevant information, however it is essential that you address the section on quality mechanisms. Name of Campus: Address: Telephone: Facsimile: Web Site: Courses: Please list all courses for which accreditation is sought for this campus. If other organisations are involved in the delivery of these courses please complete a Form 7.1: Partnerships for each organisation involved. This is not required for joint offerings with other Australian Universities. A Form 7.1 is required for all joint ventures, partnerships, host arrangements etc. Title of Course Partner File Name for Form 4.1: Partnerships Quality Mechanisms: This section allows a free format description for the applicant to demonstrate how equivalent resources and standards in course delivery and support and infrastructure are assured for this campus. Where appendices of existing documents are refereed to please provide a title and the filename under which the document has been saved. Campus Contact: Please provide details of the primary contact and person responsible for this campus. Two telephone number should be provided to facilitate contact, For offcampus /external studies please provide the Head of External studies or equivalent. Name: Title: Address Telephone Numbers: Facsimile Number e-mail address ___________________________________________________________________________________ 66 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 7.1 : Partnership Partner Details: Organisation: Chief Executive Officer: Address: Telephone: Facsimile: Web Site: Please provide details of the CEO or equivalent and contact details for each partner of a different form. Due Diligence: This section allows a free format description for the applicant to demonstrate the pre partnership exercise undertaken by the University in determining the suitability of this partner. Where appendices of existing documents are refereed to please provide a title and the filename under which the document has been saved. Quality Mechanisms: This section allows a free format description for the applicant to demonstrate how equivalent resources and standards in course delivery and support and infrastructure are assured for this courses jointly delivered with this organisation. Where appendices of existing documents are refereed to please provide a title and the filename under which the document has been saved. This should only refer to the organisation and should not include information already provided in Form 7: Campus Information. If no additional information is required please leave blank. Organisation Contact: Name: Title: Address Telephone Numbers: Facsimile Number e-mail address Please provide details of the primary contact and person responsible for this campus. Two telephone number should be provided to facilitate contact, If this is the same person as the campus contact in the Form 4 please leave blank. ___________________________________________________________________________________ 67 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 8 : Quality Mechanisms Please provide any quality assurance documents associated with the issues. The Accreditation panel will be keen to ensure that processes are in place but will concentrate more on outcomes and any benchmarking activities. Although some titles are recommended you should take advantage of the opportunity to provide other documentation that will support your application for accreditation. Code Staff1 Staff2 Title Staff, selection and appointment procedures Staff development policies and outcomes Filename F8Staff1.doc F8Staff2.doc ___________________________________________________________________________________ 68 Accreditation Manual for Universities ______________________________________________________________________________________ AUSTRALIAN COMPUTER SOCIETY - COURSE ACCREDITATION Form 8.1 : Advisory Mechanisms Course Committee Title Terms of Reference/Objectives Membership: Name Organisation Appendices: Document Title Filename ___________________________________________________________________________________ 69