ERIC Number: ED431418
Record Type: Non-Journal
Publication Date: 1998-Dec
Reference Count: N/A
Using Training Ads To Identify High-Demand IS/IT Job Skills and Competencies.
Case, Thomas L.
Universities and educationally-oriented researchers have turned to survey research, advisory boards, and content analyzing newspaper want ads to provide guidance in keeping their curricula and IS/IT (Information Systems/Information Technology) course contents up-to-date. While such approaches can provide insight into the range of skills that employers are looking for, they may stop short of identifying emerging skills and/or the especially "hot" skills for which organizations are willing to pay a premium. This investigation was undertaken to determine whether the content analysis of IS/IT training ads in newspapers and online venues is superior to the content analysis of newspaper want ads in identifying high-demand and/or emerging IS/IT skills. The findings suggest that content analyzing training ads can provide IS educators with greater insight into high-demand IS/IT skills than can be observed in newspaper want ads. The findings also suggest the contents of IS/IT want ads are superior to training ads in their attention to "soft" skills (e.g., interpersonal, problem-solving, analytic, communication, project management) and enduring concepts that serve as cornerstones for lifelong learning. Universities are typically better positioned than training firms to help students develop the "soft" skills; training firms may be better positioned than universities to help trainees develop particular technical skills and competencies. (MES)
Descriptors: Advertising, Business Administration Education, Content Analysis, Curriculum Development, Employment Qualifications, Higher Education, Information Science Education, Information Skills, Information Systems, Information Technology, Job Skills, Newspapers, Occupational Surveys, Tables (Data), Training
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A