The future of work now: The multi-faceted mall security guard at a multi-faceted Jewel

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Teaching Programming Competencies:A Role for Craft Computing?

Competency-based education is the recommended paradigm of the ACM/IEEE-CS Computing Curricula 2020 (CC2020) and the Computer Science Curricula 2023 (CS2023) guidelines. Learners apply knowledge, dispositions and skills in a task context as an integral part of their studies is the competency model advocated. While it would be highly unusual to deliver computing-related degree programmes without considering programming in some manner, competency in programming extends beyond simply writing code; indeed, teaching programming is more akin to teaching craft skills than a traditional academic discipline

Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes

This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in the UK and globally; there is thus significant and growing higher education provision related to specialist undergraduate and postgraduate courses focusing on varying aspects of cybersecurity. To make our digital systems and products more secure, all in IT need to know some cybersecurity — thus, there is a case for depth as well as breadth; this is not a new concern, but it is a growing one. Delivering cybersecurity effectively across general computer science programmes presents a number of challenges related to pedagogy, resources, faculty and infrastructure, as well as responding to industry requirements.Computer science and cognate engineering disciplines are evolving to meet these demands — both at school-level, as well as at university — however, doing so is not without challenges. This paper explores the progress made to date in the UK, building on previous work in cybersecurity education and accreditation by highlighting key challenges and opportunities, as well as identifying a number of enhancement activities for use by the international cybersecurity education community. It frames these challenges through concerns with the quality and availability of underpinning educational resources, the competencies and skills of faculty (especially focusing on pedagogy, progression and assessment), and articulating the necessary technical resources and infrastructure related to delivering rigorous cybersecurity content in general computer science and cognate degrees.Though this critical evaluation of an emerging national case study of cybersecurity education in the UK, we also present a number of recommendations across policy and practice — from pedagogic principles and developing effective cybersecurity teaching practice, challenges in the recruitment, retention and professional development of faculty, to supporting diverse routes into post-compulsory cybersecurity education (and thus, diverse careers) — to provide the foundation for potential replicability and portability to other jurisdictions contemplating related education and skills reform initiatives and interventions

Computer Science Degree Accreditation in the UK: A Post-Shadbolt Review Update

The assurance of quality through degree accreditation by Professional, Statutory and Regulatory Bodies (PSRBs) is very much a feature of higher education in the UK. In this dynamic and emerging UK educational, economic and policy environment, there still remains a need for accreditation regimes to evolve in order to maximise the value they provide to higher education institutions, as well as to industry and society as a whole. The Shadbolt Review, an independent review of computer science degree accreditation and graduate employability conducted in 2016, focused on the purpose and role of degree accreditation, how the system can support the skills requirements of employers, and how the system can improve graduate employability. This paper provides an update in the context of one professional body -- BCS, The Chartered Institute for IT -- of what has happened in response to the recommendations of the Shadbolt Review, focusing on ongoing enhancement projects, as well as commentary and recommendations for future activities and initiatives

Innovative pedagogical practices in the craft of Computing

Computer programming, the art of actually instructing a computer to do what one wants, is fundamentally a practical skill. How does one teach this practical skill in a university setting, to students who may not be initially motivated to acquire it, and who may have a variety of past experience, or none at all? Furthermore, how does one do it in a resource-efficient way to large classes? Students are largely motivated by assessment: what is the best way to assess this skill? How does this skill relate to more abstract concepts like “computational thinking”? In this piece NTFs from very different universities explain their solutions

Integrating New Research Faculty into the UK Computer Science Education Community

A vibrant Computer Science Education (CSE) Communityof Practice is emerging in the United Kingdom and Ireland(UK&I), promoted by national and international professionalbody/learned society specialist interest groups and supportedthrough a number of CSE research and practice conferences.This workshop explores how this community of practiceaddresses the needs of new academics to UK&I higher education and what opportunities there are to bring togetherand develop new academics as part of this community.The complex and contested demands of learning and teaching in UK&I higher education make the early career of anacademic challenging [4] and potentially lonely [1], especially when balanced against their research aspirations, andwider professional service commitments. Learning and teaching development in the UK commonly involves working towards Fellowship of the Higher Education Academy [2] (nowknown as AdvanceHE), either by direct application or byan accredited university postgraduate course. Typically, thisis supported by mentoring from within a department. Thequality of learning provided will be promoted in part by thestrength of the community of practice operating within thedepartment [3] and the communities of practice that exist ata national and international level [4].At the workshop attendees will participate in a qualitative research exercise, to shape and develop a proposal tofurther promote the value of new academics engaging withCSE research to enhance their own learning and teachingactivities. In particular, addressing:1. What current and future opportunities are there toengage new CS faculty with the UK&I CSE communityof practice?2. What is the potential to supplement institutional academic/research development opportunities with national developmental opportunities?3. How can we continue to raise the profile and value ofnew CS research faculty engaging with CSE research?The workshop would consists of two hours, online remoteactivity. By attending, early-career computer science facultywould gain a better appreciation for the opportunities thereare to engage and obtain support from the UK&I CSE research community. Experienced academics, would gain abetter appreciation for the development needs of their colleagues and how this augments their research and learningand teaching roles. All participants will have the opportunity to help shape a proposal for enhanced support for newacademics

Preface

Business Process Management (BPM) remains of high popularity as a paradigm for the evaluation and design of organizational and IT systems as well as an increasingly attractive domain for academic research. There are definite signs of maturity in the operationalization and value generation of process-based management approaches and communities of practice (e.g., BPMG.org), and events like the annual Business Process Management conference contribute to a fast growing body of knowledge on BPM