The role of universities in prepaing work ready information technology graduates

Nagarajan, SV; Edwards, J

The role of universities in prepaing work ready information technology graduates

Nagarajan, SV Edwards, J

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Publisher:: Australian Collaborative Education Network (ACEN) Incorporated
Publication Type:: Conference Proceeding
Citation:: ACEN National Conference 2010Proceedings of the Australian Collaborative Education Network National Conference, Perth, 2010, 2010, pp. 480 - 488
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Nagarajan, SV	en_US
dc.contributor.author	Edwards, J https://orcid.org/0000-0002-7105-997X	en_US
dc.contributor.editor	Matthew Campbell	en_US
dc.date	2010-09-27	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	ACEN National Conference 2010Proceedings of the Australian Collaborative Education Network National Conference, Perth, 2010, 2010, pp. 480 - 488	en_US
dc.identifier.isbn	978-0-9805706-1-8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/16272
dc.description.abstract	The role of universities in preparing graduates for the workforce is a longstanding and controversial issue. In the business world, employers are increasingly interested in what their employees can do and less interested in what they know. There is an uneasy relationship between universities and their curricula and employer expectations of graduates. In the field of IT (Information Technology), minimal research literature exists on understanding graduate perspectives of their work experiences or how to relate their formal study to their work experiences, especially during the early employment years. When we studied the work experiences of recent IT graduates we found that certain professional skills can be developed only during employment. However, universities could be responsible for preparing IT graduates to face unknown, unknowable supercomplex situations, ensuring IT graduates learn how to learn, increasing knowledge and awareness of workplace environments and setting initial job expectations of, and for, IT graduates. We also found that in their degrees, IT faculties need frameworks beyond graduate attributes for the development and inclusion of IT specific professional skills.	en_US
dc.publisher	Australian Collaborative Education Network (ACEN) Incorporated	en_US
dc.relation.ispartof	ACEN National Conference 2010Proceedings of the Australian Collaborative Education Network National Conference, Perth, 2010	en_US
dc.relation.ispartof	Australian Collaborative Education Network National Conference	en_US
dc.title	The role of universities in prepaing work ready information technology graduates	en_US
dc.type	Conference Proceeding
utslib.location	Rockhampton Queensland	en_US
utslib.location.activity	Curtin University, Perth	en_US
utslib.for	0806 Information Systems	en_US
dc.location.activity	Curtin University, Perth	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Rockhampton Queensland	en_US
pubs.start-date	2010-09-27	en_US

Abstract:

The role of universities in preparing graduates for the workforce is a longstanding and controversial issue. In the business world, employers are increasingly interested in what their employees can do and less interested in what they know. There is an uneasy relationship between universities and their curricula and employer expectations of graduates. In the field of IT (Information Technology), minimal research literature exists on understanding graduate perspectives of their work experiences or how to relate their formal study to their work experiences, especially during the early employment years. When we studied the work experiences of recent IT graduates we found that certain professional skills can be developed only during employment. However, universities could be responsible for preparing IT graduates to face unknown, unknowable supercomplex situations, ensuring IT graduates learn how to learn, increasing knowledge and awareness of workplace environments and setting initial job expectations of, and for, IT graduates. We also found that in their degrees, IT faculties need frameworks beyond graduate attributes for the development and inclusion of IT specific professional skills.

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http://hdl.handle.net/10453/16272