Regime Mismatch in US Introductory GIS Education: A Syllabus Analysis of Curricular Legitimacy

ABSTRACT This study investigates the gap between geospatial academic training and workplace expectations by analyzing introductory GIS syllabi from 60 US institutions (2023–2024). We frame this misalignment as a structural tension between an academic knowledge regime, prioritizing conceptual mastery, and an applied regime, valuing operational competence. Quantitative analysis of learning outcomes, assessments, and software ecosystems reveals that while workforce readiness is rhetorically emphasized, syllabi predominantly encode competence through lower‐order learning outcomes (60%–64%) and offer limited portfolio requirements (11.4%–28%). Furthermore, software remains overwhelmingly proprietary (95%–97%), signaling standardization over innovation. These patterns suggest that applied competence is under‐institutionalized within formal curricula. We propose a T‐shaped competency model incorporating embedded micro‐credentials to balance conceptual breadth with specialized professional skills. By demonstrating how misalignment is embedded in curricular artifacts, this study provides a framework for intentional design that bridges academic and professional knowledge regimes.