Edinburgh Napier University

  Two case studies are combined here, to illustrate generic challenges in embedding Skills Framework for the Information Age (SFIA) competency statements in higher education, in particular where learners’ intended job roles lack formal codification. The paper describes the process of gaining university quality acceptance for a masters-level module (Digital Markets) based on SFIA competency statements, and on the first running of the module. This provides a mapping of SFIA levels to higher taxonomies of learning, and illustrates how both students and programme leaders construct degree courses. Positive reactions are reported from students, external industry participants, and the external examiner. The paper includes a summary of a process, led by a BCS Specialist Group, to define both competency and courses to meet the demand for the relatively new skill of User Experience (UX). UX Competency Framework (UXCF) process has held, so far, two workshops to start to design relevant academic courses.