A Systematic Analysis of Higher Education on Software Engineering in the Netherlands

TL;DR

This study provides a comprehensive analysis of software engineering higher education in the Netherlands, revealing coverage patterns, knowledge clusters, and areas for curriculum enhancement across 10 universities.

Contribution

It introduces a systematic crowd-sourced methodology for analyzing software engineering curricula and offers detailed insights into the Dutch higher education landscape.

Findings

Construction and Programming is most covered at Bachelor level.

Advanced topics are mainly covered at Master level.

Identified three clusters of related knowledge areas.

Abstract

Software engineering educators strive to continuously improve their courses and programs. Understanding the current state of practice of software engineering higher education can empower educators to critically assess their courses, fine-tune them by benchmarking against observed practices, and ultimately enhance their curricula. In this study, we aim to provide an encompassing analysis of higher education on software engineering by considering the higher educational offering of an entire European country, namely the Netherlands. We leverage a crowd-sourced analysis process by considering 10 Dutch universities and 207 university courses. The courses are analysed via knowledge areas adopted from the SWEBOK. The mapping process is refined via homogenisation and internal consistency improvement phases, and is followed by a data analysis phase. Given its fundamental nature, Construction and Programming is the most covered knowledge area at Bachelor level. Other knowledge areas are equally covered at Bachelor and Master level (e.g., software engineering models), while more advanced ones are almost exclusively covered at Master level. We identify three clusters of tightly coupled knowledge areas: (i) requirements, architecture, and design, (ii) testing, verification, and security, and (iii) process-oriented and DevOps topics. Dutch universities generally cover all knowledge areas uniformly, with minor deviations reflecting institutional research strengths. Our results highlight correlations among key knowledge areas and their potential for enhancing integrated learning. We also identify underrepresented areas, such as software engineering economics, which educators may consider including in curricula. We invite researchers to use our research method in their own geographical region, in order to contrast software engineering education programs across the globe.