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)