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Descriptors:
Computer Literacy; Business Administration Education; Expectation; Job Skills; Career Development; Work Environment; Self Efficacy; Educational Needs; Computer Science Education; Information Technology; College Instruction; College Students; Student Attitudes; Guidelines; Qualitative Research; Employee Attitudes; Employer Attitudes; Computer Use; Semi Structured Interviews; Advertising; Recruitment

Abstract:
The use of computers has become part of everyday life. The high prevalence of computer use appears to lead employers to assume that university graduates will have the good computing skills necessary in many graduate level jobs. This study investigates how well the expectations of employers match the perceptions of near-graduate students about the computing skills necessary for the workplace. Four graduate-level positions were identified from advertisements placed in order to recruit graduates. The employers who placed these advertisements were interviewed, as were 21 students about to graduate from a university commerce programme. It was determined that the wording of the advertisements did not satisfactorily portray the requirements and intentions of the employers. Employers, unsure in many cases of how to request the skills they needed, assumed that graduates' end-user computing skill would be at a level suitable for entry into the workplace. Students close to graduating, while accepting that computers would be a part of their daily work life, had no idea of the type of computing skills employers would expect. This study highlights implications for three groups: employers, graduates, and educators. With the implications in mind the following recommendations are made: Employers are encouraged to: (1) Modify their assumptions about graduate's computer literacy; (2) Communicate their needs clearly to new graduates; and (3) Communicate with tertiary education providers about their workplace requirements. Graduates are encouraged to: (1) Make themselves aware of the types of computing that workplaces require; and (2) Be more circumspect when it comes to evaluating their own end-user computing skills. Educators are encouraged to: (1) Modify student profiles to match those of graduating students; (2) Communicate with employers regarding the domain and non-domain skill set required by graduates; and (3) Not be surprised if new students arrive to study without the level of end-user computing required to complete a degree. This study highlights the difficulties employers have trying to express their end-user computing requirements in job advertisements and the different interpretations that graduates make when reading the advertisements. Employers assumed that all graduates would have good computing skills, and students had high levels of confidence in their computing ability but little understanding of workplace computing requirements. The results of this study indicate that this is an issue that requires consideration by both sides of the employment process. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employer Attitudes; Administrator Education; Personnel Selection; Student Attitudes; Recruitment; College Graduates; Labor Market; Business Administration Education; Employment Opportunities; Expectation; Job Placement; Salary Wage Differentials; Institutional Characteristics; Employers; Surveys; Graduate Students; Compensation (Remuneration); College Faculty; Labor Turnover; Tables (Data)

Abstract:
In this report, the Graduate Management Admission Council[R] (GMAC[R]), in cooperation with MBA Career Services Council and EFMD, presents the results of the 2011 Corporate Recruiters Survey, the tenth annual survey of business graduates' employers. The primary purposes of this study are to examine the job market for graduates from MBA and other specialized master-level programs in business and management, to identify employer needs and expectations and their evolution over time, and to provide employers with useful statistics on recruitment methods, compensation packages, and retention rates. The survey results, which are based on responses from 1,509 employers in 51 countries, can be used by: (1) Individuals in the graduate management education community, including business school professionals, graduate business students, and prospective students, to gauge the job market and better understand employer expectations; (2) Employers of business graduates to develop their hiring plans and benchmark their practices against hiring practices of similar organizations; and (3) Career management professionals at business schools to better manage student expectations and employer relationships. This "Comprehensive Data Report", which is available exclusively to participating schools and employers, is part of the 2011 Corporate Recruiters Survey report set. The content of this report consists primarily of tables presenting survey responses by company characteristics that determine recruitment practices. The text that accompanies each major section of the report highlights key findings. The tables, however, are not comprehensively discussed. The reader should note that where there is a reference to 2010 and 2011, 2010 refers to actual hiring data and 2011 to anticipated hiring data. Survey Participants Participating Schools are appended. (Contains 47 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Market; Employment Patterns; Skilled Occupations; Technical Occupations; Personnel Selection; Job Skills; Employment Practices; Labor Force; Futures (of Society); Industry; Labor Needs; Skilled Workers; On the Job Training; Industrial Training; Staff Development; Employment Potential; Educational Attainment; Secondary Education; High School Graduates; Employees

Abstract:
In today's job market, middle and high skills jobs--jobs that require some education and training beyond high school--comprise the majority of job openings and typically provide the best wages and opportunities for advancement. And almost every day, there is an article or news story discussing the "skills mismatch" phenomenon, the ongoing challenge employers have in finding qualified and skilled employees to fill the more than 3 million jobs currently open in the United States, even in a time of high unemployment. As policymakers develop policies and programs that aim to ensure that the future U.S. workforce has the academic and technical preparation (from both K-12 and postsecondary education) necessary to access the careers of their choice, it is important to examine the issue from all angles. While there is an increasing amount of research around the education and skills jobs demand, the changing landscape of available jobs, and the role of education and training in addressing this skills mismatch, less is known about how the skills mismatch affects companies' hiring practices--and how companies' hiring practices affect the skills mismatch. For instance, do organizations expect to require higher levels of education for future job openings at some or all job levels? Do the education and skills requirements listed in job postings reflect current hiring practices? What are the most significant changes these HR leaders see for their organizations in the future? And what opportunities are truly available within organizations for advancement, particularly for individuals with lower levels of education and skills? To answer these questions and others, Society for Human Resource Management (SHRM) and Achieve partnered on a national survey of nearly 4,700 HR professionals representing nine industries. Major findings from the survey include: (1) Companies are hiring; (2) Demand is growing for more education and skills at all levels; (3) Companies are investing in training for their employees; and (4) Opportunities exist for low skills workers, but there is reason to suspect that these opportunities will shrink in the future. (Contains 7 figures, 6 tables, and 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employment Potential; Job Performance; College Graduates; Program Effectiveness; Job Skills; Human Resources; Educational Needs; Skill Analysis; Skill Development; Occupational Surveys; Employer Attitudes; Student Attitudes; Teacher Attitudes; Employee Attitudes; Graduate Surveys; College Outcomes Assessment

Abstract:
Purpose: This paper seeks to examine the basic employability skills needed for job performance, the reception of these skills in college, and the need for additional training in these skills after graduation. Design/methodology/approach: The research was based on a triangular design approach, in which the attitudes of three distinct groups--recent graduates, the faculty who taught them, and human resource managers who recruit them--were studied. The participants responded to a survey that included 47 items measuring eight dimensions of basic employability skills. Findings: The study revealed considerable differences in opinion among the three groups with regard to the skills needed for job performance, the skills received by college graduates, and the additional training needed. Research limitations/implications: The research study was limited to graduates, faculty, and recruiters at a business school in southern California. It is suggested that further studies be conducted to determine whether differences in attitudes from those found in this study might exist. Practical implications: Although the respondents identified the importance of leadership skills, these skills were noted to be below expectations for industry. Moreover, the need for additional training of recent graduates appears to be a major concern according to the results. Social implications: In a highly competitive economy, there is little chance that unprepared graduates will be successful in obtaining employment and then performing their jobs. Originality/value: The triangular approach taken in this study validates the importance of the interconnectedness among graduates, faculty, and industry. It is therefore imperative to strengthen the communication across these groups to ensure adequate preparation of graduates. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Competence; Social Behavior; Engineering; Professional Development; Career Development; Interpersonal Competence; Job Skills; Self Management; Models; Engineering Education; Employee Attitudes; Computer Science Education; College Students; Student Attitudes; Information Technology; Student Surveys; Followup Studies; Occupational Surveys

Abstract:
Purpose: The aim of this paper is to identify the main social competencies that future engineers need to become recognized professionals. In the paper the key competencies for contemporary engineers are examined and the focus is given on the importance of social competencies for professional development. A competency research model is developed taking into consideration the current research published in scientific papers, gathered opinion of students from Technical University of Sofia and early-aged operating engineers. Design/methodology/approach: The raised research questions are: "Which social competencies do future engineers need to possess in order to be successful and self-efficient in their personal and professional development?" and "Does the set of essential social competencies vary in different scenarios of engineering practice?" Findings: The received results after detailed analysis of university students' vote and opinion of the operating young engineers about what kind of social abilities are important for a reliable and effective engineering practice point to social competencies like: communication, teamwork, networking and adaptability are among the competencies with highest priority. These competencies are pointed out by engineers from Philips ETG as very important for successful social behavior too. Among the highest scored ability according to the students' ratings is self-management of social activities. That means that they wish to know how to manage their behavior and what kind of tools to use in order to be successful persons in their career development. The performed investigation about the key competencies for engineers results in a social competency research model that could support the building of a reliable engineering profile together with the required specific technical competencies. Originality/value: Successful professional realization requires not only specific technical competences of engineers, but also suitable social behavior. In this work the essential social competences for engineers are investigated and a social competency research model is proposed after comparison of preliminary students' vote, rating of students working on projects and gathered opinion of early-aged engineers. (Contains 3 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Foreign Countries; Lifelong Learning; Religion; Ceremonies; Confucianism; Scholarship; Graduate Students; Professional Identity; Professional Development; Performance Contracts; Universities; Masters Degrees; Courses; Measures (Individuals); Readiness; Undergraduate Students; College Faculty; Administrators; Test Validity; Test Reliability; Study Abroad; Foreign Workers; Andragogy; Educational History; Educational Philosophy; Cognitive Style; Cultural Differences; Cross Cultural Studies; Adult Students; Older Adults; Coping; Theories; Aging (Individuals); Adult Programs; Program Effectiveness; Job Skills; Personnel Selection; Surveys; Research; English Only Movement; Bilingual Education; Labor Force; Productivity; Academic Libraries; Special Libraries; Adult Educators; College Programs; Nonformal Education; Womens Education; Rural Education; Geographic Regions; Differences; Regional Characteristics; Attitudes; Competence; Comparative Analysis; Focus Groups; Interpersonal Competence; Cultural Pluralism; Armed Forces; Measurement

Abstract:
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Technology; Self Efficacy; Job Satisfaction; Statistical Analysis; Employee Attitudes; Work Environment; Labor Turnover; Intention; Predictor Variables; Surveys; Employer Employee Relationship

Abstract:
This research examined the relationship between job embeddedness, self-efficacy, organizational commitment, and job satisfaction as predictors of an IT employee's desire to stay (turnover intentions) at his or her position with his or her current employer. A survey instrument was administered to a sample of a population of IT professionals currently employed. Four research questions were used to address the problem statement and the purpose of this study. The first research question inquired about the relationship between job embeddedness and an IT employee's desire to stay (turnover intentions) at his or her position with his or her current employer. It was determined that job embeddedness had a negative linear relationship with turnover intentions. The second research question inquired about the effect that self-efficacy would have on the relationship between job embeddedness and an IT employee's desire to stay (turnover intentions) at his or her position with his or her current employer. It was determined that self-efficacy had a moderating effect on the relationship between job embeddedness and turnover intentions. The third research question inquired about the effect that organizational commitment would have on the relationship between job embeddedness and an IT employee's desire to stay (turnover intentions) at his or her position with his or her current employer. It was determined that organizational commitment had a moderating effect on the relationship between job embeddedness and turnover intentions. The fourth research question inquired about the effect that job satisfaction would have on the relationship between job embeddedness and an IT employee's desire to stay (turnover intentions) at his or her position with his or her current employer. It was determined that job satisfaction did not have an effect on the relationship between job embeddedness and turnover intentions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Group Activities; Industry; Cooperative Learning; Information Technology; Job Skills; Course Evaluation; Peer Teaching; Assignments; Test Construction; Active Learning; Courses; Student Projects; Student Evaluation; Peer Evaluation; Computer Science Education; Internet; College Instruction; Student Attitudes; Educational Strategies; Class Activities; Instructional Effectiveness; Teaching Methods; Interpersonal Competence; Programming; Instructional Design

Abstract:
Pedagogy of higher education is shifting from passive to active and deep learning. At the same time, the information technology (IT) industry and the Accreditation Board for Engineering and Technology (ABET) are demanding soft skills training. Thus, in designing an IT course, we devised group teaching projects where students learn to work with peers in a constructive and cooperative manner as they achieve deep learning by fulfilling their teaching responsibilities. The collective student effort provided the amount of tutoring required to cover JSP, PHP, Ajax, XML, HTML5, and RSS, which would be impossible for one instructor. While the group project provides excellent opportunities for soft skills training and deep learning, its practical realization is difficult to assess. Group activities often take place outside of the classroom, and instructors are kept out of communication and interaction loops. This may lead to a free-rider problem where some students are awarded the same grades as others who contribute more than their fair share of the work. To address this problem, we designed and administered two peer assessment tools. This paper reports the students' response to the course design and shares two soft skills assessment tools with IT educators in an effort to meet the demands of the IT industry and ABET. The study should prove especially valuable to those who teach in the fast advancing field of web technologies. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Employees; Labor Turnover; Industry; Work Environment; Intention; Personnel Selection; Persistence; Employee Attitudes; Marketing; Organizational Culture; Factor Analysis

Abstract:
The role of retail employees as customers was explored by quantitatively examining the influence of service climate and employee patronage on employee turnover intentions. Employees representing all shifts in two stores of a national retailer participated. Results indicated that employee patronage partially mediates the effects of service climate on employee turnover intentions. The findings suggest that employee patronage is a highly relevant organizational concept that warrants additional study. Practitioners may apply these findings in developing management and supervision training programs and designing employee selection and retention programs. Researchers may incorporate the variable of patronage when studying populations where employees can be external customers. Future research is necessary because the concept of employee patronage has not been adequately studied. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Computer Security; Gender Bias; Disproportionate Representation; Gender Issues; Mentors; Motivation; Work Environment; Role of Education; Computer Science Education; Information Technology; Interviews; Questionnaires; Equal Opportunities (Jobs); Career Choice; Recruitment; Labor Turnover; Employee Attitudes; Education Work Relationship

Abstract:
Much prior research has examined the dearth of women in the IT industry. The purpose of this study is to examine the perceptions of women in IT within the context of information security and assurance. This paper describes results from a study of a relatively new career path to see if there are female-friendly opportunities that have not existed in previous IT career paths. Research methodology focuses on a qualitative analysis of in-depth interviews with women who are self-described information security professionals. A primary goal of the study is to understand the perceptions of women in information security and determine what IS educators can do to help educate a new generation of students who are diverse, confident, and excited about the real-world aspects of an information security degree. Suggestions for improving the representation of women in information security and their ultimate perception of the field include better recruiting and retention strategies, development of mentors, and changes in presentation of the information security field. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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