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The proposed UK computing masters benchmark

The 5th TEMPUS JEP meeting in Belgrade focused on establishing a comprehensive benchmark for UK computing master's degrees. Representatives from the Quality Assurance Agency (QAA) and the Council of Professors and Heads of Computing (CPHC) discussed strategies to enhance course design and emphasize student induction into university environments. The proposed benchmarks prioritize systematic understanding, critical awareness, and professional application of computing skills. The discourse addressed the standards for generalist and specialist degrees, establishing a framework that ensures master's programs add value to undergraduate education.

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The proposed UK computing masters benchmark

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  1. The proposed UK computing masters benchmark 5th TEMPUS JEP -1606 Meeting Belgrade  April 26/27

  2. The players Government agency Quality Assurance Agency (QAA) Higher Education Funding Council for England HEFCE proposes/ recommends approves, adopts Council of Professors and Heads of Computing CPHC Autonomous representative group

  3. Existing QAA undergraduate computing benchmark • Authors included Dan Simpson • Benchmark explicitly avoided ‘tick-list’ approach • In my opinion, it provides sound guidance about course design e.g. about need for student induction into the University environment

  4. QAA levels ‘Breadth’ is measured in CATS points – 1 CATS point based on 10 hours of study

  5. QAA M level indicators – all disciplines • Systematic understanding; critical awareness of current issues at the forefront of the discipline • Comprehensive understanding of techniques • Originality of application of knowledge • Conceptual understanding: evaluation of current research and scholarship; evaluation of methodologies

  6. M level attributes Typically, holders will be able to: • Deal with complex issues; • Demonstrate self-direction; • Continue to advance their knowledge etc., • Have ‘transferable’ skills: applicable to the world of work

  7. Types of Masters degrees (CPHC) ‘A common goal of all masters degrees is that they should add value to undergraduate degrees’ CPHC Examples • Building directly on undergraduate programme • Develop professional application of skills • Combine disciplines e.g. lexicography and computing • Focus on a particular employment sector e.g. health informatics

  8. CPHC development of QAA indicators • Have interpreted them in the context of computing e.g. • QAA ‘systematic understanding’ • CPHC ‘..related to design and implementation of computer-based systems’ • Professional, legal and ethical framework • Project work: ‘demonstrate the ability to apply the principles and practice of the discipline in tackling a significant technical problem…’

  9. The ‘conversion’ problem • Some current computing masters do not require a computing first degree • Should these be Masters degrees? CPHC answer • non-computing first degrees possible • initial computer literacy should be expected • should be academically on a par with other Masters awards • generalist versus specialist degrees

  10. Generalist degrees requirements • Focused on employment needs • Non-computing skills from first degree could be built upon as well as computing skills • Graduates should demonstrate relevance of broad knowledge to bring about change and/or develop inter-disciplinary insights • Meet M level outcomes

  11. University of BrightonPost graduate programme in modular computing See http://www.cmis.brighton.ac.uk/courses/postgrad Titles are: • Software Engineering • Information Systems Development • Object-Oriented Software Technology • Internet Applications Development • Distributed Systems • Course units (modules of 10 or 20 CATS points) can be taken as stand-alone professional updating courses or as part of a programme of study leading to an award. • Project worth 60 CATS points • Programme worth 180 CATS points in total • The taught part of each module is delivered as a stand-alone intensive course (a full week or a half week).

  12. Database Design for Client-Server Systems Co-operative Operating Systems   Distributed Components   Internet Business Strategy   Network Infrastructure   Object-Orientation and Databases   Object-Oriented Real-Time Systems Object-Oriented Software Development Object-Oriented Software Implementation Requirements Analysis & Design Methods Rigorous Object-Oriented Modelling  Evaluating Software Research Software Process Management Web Applications Development   Web Interaction Design Web Mastery Project PGMPC modules include

  13. University of BrigthonMSc Information Systems • ‘… enables arts, humanities and social science graduates with little or no computing experience to take up careers in areas such as systems analysis, web development and information management.’ • Topics include: Systems Analysis and DesignTechnology and the InternetProgrammingManagement in Information SystemsDatabasesDissertation and Individual project

  14. Personal view • Need to answer the question: Would a student with a good computing first degree be better off working in industry? Do less able students (i.e. those that can’t get jobs) sometimes go on to do masters degrees? Are non-computing students sometimes better than computing students?

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