Software: University Courses versus Workplace Practice

Liebenberg, Janet; Huisman, Magda; Mentz, Elsa

doi:10.5367/ihe.2015.0254a

Cited by 12 publications

(6 citation statements)

References 28 publications

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“…Most of these studies conducted in the developed countries and used quantitative methods. A mixed method study of the insights of professional software developer shows the topics they learn in their term of education and the significance of these topics in their actual work [12]. The findings of this study suggest that there is a gap between software development education and workplace practices.…”

Section: K Research On Gap Between Software Industry and Se Educationmentioning

confidence: 77%

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Analyzing Software Industry Trends to Improve Curriculum

Siddique,

Butt,

Zahid

et al. 2024

IEEE Access

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In present digital era, being skillful and updated to the modern software development practices has become of crucial importance for the software engineering graduates. Moreover, freelancing industry has grown immensely in recent years and individuals, more than ever before, are fascinated to opportunities it offers, and have greater assurance that it can be a successful and satisfying alternative to a regular employment. Unlike others, in case of software, industry is leading the education. This makes the Software Engineering Education (SEE) additionally responsible to minimize the gap between the skills of the graduating students and the skills needed by the employers out there. There is not any previous work available in this that focuses on the skills required to cope up the freelancing industry by graduate students and recommendations for improvements to make Pakistan higher education curriculum that helps producing graduates who are capable enough to get themselves employed in freelancing platforms. This study aims to dissect the software industry needs and trends related to freelancing industry, and to uncover the suggestions for training in this dynamic field. The data was extracted through different freelancing platforms using scrapy framework of python and then LDA analysis was performed on the scraped data using python to find most trending topics in the SE field and better analyze the situation. Using a LDA analysis, the dataset extracted at two distinct time period is investigated to describe that how software industry changing time to time. For validity, the updated data was scraped on runtime from freelancing websites. Results of the analysis are shown in different formats and empirical findings are discussed reference to two different time periods and in relation to previous studies.

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Section: K Research On Gap Between Software Industry and Se Educationmentioning

confidence: 77%

“…The findings of this study suggest that there is a gap between software development education and workplace practices. The study also gives recommendations for the software development education [12].…”

Section: K Research On Gap Between Software Industry and Se Educationmentioning

confidence: 97%

Analyzing Software Industry Trends to Improve Curriculum

Siddique,

Butt,

Zahid

et al. 2024

IEEE Access

View full text Add to dashboard Cite

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“…We provide more information on this in Section 3.5. The study [21] conducted a survey in South Africa using a taxonomy similar to [15] and [16]. [18] focuses on comparing gaps in technical and soft skills by interviewing 22 participants.…”

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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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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“…Given Bennett’s (2002) findings, one may be tempted to argue that this could be limited to more people-oriented disciplines like marketing and management. However, the importance of these skills is supported even in data-driven, technically oriented fields such as data science (Fitzgerald et al, 2016), software development (Liebenberg et al, 2015), and accounting (Lee and Blaszczynski, 1999; Von Romburgh and Van Der Merwe, 2015). In fact, even in the context of entry-level data analytics job advertisements, soft skills such as communication, problem-solving, and decision-making were more frequently mentioned than technical proficiency (Cegielski and Jones-Farmer, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Voices from both the academy and industry have also been persistent in calling attention to deficiencies in the perceived employability of graduates (Azevedo et al, 2012; Liebenberg et al, 2015). According to a report for the York College of Pennsylvania Center for Professional Excellence (Polk-Lepson Research Group, 2010), business leaders and human resource management professionals found that college graduates lacked the skill sets to meet the demands of the workplace.…”

Section: Literature Reviewmentioning

confidence: 99%

Are we teaching what employers want? Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities

Rhew

Black

Keels

2019

Industry and Higher Education

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Employers and policy makers have criticized higher education institutions for the perceived knowledge and skills deficiencies of their graduates. This article seeks to identify the gaps between employer needs, curricular priorities, and accrediting standards, specifically in the management domain. To this end, the authors content analyzed 200 job announcements for entry-level management positions in the 10 largest metropolitan statistical areas in the United States and the learning goals of 51 business programs, comparing both to the Association to Advance Collegiate Schools of Business’s Standard 9. While the findings demonstrate considerable overlap between employers’ stated needs, business programs’ curricular focus, and accrediting standards, notable gaps emerged, especially in the area of self-management. The authors discuss the implications of these findings for both business programs and accrediting bodies.

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Software: University Courses versus Workplace Practice

Cited by 12 publications

References 28 publications

Analyzing Software Industry Trends to Improve Curriculum

Analyzing Software Industry Trends to Improve Curriculum

Understanding the Knowledge Gaps of Software Engineers

Are we teaching what employers want? Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities

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