Comparing Computing Professionals’ Perceptions of Importance of Skills and Knowledge on the Job and Coverage in Undergraduate Experiences

Exter, Marisa; Caskurlu, Secil; Fernandez, Todd

doi:10.1145/3218430

Cited by 35 publications

(28 citation statements)

References 27 publications

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“…We also realize that this could be a drawback of SWEBOK, which could possibly limit the implications of our study's findings. On the other hand, we can observe that the same problems would still exist in the case of any custom taxonomies formed via interviews [22] or other research methods [23] (as we presented briefly in Section 2).…”

Section: Limitationsmentioning

confidence: 94%

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Understanding the Knowledge Gaps of Software Engineers

Garousi

Giray²,

Tüzün

2019

ACM Trans. Comput. Educ.

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Context: Knowledge level and productivity of the software engineering (SE) workforce are the subject of regular discussions among practitioners, educators, and researchers. There have been many efforts to measure and improve the knowledge gap between SE education and industrial needs. Objective: Although the existing efforts for aligning SE education and industrial needs have provided valuable insights, there is a need for analyzing the SE topics in a more “fine-grained” manner; i.e., knowing that SE university graduates should know more about requirements engineering is important, but it is more valuable to know the exact topics of requirements engineering that are most important in the industry. Method: We achieve the above objective by assessing the knowledge gaps of software engineers by designing and executing an opinion survey on levels of knowledge learned in universities versus skills needed in industry. We designed the survey by using the SE knowledge areas (KAs) from the latest version of the Software Engineering Body of Knowledge (SWEBOK v3), which classifies the SE knowledge into 12 KAs, which are themselves broken down into 67 subareas (sub-KAs) in total. Our analysis is based on (opinion) data gathered from 129 practitioners, who are mostly based in Turkey. Results: Based on our findings, we recommend that educators should include more materials on software maintenance, software configuration management, and testing in their SE curriculum. Based on the literature as well as the current trends in industry, we provide actionable suggestions to improve SE curriculum to decrease the knowledge gap.

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Section: Limitationsmentioning

confidence: 94%

“…In [22], the authors mined job ads to extract the skills needed and interviewed 26 professionals to find out knowledge deficiencies. [23] collected data from 283 participants to identify knowledge gaps. They used a taxonomy of topics based on the authors' earlier studies.…”

Section: Background and Related Workmentioning

confidence: 99%

Understanding the Knowledge Gaps of Software Engineers

Garousi

Giray²,

Tüzün

2019

ACM Trans. Comput. Educ.

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“…It is widely accepted that the ability to work as a team is a crucial skill for successful employment [21] and in particular in the Science, Technology, Engineering and Mathematics (STEM) workplace [20] and Computing [7]. However, employers report that graduating computing students are still under prepared in teamwork skills [17] often because computing students find these skills difficult to learn [5].…”

Section: What Is It?mentioning

confidence: 99%

Using contributing student pedagogy to enhance support for teamworking in computer science projects

Phillips

Ivins

Prickett

et al. 2021

Proceedings of the 5th Conference on Computing Education Practice

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This paper discusses the progress made in an enhancement project completed at two Universities in the United Kingdom. It is reported that whilst teamworking is valued by employers, its inclusion is less well received by learners themselves [2,14,25]. The project is an example of contributing student pedagogy [9]. The work began as a project completed by a placement student as part of a university's' funded project [BLINDED]. The work explores learners' perceptions and experiences of teamworking before and as part of taught courses. These views have been intercalated into an evolving set of guidelines that have been used to inform further enhancements. These guidelines were written to enable learners to develop their own teamworking agreements to set out expected behaviors for working in the team. Whilst a work in progress, the approach and outcomes will be of interest to others engaged in the delivery and enhancement of student teamwork within computing related programmes and potentially other disciplines.

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“…These studies include views of the students' perceptions of learning and the mediating roles of academic engagement, including digital readiness within the HEIs. (Exter, Caskurlu, & Fernandez, 2018;Kim, Hong, & Song, 2019;Kori et al, 2018;Sánchez et al, 2019).…”

Section: Information Technologies For Quality Education and Innovationmentioning

confidence: 99%

Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

Okoye

Arrona‐Palacios

Camacho-Zúñiga

et al. 2020

Int J Educ Technol High Educ

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Today, modern educational models are concerned with the development of the teacher-student experience and the potential opportunities it presents. User-centric analyses are useful both in terms of the socio-technical perspective on data usage within the educational domain and the positive impact that data-driven methods have. Moreover, the use of information and communication technologies (ICT) in education and process innovation has emerged due to the strategic perspectives and the process monitoring that have shown to be missing within the traditional education curricula. This study shows that there is an unprecedented increase in the amount of text-based data in different activities within the educational processes, which can be leveraged to provide useful strategic intelligence and improvement insights. Educators can apply the resultant methods and technologies, process innovations, and contextual-based information for ample support and monitoring of the teaching-learning processes and decision making. To this effect, this paper proposes an Educational Process and Data Mining (EPDM) model that leverages the perspectives or opinions of the students to provide useful information that can be used to enhance the end-to-end processes within the educational domain. Theoretically, this study applies the model to determine how the students evaluate their teachers by considering the gender of the teachers. We analyzed the underlying patterns and determined the emotional valence of the students based on their comments in the Students Evaluation of Teaching (SET). Thus, this work implements the proposed EPDM model using SET comments captured in a setting of higher education.

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Comparing Computing Professionals’ Perceptions of Importance of Skills and Knowledge on the Job and Coverage in Undergraduate Experiences

Cited by 35 publications

References 27 publications

Understanding the Knowledge Gaps of Software Engineers

Understanding the Knowledge Gaps of Software Engineers

Using contributing student pedagogy to enhance support for teamworking in computer science projects

Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

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