MN
M. Nedelcu
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Computer Science graduates are expected to develop both technical knowledge and broader professional competencies. This paper examines how these competencies are represented in the documented curricula of three Dutch Bachelor’s Computer Science programmes: Delft University of Technology, Eindhoven University of Technology, and Leiden University. We apply document-based curriculum mapping across nine competency categories and three documentary levels: programme goals, curriculum structure, and visible assessment practices. The results show broad documentary visibility, especially at the curriculum-structure level, where all nine categories are explicitly visible in all three programmes. However, visibility does not imply curricular intensity. Technical foundations and problem solving are documented more consistently and frequently than broader competencies, while assessment evidence is less frequent and less explicit. The study shows where cross-level traceability is stronger or thinner, and highlights the need to distinguish documentary presence from systematic competency development.
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Computer Science graduates are expected to develop both technical knowledge and broader professional competencies. This paper examines how these competencies are represented in the documented curricula of three Dutch Bachelor’s Computer Science programmes: Delft University of Technology, Eindhoven University of Technology, and Leiden University. We apply document-based curriculum mapping across nine competency categories and three documentary levels: programme goals, curriculum structure, and visible assessment practices. The results show broad documentary visibility, especially at the curriculum-structure level, where all nine categories are explicitly visible in all three programmes. However, visibility does not imply curricular intensity. Technical foundations and problem solving are documented more consistently and frequently than broader competencies, while assessment evidence is less frequent and less explicit. The study shows where cross-level traceability is stronger or thinner, and highlights the need to distinguish documentary presence from systematic competency development.