发表机构
United Arab Emirates University; Abu Dhabi Polytechnic（阿拉伯联合酋长国大学; 阿布扎比理工学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
该研究针对某信息技术学院五个本科项目，通过统一分析课程学习成果与招聘能力，发现课程存在系统性内容缺口、核心课程能力不足、项目缺口同质且布鲁姆层级低于市场，探讨了对课程设计等的启示。
AI 中文摘要
一所提供多个重叠计算类学位的大学，默认其项目的差异化是与劳动力市场对计算工作的细分相契合的，且这些项目共同为毕业生做好了进入该市场的准备。对此进行测试颇具难度，因为课程委员会可采用的工具——咨询委员会、追踪研究和雇主调查——速度慢、范围窄且难以重复。我们对信息技术学院的全部五个本科项目开展了一项统一的、以分类学为基础的匹配度分析，将1922项课程学习成果与从四个招聘委员会的5186个去重职位空缺的统一语料库中提取的103349项能力进行对比。每项能力均通过基于接地的单语言模型流程获取：逐字从源文本复制，再对照源文本验证，随后将其归入11个与ESCO对齐的领域之一及布鲁姆认知层级；课程供给并非以课程目录形式读取，而是以实际达成情况为依据，考虑学生完成学位所需的学分学时和选修课限制。该提取过程经两名独立教师评分者盲法验证（领域科恩kappa值为0.91，布鲁姆层级kappa值为0.86），且ESCO匹配与人工裁定的黄金标准的kappa值为0.72。研究得出四项发现：内容缺口是系统性的而非项目特定的，集中在系统、软件工程、安全和网页开发领域；学院共享核心课程仅满足约三分之一的需求能力；各项目在学科内容上差异显著，但在缺口方面具有同质性；整个项目组合的课程大致比市场低一个完整的布鲁姆层级，在系统领域最为突出。我们探讨了其对项目设计、课程治理和课程分析实践的启示。
英文摘要
A college offering several overlapping computing degrees implicitly assumes that its programs are differentiated in line with how the labor market segments computing work and that, together, they prepare graduates for that market. Testing this is difficult, because the instruments available to curriculum committees, namely advisory boards, tracer studies, and employer surveys, are slow, narrow, and hard to reproduce. We apply one uniform, taxonomy-anchored alignment analysis across all five undergraduate programs of a College of Information Technology, comparing 1,922 course learning outcomes against 103,349 competencies extracted from a unified corpus of 5,186 deduplicated job openings from four boards. Every competency is obtained by a grounded single-language-model procedure that copies it verbatim from the source and verifies it against the source, then assigns it to one of eleven ESCO-aligned domains and a Bloom cognitive level; the curricular supply is read not as a catalog but on a realized-attainment basis that respects the credit-hour and elective constraints under which a student completes a degree. The extraction is validated blind by two independent faculty raters (domain kappa 0.91, Bloom level kappa 0.86) and the ESCO matching against a human-adjudicated gold set (kappa 0.72). Four findings emerge. The content gaps are systemic rather than program-specific, concentrated in systems, software engineering, security, and web development; the shared college core satisfies only about a third of the demanded competencies; the programs are well differentiated in disciplinary content yet homogeneous in where they fall short; and the curriculum is pitched roughly a full Bloom level below the market across the portfolio, most acutely in systems. We discuss the implications for program design, curriculum governance, and the practice of curriculum analytics.
Comments21 pages, 8 figures, 4 tables
