TY - JOUR
T1 - Research Software Engineers
T2 - Career Entry Points and Training Gaps
AU - Cosden, Ian A.
AU - McHenry, Kenton
AU - Katz, Daniel S.
N1 - We would like to thank the overwhelmingly motivated and positive members of the both the United States and international RSE community for openly collaborating and supporting any and all RSE efforts. A special thanks to the early members of the Society for Research Software Engineering (formerly the U.K. RSE Association) for starting 10 years ago what would become an international RSE movement. We also want to thanks our own organizations, Princeton University and NCSA/University of Illinois, for their support of the RSE movement and our RSE groups.
PY - 2022
Y1 - 2022
N2 - As software has become more essential to research across disciplines, and as the recognition of this fact has grown, so too has the importance of professionalizing the development and maintenance of this software. The community of software professionals who work on this software have come together under the title “research software engineer” (“RSE”) over the last decade. This, in turn, has created the need to understand how RSEs come into this profession and into these groups, how to further promote this career path to potential members as well as the need to understand what training gaps need to be filled for RSEs coming from different entry points. We have categorized three main classifications of entry paths into the RSE profession and identified key elements, both advantages and disadvantages, that should be acknowledged and addressed by the broader research community to attract and retain a talented, diverse pool of future RSEs.
AB - As software has become more essential to research across disciplines, and as the recognition of this fact has grown, so too has the importance of professionalizing the development and maintenance of this software. The community of software professionals who work on this software have come together under the title “research software engineer” (“RSE”) over the last decade. This, in turn, has created the need to understand how RSEs come into this profession and into these groups, how to further promote this career path to potential members as well as the need to understand what training gaps need to be filled for RSEs coming from different entry points. We have categorized three main classifications of entry paths into the RSE profession and identified key elements, both advantages and disadvantages, that should be acknowledged and addressed by the broader research community to attract and retain a talented, diverse pool of future RSEs.
UR - http://www.scopus.com/inward/record.url?scp=85151537306&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85151537306&partnerID=8YFLogxK
U2 - 10.1109/MCSE.2023.3258630
DO - 10.1109/MCSE.2023.3258630
M3 - Article
AN - SCOPUS:85151537306
SN - 1521-9615
VL - 24
SP - 14
EP - 21
JO - Computing in Science and Engineering
JF - Computing in Science and Engineering
IS - 6
ER -