Informatics in Education

In this article, we examine a case study of the Bachelor’s degree programme “Computer Science” at the University of Latvia. We explore several factors that enabled it to (a) obtain the European Informatics Quality Label three times, (b) be ranked first in the national employer survey as the most recommended educational Programme for nine years, and (c) adopt a student-centred approach. Using a case study methodology, we highlight several innovations that together make the Programme highly regarded both academically and in the labour market. At the end of the paper, we divide the key outcomes of the study into two sets of innovations. National-level solutions, such as learning outcome comparison and the development of industry terminology with student participation, are important primarily in the local context. Whereas (a) the framework for gaining both industry and academic experience through the Practice Course and Qualification thesis, and (b) curriculum expansion with Special Seminars and the creation of opportunities for students to acquire additional knowledge through Excellence Studies and Remedial Courses, can be transferred internationally.

Computer science undergraduate (bachelor) curriculum of the University of Latvia was developed in late 80th based on curricula of several US universities while keeping strong practical setting. The very core of the curriculum comprises Software Engineering lectures and related information system development course project in the second year. Thus every undergraduate (even theoretical computer science major) is prepared to start professional career of computer programmer by the second study year. It is amazing to realize how well this rather old curriculum conforms to the new ACM/IEEE Computing Curricula 2001.