Bachelor - software - Aalborg Universitet

Optagelse på bacheloruddannelsen i software forudsætter en gymnasial uddannelse med Engelsk B og Matematik A.

Bacheloruddannelsen i software har som sit mål at give en softwareteknisk velfunderet indsigt i muligheder for softwarekonstruktion til løsning af en række forskellige anvendelsesområder, teori om software, programmeringssprog og modeller samt værktøjer og metoder til konstruktion af software. 

Erhvervssigtet for bacheloruddannelsen er softwareudvikling i it-industrien og andre virksomheder med softwareudviklingsbehov. Uddannelsens erhvervssigte er veldefineret, og der er en klar forståelse i industrien af, hvilke kompetencer en softwareingeniør skal besidde, jf. vedlagte dokumentationsrapport. I Epinions behovsundersøgelse (side 5-6, dokumentationsrapport) konkluderes det, at stort set alle de kompetencer, som bachelorer i software opnår, er kompetencer, som de adspurgte virksomheders softwareingeniører anvender, og som der er stigende behov for.

Bacheloruddannelsen i software AAU, Esbjerg vil i udgangspunktet have en studieordning tilsvarende studieordningerne for de eksisterende bacheloruddannelser i software på AAU’s campus i Aalborg og København. Uddannelsen søges udbudt på engelsk med første optag i september 2025.

Bacheloruddannelsen i software er tilrettelagt som en sammenhængende uddannelse med en naturlig faglig progression, og kan gennemføres inden for den fastsatte tidsramme på 3 år. Uddannelsen består af 180 ECTS-point, fordelt på 6 semestre à 30 ECTS-point.

Uddannelsen er desuden tilrettelagt som et problemorienteret og projektorganiseret studie baseret på AAU’s Problembaseret Læring (PBL). Uddannelsen er opbygget, så den dækker de faglige elementer, som er defineret i Software Engineering Body of Knowledge (SWEBOK v3.0), som er en internationalt anerkendt softwareudviklingsstandard.

Uddannelsen er modulopbygget. Et modul er et fagelement eller en gruppe af fagelementer, der har som mål at give den studerende en helhed af faglige kvalifikationer inden for en nærmere fastsat tidsramme angivet i ECTS-point, og som afsluttes med en eller flere prøver inden for bestemte eksamensterminer.

Nedenfor beskrives uddannelsens konstituerende elementer, herunder titel, antal ECTS-point og beskrivelse af mål og indhold for hvert modul. Modulerne beskrives på engelsk, da uddannelsen ansøges udbudt på engelsk.

The constituent modules of the study programme

1st semester

Module 1.1: Problem Based Learning (5 ECTS)

The purpose of this course module is to support the students in computer science and software, theoretically as well as practically, in planning and carrying out a problem-based project work in groups, taking the available resources and the societal context into account. The use and development of information technologies and software is influenced by and influences people and societal development and is the subject of the course. In terms of content, the course aims equally at the project group's working method and the contextual whole of the semester project.

Module 1.2: Imperative Programming (5 ECTS)

In this course module, the student acquires basic skills in programming and insight into basic concepts such as control structures, abstraction with procedures and functions, data structures, file input-output and simple algorithms. After the course, the student can implement a program both independently and in collaboration with others as a solution to a defined task. Nowadays, computers are one of the most important tools for problem solving – regardless of subject area. Therefore, the student must gain knowledge of the basic concepts of programming in such a general way that he/she will be able to solve problems using imperative programming languages.
 

Module 1.3: The Theoretical Foundations of Computer Science (5 ECTS)

The purpose of this course module is for the student to acquire knowledge, skills and competences within basic mathematical disciplines, which are essential in many computer science contexts. The purpose is also to impart these skills in a way that has clear relevance and clear applications within algorithms, data structures and program development. Many specialties in software engineering require a solid mathematical foundation.

Module 1.4: Semester project P0: Analysis & Problem Formulation (5 ECTS)

In this introductory project module, the student gains knowledge about problem-oriented project work and becomes familiar with the analysis and definition of a problem that can be solved with software. The student also gains preliminary practice in describing the problem in an application context with an emphasis on either a technical or social context. The project work focuses on gaining prior experience with problem-oriented project work in groups to build competence for the P1 project module.

Module 1.5: Semester project P1: A Program that Solves a Problem (10 ECTS)
In this first, slightly larger, semester project, the student acquires skills in problem-oriented project work in a group as well as knowledge of connections between problem definition, the role of modeling in the understanding and construction of programs, and programs as a solution to a problem in the context of a problem. Furthermore, the student gains knowledge about the subject's content and further potential. The project work is supported by the semester’s course modules and by digital learning resources in group and writing tools.

2nd semester

Module 2.1: Algorithms and Data Structures (5 ECTS)

In this course module, the student obtains a basic and fundamental knowledge of the most central theories and methods for problem solving using algorithms. This includes graph algorithms, recursion, divide-and-conquer, dynamic programming, and searching and sorting. The course also provides a basic understanding of the complexity of algorithms and competence in practical calculation of complexity is learned. The course also includes data structures and their use in algorithms. The course has a strong problem-solving dimension, where algorithms, complexity and data structures are used to find suitable solutions.

Module 2.2: Internetworking and Web-programming (5 ECTS)

The Internet is one of the most central software technologies. In this course module the student acquires a basic knowledge of the construction of internetworks, their infrastructure, and protocols. The student also acquires the ability to program for an Internetwork based on client-server architecture, application interfaces (API) and using specific web-oriented languages. The course covers computer and network architecture and its programming.

Module 2.3: Probability Theory and Linear Algebra (5 ECTS)

The course module is mathematical and focuses on mathematical topics that can be directly used in understanding and solving computer science and software engineering problems. The course includes basic probability theory including central probability distributions, basic linear algebra including matrix operations, linear regression, linear programming, and Markov chains including stationary distributions.

Module 2.4: Semester project: A Larger Program Developed by a Group (15 ECTS)

In this project module, the project work focuses on the student gaining skills in programming and related modeling in connection with problem solving. The project work must thus ensure that the students achieve a common foundation in programming that can be used in subsequent semesters. The project work involves essential concepts of algorithms, data structures and/or computer networks. The project work also focuses on gaining further experience with problem-oriented project work in groups in a natural progression from the 1st semester.

3rd semester

Module 3.1: Object-Oriented Programming (5ECTS)

The course module builds on the knowledge gained in the modules Imperative Programming in the

1st semester and Algorithms and Data Structures in the 2nd semester. The student learns the essential concepts and structuring mechanisms of object-oriented programming languages ​​and acquires skills in programming in a language within this paradigm. Object-oriented programming is an absolutely central competence for the student, as it is a dominant programming paradigm in software development.

Module 3.2: Systems Development (5 ECTS)

This course module is conceptually linked to the course module Object-Oriented Programming and the students gain knowledge about modeling the system's context and interaction with particular emphasis on classes, objects, events and usage patterns and their modeling in Unified Modeling Language (UML). In modeling, patterns are central, and skills are acquired in patterns related to application area, problem area, components, as well as several specific analysis and design patterns including model-view-controller, which are used in many software architectures. The course also provides a basic understanding of development methods and the relationship between method and practice.

Module 3.3: Design and Evaluation of User Interfaces (5ECTS)

In this course module, the student is taught human-computer interaction, with particular emphasis on usability and user experience. The course also provides the students with knowledge of interaction design, design and evaluation with users, including visual design principles, gestalt laws and prototyping of the user interface. Through the course, the student gains competence in the design and evaluation of user interfaces for software systems with a special focus on systematic documentation of usability.

Module 3.4: Semester project: A Well-Structured Application (15 ECTS)

The project work in this module focuses on the development of a demonstrable software system from scratch based on requirements analysis. In the project work, the programming and algorithm skills from the 2nd semester are used and all three course modules are involved to a significant extent in this module. The developed software system must reflect requirements modeled through object-oriented analysis, it must be structured, designed, and programmed through the use of object-oriented design and programming. The system must have a user-friendly interface. The students acquire the ability to systematize and reflect on the development processes and must document their understanding of the developed software system as well as its quality and the development process used.

4th semester

Module 4.1: Languages and Compilers (5 ECTS)

In this course module, students will learn about principles in programming languages on a theoretical and practical level, as well as description and compilers for programming languages. The course is a prerequisite for the student to learn advanced programming, both through industrially available languages ​​and through the design and realization of one's own programming language with more limited and refined mechanisms. In order to be able to implement a programming language, the student must acquire knowledge and skills in programmed translation, including lexical analysis, syntactic and semantic analysis and code generation. It should enable the student to reason about the properties of programming languages ​​as well as compilers for programming languages.

Module 4.2: Syntax and Semantics (5 ECTS)

The course module provides the student with a theoretically founded knowledge of language with specific focus on central theories for algorithmic processing of programming languages: regular languages, finite automata, context-free languages, grammars, push-down automata, and restrictions on both regular and context-free languages ​​through the pumping lemma. These theories are central for developing a compiler. The course also deals with formal semantics of programming languages ​​with special focus on structural operational semantics, semantics of common mechanisms in programming languages, scope rules and parameter mechanisms.

Module 4.3: Computer Architecture and Operating Systems (5 ECTS)

The course module must give the student an understanding of how applications are run on a computer in interaction with system software, use this to make programs more efficient, and introduce multiprogramming. Programs are written in high-level languages, translated into machine code and then executed on the computer in interaction with its operating system. The module gives the student knowledge of the various steps in translations and execution of high-level programs on computers, including how a specific processor executes a program. The course also introduces how the architecture and system services can be used in application programs with a focus on concurrency.

Module 4.4: Semester project: Design, Definition and Implementation of Programming Languages (15 ECTS)

All software is written in a programming language and is translated or interpreted to run on a computer. The design, description and construction of programming languages, compilers, interpreters, and similar tools are therefore central topics in a software engineering education. Therefore, the project work focuses on ensuring that the student gains an understanding of important underlying concepts in the world of programming languages, why these concepts have arisen and how they are formally described and represented in an implementation. Understanding these topics is fundamental in understanding new and existing programming languages ​​and their applications. The module builds on knowledge from the project modules in 1st – 3rd semesters. In the module's project work, the student is recommended to lean on the other modules in the semester. In the module, the student learns how to design and implement a programming language and how this process can be supported by formal definitions of the language's syntax and semantics and techniques and methods for translator and/or interpreter construction.

5th semester

Module 5.1: Agile Software Engineering (5 ECTS)

The course module aims to give the student a fundamental understanding of software development processes with a special focus on agile development processes. The course focuses on selected development models and their underlying paradigms: agile versus plan-driven development. The student must achieve a reflected understanding of the applicability of different processes for different challenges and be able to contribute to project management and software process improvement. The course also relates to industrial software development and how it is practiced in software development companies.

Module 5.2: Machine Intelligence (5 ECTS)

The course module must give the student insight, understanding and skills to work theoretically with problem solving. Thereby, the student should be able to develop solutions for model-based decision-making with uncertainties and with learning from experience and data. In the course, the student also gains skills in developing solutions to specific problems using the course's central principles and algorithms. From this, the student gains competences in assessment, comparison, and selection of techniques for machine intelligence.

Module 5.3: Database Systems (5 ECTS)

In this course module, the student gains insight into central topics in database systems, including the relational model and relational algebra, entity relationship diagrams (ERD), structured query language (SQL), logical design of relational databases (normal forms), physical database design, query handling and - optimization, transactions, concurrency control and recovery. In addition, the module can include a number of more advanced topics, e.g. relational calculus, parallel databases, distributed databases, triggers, and stored procedures.

Module 5.4: (elective 1) Semester project: Complex Front-End Software (15 ECTS points)
Complex software systems can be divided into front-end, which realizes the user interface and user-oriented functionality, and back-end, which realizes infrastructures including databases and networks. In this elective module, the student acquires knowledge and skills in analysis, design, implementation and assessment of complex user interfaces and functionality for a software system as well as collaboration with back-end.

The student must therefore gain an understanding of issues in connection with the development of front-end for software systems, including the establishment of a precise interface for back-end.

Module 5.5: (elective 2) Semester project: Complex Front-End Software (15 ECTS points)

In this elective module, the student acquires knowledge of and skills in analysis, design, implementation, and assessment of complex software infrastructures including database, software architecture, API, underlying functionality, underlying hardware and network for a software system as well as collaboration with front-end.

The student must therefore gain an understanding of issues in connection with the development of back-end for software systems, including the establishment of a precise interface for front-end.

Common for the elective Module 5.4 and Module 5.5 is that the projects are carried out in a larger development environment, which requires cooperation between several project groups, both regarding problem understanding and the design of solutions. After having completed the bachelor’s programme as a software engineer, one must be able to participate in problem solving by developing complex software systems. Typically, development of such complex systems takes place in a larger development environment, where sub-projects must be coordinated as parts of a common solution. In practice, the project module is expected to be implemented so that several groups with a focus on either front-end (elective subject 1) or back-end (elective subject 2) together develop a larger software system.

6th semester

Module 6.1: Algorithms and Computability (5 ECTS)

This is a theoretical course module, and the student must gain knowledge of key algorithmic techniques used for developing and understanding advanced software solutions. Therefore, the student must also gain knowledge of the existing theoretical limits for which types of problems can be solved using which types of algorithms, including the Church-Turing thesis, NP-completeness, and examples of NP-complete problems.

Module 6.2: Models and Tools for Cyber Physical Systems (5 ECTS)

This course module gives the student an understanding of and skills in formal models for systems that contain both embedded real-time software and physical components, also called cyber-physical systems. The student gains knowledge of tools for simulating technical quality requirements, real-time languages ​​and operating systems, embedded hardware, as well as dynamic and hybrid systems. The course supports the semester project by presenting relevant methods and theories.

Module 6.3: Security (5 ECTS)

Security of software systems includes both protection and authorization of access to sensitive data, including personal sensitive data, but also protection against unauthorized access, attacks and hacking to gain illegitimate control of a system. The course module must provide the student with skills in risk and security analyses, the use of security tools for modeling attacks, as well as documenting and prioritizing security features in a software system. The course is also based on processes for developing secure software and on software security such as language-based security and secure information flow.

Module 6.4: Bachelor Project: Cyber Physical Systems (15 ECTS)

The bachelor's project is worked out in connection with one of the subject's research areas. The theme for the semester is cyber physical systems, i.e. systems that contain both embedded software and a physical component that often involves direct interaction with people. The student must be able to document knowledge and overview of theories, methods and concepts that are relevant within the research area for use in problem solving. The problem is derived from realistic, visionary challenges both outside the university with competent task makers and within the research area. The problem must require a significant level of software technical competence. The project work must include both an analysis of the software technical problem as well as a solution to and perspective on the problem. Furthermore, the project work must include justification and assessment of the developed solution.

Uddannelsen ønskes indplaceret som en takst 3-uddannelse, da der er tale om en teknisk-videnskabelig uddannelse. De eksisterende bacheloruddannelser i software på AAU Aalborg og København er også indplaceret på takst 3.

Mangel på it-specialister (softwareingeniører)

Der er jf. dokumentationsrapporten (side 1 og 8-10) betydelig mangel på it-specialister, herunder softwareingeniører. Virksomheder kan ikke få dækket deres behov for arbejdskraft, og der er fra Education Esbjerg og aftagerne tilslutning til, at AAU øger kapaciteten inden for softwareområdet I Esbjerg.

På det nationale plan vurderes der et akut behov for 7.600 it-specialister og op mod 22.000 it-specialister i 2030, jf. seneste måling foretaget af Brancheorganisationen ITB.

Derudover viser IT-Barometeret fra 2024, at en altovervejende udfordring hos de 201 adspurgte virksomheder indenfor IT-Branchen er mangel på it-kompetencer (63%), og især indenfor softwareudvikling og programmering (50,3%). Manglen på kvalificeret arbejdskraft har konsekvenser, da 34,6% af virksomhederne har måttet sige nej til opgaver og 36,4% har outsourced opgaver.

Stort behov for softwareingeniører i Esbjerg

I Esbjerg og omegn viser Epinions behovsundersøgelse (side 12-13), at 50% af de 78 adspurgte virksomheder efterspørger softwareingeniører i dag og for softwarevirksomheder er tallet 72%. 80% af softwarevirksomhederne vil desuden have behov for softwareingeniører om tre år. 50% angiver, at rekrutteringssituationen er svær og vil blive sværere inden for de næste tre år.

Efterspørgslen på softwarekompetencer i Danmark er steget med 41 procentpoint mere de seneste 15 år end den generelle efterspørgsel på arbejdskraft. I Sydjylland er stigningen i efterspørgslen i perioden relativt større end den generelle udvikling (24% mod 18%). Det indikerer, at softwarekompetencer er særligt efterspurgt i Sydjylland, og forskellen til den generelle efterspørgsel er 42 procentpoint.

Som supplement til behovet for softwarekompetencer i Esbjergområdet, viser Epinions behovsundersøgelse (side 6) i øvrigt også, at 44% af de 75 adspurgte virksomheder efterspørger evnen til at arbejde på et fremmedsprog (eks. engelsk).

Education Esbjerg har listet (se dokumentationsrapport, side 20) de engelsktalende virksomheder i Esbjerg Kommune. Her har 6 ud af de 14 virksomheder engelsk som koncernsprog og i de resterende virksomheder indgår engelsk som en del af det daglige arbejdssprog. Samlet set udgør de 14 virksomheder 5771 arbejdspladser i Esbjerg kommune.

AAU’s ansøgte bacheloruddannelse i software i Esbjerg vil blive udbudt på engelsk og undervist af højtuddannede forskere på engelsk, som vil give dimittender velfunderede engelsksprogede kompetencer, der efterspørges generelt i industrien i Danmark.

Ifølge direkte anbefaling fra DI (side 20-22 i dokumentationsrapport), er der ønske om, at der oprettes flere engelsksprogede studiepladser i Danmark da ”…it- og elektronikbranchen er præget af store rekrutteringsudfordringer. Internationale studerende kan derfor udgøre en vigtig del af løsningen på den aktuelle mangel på arbejdskraft. Gruppen udgør allerede et rekrutteringsgrundlag for virksomhederne, men der er stort potentiale for at imødekomme en større del af erhvervslivets behov, hvis en målrettet rekruttering af dygtige unge inden for mangelområderne øges. Vi har derfor brug for initiativer, der kan medvirke til at fastholde internationale profiler med de rette kompetencer. Det er erfaringen, at internationale talenter, der har studeret i Danmark, har en stærkere tilknytning til Danmark og er lettere at fastholde end internationale medarbejdere, der ikke forudgående har studeret i landet.”

Ifølge seneste måling foretaget af Brancheorganisationen ITB vil der være en national efterspørgsel på 22.000 it-specialister i 2030. 12,3% af de beskæftigede befinder sig i region Sydjylland. Epinions behovsundersøgelse viser, at 428 ud af de 4.940 opslåede softwarestillinger befinder sig i region Sydjylland, hvilket svarer til 8,7% af den samlede efterspørgsel. Dvs. at den estimerede efterspørgsel i region Sydjylland er mellem 8,7% og 12,3% af den nationale efterspørgsel, hvilket svarer til mellem 1.914 og 2.706 it-specialister i 2030.

Ifølge Epinions behovsundersøgelse (side 3) angiver 50% af de virksomheder, der efterspørger softwaremedarbejdere, at rekrutteringssituationen er svær eller meget svær, og at den fortsat vil blive sværere inden for de næste tre år.

AAU estimerer et årligt optag på ca. 50 studerende på bacheloruddannelsen i software i Esbjerg, hvilket vil svare til ca. 35 dimittender årligt fra 2028. Dermed vil uddannelsen opfylde en mindre andel (under 10%) af behovet i regionen.

Samlet set vurderes det, at dimittendproduktionen fra den ansøgte uddannelse og de nært beslægtede uddannelser ikke vil overstige det samlede behov for softwarespecialister i regionen.

Education Esbjerg har med over 100 medlemsvirksomheder været afgørende i udviklingsprocessen og afdækningen af behovet for en ny uddannelse i software i Esbjerg. AAU bad i efteråret 2022 Epinion om at foretage en afdækning af behovet på baggrund af initiativ fra Education Esbjerg. Behovsundersøgelsen bestod bl.a. af en spørgeskemaundersøgelse blandt virksomheder i Esbjerg og omegn. Der blev indsamlet 78 besvarelser og foretaget online interviews med repræsentanter fra seks aftagervirksomheder udvalgt af AAU i samarbejde med Epinion.

En samarbejdsaftale med Education Esbjerg er under forhandling, og her forventes Education Esbjerg at stå for rekrutteringen af internationale studerende. Noget de har haft succes med for AAU’s to engelsksprogede bacheloruddannelser i Esbjerg.

AAU afholdt den 24. maj 2024 aftagerpanelmøde, hvor den ny bacheloruddannelse i software i Esbjerg blev drøftet. Det blev drøftet, at fastholdelsen af internationale studerende og rekrutteringen af videnskabelige medarbejdere bør være opmærksomhedspunkter. Der var fuld opbakning til, at AAU øger kapaciteten inden for softwareområdet i Esbjerg grundet det massive behov.

De fleste aftagere i Epinions behovsundersøgelse (dokumentationsrapporten, side 5-7) efterspørger faglige/tekniske kompetencer inden for systemudvikling (62%) og databasesystemer (60%). 46% efterspørger design og evaluering af brugergrænseflader, sikkerhed, objektorienteret programmering og analyse og design af software. De mest efterspurgte organisatoriske kompetencer er evnen til at arbejde selvstændigt og den problemløsende tilgang (71%). Derudover kandidater, der selvstændigt kan indgå i fagligt og tværfagligt samarbejde (67%), kan håndtere komplekse og udviklingsorienterende situationer (62%), evnen til at kommunikere viden mundtligt og skriftligt (60%), evnen til at samarbejde i teams (58%), evnen til at samarbejde på tværs (52%), evnen til at arbejde på et fremmedsprog (44%) og projektledelse (35%).

Med den ansøgte uddannelse, vil dimittenderne få de efterspurgte faglige kompetencer, yderligere vil de kunne håndtere komplekse og udviklingsorienterede situationer, indgå selvstændigt i fagligt og tværfagligt samarbejde med en professionel tilgang og i høj grad begå sig i engelsktalende virksomheder. Alt i alt kompetencer som virksomhederne efterspørger.

De nært beslægtede uddannelser (dokumentationsrapporten, side 13-14) har indbyrdes og ift. den ansøgte uddannelse en høj grad af overlappende fagligt indhold. Fokus er på analyse og design af software, programmering og systemudvikling. Dette hænger sammen med den udbredte uniformitet i arbejdsmarkedets behov for kompetencer inden for softwareudvikling og datalogi.

Bacheloruddannelsen i software på AAU adskiller sig ved, at halvdelen af uddannelsens ECTS-point er projektmoduler baseret på PBL. Bacheloruddannelsen i software engineering på SDU er som den ansøgte uddannelse en akademisk uddannelse med forskningsbaseret undervisning i modsætning til uddannelserne på VIA og EASV. De hørte uddannelsesinstitutioner er EASV, VIA, UCL og SDU. AAU har modtaget høringssvar fra SDU, EASV og VIA (se bilag 2, 3 og 4). AAU har ikke modtaget svar fra UCL.

AAU vurderer, at langt den største del af bachelorerne i software fra AAU’s campus i Esbjerg vil finde beskæftigelse grundet den store efterspørgsel på softwareuddannede ingeniører. Dette er underbygget af de lave ledighedsgrader efter 4.-7. kvartal på mellem 0,6 – 4,5% for de beslægtede uddannelser, jf. dokumentationsrapportens s. 18.

AAU har modtaget høringssvar fra SDU, EASV og VIA (se bilag 2,3 og 4), men ikke fra UCL. Overordnet set er 2 ud af de 3 høringssvar positive ift. AAU's ansøgning om en ny bacheloruddannelse i software i Esbjerg.  

Der er fra VIA ingen indsigelse. Ifølge SDU vil der i mindre omfang være tale om konkurrence ift. potentielle danske ansøgere, men ift. rekruttering af udenlandske studerende vil flere udbud af softwareuddannelser give øget søgning og basis for uddannelse af flere softwareingeniører i Danmark, hvilket SDU også mener der er behov for, ikke mindst i Syddanmark. SDU har derfor samlet set ingen indsigelse imod et nyt udbud.

Ifølge EASV er der en bekymring for konkurrence ift. danske og internationale ansøgere. Der henvises bl.a. til sammenfald med uddannelsens indhold. AAU gør opmærksom på, at den ansøgte uddannelse er en akademisk bacheloruddannelse og ikke en professionsbachelor. Den adskiller sig i øvrigt ved at 50% af uddannelsens ECTS-point er projektmoduler baseret på problembaseret læring (PBL), som vil give kommunikations- og samarbejdskompetencer, som er efterspurgt af erhvervslivet. AAU vurderer, at efterspørgslen på softwarespecialister er stor nok til, at der er plads til begge uddannelser og henviser til IDA’s, ITB’ og DI’s undersøgelser på side 8,9 og 21 i dokumentationsrapporten.

Der blev i forbindelse med afdækningen af potentialet og behovet for en ny softwareuddannelse i Esbjerg foretaget en rekrutteringsanalyse (dokumentationsrapporten, side 14-18). Analysen viste, at der ikke er grundlag for rekruttering af nok danske studerende i Esbjerg og omegn, og at det er vanskeligt at tiltrække studerende fra resten af landet til en uddannelse i Esbjerg. AAU søger derfor om udbud af uddannelsen på engelsk for at kunne tiltrække internationale studerende.

Bacheloruddannelsen i software, AAU Esbjerg, henvender sig som de tre øvrige uddannelser på SDU, VIA og EASV til optag af internationale studerende. AAU vurderer, at rekrutteringen af internationale studerende til en ny softwareuddannelse ikke vil påvirke rekrutteringen af internationale studerende til de øvrige beslægtede uddannelser i nærområdet, hvilket støttes af SDU i deres høringssvar.  Der er desuden evidens for, at SDU i Sønderborg og Via i Horsens kan tiltrække internationale studerende til engelsksprogede softwareuddannelser i mellemstore danske byer.

AAU forventer at søge om en kandidatuddannelse, når der er mere klarhed omkring rammerne for kandidatreformen. Så her vil der også være mulighed for dimittender at søge ind på en evt. kommende kandidatuddannelse i software i Esbjerg. De studerende, der i første omgang bliver optaget på bacheloruddannelsen (inden kandidatuddannelsen er godkendt) vil have retskrav på at blive optaget på kandidatuddannelsen i software på AAU i København, da denne udbydes på engelsk.

EASV har i deres høringssvar udtrykt, at de gerne ser et udbud af It-uddannelser på kandidatniveau i området, da deres professionsbachelorer kunne have interesse heri.

Der forventes et årligt optag på 50. Education Esbjerg har ansvaret for rekrutteringen af internationale studerende, som de har haft succes med for AAU’s to engelsksprogede uddannelser i Esbjerg.

Ikke relevant.

Ingen øvrige bemærkninger.