Visión de las competencias en arquitectura de software integrando las perspectivas de la industria y la academia

Wilson Libardo Pantoja Yépez; Andres Fernando Solano Alegría; Ajay Bandi; Julio Ariel Hurtado Alegría

doi:10.24054/rcta.v1i43.2798

Authors

Wilson Libardo Pantoja Yépez Universidad del Cauca https://orcid.org/0000-0002-7235-6036
Andres Fernando Solano Alegría Universidad Autónoma de Occidente https://orcid.org/0000-0002-1159-3767
Ajay Bandi Northwest Missouri State University https://orcid.org/0000-0003-2434-736X
Julio Ariel Hurtado Alegría Universidad del Cauca https://orcid.org/0000-0002-2508-0962

DOI:

https://doi.org/10.24054/rcta.v1i43.2798

Keywords:

Software architecture competencies, software engineering, action research, software industry

Abstract

(Purpose) Training a software architect is a complex task requiring a mix of experience and specialized knowledge that is difficult to achieve in the university context. This article seeks to determine the minimum competencies a software architect should achieve, covering industry expectations and the training context of universities and higher education institutions. (Methods) We conducted an action research cycle to identify and document these competencies, in which a study was designed based on surveys and workshops involving software engineers from industry and university professors who teach courses related to architecture design and evaluation. We defined the problem and research questions to contextualize the case study. A literature review was conducted to deepen the study topic and adequately design the study instruments. According to the purpose and with the established literature context, the study was designed, executed, and reported. Finally, a reflection on the results and the lessons learned was carried out, closing the action research cycle. (Results) As a first finding, the study shows a set of 11 essential competencies at the software architecture level that the industry expects from graduates, all of which are technical competencies and none of which are soft competencies. As a second finding, the study determined that 16.1% of universities do not address the mandatory competencies, and 11.7% do not address them. (Conclusion) The discrepancy between what is taught in universities and what the software industry expects is a problem evidenced throughout this study. Aligning software architecture courses with industry requirements is crucial for computer science, systems engineering, and related program curricula. However, imparting industry-demanded competencies to undergraduate students poses numerous challenges. Knowing the skills required by industry is the first step in creating courses that will help the employability of recent graduates. Identifying which competencies can be incorporated with less effort and greater efficiency allows us to trace a route in which universities can start this path towards meeting the expectations of the software industry.

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