A bridge over the computer science graduate skill gap

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dc.contributor.authorBlignaut, Renette
dc.contributor.authorVenter, Isabella M.
dc.contributor.authorRenaud, Karen
dc.date.accessioned2014-03-02T19:18:21Z
dc.date.available2014-03-02T19:18:21Z
dc.date.issued2013
dc.descriptionPaper presented at X World Conference on Computers in Education, 2-5 July 2013; Toruń, Poland
dc.description.abstractUniversities are increasingly required to respond to the ever evolving needs of an ever more sophisticated and globalised workplace, which requires well-rounded workers with more than mere technical knowledge. Employers expect their prospective employees to already have acquired a range of professional and personal skills. Universities face a challenge in helping students to develop these skills and it is debatable whether this can be achieved within the university environment. What is needed is a way for students to interact with the outside world as part of their undergraduate programme in a situated learning environment. This paper reports on a computer science assignment specifically designed to develop professional and personal as well as discipline-specific skills. The results suggest that situated learning assignments are indeed able to enhance the development of precisely those soft skills which are so valued by employers.en_US
dc.identifier.citationBlignaut, R., Venter, I., Renaud, K., (2013). A bridge over the computer science graduate skill gap. WCCE 2013, pp 274-283, Torun, Poland.en_US
dc.identifier.isbn978-83-231-3090-1
dc.identifier.urihttp://hdl.handle.net/10566/1047
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.status.ispeerreviewedTRUE
dc.subjectGraduate attributesen_US
dc.subjectGraduate skillsen_US
dc.subjectHuman-Computer Interaction (HCI)en_US
dc.subjectSituated learningen_US
dc.subjectCritical social theoryen_US
dc.subjectTeaching strategiesen_US
dc.subjectLearning strategiesen_US
dc.titleA bridge over the computer science graduate skill gapen_US
dc.typeConference Paperen_US

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