Assessing Alignment between Information Technology Educational Opportunities, Professional Requirements, and Industry Demands

Autor/inn/en	Mardis, Marcia A.; Ma, Jinxuan; Jones, Faye R.; Ambavarapu, Chandrahasa R.; Kelleher, Heather M.; Spears, Laura I.; McClure, Charles R.
Titel	Assessing Alignment between Information Technology Educational Opportunities, Professional Requirements, and Industry Demands
Quelle	In: Education and Information Technologies, 23 (2018) 4, S.1547-1584 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mardis, Marcia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-017-9678-y
Schlagwörter	Information Technology; Employment Qualifications; Labor Needs; Job Skills; Critical Thinking; Problem Solving; Teamwork; Writing Skills; Communication Skills; Course Content; Labor Force Development; Labor Demands; Higher Education + Suchen Sie Ihr Suchwort? Informationstechnologie; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Labour needs; Arbeitskräftebedarf; Produktive Fertigkeit; Kritisches Denken; Problemlösen; Writing skill; Schreibfertigkeit; Kommunikationsstil; Kursprogramm; Arbeitskräftebestand; Arbeitskampf; Tarifkonflikt; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Information technology (IT) and computing are growing fields, offering far more job opportunities than applicants. Yet, little data are available to indicate how course content, employer needs, and additional learning opportunities work together the prepare graduates to enter the IT workforce. To understand the extent to which learners were prepared to for these highly technical careers, we used text analysis to examine the extent to which course syllabi, job postings, internship postings, and industry certifications from information technology preparation programs at state college and two universities commonly reflected national IT curriculum knowledge areas. Integrated data suggested that while the two-year and four-year programs imparted key technical skills, to qualify employers sought applied, or "soft," skills such as critical thinking, problem solving, teamwork, and written and verbal communication. These soft skills were more difficult to detect as learning outcomes, but the determination of the extent to which the examined programs foster these skills presents a fertile area for subsequent research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01