ERIC Number: ED409790
Record Type: Non-Journal
Publication Date: 1997-May
Reference Count: N/A
Leading, Concurrent, or Lagging? The Knowledge Content of Computer Science in Higher Education and the Labor Market.
This monograph traces changes in computer science as a field of study in the college curriculum, and the associated changes in the work force and labor market. The study followed two cohorts of students from high school to age 30. Records for the first cover the period 1972-84; and for the second, the period 1982-93. The purpose of the study was to: (1) access what knowledge students who earned Bachelor's or associate degrees in computer science took with them into the labor market, and (2) how well that knowledge met the needs of the labor market. Data used included: student undergraduate records, national examinations, curriculum statements of professional organizations, and graduate program offerings. Among findings was an extraordinarily high consensus between taxonomies of computer science courses and those of disciplinary organizations. The report discusses computer science course taxonomies, institutional providers, workplace requirements and high school experiences, number of students earning computer science degrees, other disciplines offering computer science-related courses, amount of time spent in related courses, data from Graduate Record Examinations, and career paths of graduates in computer-related fields. Twenty data tables are included and 11 notes provide additional information; an appendix contains technical notes on methodology. (Contains 64 references.) (CH)
Descriptors: Associate Degrees, Bachelors Degrees, Career Education, Cognitive Processes, Competency Based Education, Computer Literacy, Computer Science Education, Core Curriculum, Curriculum Evaluation, Education Work Relationship, Employment Opportunities, Employment Patterns, Graduate Study, Higher Education, Information Science Education, Instructional Effectiveness, Labor Market, Labor Needs, Outcome Based Education, Outcomes of Education, Program Effectiveness, Relevance (Education), Undergraduate Study, Vocational Followup
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Policymakers; Students
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.; National Inst. for Science Education, Madison, WI.
Identifiers - Assessments and Surveys: Graduate Record Examinations