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\title{Educating 21st Century Geospatial Technology Industry Workers with Open Source Software}
\subtitle{}
\author{by Phillip Davis

\medskip
\noindent{Del Mar College (USA). \email{pdavis@delmar.edu}}}

\maketitle

\subsection*{Abstract}

The global geospatial technology industry, in a study by UK-based Oxera commissioned by Google in January 2013, has
been estimated at \$150 USD billion to \$270 USD billion per year (\$110 billion euro to \$199 billion euro). In a
similar US-focused study, also commissioned by Google in 2013, the Boston Consulting Group (BCG) found the geospatial
services industry employs approximately 500,000 people and generates around \$75 (USD) billion in annual revenue (\$55
billion euro). By any measure, the geospatial industry is large one, in both the US and globally. With this explosive
growth, combined with the current generation of geospatial workers nearing retirement age in the next decade, it has
become imperative to increase the number of well-qualified graduates from higher education programs, knowledgeable in
the latest geospatial technology.  This report describes one effort in the US to increase both the quantity and
quality of these workers through the use of a new innovative geospatial curriculum built around open source software.


\textbf{Keywords: }
Curriculum, open source, FOSS4G, education, university, college, QGIS, GTCM, DACUM, teaching, learning, ESRI, Google, FOSS.


 \captionsetup{labelformat=empty}

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\begin{figure*}[hbtp]
   \centering
   \includegraphics[width=1\textwidth]{foss4g2014papers/5-Davis/figs/table1.pdf}    \caption{Table 1. Geospatial Occupations U.S. Department of Labor Employment and Training Administration Projected Geospatial Job
Grow (DOLETA). Source: U.S. Department of Labor Employment and Training Administration, O*NET Online,
\url{http://online.onetcenter.org/}, September 1, 2013
}
 %\label{fig:figure_label}
\end{figure*}

\section[1 Demand for Geospatial Industry Workers ]{1 Demand for Geospatial Industry Workers }
The global geospatial technology industry, in a recent study by UK-based Oxera commissioned by Google in January
2013, has been estimated at \$150 USD billion to \$270 USD billion per year (\$110 billion euro to \$199 billion euro).
In a similar US-focused study, also commissioned by Google in 2013, the Boston Consulting Group (BCG) found the
geospatial services industry employs approximately 500,000 people and generates around \$75 (USD) billion in annual
revenue (\$55 billion euro). By any measure, the geospatial industry is large one, both in the US and globally. With
many of the current generation of the world's geospatial workers nearing retirement age in the next decade, it has
become imperative to increase the number of well-qualified graduates from higher education programs, knowledgeable in
the latest geospatial technology, to replace retiring workers and to meet the demand for even more workers in this
expanding industry. Table 1 depicts this demand in the United States of America.


\section[2  Limited Software Options for Students]{2  Limited Software Options for Students}
In the US, software from a single vendor is used almost exclusively by 90\% of the 1400 colleges and university academic
GIS programs nationwide. By focusing heavily on the US higher education market for more than two decades, this vendor
can legitimately claim their product is used to train 9 out of every 10 graduates in the US. Although their nonacademic
business share of the global market was estimated at 40\% in 2012, they dominate the US higher education section by a
disproportionally large margin. This lopsided representation, we believe, is detrimental to the global competitiveness
of US workers, as well as limiting their technical skill set.  By providing a robust and well marketed GIS education
program, this vendor dominates the academic GIS market. In the latest survey of US academic GIS departments nationwide
(GeoTech Center; annual report, 2012), only 5\% of colleges and universities reported offering any form of open source
geospatial software. This same survey revealed that more than half of the faculty responding indicated an interest in
using open source in their classrooms and labs.  

\section[3 What Is Lacking in Geospatial Software Instruction?]{3 What Is Lacking in Geospatial Software Instruction?}
In order to provide students with the opportunity to work and gain competence in open source geospatial software, we
must first build instructors an Open Source Software Learning Infrastructure.  This infrastructure must be as equally
robust as the current leading commercial vendor's framework. This framework is able to offer a complete, ready-to-use
curriculum and support products to academics at competitive pricing. This support includes: a) textbooks and lab
manuals for all levels of learners, b) a virtual campus of online courses, c) professional development for educators
through workshops, and d) robust community of practice through regional user's group and conferences. Compare this to
the open source educational resources, where there is a lack of ready-to-use curriculum, limited opportunities for
professional development, limited number of textbooks and online courses, and a small, but growing community of
practice among educators using open source software. We cannot fully achieve the Geo-For-All initiative of the
ICA-OSGeo pact without this infrastructure.  The goal of our research is to increase the quantity and quality of open
source software curriculum resources available to higher education faculty in order to boost its broader adoption in
colleges and universities across the United States.

\section{4 Determining the Worker's Knowledge, Skills and Abilities}
The US Department of Labor's Geospatial Technology Competency Model (GTCM) is the recognized standard in defining
the requisite skills of the industry workforce. This model provides a comprehensive list of the knowledge, skills, and
abilities (KSA) required of workers in the geospatial technology industry. The model is represented as a pyramid, with
the most fundamental skills at the base and building upward into more specialized knowledge areas. This model (Figure
1) has been used by hundreds of educators in the US, Europe and Asia to align GIS courses and curriculum with
industry-identified KSAs.  Beginning at the lowest tier (1), the foundational knowledge and skills are defined and
applicable to all levels of workers in the industry---from entry-level technicians to expert scientist. 
 Moving up in
Tiers 2 and 3 more broad academic (Tier 2) and workplace (Tier 3) skills are defined, again applying to all workers in
the industry.  At Tier 4 we begin to define the foundation geospatial competencies required of all workers in the
field.  At Tier 5, the model separates into three broadly defined sectors of the industry, each with its own specific
set of competencies germane to workers in that particular sector of the industry. The genius of the GTCM in Tier 5 was
achieving, for the first time, a broadly accepted definition of the sectors.  Moving into Tier 6, Occupational
Specific Competencies, the model defines job-specific tasks and skills needed by those workers.  These jobs are
defined by the Department of Labor's Standard Occupation Codes, which are updated periodically, separate from the GTCM.
 Complimenting Tier 6 is the Geospatial Technology Management Competencies, which have been defined by the Department
of Labor through the work of URISA in 2012.  This Tier defines the broad management skills needed to organize and
management significant geospatial projects and departments.



\medskip
% The following is used for inserting an image
\begin{figure}[htbp]
   \centering
   \includegraphics[width=\textwidth]{foss4g2014papers/5-Davis/figs/fig1.png}    \caption{Figure 1. The US DOL Geospatial Technology Competency Model (GTCM). \url{http://www.careeronestop.org/competencymodel/pyramid.aspx?geo=Y}.}\end{figure}


By contrast with the UCGIS Body of Knowledge (BoK), published in 2006, the Geospatial Technology Competency Model
(GTCM) is the result of industry-driven input. The BoK, by comparison, contains some 1660 individual items and was
created exclusively by a group of distinguished academics from Tier 1 research universities in the US. The GTCM
contains a more finite 660 items, and represents the consensus outcome of a dozen industry-recognized experts in a two
day panel that was conducted in March 2010.  This panel of distinguished professionals represented the broadest
possible cross-section of the industry, including surveyors, cartographers, geographers, computer scientists, remote
sensing, photogrammetrist, and GNSS satellite experts.  Their work was facilitated under the auspices of the US
Department of Labor by a professional trained in the consensus-building process.  The collective results of the GTCM
national panel were then further vetted, during April 2010, among a much larger group of US Geospatial Industry
professionals.  This vetting included participation from national professional organizations, such as the American
Association of Geographers (AAG), the American Society of Photogrammetry and Remote Sensing (ASPRS), and others.
 Through electronic surveys and public commenting, the GTCM was further refined in May 2010. Finally, the GTCM was
reviewed and approved for publication by the US Department of Labor on June 10, 2010.






\section{5 Localizing the Model with Regional Input}
To make the national GTCM, containing 660 items, even more usable by educators, the GeoTech Center undertook a
series of industry-led workshops around the country.  These facilitated panels performed what is known as a DACUM, or
Developing A Curriculum building exercise.  Similar to the process used in the national GTCM panel, these regional
DACUM panels, consisting of 6 to 12 professional, were limited to industry worker participation. The KSAs identified in
these workshops were then vetted among a larger group of GIS professionals in the region using electronic surveys.
 These results were then finalized and published on the GeoTech Center website. While academics were allowed to
observe, they were prohibited from participating in the actual workshop, assuring the results represented only
industry{}-derived KSAs.  The workers participating in the DACUM panels and electronic surveys included government
workers, engineering technicians, GIS managers, etc.  The results of these individual DACUM panels, held at five
different locations between 2009 and 2012.  These results were then collated and mathematically ranked using
regression analysis to arrive at a final meta-analysisor MetaDACUM.  The final report was peer-reviewed and
published in the URISA Journal article 2010 no.2: p55-72 (\url{http://www.freepatentsonline.com/article/URISA-Journal/253845098.html}).

\section{6 From Model to Material}
The final step in making the GTCM and Meta-DACUM analysis relevant for educators was a two-year long
curriculum-building effort that engaged more than 50 higher-educators from two year colleges and four year
universities. In a collaborative effort, the 660 KSAs found in the GTCM and Meta-DACUM were  further refine into a
more definitive 330 individual KSAs, ranked according to importance and categorized into a model program of study (POS)
and course level student learning outcomes (SLOs).  Utilizing the proven methodology of facilitated group feedback and
refinement used in the GTCM and DACUM workshops, the GeoTech Center, under direction of this author, convened a series
of five educator workshops in 2011 and 2012 that produced the GTCM Model Certificate and Courses.  These course
outlines contain the basics of: a) syllabus, b) student learning outcomes (SLO), objective question assessments, and
resource recommendations, provides a basis for the design of new GIS curriculum that reflects the true state-of-the-art
in current geospatial technology, as defined by industry, and interpreted by academics.  This GTCM Model Certificate
and Course recommendation is published at \url{http://www.geotechcenter.org/gtcm-curriculum-guide-20.html}. 

\section{7 Final Step in Curriculum Development}
These Model course outlines became the basis for further curriculum development work directed by the author for the
US Department of Labor National Information, Security \& Geospatial Technology Consortium (NISGTC) between June 2012
and June 2014.  The result is a complete set of GIS courses, including lecture and laboratory curriculum materials,
for five complete GIS courses.  These courses include: a) GST 101---Introduction to GIS, b) GST 102---Spatial
Analysis, c) GST 103---Data Acquisition and Management, d) GST 104---Cartography, and e) GST 105---Remote Sensing,
represent the model program of study for a GIS Technician and are shown in Table 3.



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\begin{figure}[hbtp]
   \centering
   \includegraphics[width=1\textwidth]{foss4g2014papers/5-Davis/figs/table2.pdf}    \caption{Table 3. National Model Certificate GTCM FOSS4G Courses.}
 %\label{fig:figure_label}
\end{figure}




These courses are now complete and ready for distribution under the Creative Commons 3.0 license allowing for the free
use and redistribution with attribution (\url{http://nter.riosalado.edu}).  While the lecture portion of these five courses
is generic and applicable to any software implementation, the initial laboratory portion was built using Esri ArcGIS
10.1 proprietary software, as required by our contract award with the US federal funding agency, the US Department of
Labor.

In 2014, we have completed a series of complimentary set of GIS laboratory experiences based around the latest Quantum
GIS (QGIS 2.2) software build. With this complete set of courses, labs, and support material, we are now prepared to
begin building the open source geospatial educational infrastructure to develop a global community of practice among
GIS educators worldwide. Beginning with their debut at the International FOSS4G 2014 Conference in September 2014, we
will be prepared to launch a national initiative to increase the adoption of open source geospatial software in
colleges and universities across the US.  It is our goal to both compliment the proprietary software in existing GIS
programs, as well as assist those colleges and universities desiring to start new GIS academic programs based on the
open source software model. By leveraging the rapidly expanding ICA-OSGeo Open Source Software Laboratory Network,
we will be offering our curriculum free of charge under the Creative Commons BY 3.0 license. This Geo-For-All
initiative will further our commitment to bringing the latest possible technology learning experience to our students
on a global scale.


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\endinput

