KNOWLEDGE, SKILLS AND COMPETENCIES THAT MUST HAVE OF THE GRADUATES OF MANAGEMENT INFORMATION SYSTEMS

Year 2019, , 357 - 388, 30.08.2019

Merve Vural , Aykut Hamit Turan

https://doi.org/10.22139/jobs.562327

Cited By: 3

Abstract

At the present time, choosing, educating and
maintaining a qualified human resource is a critical element facing
organizations. Organization managers, make an objective and accurate assessment
of human resources selection in order to make their organizations more
efficient and creative and for this they have to evaluate the candidates'
knowledge, skills and competencies. Working life and opportunities are changing
day by day and different occupations and job positions are emerging. Graduates
with different qualifications and competencies are requested in the job
positions. This situation requires more responsibility and necessity to having
qualified and competency to graduates.

Presently, policies towards shaping education
according to the economy are gaining momentum throughout the world. This change
has become a requirement with the change of technology, and it is pointed out
that the new technologies require new knowledge and skills, and education
update to meet these requirements. There is a new industrial revolution that is
defined by concepts such as factories, cyber systems and the internet of
objects that work with smart systems. With this revolution, it is emphasized
that the business processes, the qualifications of the labor force, the
production processes will change and the education must change in this
direction (Buyruk, 2018). One of the main goals of universities is to prepare
graduates for the business world. Achieving this goal successfully is
challenging in all areas, but it seems more difficult for areas such as
information systems (IS), information technology (IT), computer science (CS)
and management information systems (MIS). Developing technologies and computer
systems, it is part of the ever growing IT sector. The constantly evolving
sector has variable structure, this situation leads to different business
needs. As the field changes and evolves quickly, it is important for graduates
to keep the faculty information update. It is important to determine not only
the new positions needed, but also the specific tasks and responsibilities
needed for each of these new positions. This also requires educators to
regularly change and update their curricula and course contents, so that
graduates have the knowledge, skills and competencies they need to perform
their tasks in business areas (Davis and Woodward, 2006:11).

Today, knowledge, skills and competencies enable the
diversification of career opportunities to individuals who need to creating new
business lines or specialization in different fields (Sönger, 2018: 10). The
competence approach is implemented in many management areas such as management
skills and human resources management. Managers are expected to improve their
competencies in order to be efficient, human resource managers write and define
job descriptions and fulfill recruitment and selection procedures by
enumerating and assessing the competencies of future employees. Training and
development needs are determined on the competencies required for doing the job
(Vokić and Rimac, 2012: 713).

For the purpose of qualified, differentiating in
working life, providing guidance to academic leaders who design curriculum and
creating foresight for recruiting managers, this study will contribute to the
literature in terms of the knowledge, skills and competencies of who graduated
from Management Information Systems. The study population consists of
individuals who have graduated from the department of MIS of universities in
Turkey. Within the scope of the research, online questionnaire applied to 272
people who have graduated from the MIS field and have experienced the recruitment
processes in the business area, tested the processes related to the business
area and have the experience to analyze the current need.

Within the scope of the study, the competencies that
MIS graduates should have are covered in four groups. These are soft
competency, managerial competency, core technical competency and technical
competency. Soft competence refers to communication competencies consisting of
personal and interpersonal competence. Interpersonal competences are the core
competencies of the individual and help to solve problems (National Research
Council, 2011: 63). Soft competency are qualities that characterize a person's
relationships with others. Some researchers state that interpersonal
competences are the most important competence at all levels of work (Sheikh,
2009; Smith, 2007).

Managerial competency refers to the competency of the
function of organization and its management levels. Organizational competency expresses
the knowledge and skills to manage individual tasks and execution activities in
the workflow.

Core technical competency is generally considered to
be the core of the IT profession. The core technical competencies provide the ground
for entry into the business area. Core technical competencies, programming,
testing, operating systems and database design, data mining, system analysis,
system design and project management are required for the development of more
advanced capabilities. Core technical competencies are the basic requirement
for working in a job position in the profession. Includes basic knowledge and
skills related to the field and enables the development of higher level skills
and competences. Core technical competencies include system analysis, system
design and IT architecture / standards. Although it is important to have these
competencies to enter the profession, the importance of core technical
competences decreases as well as the individual's experience and duty in the
profession (Gallagher et al., 2010).

Technical competencies include the use of information
systems software, project management tools, integrated environments for
software development, software development methods, and data mining tools.
While the core technical competency includes the knowledge and skills that lay
the groundwork for the use of such software and tools, the technical competency
is reduced to more specificity, and the business processes are integrated into
the information systems of technology and include the skills of using the
software.

MIS is an interdisciplinary program that fills the gap
between information technology (IT) and business fundamentals. As an academic
field of study, MIS focuses on solving business problems and enhancing the
organization's performance by designing and implementing information technology
applications. Due to the interdisciplinary nature, the MIS program offers a
wide range of curricula (Kroenke and Boyle, 2015).

As a result of the studies and analyzes, the
competencies that the MIS graduates should have are examined in four
categories. It is seen that the highest of the averages calculated as a result
of the rating of these four competency types included in the study belong to
the soft competency type. When the averages are ranked from the largest to the
smallest, there are managerial competency in the second place, the core
technical competency in the third place and the last technical competence type.
Although these results seem to show that soft competencies are more important
than technical competencies, there are at least two reasons for using these
results as a reason to indicate the importance of technical competencies in MIS
programs. First, the standard deviations of all of the technical competencies
evaluated in this study were calculated higher than other competence types and
as a result of hypothesis testing, technical competences differed significantly
with more variables than soft competencies. Second, it tends to be
complementary to the importance of competencies assessed in the type of soft
competency, such as personal and interpersonal. Participants are likely to see
all competencies in personal and interpersonal categories as important for their
career success.

Keywords

graduates of management information systems, competencies of graduates of management information systems, graduation competency, skills and competencies

YÖNETİM BİLİŞİM SİSTEMLERİ BÖLÜMÜ MEZUNLARININ SAHİP OLMASI GEREKEN BİLGİ, BECERİ VE YETKİNLİKLER

Abstract

Amaç: Yönetim Bilişim Sistemleri (YBS) alanında
başarılı mezunların tanımlanabilmesi için işletmeler tarafından işe alım
sürecinde aranan yetkinlikleri nicel araştırma yöntemi ile belirlemektir.
Araştırma sonucunda elde edilen bulgular doğrultusunda bölüm profillerinin ve
eğitim programlarının sektörle uyumlu hale gelmesi, bu alandan mezun olan
bireylerin istihdam olanaklarına katkı sağlanması hedeflenmektedir.

Yöntem: Çalışmada nicel araştırma yöntemi kullanılmış
olup, YBS bölümünden mezun olmuş ve sektör çalışanı 272 mezuna anket
uygulanmıştır. Katılımcılar sahip oldukları yetkinlik düzeylerini 5’li likert
tipi ölçek yapısında değerlendirmiştir. Yapılan anket sonucu değerlendirilen 53
ifadenin faktör yapısını incelemek için yapılan faktör analizi sonucunda yetkinlikler
sosyal yetkinlik, yönetsel yetkinlik, temel teknik yetkinlik ve temel yetkinlik
olmak üzere dört kategoride değerlendirilmiştir.

Bulgular: Çalışmada elde edilen bulguların analizi
sonucunda mezunların sahip oldukları kişisel ve kişilerarası yetkinliklerini
kapsayan sosyal yetkinlik düzeyleri diğer sahip oldukları yetkinliklerin
ortalamalarından yüksek çıkmıştır. Yetkinlik ifadelerinden en önemli üç
ifadenin sosyal yetkinlik türünde 1) kendisine verilen görevleri yerine
getirme, 2) yeni beceri ve kavramları öğrenme, 3) başkalarını dinlemek olduğu
görülmektedir. Hipotez testleri sonucunda; mezunların sahip oldukları teknik
yetkinliklerinin; cinsiyet değişkenine, mevcut iş pozisyonlarında terfi
etmelerine, sektör deneyim sürelerine, gelir seviyelerine göre anlamlı bir
şekilde farklılaştığı görülmüştür. Yönetsel yetkinlik düzeylerinin lisans ve
yüksek lisans eğitim seviyelerine göre farklılık gösterdiği ve iş pozisyonunda
terfi alanların yönetsel yetkinlik türünde daha yüksek ortalamaya sahip olduğu
görülmüştür. Mezunların gelir seviyeleri ve deneyimleri arasında anlamlı bir
ilişki olduğu görülmüş, staj deneyimine sahip olmalarının ve gelir
seviyelerinin herhangi bir yetkinlik türü için farklılık göstermediği
görülmüştür.

Sonuç: Araştırmada yer alan bu dört yetkinlik
türünün katılımcılar tarafından derecelendirilmesi sonucu hesaplanan
ortalamalardan en yükseğinin sosyal yetkinlik türüne ait olduğu, ikinci sırada
yönetsel yetkinlik, üçüncü olarak temel teknik yetkinlik ve son olarak teknik
yetkinlik türü olduğu görülmüştür. Mezunların demografik özelliklerinin değişkenlik
gösterdiği göz önünde bulundurulursa sosyal yetkinlikler YBS bölümü mezunlarının
istihdam edilebilmesi için sahip olunması gereken en temel yetkinlik olarak
değerlendirilmektedir. Her ne kadar Türkiye’deki diğer bölümlere kıyasla daha
az mezun vermiş ve yeni bir bölüm olsa da sektörde farklılaşmak için teknik
yetkinlik gerektiren konularda öğrenmeyi öğrenme bilincinde kendilerini yetkin hale
getirmeleri gerekmektedir. Eğitim programlarının müfredatlarında da bu teknik
konulara yer verilmeli ve eğitim müfredatları sosyal ve yönetsel yetkinlikleri
destekleyici dersler ile dengeli bir şekilde planlanmalıdır.

Keywords

yönetim bilişim sistemleri mezunları, yönetim bilişim sistemleri mezunlarının yetkinlikleri, mezun yetkinliği, beceri ve yetkinlik

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