Communication and leadership skills in the Computer Science and Information Systems curricula: A case study comparison of US and Bulgarian programs

In this paper we present results from our curriculum research on the behavioral educational topics being in the computer science (CS) and information systems (IS) academic programs in two countries USA and Bulgaria. Specifically, we address learning outcomes as they pertain to IT Project Management. Our research reveals that the two countries approach undergraduate education from different vantage points. The US universities provide a flexible general education curriculum in many academic areas and students have the opportunity to strengthen their soft skills before they enter the workforce. Bulgarian universities provide specialized education in main CS subject areas and the students are technically strong upon graduation. Is there a way to balance out this divergent educational experience so that students get the best of both worlds? Our paper explores this aspect and provides possible solutions

New curriculum on managing projects: Responding to 21st century workforce needs

Academics in many disciplines are effectively practicing experiential education to engage students using a project-oriented curriculum. The experience gained from working with projects is helpful from a career perspective as well since projects are increasingly viewed as a mechanism to implement organizational strategy and to manage organizational change. Employers today are seeking competent team members and individuals who understand the art and science of leading and managing projects. Business schools can enrich their curriculum with learning outcomes that can address this growing demand from project-oriented organizations for a “project-ready” pool of job applicants. To facilitate course design of a “project-oriented” curriculum, the newly released undergraduate project management curriculum guidelines can be leveraged. In this paper we describe the architecture of the curriculum guidelines and illustrate how business faculty can enhance their courses with project management (PM) principles and concepts