Knowledge Requirements Monitoring System: Advantages for Industry and University

Abstract

Nowadays, graduates have a wide range of opportunities when they are thinking about their further education and it is difficult to choose whether it would be better to go one way or another. One of the most important drivers for the final decision is whether the study program chosen can lead to a good and interesting job in the future. That means that Universities have to reflect the answer to this question in the description of the study programs, but in order to do this they have to know what the main requirements from the Industry are. This paper, building upon the previous research showing that a knowledge requirements monitoring system and the processes behind it can improve the quality of study programs, focuses on application of the monitoring system for extracting and representing industrial requirements using skill frameworks and direct and indirect course and topic rating systems.

Monitoring Services to Support Continuous Curriculum Engineering

“…The base service model has been tailored to different use scenarios of the monitoring system that go even beyond continuous curriculum engineering (for instance, the use of the system for selecting subjects by employers was considered). Different aspects of this model are described in detail in [8], [10], [11], [14], [16], and [17]. The variability aspects of a system's functional structure and its behavior initially were discussed in [18]- [22].…”

“…The services in this group are designated for the identification of edu d/o relevant data in documents and for comparing edu d and edu o documents. The direct and knowledge structure mediated comparisons (mappings between edu d and edu o) are possible and are proposed and discussed in [16] and [17]. The services of this group use the results obtained from information retrieval services.…”

Mediated Competency Comparison between Job Descriptions and University Courses

“…Several issues of the architecture of University-Industry collaboration support system and its services have already been discussed in [7], [8], [9], [10] and [11]. Here we highlight only main groups of services in order to show which of their parts and in what way are involved in mediated comparison of competencies represented in job and study course descriptions.…”

“…"Mediated" implies that the comparison is based on the competency frameworks as the middle layer between job descriptions and University course descriptions. The prototype conforms to the architecture of collaboration support system and its services that have been designed with the purpose to maintain and exchange information between University and Industry [7], [8], [9], [10] and [11].…”