Academic Community and Practitioner Perceptions on Information
Technology Competencies: A Gap Analysis
CHRISTINE LOURRINE S. TABLATIN
Information Technology Department
Pangasinan State University
San Vicente, Urdaneta City, Pangasinan
PHILIPPINES
Abstract: - Academic institutions must be able to adapt to rapid technological advancements and bridge the
continuous skill gap between industry expectations and student academic preparation. This study aimed to
analyze and present an updated view of the essential IT competencies perceived by IT practitioners and
highlight the skills gap between the perceptions of industry practitioners and the academic community. The
study utilized quantitative and qualitative research to determine the most relevant competencies according to IT
practitioners and academicians. The findings revealed that competencies in microprocessors, semiconductors,
embedded systems, mobile and wireless computing, and robotics were perceived as somewhat
important/important by IT practitioners. However, IT faculty members perceived these competencies as very
important/important. These findings suggest that there is a gap between the acquired competencies in the
university and the competencies needed by the industry. Further, the analysis of the competencies in the
different IT jobs revealed the competencies perceived by the IT practitioners vary depending on the specific IT
job. This research brings insights into the relevant competencies of the IT workforce and how to improve the IT
curriculum to produce professionals who meet industry demands.
Key-Words: - Knowledge, Skills, Tools, Competencies, Information Technology, Gap Analysis
Received: August 11, 2023. Revised: October 1, 2023. Accepted: October 8, 2023. Published: October 18, 2023.
1 Introduction
The level of knowledge, skills, and abilities in
Information Technology (IT) acquired through a
high-quality education tailored to the demands of
the industry determines the employability of an IT
graduate. Graduate employability is one of the
indicators of performance on the level of
accreditation of higher educational institutions, [1],
[2], and accomplishment in the Philippines, [3].
With the rapid evolution of the IT field, academic
institutions must evolve alongside the computing
industry to ensure students acquire the relevant
knowledge, skills, and abilities needed to succeed in
their future careers. Therefore, academic institutions
must be able to adapt to rapid technological
advancements and bridge the continuous skill gap
between industry expectations and student
preparation. Integrating industry experience into the
curriculum is one way to prepare students for their
professional practice. Analysis of job
advertisements and industry feedback is also
significant in assisting educational institutions in
assessing students' professional preparedness and
determining the skills gap. Based on the feedback
from industry partners and the experiences of IT
students participating in the internship program, one
study looked at the value of soft and hard skills in
IT professional practice. The study's findings
indicate that the institution should strengthen the
curriculum's emphasis on the acquisition of soft
skills and fundamental hard skills, [4]. Several
studies looked at the content of job postings to see
what skills employers look for when recruiting IT
employees, [5], [6], [7], [8], [9], [10], [11]. Other
studies conducted interviews with IT managers and
practitioners to ascertain the knowledge and skills
required to meet the demands of an IT profession
that is becoming more and more dynamic, [12],
[13], [14]. These studies found that there is a vast
range of skill sets and that IT professionals must
possess both technical and non-technical skills to
stay relevant in the digital age.
Hiring graduates with technical competencies is
important from an industry perspective. Graduates
with the most in-demand technical and non-
technical skills will have excellent job prospects.
Therefore, educational institutions have the
responsibility to help students acquire the relevant
knowledge, skills, and abilities that will ensure their
employability in the IT industry.
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Non-technical or soft skills are nearly universally
agreed upon as a primary factor for employing a
graduate in an IT profession by industry managers.
To evaluate the skill requirements for agile
personnel in the IT sectors of Germany and the
United States, [15], analyzed job postings of online
job portals and discovered that non-technical skills
are more common in the United States than in
Germany. Further, both countries considered test
and requirements management the most essential
concept in management. Project management,
business domain expertise, and interpersonal skills
are relevant because they allow IT departments to
collaborate successfully with other departments,
internal users, external customers, and suppliers,
[10]. The increased emphasis on having more
business content in educational institutions' IT
courses has resulted in a reorientation of Hong
Kong's computing courses, with fewer technical
subjects included in their curriculum to meet the
industry's business skills demands, [8]. Previous
research has found that college graduates lack the
required soft skills, [16], [17], and struggle with
communication skills, implying that colleges or
universities should teach students how to develop
these skills, [18], [19]. Therefore, academic
institutions must improve their curriculum by giving
students access to the extended practice of these
abilities for them to obtain a position in the IT
industry.
In terms of technical skills, the industry assumes
that an IT graduate will have the fundamental IT
knowledge, skills, and abilities necessary for
industry employment. However, it is impossible to
foresee the specific technology students will use
after graduation and the competencies needed due to
the rapid evolution of computing technologies. The
top skills identified in 2005 include Web
programming, Unix, C++, Java, SQL programming,
and Oracle DB, [10], while, [19], identified
operating systems, security, hardware, networking,
and database as the top five skills in 2010. These
skills have been part of the IT core curriculum for a
long time. The development of skills in wireless
communication and applications, security, online
applications, and data management is also growing,
[20]. However, the top competencies required of IT
workers in 2020 have shifted. Security, cloud
computing, data analytics and data science,
networking and wireless, software development, AI
and machine learning, project management,
programming, IT service management, and
virtualization are among the top 10 skills, [21]. The
changes in the list of top skills indicate that IT
technical skills evolve with time, and academic
institutions should regularly review their curriculum
to ensure that their graduates possess the technical
skills required to navigate and succeed in an ever-
changing IT industry.
Despite efforts to address the problem of keeping
up with new and emerging technological
advancements in the field, the gap between the skill
sets required for IT employees and the competencies
gained in the academic environment by IT graduates
continues to widen, [21]. A global IT skills gap has
resulted from the increasing demand for IT workers,
which is projected to persist and potentially increase
in the future, [22]. To effectively bridge the IT skills
gap and increase the employability of graduates,
there is a need to evaluate the IT core competencies
from time to time because technology does not
remain constant and must be aligned with
significant developments in the industry. The IT
competency model published by the United States
Department of Labor (Figure 1) defines the
competencies required for people to succeed in their
chosen career in IT, [23]. Tiers 1-3 represent “soft
skills” and work readiness skills that most
employers need, and tiers 4 and 5 represent
industry-wide technical competencies required to
develop career paths within the IT industry. These
competencies are cross-cutting since they enable an
employee to switch between industry sub-sectors.
Regardless of the sector in which they operate, Tier
4 covers the competencies to wherein employees
across the industry can benefit. Tier 5 covers a sub-
set of industry technical competencies specific to an
industry sector. The ACM Committee for
Computing Education in Community Colleges
(ACM CCECC) used this competency model to
identify the technical competency areas of an
associate degree in information technology. These
IT competencies are client computing and user
support, database and information management,
digital media and immersive technology,
networking and convergence, programming and
application development, and competency in
servers, storage, and virtualization, [24]. Further, the
Minnesota Dual-Training Pipeline identified
industry-sector technical competencies for IT
Infrastructure Administration using the model of,
[23]. These competencies include network/system
architecture, configuration and management,
storage/data/backup/disaster recovery, cloud,
network support and security, telecommunications
and collaboration, systems analysis, hardware
devices/platforms, virtualization, and monitoring,
[25].
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Fig. 1: IT Competency Model
Identifying the competencies vital for IT
professionals to thrive in the workforce will provide
educational institutions with relevant information
for curriculum improvement. Therefore, examining
the gaps between the perceptions of industry
practitioners and the academic community is
essential in keeping the IT curriculum up to date.
This study aimed to present an updated view of the
essential IT competencies as perceived by the IT
industry and highlight the skills gap between
industry expectations and student academic
preparation. Educators will benefit from the findings
of this study in improving their curricula to better
prepare students for the IT job market. Students
would benefit from this research since they can gain
insights into the essential competencies needed for
their future roles in the IT industry. Thus, the result
of this study would be a significant input in
updating the current IT curriculum by integrating
the required knowledge areas to develop the
relevant competencies of future IT graduates and for
them to succeed in their chosen IT careers.
The remaining sections of this study are
structured as follows: Section 2 details the research
materials and methods that this study used for
selecting the participants, the survey instrument
used, the data collection procedure, and data
analysis; section 3 presents the findings regarding
the distribution of the respondents, and discusses the
relevant knowledge, skills, and tools required for IT
graduates and the fundamental competencies
according to specific IT jobs; and section 5 provides
a summary of the main points of the study.
2 Materials and Methods
The study utilized quantitative and qualitative
research to determine the most relevant
competencies according to IT practitioners and
academicians. We performed a quantitative analysis
of the responses about the important IT knowledge,
skills, and tools to determine the difference in the
perception of industry practitioners and the
academic community. Qualitative analysis of the
responses using text analytics was employed to
determine the specific IT job competencies
suggested by IT industry practitioners.
2.1 Participants of the Study
The respondents in this research were two hundred
(200) managers or supervisors or team leaders who
oversee other employees of various companies
situated dominantly in the Philippines. The selected
companies are employers of IT graduates from
Pangasinan State University (PSU) who are
assigned to manage, develop, and implement IT
projects.
The respondents from the academic community
were composed of forty (40) Information
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Christine Lourrine S. Tablatin
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Technology faculty members from various higher
educational institutions (HEI) in Pangasinan.
2.2 Instruments
The survey questionnaire utilized in this study was
adopted from other studies. However, we modified
the questionnaire by adding some questions to make
it more appropriate for this study. The survey
questionnaire is composed of four columns. Column
1 shows the knowledge areas, which are IT core
technical skills. Column 2 consists of the skills,
tools, and knowledge needed to implement the IT
core technical skills. Column 3 shows the rating
columns where respondents identify whether the
knowledge and skills are essential using a five-point
Likert-type scale. The last column shows the other
tools, skills, and knowledge that are also important
but not included in Column 2. To remove survey
question ambiguity and increase the instrument’s
reliability, the instrument was revised based on the
needed information and pilot-tested with OJT
undergraduate students, OJT supervisors, and OJT
coordinators who were not included in the actual
survey. The survey questionnaire was revised based
on the findings and suggestions from the pilot study.
2.3 Data Collection Procedure
To recruit industry practitioner respondents, we
obtained a list of IT graduates with their contact
numbers and email addresses from the registrar's
office. We used the graduates' email addresses to
disseminate the graduate tracer form we created to
find out where the graduates are affiliated or
employed. 200 graduates responded and filled out
the graduate tracer form. We then sent a letter to
their employer seeking permission to float the
survey questionnaire. After approval of the request,
we distributed the questionnaire to the graduates.
The graduates were tasked with requesting that their
managers, supervisors, or team leaders complete the
survey questionnaire. The survey questionnaire was
sent to 200 IT graduates and their managers,
supervisors, or team leaders. However, only one
hundred seventy-four (174) managers, supervisors,
or team leaders of their respective companies had
the time to participate in the survey and offer
complete and accurate answers. The survey
questionnaires from the remaining managers,
supervisors, and team leaders were incomplete,
while other respondents failed to provide key
responses, so we excluded their answers from the
data analysis.
The respondents from the academic community
were selected from different universities in
Pangasinan offering IT courses. We sent a
permission letter to the prospective faculty
respondents asking them to participate in the study.
After approval of the request, the respondents were
requested to use the same survey instrument that
was distributed to the industry practitioners. The
target IT faculty respondents were 50, but only 40
provided complete answers. Some faculty members
did not respond to our request to be part of the
research.
2.4 Data Analysis
Descriptive statistics and visualizations were
utilized to characterize the profile of the
respondents. In the descriptive statistics, respondent
data were described using counting and percentages.
A bar chart was used to show the distribution of the
industry practitioners according to their job titles.
Pie charts were used to present the distribution of
industry practitioner respondents according to the
industry sector and IT faculty respondents according
to their academic rank. To describe the level of
importance of IT knowledge, skills, and tools, we
used the Average Weighted Mean (AVM) based on
the perception of the managers, supervisors or team
leaders, and IT faculty members. To test if there is a
difference in the level of importance of knowledge,
skills, and tools for IT jobs, Welch’s T-test was
utilized. Table 1 presents the description and range
used to interpret the results of the degree of
importance and level of competencies. Further,
qualitative analysis of the responses using text
analytics was employed to determine the specific IT
job competencies suggested by IT industry
practitioners.
Table 1. Interpretation of the Results of the Level of
Importance of the Knowledge Areas
Description
Degree of Importance
Range
Very Important (VI)
4.21 – 5.00
Important (I)
3.41 – 4.20
Somewhat Important (SI)
2.61 – 3.40
Less Important (LI)
1.81 – 2.60
Least Important at all (LSI)
1.00 – 1.80
2.5 Skills Gap Analysis
The measure of the difference is defined as the
mean average difference between the perceptions of
IT industry practitioners and the IT academic
community on the importance of skills, knowledge,
and tools in the IT industry.
Skills Gap = ∑ i-1 n [ (Practitioner Mean –
Academic Mean) n ]
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Where: i refers to the ith respondents
n refers to the total number of respondents
Practitioner Mean refers to the student's
perception of the importance of skills
Academic Mean refers to the industry's
perception of the importance of skills
3 Results and Discussion
3.1 Distribution of Industry Practitioner
Respondents
The demographic information of the industry
practitioners provides general information about the
respondents in terms of the nature of their jobs and
the industry sector of their companies. Based on the
demographics, the respondents handle software and
systems development and administration, security,
and technical support. Further, in terms of the
industry, most of the respondents are employed in
IT companies. This result implies that the
respondents could provide accurate information
about the industry-wide technical competencies
needed by IT graduates who wish to have a career in
IT firms and work with software and systems
development and administration, security, and
technical support.
Figure 2 shows the distribution of the industry
practitioner respondents. Out of the one hundred
seventy-four (174) managers, supervisors, and team
leaders from various companies situated dominantly
in the Philippines, 43% handled IT support staff,
followed by software engineers (14%) and system
analysts (14%). Further inquiry revealed that most
of the IT support staff handled by the respondents
were support technicians and IT specialists who
were highly skilled IT staff and team members
developing IT products. Technical knowledge and
skills in computer and programming are important
to support and produce software. This finding
revealed that many of the respondents have high
technical skills and focus more on the management
and development of IT products, applications, and
systems.
In terms of the industry sector where the IT
practitioners were employed, we found that 42% of
the respondents are from the IT industry, 15% are
from Business Process Outsource (BPO), 14% are
from financial institutions, and 8% are from the
public sector. Based on the data presented in Figure
3, we can see that many of the respondents are
employed in IT firms. This finding shows that most
IT graduates were applying their IT knowledge and
skills to use.
Fig. 2: Profile of Industry Practitioners according to
Job Title
Fig. 3: Profile of Industry Practitioners according to
Industry Sector
3.2 Distribution of IT Faculty Respondents
As mentioned in Section 2.1, there were forty (40)
IT faculty respondents. Figure 4 shows that the
academic rank of most of the respondents (27 or
68%) were instructors, followed by assistant
professors (11 or 27%), and (2 or 5%) were
associate professors. Further inquiry revealed that
some instructors have been in the service for more
than 5 years and have previous working experience
in an IT-related company. Furthermore, most of the
respondents have master’s degrees, while some have
ongoing master’s studies. The Commission on
Higher Education (CHED) memo requires college
faculty members to have a master’s degree as a
minimum requirement before teaching in college.
These findings revealed that the respondents meet
the qualifications as respondents of this study and
could provide valuable insights about the
competencies needed by the students to succeed in
the IT industry.
I.T.
supp
ort
Prog
ram
ming
Soft
ware
Engi
nner
ing
Soft
ware
Deve
lope
r
Syst
em
Anal
yst
Grap
hics
Desi
gner
Net
work
Adm
inistr
ator
Web
Deve
lope
r
Syst
em
Adm
inistr
ation
Syst
em
Secu
rity
No. of respondents 74 13 25 12 25 6 6 10 2 1
Percent 43% 7% 14% 7% 14% 3% 3% 6% 1% 1%
0
10
20
30
40
50
60
70
80
42%
15%
14%
8%
7%
6% 2%
3%
3% Information
Technology
BPO
Financial Institutions
Public Sector
Retail
Medicine
Aviation
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Fig. 4: Profile of the IT Faculty Respondents
according to Academic Rank
3.3 The Important IT Knowledge, Skills,
and Tools
As mentioned, Table 2 cshows the gap in the
knowledge areas as perceived by the IT faculty
members and industry practitioners. The result of
the analysis revealed that the microprocessors,
semiconductors, and embedded systems (-1.02)
knowledge area has the biggest gap among all the
knowledge areas followed by Telephony, Mobile
and Wireless Computing (-0.86), and Artificial
Intelligence and Robotics (-0.75). Industry
practitioners perceived these knowledge areas as
somewhat important/important in performing their
tasks and functions. However, IT faculty
respondents perceived these as very
important/important. The Table 2 (Appendix) also
shows that Document Management and groupware
(0.11) obtained the lowest gap among all knowledge
areas followed by the Internet (-0.29) and electronic
publishing (-0.31). IT faculty members and industry
practitioners have the same perception of the
importance of these knowledge areas. Both
respondents expect all IT graduates to possess these
knowledge, skills, and tools as these are basic in IT.
The Table 2 (Appendix) also shows that the
perception of industry practitioners and IT faculty
members have a significant difference in almost all
the knowledge areas except Document management
and groupware where both respondents agree that
the knowledge is important. Overall, there is a
significant difference in their perceptions of the
importance of the knowledge areas. The results
revealed that the important competencies that should
be acquired were not provided by the institutions
that offer IT programs based on the perceptions of
the academic community and industry practitioners.
As observed in Table 2 (Appendix), most of the
knowledge, skills, and tools that were perceived as
very important by IT faculty members are perceived
as only important by the IT practitioners except for
the Internet and Applications and Systems -
Languages for Development and Management
knowledge areas. Furthermore, the overall average
weighted mean of the rating of IT practitioners and
IT faculty members revealed a significant
difference.
The academic community and industry
practitioners concur that acquiring competencies in
programming languages such as Java, JavaScript,
ASP.NET, C#, IOS, Android, Python, PHP, SQL,
and Ruby and the Internet is very important for IT
graduates. However, the academic community
perceived all the other identified knowledge areas as
very important and important, whereas industry
practitioners only perceived these knowledge areas
as important and somewhat important. These
findings suggest that there is a gap between the
acquired competencies in the university and the
competencies needed by the industry.
3.4 Important IT Competencies According
to Specific Jobs
Table 2 (Appendix) shows the list of important IT
knowledge, skills, and tools perceived by the IT
practitioners and the academic community. The
identified knowledge areas are: (1) applications and
systems – languages for development and
management, such as Java, JavaScript, ASP.NET,
C#, IOS, Android, Python, PHP, SQL, and Ruby,
(2) artificial intelligence and robotics where
knowledge in Internet of Things (IoT), machine
learning, computer vision, expert systems, and
industrial control systems is necessary, (3) CAD,
computer design, graphics, modeling and
multimedia, (4) data capture focused on barcodes,
optical character recognition, and automatic
identification, (5) document management and
groupware, such as Lotus notes and domino, MS
Exchange and Outlook, and search engines, (6)
electronic publishing using desktop publishing,
google forms, and HTML, (7) electronic commerce
through website management, smart cards, and e-
mail brodcast, (8) enterprise systems such as SAP,
data mining, supply chain, intranet, and peoplesoft ,
(9) Internet, (10) microprocessors, semiconductors
and embedded systems, (11) networks – hardware
and software such as fiber optics, LAN, and DSL,
(12) operating systems, (13) storage, (14) servers –
hardware and software, (15) personal use software,
(16) systems and computer security, and (17)
telephony, mobile, and wireless computing.
Based on the result presented in Table 2
(Appendix), there is a substantial disparity in the
5%
27%
68%
Associate
Professor
Assistant
Professor
Instructors
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perception of the industry practitioners and
academic community about the knowledge, abilities,
and tools specific to certain IT jobs. The results
indicate that every IT job requires different sets of
knowledge, skills, and required tools to perform the
tasks and functions. This finding is consistent with,
[19], suggesting that competencies for specific IT
jobs are context-specific. Further, this study reveals
that it is very important for software engineers,
computer programmers, web developers, software
developers, and network administrators to be
knowledgeable in Applications and Systems –
Languages for Development and Management. The
result also indicates that these jobs focused on
application and systems development, wherein
graduates should possess knowledge of
programming languages for development.
Microprocessors, semiconductors, and embedded
systems obtain the lowest AWM, indicating these
knowledge areas are only marginally significant to
IT professionals. This finding reveals that computer
hardware knowledge is not very relevant in the
information technology field. However, the Internet
obtains the highest AWM, which implies that
Internet knowledge and skills are vital for all IT
jobs. Therefore, educational institutions should
revisit and update their IT curriculum to ensure that
fundamental knowledge areas are effectively taught
to students to meet the demands of the IT industry.
Table 3 (Appendix) presents the essential IT
competencies according to specific jobs suggested
by the industry practitioners. In terms of knowledge,
IT graduates should have a solid foundation in the
design and implementation of databases, the
development of applications using various
platforms, and the application of different operating
systems. Practitioner respondents also suggested
relevant skills such as the application of different
frameworks for system development, data analytics,
and many more. Furthermore, industry practitioners
proposed many tools that can be utilized in both the
development and maintenance of application
systems.
4 Conclusion
This study identified important IT competencies as
perceived by the industry and the knowledge and
skills gap between industry perception and the
academic community. Responses from industry
practitioners reveal that microprocessors,
semiconductors and embedded systems, mobile and
wireless computing, and robotics were perceived as
those knowledge areas that are somewhat
important/important in performing their tasks as IT
practitioners. However, IT faculty members
perceived these knowledge areas as very
important/important. The results also reveal that the
important knowledge, skills, and tools that should
be acquired in the school were not provided by the
academic community that offers information
technology programs. These results show that there
is a gap in the knowledge that should be acquired in
the school and the needed requirements of the
industry. Thus, this study would be significant in
bridging the IT competency gap and increasing the
employability of graduates by identifying the core
competencies needed by IT companies in the
Philippines. Further, the study also found that the IT
competencies vary depending on the specific IT job.
These findings bring something new to the literature
since we can use the identified competencies across
industries and specific IT jobs to establish a
Philippine IT competency model. We can define the
knowledge, skills, and abilities required for IT
graduates to succeed in their IT careers.
This research brings insights into the relevant
competencies needed for the Philippine IT
workforce and how to improve the IT curriculum to
produce professionals that meet industry needs.
Thus, the study recommends that the academic
community should revise and update its curriculum
from time to time to address necessary IT
knowledge, skills, and tools that students should
acquire. Furthermore, stakeholders like the alumni,
industry partners, and students should be involved to
solicit their input in the enhancement of the
curriculum.
Acknowledgement:
The authors would like to thank Pangasinan State
University for the financial support extended in the
conduct of the study. We would also like to extend
our gratitude to the faculty members, alumni, and
their employers who participated in the survey.
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APPENDIX
Table 2. Important IT Knowledge, Skills, and Tools as Perceived by IT Practitioners and Academic Community
Legend:
Description Range
5 - Very important (VI) 4.21 - 5.00
4 - Important (I) 3.41 - 4.20 ns - not significant
3 - Somewhat Important (SI) 2.61 - 3.40 s - significant
2- Less Important (LI) 1.81 - 2.60
1- Least Important at all (NIA) 1.00 - 1.80
AWM
(Rating)
Practitioner
/
Description
AWM
(Rating)
Academic/
Description
Mean
Difference
Ranks
Significant
Difference
4.31/(VI)
4.70 / (VI)
-0.39
12
p < 0.001 s at p <
.05.
3.53 / (I)
4.28 (VI)
-0.75
3
p < 0.001 s at p <
.05.
3.56 / (I)
4.18 / (I)
-0.62
5
p < 0.001 s at p <
.05.
3.74 / (I)
4.15/ (I)
-0.41
10
p 0.007 s at p < .05.
3.79 / (I)
3.68 / (I)
0.11
16
p 0.457 ns at p < .05.
3.89 / (I)
4.20 / (I)
-0.31
14
p 0.049 s at p < .05.
3.90 / (I)
4.23 / (VI)
-0.33
13
p 0 .022 s at p < .05.
3.89 / (I)
4.48 / (VI)
-0.59
7
p < 0.001 s at p <
.05.
4.39 / (VI)
4.68 / (VI)
-0.29
15
p 0.018 s at p < .05.
3.08 / (SI)
4.10 / (I)
-1.02
1
p < 0.001 s at p <
.05.
3.93 / (I)
4.53 / (VI)
-0.6
6
p < 0.001 s at p <
.05.
4.06 / (I)
4.45 / (VI)
-0.39
12
p .003 s at p < .05.
3.80 / (I)
4.35 / (VI)
-0.55
8
p < 0.001 s at p <
.05.
3.78 / (I)
4.43 / (VI)
-0.65
4
p < 0.001 s at p <
.05.
3.51 / (I)
3.98 / (I)
-0.47
9
p 0.002 s at p < .05.
4.13 / (I)
4.53 / (VI)
-0.4
11
p < 0.001 s at p <
.05.
3.47 / (I)
4.33 / (VI)
-0.86
2
p < 0.001 s at p <
.05.
3.81 / (I)
4.3 / (VI)
-0.50
p < 0.001 s at p <
.05.
WSEAS TRANSACTIONS on INFORMATION SCIENCE and APPLICATIONS
DOI: 10.37394/23209.2023.20.36
Christine Lourrine S. Tablatin
E-ISSN: 2224-3402
342
Volume 20, 2023
Table 3. Important IT Competencies According to Specific Jobs
Job
IT Competencies
System Analyst
Databases, test automation, integration tools
Graphics Designer
Autodesk-Maya, Auto-desk 3ds Max. Logo Design, Photo Compositing, 3D Graphic Design.
Photoshop, Illustrator, After Effects.
Network
Administrator
Cisco, network management
Computer
Programmer
Adobe Apps, Corel, RFID, Biometrics, Google Docs, Devices and server network connection, Windows Servers
Software
Developer
Unity 3D, Python => Django, Java => Spring Frameworks, JavaScript => Angular / React
Android Java => Kotlin, SQL => AWS Migration, Php => Laravel, Bootstrap => Angular Material Javascript Frameworks such as
React JS, Vue JS, Angular JS, and Node JS as a Backend, Machine Learning, Motion Sensor, Blender
Web Developer
Need to introduce frameworks that are being used in the real world. Laravel, CodeIgniter, Node.JS, React.JS, Django etc. NDA,
GDPR, SEO, Google Analytics, Cache systems,
Need to introduce API programming, IPaaS solutions like Boomi or Mulesoft,
Need to introduce CMS platforms like WordPress, Joomla, Drupal, etc.
Need to introduce HTML frameworks like Bootstrap, zurb foundation, etc.
Software Engineer
Kotlin, Javascript Frameworks (React, Vue.js, nodeJS) Software Engineer
SQL and C# Java 8+, Springboot, Angular, Regular Expression
Jabascript Frameworks such as React JS, Vue JS, Angular JS and Node JS as a Backend.
Angular + Node.js & Express. Xamarin, .Net 5 and up, Blazor, Source Control: GIT, VSTS, SVN Adobe XD supports vector
design and website wireframing, and creating simple interactive click-through prototypes
Data Science, Cloud Computing ie. AWS services, Automated Testing using Selenium/Krypton, Continuous Integration Continous
Deployment, Development platform and Repositories ie. Gitlab, Unit Testing
Database Administration: MySQL, SQLServer, Oracle, AWS RDS/Aurora
Business Intelligence, SAAS, PAAS, TAAS" Knowledge in ERP such as SAP, Oracle, and Career as ERP is now a trend.
Cyber Security, Security specific tools i.e., Owasp Zap, Source Code Scanning, System Hardening, Penetration Testing
API
AWS web services
Webex
System Support
Biometrics, MS Office.
Knowledge of data recovery once there’s a case of data corruption,
Cloud
Contribution of Individual Authors to the
Creation of a Scientific Article
The sole author of this scientific article
independently conducted and prepared the entire
work from the formulation of the problem to the
final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
This study was funded by Pangasinan State
University.
Conflict of Interest
The sole author has no conflict of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
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WSEAS TRANSACTIONS on INFORMATION SCIENCE and APPLICATIONS
DOI: 10.37394/23209.2023.20.36
Christine Lourrine S. Tablatin
E-ISSN: 2224-3402
343
Volume 20, 2023