Identifying Non-Technical Skill Gaps in Software Engineering Education: What Experts Expect But Students Don’t Learn

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.

Pause, Pivot, and Shift: Situational Human Capital and Responses to Sudden Job Loss

How, in the wake of the coronavirus crisis, do workers respond to rapid changes in the labor market? This paper mobilizes existing literature on occupational mobility and job loss to develop a theory of situational human capital in which some workers are better positioned to weather occupational transitions than others depending on the alignment between their skill sets, opportunities, and particular contexts. Previous literature looks at this in the case of “pausing,” when workers, such as women, take time off from work. Relatively less explored but equally consequential are transitions like “pivoting,” in which workers maneuver within their occupations to adjust their practices or platforms in order to keep working, and “shifting,” in which workers change their occupations altogether. Since most government unemployment benefits focus almost exclusively on workers’ pauses, they neglect to support workers as they pivot and shift during periods of labor market instability and disruption. This paper concludes by offering some policy recommendations to fill this gap.

The implementation of a data learning series focused on clinical development teams in a contract research organization

Effective management of a clinical trialrequires having real time access to information that provides useful insightsinto trial progress and that lends itself to collaborative decisionmaking.  Data visualizations using datafrom multiple source systems employed during the conduct of a clinical trialhave become an essential tool in the recent past as support for collaborativedecision making by project teams. Having the ability to access, analyze, read,work with, and present data to support an argument are  important skills that ensure datavisualizations fulfill their purpose in clinical trial management. There is anexpectation that members of the clinical trial team either possess or developthe data literacy skill sets necessary to collaborate on the successfulexecution of a clinical drug development trial. Here we describe thedevelopment of a Data Learning Series program targeted to increase the data literacyskills within a Contract Research Organization in support of the digitalevolution of the drug development industry.

Enhancing a SCRM Curriculum With Cybersecurity

Supply chain-related curricula exist across many universities, with many including risk management as an important or focal element. With the rise of software-driven technology across the supply chain, how can firms manage the inherent risks associated with software as part of a procurement process? This article examines how to provide context appropriate cybersecurity exemplars in a model supply chain education program, bringing to light the issue of embedded risk in software acquisition. Through a series of specifically placed educational elements that provide targeted cybersecurity knowledge to students, the objective is to provide additional skill sets for future supply chain professionals to assist firms in including software related cybersecurity risk as a component in SCRM.

Curing the Common Curriculum

Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.

Game-Based Learning in Higher Education

The technological developments and innovations have thrown open many challenges in the field of higher education. We are growing up in a society of digital natives who are exposed to the digital environment from their birth. Of late, the focus has shifted from traditional teaching methods to finding innovative ways and means to engage the students. Competence building instead of rote learning is the need of the hour. In order to prepare the students to face the challenges of the real world and make them future ready, it is important for higher educational institutions to focus on imparting to learners 21st century skill sets such as creativity, problem solving, and critical thinking, amongst others. Game-based learning is gaining momentum and is becoming a popular pedagogical tool as it is learner-centric and fosters creativity.

Inclusive Education

The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!

Teaching Cross-Cultural Competence in a Smart Machine Age

The business world is in a state of flux due in part to the advent of disruptive technologies such as artificial intelligence, smart robots, and nanotechnology. The dawn of this ‘Smart Machine Age' has significant implications for business education, which will need to be transformed with a new focus on imparting knowledge, skills, and abilities suitable for the new workplace environment. Among the skill sets that are in highest demand according to employers is cross-cultural competence (CC). Scholarly interest in CC has grown exponentially in recent years and there is an emerging consensus that it is best taught through non-traditional pedagogies centered on experiential learning. This chapter explores the efficacy of international service learning as a tool for teaching CC, with a focus on an innovative social entrepreneurship project undertaken at Florida International University. The project involves a partnership between a student organization, an NGO, and a women's self-help group in India.

A People’s process: Post-tsunami self-build housing in Tamilnadu (2005-08)

This essay elucidates some of the lessons learnt from the community participatory process adopted by Artes, in the Post- Tsunami housing reconstruction project at Nagapatinam, Tamilnadu (2005-08). The program was a self-build process, respectful of gender. A pragmatic assessment of regional technologies, materials and skills was undertaken. The technological assessment was conducted by the community, in collaboration with structural engineers. Projects under consideration are in Sirkazhi Taluk and Akkaraipettai, Nagapatinam region in Tamilnadu, which had been adversely affected. The projects were nominated as best practices by the UNDP, India (2008) for community participatory processes. It inspired a new sense of belonging and confidence in the community. Besides indigenous construction practices, the community was provided an opportunity to learn new construction skills that they desired, which were beneficial in the longer term. The new construction skill sets ensured the community was independent to build their own dwellings incrementally in later years. The community was no more at the mercy of external contractors. The design of the dwellings also enabled future incremental growth. This research highlights some of the lessons in capacity building of communities; using construction skills to enable them to rebuild their own homes, as well as be self-reliant in future extensions and additions

Psycho-Cognitive Model of Knowledge Creation Theory

Humans perform activities collaboratively or individually, and these activities, more often than not, involve both physical and mental processes. However, irrespective of whether individual or collective functioning, knowledge creation is a personal experience. Nevertheless, the general tenet of this paper is that knowledge is created in a human’s mind and resides in the head. Hence, it posits that knowledge creation is cognitive (associated with the neurological structures of the brain) and psychological (involving consciousness)—a psycho-cognitive process. This study thus employs a “Cognaction” mechanism that is based on the assumptions captured below. The mechanism premised that the human cognitive chamber consists of 3C modes of comprehension (for interpreting stimuli transmitted to the brain by sensory organs), contextualisation (for mindful connecting of chunks to existing schemas), and conceptualisation (for evaluative reflection in a manner that leads to drawing inference and building themes or new concepts). It demonstrates that as diverse skill sets are applied to a task, they generate varieties of effects and outcomes. The outcomes though are distinctive and at the same time are cospecialised. Thus, the psycho-cognitive perspective demonstrates knowledge creation as a cocreation process and sees knowledge as a mix of cocreated, cognitive structures. In view of these, the study provides the missing explanation on how the knowledge archetypes emerged. And it provides the missing link between the belief that “knowledge is created in the head” and knowledge creation theory.