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Higher Education and the Future DevOps Workforce
Macro and micro
Charlie Betz
CharlesTBetz
char@dm-academy.com
www.lean4it.com
What?
The importance of Higher EducationCurrent challenges in educating the digital workforceHow computing curricula are definedThe Digital Curricula reportA modern digital course
Acknowledging MECC
Total post secondary enrollment, fall ‘14 20,663,464Higher education staff 3,969,226Annual expenditures $520 billionMarket value of endowment funds $539 billionPhysical plant ~$500 billonAnnual U.S. GDP for comparison $18.6 trillion
Scale of the Education System
Higher Ed by Institution Type
PublicPrivate non-profitPrivate for-profitNon-degree
71%19%
8%2%
30 colleges, 7 universities, 54 locations400.000 students$2 Billion annual budget5th largest higher education provider in the US
Minnesota State Colleges & Universities
Workforce Survey
159 faculty and industry professionals, primarily US
Agile skills
62% consider as a factor, and
50% of those started doing so within the last 3 years
Workforce Survey
DevOps
78% of industry respondents view Continuous Delivery as either
emerging or mainstream
45% of schools do not cover Continuous Delivery at all
Workforce SurveyWorkforce
65% of education professionals think education system isproviding a
well prepared digital workforce
32% of industry respondents agree
The View from Startup Community
There is almost twice as much demand for the product programmer… than there is for programmers focused on hard technical problems.
“”
Ammon Bartram, Y-Combinator
University of Minnesota
What could possibly go wrong?
Carlson School of Management
Computer Science and Software Engineering
Version Control
Andrew Clay Shafer:
“the foundation of every other Agile technical practice”
do not provide practical exposure57%
The Players
How Curricula are Defined
HTTP://WWW.ACM.ORG/EDUCATION/CURRICULA-RECOMMENDATIONS
For example
CoreFundamentals of computationAlgorithms & data structuresAutomataOperating systemsCompilers & languages
AppliedData managementNetworkingSecurity Distributed systemsUser interaction (useful)
ContextualProject managementRequirements managementAnalysis & architectureSoftware quality & processBusiness context (MIS)
MissingProduct management (it’s over in Marketing. Sort
of.)Operational topics (full lifecycle & execution issues)Organization and cultureRealistic experiential labs & simulations: full-
lifecycle, full-stackINFORMATICS?
Core vs. Contextual Courses
Agile/DevOps importance, definitions, backgroundFive Competency Areas
1. Dynamic infrastructure and operations2. Continuous delivery3. Product management4. Resource and execution5. Organization and culture
Recommendations for course adaptationsDigital labs and simulations
http://dynamicit.education
The Report
Dynamic Infrastructure and Operations
From physical, hand-configured infrastructure to virtual, software-defined infrastructure
Continuous Delivery
From “code complete” to “full lifecycle”; from batch handoffs to ongoing digital value production
Product Management
From deliverable-focused project management to outcome-focused product management
Resource and Execution
From execution models resulting in overburden, multitasking and poor IT delivery, to concern for value, flaw, and work in process
Organization and Culture
From inattention to culture, to recognition of culture´s central role in digital product delivery effectiveness
“Vocationalism?”
Course updatesRequirementsQAArch Usability/UI design
New coursesProduct managementOperationsCulture & organization
Digital labs and simulationsDigital pipelinesSoftware-defined networkingChaos engineeringSite reliability engineering
Pedagogy
© 2016, Charles T Betz
Teaching Digital
The Stack
The Lifecycle
Enterprise
Team of teams
Team
Founder
THESCALING PROBLEM
What do we need? Why?
When do we need it?
How is it changing?
A New Progression: Scaling
The 3 Dimensions of Digital Learning
Lifecycle
Stack
Scale
SEIS 664, “IT Delivery”
Calavera
Advance-IT Minnesota sponsoring online portal at dynamicit.education
“As long as it benefits Minnesota, we are happy if it benefits everyone else!”
Report still considered preliminary at 1.0Feedback being solicited for version 2.0,
to be release Q2 2017 in time for fall course development
Going Forward
There are specific leversState legislative processes/committee (e.g. Higher Education and Workforce)State economic development agenciesState high tech lobbying associationsProgram and institutional advisory boards
They are (or should be!) always interested in hearing from practitionersIf you don’t pull on these levers, someone else will
What you can do
Dynamic IT report: http://dynamicit.educationDynamic IT LinkedIn group: https://www.linkedin.com/groups/12018370 ACM/IEEE/AIS curricula guidance
http://www.acm.org/education/curricula-recommendations Charles Betz resources:
Digital/Agile/DevOps management text https://github.com/dm-academy/aitm
Calavera platformhttps://github.com/dm-academy/Calavera
Course labshttps://github.com/dm-academy
Resources
Thank you!
CharlesTBetz
char@dm-academy.com
www.lean4it.com
For more information:
If you Google “Walking Skeleton”
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