Skills Gaps in the Industry

2021 ◽  
Vol 20 (5) ◽  
pp. 1-39
Author(s):  
Deniz Akdur

Many practitioners in the software-intensive embedded industry often face difficulties after beginning their careers due to misalignment of the skills learned at the university with what is required in the workplace. Companies spend crucial resources to train personnel whose academic backgrounds are not only based on “computing disciplines” but also on non-computing ones. Analyzing the gap between the software industry and academia is important for three reasons: (1) for employers, hiring properly trained practitioners allows them to spend less time in training them while incorporating them more efficiently into the workforce; (2) for practitioners, knowing the most important skillset is helpful to increase their chance of employability; and (3) for academia, understanding the necessary skillset is critical to making curriculum changes. To achieve these objectives, we conducted a survey that yielded responses from 659 software professionals working worldwide in different roles. In this study, we only included the responses of 393 embedded software practitioners whose undergraduate degree was completed in Turkey, working in 10 countries. This article sheds light on the most important skills in the embedded software industry by presenting various cross-factor analyses. Understanding the coverage of these skills in the curriculum (mostly in Turkish universities) helps bridge the gaps, which can and should be achieved through more Industry Academia Collaborations (IACs).

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Obed Barkus ◽  
Dorothy Hughes

Due to social distancing precautions and the desire to protect clinical learners, the COVID-19 pandemic forced medical schools everywhere to implement more distanced and virtualized learning in their educational curriculums. More specifically, at the University of Kansas School of Medicine-Salina, a regional medical campus, the impact of some of these changes were also seen and felt. The purpose of this study was to investigate the downstream effects of these curriculum changes from the perspectives and opinions of medical students attending a regional medical campus. To explore the study purpose, a mixed-methods, cross-sectional study that used an online survey with closed and open-ended questions was used. Additionally, because of unique curriculum characteristics depending on the year of the student, 1st and 2nd year students (phase I) were asked slightly different questions than students in their 3rd and 4th years (phase II). Closed-ended questions asked students about lecture experience, clinical learning development and time, study time, exam performance, collaborative learning experiences, and socialization/interactions with colleagues. Students answered in range of -3 to +3, negative numbers meaning a detrimental impact (or decrease in study time), and positive numbers being beneficial impact (or increase in study time). Open-ended questions asked students about improvements that could be made, unique class circumstances during the pandemic and any other relevant impact not covered in closed-ended questions. For phase I students, lecture experience, study time and exam performance resulted in no impact. However, collaborative learning and socialization with colleagues did result in a detrimental impact that was significant. For phase II learners, clinical skills development, time spent in clinical skills development and socialization with colleagues were detrimentally impacted. However, the amount of time spent on studying increased and exam performance benefited. These findings suggest that pandemic-related curriculum changes impact learners differently depending on the phase of medical they are in.               There are no conflicts of interest by either of the authors. This study has been approved by the University of Kansas Medical Center Institutional Review Board.


Author(s):  
Marcello Chedid ◽  
Leonor Teixeira

The university-software industry collaboration relationship has been represented a key resource, to the extent that together they can more easily promote technological development that underpins innovation solutions. Through a literature review, this chapter aims to explore the concepts and the facilitator or inhibitor factors associated with the collaboration relationships between university and software industry, taking knowledge management into account. This chapter is organized as follows. In the first section, the authors briefly introduce university, software industry, and knowledge management. The following section, based on the literature reviewed, provides a critical discussion of the university-software industry collaboration relationship, knowledge management in knowledge intensive organizations or community, and knowledge management in collaboration relationship between these two types of industries. Finally, in the rest of the sections, the authors point to future research directions and conclude.


Author(s):  
Nihan Yıldırım ◽  
Yeliz Korkmaz

The need for understanding Generation Y employees' attitudes and expectations that considerably differed from previous generations had been a focus of researchers in the last decades. IT industry and specifically software industry had been among the most popular employment areas of Generation Y professionals and hence Generation Y Software Developers constitutes the majority of the work force in the software industry. As known, software development is a project-based business where the project management methodologies and principles are utilized. Similar to other project based works, the effectiveness of human resources management and team development is the determinant of project success in software development. Therefore, to effectively manage and to adapt appropriate approaches for leading the project teams which include Generation Y software professionals, managers and leaders prior in need to understand their perspective. In this context, research aims to understand the expectations and attitudes of Generation Y Software Developer professionals in projects. The research is structured in two parts reflecting these dual aims. The first part of the research addresses the expectations of Y generation employees from project management and project environment in software development projects. The second part of the research explores the attitudes of Y generation Employees in software development project teams. Survey is conducted with the participation of 113 Generation Y Software Professionals who are employed in major software companies in Turkey. Basic concepts that are explored in the study are expectations from working environment, expectations from project type and content, leadership, motivation factors, challenges faced, perceptions on generation conflicts and the attitudes of Generation Y professionals towards project-based work and work environments. Software industry is dominated by project based management methods, perceptions and attitudes of Generation Y in projects are expected to provide practical guidelines to policy makers and HR professionals in developing solutions and tools for improving motivations and effectiveness of Generation Y employees.


IFLA Journal ◽  
2019 ◽  
Vol 45 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Lesley S. J. Farmer

This study reveals the complexities and dynamics of law, governance, and practice that have impacted school libraries in Sweden. The Education Act of 2010 and the Swedish Library Act of 2013, which mandated school libraries, did not address staffing, and that loophole has been given recent attention, especially in light of national curriculum changes and librarian shortages. The University of Borås’s School of Library and Information Science is the largest, leading institution within Sweden for preparing professional librarians. Their school librarianship faculty is in the process of changing its curriculum. This paper explains the school librarianship situation in Sweden as a case study of a change process in the profession.


1993 ◽  
Vol 23 (1) ◽  
pp. 32-35 ◽  
Author(s):  
T. Brian Pretorius ◽  
M. Diedricks

This study represents a factor analytic investigation of the Inventory of Socially Supportive Behaviors (ISSB) and the Social Support Questionnaire (SSQ) when used with South African students. Respondents ( N = 242) were undergraduate students at the University of the Western Cape. The obtained internal-consistency estimates of reliability for the ISSB and the SSQ (alphas above 0,90) compared favourably with previously reported reliabilities for these scales. Exploratory factor analyses of the ISSB yielded three factors similar to previously reported factor structures of the scale, while in the case of the SSQ it appears as if one factor is sufficient to represent the factorial structure of the scale. Confirmatory factor analyses, using latent variable methods confirmed the distinctiveness of the instruments and indicated that two interrelated factors accounted for the variation in the subscales of the ISSB and the SSQ.


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