Assessing alignment between information technology educational opportunities, professional requirements, and industry demands

Mardis, Marcia A.; Ma, Jinxuan; Jones, Faye; Ambavarapu, Chandrahasa R.; Kelleher, Heather M.; Spears, Laura; McClure, Charles R.

doi:10.1007/s10639-017-9678-y

Cited by 60 publications

(43 citation statements)

References 24 publications

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“…This means employers are not expecting graduated employees to know underlying business concepts like business debt, cash flow, supply, and demand for company products that effects business operations and do not consider about good work ethics. In the study done by Mardis et al (2018) had found that "knowledge of business fundamentals" is not much affecting. Research done by Tay (2001) had originated that "work ethics" as an important variable for revealed that the transition from undergraduate engaged in studying IT into a graduate working in the IT profession, based upon graduate credentials and employability skills is not a straightforward way to look at the transition, but that individual initiative taken for the work is also an important component.…”

Section: Discussionmentioning

confidence: 99%

Performance Expectations for IT Graduates in Software Development

Jayakody¹,

Bulathsinghala²,

Lihinigama³

et al. 2019

GJCST

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Technology makes the world more connected than it did yesterday, and it integrates worldwide activities in a blink of an eye. In the IT sector, there are several job roles as identified under software development. These job roles have different duties and tasks which requires employees, with a unique set of skills to match the specific requirements in the field. During the past few decades, the employment landscape has changed, and new occupations are rising in the field of software development, yet no satisfactory evidence has been provided by existing literature on the performance expectations in the industry, for IT graduates in software development, in the Sri Lankan context. Therefore, this research objectives to ascertain the expectations of employers on the technical, personal, educational, and general competencies of employees, holding an IT degree and to draw differences among individual and teamwork settings according to the identified competencies.

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Section: Discussionmentioning

confidence: 99%

Performance Expectations for IT Graduates in Software Development

Jayakody¹,

Bulathsinghala²,

Lihinigama³

et al. 2019

GJCST

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“…A number of studies have also shown that students lack social and "soft" skills relevant for success in industry. A study that analyzed the alignment of course syllabi and industry needs noticed a lack of mentioning of soft skills in the syllabi [18]. CS graduates have been found to be underprepared to effectively communicate with co-workers and customers [25] and they fail to reach out for help from colleagues or senior engineers when needed [5].…”

Section: Academia and Industry Preparation Gapmentioning

confidence: 99%

Faculty Views on the Goals of an Undergraduate CS Education and the Academia-Industry Gap

Valstar

Krause-Levy

Macedo

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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Previous work has found that recent computer science graduates often experience difficulty transitioning into their new roles in industry due to a significant gap between their academic experiences and industry's expectations. Although multiple studies have identified the views of students and members of industry on the value of a CS degree as preparation for industry, the faculty perspective on this topic remains unclear. Understanding these views could shed light on why the academia-industry gap has persisted despite the attention. This study identified faculty views on the goals of an undergraduate education and a CS major, focusing on preparation for careers in industry. In order to identify a spectrum of faculty views, we interviewed 14 faculty from a variety of backgrounds across three institutions. A phenomenographic analysis of the transcripts reveals that many faculty believe that industry preparation is an important programmatic goal, yet they encounter significant resource obstacles to achieving that goal.

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“…A number of scientific researches confirm the opinion of employers about the need for soft skills of both technical specialists (Pezer, 2015;Mardis et al, 2018;Fernández-Sanz et al, 2017;Chasidim et al, 2018;Brooks et al, 2018;Chowdary, 2014) and representatives of creative professions (Sisson & Adams, 2013;Gale et al, 2017). But still the problem of forming soft skills among students, majoring in Science and non-philological subjects, seems to be more relevant.…”

Section: Introductionmentioning

confidence: 96%

“…In 2010 in the United Kingdom of Great Britain and Northern Ireland, Slovenia, Romania and Austria the results of some studies, which analyzed the quality of the graduates' labor market and their ability to meet the needs of employers, were published (Andrews & Higson, 2010). Similar studies were carried out by Sisson and Adams (2013); Mardis et al (2018); Gale et al (2017); Balcar et al (2018); Pang et al (2018). In the study by Cobb et al (2015) they share the experience of creating an association of graduates who, during the first year after graduation from the university, realized at their first workplace that there were no soft skills formed during their studies, despite good substantive training.…”

Section: Introductionmentioning

confidence: 97%

“…Educational institutions in different countries solve the problem of forming soft skills through academic subjects in many ways, but scientists speak of the need to change educational programs in order to focus them on the formation of soft skills (Vo et al, 2017;Callier et al, 2014;Mardis et al, 2018;Pang et al, 2018;Brooks et al, 2018;Ritter et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Tsalikova¹,

Пахотина²

2019

Preprint

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The article contains theoretical grounds and experimental verification of using academic role-playing games at classes of Foreign Language in order to form soft skills of students, majoring in non-philological subjects. The purpose of the article is to analyze the effectiveness of using this form of work at university classes for the formation of soft skills of students and to monitor the correlation between these skills. The methodological basis of the study was the communicative and competence-based approaches in teaching foreign languages. Research methods include questioning, observation, expert assessment and testing. The obtained data were subjected to statistical analysis using Kolmogorov-Smirnov’s test, Pearson’s χ² test and Spearman’s rank correlation coefficient. Academic role-playing games have shown their effectiveness as a means of forming soft skills of students, majoring in non-philological subjects, in case of following such fundamental principles as: using the language as an integral system but not as a set of grammatical and lexical phenomena; using language as a means of communication, and, consequently, a teacher`s making educational materials and tasks, focused on the content of communication, but not on the formal characteristics; creating practice-oriented situations in the classroom that train social skills, but not just subject knowledge and skills. The article presents a description of training materials, tasks, methods and forms of work for the formation of students’ soft skills.

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Assessing alignment between information technology educational opportunities, professional requirements, and industry demands

Cited by 60 publications

References 24 publications

Performance Expectations for IT Graduates in Software Development

Performance Expectations for IT Graduates in Software Development

Faculty Views on the Goals of an Undergraduate CS Education and the Academia-Industry Gap

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

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