Redesigning Computer Science Programs for Next Generation - Perceptions Versus Experiences

The ACM and IEEE released CS2013 with recommendations for undergraduate computer science programs, updated in 2023 by ACM, IEEE, and AAAI as CS2023. CS2023 emphasizes emerging fields while maintaining fundamental concepts. A paradigm shift towards a broader perspective on education has led higher educational institutions to consider factors such as sustainability, inter-personal competencies, digital competencies and inter-disciplinary skills necessitating a revision of the computer science curriculum across all universities. Accounting for such factors, the Norwegian University of Science and Technology (NTNU), has identified that it is not only the curriculum that needs to be revised, but it is also crucial to enhance the surrounding infrastructure that includes improving lecturer's skills, promoting graduate active learning, fostering life-long learning and ensuring alignment with industry and societal needs. While these goals seem welcoming and ambitious, it is essential to understand and bridge the gap between the program management's perception and the graduates' actual experiences. This paper analysis and maps the expected outcomes of ten principles and twelve competencies defined by the university, aiming to prepare the computer science curriculum for next-generation graduates. The detailed analysis verifies if the degree program meets future educational, societal and industrial standards. To conduct such an analysis, we first design a dedicated survey on the experiences of previous students for each of the ten outlined principles and twelve competencies. The responses gathered from 59 graduates and 7 program managers from three different campuses, are analyzed using quantitative methods to understand their experiences and perceptions. By mapping the responses from program management with the graduated students, the paper determines the gap in curriculum and then presents recommendations to computer science educational programs offered at other universities with similar objectives to bridge the gap. By considering graduate experiences across three campuses with the same curriculum, this study offers insights into how various aspects contribute to achieving the principles and competencies. The findings aim to guide similar CS2023-based programs at universities beyond Scandinavia.