University no longer default for tech careers, says Codific

Codific executives Dag Flachet and Brian Glas said university is no longer the default route into software and cybersecurity careers. Both previously taught in higher education.

Their comments come amid a wider debate over whether artificial intelligence tools and online learning resources are reducing the value of a traditional degree for some technical roles.

Flachet is co-founder of Codific and a former professor at Geneva Business School. Glas is vice president of consulting services at Codific and previously served as chair and assistant professor of computer science at Union University in Tennessee.

Both argued that formal education still has a place, but said self-directed learning can be a better fit for people with clear career goals, strong discipline, and a willingness to build skills outside the classroom.

Flachet questioned whether universities can keep pace with the speed of change in technology fields. "Reality is moving so fast that theory has a hard time keeping up. Will the technical skills you learn still be useful by the time you graduate? Is a multi-year programme really the best way to internalise new knowledge? Everything goes faster, from product cycles to security assessments, so why are these programmes still so long? If you distill the amount of information and skills actually acquired, you may find there are much faster ways of learning," Flachet said.

Glas drew a distinction between technical job training and broader academic study. "It really depends on the school and what you're going there to learn. If you're after pure technical or security knowledge for job training, yes, it's very hard to keep up. But if your intent is to learn the fundamentals, develop critical thinking, and build a network, then a two- or four-year university programme may still make sense. Two or three years ago, some tech CEOs started telling everyone not to attend school anymore, saying there would not be jobs for computer science graduates by the time they finished. This is one of the largest disservices I've seen in the field in a while. After a couple of years of significantly reduced enrolment in computer science-related programmes, new articles are now saying this is actually a good time to be in a computer science programme," Glas said.

AI and learning

Both said AI tools can help learners organise and explore information, but neither presented them as a substitute for judgement or sustained study.

Flachet said the first question should be what to learn, rather than how to learn. "The real question is not how to learn, but what to learn. With information freer than ever, the challenge is option paralysis. Work backwards from your goal: what do you want to get involved in? What knowledge and skills do you need, and where can you find them? Make a plan and review it regularly. Most keen learners today have an AI assistant helping them stay current, but at the start, you may want more structured guidance," he said.

Glas warned against over-reliance on large language models. "An LLM can help you retrieve information and ideas to research further. But be careful not to delegate your critical thinking to it. When you do that, you lose the opportunity to actually learn. Confirm sources. Think about what the model is telling you. That habit will serve you far better than any shortcut," he said.

Alternatives to campus

On alternatives to a degree, both pointed to free and low-cost online materials, provided learners can judge quality and stay focused on fundamentals.

Flachet said formal theory is widely available outside paid education. "There are free online courses on almost everything, many from renowned institutions. This is a good place to develop fundamental background knowledge and foundational skills. In my time teaching, I noticed that most educational institutions, regardless of reputation, provide broadly the same theoretical content in each field. The differences lie in the teachers, the methods, and the network. To acquire the theory, you don't need to pay. Whether you need to pay to internalise it depends on you," he said.

Glas said self-learners often struggle to identify strong material. "There is an amazing amount of knowledge freely available on various sites like edx.org, YouTube, and so on. The challenge is finding content that is genuinely good. In my experience, including working with students, it can be difficult to find good content for self-learning, so don't just grab the first thing you find. Also be disciplined about finding and using learning materials that focus on fundamentals, not just how to get something done as quickly as possible," he said.

Both also argued that practical work matters more than passive study. Flachet said personal projects can substitute for scarce entry-level roles, while Glas said many students struggle when they do not have a concrete problem to solve.

"To internalise knowledge, you need to apply it. Entry-level jobs that let you actually do things are becoming rare in software and cybersecurity, but you don't need a job to start building. What you build doesn't need to be commercially viable. It's an investment in your own education," Flachet said.

Glas said one of the biggest challenges he has seen among students is that they struggle to learn on their own because they do not have a reason or problem to solve. "Look up the concept of needfinding. It's an underrated skill," he said.

Proof of skills

On hiring, both said employers do not all weigh qualifications in the same way. Larger organisations may continue to filter applicants through degree requirements or formal credentials, while smaller employers may prioritise experience and visible work.

Flachet said industry recognition and community standing can carry weight. "Real-world experience still outweighs diplomas in most cases. Industry certifications from organisations like ISC2 or Scrum.org are often more respected than a degree in our sector. The second factor is your network: if you contribute to community projects, the community sees your skills and commitment, and opportunities tend to follow," he said.

Glas said candidates should match their education decisions to the kind of employer they want to join. "Certification is an interesting double-edged sword. Larger organisations often gatekeep based on degrees or credentials. They can afford to, given the volume of applicants. In my experience, smaller organisations tend to focus on experience. Think about where you want to work before deciding whether the paper is worth it. Either way, demonstrating that you can learn hard subjects independently is something recruiters consistently respond to," he said.

Neither argued that students should abandon university altogether. Both said formal education remains the better option for people who need structure, direction, and mentoring while they build the foundations for a career.

"This is a critical point. If you need someone to help create a structured environment for you to excel at learning, seriously consider attending university. In the computer science and cybersecurity programmes I built and taught, I had two primary goals. The first was to teach the foundational elements so students could continue learning for the rest of their lives. The second was to teach applicable skills they could use upon graduation so they could contribute to their workplace from the start. This is a major challenge, because those two goals compete for time and attention, and the second requires constant refresh of coursework to keep up with the application of the fundamentals. If you want to attend a university, look carefully for one that does both," Glas said.