Abstract
Competencies (knowledge, skills, and dispositions) enable employers and educators to speak a common language regarding what computing graduates are expected to demonstrate on the job. This study focuses on competencies required by managers in the computing industry, based on semi-structured interviews of ten individuals in managerial roles, such as directors, project managers, and product managers with prior experience in computing-related roles. Constant Comparative for Naturalistic Inquiry was used to analyze the data. The most frequently discussed managerial skills included leadership, project management, hiring and evaluating candidates, and mentorship. In addition, professional skills such as communication, problem-solving, and lifelong learning were mentioned, along with essential dispositions that support the development of these skills, e.g., collaborative mindset, lifelong learning orientation, and self-regulation. Participants also emphasized the need to make judgments, build relationships, and collaborate within or outside their team. Career readiness in the computing industry is not limited to entry-level jobs; professionals should have the opportunity to navigate their preferred career path—whether they aspire to move down a technical or managerial path. This study can contribute to both students’ and educators’ understanding of the managerial career path and what types of competencies and experiences should be included in computing education programs to set them up for success across their career path. Implications for pedagogical approaches will also be discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
References
ABET. (2017). ABET Criteria for Accrediting Computing Programs, 2017 - 2018. ABET. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-computing-programs-2017-2018/. Accessed 30 Jan 2023.
ABET. (2022). ABET Criterial for Accrediting Computing Programs, 2022– 2023. ABET. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-computing-programs-2022-2023/. Accessed 30 Jan 2023.
ABET. (2023). ABET Criteria for Accrediting Computing Programs, 2023 – 2024. ABET. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-computing-programs-2023-2024/. Accessed 30 Jan 2023.
Armstrong, M. E., Jones, K. S., Namin, A. S., & Newton, D. C. (2020). Knowledge, Skills, and Abilities for Specialized Curricula in Cyber Defense: Results from Interviews with Cyber Professionals. ACM Transactions on Computing Education, 20(4), 1–25. https://doi.org/10.1145/3421254
Bashir, R., Sajjad, A., Bashir, S., Latif, K. F., & Attiq, S. (2021). Project Managers’ Competencies in International Development Projects: A Delphi Study. SAGE Open, 11(4), 215824402110581. https://doi.org/10.1177/21582440211058188
Berkling, K., Incekara, M. A., & Wolske, T. (2019). A Study of Dispositions According to the IEEE Information Technology Curricula 2017 for German Industry and Student Population. IEEE Global Engineering Education Conference (EDUCON), 2019, 237–244. https://doi.org/10.1109/EDUCON.2019.8725211
Bourque, P., & Fairley, R. E. (Eds.). (2014). Guide to the Software Engineering Body of Knowledge, Version 3.0. IEEE Computer Society. www.swebok.org. Accessed 30 Jan 2023.
Capretz, L. F., & Ahmed, F. (2010). Why do we need personality diversity in software engineering? ACM SIGSOFT Software Engineering Notes, 35(2), 1–11. https://doi.org/10.1145/1734103.1734111
Caskurlu, S., Ashby, I., & Exter, M. (2017). The Alignment Between Formal Education and Software Design Professionals’ Needs in Industry: Faculty Perception. 2017 ASEE Annual Conference & Exposition. https://doi.org/10.18260/1-2--28941
CC2020 Task Force. (2020). Computing Curricula 2020: Paradigms for Global Computing Education. ACM. https://doi.org/10.1145/3467967
Chinn, D., & VanDeGrift, T. (2008). Uncovering student values for hiring in the software industry. Journal on Educational Resources in Computing (JERIC), 7(4), 1–25.
Clear, A., Clear, T., Impagliazzo, J., & Wang, P. (2020). From Knowledge-based to Competency-based Computing Education: Future Directions. IEEE Frontiers in Education Conference (FIE), 2020, 1–7. https://doi.org/10.1109/FIE44824.2020.9274288
do Vale, J. W. S. P., Nunes, B., & de Carvalho, M. M. (2018). Project Managers’ Competences: What Do Job Advertisements and the Academic Literature Say? Project Management Journal, 49(3), 82–97. https://doi.org/10.1177/8756972818770884
Duan, S., Exter, M., & Newby, T. (2022a). Effect of Best Possible Self Writing Activities on Preservice Teachers’ Attitudes towards Technology Integration. TechTrends, 66(4), 654–665. https://doi.org/10.1007/s11528-022-00696-y
Duan, S., Watson, S., & Newby, T. (2022b). Novice Instructional Designers’ Attitudes towards the Best Possible Self Activity and the Correlation with Personality and Subjective Well-Being. TechTrends, 66(2), 240–253. https://doi.org/10.1007/s11528-021-00653-1
Duan, S., Exter, M., Tagare, D., & Sabin, M. (2022c). Managerial and professional skills and dispositions from professionals’ interviews. In The 23rd Annual Conference on Information Technology Education (SIGITE '22), September 21-24, 2022, Chicago, IL, USA (p. 11). New York, NY, USA: ACM. https://doi.org/10.1145/3537674.3554751
Dzwigol, H., Dzwigol-Barosz, M., Miskiewicz, R., & Kwilinski, A. (2020). Manager competency assessment model in the conditions of industry 4.0. Entrepreneurship and Sustainability Issues, 7(4), 2630–2644. https://doi.org/10.9770/jesi.2020.7.4(5)
Exponent. (2022). Transitioning from Software Engineer to Engineering Manager. https://blog.tryexponent.com/transitioning-from-software-engineer-to-engineering-manager/. Accessed 30 Jan 2023.
Exter, M., Caskurlu, S., & Fernandez, T. (2018). Comparing Computing Professionals’ Perceptions of Importance of Skills and Knowledge on the Job and Coverage in Undergraduate Experiences. ACM Transactions on Computing Education, 18(4), 1–29. https://doi.org/10.1145/3218430
Frezza, S., & Adams, S. (2020). Bridging Professionalism: Dispositions as Means for Relating Competency across Disciplines. IEEE Frontiers in Education Conference (FIE), 2020, 1–5. https://doi.org/10.1109/FIE44824.2020.9274058
Gallagher, K. P., Kaiser, K. M., Simon, J. C., Beath, C. M., & Goles, T. (2010). The requisite variety of skills for IT professionals. Communications of the ACM, 53(6), 144–148. https://doi.org/10.1145/1743546.1743584
Hart Research Associates. (2018). Fulfilling the American Dream: Liberal Education and the Future of Work (pp. 1–21). Association of American Colleges and Universities. https://www.aacu.org/sites/default/files/files/LEAP/2018EmployerResearchReport.pdf. Accessed 30 Jan 2023.
Ho, S. Y., & Frampton, K. (2010). A Competency Model for the Information Technology Workforce: Implications for Training and Selection. Communications of the Association for Information Systems, 27. https://doi.org/10.17705/1CAIS.02705
Hollister, J. M., Spears, L. I., Mardis, M. A., Lee, J., McClure, C. R., & Liebman, E. (2017). Employers’ perspectives on new information technology technicians’ employability in North Florida. Education + Training, 59(9), 929–945. https://doi.org/10.1108/ET-02-2017-0019
Huang, W. J., Berry, F., Exter, M., & Wynkoop, R. (2022). Feedback Matters: Self-and-Peer Assessment Made Better with Instructional Interventions. 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40953. Accessed 30 Jan 2023.
Imuta, K., Scarf, D., Carson, S., & Hayne, H. (2018). Children’s learning and memory of an interactive science lesson: Does the context matter? Developmental Psychology, 54(6), 1029–1037. https://doi.org/10.1037/dev0000487
Indeed, E. T. (2021). 84 management job titles to know. 84 Management Job Titles to Know. https://www.indeed.com/career-advice/finding-a-job/management-job-titles. Accessed 30 Jan 2023.
Janicki, T. N., Cummings, J., & Kline, D. (2014). Needs and Implications for Information Technology Course Content. Information Systems Education Journal, 12(6), 59–70.
Janz, K., & Honken, R. (2013). Personality inventories and cognitive frames: Understanding the balance in managing and leading IT organizations. Proceedings of the 41st Annual ACM SIGUCCS Conference on User Services, 143–150. https://doi.org/10.1145/2504776.2504798
Jones, K. S., Namin, A. S., & Armstrong, M. E. (2018). The Core Cyber-Defense Knowledge, Skills, and Abilities That Cybersecurity Students Should Learn in School: Results from Interviews with Cybersecurity Professionals. ACM Transactions on Computing Education, 18(3), 1–12. https://doi.org/10.1145/3152893
Kang, T., Park, H., & Shin, S. (2020). Searching, examining, and exploiting in-demand technical (SEE IT) skills using web data mining. 424–428. http://ksiresearch.org/seke/seke20paper/paper058.pdf. Accessed 30 Jan 2023.
Katz, L. (1993). Dispositions as Educational Goals. ERIC Digest. ERIC. https://eric.ed.gov/?id=ED363454. Accessed 30 Jan 2023.
Kirk, D., Luxton-Reilly, A., & Tempero, E. (2022). Risks in Student Projects. Australasian Computing Education Conference, 143–152. https://doi.org/10.1145/3511861.3511877
Kwiotkowska, A., Gajdzik, B., Wolniak, R., Vveinhardt, J., & Gębczyńska, M. (2021). Leadership Competencies in Making Industry 4.0 Effective: The Case of Polish Heat and Power Industry. Energies, 14(14), 4338. https://doi.org/10.3390/en14144338
Lee, H., Park, J., & Lee, J. (2013). Role of Leadership Competencies and Team Social Capital in it Services. Journal of Computer Information Systems, 53(4), 1–11. https://doi.org/10.1080/08874417.2013.11645645
Li, G., Yuan, C., Kamarthi, S., Moghaddam, M., & Jin, X. (2021). Data science skills and domain knowledge requirements in the manufacturing industry: A gap analysis. Journal of Manufacturing Systems, 60, 692–706. https://doi.org/10.1016/j.jmsy.2021.07.007
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Liu, X., & Li, L. (2014). Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment. Assessment & Evaluation in Higher Education, 39(3), 275–292. https://doi.org/10.1080/02602938.2013.823540
Lundberg, G. M., Gaustad, A., & Krogstie, B. R. (2018). The employer perspective on employability. IEEE Global Engineering Education Conference (EDUCON), 2018, 909–917. https://doi.org/10.1109/EDUCON.2018.8363327
Lunt, B., Ekstrom, J., Gorka, S., Hislop, G., Kamali, R., Lawson, E., LeBlanc, R., Miller, J., & Reichgelt, H. (2008). Curriculum Guidelines for Undergraduate Degree Programs in Information Technology [Technical Report]. Association for Computing Machinery (ACM) and IEEE Computer Society. https://dl.acm.org/citation.cfm?id=2593311
Moradi, S., Kähkönen, K., & Aaltonen, K. (2020). Comparison of research and industry views on project managers’ competencies. International Journal of Managing Projects in Business, 13(3), 543–572. https://doi.org/10.1108/IJMPB-04-2019-0085
Nankivell, K., Colwell, J., & Whittington, J. (2010). Preparing the Information Technology professionals of tomorrow: What Information Technology programs can do to ensure their graduates are employable. 15–976. https://www.researchgate.net/publication/290061196_Preparing_the_Information_Technology_professionals_of_tomorrow_What_Information_Technology_programs_can_do_to_ensure_their_graduates_are_employable. Accessed 30 Jan 2023.
National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (p. 13398). National Academies Press. https://doi.org/10.17226/13398
Newhouse, W., Keith, S., Scribner, B., & Witte, G. (2017). National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework (NIST SP 800–181; p. NIST SP 800–181). National Institute of Standards and Technology. https://doi.org/10.6028/NIST.SP.800-181
Nieto Carracedo, A., & Saiz, C. (2011). Skills and dispositions of critical thinking: Are they sufficient? Anales De Psicologia, 27(1), 202–209.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 160940691773384. https://doi.org/10.1177/1609406917733847
Nwokeji, J. C., Stachel, R., Holmes, T., & Orji, R. O. (2019). Competencies Required for Developing Computer and Information Systems Curriculum. IEEE Frontiers in Education Conference (FIE), 2019, 1–9. https://doi.org/10.1109/FIE43999.2019.9028613
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1–21.
Ponterotto. (2006). Brief note on the origins, evolution, and meaning of the qualitative research concept “thick description". The Qualitative Report, 11(3), 538–549. https://doi.org/10.46743/2160-3715/2006.1666
Popham, W. J. (2017). Disposed to Measure Dispositions. The Teacher Educator, 52(3), 284–289. https://doi.org/10.1080/08878730.2017.1316606
Project Lead the Way, & Burning Glass Technologies. (2019). The Power of Transportable Skills: Assessing the demand and value of skills of the future (pp. 1–14). https://www.burning-glass.com/wp-content/uploads/ThePowerOfTransportableSkills.pdf. Accessed 30 Jan 2023.
Raj, R., Sabin, M., Impagliazzo, J., Bowers, D., Daniels, M., Hermans, F., Kiesler, N., Kumar, A. N., MacKellar, B., McCauley, R., Nabi, S. W., & Oudshoorn, M. (2021). Professional Competencies in Computing Education: Pedagogies and Assessment. Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education, 133–161. https://doi.org/10.1145/3502870.3506570
Resnick, L., & Klopfer, L. (1989). Toward the Thinking Curriculum: Current Cognitive Research. (pp. 1–231). Association for Supervision and Curriculum Development Yearbook. https://eric.ed.gov/?id=ED328871. Accessed 30 Jan 2023.
Richmond, S., Satyamurthy, K., & DeFranco, J. (2016). Exploring the Value of Peer Assessment. 2016 ASEE Annual Conference & Exposition Proceedings, 26872. https://doi.org/10.18260/p.26872
Sabin, M., Alrumaih, H., Impagliazzo, J., Lunt, B., Zhang, M., Byers, B., ... & Tang, C. (2017). Information technology curricula 2017: curriculum guidelines for baccalaureate degree programs in information technology. In A Report in the Computing Curricula Series Task Group on Information Technology Curricula. ACM.
Sabin, M., Alrumaih, H., & Impagliazzo, J. (2018). A competency-based approach toward curricular guidelines for information technology education. IEEE Global Engineering Education Conference (EDUCON), 2018, 1214–1221. https://doi.org/10.1109/EDUCON.2018.8363368
Schirf, E., & Serapiglia, A. (2017). Identifying the Real Technology Skills Gap: A Qualitative Look across Disciplines. Information Systems Education Journal, 15(6), 72–82.
Schussler, D. L. (2006). Defining Dispositions: Wading Through Murky Waters. The Teacher Educator, 41(4), 251–268. https://doi.org/10.1080/08878730609555387
Sedelmaier, Y., & Landes, D. (2015). SWEBOS – The Software Engineering Body of Skills. International Journal of Engineering Pedagogy (IJEP), 5(1), 20. https://doi.org/10.3991/ijep.v5i1.4047
SFIA Foundation. (2021). Skills Framework for the Information Age, v8. SFIA Foundation. https://sfia-online.org/en/about-sfia/browsing-sfia. Accessed 30 Jan 2023.
Shet, S. V., & Pereira, V. (2021). Proposed managerial competencies for Industry 4.0 – Implications for social sustainability. Technological Forecasting and Social Change, 173, 121080. https://doi.org/10.1016/j.techfore.2021.121080
Smith, S. M., & Vela, E. (2001). Environmental context-dependent memory: A review and meta-analysis. Psychonomic Bulletin & Review, 8(2), 203–220. https://doi.org/10.3758/BF03196157
Spreen, M. (1992). Rare Populations, Hidden Populations, and Link-Tracing Designs: What and Why? Bulletin of Sociological Methodology/bulletin De Méthodologie Sociologique, 36(1), 34–58. https://doi.org/10.1177/075910639203600103
Sutherland, M. B. (1986). Education and empathy. British Journal of Educational Studies, 34(2), 142–151. https://doi.org/10.1080/00071005.1986.9973732
Topi, H. (2017). Information Systems in CC2020: Comparing Key Structural Elements of Curriculum Recommendations in Computing. AIS SIGED 2017 Conference, 1–12. https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1000&context=siged2017. Accessed 30 Jan 2023.
U.S. Bureau of Labor Statistics. (2022). Occupational outlook handbook. https://www.bls.gov/ooh/management/computer-and-information-systems-managers.htm#tab-2. Accessed 30 Jan 2023.
Varona, D., Capretz, L. F., Piñero, Y., & Raza, A. (2012). Evolution of software engineers’ personality profile. ACM SIGSOFT Software Engineering Notes, 37(1), 1–5. https://doi.org/10.1145/2088883.2088901
Woodruffe, C. (1993). What Is Meant by a Competency? Leadership & Organization Development Journal, 14(1), 29–36. https://doi.org/10.1108/eb053651
Acknowledgements
This study is part of a larger National Science Foundation (NSF) titled "Collaborative Research: A Data-Driven Employer-Academic Partnership for Continual Computing Curricular Change."-This NSF-funded project aims to investigate the competencies required by computing professionals and the design of educational resources to promote the development of these competencies. We also thank our participants for sharing their experiences. Finally, we thank Ankita Chandrashekhar Kotangale for reviewing and providing feedback on this manuscript.
Funding
This research was funded by National Science Foundation (NSF) with grant number 2111097 for Marisa Exter at Purdue University and 2110823 for Mihaela Sabin at the University of New Hampshire.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflicts of interest/Competing interests
On behalf of all authors, the corresponding author states no conflict of interest.
Additional information
Publisher's note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Duan, S., Exter, M., Tagare, D. et al. Essential competencies for computing managers: Skills and dispositions. Educ Inf Technol 29, 2539–2578 (2024). https://doi.org/10.1007/s10639-023-11869-4
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-023-11869-4