IT Talent Shortage: Strategies to Mitigate a Blackout
Resumo
The global Information Technology (IT) market was valued at approximately $3,110 million in 2022, marking a 7.4% increase over the previous year. Of this total, around 56% pertained to the software and services sector. This growth poses a global challenge for IT organizations due to a significant gap between the increasing demand for IT skills and the availability of qualified professionals. Currently, about 87% of organizations worldwide are experiencing the effects of this skills gap, hindering business operations. Traditional undergraduate computing programs often require more time than the current market demands can afford. To address this issue, universities and companies are developing innovative educational strategies. Our goal is to share the experience of implementing four distinct cases, three in Brazil and one in Norway, so that other universities and companies can adopt similar strategies to alleviate the IT skills shortage. Therefore, this paper presents strategies for the preparation of IT professionals to mitigate the impacts of the IT labor shortage. Each case includes an experience report on the context, structure, benefits, hard and soft skills developed, and lessons learned. Finally, we summarize the contributions of these four cases by reflecting on their differences and similarities, followed by a summary of the strategies that proved effective in collaborating with companies.
Palavras-chave:
IT professional development, IT personnel shortage, software professionals shortage, university and industry partnership, innovation in software engineering education
Referências
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Maleknaz Nayebi, S. Kabeer, G. Ruhe, Chris Carlson, and Francis Chew. 2017. Hybrid Labels Are the New Measure! IEEE Software 35 (2017), 54–57. DOI: 10.1109/MS.2017.4541048
Thomas Neubig, Fernando Galindo-Rueda, Silvia Appelt, Chiara Criscuolo, and Matej Bajgar. 2016. Fiscal incentives for R&D and innovation in a diverse world. [link]
Anh Nguyen-Duc, Letizia Jaccheri, and Pekka Abrahamsson. 2019. An empirical study on female participation in software project courses. In 2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Proceedings (ICSE-Companion). IEEE, Montreal, QC, Canada, 240–241.
M. Nichols, K. Cator, M. Torres, and D. Henderson. 2016. Challenge Based Learning User Guide. Digital Promise, Redwood City, CA.
Government of Brazil. 2023. Lei do Bem. [link]
Planalto. 2019. Lei n.º 13.969, de 26 de dezembro de 2019. [link]
D. A. Schön. 1983. Reflective Practitioner: How Professionals Think in Action. Basic Books Inc., New York.
Russell Shackelford, Andrew McGettrick, Robert Sloan, Heikki Topi, Gordon Davies, Reza Kamali, James Cross, John Impagliazzo, Richard LeBlanc, and Barry Lunt. 2006. Computing Curricula 2005: The Overview Report. SIGCSE Bull. 38, 1 (mar 2006), 456–457.
Guttorm Sindre, Michail Giannakos, Birgit R. Krogstie, Robin Munkvold, and Trond Aalberg. 2018. Project-Based Learning in IT Education: Definitions and Qualities. Uniped 41, 2 (2018), 147–163.
John Ferguson Smart and Jan Molak. 2023. BDD in Action: Behavior-driven development for the whole software lifecycle. Manning, Shelter Island, New York.
Sociedade Brasileira de Computação (SBC). 2023. Currículos de Referência. [link]
Eriky Souza, Carla Façanha, Conceição Rocha, Max Barbosa, Sabrina Souza, Genildo Gomes, Tanara Lauschner, Bruno Gadelha, and Tayana Conte. 2023. IoThinking: A Design Thinking technique to support the design of IoT systems. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering (Campo Grande, Brazil) (SBES ’23). Association for Computing Machinery, New York, NY, USA, 458–463. DOI: 10.1145/3613372.3613422
Caio Steglich, Anielle Lisboa, Rafael Prikladnicki, Sabrina Marczak, Michael da Costa Móra, Alejandro Olchik, Nelice Heck, Yasser Rachid, and Guilherme Ghidorsi. 2020. Agile Accelerator Program: From Industry-Academia Collaboration to Effective Agile Training. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering (Natal, Brazil) (SBES ’20). Association for Computing Machinery, New York, NY, USA, 21–30. DOI: 10.1145/3422392.3422485
DianaWood. 2003. Problem-Based Learning. The BMJ 326, 7384 (2003), 328–330.
Apple. 2021. Coders, Designers, and Entrepreneurs Thrive Thanks to Apple Developer Academy. [link]
Brigid Barron, Daniel L. Schwartz, Nancy Vye, Allison L. Moore, Anthony J. Petrosino, Linda K. Zech, and John D. Bransford. 1998. Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. The Journal of the Learning Sciences 7 (1998), 271–311.
Fabio Vinicius Binder, Regina Albuquerque, Sheila Reinehr, and Andreia Malucelli. 2020. Innovation and active learning for training mobile app developers. In Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Software Engineering Education and Training (Seoul, South Korea) (ICSE-SEET ’20). Association for Computing Machinery, New York, NY, USA, 151–161. DOI: 10.1145/3377814.3381713
Fabio Vinicius Binder, Mark Nichols, Sheila Reinehr, and Andreia Malucelli. 2017. Challenge based learning applied to mobile software development teaching. In 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T). IEEE, Savannah, GA, USA, 2017, 57–64.
Brasscom. 2023. Demanda de Talentos em TIC e Estratégia TCEM. [link]
Christopher N. Bull, Jon Whittle, and L. Cruickshank. 2013. Studios in Software Engineering Education: Towards an Evaluable Model. In Proc. Int’l Conf. on Software Engineering. IEEE, San Francisco, USA, 1063–1072.
Peter Cappelli. 2019. Your Approach to Hiring Is All Wrong. [link]
Jeffrey C Carver and Rafael Prikladnicki. 2018. Industry–academia collaboration in software engineering. IEEE Software 35, 5 (2018), 120–124.
Michael Christie and Erik de Graaff. 2017. The philosophical and pedagogical underpinnings of Active Learning in Engineering Education. European Journal of Engineering Education 42 (2017), 16 – 5.
Orges Cico, Letizia Jaccheri, and Anh Nguyen Duc. 2021. Software Sustainability in Customer-Driven Courses. In 2021 IEEE/ACM International Workshop on Body of Knowledge for Software Sustainability (BoKSS). IEEE, Madrid, Spain, 15–22.
Orges Cico, Letizia Jaccheri, Anh Nguyen-Duc, and He Zhang. 2021. Exploring the intersection between software industry and Software Engineering education - A systematic mapping of Software Engineering Trends. Journal of Systems and Software 172 (2021), 110736. DOI: 10.1016/j.jss.2020.110736
Associação Brasileira das Empresas de Software. 2023. Mercado Brasileiro de Software: Panorama e Tendências 2023. Technical Report. ABES, São Paulo, Brasil.
Ana Carolina Moises de Souza, Kaban Koochakpour, Sofia Papavlasopoulou, and Letizia Jaccheri. 2024. Exploring Social Sustainability Alignment in Software Development Projects. In Proceedings of the 19th International Conference on Evaluation of Novel Approaches to Software Engineering - Volume 1: ENASE. INSTICC, SciTePress, Angers, France, 250–261. DOI: 10.5220/0012739600003687
Deloitte. 2022. Fall 2022 Fortune/Deloitte CEO Survey. [link]
Deloitte. 2022. Winter 2022 Fortune/Deloitte CEO Survey. [link]
Dapeng Dong, Robbie Butler, and J. Herbert. 2022. Evaluation of the effectiveness of developing real-world software projects as a motivational device for bridging theory and practice. Journal of Further and Higher Education 46 (2022), 1275–1289.
Tania Mara Dors, Frederick MC Van Amstel, Fabio Binder, Sheila Reinehr, and Andreia Malucelli. 2020. Reflective Practice in Software Development studios: findings from an ethnographic study. In 2020 IEEE 32nd conference on software engineering education and training (CSEE&T). IEEE, Munich, Germany, 1–10.
Henry Edison, Xiaofeng Wang, and Kieran Conboy. 2022. Comparing Methods for Large-Scale Agile Software Development: A Systematic Literature Review. IEEE Transactions on Software Engineering 48 (2022), 2709–2731.
European Commission. 2023. European Year of Skills 2023. [link]
Vahid Garousi, Gürkan Giray, Ebru Tuzun, Cagatay Catal, and Michael Felderer. 2019. Closing the gap between software engineering education and industrial needs. IEEE Software 37, 2 (2019), 68–77.
Vahid Garousi, Dietmar Pfahl, João M Fernandes, Michael Felderer, Mika V Mäntylä, David Shepherd, Andrea Arcuri, Ahmet Coşkunçay, and Bedir Tekinerdogan. 2019. Characterizing industry-academia collaborations in software engineering: evidence from 101 projects. Empirical Software Engineering 24 (2019), 2540–2602.
Henrik Kniberg. 2014. Spotify engineering culture (part 1). [link]
Marco Kuhrmann, Joyce Nakatumba-Nabende, Rolf-Helge Pfeiffer, Paolo Tell, Jil Klünder, Tayana Conte, Stephen G. MacDonell, and Regina Hebig. 2019. Walking Through the Method Zoo: Does Higher Education Really Meet Software Industry Demands?. In Proc. of the Int’l Conf. on Software Engineering: Software Engineering Education and Training. IEEE, Montreal, QC, Canada, 1–11.
Meryam Lehoufa. 2023. The Global IT Talent Shortage: How to Prevent This Growing Crisis from Affecting Your Business. [link]
Márcia Lima, Igor Steinmacher, Denae Ford, Evangeline Liu, Grace Vorreuter, Tayana Conte, and Bruno Gadelha. 2023. Looking for related posts on GitHub discussions. PeerJ Comput. Sci. 9 (2023), 1–38.
McKinsey. 2021. Five Fifty: The skillful corporation. [link]
Maleknaz Nayebi, S. Kabeer, G. Ruhe, Chris Carlson, and Francis Chew. 2017. Hybrid Labels Are the New Measure! IEEE Software 35 (2017), 54–57. DOI: 10.1109/MS.2017.4541048
Thomas Neubig, Fernando Galindo-Rueda, Silvia Appelt, Chiara Criscuolo, and Matej Bajgar. 2016. Fiscal incentives for R&D and innovation in a diverse world. [link]
Anh Nguyen-Duc, Letizia Jaccheri, and Pekka Abrahamsson. 2019. An empirical study on female participation in software project courses. In 2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Proceedings (ICSE-Companion). IEEE, Montreal, QC, Canada, 240–241.
M. Nichols, K. Cator, M. Torres, and D. Henderson. 2016. Challenge Based Learning User Guide. Digital Promise, Redwood City, CA.
Government of Brazil. 2023. Lei do Bem. [link]
Planalto. 2019. Lei n.º 13.969, de 26 de dezembro de 2019. [link]
D. A. Schön. 1983. Reflective Practitioner: How Professionals Think in Action. Basic Books Inc., New York.
Russell Shackelford, Andrew McGettrick, Robert Sloan, Heikki Topi, Gordon Davies, Reza Kamali, James Cross, John Impagliazzo, Richard LeBlanc, and Barry Lunt. 2006. Computing Curricula 2005: The Overview Report. SIGCSE Bull. 38, 1 (mar 2006), 456–457.
Guttorm Sindre, Michail Giannakos, Birgit R. Krogstie, Robin Munkvold, and Trond Aalberg. 2018. Project-Based Learning in IT Education: Definitions and Qualities. Uniped 41, 2 (2018), 147–163.
John Ferguson Smart and Jan Molak. 2023. BDD in Action: Behavior-driven development for the whole software lifecycle. Manning, Shelter Island, New York.
Sociedade Brasileira de Computação (SBC). 2023. Currículos de Referência. [link]
Eriky Souza, Carla Façanha, Conceição Rocha, Max Barbosa, Sabrina Souza, Genildo Gomes, Tanara Lauschner, Bruno Gadelha, and Tayana Conte. 2023. IoThinking: A Design Thinking technique to support the design of IoT systems. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering (Campo Grande, Brazil) (SBES ’23). Association for Computing Machinery, New York, NY, USA, 458–463. DOI: 10.1145/3613372.3613422
Caio Steglich, Anielle Lisboa, Rafael Prikladnicki, Sabrina Marczak, Michael da Costa Móra, Alejandro Olchik, Nelice Heck, Yasser Rachid, and Guilherme Ghidorsi. 2020. Agile Accelerator Program: From Industry-Academia Collaboration to Effective Agile Training. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering (Natal, Brazil) (SBES ’20). Association for Computing Machinery, New York, NY, USA, 21–30. DOI: 10.1145/3422392.3422485
DianaWood. 2003. Problem-Based Learning. The BMJ 326, 7384 (2003), 328–330.
Publicado
30/09/2024
Como Citar
SOUZA, Ana Carolina Moises de et al.
IT Talent Shortage: Strategies to Mitigate a Blackout. In: SIMPÓSIO BRASILEIRO DE ENGENHARIA DE SOFTWARE (SBES), 38. , 2024, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 499-509.
DOI: https://doi.org/10.5753/sbes.2024.3533.
