Literature review
There are ample studies related to MIS skills and gaps, conducted through surveys distributed to MIS alumni, educators and students. Further, analysis of ads for online jobs and focus groups was conducted with the sole purpose to analyze and identify the required skills for the IT professionals. (Wilkerson, 2012). Golding et al., (2008) stated that surveys of current students assist in evaluating students’ skill levels within MIS program, however, are limited by such studies collecting information that is related to required skills for successful workplace because of scant experience of the respondents. Similarly, conducting surveys of graduates are crucial in order to assess the curricula of courses because they target individuals with work experience which include students who will be influenced by changes within the curricula. Ample studies have been conducted on MIS alumni. E.g. (Davis & Woodward, 2006; Sumner &Yager, 2008; Koopi, 2009; and Reinig, 2007).
Plice and Reinig (2007) distributed a survey to alumni to identify whether the balance between technical content and business should be modified within MIS programs. They stated that alumni are moving into jobs that require additional management responsibilities, thus, knowledge and management skills should acquire higher attentions than technical skills. Their findings were consistent with other studies (McMurtreyet al., Davis & Woodward, 2006; Merhout et al., 2009; Golding, 2008; Noll & Wilkins, 2002)
Sumner and Yager (2008) indicated that soft skills are more crucial than technical skills for the MIS alumni, however a balanced curriculum contributes to prepare the alumni to attain important technical skills which are also required. Further, Sumner and Yager specified that skills and knowledge within emerging application development are specifically crucial technical skills for MIS alumni. Fang, Koh and Lee (2005) argue that previous studies related to IS job skills were using number of classifications IS skills of job, thus, obtaining comparison of job skill studies is hard. However, studies were built on the previous work of (Todd, 1995; Lee et al., 1995) to offer a classification scheme composed of interpersonal skills, organizational knowledge, core technical IS knowledge and IS knowledge, and personal skills. Core IS knowledge consists of knowledge that differentiates an IS personnel from other company colleagues. Organizational knowledge consists of knowledge of functional areas of business including marketing, accounting, etc. Interpersonal skills are communication and team skills. Personal skills are related to personal capabilities and traits including critical thinking and creative skills as well as personal motivation. Subsequent studies organized their questionnaires based to Fang et al. classifications of job skill scheme (McMurtery et al., 2008; Golding et al., 2008; Tesch et al., 2008). Previous studies used the analysis of skill gap to determine the differences between actual and expected skill levels of alumni and recommend curricula changes (McMurtrey et al., 2008; Richards et al., 2011; Trauth et al., 1993; Cappel, 2001; Fang et al., 2005; et al., 2008; Nelson, 1991; Tang et al., 2001).
Tesch et al. (2008) indicated that the three skills that have high gap between actual and expected skill levels include written communication, ability to listen and self-motivation. These three skills were ranked top five most importance skills in the employer job skills survey. Moreover, they are considered as soft skills. Cappel (2001) conducted survey on employers on soft and technical skills and revealed skill gaps in sixteen to nineteen technical skills. While, Lee and Han (2008) focused on analyzing hundreds of online job ads posted on Fortune 500 organizations’ websites and reported that technical skills of programmers and analysts are more crucial than soft skills.
From past literature it is noticeable that employers and MIS graduates believe that soft skills are more crucial than technical skills. However, both skills are significant. Further, significant skill gaps exist, and should be addressed in both skill aspects. Soft skills, including communication ability, ability of effective teamwork, and personal motivation are important skills of all professionals, and contribute to create a successful workforce. However, these skills do not differentiate MIS professionals from other business professionals including marketing and accounting professionals who should attain soft skills for career success. (Downey et al., 2008)