skill gaps
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2022 ◽  
Vol 22 (1) ◽  
pp. 1-21
Author(s):  
Wouter Groeneveld ◽  
Joost Vennekens ◽  
Kris Aerts

As the importance of non-technical skills in the software engineering industry increases, the skill sets of graduates match less and less with industry expectations. A growing body of research exists that attempts to identify this skill gap. However, only few so far explicitly compare opinions of the industry with what is currently being taught in academia. By aggregating data from three previous works, we identify the three biggest non-technical skill gaps between industry and academia for the field of software engineering: devoting oneself to continuous learning , being creative by approaching a problem from different angles , and thinking in a solution-oriented way by favoring outcome over ego . Eight follow-up interviews were conducted to further explore how the industry perceives these skill gaps, yielding 26 sub-themes grouped into six bigger themes: stimulating continuous learning , stimulating creativity , creative techniques , addressing the gap in education , skill requirements in industry , and the industry selection process . With this work, we hope to inspire educators to give the necessary attention to the uncovered skills, further mitigating the gap between the industry and the academic world.


2022 ◽  
Vol 3 (1) ◽  
pp. 31-46
Author(s):  
Frederic Dimanche ◽  
Katherine Lo

The luxury segment of the hospitality sector has been growing worldwide. Luxury hospitality is about providing a unique experience for guests, and this type of experience requires having employees who understand the luxury culture and are trained at the highest level. Luxury hotels compete for the best talents, but the current pool of candidates for customer-facing and managerial positions within these establishments is limited. The purpose of this study was to identify skill gaps in Canada’s luxury hotels. Primary data were collected from in-depth semi-structured interviews with twenty luxury hotel managers and analyzed with NVivo 12. Respondents agreed about the skills required for brands to succeed in the luxury market, but they lamented the lack of qualified talents and the difficulty of training and retaining qualified collaborators. The results of the study point to the need to address the luxury skill gap in the hospitality sector, particularly in Canada. Recommendations to address this problem are proposed.


2021 ◽  
Author(s):  
Stefanie L. Sprong ◽  
Jan Skopek

Education is key to the structural integration of immigrants and their children. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about when, how and why migrant gaps develop. Hitherto, longitudinal research on skill gaps is scarce. The current paper adds to the literature by investigating how much of the migration-related disparities found during primary school can be attributed to inequalities that already existed before school life. To do so, it uses structural equation modelling and draws on a national longitudinal study of children in Ireland. Results indicate that migration-related disparities largely find their roots in the period before formal schooling, after which they remain relatively stable or even decrease. This implies that researchers and policymakers may want to focus their efforts on the period proceeding primary school.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nadiya Parekh ◽  
Laurence Attuel-Mendès

PurposeSocial entrepreneurship is gaining increased attention from academia and practitioners worldwide. Owing to its financing challenges, academic pedagogies are seeking methods to strengthen the social financing dimension of this emerging discipline. This paper bridges the gap in social entrepreneurship education by portraying diverse perspectives on this topic from multiple actors in two cross-cultural contexts.Design/methodology/approachA qualitative case analysis was conducted to explore financing aspects of social entrepreneurship in France and the United States. The authors interviewed academicians and practitioners to learn about their current experiments and thoughts on integrating finance into the curriculum for social entrepreneurship.FindingsThe authors found multiple facets of the social entrepreneurship finance construct, focused not only on specific financial skills but also on a general approach to venture designs. Multidisciplinary knowledge is sought not just on the topic of finance but also in other disciplines that can broaden its scope of financing to a larger investor domain. While in France, this came out as a need for integrating the financial communication skills to personify the social value creation process; in the US, it was pointed out as the need for having a contractual knowledge to differentiate investment opportunities and comprehend their risks levels.Originality/valueBy bringing perspectives from multiple actors who have had experience in social entrepreneurship financing in regions with the fastest development, this paper is seminal in bridging the financing skill gaps that exist in social entrepreneurship discipline. The main theoretical contribution of this article concerns the skills, financial and otherwise that are useful in social finance.


2021 ◽  
Vol 94 (4) ◽  
pp. 316-340
Author(s):  
Dennis J. Condron ◽  
Douglas B. Downey ◽  
Megan Kuhfeld

How does schooling affect inequality in students’ academic skills? Studies comparing children’s trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making it difficult to know whether the patterns extend into later grades. In this study, we use seasonal comparisons to examine the possibilities that schooling exacerbates, reduces, or reproduces overall skill inequality in math, reading, language use, and science with recent national data on U.S. public school students spanning numerous grade levels from the Northwest Evaluation Association. Our results suggest that schooling has a compensatory effect on inequality in reading, language, and science skills but not math skills. We conclude by discussing the theoretical implications of our findings, possible reasons why the math findings differ from those of other subjects, and discrepant seasonal patterns across national data sets.


F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 892
Author(s):  
Saravanan Muthaiyah ◽  
Karen Phang ◽  
Sanjaya Sembakutti

Background: Changing trends in the use of technology have become an impelling force to be reckoned with for the accounting and finance profession. The curriculum offered in higher learning institutions must be quickly revamped so that students who complete a bachelor’s degree are digitally competent upon graduation. With US$55.3 billion invested in FinTech in 2019 alone and more than 72% of accounting jobs being automated, graduates must be trained on digital skills to be future proof. Accounting and finance graduates must be made competent in skills that are related to digital content such as blockchain technology, information assets and autonomous peer to peer systems, to name a few. Methods: We used a three-phase approach: 1) careful mapping of digital topics taught within the course structure offered at these institutions; 2) review of current best practices and digital learning tools for digital inclusion which was ascertained from literature; and 3) 80 experts in a think tank group were interviewed on antecedents, awareness and problems in relation to digital inclusion within the curriculum to validate our research objective. Results: Eleven key tools for inclusion in the curriculum were discussed with experts and then mapped to current curriculum offered at institutions. We discovered that less than 5% of these were being taught. In total, 78% of experts agreed that digital content is inevitable, 90% agreed that digital inclusion based on tools that were discussed will yield great benefits for students, and lastly 75% agreed that giving digital exposure to students must be standard practice. Conclusions: The response from experts confirms that digital inclusion is imperative, but instructors themselves lacked the know-how of emerging technologies. Only the curriculum of institutions with approved bachelor’s programs were included in this research. In our future work we hope to include all institutions and professional bodies as well.


Author(s):  
Muamer Halilbasic ◽  

Concept of skill mismatch is very broad and can be measured using a variety of indicators. It is used to describe so-called vertical mismatches (over-education, under-education, excessive or insufficient training), skills gaps, skills shortages, enrolment policy or ‘horizontal’ mismatches and skills obsolescence. In this paper we are analyzing skill mismatch gaps and skills shortages in software industry in Bosnia and Herzegovina using firm level assessment. The research results provide clear evidence for severe skill shortages facing IT companies in Bosnia and Herzegovina. Inadequate tertiary education enrolment policy results in numerous vacancies in software industry, especially for developer’s positions. The evidence of skills gaps are also found. Primarily as a result of inadequate curricula in higher education institutions. The problem of skill gaps is most prominent referring professional (technical) skills, but also some ‘soft’ skills, such as the ability to work with clients, communication skills, problem detection and solving, etc. In a broad group of professional (technical) skills the biggest gaps are found in a sub-group related to fundamental knowledge of programming languages and IT systems, and sub-group related to experience in working with complementary tools and project management. In a way this was expected having in mind the stage of development of software industry in Bosnia and Herzegovina. Identified skill gaps and skill shortages are somewhat lower for non-IT employees. Based on the research findings several policy options are discussed.


F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 859
Author(s):  
Krishna Choudhary ◽  
Alexander R. Pico

Rapid technological advances in the past decades have enabled molecular biologists to generate large-scale and complex data with affordable resource investments, or obtain such data from public repositories. Yet, many graduate students, postdoctoral scholars, and senior researchers in the biosciences find themselves ill-equipped to analyze large-scale data. Global surveys have revealed that active researchers prefer short training workshops to fill their skill gaps. In this article, we focus on the challenge of delivering a short data analysis workshop to absolute beginners in computer programming. We propose that introducing R or other programming languages for data analysis as smart versions of calculators can help lower the communication barrier with absolute beginners. We describe this comparison with a few analogies and hope that other instructors will find them useful. We utilized these in our four-hour long training workshops involving participatory live coding, which we delivered in person and via videoconferencing. Anecdotal evidence suggests that our exposition made R programming seem easy and enabled beginners to explore it on their own.


Author(s):  
Bjorn Siemers ◽  
Shadi Attarha ◽  
Jirapa Kamsamrong ◽  
Michael Brand ◽  
Maria Valliou ◽  
...  
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