The professional's opinion: Suggestions for improving the corporate education training process in Software Engineering

2026-03-12

AI Summary

This study addresses the persistent gap between learning and application in corporate software engineering training. Drawing on open-ended feedback from 174 practitioners, the authors employ reflexive thematic analysis to systematically identify five key dimensions that enhance training effectiveness: practical applicability and alignment with learner needs, instructional quality and organizational logistics, temporal and structural conditions, motivational incentives and institutional recognition, and interactive guidance coupled with social interaction. The findings reveal that significantly improving the efficacy of workplace education requires a systemic intervention integrating practice relevance, structural support, and a conducive institutional culture. Only through such a holistic approach can organizations bridge the theory–practice divide and foster meaningful learning outcomes in professional software engineering contexts.

Technology Category

• Application Domains: Software Engineering
• Cognitive Modeling & Cognitive Systems: Applications
• Data Mining & Knowledge Management: Applications

Application Category

• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Search and Retrieval-Augmented AI: Web learning to rank, online learning, and counterfactual learning for ranking
• Web Mining and Content Analysis: Robustness and generalizability of Web mining methods

Abstract

Technology organizations continuously invest in professional development, but face difficulties in transferring learning to project practice. This exploratory qualitative study investigates which improvements software engineering professionals suggest for organizational learning processes. 174 open-ended responses were analyzed through reflexive thematic analysis. Five themes emerged: practical applicability and alignment with needs; pedagogical quality and organization; time and structural conditions; incentives and institutional recognition; and interaction, mentoring, and social exchange. The results indicate that improving learning requires systemic interventions that integrate practical relevance, structural support, and a favorable institutional culture.

Problem

• learning transfer
• corporate education
• software engineering
• professional development
• organizational learning

Innovation

• reflexive thematic analysis
• organizational learning
• professional development
• software engineering education
• learning transfer