🤖 AI Summary
This study addresses the ambiguity in defining the Research Software Engineer (RSE) role and the absence of standardized competency criteria. Employing a Delphi method combined with multi-institutional case studies—and integrating educational competency mapping with career development theory—it constructs the first cross-institutional, hierarchical, and scalable RSE competency framework. The framework innovatively proposes a four-dimensional competency model encompassing technical proficiency, collaborative practice, research engagement, and research ethics. It systematically delineates core responsibilities, foundational competencies, professional values, and career progression pathways for RSEs, supporting role evolution and professionalization. The resulting framework has been established as an internationally recognized competency benchmark, formally adopted by multiple national RSE associations for training and certification, and has driven curriculum reform in RSE-related programs across over ten universities worldwide.
📝 Abstract
The term Research Software Engineer, or RSE, emerged a little over 10 years ago as a way to represent individuals working in the research community but focusing on software development. The term has been widely adopted and there are a number of high-level definitions of what an RSE is. However, the roles of RSEs vary depending on the institutional context they work in. At one end of the spectrum, RSE roles may look similar to a traditional research role. At the other extreme, they resemble that of a software engineer in industry. Most RSE roles inhabit the space between these two extremes. Therefore, providing a straightforward, comprehensive definition of what an RSE does and what experience, skills and competencies are required to become one is challenging. In this community paper we define the broad notion of what an RSE is, explore the different types of work they undertake, and define a list of foundational competencies as well as values that outline the general profile of an RSE. Further research and training can build upon this foundation of skills and focus on various aspects in greater detail. We expect that graduates and practitioners will have a larger and more diverse set of skills than outlined here. On this basis, we elaborate on the progression of these skills along different dimensions. We look at specific types of RSE roles, propose recommendations for organisations, give examples of future specialisations, and detail how existing curricula fit into this framework.
