Hidden factors that influence success in the optics workforce

Leak, Anne E.; Santos, Zackary; Reiter, Erik; Zwickl, Benjamin M.; Kelly, Martin

doi:10.1103/physrevphyseducres.14.010136

Cited by 8 publications

(5 citation statements)

References 16 publications

(18 reference statements)

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“…These results should be considered in the context of the sample size representing 21 companies, which may or may not represent the broader quantum industry. Furthermore, while there are no other studies to date that are relevant to the quantum workforce, there are other studies in other sectors that discuss how skills obtained at the university level are correlated to employability [18], [19].…”

Section: Previous Investigation Of the Quantum Workforcementioning

confidence: 99%

“…These were not included in our study, as discussed in our methodology in Section III, because they were not stated as being required very frequently by quantum industry job postings. Once a technological sector is saturated with a workforce that contains the relevant technical skills, then professional skills become equally important [18], [19]. It is likely such professional skills are needed in the quantum industry, but acquiring a workforce with the needed technical skills is still not easy.…”

Section: Which Skills Are Important?mentioning

confidence: 99%

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Assessing the Needs of the Quantum Industry

et al. 2022

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Background: Quantum information science and technology (QIST) has progressed significantly in the last decade, such that it is no longer solely in the domain of research labs, but is now beginning to be developed for, and applied in, industrial applications and products. With the emergence of this new quantum industry, a new workforce trained in QIST skills and knowledge is needed. Research Questions: To help support the education and training of this workforce, universities and colleges require knowledge of the type of jobs available for their students and what skills and degrees are most relevant for those new jobs. What are these jobs, skills, and degrees?Methodology: We report on the results from a survey of 57 companies in the quantum industry, with the goal of elucidating the jobs, skills, and degrees that are relevant for this new workforce.Findings: We find a range of job opportunities from highly specific jobs, such as quantum algorithm developer and error correction scientist, to broader jobs categories within the business, software, and hardware sectors. These broader jobs require a range of skills, most of which are not quantum related. Furthermore, except for the highly specific jobs, companies that responded to the survey are looking for a range of degree levels to fill these new positions, from bachelors to masters to Ph.D.s.Contribution: With this knowledge, students, instructors, and university administrators can make informed decisions about how to address the challenge of increasing the future quantum workforce.

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Section: Previous Investigation Of the Quantum Workforcementioning

confidence: 99%

Section: Which Skills Are Important?mentioning

confidence: 99%

Assessing the Needs of the Quantum Industry

et al. 2022

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“…Our methodology does not consider professional skills (e.g., working on interdisciplinary teams), which are increasingly emphasized by hiring managers in all technology sectors, but not often in posted job ads. It is likely such skills are needed here, and therefore should also be included in courses/programs and gained by students prior to entering the workforce [18,19].…”

Section: Which Skills Are Important?mentioning

confidence: 99%

Assessing the Needs of the Quantum Industry

Hughes¹,

Finke²,

German³

et al. 2021

Preprint

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Quantum information science and technology (QIST) has progressed significantly in the last decade, such that it is no longer solely in the domain of research labs, but is now beginning to be developed for, and applied in, industrial applications and products. With the emergence of this new quantum industry, a new workforce trained in QIST skills and knowledge is needed. To help support education and training of this workforce, universities and colleges require knowledge of the type of jobs available for their students and what skills and degrees are most relevant for those new jobs. Additionally, students need to know how to tailor their degrees to best align with the current needs of the quantum industry. We report on the results from a survey of 57 companies in the quantum industry, with the goal of elucidating the jobs, skills, and degrees that are relevant for this new workforce. We find a range of job opportunities from highly specific jobs, such as quantum algorithm developer and error correction scientist, to broader jobs categories within the business, software, and hardware sectors. These broader jobs require a range of skills, most of which are not quantum related. Further, except for the highly specific jobs, companies that responded to the survey are looking for a range of degree levels to fill these new positions, from bachelors to masters to PhDs. With this knowledge, students, instructors, and university administrators can make informed decisions about how to address the challenge of increasing the future quantum workforce.

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“…Therefore, students are only able to answer questions that measure lower order thinking skills (LOTS) but not higher order thinking skills (HOTS). Eventually, it will affect the students' 21st century skills, mastery and confidence in a long run (Leak et al, 2018;Seth et al, 2005).…”

Section: Stem Education In Malaysiamentioning

confidence: 99%

TIMSS 2019 Science Grade 8: Where is Malaysia standing?

Phang¹,

Khamis²,

Nawi³

et al. 2021

AJEE

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Most of the future jobs in Malaysia and worldwide will be related to STEM areas. The nation will need more STEM talent to ensure that the national development can continue to prosper. STEM talent should be nurtured since school education but studies show that Malaysian students were not doing well in science, lack of interest and the teaching method is still examination oriented. This paper reveals the analysis of the Trend in Mathematics and Science Studies (TIMSS) for Science Grade 8 from 1999 to 2019 to find the pattern of the Malaysian students’ performance in science. Over 20 years, the percentage of advanced benchmark achievers in TIMSS for Malaysian students have dropped from 5% to 3%. The overall score of Malaysia has never surpassed the international average. Over the years, Malaysian students scored questions that measured application better than questions that measured reasoning. While the interest and appreciation of Malaysian students towards science were high over the year, Malaysian students have very low confidence in science, and it has dropped drastically over the years. Science investigation were conducted by Malaysian school teachers but students scored better in science when the frequency of teachers conducting science investigation in science lessons were “once or twice a month” compared to “once a week”. Therefore, it is suggested that the science curriculum should be reviewed to ensure that the topics are not too complicated for school students so that it would not kill their confidence in science. At the same time, inquiry-based learning practiced by science teachers should be improved so that the science investigation conducted in science lessons contributed to the understanding and confidence of the students. Researchers should also look into scientific epistemology when the students construct scientific concepts during science investigation.

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Hidden factors that influence success in the optics workforce

Cited by 8 publications

References 16 publications

Assessing the Needs of the Quantum Industry

Assessing the Needs of the Quantum Industry

Assessing the Needs of the Quantum Industry

TIMSS 2019 Science Grade 8: Where is Malaysia standing?

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