Abstract
Over the past 10 years or so, several organisations in the US have attempted to specify the things geographic information systems (GIS) professionals and educators should know and be able to do. Specifications include the original Geospatial Technology Competency Model, (Gaudet et al., 2003), the Geographic Information Science and Technology Body of Knowledge (UCGIS, 2006), the US Department of Labor’s New Geospatial Technology Competency Model (DOLETA, 2010), and the GeoTech Center’s metaanalysis of DACUM job analyses for GIS technicians (Johnson, 2010). There hasn’t been a similar exercise for cartography but given that GIS killed it off a couple of decades ago it doesn’t matter. These and similar competency specifications are most useful as self-assessment instruments that professionals and students can use to identify gaps in their knowledge and skills. However, it’s unreasonable to expect that any one individual will master every recommended competency. Everyone has strengths and weaknesses, and as Peter Drucker (2005, p. 4) points out,
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