teaching the students “to learn how to
learn” [ 5], which is in the nature of a disposition by preparing students for a future
orientation, and towards a future in which
they are innately disposed towards further
learning. So, while in the computing disciplines we may teach our students a range
of conceptual materials and technical
and professional capabilities, I argue that
we also have the traditional educational
role of “building character” within our
students so that they leave ready to take
their place as responsible, and committed
professionals and citizens in their chosen
roles. As one approach, Mats Daniels and
colleagues have been applying an Open
Ended Group Project Pedagogy focused
on developing professional capabilities
[ 3, 4, 12]. This work does address dispositions as a related aspect, but we have not
been wholly explicit about the distinctions
between professional capabilities and dispositions, and perhaps we need to address
that volitional gap more consciously. So,
I do not think we have all the answers on
how to inculcate dispositions, but I have
observed that it has been internalized
within their practice by the many excellent
educators I have had the privilege to work
with. As Biesta has observed [ 2], we need
to “keep in view education as a thoroughly moral and political practice requires
continuous democratic contestation and
1. Acuna, S. and Juristo, N. Assigning People to
Roles in Software Projects. Software - Practice and
Experience, 34 (2004), 675-696.
2. Biesta, G. Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational
research. Educational Theory, 57 (2007), 1-22.
3. Daniels, M. Developing and Assessing Professional
Competencies: a Pipe Dream? Experiences
from an Open-Ended Group Project Learning
Environment. PhD Dissertation, Uppsala
University, Uppsala, 2011; http://urn.kb.se/
2017 March 23.
4. Daniels, M., Cajander, Å., Pears, A. and Clear, T.
Engineering Education Research in Practice:
Evolving Use of Open Ended Group Projects as a
Pedagogical Strategy for Developing Skills in Global
Collaboration. International Journal of Engineering
Education, 26 (2010), 795-806.
5. Dawson, R. & Newman, I. Empowerment in I T
Education. Journal of Information Technology
Education, 1, 2 (2002), 125 - 141.
6. Dingsøyr T. and Lassenius, C. Emerging themes
in agile software development: Introduction to
the special section on continuous value delivery.
Information and Software Technology, 77 (2016),
7. Gresalfi, M. S. and Cobb, P. Cultivating students’
discipline-specific dispositions as a critical goal for
pedagogy and equity. Pedagogies 1, 1 (2006), 49-57.
8. Hussain, W., Clear, T. and MacDonell, S. Emerging
Trends for Global DevOps: A New Zealand
Perspective. In Proceedings IEEE 12th International
Conference on Global Software Engineering.
(Buenos Aires, Argentina: IEEE, 2017). [accepted for
9. Miranda, R. Urban high school teachers’ beliefs
concerning essential science teaching dispositions.
Science Educator 21, 1 (2012), 44 -50.
10. Misco, T. Did I forget about the dispositions?:
Preparing high school graduates for moral life. The
Clearing House: A Journal of Educational Strategies,
Issues and Ideas 80, 6 (2007), 267-270.
11. Murray, F. B. Disposition: A superfluous construct in
teacher education. Journal of teacher education 58, 5
12. Peters, A-K., Hussain, W., Cajander, A., Clear, T. and
Daniels, M. Preparing the Global Software Engineer.
in Proceedings of the IEEE 10th International
Conference on Global Software Engineering. Castilla
La Mancha, Spain, IEEE, 2015, 61-70.
13. Petrova, K., Philpott, A., Kaskenpalo, P. and Buchan, J.
Embedding information security curricula in existing
programmes. In Proceedings of the 1st Annual
Conference on Information Security Curriculum
Development (Kennesaw, USA: ACM, 2004), 20-29.
14. Profetto-McGrath, J. The relationship of critical
thinking skills and critical thinking dispositions of
baccalaureate nursing students. Journal of advanced
nursing 43, 6 (2003), 569-577.
15. Schussler, D. L. Defining dispositions: Wading through
murky waters. The Teacher Educator 41, 4 (2006),
16. Smeds, J., Nybom, K. and Porres, I. DevOps: a definition
and perceived adoption impediments. In International
Conference on Agile Software Development. (Helsinki,
Finland: Springer, 2015), 166-177.
School of Engineering, Computer
and Mathematical Sciences
Auckland University of Technology
Private Bag 92006
Auckland, 1010 New Zealand
DOI: 10.1145/3078298 Copyright held by author.
I do not think we
have all the answers
on how to inculcate
dispositions, but I
have observed that it
has been internalized
within their practice
by the many excellent
educators I have
had the privilege to
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