ABSTRACT
While entering the post-COVID-19 pandemic phase, to define a new normal way of working, some companies are transitioning toward a permanent WFX model, while others are combining WFX with colocated work (i.e., hybrid work). Therefore, fostering WFX skills (usually classified as soft skills) in early-career students becomes crucial;additionally, it can help reduce early school leaving. This work aims at understanding how business simulation projects foster the WFX skills deemed crucial by industries. To this end, we conducted two case studies involving high school students. The final questionnaire revealed that most participants evaluate their WFX as fair or higher. Moreover, they believe that business simulation projects help in developing WFX skills. Based on our results we highlight recommendations for educational practice. Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
ABSTRACT
The outbreak of the COVID-19 pandemic prohibited radically the collocation and face-to-face interactions of participants in coding bootcamps and similar experiences, which are key characteristics that help participants to advance technical work. Several specific issues are faced and need to be solved when running online coding camps, which can achieve the same level of positive outcomes for participants. One of such issues is how to keep the same level of fun that participants obtained through physical activities and interactions in the face-to-face settings. In this paper, we report on our experience and insights gained from designing and running a fully remote coding camp that exposes high school students to Agile-based Software Engineering practices to enhance their ability to develop high-quality software. To design the online coding camp, we adapted the face-to-face version of the coding camp to keep the same "level of fun", i.e., adaptations aimed at increasing communication, engaging participants, and introducing fun items to reduce fatigue due to prolonged computer use, while preserving the technical curriculum that enables students to attain the learning goals originally planned. The comparison with the results of the face-to-face coding camp shows that we succeeded in keeping the fun alive in the online edition, and the participants of online camp were able to produce the results at the same level of quality in terms of product and process as in the face-to-face edition. From our experience, we synthesize lessons learned, and we sketch some guidelines for educators.
ABSTRACT
The world of work-from-home (WFH) and work-from-anywhere (abbreviated WFX or WFA) grew more than ever during the COVID-19 pandemic. Many companies are now planning on permanently allowing WFX, with subsequent demand for specific skills. It is crucial to foster these skills in high schools, as students may enter the job market without attending University. Up-to-date analysis of the current situation is missing to align supply and demand by enabling educators to set goals and strategies to train students so that they will be able to mesh into a WFX setting. To address this issue, we collected complementary data using a case study (23 students), a questionnaire (616 students), and interviews with professionals and practitioners of the software development sector. Results suggest that information management, communication skills, autonomy, and resourcefulness are key competencies that enable professionals to succeed in a WFX environment. However, students feel less prepared in terms of communication skills;moreover, they lack time management and autonomy skills. Based on our results, we highlight recommendations for educational practice that educators can use in curriculum building to fill the gaps that emerged in this study to assure the effective development of the skillset demanded by current and future WFX conditions.