What subjects and skills are important for software developers?

Surakka, Sami

doi:10.1145/1188913.1188920

Cited by 52 publications

(25 citation statements)

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“…Lethbridge (2000) analysed the relevance and depth of specific core topics that software professionals had received as part of their university education and identified a significant mismatch between software education and industry in terms of the knowledge needed by software engineers to meet the industry's requirements. Other researchers reported similar gaps (Kitchenham et al, 2005;Kim et al, 2006;Surakka, 2007;Lee and Han, 2008;Aasheim et al, 2009;Moreno et al, 2012) and for Lethbridge et al (2007) filling them is one of the most critical challenges for SD educators.…”

Section: The Education Of New Graduatesmentioning

confidence: 85%

Industry’s perception of the relevance of software development education

Liebenberg

Huisman

Mentz

2015

TDSA

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It is widely acknowledged that there is a shortage of software developers, not only in South Africa, but also worldwide. Despite reports, in mostly quantitative studies, of a gap between the industry needs and software development education, the view the industry has of the new graduates and the problems, challenges and solutions in respect of software development education has not been explored in detail. This article reports on a mixed methods study of the relevance of software development education from the perspective of the industry. The analysis reveals some interesting views held by the industry, as well as by the different generations on their new recruits and the problems and challenges that are faced. The following solutions to the problems are suggested: teamwork; projects and experience; work-integrated-learning and mentoring; technical and soft skills; keeping up to date; career guidance; introspection; and generational awareness.

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Section: The Education Of New Graduatesmentioning

confidence: 85%

Industry’s perception of the relevance of software development education

Liebenberg

Huisman

Mentz

2015

TDSA

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“…The study identified a significant mismatch between software education and industry in terms of the knowledge needed by software engineers to perform the tasks required by industry. More recent studies, including surveys by Kitchenham et al (2005) or Surakka (2007), again identified such a fissure.…”

Section: Introductionmentioning

confidence: 88%

Balancing software engineering education and industrial needs

Moreno

Sánchez-Segura

Medina-Domínguez

et al. 2012

Journal of Systems and Software

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In the world of information and communications technologies the demand for professionals with software engineering skills grows at an exponential rate. On this ground, we have conducted a study to help both academia and the software industry form a picture of the relationship between the competences of recent graduates of undergraduate and graduate software engineering programmes and the tasks that these professionals are to perform as part of their jobs in industry. Thanks to this study, academia will be able to observe which skills demanded by industry the software engineering curricula do or do not cater for, and industry will be able to ascertain which tasks a recent software engineering programme graduate is well qualified to perform. The study focuses on the software engineering knowledge guidelines provided in SE2004 and GSwE2009, and the job profiles identified by Career Space.

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“…This study adopts a research design similarly employed by a number of studies in information technology (cf. Aasheim, Li and Williams, 2009; Lethbridge, 2000;Surakka, 2005Surakka, , 2007 which sought to determine the set of critical competencies required of practitioners to perform their jobs successfully. These studies used document analysis to determine the initial set of competencies (Phase I in the current study) that was then included in a survey instrument and administered to academicians and practitioners (Phase II in this study).…”

Section: Methods Research Designmentioning

confidence: 99%

Business Ethics Competencies Research: Implications for Canadian Practitioners

Cramm¹,

Erwee

2013

SSRN Journal

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This paper describes a proposed framework of knowledge, skills, abilities, and other characteristics (KSAOs) that a practitioner who is competent in business ethics, compliance, or integrity should possess. These competencies may be leveraged as key input to selecting content for an institutionalized business ethics training program. The focus in this paper is on the management problem of 'What competencies are important for job performance of business ethics practitioners'. Phase I consisted of developing a provisional taxonomy of business ethics competencies and Phase II involved academic and industry practitioners implicated in business ethics to validate the conceptually developed provisional taxonomy of business ethics competencies to eventually make recommendations regarding the selection of business ethics training content. The contribution to the business ethics competency-based management knowledge that is presented in this paper is a proposed business ethics competency model and the implications of this model for Canadian practitioners are discussed.

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What subjects and skills are important for software developers?

Abstract: A small survey of Finnish IT professionals, academics, and students has important implications for computer science degree programs.

Cited by 52 publications

References 5 publications

Industry’s perception of the relevance of software development education

Industry’s perception of the relevance of software development education

Balancing software engineering education and industrial needs

Business Ethics Competencies Research: Implications for Canadian Practitioners

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