Book chapter 2014

Engaging software engineering students with employability skills

AJ
Armarego, Jocelyn
Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills
Journal · pp. 123-160
Abstract

This chapter explores the findings from an Action Research project that addressed the Professional Capability Framework (Scott & Wilson, 2002), and how aspects of this were embedded in an undergraduate Engineering (Software) degree. Longitudinal data identified the challenges both staff and students engaged with. The interventions that were developed to address these are described and discussed. The results of the project show that making soft skills attainment explicit as part of the learning objectives went a long way in assisting students to engage with the activities that exercised these skills. © 2014, IGI Global. All rights reserved.

Keywords

Author Keywords

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Index Keywords

Professional aspects Students education Software engineering students Undergraduate engineering Soft skills Employability skills Software engineering action research Learning objectives Longitudinal data Professional capabilities
Author Affiliations
School of Engineering and Information Technology, Murdoch University, Perth, WA, Australia
Funding & Acknowledgements
No funding information
References 10 References
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5 Creativity in Context, (1996)
6 Andrews, Jane E., Graduate employability, 'soft skills' versus 'hard' business knowledge: A european study, Higher Education in Europe, 33, 4, pp. 411-422, (2008)
7 Theory in Practice Increasing Professional Effectiveness, (1974)
8 Current Issues in It Education, (2003)
9 Baxter Magolda, Marcia B., A constructivist revision of the Measure of Epistemological Reflection, Journal of College Student Development, 42, 6, pp. 520-534, (2001)
10 Benamati, John ‘Skip’, Aligning undergraduate IS curricula with industry needs, Communications of the ACM, 53, 3, pp. 152-156, (2010)
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