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

Understanding Role Of Student Feedback In Quality Assessment: A Case Study

There has been a recent trend in fostering quality cultutre in higher educatin institutes. Students evaluation of teachers and courses at the end of semester are an integral part of Quality Assessment process. It has been heavily debated in academic communities that whether students are competent enough to judge teacher and course quality. Furthermore in semester system where grading is solely in the hands of faculty student’s opinion can be biased . In this paper we have carried out an empirical study to understand the student evaluation practices. Our study highlights that in some cases the students may be biased but generally they are very objective in portraying the ground realities

An Arrested Virtuous Circle? Higher Education And High-Tech Industries In India

We provide a brief but comprehensive overview of linkages between higher education and the high tech sector and study the major linkages in India. We find that the links outside of the labor market are weak. This is attributed to a regulatory structure that separates research from the university and discourages good faculty from joining, which erodes the quality of the intellectual capital necessary to generate new knowledge. In the labor market, we find a robust link between higher education and high-tech industry, but despite a strong private sector supply response to the growth of the high-tech industry, the quality leaves much to be desired. Poor university governance may be limiting both labor market and non-labor market linkages. Industry efforts to improve the quality of graduates are promising but over reliance on industry risks compromising workforce flexibility. Addressing the governance failures in higher education is necessary to strengthen the links between higher education and high tech industry.

Another Brick in the Wall: An Exploratory Analysis of Digital Forensics Programs in the United States

We present a comprehensive review of digital forensics programs offered by universities across the United States (U.S.). While numerous studies on digital forensics standards and curriculum exist, few, if any, have examined digital forensics courses offered across the nation. Since digital forensics courses vary from university to university, online course catalogs for academic institutions were evaluated to curate a dataset. Universities were selected based on online searches, similar to those that would be made by prospective students. Ninety-seven (n = 97) degree programs in the U.S. were evaluated. Overall, results showed that advanced technical courses are missing from curricula. We conclude that most degree programs evaluated offer legal/cyber law & ethics, investigative processes, and lab & forensic operations courses. The courses offered the least were memory forensics, Internet of Things (IoT) forensics, and program & software forensics. The data shows that some universities with the Forensic Science Education Programs Accreditation Commission (FEPAC) accreditation are lacking instruction in timely digital forensics topics such as memory forensics (0%), hardware security (0%), program & software forensics (0%), and ethical hacking (0%). Investigative processes (100%), network forensics (100%), lab & forensic operations (100%), and a senior design/capstone project (100%) are offered at all FEPAC accredited universities in digital forensics and digital evidence. Undergraduate degree programs with the National Centers of Digital Forensics Academic Excellence (CDFAE) designation had over a 50% offering rate for 11 out of the 22 courses we evaluated. However, memory forensics (0%) and IoT forensics (12.5%) were largely underrepresented. Our work provides an overview of the current state of digital forensics programs and discusses the importance of these courses to educate the next digital forensics workforce

Factors which influence student satisfaction among international postgraduate students in Universiti Utara Malaysia

In today’s competitive environment student satisfaction become a significant factor for higher education. This was because satisfied students could attract new students and help to retain existing students. Despite importance of student satisfaction in higher education institutions, limited studies have been done on student satisfaction in Malaysian higher education. The declining number of international postgraduate students in UUM had raised researcher interest to make the study. The objective of this study was to examine the influence of some factors like accommodation, cafeteria food service, transportation and teaching quality on student satisfaction among international postgraduate students in Universiti Utara Malaysia (UUM). The survey method utilizes the questionnaire for data collection process. Pearson Correlation and Multiple Regression were used for data analysis through SPSS version The survey questionnaires were distributed to 291 respondents however only 192 questionnaires were received back or 65.9 percent. The main finding of study showed there were significant relationships between accommodation, cafeteria food service, teaching quality and student satisfaction. Transportation, however, did not show any significant relationship with student satisfactio

Missing Elements of Computer Science Curricula 2013

Rapidly expanding computing domain has forced educational institutions to up-grade existing curricula of computing degree programs. Recently, a joint task force of Association for Computing Machinery and IEEE-Computer Society has published the Strawman Draft of Computer Science Curricula 2013. The Draft has introduced some new ideas to keep computing curricula modern and relevant. The recommended curricula have designed in the light of 6% response rate of the conducted survey. This paper has pointed out some important aspects which need attention to meet the challenges of the 21st century. These aspects include an Ad-hoc approach towards the core body of knowledge, incomplete curriculum guidelines, over-ambitious contents and learning outcomes. Some other missing aspects include computing dispositions, global education, 21st century skills, guideline for inclusion and the hidden curriculum. It is believed the recommendations of this paper may generate some thought provoking ideas to make the computing curricula more robust and effective

Outcome-Based Engineering Education: A Global Report of International OBE Accreditation and Assessment Practices

Outcome-based education (OBE) is a paradigm in which instructional and assessment/ evaluation are explicitly designed for ensuring the attainment and mastery of predefined learning outcomes. OBE is now the underlying paradigm followed by global accreditation efforts such as the Washington Accord (ratified in 1989). The shift to OBE is so pronounced that some education experts identify the shift to outcome-based education and accreditation as one of the top 5 major changes of the last 100 years. OBE is starkly different from the previous content-based educational approaches in shifting the aim from covering the content to a student-centric mastery that is driven by exit-outcomes and educational objectives. And while OBE is often criticized for straitjacketing education, and resisted by hesitant faculty members suspecting additional burden, studies show that the OBE movement, on the whole, has helped in improving the educational standards and outcomes by helping ensure proper planning of curriculum and assessment and their alignment with the program objectives and desired outcomes. OBE is also flexible in the sense that it does not dictate the choice of specific education strategies or teaching methods. New OBE schemes have also diversified in response to early misgiving about OBE (related to excessive paperwork, and bean-counting-like auditing) and now admit diverse types of evidence (including qualitative and quantitative, formative and summative, formal and informal assessments). In this paper, we present—as a geographically dispersed set of academics from Pakistan, United Kingdom, United States of America, Malaysia, Saudi Arabia—a global international perspective on OBE accreditation standards, practices, and attitudes. We will trace the historical development leading to the great shift to OBE in recent times and also synthesize insights from our diverse transnational experience in meeting accreditation requirements in different countries

A Generic Curriculum Model for Computing Degree Programs

The current literature shows the existing curriculum models are unable to meet the needs of the today2019;s dynami