Slavomir Vukmirović
Marko Čičin-Šain
Mladen Koturović
Ekonomics Faculty,
University of Rijeka
Croatia
Informatics education, practical
training and optimal choice of
informatics career in business
Introduction
The education system in the field of business
informatics should direct the choice of material and
model curriculum not only on teaching computer
science, but also to transformation of entire
schooling.
Accordingly, it is necessary to connect the
informatics education and training for careers in
business informatics by creating an IT (information
technologies) skilled personnel who are able to
combine knowledge of business economics and ICT
(informational-communicational technologies).
Systematization of informatics
career (area of interests)
according to ISM model
Table 1a
11
12
13
Management
TS
Planning and
research
No
1
2
3
4
5
6
7
8
9
10
Function (Careers)
Education and training management
Information management
Information systems coordination
Programme management
Project management
Services management
Systems development management
Telecommunication management
Continuity management
Emerging technology monitoring
Strategic application of information
system
Network planning
Research
Abb
ETMG
IRMG
ISCO
PROG
PROJ
SDMG
DLMG
TLMG
COPL
EMRG
STPL
NTPL
RSCH
Systematization of informatics
career (area of interests)
according to ISM model
Table 1b
TS
Systems development and maintenance
No
14
15
16
17
18
19
20
21
22
23
24
25
26
Function (Careers)
Application support
Business analysis
Data analysis
Database design
Content creation
Porting/software integration
Programming
Software engineering
Systems architecture
Systems design
Systems integration
Systems testing
Web site specialism
Abb
ASUP
ANAL
DTAN
DBDS
DOCM
PORT
PROG
SENG
ARCH
DESN
SINT
TEST
WBSP
Systematization of informatics
career (area of interests)
according to ISM model
Table 1c
Quality
CRM
31
32
33
34
35
36
37
38
39
40
41
42
TS
Technical support and
consultancy
No
27
28
29
30
Function (Careers)
Business process improvement
Consultancy
Safety assesment
Information security
Software development process
improvement
Systems ergonomics
Technical specialism
Compliance audit
Quality assurance
Quality audit
Quality management
Quality standards
Account management
Marketing
Sales support
Sailing
Abb
BPRE
CNSL
SFAS
SCTY
SPIM
HCEV
TECH
COMP
QUAS
QUAU
QUMG
QUST
ACMG
MKTG
SSUP
SALE
Systematization of informatics
career (area of interests)
according to ISM model
Table 1d
Education
45
46
47
48
49
50
51
52
53
54
55
56
TS
Support and administration
No
43
44
Function (Careers)
Development and training
Education and training delivery
Training materials creation and
maintenance
Assesment
Change management
Configuration management
Contract management
Contract monitoring
Data protection
Asset management
Methods and tools
Supervision
Procurement
Project office
Abb
DVTR
ETDL
TMCR
APAS
CHMG
CFMG
COMG
COMO
DPRO
ASMG
METL
SUPV
PROC
PROF
Research
The research showed following hypothesis
Hypothesis 1.
Students of business
informatics course (IB)
achieve better results
(grades) in informatics
courses as oppose to
students of other
courses and during
class they achieve
greater achievements
in informatics contents
t-Test: Two-Sample Assuming Equal
Variances
Mean
Variance
Observations
Pooled Variance
Hypothesized Mean
Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
Variable 1 Variable 2
2,92857
2,57447
0,75087
0,42368
42
47
0,57787
0
87
2,19377
0,01546
1,66256
0,03092
1,98761
Hypothesis 2.
Students of IP courses
achieve
greater
achievements during class
and
practice
from
informatics collegiums on
faculty during knowledge
and skill acquisition in work
with computers
T-test results about significant
difference in progress in work
with computer applications
RB
WE
Word
Exc
Acc
Int
VBA
PP
Grupa A Grupa B
1 42 43 89 P-vrijed.
2
2
2
2 0,32400
2
3
3
3 0,32764
3
3
2
2 0,04817
3
3
2
2 0,04220
2
3
3
3 0,48539
2
2
1
2 0,13745
3
2
3
3 0,53417
Results of T-test about significance of
differences in students’ affinities towards
professions in business informatics
RB
Hypothesis 3.
Students of IP have greater
affinities towards careers in
business informatics
TS
Uprav
PnIs
RaOd
TeKo
Kval
Mark
PoAd
Smjer
Zanimanje
ISMG
RGMG
DLMG
EMRG
NTPL
ASUP
PORT
PROG
SENG
ARCH
DESN
SINT
TEST
SPIM
HCEV
TECH
QUAS
QUMG
QUST
MKTG
ASMG
SUPV
Grupa A Grupa B
1 41 42 87
IP
IP Man Mar T-TEST
(P<0,05)
4
4
3
5
2
2
4
2
2
3
3
4
5
4
4
3
3
3
3
4
5
4
3
4
5
5
2
4
4
4
4
3
3
3
3
3
3
3
5
5
1
2
2
0
0
4
5
4
3
2
4
2
3
4
4
3
2
4
3
3
4
4
3
5
0
0
3
2
5
5
5
5
5
3
5
3
5
3
5
4
1
4
3
5
5
4
4
5
0,01612
0,02723
0,00206
0,01666
0,00188
0,02151
0,01185
0,00079
0,00039
0,00005
0,01153
0,00457
0,00006
0,02505
0,00045
0,00076
0,02220
0,03883
0,00845
0,00005
0,01582
0,01456
C
Hypothesis 4
Every student of IP
course (or majority)
is very interested
even for one of the
offered careers
Analysis of the number of
occupations who have not one
grade 5 (from students’
affinities point of view)
2
5
6
7
8
9
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
RB
D AR AS
1 41 42
CL CM CN CO
87
IP IP Man Mar
Smjer
Zanimanje
ETMG
2 5
4
5
IRMG
2 5
3
5
ISCO
3 3
0
4
ISMG
4 3
0
3
METL
5 2
3
5
SUPV
4 0
0
5
PROC
5 3
5
4
PROF
5 2
3
0
Broj zanimanja koja nemaju
niti jednu ocjenu =5
Svi IP Os
=5 =5 =5
7
11
3
2
4
3
5
8
2
CM6 =COUNTIF(D6:CL6;"=5")
CM6 --> EDIT/COPY
CN6:CO6 --> EDIT/PASTE
CM6:CO6 --> EDIT/COPY
CM7:CO62 --> EDIT/PASTE
CM63 =COUNTIF(CM6:CM62;"=0")
CM63 --> EDIT/COPY
CN63:CO63 --> EDIT/PASTE
5
6
3
2
3
2
3
6
3
2
5
0
0
1
1
2
2
9
Hypothesis 5
For every offered
career (or greater
majority of careers)
great interest will be
shown from at least
one of the students
hypothesis 5
Percentage of students who
rated at least one profession
with 5
Svi
IP
OS
BS
<5(1)
15
6
9
BS
=5(1) %
72 83%
35 85%
37 80%
Methodological frame of informatics education,
training and choice of optimal profession
in business informatics
1.Creating teaching methods supported by informatic
and communicational technologies
2. Introducing affinities and abilities of students and their
guidance based on linking these affinities and abilities
3. The strongest as possible connecting of the
teaching content with contents from business practice
4. Plan
of student practice in companies so that
the time is concretely and effectively utilized.
Methodological frame of informatics
education, training and choice of optimal
profession in business informatics
5. Analysis of the activities and outcomes of graduates from
the Faculty within the context of assessment of their level of
knowledge and skills and assessment of areas where students
have achieved the best results. Such data will be recorded in
the diploma supplement, which is envisaged by the Bologna
process (Diploma Supplement).
6. Analysis of the activities and outcomes of graduates in
the context of defining the area of curriculum in which
students have achieved the best results in specific
subject.
Conclusion
Proven hypotheses point to the significant potential of students
who enrolled Informatics business which can be expressed
through following guidelines:
1. Students of Informatics business achieved significantly better
results in informatics courses and made better progress in
controlling informatics contents as oppose to students of other
courses.
2. There was a high level of motivation of students towards
careers in business informatics.
3. For each profession at least one student has demonstrated a
high level of interest which facilitates coordination students’
affinities towards careers in business informatics needs for
these occupations.