Technical Job Placement Success of Coding Bootcamps

Studies have addressed the inconsistencies and uncertainty of coding bootcamps despite the recent sensationalization of bootcamps as an opportunity to close the wage gaps. While high variability based on intensity, duration, and delivery exist, many of these bootcamps advertise high job placement rates and guarantee technical competency upon graduation. This study evaluates technical job placement rates for recent coding bootcamp graduates using public LinkedIn profiles, accounting for any technical experience prior to the bootcamp such as a technical undergraduate degree or previous employment. Through regression analysis and propensity-score matching, the study finds that while prior technical experience is the strongest predictor of technical employment, the lack of a technical background will not penalize a bootcamp graduate from landing a technical role in the future. The research shows that bootcamp attendees were not penalized for a non-technical undergraduate degree and that the bootcamp significantly positively increased their chances of success to obtain a future technical role. Furthermore, attending a bootcamp was shown to be unhelpful for participants who already had a technical undergraduate degree. Finally, the research suggests avenues for further exploration with regards to how levels of education (i.e. undergraduate, graduate, and/or bootcamp) impact recruiting for graduates

Towards a 21st Century Personalised Learning Skills Taxonomy

There exists a significant gap between the requirements specified within higher education qualifications and the requirements sought by employers. The former, commonly expressed in terms of learning outcomes, provide a measure of capability, of what skills have been learnt (an input measure); the latter, commonly expressed in terms of role descriptions, provide a measure of competency, of what a learner has become skilful in (an output measure). Accreditation traditionally provides a way of translating and embedding industry-relevant content into education programmes but current approaches make fully addressing this requirements gap, referred to here as the Capability-Competency Chasm, very difficult. This paper explores current efforts to address this global challenge, primarily through STEM examples that apply within the United Kingdom and European Union, before proposing a way of bridging this chasm through the use of a 21st Century (C21) skills taxonomy. The concept of C21 Skills Hours as a new input measurement for learning within qualifications is introduced, and an illustrative example is presented to show the C21 skills taxonomy in action. The paper concludes with a discussion of how such a taxonomy can also be used to support a microcredentialing framework that aligns to existing competency frameworks, enabling formal, non-formal and informal learning to all be recognized. A C21 Skills taxonomy can therefore be used to bridge the gap between capability (input) and competency (output), providing a common language both for learning and demonstrating a skill. This approach has profound implications for addressing current and future skills gaps as well as for supporting a transition to more personalised learning within schools, colleges and universities and more lifelong learning both during and outside of employment

The Culture of Appalachian Coal Miners and Its Affect on Their Culture

The purpose of this ethnographic study was to understand and describe the culture and history of the Appalachian coal mining community and how the culture is impacting their future if they face a mine closure. The theory guiding this study is the Cultural Identity Theory by Mary Jane Collier as it explains that the miners’ culture is influenced by those around them and can change based on their surroundings. There is also influence from mining history, which was explored in detail. Surveys, interviews, and observations were utilized to collect data as well as historic artifacts

The development of a sustainable framework for an industry driven career-focused ICT curriculum in producing sought after ICT graduates

The employability of ICT graduates is a critical issue that needs to be addressed by Higher Education Institutions (HEIs). It can be argued that there are different challenges for higher education institutions, employers, and regulatory bodies around graduates’ readiness to join the modern workplace. The media and academic research is often critical on the matter of employability and continue to question the issues of (i) mismatches in the skills needed for and supply of ICT graduates; (ii) how faculty can keep themselves abreast with the changes in technology skills needed; (iii) how industry practitioners can be an integral part in the design and delivery of the curriculum that produces graduates with the global skills required by the workplace as demanded by Small Medium Enterprises (SMEs), Multi-National Companies (GNCs) and by the growing number of startups; and (iv) industry-academia collaboration for curriculum design and delivery. Typically, ICT remains the key driver and enabler of growth in all business sectors and is a recession-proof career; hence, all stakeholders should collaboratively design and deliver its curriculum. This study seeks to investigate the challenges Higher Education Institutions face in designing and delivering an industry-driven curriculum that would satisfy the expectations and requirements of students, academics, regulatory bodies, and employers. It aims to address the gaps and identify the mismatches in the expectations of these stakeholders. The goal is to develop a sustainable framework for curriculum design that contains strategic and measurable provisions in curriculum delivery, ensuring that experiential learning is genuinely embedded in the ICT curriculum. The research has achieved its research goal to develop a proposed framework from an extensive literature review and in-depth analysis of the findings obtained from online surveys and focus groups involving the different stakeholders – students, alumni, academia, and employers. This study contributes to the literature where minimal research is available on collaborative design and delivery of an ICT curriculum involving the different relevant stakeholders

Reframing Construction Labour Productivity in a Colonisation Context: The West Bank as an Example

This thesis explores the under-researched topic of defining construction labour productivity and the factors impacting it in the context of a small, volatile and dependent economy of the West Bank. The aim is to identify the impact of particular social, economic and political constraints on structural and agency factors affecting the construction sector's productivity using case studies from the West Bank. Labour productivity is studied from a broad perspective, adding political and economic conditions to reframe and evaluate the term and its determinants in the context of high uncertainty, political instability and complex geography. 'Labour productivity' comes to represent the production interplay between agency and structural factors, and construction labour is treated as complementary to the machine rather than as an extension of it. The theoretical framework is developed based on Giddens' Structuration Theory, mainly the reconciliation of the multi-layers structure and agency determinants impacting construction labour productivity in the context of colonisation. The study's philosophy validates the use of mixed methods methodology, merging positivism and constructivism under the canopy of pragmatism. Quantitative and qualitative data have been collected, with the quantitative part consisting primarily of comprehensive survey data from the PCBS and the qualitative of purposive semi-structured interviews with decision makers at macro and meso levels plus analysis of multiple case studies. The results reveal that the controversy about using hourly wage as an indication of construction productivity is resolved by including labour characteristics and context-specific variables in the model. The construction sector in Israel depends on skilled blue-collar employees from the West Bank rather than unskilled ones, with a higher rate of labour mobility for those from rural areas to Israeli construction markets than from other locations, leading to skill shortages in the West Bank. The construction labour process in the West Bank also rests on low levels of vocational education and training and a high risk of accidents due to meagre experience, lack of training and improper application of health and safety regulations. Finally, Israeli control of movement within the West Bank and the outlets to international markets impacts on labour productivity by imposing restrictions on importing and transporting construction materials and the internal mobility of workers. The research contributes to knowledge through its originality and generalisation by mapping the complexity of social factors and providing a definition of construction productivity appropriate to colonisation

The Black Box of Enrollment Management: The Influence of Academic Capitalism and Values of the Public Good

The study addresses the widening income and racial access gap in higher education resulting from enrollment management teams’ operationalization of academic capitalism. The study focuses on the local, micro level, emphasizing how enrollment management leadership teams make sense of enrollment management, recognizing that enrollment management and the work of enrollment management stakeholders exist within an organizational space encompassing the values of both public good and academic capitalism. Using a case study methodology and critical sensemaking theory, the research explored how academic capitalism and values of the public good shaped enrollment management leadership teams’ sensemaking and sensegiving as they enacted decisions, actions, and practices to recruit and admit students. The main conclusion includes the critical role of the EMLTs and its members’ agency in public good enactments, especially driving the sensemaking process, and a more nuanced and complicated picture between academic capitalism and values of the public good in enrollment management. The study is the first to demonstrate that academic capitalism and the public good can coexist and overlap, in various ways, within the field of enrollment management despite existing literature’s overwhelming characterization of enrollment management as firmly existing within the space of academic capitalism. Recommendations for colleges and universities include leveraging capitalist tools to drive a public good agenda; using predictive data analytics to have a measured approach to increase access; balancing the use of tuition discounting; investing in hiring organizational actors who can operate with contradictory logics and share public good values; developing key public good metrics; diversifying revenue streams; and for wealthy institutions to be bold in their public good enactments

Κατηγοριοποίηση και περιληπτικές αποδόσεις εργασιών συνεδρίων της ACM SIGCSE

Η παρούσα εργασία αφορά στη μελέτη εργασιών οι οποίες παρουσιάστηκαν στο συνέδριο ACM SIGCSE τις χρονιές 2016, 2017 και 2018. Αρχικά, γίνεται μια κατηγοριοποίηση, με βάση τον κύριο τομέα της Εκπαίδευσης της Πληροφορικής τον οποίο αφορά η κάθε εργασία που παρουσιάστηκε στα προαναφερθέντα συνέδρια. Οι κατηγορίες στις οποίες κατατάχθηκαν τα άρθρα είναι οι εξής: • Αξιολόγηση σπουδαστών • Ασφάλεια και προστασία της ιδιωτικής ζωής • Διαδραστικά περιβάλλοντα μάθησης • Διαφορετικότητα των φύλων/ Πολυπολιτισμικότητα • Εκπαίδευση της Μηχανικής Λογισμικού • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Ενσωμάτωση Πληροφορίας • Ηλεκτρονική μάθηση • Οπτικοποίηση • Πρότυπα αναλυτικά προγράμματα • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Συστήματα διαχείρισης μάθησης • Υπολογιστική Σκέψη • Υπολογιστικός Αλφαβητισμός Στη συνέχεια, δίνονται περιληπτικές αποδόσεις των εργασιών της χρονιάς 2017 που εμπίπτουν στις παρακάτω επιλεγμένες κατηγορίες: • Αξιολόγηση φοιτητών/μαθητών • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Υπολογιστική ΣκέψηThis thesis focuses on the study of papers presented at the ACM SIGCSE conference in the years 2016, 2017 and 2018. Initially, a categorization is defined, based on the main areas of IT education that are included in the aforementioned conferences. The categories in which the articles were classified are: • Student evaluation • Security and Privacy • Interactive learning environments • Gender Diversity / Multiculturalism • Software engineering education • CS1 • Computer Science Education • Integration of Information • E-learning • Visualization • Model curricula • K-12 • Collaborative learning • Computational Thinking • Computing Literacy Afterwards, reviews of the papers of the year 2017 are presented concerning the following categories: • Student evaluation • CS1 • Computer Science Education • K-12 • Collaborative learning • Computational Thinkin

UMSL Bulletin 2019-2020

The University Bulletin/Course Catalog 2019-2020 Edition.https://irl.umsl.edu/bulletin/1083/thumbnail.jp

2011, UMaine News Press Releases

This is a catalog of press releases put out by the University of Maine Division of Marketing and Communications between January 3, 2011 and December 30, 2011

e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)