Across various countries and jurisdictions, we have seen reports of a “graduate skills gap”, with higher-than-desired graduate unemployment and underemployment, as well as reports from employers that there is a mismatch between the competencies desired by employers and those evidenced by graduates. Graduate employment prospects are related to many complex intersecting factors, including human capital, individual attributes, individual career-building behaviours, labour market factors, and social capital. Alongside the graduate skills gap, there are also reports internationally of a “digital skills gap”, with increasing demand for digital skills and a proclaimed shortage of diverse digital skills evidenced by the workforce. These circumstances appear to promote positive employment outcomes for computing graduates. However, there are reports in many jurisdictions, including the UK, of skills-gap-related issues for computing graduates. In response to these concerns, curricula guidance in the computing and engineering disciplines are increasingly promoting competency-based education (CBE) to develop graduates' work readiness better and, hence, reduce the skills gap. Authentic Assessment, i.e. Assessment that addresses important problems or questions that require students to effectively and creatively apply their knowledge and disciplinary and personal skills, mirroring the challenges faced by adults or professionals in the real-world context, has also been advocated to reduce skills gaps between education and professional life. However, the link between CBE and Authentic Assessment in the computing discipline could benefit from further exploration. This paper explores the relationship between CBE and authentic assessment. Based on the guiding research question: “How can authentic assessment be employed to promote competency in computing degree programmes?”, the paper begins by providing theoretical underpinnings in the form of working definitions for competency and authentic assessment and the link between the two. This paper follows a proof-of-concept research approach conducted by evolutionary prototyping to develop a framework for exploring the relationship between authentic assessment and competency. The paper documents the validation of the framework by applying it to examples of practices from UK universities involved in the study. These illustrative examples show the framework in action. The paper concludes with a discussion of how the framework promotes learner competency development by authentic assessment. This approach has implications for enhancing how computing graduates address digital skills gaps and has the potential to be customised and adopted more broadly across STEM disciplines.

eam-based capstone projects are vital in preparing computer science students for real-world challenges by fostering teamwork, communication, and industry-relevant technical skills. However, their assessment presents challenges, such as aligning academic criteria with other stakeholders' expectations, evaluating individual contributions within teams, fairly addressing the diverse skills required, and determining the appropriate level of external partners' involvement in the evaluation process. Moreover, the high stakes of these projects necessitate transparent and equitable assessment methods that all stakeholders perceive as fair. Our working group (WG) aims to address the challenges of assessing capstone projects by examining the perspectives of instructors, students, and other stakeholders to ensure fair and effective evaluation. Building on insights from our previous WG and a comprehensive review of the literature, we will employ a mixed-methods approach to explore the issues faced by various stakeholders in assessing capstone projects and to capture both common challenges experienced (quantitative), and delve into nuanced individual experiences (qualitative). By conducting this research in a multi-national, multi-institutional context, we aim to capture a diverse range of global perspectives while accounting for the variation in capstone courses. Our goal is to provide actionable recommendations that enhance assessment practices, improve learning outcomes, and foster effective team collaboration in team-based capstone courses, ultimately preparing students for real-world challenges.

Capstone courses are an integral part of undergraduate and postgraduate degrees in the computing fields. They are designed to help students gain hands-on experience and practice professional skills such as communication, teamwork, and self reflection as they transition into the real world. Prior research on capstone courses has primarily focused on the experiences of the students. The perspectives of instructors who teach these capstone courses has not been explored much. However, an instructor's motivation and expectancy can have a significant effect on a capstone course quality. In this working group, we plan to use a mixed methods approach to understand the experiences of capstone instructors. Issues such as class size, industry partnerships, managing student conflicts, and factors influencing instructor motivation will be examined through a quantitative survey and semi-structured interviews with capstone teaching staff from multiple institutions across multiple continents. This global perspective will be used to develop a guiding framework on the different pedagogical approaches that can be used to enhance engagement and motivation for both staff and students in computing courses.

Many organisations have adopted outsourcing for delivering critical IT services to their clients. Organisations need to identify the potential security threats of outsourced IT projects as early as possible to avoid or mitigate security incidents. Existing threat classification approaches suffer from limitations such as the lack of exhaustive threat classification criteria. In this paper, we propose a threat classification approach for outsourced IT projects. This approach aims to allow organisations to identify, minimise, mitigate, or eliminate security threats at the early stages of project execution.

Abstract We describe the design and delivery of two courses that aim to develop skills of use to students in their subsequent professional practice, whether or not they apply formal methods directly. Both courses emphasise skills in model construction and analysis by testing rather than formal verification. The accessibility of the formalism is enhanced by the use of established notations (VDM-SL and VDM ++ ). Motivation is improved by using credible examples drawn from industrial projects, and by using an industrial-strength tool set. We present examples from the courses and discuss student evaluation and examination performance. We stress the need for exercises and tests to support the development of abstraction skills.

Several surveys over the past 20 years have observed that traceability information is often poorly recorded. In previous work we have argued that this is a result of many requirements traceability systems failing to provide any direct benefit to the development process. In this paper we describe an application of traceability by a company, with a resulting increase in profitability as well as other benefits for the development engineer, project management and customer

To modify complex computer-based systems requires a detailed understanding of their functionality. Requirements traceability can help the engineer to gain that understanding, but several surveys have observed that traceability information is poorly recorded. We argue that the cause is the lack of direct perceived benefit to the main development process. As a consequence traceability information is incomplete, inaccurate and out-of-date. We propose a method of recording traceability information, a traceable development contract (TDC), as a means of reducing this problem by tackling the issue of an upstream functional development team imposing changes on a downstream development team. The contract makes the recording of traceability information beneficial to both development teams.