Several initiatives, such as REBoK and REOntology, have aimed to map Requirements Engineering (RE) topics to established bodies of knowledge (BoKs). However, these resources did not suit our purpose of comparing RE curricula with job advertisements, as they are not extensible, fall behind emerging topics, and lack cross-disciplinary and multilingual support. To address this gap, we developed feREms (Flexible, Extensible RE Mapping Scheme). Its core categories were created through deductive coding of existing BoKs and certification standards, then refined and extended by analyzing 22 RE course descriptions. That step led to the extension of related fields such as project management, software engineering, and business analysis, as well as emerging topics like AI4RE and sustainability. feREms was implemented as a set of qualitative codes in MAXQDA and supplemented by a multilingual memo system. We applied it to 11 RE-related job advertisements to assess its broader applicability. The scheme supports human-in-the-loop AI analysis, making it particularly useful for qualitative research that requires transparent and consistent classification across languages and domains. While the mapping structure proved effective for analyzing educational and job-related texts, the exercise also raised questions about how to address general competencies and transferable skills commonly found in RE job profiles.

This paper investigates the evolving roles and qualifications of Requirements Engineers in Switzerland to align academic programs with industry demands. Drawing from a year-long analysis of job advertisements on LinkedIn, XING, and Jobs.ch from July 2023 to June 2024, this study addresses research questions regarding the job titles, tasks, skills, and qualifications associated with a Requirements Engineer. Initial findings from a pre-coded half-year dataset (July to December 2023), consisting of 669 data files collected from the two social media platforms, reveal that the ‘Requirements Engineer’ title is well-established yet often overlaps with ‘Business Analyst.’ Notably, more than 25% of the job ads recognize the IREB's CPRE certificate as a significant qualification, underscoring its acceptance in the Swiss market. The demand for ‘agile’ skills continues, consistent with trends noted in related research. A close connection to Proj ect Management could likewise be observed in job title combinations and requested certificates. Based on the findings of the final analysis, the study aims to explore the gap between academic programs and real-world industry needs. The overall research aims to contribute to shaping the future direction of RE education, not only in Switzerland.

Requirements Engineering (RE) has emerged as an independent discipline in recent decades and is no longer considered a peripheral topic in software engineering. However, teaching this discipline to students poses challenges for educators in higher education, as it requires developing soft skills, decision-making abilities, practical application knowledge, and providing theoretical content. This Ph.D. project aims to develop a comprehensive understanding of RE teaching and investigate how Swiss universities address these challenges to produce “industry-ready” students. The study will use an Exploratory Sequential Mixed Methods Design involving interviews with RE lecturers and analysis of module descriptions to gather information on curricula, degree programs, subject integration, prerequisites, and instructional approaches. An online questionnaire will assess former students' perception of the RE course, suitable prerequisites, and instructional methods. Examining the collected data will reveal potential relationships between prerequisites, instructional approaches, and students' comprehension of RE. Text mining will be employed to compare industry needs with university curricula, analyzing Swiss job advertisements for RE positions to gain insights into desired skills and certifications. By analyzing the collected data, potential relationships between prerequisites, instructional approaches, and students' comprehension of RE will be examined. The findings may enhance teaching approaches in Requirements Engineering Education (REE) in Switzerland and beyond.