Contribution: This article demonstrates and illustrates the implication of design-based learning (DBL) and plan, do, check, and act (PDCA) methodology to foster creativity, critical thinking, collaborative decision making, and communication skills ( ${C}4$ ) with realistic constraints, theory, and practical implementation in higher education. A research model is developed to measure ${S}$ ociety and life-long learning, environment and sustainability, leadership and collaboration, economical, communication and cooperation, thinking and problem solving, engagement, and design and development (SELECTED) aspects to measure skills of the student needed for the market-driven software industry. Background: Educators and industry experts believe that despite various efforts and collaborations, the expectation gap between academia and industry still exists while preparing engineering graduates for the market-driven software industry. For an engineering graduate, C4 skills are desirable to support the factor of SELECTED to accomplish sustainability goals. Intended Outcome: The objective is to explore the previously undiscovered relationship between C4 and program attainment factors through SELECTED knowledge access and sharing from knowledge areas of SWEBOOK as mediators to access the suitability of industry-ready graduates. Application Design: A series of experiments are conducted on students of three academic years (2017–2020) involving 180 students. The digital platform, Google Classroom, is a knowledge management platform for interaction, resource sharing, and accessing. Several evaluations through milestones identified using the C4-DBL-PDCA method are sequentially linked to the course throughout the semester. Findings: Results obtained from a series of statistical analyses show a positive and significant impact of C4 on SELECTED with acceptance for digital learning. The novelty of this research lies in discovering the relationship between these two in monitoring student activities and progress using the proposed research model and hypotheses.

中文翻译：

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工程毕业生的 C4 技能：使软件工程教育与市场驱动的软件行业需求保持一致的研究

贡献：本文展示并说明了基于设计的学习 (DBL) 和计划、执行、检查和行动 (PDCA) 方法对培养创造力、批判性思维、协作决策和沟通技能的影响（ ${C}4$ ）在高等教育中具有现实的约束、理论和实际实施。开发了一个研究模型来衡量 ${S}$ 社会与终身学习、环境与可持续性、领导力与协作、经济、沟通与合作、思考与问题解决、参与以及设计与开发（选定）方面，以衡量市场驱动的软件行业所需的学生技能。背景：教育工作者和行业专家认为，尽管做出了各种努力和合作，但在为市场驱动的软件行业培养工程毕业生时，学术界和行业之间的期望差距仍然存在。对于工程专业毕业生来说，C4 技能对于支持 SELECTED 因素以实现可持续发展目标是可取的。预期成果：目标是通过 SWEBOOK 知识领域的选定知识获取和共享作为中介，探索 C4 与课程达成因素之间以前未被发现的关系，以了解行业就绪毕业生的适合性。应用设计：对三个学年（2017-2020）的学生进行了一系列实验，涉及180名学生。数字平台Google Classroom是一个互动、资源共享、访问的知识管理平台。通过使用 C4-DBL-PDCA 方法确定的里程碑进行的多项评估在整个学期中依次与课程相关联。研究结果：一系列统计分析得出的结果表明，C4 对 SELECTED 和数字学习的接受度产生了积极且显着的影响。这项研究的新颖之处在于使用所提出的研究模型和假设来发现两者在监测学生活动和进度方面的关系。