Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan

Yen, David C.; Chen, Houn-Gee; Lee, Sooun; Koh, Seokha

doi:10.1016/j.ijinfomgt.2003.09.011

Cited by 31 publications

(17 citation statements)

References 11 publications

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“…Existing literature shows that gauging the relevance of IS curricula to industry requirements has been a subject of interest to IS researchers for some time (Couger et al, 1995;Lee et al, 1995;Yen et al, 2003;Li et al, 2008;Lee and Mirchandani 2010). Most of these studies are prompted by complaints from the industry that graduates lack the necessary skills to effectively perform their roles in organisations.…”

Section: Introductionmentioning

confidence: 99%

Developing a Contextualized Information Systems Curriculum for an Emerging Economy

Ayalew

Renken

Mgaya

et al. 2012

E J Info Sys Dev Countries

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Information Systems (IS) curriculum development in developing countries faces the challenge of balancing conformance to international trends while remaining relevant to the local context. Model curricula such as IS2010 provide a clear and up-to-date reflection of IS curricula trends. However, such curricula cannot be directly implemented especially in developing countries where there are a number of environmental factors that affect the curriculum. In this paper we describe the approach taken to develop a contextualized undergraduate IS curriculum in a highly interdisciplinary African university. In an effort to harmonize the 3 undergraduate IS programs at the University of Botswana (UB), it was necessary to identify the content and direction for a new common IS core curriculum. To achieve this, several activities were carried out, namely: study of existing model curricula, survey and study of the needs of the local IS industry, tracer study of UB IS graduates, study of some regional and international IS curricula, and study of some relevant local policy documents. The paper discusses how the results of our empirical enquiries (i.e., different studies) have shaped the proposed IS curriculum appropriate to the emerging economic context in Botswana. We emphasize on the importance of proper adaptation/contextualization and exploiting the interdisciplinary nature of IS that can resolve important resource (both human and physical) constraints which is common in many African universities.

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Section: Introductionmentioning

confidence: 99%

Developing a Contextualized Information Systems Curriculum for an Emerging Economy

Ayalew

Renken

Mgaya

et al. 2012

E J Info Sys Dev Countries

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“…A number of studies have dealt with graduate perceptions about LIS education and how these could be applied in making changes in scope, policies, curricula and academic programs and directions (Berry 1999;Blankson-Hemans & Hibberd 2004;Edomi & Ogbomo 2001;Jefferson & Contreras 2005;Moahi 1999;Yen et al 2003). Academic programs need to be designed around defined sets of competencies based on systematic analysis of the market.…”

Section: Introductionmentioning

confidence: 99%

Redesigning LIS Curriculum for a Changing Market: the Case of Kuwait University

Rehman¹

2010

Libri

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The library and information science (LIS) market is fast changing, and the LIS curriculum needs to be revised in the light of this changing context and needs. An analysis was therefore made of the perceptions and views of a variety of stakeholders in the market about the capabilities needed among LIS graduates in Kuwait. The stakeholders included LIS students, alumni, faculty, professional leadership, library employers, and corporate managers. This exercise resulted in the identification of competencies around which the curriculum for the Master's program at Kuwait University has been redesigned. A new degree program has been designed, and new names for both the degree and department have been proposed. The curriculum has a new core, three areas of specialization, and facilitates diverse career options. This paper reviews the process of the analysis of market needs, identification of course modules, development of the proposal, and the review process at different levels of the academic hierarchy of the university. The process is complex and prone to resistance and opposition; therefore it must be managed with strategic vision, engagement, and political acumen.

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“…In addition, within the age of globalization and internationalization, collaboration and cooperation among students of diverse cultural background are also strongly encouraged (Barnett, Basom, Yerkes, & Norris, 2000). In Taiwan, the development of both leadership and communication skills in students are seen as an important core competencies (Wu, Chen, & Lin, 2004;Yen, Chen, Leea, & Koh, 2003), hence inclusion of such developmental program in the curricula should be encouraged (J. F. Hsu & Gregory, 1995). In essence, for today's student, having a good English communication skills and leadership capacity before graduation is seen as vital component in their future careers, hence, in order to more accurately depict Taiwan students student engagement, the addition of such items in the TSEM is deemed important.…”

Section: Taiwan Student Engagement Constructsmentioning

confidence: 99%

Taiwan student engagement model: Conceptual framework and overview of psychometric properties

Hu¹,

Ching²,

Chao³

2011

IJRSE

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The US's National Survey of Student Engagement (NSSE) have long shown that students' engagement such as the level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment, have all contributed to the desired outcomes in college. In Taiwan, a national dataset called the Freshman-Junior Student Survey (FJSS); wherein 49,609 students were surveyed, was used to gather information regarding students' learning experiences. Using the NSSE as a model, this paper details the quantitative analysis of the FJSS with the aim of developing a Taiwan student engagement model (TSEM). Results show that the TSEM both contains conceptual factors derived from the NSSE and contextual issues that are only found in Taiwan. Lastly, the psychometric properties of the TSEM were validated using the confirmatory factor analysis.

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Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan

Cited by 31 publications

References 11 publications

Developing a Contextualized Information Systems Curriculum for an Emerging Economy

Developing a Contextualized Information Systems Curriculum for an Emerging Economy

Redesigning LIS Curriculum for a Changing Market: the Case of Kuwait University

Taiwan student engagement model: Conceptual framework and overview of psychometric properties

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