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Align My Curriculum: A Framework to Bridge the Gap between Acquired University Curriculum and Required Market Skills

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  • Ahood Almaleh

    (Faculty of Computing and Information Technology, King Abdulaziz University, 21589 Jeddah, Saudi Arabia)

  • Muhammad Ahtisham Aslam

    (Faculty of Computing and Information Technology, King Abdulaziz University, 21589 Jeddah, Saudi Arabia)

  • Kawther Saeedi

    (Faculty of Computing and Information Technology, King Abdulaziz University, 21589 Jeddah, Saudi Arabia)

  • Naif Radi Aljohani

    (Faculty of Computing and Information Technology, King Abdulaziz University, 21589 Jeddah, Saudi Arabia)

Abstract

With the advancement of technology, academics and curriculum developers are always under pressure to provide students with skills that match the market’s requirements. A systematic and continuous examination of the market is needed, to stay up to date with the required skills, and then to update the curriculum to train the students with required market skills. In this article, we present a framework referred to as Align My Curriculum (AMC). The AMC framework aims to facilitate alignment between acquired university curriculum outcomes and required market skills. It can be used to classify, compare and visualize the data of a university curriculum and job vacancies in the market. The presented framework benefits academics and curriculum developers by improving the courses and therefore bridging the skills gap. Stakeholders from both academia and industry can gain insights into the predominant required and acquired skills. In addition, it may be useful for analysts, students, and job applicants. This article describes the architecture, implementation and experimental results, with visual analysis to help decision and policy-makers.

Suggested Citation

  • Ahood Almaleh & Muhammad Ahtisham Aslam & Kawther Saeedi & Naif Radi Aljohani, 2019. "Align My Curriculum: A Framework to Bridge the Gap between Acquired University Curriculum and Required Market Skills," Sustainability, MDPI, vol. 11(9), pages 1-13, May.
  • Handle: RePEc:gam:jsusta:v:11:y:2019:i:9:p:2607-:d:228715
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    References listed on IDEAS

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    1. Nikolaos Askitas & Klaus F. Zimmermann, 2015. "The internet as a data source for advancement in social sciences," International Journal of Manpower, Emerald Group Publishing Limited, vol. 36(1), pages 2-12, April.
    2. Lucia Kureková & Miroslav Beblavý & Anna Thum-Thysen, 2015. "Using online vacancies and web surveys to analyse the labour market: a methodological inquiry," IZA Journal of Labor Economics, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 4(1), pages 1-20, December.
    3. M S Sodhi & B-G Son, 2010. "Content analysis of OR job advertisements to infer required skills," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 61(9), pages 1315-1327, September.
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    1. Monica Mihaela Maer Matei & Anamaria Beatrice Aldea, 2019. "Employers’ Requirements for Data Scientists - an Analysis of Job Posts," Logos Universalitate Mentalitate Educatie Noutate - Sectiunea Stiinte Economice si Administrative/ Logos Universality Mentality Education Novelty - Section: Economical and Administrative Sciences, Editura Lumen, Department of Economics, vol. 4(1), pages 21-32, December.
    2. Guoqing Zhu & Yan Chen & Shutian Wang, 2022. "Graph-Community-Enabled Personalized Course-Job Recommendations with Cross-Domain Data Integration," Sustainability, MDPI, vol. 14(12), pages 1-16, June.
    3. Spada, Irene & Chiarello, Filippo & Barandoni, Simone & Ruggi, Gianluca & Martini, Antonella & Fantoni, Gualtiero, 2022. "Are universities ready to deliver digital skills and competences? A text mining-based case study of marketing courses in Italy," Technological Forecasting and Social Change, Elsevier, vol. 182(C).

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