A Dynamic Structural Model of Education and Skills Requirements for Careers in Information Systems

2011 ◽  
pp. 1-26 ◽  
Author(s):  
Glenn R. Lowry ◽  
Rodney L. Turner ◽  
Julie Fisher
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Structural Model ◽  
Soft Skills ◽  
Working Environment ◽  
Relative Importance ◽  
Relative Contribution ◽  
Dynamic Structural Model ◽  
Is Professionals ◽  
Career Progress

This chapter presents a dynamic structural model of the relative contribution and importance of education and skills required of information systems (IS) professionals. Model development took into account the technical skills found in many tertiary IS programs, other business-oriented academic studies, and soft skills sought by employers in new graduates. The model also includes features of the working environment which influence the career progress of IS graduates. Acknowledging the importance of these four areas, the authors present a second-order structural model that links these areas and compares the application of this model to IS students and decision makers who employ graduates. The model fits the data for the two groups and exhibits some unexpected outcomes in the area of soft skills, with students attributing more importance to soft skills than IS managers. The model was employed to identify gender differences in perceptions of the relative contribution and importance of education and skills required of IS professionals. The model also includes features of the working environment which influence the career progress of IS graduates. The model was used to describe how attitudes and perceptions of IS professionals change across career stages as measured by age groupings. Changes in perceptions across four major age groupings show significant differences with respect to these factors according to age groups and by inference, career stage. The model allows, with some confidence, a quantitative interpretation of the relative importance of the respective variables from the perspectives of the student and employer stakeholder groups toward the education and professional development of IS professionals. The model also suggests the presence of contrasting, gender-based quantitative views of the relative importance of the respective variables to the education and professional development of IS professionals.

Organizational Entry and Transition from Acedemic Study

2011 ◽  
pp. 113-142 ◽  
Author(s):  
Denis M.S. Lee
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Exploratory Study ◽  
Boundary Crossing ◽  
Adjustment Process ◽  
Organizational Entry ◽  
Work Requirements ◽  
Three Phase ◽  
Fixed Set ◽  
Is Professionals

A critical stage in the development of young Information Systems (IS) professionals is when they make the transition from academic study to industrial work. At this stage, the young IS professional must learn about his work requirements, understand work procedures, and develop new skills and knowledge in order to function effectively in the workplace. This study develops a three-phase model of organizational socialization to analyze this process of organizational boundary crossing and professional development for a group of recent Information Systems graduates. Overall, this exploratory study illustrates that the socialization framework could provide a useful research model for examining the early professional development of young IS workers. The results indicate that the effective preparation of young IS workers involves far more than just a fixed set of academic subjects. The framework is also useful to reveal some specific characteristics of information technology work that could pose particular challenges for the adjustment process of young IS workers in the workplace. The implications of the preliminary findings from this exploratory study for educators, managers, and researchers are discussed.

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

scholarly journals The Relative Importance of Scavenging, Oxidation, and Ice-Phase Processes in the Production and Wet Deposition of Sulfate

2005 ◽  
Vol 62 (7) ◽  
pp. 2118-2135 ◽  
Author(s):  
Vlado Spiridonov ◽  
Mladjen Curic
Keyword(s):  
Wet Deposition ◽  
Lower Percentage ◽  
Relative Importance ◽  
Total Sulfur ◽  
Sulfate Production ◽  
Relative Contribution ◽  
Cloud Resolving Model ◽  
Cloud Scavenging ◽  
Nucleation Scavenging ◽  
Ice Phase

Abstract The relative importance of various processes to sulfate production and wet deposition is examined by using a cloud-resolving model coupled with a sulfate chemistry submodel. Results using different versions of the model are then compared and principal differences with respect to their dynamics, microphysics, and chemistry are carefully discussed. The results imply that the dominant microphysical and chemical conversions of sulfate in the 3D run are nucleation, scavenging, and oxidation. Due to the lower cloud water and rainwater pH, oxidation does not contribute as significantly to the sulfate mass in the 2D run as the 3D. Sensitivity tests have revealed that in-cloud scavenging in the 2D run for continental nonpolluted and continental polluted clouds accounted for 29.4% and 31.5% of the total sulfur deposited, respectively. The 3D run shows a lower percentage contribution to sulfur deposition for about 28.2% and 29.6%. In addition, subcloud scavenging for the 2D run contributed about 32.7% and 38.2%. In-cloud oxidation in the 2D run accounted for about 24.5% to 30.4% of the total sulfur mass deposited. Subcloud oxidation contributed from 21.0% to 20.6% of the total sulfur mass removed by wet deposition. In-cloud oxidation for the 3D run shows slightly lower percentage values when compared to those from the 2D run. The relative contribution of subcloud oxidation for continental nonpolluted and polluted clouds exceeds those values in the 2D run by approximately 7% and 10%, respectively. Ignoring the ice phase and considering those types of convective clouds in the 2D run may lead to a higher value of the total sulfur mass removed by the wet deposition of about 33.9% to 39.2% for the continental nonpolluted and 36.2% to 45.6% for the continental polluted distributions relative to the base runs.

Demography of Xenosaurus platyceps (Squamata: Xenosauridae): a comparison between tropical and temperate populations

2008 ◽  
Vol 29 (2) ◽  
pp. 245-256 ◽  
Author(s):  
Carissa Jones ◽  
Isaac Rojas-González ◽  
Julio Lemos-Espinal ◽  
Jaime Zúñiga-Vega
Keyword(s):  
Life History ◽  
Population Growth ◽  
Adult Mortality ◽  
Life History Strategies ◽  
Relative Importance ◽  
Theoretical Frameworks ◽  
Population Growth Rates ◽  
Relative Contribution ◽  
Two Populations ◽  
Average Fitness

Abstract There appears to be variation in life-history strategies even between populations of the same species. For ectothermic organisms such as lizards, it has been predicted that demographic and life-history traits should differ consistently between temperate and tropical populations. This study compares the demographic strategies of a temperate and a tropical population of the lizard Xenosaurus platyceps. Population growth rates in both types of environments indicated populations in numerical equilibrium. Of the two populations, we found that the temperate population experiences lower adult mortality. The relative importance (estimated as the relative contribution to population growth rate) of permanence and of the adult/reproductive size classes is higher in the temperate population. In contrast, the relative importance for average fitness of fecundity and growth is higher in the tropical population. These results are consistent with the theoretical frameworks about life-historical differences among tropical and temperate lizard populations.

scholarly journals Quality Counts: Critical Features for Neophyte Professional Development

2008 ◽  
Vol 22 (4) ◽  
pp. 491-506 ◽  
Author(s):  
Charlotte Woodcock ◽  
Hugh Richards ◽  
Angus Mugford
Keyword(s):  
Professional Development ◽  
Interpretative Phenomenological Analysis ◽  
Journal Writing ◽  
Learning Experiences ◽  
Phenomenological Analysis ◽  
Working Environment ◽  
Sport Psychologist

The aim of the study was to examine and reflect on the learning experiences of a neophyte sport psychologist. Over a 9-week applied internship the first author kept a reflective diary that followed Boud’s (2001) three elements of journal writing. Interpretative Phenomenological Analysis (Smith & Osborn, 2003) of the data identified 11 themes from the diary, 8 of which were contextualized in 3 self-narrative accounts, including the working environment, anxiety, confidence, being a performer, being a learner, relationships, feedback and practical content. Reflecting on these incidents the neophyte’s supervisor offers another perspective, and along with the narrative accounts, furthers our understanding of important factors, and indicates recommendations to ensure quality training for professional development.

scholarly journals Insights of project managers into the problems in project management

2016 ◽  
Vol 16 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Peter Vincent Livesey
Keyword(s):  
Project Management ◽  
Delphi Study ◽  
Soft Skills ◽  
Project Managers ◽  
Delphi Panel ◽  
Relative Importance ◽  
Team Management ◽  
Management Skills ◽  
Hard Skills ◽  
Importance Index

A Delphi study using project managers who had managed projects in excess of $500 million was used to confirm the significance and frequency of problems resulting from the nature of projects. Using the results obtained from the Delphi study a ranking of the problems experienced in these projects was obtained by calculating a Relative Importance Index. Additionally, the Delphi panel members were asked their views concerning the need for traditional project management skills (hard skills) and team management skills (soft skills) as project size increased from below $50 million to over $500 million. A substantial increase in the need for both skills was indicated with the increase in the need for soft skills being the most significant.

scholarly journals Personal style of cognition (cognitive traction) and the level of involvement of the student (engagement) in the assessment and development of digital competencies of the teacher

2021 ◽  
Vol 291 ◽  
pp. 05026
Author(s):  
O.M. Chorosova ◽  
G.S. Solomonova ◽  
N.Yu. Tulasynova ◽  
A.Z. Alekseeva ◽  
M.V. Ivanov
Keyword(s):  
Professional Development ◽  
General Education ◽  
Personal Development ◽  
Structural Model ◽  
Cognitive Model ◽  
Basic Research ◽  
Intermediate Stage ◽  
Cognitive Models ◽  
Digital Competence ◽  
Digital Competencies

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.

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