The Experts below are selected from a list of 159582 Experts worldwide ranked by ideXlab platform
Elizabeth Campagnac - One of the best experts on this subject based on the ideXlab platform.
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Management and the Social Sciences: A Proper Field to Bring Together Research-Industry-Higher Education in the Building Industry
European Journal of Engineering Education, 1994Co-Authors: Elizabeth CampagnacAbstract:SUMMARY The question of closer relationships between research, higher Education and Industry has been posed in France during the 1980s. The aim of this paper is to study the approaches in the building Industry and it concerns especially research in the field of economic and social sciences as well as management. The type of interactions observed in Industry and Education, the benefits and also the limits that they represent are evaluated from the researcher's point of view.
Suyitno Muslim - One of the best experts on this subject based on the ideXlab platform.
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Programmer's Competencies between Industry and Education
Universal Journal of Educational Research, 2020Co-Authors: Lucia Sri Istiyowati, Zulfiati Syahrial, Suyitno MuslimAbstract:Nowadays the Industry of Information Technology (IT) requires a lot of experts on programming but they find it is difficult to hire ones. On the other hand, universities produce many graduates in this field of programming. There is a gap or competency mismatch between computer science graduates/IT graduates with the competencies needed by Industry. This phenomenon is a challenge for universities to produce graduates who have abilities that are in accordance with the standards or competencies needed by the Industry. The challenge for universities is creating a competent, acceptable and highly competitive workforce by creating learning that can attract students to pursue their competencies. The purpose of this study is to determine the perceptions of lecturers and professionals in the IT field about the competencies that must be possessed by a programmer through questionnaires distributed to Industry and universities. The results of the study show that the competencies of programmers according to Industry users, professionals and teaching lecturers do not have a big difference, which means that the learning objectives of programming in higher Education are in line with what is desired by the Industry as a graduate user. In addition to hard skills and soft skills, currently, a programmer also needs to have business skills.
Manfred Glesner - One of the best experts on this subject based on the ideXlab platform.
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FPL - Perspectives of Reconfigurable Computing in Research, Industry and Education
Lecture Notes in Computer Science, 1998Co-Authors: Jürgen Becker, Andreas Kirschbaum, Frank-michael Renner, Manfred GlesnerAbstract:The paper presents an overview on perspectives of reconfigurable computing in research, Industry and Education, whereas some past, present and future developments as well as trends arc sketched from the authors point of view. It is tried to stress the perspectives of such promising, flexible and cheap computing systems within these three communities, but also to identify present disadvantages in order to accelerate future developments, and to force more interrelations between Industry and academic fields.
Lucia Sri Istiyowati - One of the best experts on this subject based on the ideXlab platform.
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Programmer's Competencies between Industry and Education
Universal Journal of Educational Research, 2020Co-Authors: Lucia Sri Istiyowati, Zulfiati Syahrial, Suyitno MuslimAbstract:Nowadays the Industry of Information Technology (IT) requires a lot of experts on programming but they find it is difficult to hire ones. On the other hand, universities produce many graduates in this field of programming. There is a gap or competency mismatch between computer science graduates/IT graduates with the competencies needed by Industry. This phenomenon is a challenge for universities to produce graduates who have abilities that are in accordance with the standards or competencies needed by the Industry. The challenge for universities is creating a competent, acceptable and highly competitive workforce by creating learning that can attract students to pursue their competencies. The purpose of this study is to determine the perceptions of lecturers and professionals in the IT field about the competencies that must be possessed by a programmer through questionnaires distributed to Industry and universities. The results of the study show that the competencies of programmers according to Industry users, professionals and teaching lecturers do not have a big difference, which means that the learning objectives of programming in higher Education are in line with what is desired by the Industry as a graduate user. In addition to hard skills and soft skills, currently, a programmer also needs to have business skills.
Michael A Campion - One of the best experts on this subject based on the ideXlab platform.
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do candidate reactions relate to job performance or affect criterion related validity a multistudy investigation of relations among reactions selection test scores and job performance
Journal of Applied Psychology, 2013Co-Authors: Julie M Mccarthy, Chad H Van Iddekinge, Filip Lievens, Mavis Meichuan Kung, Evan F Sinar, Michael A CampionAbstract:Considerable evidence suggests that how candidates react to selection procedures can affect their test performance and their attitudes toward the hiring organization (e.g., recommending the firm to others). However, very few studies of candidate reactions have examined one of the outcomes organizations care most about: job performance. We attempt to address this gap by developing and testing a conceptual framework that delineates whether and how candidate reactions might influence job performance. We accomplish this objective using data from 4 studies (total N = 6,480), 6 selection procedures (personality tests, job knowledge tests, cognitive ability tests, work samples, situational judgment tests, and a selection inventory), 5 key candidate reactions (anxiety, motivation, belief in tests, self-efficacy, and procedural justice), 2 contexts (Industry and Education), 3 continents (North America, South America, and Europe), 2 study designs (predictive and concurrent), and 4 occupational areas (medical, sales, customer service, and technological). Consistent with previous research, candidate reactions were related to test scores, and test scores were related to job performance. Further, there was some evidence that reactions affected performance indirectly through their influence on test scores. Finally, in no cases did candidate reactions affect the prediction of job performance by increasing or decreasing the criterion-related validity of test scores. Implications of these findings and avenues for future research are discussed.