Skills frameworks: A tool for reform in Information Technology higher education

Factors for the Management of Scarce Human Resources and Highly Skilled Employees in IT-Departments

“…(Grund & Westergaard-Nielsen, 2005), (Peng & Eunni, 2011), (Anger, 2007), (Zhao, 2011), (Dao, 2013;Gouveia & Correia, 2013), (Bessette, 2014) RQ2: What are factors for measures to optimize and educate the employee pool with reference to untapped potential within an organization? (Schmidt & Kunzmann, 2006), (Mehairi & Binning, 2014), (LeRouge, Wiley, & Maertz, 2013), (Crow & Liggett, 2014), (Bykov & Shyshkina, 2014), (Asgrahani & Shankararaman, 2014), (Asgarkhani & Shankararaman, 2014), (Grice, Peer, & Morris, 2011) RQ3: What are factors for measures to support the psychological healthiness of the employees? (Mehairi & Binning, 2014), (Koppi et al, 2009), (Beard, Schwieger, & Surendran, 2008), (Ross & Thomas, 2008), (Grice et al, 2011), (Zeng, Zheng, & Shi, 2010), (Kabak, Şen, Göçer, Küçüksöylemez, & Tuncer, 2014), (Aykan, 2014), [23], (Altinoz, Cakiroglu, & Cop, 2012), (Vries, Bakker-Pieper, & Oostenveld, 2010) RQ4: What are factors and metrics for measures to optimize the work environment of the employees?…”

“…The impact of highly skilled employees on firm performance is not clear since employee skills increase both the benefits and the costs to an organization. It is therefore essential to measure the effect of education on the performance of a company (Asgrahani & Shankararaman, 2014).…”

“…Availability of highly skilled engineering staff and workers is essential for the productive forces of society, and a significant source of innovative development and competitiveness of the national economy. Training highly skilled personnel for high-tech industries is particularly important and difficult, but is also one of the most effective ways to ensure qualitative improvement of the employment structure, and to increase the technological level of production and competitiveness in markets for goods and services (Asgrahani & Shankararaman, 2014). With the rapid expansion of the use of information technology throughout our global society, there is a need to recruit capable new employees to the information technology workforce.…”

Monitoring Services to Support Continuous Curriculum Engineering

“…Knowledge structures [33] systemize the concepts of a field of interest (e.g., knowledge, skills, and competences in information technology) and provide the means to represent edu d/o information in a structured way. Knowledge structures are suitable for achieving information interoperability [35], [36] between stakeholders and can serve as a "unified language" [34], which is understood by stakeholders. We found and experimented with several knowledge structures for representing knowledge, skills, and competences, e.g., "Computing Classification System" taxonomy provided by the Association for Computing Machinery (ACM-CCS) [37], European Dictionary of Skills and Competencies (DISCO) [38], European e-Competence framework (e-CF) [39], and tools and technologies defined by the American Occupation Information Network program "O*NET" [40].…”

A global view of what fixes information technology skills shortage: Panel data analyses of countries’ human and technology resources

“…From the quantity standpoint, a case study by O'Donnell (2004) showed that expanding IT education to disadvantaged students helped to reduce the staffing shortage in Europe. In addition, updating skill set (Huang, Kvasny, Joshi, Trauth, & Mahar, 2009;Leahy & Wilson, 2014), continuously improving curriculums (Asgrahani & Shankararaman, 2014;Fichman, Dos Santos, & Zheng, 2014;Golshani, Panchanathan, Friesen, Park, & Song, 2001;Zwieg et al, 2006), and making sure curriculums are market-driven were action points suggested by many researchers (White et al, 2013;White & Lester, 2002). Hence, the authors can hypothesize the following hypotheses:…”