The impact on firms of ICT skill-supply strategies: an Anglo-German comparison

This paper compares the supply of specialist ICT skills in Britain and Germany from higher education and from apprenticeship and assesses the relative impact on companies in the two countries. In contrast to Britain, where numbers of ICT graduates have expanded rapidly, the supply of university graduates in Germany has not increased. Combined with the constraints of the German occupational model of work organization, it is concluded that this failure of supply may have contributed to slower growth of ICT employment in Germany. At the same time, German firms have turned to a newly developed model of apprenticeship to supply routine technical ICT skills. This strategy contrasts with British firms which recruit from a wide range of graduate specialisms and invest more heavily in graduate training. Probably in part as a consequence, apprenticeship in ICT occupations in Britain has failed to develop

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Auditing the ICT experiences of teacher education undergraduates

The importance of teacher education graduates having appropriate information and communication technology OCT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences of undergraduates it should not be assumed that teachers enter their profession with the required ICT competencies to support their students' learning. This paper reports on the first phase of a project to audit the ICT experiences of teacher education undergraduates. It finds that the individual experiences of undergraduates can vary considerably depending on their choice of majors, electives or specialist teaching areas. It further finds that high percentages of students perceive themselves to have no competency with a range of ICT applications that would support the more motivational and interesting aspects of ICT integration for student learning

Auditing the TPACK confidence of Australian pre-service teachers: the TPACK confidence survey (TCS)

This chapter describes the construction and validation of an instrument to measure teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachers’ attitudes toward using ICT; confidence to use ICT for teaching and learning tasks (TPACK); competency with ICT; Technology Knowledge (TK); and TPACK Vocational Self-efficacy. The scale measuring TPACK confidence uses the Learning With ICTs: Measuring ICT Use in the Curriculum instrument that has been evaluated and reported previously. This paper proposes that the TCS provides a valid and reliable instrument with which to audit teachers’ TPACK confidence

System dynamics advances strategic economic transition planning in a developing nation

The increasingly complex environment of today's world, characterized by technological innovation and global communication, generates myriads of possible and actual interactions while limited physical and intellectual resources severely impinge on decision makers, be it in the public or private domains. At the core of the decision-making process is the need for quality information that allows the decision maker to better assess the impact of decisions in terms of outcomes, nonlinear feedback processes and time delays on the performance of the complex system invoked. This volume is a timely review on the principles underlying complex decision making, the handling of uncertainties in dynamic envrionments and of the various modeling approaches used. The book consists of five parts, each composed of several chapters: I: Complex Decision Making: Concepts, Theories and Empirical Evidence II: Tools and Techniques for Decision Making in Complex Environments and Systems III: System Dynamics and Agent-Based Modeling IV: Methodological Issues V: Future Direction