Complete thesis - Murdoch University

sonal and group attributes are consistently more highly valued than the technical knowledgecompetencies. The high ranking of oral communications and team participation in Table 2.9suggested to the researchers that more group work and oral presentations should form partof the IS curriculum as this is a required skill in industry.Table 2.9: Snoke: top IS generic competenciesAttributeMeanRankWork as part of a team in a productive and cooperative manner 6.30Be able to participate in continued learning and intellectual development 6.28and develop critical, reflective and creative thinkingRetrieve, evaluate and use relevant information 6.22Oral communication skills 6.17Define problems in a systematic way 6.11Written communication skills 6.09Interpersonal skills 6.02Analyse, synthesise and evaluate the various solutions 5.95Self motivation 5.87With respect to the IS discipline possess coherent, extensive, theoretical 5.80and practical knowledgeConsider the quality of the solution and its timeliness 5.72With respect to the IS discipline be technologically competent (the person 5.71is able to use the current technology competently)Value the ethics of the Information Technology profession 5.70Embrace change and be obliged to engage in incremental improvement to 5.67keep up with the rapid change in technologyConfidence about their ability to learn independently 5.61With respect to the IS discipline possess theoretical and practical knowledge5.58in at least one reference discipline which include behavioral science,computer science, decision theory, information theory, organizational theory,management theoryTime management skills 5.51Work independently 5.47Participate in on-going professional development 5.38Demonstrate practical knowledge and understanding in at least one computer5.37languageThe largest Australian studies to date appear to be part of the series being undertakenthrough an Australian government supported Evaluations and Investigations Programme (Departmentof Education, Science and Training , DEST). These analyse some 200,000 commentsrecorded on the CEQ (Course Experience Questionnaire) since it was first administered in themid 1990s, from graduates of all 38 publicly funded Australian universities. A set of parallelstudies develops a tracking project that taps the experience of successful recent graduates,and operates from the assumption that graduates who have been working in professionalpractice for between two to six years are well positioned to identify what is likely to be most30