ICT Curricular and the Requirements of Organizations in Thailand

Abstract

The study compared ICT professional requirements in organizations in Thailand with ICT bachelor degree curricular offered in universities in Thailand using a theoretical framework with three related components: domains of expertise; the scope of the professional's knowledge, skills, and experience; and specific skills associated with the domains of expertise. Data was collected by questionnaire from 166 medium to large sized organizations and 42 universities which offered in total 78 ICT related bachelor degree programs. The findings showed that, although there was a reasonable degree of alignment between the importance of skills in the organizations and the ICT curricular, the ICT programs were not addressing adequately the needs of organizations for a range of skills related to understanding organizations and their functions, ICT management activities, and especially the management of ICT physical and financial resources. On the other hand, ICT programs placed more emphasis than the organizations on skills concerned with systems development methodologies for the complete development of applications/systems, CASE tools, programming and coding, database design, technical expertise with object relational and object oriented databases, and multimedia applications. Previous studies of this kind conducted in Thailand were not found and the findings are expected to be of value and interest to those responsible for national ICT policy and especially ICT education and training.

An Exploratory Study of Expectation in IT Skills in a Developing Nation

“…A cross-sectional field study was used to collect data from organizations in Vietnam. The questionnaire has been validated in the studies by Wongwuttiwat (2009), Winley and Wongwuttiwat (2012), Lau et al (2013) and Winley and Wongwuttiwat (2013). Due to page limitation the questionnaire is not included in the paper.…”

“…The theoretical framework of Winley and Wongwuttiwat (2012), which describes the nature and structure of the IT profession, can be illustrated using three components consisting of domains of professional expertise; scope of knowledge, skills and experience; and domain specific knowledge and skills. This framework had been applied in Thailand and Myanmar to analyze the skills demand of ICT professionals (Lau et al, 2013;Winley & Wongwuttiwat, 2013;Winley & Lau, 2012;Winley & Wongwuttiwat, 2012).…”

An investigation of ICT knowledge and skills in Vietnam

“…The theoretical framework used in this study describes the knowledge and skills required of IT professionals using 3 components: 6 domains of IT professional expertise; items representing the expertise associated with each of the 6 domains; and sourcing strategies that organizations may adopt in order to acquire fundamental IT skills and knowledge. Earlier forms of this framework were used in 8 studies conducted in developing nations including exploratory studies of ICT in Vietnam (Lau et al, ; Winley & Lau, ) and Myanmar (Lau, Winley, Lau, & Tan, ) as well as studies of IT professional knowledge and skills, ICT education, and national ICT policies in Thailand (Winley, Arjpru, & Wongwuttiwat, ; Winley & Wongwuttiwat, ; Winley & Wongwuttiwat, ; Wongwuttiwat, ; Wongwuttiwat, Arjpru, & Winley, ). It is noted that the data for the 2 studies in Vietnam by Winley and Lau () and Lau et al () were collected in early 2011.…”

Personality Traits among Information Technology Officers and the Expectations of Human Resource Personnel

“…Lee et al, 2001;Cappel, 2002;Morello, 2005;Plummer et al, 2005;Bullen et al, 2007;McAdams, 2007;Pinkowska and Lent, 2011) and in developing nations (e.g. Srinutapong, 2007;Winley et al, 2007;Wongwuttiwat et al, 2008;Wongwuttiwat, 2009;Winley and Lau, 2012;Winley and Wongwuttiwat, 2012;Lau et al, 2013;Winley and Wongwuttiwat, 2013). Most studies have been based on the perspectives of senior executives in organizations and educators and have been concerned mainly with Expertise and Tacit Skills which are closely related to the performance of tangible work activities.…”