Winthrop Launches Continuing and Professional Education Courses

Winthrop will launch a series of non-credit continuing and professional education courses this summer. The courses will focus on critical thinking in the workplace, information computing and technology, and growing and running nonprofit arts and cultural organizations. The courses are designed to meet community needs in professional development, workforce training and lifelong learning

Ubiquitous computing: a learning system solution in the era of industry 4.0

Ubiquitous computing, which was initially advocated by Mark Weiser has become one of the keywords to express a vision of the near future of computing systems. The "ubiquitous world" is a ubiquitous computing environment with integrated networks; computer integrated manufacturing system (CIMS) and invisible computers which equipped sensor microchips and radio frequency identification systems. Anyone can access the ubiquitous computing systems anytime and anywhere broader, without individual awareness or skills. Ubiquitous computing is becoming crucial elements to organize the activities of groups of people by use of groupware under workforce mobility. The computer-supported cooperative work is transforming from telework to ubiquitous work with new information and communication technologies that support people working cooperatively. Ubiquitous learning is a demand for the knowledge workforce for more multi-skilled professionals. It is a new and emerging education and training system that integrating e-learning of cyberspace and mobile learning of physical space with a global repository that has the potential to be accessed by anyone at any place and anytime under ubiquitous integrated computing environment. In this paper, we discuss the study of emerging trends through the implementation of work and learning that influenced ubiquitous computing technology prospects. Furthermore, the perspective of ubiquitous work and learning system, gaining quality, and hence credibility with emerging information and communication technologies in education and training systems in the area of the education system are discussed. The experimental results showed that CIMS could improve the students learned more efficiently and achieved better learning performance

The Effectiveness of Social Science Research in Addressing Societal Problems: Broadening Participation in Computing

One important rationale for federal funding of social science research is its role in addressing pressing social problems. In this article we examine the impact of the National Science Foundation’s (NSF) Information Technology Workforce Program (ITWF) on broadening participation Computing and Information Technology careers. Established in 2000 in response to the declining participation of women and minorities in Computer Science education and Information Technology Careers, the ITWF supported close to $30 million in research before it ended in 2004. We document the quantitative and qualitative effects of this research funding both to illustrate the complex ways in which R&D funding can advance scientific understanding and to identify the challenges that such problem-driven social science research may encounter. The problem of diversity in the IT Workforce has not been solved, but we conclude that the ITWF program nonetheless had important effects on understanding of this problem and efforts to address it

Towards a framework for the integration of information security into undergraduate computing curricula

With the rapid rise of the world’s reliance on technology, organisations are facing an increased demand for a security savvy workforce. It is, therefore, important that computing graduates possess the necessary information security skills, knowledge and understanding that can enable them to perform their organisational roles and responsibilities in a secure manner. The information security skills, knowledge and understanding can be acquired through a computing qualification that is offered at a higher education institution. The ACM/IEEE, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into the curriculum. However, its guidelines and recommendations do not provide sufficient guidance on “how” this can be done. This study therefore, proposes a framework to address the pervasive integration of information security into computing curricula. Various research methods were used in this study. Firstly, a literature review was undertaken to inform the various phases and elements of the proposed framework. The literature reviewed included relevant information security education standards and best practices, including key computing curricular guidelines. Secondly, a survey in the form of semi-structured interviews supported by a questionnaire were used to elicit computing educators’ perspectives on information security education in a South African context, including the perceived challenges and ideas on how to integrate information security into the curricula. Finally, elite interviews were conducted to validate the proposed framework. It is envisaged that the proposed framework can assist computing departments and undergraduate computing educators in the integration of information security into the curricula thereby helping to ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely

Identifying Factors that Influence Undergraduate Women to Leave (or Remain in) Computer Science Majors

The share of women in computing careers is significantly lower than the share of women in the United States workforce. This study seeks to examine the social, structural, and individual factors that influence the decision-making of undergraduates who identify as women to leave or remain in computer science-related disciplines. This research explores the broader computer science discipline including related disciplines such as cybersecurity, management information systems, business analytics, and information technology (IT) innovation. There have been studies targeting specific majors, but the categorization of computer science majors is not always reflective of all computing majors. It is imperative that research is performed to determine factors that could provide a more inclusive academic environment in these majors in hopes that higher education institutions can retain more students who identify as female

Computer Science and Information Technology (CSIT) Identity: An Integrative Theory to Explain Gender Gap in IT

While women constitute 46.6 percent of the US workforce, only 20 percent of women hold Computer Science and Information Technology (CSIT) related jobs. In addition, although CSIT related job prospects are growing significantly according to Bureau of Labor Statistics, it is astounding to discover that fewer women are participating in this opportunity. The number of women majoring in computing related areas declined by 80% in the last decade and a 93% decrease since its peak in 1982. Identity-based theories in science and engineering show identity-related measures affect student’s education and career persistence. We propose an integrative approach to examine gender differences within the central notion of computer science and information technology (CSIT) identity formation by drawing upon social cognitive career theory, theory of planned behavior, and the theory of identity. Better understanding of identity issues could suggest interventions that would lead to more gender equity in the CSIT field

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Factors Influencing girls\u27 choice of Information Technology careers

Many western nations have experienced declining numbers of women in the information technology (IT) workforce (Trauth, Nielsen, & von Hellens, 2003). Between 1996 and 2002, women in the U.S. IT workforce declined from 41% to 34.9% (ITAA, 2003). This can hamper diversity and reduce the talent pool that can address needs of diverse end-users (Florida & Gates, 2002). Why do women choose IT careers or reject them? Multidisciplinary research on career genderization reveals gender imbalance (Trauth, Nielsen, & von Hellens, 2003). Career decisions against math, science, and technology (MST) are often made as early as age 11 without understanding long-term implications (AAUW, 2000). We examine influences on girls’ choice of IT careers, modeling social, structural, and personal variables that affect IT career choice. Using Ahuja’s (2002) classification of social and structural influences on women’s IT careers, Beise, Myers, VanBrackle, and Chevli-Saroq’s (2003) model of women’s career decisions, and individual differences suggested by Trauth (2002), we extend literature to children and adolescents’ career choices. Social influences bias internal and external gender perceptions and stereotyping, role models, peers, media, and family. Institutional support such as teachers and counselors, access to technology, and same-sex versus coeducational schools are structural influences. While both can influence career decisions, social factors have the most influence on children’s early perceptions. Both factors can introduce gender-stereotyping effects on career choices. Gender stereotyping explains how girls perceive their role in society based on subtle societal cues. It can limit opportunities for both sexes. We also examine personality traits and external influences that make children unique. Their individual differences draw them to activities and content areas such as problem solving and interaction with people. Finally, ethnic culture can exert an influence on social and structural variables. Figure 1 from Adya and Kaiser (2005) presents our career choice model that is discussed in the next section

Workforce Development for a Knowledge Economy: Report of the International Workshop

In a knowledge economy, globalization and rapid advances in technological innovation have rendered the production of goods and services more complex, competitive, and increasingly dependent upon information and communication technology (ICT). The social, economic, and cultural impact of these economic trends and of the information society are unprecedented. The emerging knowledge economy requires a highly flexible and increasingly skilled workforce that can be continuously trained and upgraded. Therefore, new and innovative legislation, policy, and planning must be introduced for technical and vocational education and training. In support of this goal, the objectives of the workshop were to: ○ Share experiences of workforce development for knowledge economy ○ Draft project proposals to develop workforce needed in knowledge economy ○ Examine issues to be faced with the advent of knowledge economyPreface iii PART ONE PROCEEDINGS OF THE WORKSHOP 1 I. Organization of the Workshop 3 A. Organization 3 B. Objectives of the Workshop 3 C. Opening of the Workshop 3 D. Attendance 5 E. Election of officers 5 II. Knowledge Economy Presentations 5 A. ICT and National Innovation System: Is ICT an Engine of Growth? 5 B. Developing ICT Strategy for Economic Growth 8 C. Knowledge Worker Development: Technology Neutrality and Growth of the IT Industry 9 D. Policy Implications of a Knowledge Economy 12 E. Developing ICT Strategies Using Open Technology 14 F. Knowledge Workforce Development for Computer Supported Collaborative Work Environments 15 G. Trends and Developments in Cyber Crime in the Information Age 17 H. Emerging Technical Skills Requirements for 21st Century Knowledge Workers 18 I. Needs Analysis of ICT Workers in Asia and the Pacific 21 J. Preparing Project Proposals Using Logical Framework Approach 23 III. Technical Education and Vocational Training Presentations 25 A. Employment Trends and Workforce Development Policies for the Republic of Korea 25 B. KOICA's Official Development Assistance and Human Resource Development 27 C. Human Resource Development Policy in Korea 29 D. Developing Learning Portal for Workforce Development 32 E. Closing the Gap in Education and Training 34 F. Cyber Crime Risks and Educating the Public on Internet Safety 36 G. Vocational Education and Training Finance in Korea 37 H. Educational Policy Making in Asia 39 I. Use of Information and Communications Technology in Technical Education and Vocational Training 41 J. Contribution of Technical Education and Vocational Training to Sustainable Development 43 K. Creating and Re-engineering Knowledge Workers in Developing Economies 44 L. Implications of Ubiquitous Computing for Education 46 M. Open Education System in India 48 N. Core Sustainable Development Skills for the Workforce 50 O. International Standards in Technical and Vocational Training 53 PART TWO SUMMARY OF COUNTRY REPORTS AND PROJECT PROPOSALS 57 A. Bangladesh 59 B. Bhutan 68 C. Cambodia 74 D. China 86 E. Fiji 93 F. India 101 G. Indonesia 109 H. Kazakhstan 116 Contents I. Korea 121 J. Kyrgyz Republic 131 K. Lao Peoples Democratic Republic 135 L. Maldives 148 M. Mongolia 153 N. Myanmar 155 O. Nepal 162 P. Papua New Guinea 167 Q. Philippines 172 R. Sri Lanka 180 S. Vietnam 191 ANNEXES 197 Annex I. Workshop Agenda 199 Annex II. List of Participants 20

Early Determinants of Women in the IT Workforce: A Model of Girls’ Career Choices

Purpose – To develop a testable model for girls’ career choices in technology fields based on past research and hypotheses about the future of the information technology (IT) workforce. Design/Methodology/Approach – Review and assimilation of literature from education, psychology, sociology, computer science, IT, and business in a model that identifies factors that can potentially influence a girl’s choice towards or against IT careers. The factors are categorized into social factors (family, peers, and media), structural factors (computer use, teacher/counselor influence, same sex versus coeducational schools), and individual differences. The impact of culture on these various factors is also explored. Findings – The model indicates that parents, particularly fathers, are the key influencers of girls’ choice of IT careers. Teachers and counselors provide little or no career direction. Hypotheses propose that early access to computers may reduce intimidation with technology and that same-sex education may serve to reduce career bias against IT. Research Limitations/Implications – While the model is multidisciplinary, much of research from which it draws is five to eight years old. Patterns of career choices, availability of technology, increased independence of women and girls, offshore/nearshore outsourcings of IT jobs are just some of the factors that may be insufficiently addressed in this study. Practical Implications – A “Recommendations” section provides some practical steps to increase the involvement of girls in IT-related careers and activities at an early age. The article identifies cultural research as a limitation and ways to address this. Originality/value – The paper is an assimilation of literature from diverse fields and provides a testable model for research on gender and IT