How might the content and outcomes of tertiary education programmes be described and analysed in order to understand how they are structured and function? To address this question we develop a framework for modelling graduate competencies linked to tertiary degree programmes in the computing disciplines. While the focus of our work is computing the framework is applicable to education more broadly. The work presented here draws upon the pioneering curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from recent computing conferences. The aim is to inform the ongoing Computing Curricula (CC2020) project, an endeavour supported by the Association for Computing Machinery (ACM) and the IEEE Computer Society. We develop the Competency Learning Framework (CoLeaF), providing an internationally relevant tool for describing competencies. We argue that

Abstract-Previous research in STEM education demonstrates that students are engaged in a continuous process of identity development, trying to integrate their educational experiences with their perception of who they are, and who they wish to become. It appears increasingly apparent from this body of research that students are not well supported in this process by the education they currently receive.The goal of this paper is to analyse a specific aspect of the student experience, participation, in order to gain a better understanding of how computer science (CS) and information technology (IT) students engage with CS prior to and during their studies.Drawing on student interview data we describe and discuss students' qualitatively different ways of experiencing participation in CS and IT. The notion of participation applied here is inspired by Wenger's notion of participation in his social theory of learning. A phenomenographic analysis identifies a spectrum of qualitatively distinct ways in which the students experience participation in CS and IT, ranging from "using", to participation as "continuous development", and "creating new knowledge".

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This article concludes a longitudinal study with the broader aim to explore learner development as a long-term, social process. One goal has been to inform the endeavours of improving student engagement, retention, as well as under-representation of certain demographics in computing. Students of two computer science--related study programmes (CS/IT) reflected on their engagement in their field of study at different times during the first three study years. Drawing on social identity theory, the focus has been to analyse and describe different ways in which the students experience participation in CS/IT, i.e., doing, thinking, and feeling, in relation to CS/IT, negotiated among different people. Insights into participation in CS/IT were used to discuss what it entails to fit in and become a computing professional. Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which first-, second-, and third-year students experience participation in CS/IT. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies, participation as problem solving, and problem solving for others. Participation as problem solving appears to be central in this learning environment and the students integrate such experiences into their histories of engagement in CS/IT. In study year 3, the students also reason about participation as problem solving for others that they encounter in the human computer interaction course. However, at that time several students perform a technical problem solver identity and reject such broader ways of participating in CS/IT.