Comparison of the Roles of Business Analyst, Systems Analyst, and Project Manager

Most information technology (IT) bachelor degree recipients get jobs after graduation, rather than attend graduate school (Freeman & Aspray, 1999). They enter the workforce because of the tremendous demand for the IT skilled professionals. This means students (and employers) are looking for a practical rather than a theoretical education to fill the computing careers. Such a practical education necessitates a variety of approaches to work in various computing careers. “The traditional career path of programmer to systems analyst to project manager and eventually to IS manager” no longer holds (Urquhart, Perez, Rhoden & Lamp, 1996). With many career paths there is a need for varying academic tracts to start students in their careers.

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Writing Funding Proposals for Speech-Language Staff Development Projects

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1303.163 ◽

1982 ◽

Vol 13 (3) ◽

pp. 163-171

Author(s):

Carol A. Esterreicher ◽

Ralph J. Haws

Keyword(s):

Staff Development ◽

Development Project ◽

Project Manager ◽

State Funding ◽

Service Needs ◽

School Environments ◽

Speech Language Pathologists ◽

Service Programs ◽

Speech Language Pathologist ◽

Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

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Power Query: The formation of professional competencies of a business analyst

Informatics and Education ◽

10.32517/0234-0453-2020-35-2-30-40 ◽

2020 ◽

pp. 30-40

Author(s):

D. M. Nazarov ◽

A. D. Nazarov

Keyword(s):

Professional Standards ◽

Professional Competencies ◽

Federal State ◽

Key Technology ◽

Educational Standard ◽

Training Methodology ◽

Processing Data ◽

Business Analyst ◽

Business Informatics ◽

State Educational

The article is a description of the Power Query technology training methodology implemented within the framework of the Federal State Educational Standard for Higher Education 3++ taking into account professional standards in the direction of the bachelor’s program “Business Informatics”. The authors propose a set of laboratory works in the form of situational tasks and cases that allow to create professional competencies and labor functions of a future specialist (business analyst) as part of the development of the ETL process for processing data using Power Query technology. The use of situational tasks and cases allows to effectively implement the development of a set of professional competencies, which are elements of generalized labor functions, without tying the material in question specifically to any discipline. As part of the implementation of situational tasks and cases described in the article, bachelors not only learn to use the basic elements of Power Query technology, but also gain the skills and abilities associated with the application of the studied technology in performing standard professional tasks stipulated by a professional standard. The format for describing the methodology is presented in the form of the traditional “Key-by-Key” technology, widely used in obtaining professional IT competencies.

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