Integrating professionalism and workplace issues into the computing and information technology curriculum

Abstract

Educators in computing and information technology (CIT) suggest a need for graduates going into the workplace to have a better understanding of professionalism and workplace issues. It is not enough for graduates to have technical capabilities. They must understand many aspects of CIT as a discipline. They should be aware of the various types of CIT educational programs, different job titles and ffimctions, and some aspects of the employment supply and demand. They should be aware of the need for each computing worker to have professional responsibility for their work, and an awareness of the importance of appropriate ethical behavior in the group. They must also have an awareness of the impact of information technology on society as a whole and on individuals, and be prepared to handle a variety of issues arising in the workplace. This paper provides a rationale for the inclusion of professionalism in the CIT curriculum. It focuses on the responsibilities of CIT instructors and provides material to assist carrying out this obligation.

Perspectives on developing and assessing professional values in computing

“…In trialing an initial survey directly based on Little et al [26] and Maister [27], we discovered some confounding ambiguities; for example, the item 'Does what it takes to get the job done' was identified as including anything from diligent application focused on crucial tasks to unscrupulous manipulation. Clearly, responses would be highly dependent on the varying interpretations of individual respondents.…”

“…and suggested some suitable exercises and assessments [26]. The Graduate Attributes Model adopted by the University of Sydney [38] and similar outcomes models elsewhere require programs to develop broad attributes, including professional values, in their students.…”

A Structural Model of the Information Systems Professional

“…They suggest that programs aimed at developing IS professionals of the future must cover a wide range of skills and assist the integration of these skills in complex environments. Little, Granger et al, (1999) suggest that it is not sufficient for IS graduates to just possess technical capabihties but should be aware of the need for professionals to take responsibility for their work and the importance of appropriate ethical behaviours. They further suggest a need to include these aspects in the curriculum of current IS programmes.…”

“…They further suggest a need to include these aspects in the curriculum of current IS programmes. They identify an "industry-academic gap" that leads to dissatisfaction amongst employer groups with IS graduates (Little, Granger et al, 1999).…”

Towards a Structural Model Connecting Hard Skills Soft Skills and Job Conditions and the IS Professional: The Student Perspective

“…Further, they suggest, programs aimed at developing IS professionals of the future must cover a wide range of skills and assist the integration of these skills in complex environments. It has been suggested that it is not sufficient for CIT graduates to just have technical capabilities but should be aware of the need for professionals to have responsibility for their work and the importance of appropriate ethical behaviours (Little et al, 1999). They further suggest a need to include these aspects in the curriculum of current CIT programmes.…”