Computer Science Soft Concepts and Soft Skills

2020 ◽  
pp. 75-93
Author(s):  
Orit Hazzan ◽  
Noa Ragonis ◽  
Tami Lapidot
Keyword(s):  
Computer Science ◽  
Soft Skills

scholarly journals Information Technology Asymmetry and Gaps Between Higher Education Institutions and Industry

10.28945/4553 ◽  
2020 ◽  
Vol 19 ◽  
pp. 339-365
Author(s):  
Yasar Guneri Sahin ◽  
Ufuk Celikkan
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Software Development ◽  
Computer Science ◽  
Curriculum Design ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Technical Skills ◽  
It Professionals ◽  
Industry Trends

Aim/Purpose: This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background: Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology: The study involved a comprehensive survey of IT professionals and companies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution: This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student’s careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings: The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers’ and software experts’ responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners: A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendation for Researchers: Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society: Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research: Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations.

Students’ Awareness and Embracement of Soft Skills by Learning and Practicing Teamwork

10.28945/4650 ◽  
2020 ◽  
Vol 19 ◽  
pp. 185-201
Author(s):  
Noa Ragonis ◽  
Orit Hazzan ◽  
Gadi Har-Shai
Keyword(s):  
Data Analysis ◽  
Software Engineering ◽  
Computer Science ◽  
Engineering Students ◽  
Soft Skills ◽  
Project Based Learning ◽  
Future Research ◽  
University Graduates ◽  
Individual Level ◽  
The Individual

Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.

scholarly journals Robotics for soft skills training

2017 ◽  
Vol 9 (2) ◽  
pp. 20-25 ◽  
Author(s):  
Franco Rubinacci ◽  
Michela Ponticorvo ◽  
Rosa Passariello ◽  
Orazio Miglino
Keyword(s):  
Problem Solving ◽  
Secondary Schools ◽  
Computer Science ◽  
21St Century ◽  
Soft Skills ◽  
Skills Training ◽  
First Grade ◽  
Educational Robotics ◽  
Hard Skills ◽  
Informal Context

Abstract Robotics is a powerful tool in education and it has gained a notable impact in the field of teaching computer science, engineering, math, physics and similar. As educational robotics laboratories stimulate many different abilities in students, such as problem solving and group working, it is possible to use robotics to promote soft skills as well. Soft skills are necessary to complement hard skills to build the 21st century professionalism, so it seems relevant to start promoting these skills as soon as possible. In this paper, we describe a lab for primary and first grade secondary schools in which robotics is employed to train soft skills in an informal context.

Soft Skills Development in Computer Science Students via Multinational and Multidisciplinary GameDev Project

2021 ◽  
Author(s):  
Piotr Milczarski ◽  
Krzysztof Podlaski ◽  
Artur Hłobaż ◽  
Shane Dowdall ◽  
Zofia Stawska ◽  
...  
Keyword(s):  
Computer Science ◽  
Soft Skills ◽  
Skills Development ◽  
Science Students

РОЗВИТОК SOFT SKILLS НА УРОКАХ ІНФОРМАТИКИ В ОСНОВНІЙ ШКОЛІ

2021 ◽  
Vol 1 (2) ◽  
pp. 115-122
Author(s):  
O. S. HRYTSIUK ◽  
◽  
V. P. CHERNENKO ◽  
V. P. LYASHENKO ◽  
N. G. KYRYLAKHA ◽  
...  
Keyword(s):  
Secondary School ◽  
Computer Science ◽  
Time Management ◽  
Secondary School Students ◽  
Soft Skills ◽  
Project Work ◽  
Science Lesson ◽  
Press Conference ◽  
School Students ◽  
Project Method

The paper describes the complex of computer science lessons for secondary school students, aimed at forming soft skills, among which are communication skills (in particular, the ability to dialogue and discussion), teamwork (cooperation), leadership, logical thinking, creativity, time management. The relevance of the study is due to the need to understand the possibilities of computer science lessons in terms of development of modern schoolchildren soft skills, which are the key to successful further study and future professional realization. The research methodology contains general theoretical and special methods. The aim of the study is to describe and characterize the author's set of non-standard computer science lessons for secondary school students, which promotes the development of soft skills. The complex consists of three consecutive lessons and involves students working on their own projects in microgroups, a competition for these projects and a press conference of the jury, during which the results of the competition are discussed. The project method stimulates creativity, elements of competition contribute to the formation of teamwork and leadership skills. Independent elaboration of the topic with the subsequent acquaintance with several variants of its presentation consolidates knowledge. An additional factor in strengthening knowledge is the visualization of educational material, implemented in presentations. The paper examines the correlation between the type of lesson and the development of specific soft skills. The main educational tasks that should be used in computer science lessons for the development of soft skills include problem (identify the most interesting topics) and creative (create your own project-presentation) ones. Involvement of the element of competition (project competition) contributes to the intensification of learning, helps to form teamwork, and increases student motivation. Prospects for further research are seen in the implementation of the proposed complex into the teaching of computer science in Kremenchuk secondary schools in order to prove its effectiveness. Key words: primary school, computer science lesson, soft skills, non-standard lesson, project work, lesson-competition, lesson-press conference.

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