CHANGING EMPHASIS IN AGRIBUSINESS CURRICULA

Required courses for agribusiness degrees at forty-three schools were divided into six categories. The ranges in the percentage of required credits by category were quite large. Industry leaders, alumni, and employers have suggested increasing the course work on communications and business skills to improve the curricula. However, a comparison of degree requirements over time for a sample of twelve programs did not reveal major increases in emphasis for these areas. Departments should consider customer needs and competing programs as they review their curricula and attempt to add more value to their educational products.Teaching/Communication/Extension/Profession,

10. The Academic Departments

Includes: Collective Bargaining, Labor Law, and Labor History: The Department of Economic and Social Statistics; Labor Economics and Income Security Department: A Parent Department: Human Resources and Administration; The Organizational Behavior Department; Evolution of the Human Resources and Administration Department

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

NEW CHALLENGES FACING AGRICULTURAL AND RESOURCE ECONOMICS DEPARTMENTS IN THE TWENTY-FIRST CENTURY

Land/grant colleges were established to serve the public via a tripartite system of teaching, research, and extension. Agricultural economists have played a key role in this system in meeting agriculture's needs and are expanding this role to better cover the areas of food, natural resources and the environment. The declining economic importance of agriculture and the growing interest in relegating agriculture to free market forces has resulted in declining formula funding for the land grant system, greater emphasis on competitive funding, demands for greater accountability, and demands for a return to greater focus on public service, problem solving, and stakeholder involvement in the definition of research, teaching, and outreach agenda. Simultaneously, the demand for the traditional "agricultural economics" graduate is declining. This paper reviews the current and long-term issues and trends facing agricultural economics departments, explores the futures of their teaching, research, and outreach programs, and highlights the challenges that will be faced as these departments explore new teaching, research, and service opportunities in the areas of food, natural resources, and the environment. The paper concludes by arguing that for forward thinking agricultural economics departments, these pending changes will represent opportunities for better scholarship, more balance, and more effective service.Teaching/Communication/Extension/Profession,

Electronics and control technology

Until recently, there was no requirement to learn electronics and control technology in the New Zealand school curriculum. Apart from isolated pockets of teaching based on the enthusiasm of individual teachers, there is very little direct learning of electronics in New Zealand primary or secondary schools. The learning of electronics is located in tertiary vocational training programmes. Thus, few school students learn about electronics and few school teachers have experience in teaching it. Lack of experience with electronics (other than using its products) has contributed to a commonly held view of electronics as out of the control and intellectual grasp of the average person; the domain of the engineer, programmer and enthusiast with his or her special aptitude. This need not be true, but teachers' and parents' lack of experience with electronics is in danger of denying young learners access to the mainstream of modern technology

Information Technology, Workplace Organization and the Demand for Skilled Labor: Firm-Level Evidence

Recently, the relative demand for skilled labor has increased dramatically. We investigate one of the causes, skill-biased technical change. Advances in information technology (IT) are among the most powerful forces bearing on the economy. Employers who use IT often make complementary innovations in their organizations and in the services they offer. Our hypothesis is that these co-inventions by IT users change the mix of skills that employers demand. Specifically, we test the hypothesis that it is a cluster of complementary changes involving IT, workplace organization and services that is the key skill-biased technical change. We examine new firm-level data linking several indicators of IT use, workplace organization, and the demand for skilled labor. In both a short-run factor demand framework and a production function framework, we find evidence for complementarity. IT use is complementary to a new workplace organization which includes broader job responsibilities for line workers, more decentralized decision-making, and more self-managing teams. In turn, both IT and that new organization are complements with worker skill, measured in a variety of ways. Further, the managers in our survey believe that IT increases skill requirements and autonomy among workers in their firms. Taken together, the results highlight the roles of both IT and IT-enabled organizational change as important components of the skill-biased technical change.

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