Worldwide, approximately 4% of university graduates continue to graduate school. That means approximately 96% of university graduates enter the workplace. Are computing and engineering graduates competent for this transition?
Competency in a professional sense requires three components: knowledge, skills, and dispositions, taken in context in performing a task. Knowledge is the “know-what” dimension of competency as a factual understanding. Skills introduce the capability of applying knowledge to accomplish a task actively. Dispositions frame the “know-why” dimension of competency and prescribe a temperament of quality of character in task performance. The following figure is a “Conceptual Structure of the CC2020 Competency Model”) illustrates the meaning of competency as shown in the CC2020 report.
Unlike in years past, employers today expect a hire to be productive almost on day one. Hence, computing and engineering graduates must be competent in their specialty by graduation. Even if baccalaureate graduates wish to pursue studies for a master’s or doctoral degree, being competent and pressing the three components of competency can only be an asset in their favor. Therefore, transitioning from knowledge-based to competency-based learning benefits students, employers, and entrepreneurs.
This aspect of the DEAP project provides industry-educational resources valuable for employers, students, teachers, and administrators. The content includes articles and papers generated from the CC2020 project and report, industry-education datasets affecting computing, engineering, and education in general, and other reports, papers, and literature related to industry and education. This content will expand over time.
Some Industry-Education Related Resources
- Industry – Computing Education
- Industry – Engineering Education
- CC2020 (Computing Curricula 2020)
- Competency – Computing/Engineering Education
- Industry-Education Datasets
- Industry-Education Opportunities
- Industry-Education Miscellaneous Works