Gaps between industry expectations and the abilities of graduates

Radermacher, Alex; Walia, Gursimran Singh

doi:10.1145/2445196.2445351

Cited by 161 publications

(112 citation statements)

References 26 publications

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“…This process highlighted among other things, the necessity to improve students' writing and speaking skills, their abilities for teamwork and the application of research techniques and methodologies. SINAES findings show correspondence with Radermacher and Walia [1] manifestations, who showed -from the employer industry perspective-the lack of certain skills in graduate students from computer-related disciplines. This study highlights the skills that are to be reinforced mostly in university education: written and oral communication, project administration, use and selection of software tools and quality assurance processes.…”

Section: Introductionsupporting

confidence: 74%

Rethinking Laboratorio Experimental Towards a Methodological Transition

Molina

Alfaro

Rodriguez

2017

CLEIej

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In 2012 the Instituto Tecnológico de Costa Rica opened the Computer Engineering program at the recently created Centro Académico de Alajuela. At that time there were neither research space nor resources available for undergraduate students to practice problem solving by applying theoretical concepts to real life problems. The Laboratorio Experimental was proposed in mid 2013 as a research initiative where students and faculty could engage together in projects powered by low cost open hardware and free software. This article shares the experiences learned by the proponents of the lab and a detailed explanation of the projects, also describes the results of students academic experience.

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Section: Introductionsupporting

confidence: 74%

Rethinking Laboratorio Experimental Towards a Methodological Transition

Molina

Alfaro

Rodriguez

2017

CLEIej

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“…Jang (2016) also found that compared to the required working life skills in STEM careers, twenty-first-century skill frameworks lack the skills related to time, resource, knowledge management and systems. Conversely, STEM graduates are lacking in non-scientific and non-technical skills (Kramer, Tallant, Goldberger, & Lund, 2014) such as writing and oral skills, project management, teamwork, problem-solving and critical thinking (Lee & Fang, 2008;Radermacher & Walia, 2013).…”

Section: Introductionmentioning

confidence: 99%

Secondary school students’ perceptions of working life skills in science-related careers

Salonen

Hartikainen-Ahia

Hense

et al. 2017

International Journal of Science Education

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School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13-14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in 'careers in science' and 'careers with science'. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate 'careers in science' with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than 'careers with science'. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems. ARTICLE HISTORY

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“…For instance, changing the culture of high-risk organizations to encourage employees to ask questions and admit mistakes results in fewer accidents and higher productivity [7]. Moreover, college graduates rarely possess all the skills needed to be successful in their new jobs [8], [9].…”

Section: Introductionmentioning

confidence: 99%