Quest to Define the Knowledge and Skills Needed by Geospatial Professionals

Abstract

In 1988–89, the National Center for Geographic Information and Analysis (NCGIA) made the first attempt to develop a Core Curriculum for programs focused on preparing professionals engaged in Geographic Information Science and Related Technology (GIS&T) including geographic information science (GIS). By 1995, NCGIA had distributed copies of its Core Curriculum to 70 countries. This quest continues with efforts by organizations in academia, industry, and government to identify the GIS&T knowledge and skills needed by the workforce. The expanded use of GIS&T across almost all workforce domains, new technologies and analysis techniques, and the ability to access big data in real time have made this quest even more complex and important. Early efforts also included work to support recognition of GIS&T as a distinct profession and not just as a tool used by professionals. This effort has been generally successful as evidenced by multiple opportunities for individuals to become certified as GIS&T professionals, but the expanded use and simplification of GIS&T applications has again questioned who should be considered a GIS&T professional and what skill sets should be included. Should knowledge and skills in computer science (programming) and remote sensing be integral to a GIS&T professional, or are they part of other professional qualifications? This chapter will follow the history of efforts to codify the knowledge and skills needed by professionals and develop a comprehensive competency model. It will also include how these resources are being used by educators to develop curriculum, organizations to develop certification processes and by industry and government to identify individuals qualified to be hired as GIS&T professionals.