Applying Q-methodology to investigate computer science teachers’ preferences about students’ skills and knowledge for obtaining a degree

Abstract

Students’ dropout of Computer Science (CS) education is a crucial issue. This study aims to investigate one of the aspects which can help to retain our students. It is vital to examine CS education on the challenge of competence transition within the BSc curriculum from faculty perspectives. Teachers’ expectations about students’ skills and knowledge are important to understand because they influence learning outcomes and teaching methodologies. Acquiring hard skills and professional skills has outstanding significance in preparing students for their future careers. This study uses Q-methodology to identify the different viewpoints on the skills necessary to obtain a CS degree. Teachers from CS bachelor’s programmes at a large European university participated in the study and shared their opinions. The participants were asked to rank the statements along a spectrum of “the most important skill” to “unimportant skill” (containing hard skills as well as soft skills). Factor analysis revealed five factors that are key components to obtaining a degree in CS: 1. analytical and technical skills, 2. teamwork and self-study experience, 3. group programming experience, 4. communication and problem-solving skills, 5. mathematical foundations and process modelling ability. This exploratory study applied a new research instrument and approach to incorporate teachers’ perspectives into research and practice. These findings could help administrators develop new curricula in order to increase students’ retention. We confirmed the need for acquiring professional skills and highlighted the need for designing new programmes which can improve students’ soft skills to prepare them for work in the IT field.