IT Pillars , and required skills set for IT graduates

1. Seminar presented by Asst.Lect.Mohammad Salim
LFU-IT Dept.
29/3/2016

2.  Introduction
 Objectives
 Pillars of IT
 Required Skills
 Recommendations
 References

3.  “Degree programs in information technology arose because degree programs in the other
computing disciplines were not producing an adequate supply of graduates capable of handling
these very real needs. IT programs exist to produce graduates who possess the right combination of
knowledge and practical, hands-on expertise to take care of both an organization’s information
technology infrastructure and the people who use it. IT specialists assume responsibility for
selecting hardware and software products appropriate for an organization, integrating those
products with organizational needs and infrastructure, and installing, customizing, and maintaining
those applications for the organization’s computer users
 The fact that Information Technology programs emerged to meet demand from employers has had
a significant effect on the evolution of the discipline. Entry-level knowledge and skill
requirements gathered from potential employers of graduates naturally translate into
learning or program outcomes for graduates from Information Technology programs. In
particular, if a graduate is going to be able to function as a user advocate and select, create, apply,
integrate and administer computing technologies to meet the needs of users within a societal and
organizational context

4. Two main objectives :
 To explore the characteristics of IT graduates program
 To rise the appreciation of IT role in industry

5.  Figure 1 shows the academic discipline of IT [1].

6. Broad goals of an IT program
Specifically, within four years of graduation a student should be able to:
 Explain and apply appropriate information technologies and employ appropriate methodologies to help
an individual or organization achieve its goals and objectives;
 Function as a user advocate;
 Manage the information technology resources of an individual or organization;
 Anticipate the changing direction of information technology and evaluate and communicate the likely
utility of new technologies to an individual or organization;
 Understand and, in some cases, contribute to the scientific, mathematical and theoretical foundations on
which information technologies are built;
 Live and work as a contributing, well-rounded member of society.

7. A four-year IT programs aim to provide their graduates with the skills and knowledge to take on
appropriate professional positions in IT upon graduation and grow into leadership positions or
pursue research or graduate studies in the field. An IT graduate must therefore acquire a skill
set that enables him or her to successfully perform integrative tasks, including:
 An ability to apply knowledge of computing and mathematics appropriate to the discipline.
 An ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution.
 An ability to design, implement, and evaluate a computer-based system, process, component,
or program to meet desired needs.
 An ability to function effectively on teams to accomplish a common goal.
 An understanding of professional, ethical, legal, security and social issues and responsibilities.
 An ability to communicate effectively with a range of audiences.

8.  An ability to analyze the local and global impact of computing on individuals,
organizations, and society.
 Recognition of the need for and an ability to engage in continuing professional
development.
 An ability to use current techniques, skills, and tools necessary for computing
practice.
 An ability to use and apply current technical concepts and practices in the core
information technologies
 An ability to identify and analyze user needs and take them into account in the
selection, creation, evaluation and administration of computer-based systems.
 An ability to effectively integrate IT-based solutions into the user environment.
 An understanding of best practices and standards and their application.
 An ability to assist in the creation of an effective project plan.

9. There are, of course, different ways of providing experiential learning, including but not limited to:
 Instructor demonstrations,
 Structured and unstructured labs,
 Relevant field trips,
 Multi-stage individual and group projects,
 Interviews with IT professionals and/or job shadowing,
 Design, implementation, and documentation projects,
 Preparation and presentation of a technical report,
 Internships and co-ops
 Service learning.
This list exemplifies that experiential learning necessarily goes beyond typing-at-the-keyboard
experiences.

10. Educators need to ease the transition from academia to the business world by:
 Mimicking the computing and networking resources of the work environment
 Teaching students how to work in teams
 Providing significant project experiences

11. This presentation is totally taken from and based on the reference below:
[1]- Lunt, B. M., Ekstrom, J. J., Gorka, S., Hislop, G., Kamali, R., Lawson, E., ... &
Reichgelt, H. (2008). Curriculum guidelines for undergraduate degree programs in
information technology. Retrieved March, 2, 2009.