Generic Attributes of IS Graduates

Snoke, Robert; Underwood, Alan

doi:10.4018/jgim.2001040104

Cited by 13 publications

(10 citation statements)

References 5 publications

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“…Part 1 of the instrument identified demography and academic details. Part 2 was a 74 point required skills/capabilities set developed using currently proposed curricula recommendations (Association for Computing Machinery & Association for Information Systems, 1997), and instruments from similar studies (Snoke & Underwood, 1998;Letch & Randolph, 2000;Doke & Williams, 1999;Landry et al, 2000;Morris & Bartczak, 2000).…”

Section: Discussionmentioning

confidence: 99%

Information Technology Education in Papua New Guinea: Cultural, Economic and Political Influences

Kelegai

Middleton

2002

JITE:Research

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Executive SummaryInformation and Communication Technology is the driving force in the information intensive global society. Information Technology (IT) professionals with skills and capabilities required by the IT industry are scarce. Industry and policy makers see education institutions as the vehicle to produce skilled IT professionals to bridge the gap between the changing technology and industry needs. Many Least Developed Countries including Papua New Guinea are slowly coming to grips with the rapidly changing IT industry and need for IT education and development.The lack of information policy guidelines in many instances hinders the growth of IT industry in many LDCs. Also there are issues and factors that influence IT education in developing countries especially Papua New Guinea. These include cultural and language impacts on IT education in PNG. Preliminary results from our recent study indicate that PNG IT professionals place a high emphasis on non-technical skills.In this paper we examine a number of social, cultural and industry factors that influence IT education, and postulate several principles that are useful in developing an IT education model suitable for LDCs.

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Section: Discussionmentioning

confidence: 99%

Information Technology Education in Papua New Guinea: Cultural, Economic and Political Influences

Kelegai

Middleton

2002

JITE:Research

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“…Drawing on previous surveys (Cheney, 1988;Cappel, 2001Cappel, /2002Farwell, Lee et al, 1995;Leitheiser, 1992;Leonard, 1999;Snoke & Underwood, 1998a, 1998bTang, Lee et al, 2001;Van Slyke, Kittner et al, 1991) the instrument developed for this study included some additional items in the area of job features and conditions. Items were organised into several sections: demographic data, IS and business computing related skills, non-IS academic subjects, soft skills and personal characteristics, and workplace conditions and incentives.…”

Section: Methodsmentioning

confidence: 99%

A Structural Model of the Information Systems Professional

Turner

Lowry

Fisher

2005

Information and Communication Technologies and Real-Life Learning

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Abstract:This paper reports the identification and modelling of four latent variables in the makeup of the professional repertoire of information systems professionals. The relative importance of work experience, soft skills, IS education, and non-IS education to four stakeholder groups, IS employers, professionals, students, and academics, is graphically and quantitatively represented through a second-order structural equation model. The model is simultaneously tested against the four stakeholder groups, the fit measures are the same for each of them, providing a commensurate basis for comparison. The fit measure values indicate an excellent fit, within accepted limits. The model provides a quantitative basis for identification of the relative importance of the respective variables to the education and career development of IS professionals. The model also includes features of the working environment which may influence the career choices and progress of IS graduates. Analysis of the shifts in importance attached to latent variables between groups may provide improved understanding of changing values and perceptions of IS professionals as careers develop and as individuals change stakeholder group membership.

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“…This equates well with the stated needs of practitioners. Practitioner-based studies (Lee, 2004;Lethbridge, 2000;Trauth, Farwell, & Lee, 1993) and in the Australian context (Scott & Yates, 2002;Snoke & Underwood, 1999;Turner & Lowry, 2003) assist us in building a profile of a practicing IT professional. teaching software Freed (1992) coined the term "relentless innovation" to describe the capacity to invent and implement new ideas that will impact every facet of life.…”

Section: Practicing Softwarementioning

confidence: 99%

“…Snoke and Underwood's (1999) study sampled a wide cross section of the IS academics in Australia, including representatives from all universities offering an undergraduate degree in IS or with a major in IS as of July 1998. It showed that personal and group attributes are consistently more highly valued than technical knowledge competencies.…”

Section: The Australian Perspectivementioning

confidence: 99%

Aligning Learning with Industry Requirements

Armarego

2007

Information Systems and Technology Education

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Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataInformation systems and technology education : from the university to the workplace / Glenn R. Lowry and Rodney L. Turner, editors. p. cm.Summary: "This book presents a multifaceted, global view of the human dynamics of education, supply, demand, and career development in the information systems and technology industry. It provides a tool to meet the challenges of providing improved education and employing an optimal supply of information systems and technology graduates in the decades to come"--Provided by publisher.Includes bibliographical references and index. All work contributed to this book set is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. 159Chapter VIII Aligning Learning with Industry Requirements Jocelyn Armarego Murdoch University, AustraliaCopyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. AbstrAct A review of studies of practitioners of software development reveals a depth of mismatch between their needs and formal education. The conclusion to be drawn is that industry has made a long-term shift in its requirements of graduates from technical subjects, laying emphasis on personal and affective attributes.Concern has been expressed that the underlying "socialisation" requirement for a graduate to achieve "working professional" status is very poorly addressed in formal education. After establishing a framework for comparison between information technology (IT) formal education and industry requirements, this chapter discusses an action research study based on applying nontraditional and innovative learning models to address mismatches identified. Results suggest that models which focus on independent learning and soft skills prepare students to enter industry with the ability to engage in the career-long, professional learning required for success in professional practice.

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Generic Attributes of IS Graduates

Cited by 13 publications

References 5 publications

Information Technology Education in Papua New Guinea: Cultural, Economic and Political Influences

Information Technology Education in Papua New Guinea: Cultural, Economic and Political Influences

A Structural Model of the Information Systems Professional

Aligning Learning with Industry Requirements

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