scholarly journals A Survey of Employers’ Needs for Technical and Soft Skills Among New Graduates

2018 ◽  
Vol 08 (06) ◽  
pp. 11-21
Author(s):  
Christopher Scaffidi
Keyword(s):  
Soft Skills ◽  
New Graduates

Information Systems Education for the 21st Century

2005 ◽  
pp. 171-202 ◽  
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Information Systems Education for the 21st Century

2011 ◽  
pp. 2791-2816
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

scholarly journals Industry’s perception of the relevance of software development education

2015 ◽  
Vol 11 (4) ◽  
Author(s):  
Janet Liebenberg ◽  
Magda Huisman ◽  
Elsa Mentz
Keyword(s):  
Software Development ◽  
Career Guidance ◽  
Soft Skills ◽  
Development Education ◽  
Software Developers ◽  
New Graduates ◽  
Quantitative Studies ◽  
Work Integrated Learning ◽  
New Recruits ◽  
Industry Needs

It is widely acknowledged that there is a shortage of software developers, not only in South Africa, but also worldwide. Despite reports, in mostly quantitative studies, of a gap between the industry needs and software development education, the view the industry has of the new graduates and the problems, challenges and solutions in respect of software development education has not been explored in detail. This article reports on a mixed methods study of the relevance of software development education from the perspective of the industry. The analysis reveals some interesting views held by the industry, as well as by the different generations on their new recruits and the problems and challenges that are faced. The following solutions to the problems are suggested: teamwork; projects and experience; work-integrated-learning and mentoring; technical and soft skills; keeping up to date; career guidance; introspection; and generational awareness.

Education for a Technology-Based Profession

2003 ◽  
pp. 153-172 ◽  
Author(s):  
Rodney Turner ◽  
Glenn Lowry
Keyword(s):  
Curriculum Reform ◽  
Soft Skills ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings ◽  
New Hires

This chapter reports some further findings of an ongoing investigation into conceptual, academic, and “soft” skills that IS/IT practitioners regard as important in new graduates. There has long been agreement that the IS curriculum should be comprised of some combination of technical subjects and nontechnical business subjects, and that graduates also need “soft” business skills. There is far less agreement about what the mix between these should be and how best to prepare students in some areas, notably in the development of “soft” business skills. The research findings reported here present some evidence that traditional “business subjects” such as marketing, economics, or finance do not equate to the business skills that employers of IS graduates are seeking in new hires. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests

An exploratory study of factors affecting undergraduate employability

2013 ◽  
Vol 55 (7) ◽  
pp. 681-704 ◽  
Author(s):  
David J. Finch ◽  
Leah K. Hamilton ◽  
Riley Baldwin ◽  
Mark Zehner
Keyword(s):  
Soft Skills ◽  
The Body ◽  
University Graduates ◽  
Relative Importance ◽  
Empirical Examination ◽  
Content Type ◽  
Qualitative And Quantitative ◽  
New Graduates ◽  
Graduate Employability ◽  
New Graduate

PurposeThe current study was conducted to increase our understanding of factors that influence the employability of university graduates. Through the use of both qualitative and quantitative approaches, the paper explores the relative importance of 17 factors that influence new graduate employability.Design/methodology/approachAn extensive review of the existing literature was used to identify 17 factors that affect new graduate employability. A two‐phase, mixed‐methods study was conducted to examine: Phase One, whether these 17 factors could be combined into five categories; and Phase Two, the relative importance that employers place on these factors. Phase One involved interviewing 30 employers, and Phase Two consisted of an empirical examination with an additional 115 employers.FindingsResults from both the qualitative and quantitative phases of the current study demonstrated that 17 employability factors can be clustered into five higher‐order composite categories. In addition, findings illustrate that, when hiring new graduates, employers place the highest importance on soft‐skills and the lowest importance on academic reputation.Research limitations/implicationsThe sectors in which employers operated were not completely representative of their geographical region.Practical implicationsThe findings suggest that, in order to increase new graduates’ employability, university programmes and courses should focus on learning outcomes linked to the development of soft‐skills. In addition, when applying for jobs, university graduates should highlight their soft‐skills and problem‐solving skills.Originality/valueThis study contributes to the body of knowledge on the employability of university graduates by empirically examining the relative importance of five categories of employability factors that recruiters evaluate when selecting new graduates.

scholarly journals On the formation of soft skills in foreign research

2021 ◽  
pp. 13-17
Author(s):  
Alexandra Andreevna Ivashkova
Keyword(s):  
Professional Education ◽  
Soft Skills ◽  
Radical Change ◽  
Difficult Situation ◽  
Multinational Organizations ◽  
Face To Face ◽  
New Graduates ◽  
Technical Requirements ◽  
Life Problems ◽  
Successful Employment

The article analyzes foreign psychological and pedagogical studies on the problem of the formation of flexible skills in college students. Undoubtedly, today's students are the future employers and employees of the world's most profitable enterprises. The difficult situation in the modern economy shows that it is no longer enough for new graduates to have only knowledge in academic subjects, they are increasingly required to increase the level of additional skills that cannot be obtained in the learning process: creativity, responsibility, communication skills, and many others. For students to stand out as promising assets for multinational organizations, they must invest in the development of what are designated as soft skills. They will increase his prospect of successful employment. Therefore, employers especially value people who have well-developed skills. Soft skills are useful in all areas and are related to emotional intelligence. We could say that soft skills refer to personality traits, social grace, fluency of language, personal habits, friendliness, and optimism. Flexible skills complement the rigid skills that are the technical requirements of the profession. It can also be an important part of an organization, especially if the organization deals with people face-to-face. This study provides an overview of foreign literature devoted to the study of the formation of soft skills. According to most Western scientists, flexible skills are the most important competencies necessary for the successful realization of potential; the professional education system is not ready for the formation of soft skills, as a result, a radical change in educational programs and curricula is required; the formation of soft skills involves the use of modern innovative technologies and the involvement of leading specialists in various fields. Soft skills super-professional skills that help you solve life problems and work with other people. Soft skills can not be learned in a training or course, they are laid down in childhood and develop throughout life.

Reconciling the Perceptions and Aspirations of Stakeholders in a Technology Based Profession

2011 ◽  
pp. 3230-3240
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Soft Skills ◽  
Technical Skills ◽  
The Other ◽  
Working Relationships ◽  
Organizational Goals ◽  
New Graduates ◽  
Information Systems Professionals ◽  
The University ◽  
Technical Professionals

Information systems professionals help to achieve business and organizational goals through the use of information technology.a The information systems (IS) profession is teamoriented and project-based. It involves a blend of business knowledge and understanding, technical skills, and working relationships with business and technical professionals. The skills and knowledge involved range from traditional computing, wide ranging business related studies, to “soft” skills useful in working with individuals and teams to achieve organizational objectives. IS students are first and foremost concerned with future employability. Employers, on the other hand, often indicate that they want new graduates who can be immediately productive in their environment. Are the aspirations of students and employers fundamentally incompatible? How can IS educators help to find a workable and satisfying balance? How can information systems educators achieve a better fit between the workplace and the university “studyplace”?

scholarly journals Competencies for fresh graduates’ success at work: Perspectives of employers

2018 ◽  
Vol 33 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Elvy Pang ◽  
Michael Wong ◽  
C. H. Leung ◽  
John Coombes
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Soft Skills ◽  
Self Control ◽  
Skills Gap ◽  
New Graduates ◽  
Analytical Thinking ◽  
Ability And Willingness ◽  
Practical Nature

This article investigates Hong Kong employers’ views on graduate competencies that facilitate new graduates’ success in the workplace. The methodology involves the use of a questionnaire to elicit responses from business employers on the importance of specific competencies contributing to the success of fresh graduates at work. The findings indicate that all of the competencies examined are important to a degree. ‘Ability and willingness to learn’, ‘teamwork and cooperation’, ‘hardworking and willingness to take on extra work’, ‘self-control’ and ‘analytical thinking’ are the five highest-ranking competencies measured, although all are clearly necessary for success. Hard and soft skills are rated equally important by employers overall. Recommendations for developing competencies among university students prior to their entry to the workforce are discussed. As the competencies are of a practical nature, it is suggested that universities work together with industry to develop workplace-oriented programmes. This is the first research, to the authors’ knowledge, that approaches desirable graduate competencies from the perspective of the skills gap in the context of Hong Kong.

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